Weaving a Pūrākau

Overview

Students explore pūrākau as Māori narratives and knowledge traditions, not simply as “myths”. Using a teacher-selected, appropriately sourced pūrākau connected to local iwi context, they analyse how narrative choices communicate knowledge, values and relationships before planning and drafting an original narrative inspired by pūrākau conventions.

Prior knowledge: Students should know basic narrative elements—character, setting, conflict, beginning, middle and ending—and have discussed audience, purpose and using texts as models. Before teaching, check local iwi guidance, pronunciation, appropriate attribution and whether the selected pūrākau is suitable for classroom use. Do not reproduce sacred, tapu or restricted knowledge.

Learning intentions

• WALT understand pūrākau as Māori knowledge traditions and respond to them respectfully.
• WALT identify how narrative structure, character, setting, symbolism, voice, sensory detail, dialogue and te reo Māori create meaning.
• WALT use a text as a model to plan and draft an original narrative for a clear audience and purpose.
• WALT make ethical choices about attribution, cultural safety and what knowledge should not be invented or claimed.

Success criteria

• I can explain that pūrākau carry knowledge, values and relationships, and identify the source of the pūrākau studied.
• I can explain how at least three narrative choices create meaning.
• I can plan a coherent original narrative with a purposeful setting, character, conflict and resolution.
• I can use sensory detail, dialogue and te reo Māori accurately and respectfully, with attribution where needed.

Curriculum links

• Working with texts: responding to and interpreting texts, including their ideas, language features, structures and cultural contexts.
• Working with texts: using texts as models to develop and craft writing for a particular audience and purpose.
• Crafting texts: selecting and adapting planning strategies to improve clarity and coherence.
• Visual and digital texts: developing detailed planning to enhance coherence and depth, where students use a storyboard or digital plan.

Lesson structure (60 minutes)

1. 0–6 min · Hook and cultural framing. Teacher opens the pūrākau introduction deck with the question, “What knowledge can a story hold?” and establishes that pūrākau are Māori narratives and knowledge traditions, not a generic category of mythology. Students write one initial idea, then listen to the expectations: pronounce names carefully, avoid claiming ownership, name sources, and do not invent or imitate restricted knowledge.

2. 6–15 min · Encountering the pūrākau. Teacher reads or plays a short, teacher-selected pūrākau from a reputable source or local iwi-approved resource, giving its title, iwi or tribal context where appropriate, source and permission status. Students listen for what the narrative teaches about people, place, relationships or responsibility, recording two observations on the pūrākau analysis and planning sheet. Teacher pauses to clarify unfamiliar vocabulary and invites, rather than requires, students to share connections.

3. 15–27 min · Explicit teaching and modelling. Using the pūrākau introduction deck, teacher models a “notice, explain, apply” analysis of one brief extract or event: structure (opening, disruption, consequence), character and motivation, setting, conflict, symbolism, narrative voice, sensory detail, dialogue and purposeful te reo Māori. Model a planning example about an entirely fictional relationship with a local environment—not a retelling of the studied pūrākau. Explain that te reo Māori should be used only when the writer understands the meaning and pronunciation; provide a translation or context, and avoid decorative or tokenistic use. Students identify which choices communicate knowledge or values.

4. 27–38 min · Collaborative analysis. In groups of four or five, students complete the analysis section of the pūrākau analysis and planning sheet. Year 9 students identify three features and explain their effects using sentence starters such as “The setting suggests…” and “This symbol could represent…”. Year 10 students add a discussion of how structure, voice and cultural context work together, and distinguish evidence from personal interpretation. Each group shares one insight and one respectful question.

5. 38–52 min · Writing workshop: plan and draft. Teacher displays the task through the pūrākau introduction deck: plan and draft the opening of an original 400–600-word narrative inspired by conventions such as a meaningful relationship with place, a challenge, transformation, consequence or intergenerational knowledge. Students complete the planning boxes, then draft at least one developed scene on the pūrākau analysis and planning sheet. Their narrative must use a fictional setting or their own lived context, not retell the studied pūrākau or use named atua, ancestors, tribal histories, whakataukī or sacred knowledge without permission. Year 9 students use a four-part plot scaffold; Year 10 students deliberately control viewpoint, symbolism and pacing.

6. 52–60 min · Share, reflect and assess. Students read a selected sentence or paragraph to a partner, who gives one specific response: “A detail that created an image was…” or “A choice I wanted to understand more was…”. Students complete the final reflection on the pūrākau analysis and planning sheet: identify one narrative choice, one cultural-safety check and one next drafting step. Teacher collects sheets and invites students to share questions privately if the content raised concerns.

Resources

• the pūrākau introduction deck
• the pūrākau analysis and planning sheet
• Teacher-selected, appropriately sourced or iwi-approved pūrākau
• Audio recording or teacher copy of the pūrākau
• Whiteboard and markers
• Dictionaries or trusted te reo Māori pronunciation support
• Exercise books or devices
• Local iwi guidance, source and attribution information

Assessment

• Listen for students’ ability to distinguish pūrākau as knowledge traditions from the generic label “myth”; address misconceptions immediately.
• Check group analysis for accurate identification of narrative features, evidence and interpretation.
• Use the planning and draft to assess coherence, purposeful narrative choices, respectful te reo Māori use, attribution and avoidance of restricted or appropriated material.

Differentiation

• Provide a word bank, labelled narrative arc, oral rehearsal, sentence starters and an optional audio version of the source text for students needing support.
• Allow students to dictate, voice-record or handwrite their draft; pre-teach pronunciation and explain cultural terms in context for EAL learners.
• Offer a quiet workspace, chunked instructions and teacher conferencing for students with literacy, attention or sensory needs.
• Challenge Year 10 students to shift viewpoint at a purposeful moment, create a recurring symbol and explain how their choices position the audience.
• Students may write about a relationship with place, family, community or responsibility from their own experience rather than using Māori cultural material.

Homework / next steps

• Complete the first draft and revise one section for structure, sensory detail, dialogue and purposeful language.
• Add a brief author’s note identifying the source that inspired the conventions used and explaining how the narrative avoids retelling or claiming Māori knowledge.
• Bring one drafting question to the next workshop.