Whakaaroaro Integratia

Overview

In this lesson (18 of 20) students reflect on their learning about the NZ Land Wars using Māori learning concepts: whakaaro (thinking), aro (attention/responsiveness), and whakamātau (trying/attempting). They integrate how te reo Māori and tikanga Māori deepened their understanding, then plan “ā muri nei…” next steps using “i ako au…”.

Learning intentions

• Students will reflect in te reo Māori on what they learned, noticed, and practised during the unit.
• Students will explain how te reo Māori and tikanga Māori supported their comprehension of the Land Wars.
• Students will use learning-growth language such as tipu, ako, and mōhio to show progress.
• Students will plan future learning using phrases such as “ā muri nei…” and “i taku/ngāku…”

Success criteria

• I can write a reflection that includes whakaaro, aro, and whakamātau and shows learning growth (tipu/ako/mōhio).
• I can use “i ako au…” to describe at least two specific learning moments and one tikanga/te reo link.
• I can use “ā muri nei…” to set one realistic next step for improving te reo Māori understanding and use.
• I can participate respectfully in group kōrero using a guided Māori discussion protocol.

Curriculum links

• NCEA Achievement Standards in te reo Māori: communicative language use for real contexts (listening/speaking/writing) and making meaning from texts.
• NCEA Achievement Standards: demonstrating understanding of ideas and perspectives through te reo Māori, including cultural concepts and tikanga.
• Writing/communication skills aligned to NCEA task expectations: clarity, relevance, and coherence in extended responses.

Lesson structure (45 minutes)

1. 2 min — Opening karakia & kaupapa

• Teacher briefly states the focus: reflection and integration for Land Wars learning through te reo Māori and tikanga Māori.

2. 8 min — Model reflection (guided)

• Teacher displays an example paragraph (half Māori, half English support). Students highlight where the tauira shows thinking (whakaaro), attention (aro), and trying (whakamātau).
• Quick prompt: “Where do you see ‘i ako au…’ and where is ‘ā muri nei…’?”

3. 10 min — Dyslexia-friendly reflection questions (paired)

• Provide a two-column prompt sheet (Māori on left, English on right) with short sentence starters.
• Students work in pairs to answer orally first, then select 4–6 sentences they will use in their writing.
• Starter examples to include:
• “I ako au nā te …”
• “I kite/whakaaro au i …”
• “I aro au ki …”
• “I whakamātau au …”
• “Ā muri nei, ka …”
• “Nā tēnei, kua tipu taku mōhio/ako.”

4. 15 min — Group kōrero with Māori protocol

• Students form groups of 4–5. Teacher assigns roles: kaikōrero (speaker), kaitautoko (support), kaituhi (notes), timekeeper.
• Protocol: one person speaks at a time; others listen and then respond with “Ka rawe nāu…” or a question starting with “Mehemea…?”
• Groups capture 3 key ideas to help each person complete their own reflection: one te reo link, one tikanga link, one learning growth statement.

5. 8 min — Independent writing: integration paragraph

• Students draft their reflection in te reo Māori, aiming for a short extended paragraph plus 1 future goal line.
• Teacher circulates with a checklist: use 3 concepts (whakaaro/aro/whakamātau), include “i ako au…” and “ā muri nei…”, and include tipu/ako/mōhio at least once.

6. 2 min — Share-out & exit ticket

• Volunteers share one sentence (“i ako au…” or “ā muri nei…”).
• Exit ticket: students choose one sentence they want feedback on and circle the concept it relates to (whakaaro, aro, whakamātau).

Resources

• Reflection prompt sheet with bilingual sentence starters (Māori + simple English).
• Example model reflection paragraph (short, teacher-created).
• Checklist for success criteria (icon-based: whakaaro/aro/whakamātau + i ako au/ā muri nei + tipu/ako/mōhio).
• Timer for group roles.
• Note cards for group kōrero (one idea per card).
• Highlighters or sticky notes for identifying required elements in the tauira.
• Lined writing paper and/or Google Doc template (if class uses devices).
• Optional: graphic organiser showing “Past learning → What changed → Future goal”.

Assessment

• Formative assessment during group kōrero: teacher listens for appropriate use of learning concepts and respectful discussion.
• Collection of the independent reflection paragraph (short extended writing) to gauge understanding and language use.
• Teacher provides next-steps feedback focusing on: inclusion of required concepts, clarity of “i ako au…” and “ā muri nei…”, and at least one learning-growth term (tipu/ako/mōhio).

Differentiation

• Support (dyslexia-friendly): provide sentence starters, bilingual prompts, and allow oral rehearsal before writing; offer fewer required sentences (e.g., minimum 4) for early finishers.
• Support (SEN/EAL): allow EAL students to include a brief English clarification sentence after their Māori reflection line (teacher may translate into Māori on a follow-up task).
• Extension (advanced): require one additional integration sentence explaining how a specific tikanga or language feature changed comprehension (e.g., how an expression shaped understanding of respect/relationship).
• Extension (advanced language): include one complex structure (subordinate clause) and one brief evaluative phrase (e.g., “He mea nui nā te mea…”).
• Reading option: teacher reads prompts aloud; students receive a simplified text version of key whakataukī-style reminders (no long passages).

Extension (optional)

• Create a group artwork that represents their integrated learnings using Māori design principles (e.g., symmetry/patterning) and includes a short te reo Māori caption using at least three required reflection elements (whakaaro, aro, whakamātau) plus “i ako au…” and “ā muri nei…”.