Whakaputa me te Kōrero

Overview

This is the final lesson in the four-lesson unit Ngā Mahi i te Marae. Students complete and present a short pānui about the routine of a hui, using simple, accurate sentences, time words and sequence language. They invite their audience with “Nau mai, haere mai e te whānau!” and demonstrate learning through a live, paired, recorded or supported presentation.

Learning intentions

Students will:

• prepare and present a short text on a familiar, personally relevant topic.
• use vocabulary and simple sentences to explain a hui routine.
• use time and sequence words to make ideas clear and organised.
• listen and respond respectfully to another speaker.
• use feedback and reference tools responsibly to improve their language.

Success criteria

• I can welcome my audience by saying, “Nau mai, haere mai e te whānau!”
• I can explain the main steps of a hui using simple, accurate sentences.
• I can use time or sequence words such as tuatahi, kātahi, whai muri, ā muri ake and hei whakamutunga.
• I can speak clearly, read my pānui with confidence, and give useful feedback to a classmate.

Curriculum links

• Te Reo Māori — Emergent 1 productive skills: presenting about matters of immediate personal relevance and importance.
• Te Reo Māori — Emergent 1 productive skills: preparing and writing short texts on familiar topics.
• Te Reo Māori — Emergent 1 productive skills: using dictionaries, glossaries and other reference tools ethically and responsibly to extend vocabulary.
• Te Reo Māori — Emergent 1 receptive skills: understanding overall meaning and specific detail in short familiar written texts, including some unfamiliar language.
• Te Mātaiaho competencies: relating to others, managing self, and participating and contributing.

Lesson structure (60 minutes)

1. 0–7 min · Whakatau and hook. Teacher welcomes the class, revisits the purpose of the unit and plays the opening section of the presentation introduction slides, displaying the question “He aha te mea nui i te wā e kōrero ana tātou ki te whānau?” Students think-pair-share and identify one feature of an effective speaker, such as clarity, confidence or respect.

2. 7–15 min · Model and notice. Teacher presents a short model pānui, using the greeting, three or four ordered steps and a closing sentence. Students follow the model on the pānui completion and feedback sheet, underline time or sequence words, and identify one example of clear pronunciation and one example of helpful visual support.

Suggested model: “Nau mai, haere mai e te whānau! Tuatahi, ka hui te whānau ki te marae. Kātahi ka tīmata te pōwhiri. Whai muri, ka whai wā te tangata ki te kōrero. Hei whakamutunga, ka kai te whānau, ka mihi hoki.”

3. 15–25 min · Complete and rehearse. Teacher reminds students to check sentence order, vocabulary, macrons where known and pronunciation; provide dictionaries, class glossaries or approved digital reference tools for checking unfamiliar words. Students complete their pānui individually or with a partner, then rehearse quietly using the visual or communication support they have chosen.

4. 25–43 min · Presentations. Teacher organises students into pairs or groups of three and explains that each speaker will have up to three minutes, followed by brief feedback. Students present live, read from their pānui, play a recording, or use visuals or a communication aid. Each presentation begins with “Nau mai, haere mai e te whānau!” The audience reads along, listens respectfully and completes the relevant section of the pānui completion and feedback sheet.

5. 43–52 min · Peer feedback and improvement. Teacher pauses the class for a feedback routine: “Kua pai…”, “I mārama au ki…”, and “Hei whakapai ake…”. Students give one specific strength and one next step, focusing on vocabulary, time words, sequence, pronunciation and clarity. Students make one immediate improvement to their written or recorded pānui.

6. 52–60 min · Self-assessment and close. Teacher displays the final reflection prompts in the reflection and plenary slides and distributes the Success Criteria exit ticket slips. Students complete the summative self-check, identify the criterion they met most confidently, name one next step, and hand in their pānui, peer feedback and optional audio evidence. Close with a brief mihi acknowledging the class’s participation.

Resources

• the presentation introduction slides
• the pānui completion and feedback sheet
• the Success Criteria exit ticket slips
• Completed or partly completed student pānui from lessons 1–3
• Class glossary, dictionaries and approved digital reference tools
• Devices and headphones for optional audio recording
• Visual sequence cards, cue cards or communication aids
• Summative pānui-and-presentation rubric
• Timer and quiet rehearsal space

Assessment

• During rehearsal, check whether students use the welcome, familiar vocabulary, simple accurate sentences and time or sequence words.
• Use the summative rubric during presentations to assess content, vocabulary, sequencing, pronunciation, clarity, audience awareness and appropriate use of support.
• Collect the pānui, peer checklist, self-reflection and optional audio evidence. Use the exit ticket to identify students needing further support with pronunciation, sentence accuracy or sequencing.

Differentiation

• Provide sentence frames, a model text, a word bank, colour-coded sequence prompts and pronunciation rehearsal with a trusted partner. Allow students to present from a script rather than memorise.
• Offer predictable presentation steps, processing time, quiet rehearsal, headphones, a smaller audience or a recorded presentation for students who experience anxiety or sensory overload.
• Students may present in pairs, use visuals, point to key words, or communicate through an approved aid. Assess the intended language learning rather than eye contact, volume or speed alone.
• Confer privately with students who need support and accept oral, written, recorded or multimodal evidence. Encourage confident students to add a reason for the order of the hui steps or a respectful closing statement.