Whakaputa me Whakaaroaro

Overview

Lesson 15 of 15 in Ngā Rangatira, Ngā Kōrero. Students present their Māori leader biographies and recipe or artistic instructions, respond to questions, and reflect on their progress and confidence communicating in te reo Māori.

Learning intentions

• WALT present information clearly and understandably in te reo Māori.
• WALT respond appropriately to questions from an audience.
• WALT use target structures, including negating active sentences and the a/o categories, where appropriate.
• WALT reflect on evidence of progress towards Te Aho Arataki Level 7–8 goals.

Success criteria

• I can present my biography and instructions with clear pronunciation, appropriate pace and useful visual support.
• I can answer audience questions using complete or relevant te reo Māori sentences.
• I can use target language structures accurately, including negation and a/o categories.
• I can identify specific evidence of progress and one next step for learning.

Curriculum links

• Presenting and responding to information, ideas and opinions in te reo Māori for different purposes and audiences.
• Sustaining interaction by asking, answering and extending questions.
• Using increasingly accurate vocabulary, sentence structures and language conventions.
• Te Aho Arataki Level 7–8: communicating confidently, expressing ideas in detail, and reflecting on language learning.
• Key competencies: managing self, participating and contributing, relating to others, and using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–5 minutes – Whakatau and lesson focus Welcome students and explain that this is the final sharing and reflection lesson. Open with the opening question and lesson goals and ask: He aha te tohu o te kōrero pai? Students briefly name one feature of an effective presentation.

2. 5–12 minutes – Preparation and rehearsal Distribute the presentation and reflection sheet. Students use the rehearsal checklist to confirm their opening, biography details, instructions, visual support and closing sentence. Allow quiet rehearsal in pairs, checking pronunciation and key structures such as Kāore au e… and suitable a/o possessive forms.

3. 12–32 minutes – Student presentations Each student has approximately five minutes to present: three minutes for the Māori leader biography and two minutes for the recipe or artistic instructions. Presentations should include sequencing language such as tuatahi, muri iho, kātahi, ā, hei whakakapi. The audience listens actively and records one positive observation and one question on the presentation and reflection sheet.

4. 32–42 minutes – Pātai me te whakautu After each presentation, allow two to three minutes for audience questions. Students should ask questions such as Ko wai te tino awe o taua rangatira?, He aha te take i kōwhiria ai tēnei mahi? or He aha te mahi i muri mai? Presenters answer in te reo Māori, requesting clarification when needed: Tēnā, kōrero anō mai or He aha te tikanga o tāu pātai? Use the question stems and response phrases as a prompt.

5. 42–50 minutes – Peer feedback and language noticing Students share one strength from each presentation and identify an effective language feature they heard. Guide a brief discussion about clarity, sequencing, pronunciation, negation and a/o categories. Invite presenters to correct or improve one sentence orally, for example changing an affirmative sentence into a negative active sentence.

6. 50–58 minutes – Individual reflection Students complete the reflection section of the presentation and reflection sheet. They provide evidence, rather than simply rating themselves: a phrase they used accurately, a question they answered, feedback received, and one next step. Prompt them to connect their reflection to Level 7–8 goals, including communicating in greater detail and sustaining interaction.

7. 58–60 minutes – Whakakapi Revisit the final reflection prompt. Each student completes the sentence aloud: Kua pai ake taku reo Māori nā te mea… and names one goal for future speaking or writing. Acknowledge the group’s completion of the unit.

Resources

• the full lesson slide deck
• the presentation and reflection sheet
• Students’ Māori leader biography drafts or cue cards
• Students’ recipe or artistic instruction drafts
• Multimodal displays, images or completed artefacts
• Timer
• Whiteboard and markers
• Optional audio-recording device for students using the recorded presentation pathway

Assessment

• Observe each presentation for understandable delivery, organisation, pronunciation, use of target structures and ability to respond to questions.
• Use the audience questions and peer observations as evidence of listening, interaction and contribution.
• Read the completed reflection for specific evidence of progress, accurate self-assessment and a realistic next step.

Differentiation

• Offer paired presentation, recorded audio or a presentation supported by a multimodal display for students who need reduced speaking pressure.
• Provide cue cards with headings, sequencing phrases and question stems; allow additional rehearsal and pronunciation practice with the teacher.
• Accept a combination of spoken, written, visual and recorded communication while maintaining the expectation that students use te reo Māori meaningfully.
• Extend advanced learners by asking them to facilitate peer questions, answer follow-up questions without preparation, compare language choices, or deliver without notes while sustaining interaction.