Whanaungatanga Sharing

Overview

In this final lesson of the unit, students share their finished picture books and reflect on how we built connections with whānau, peers, and classmates through the work. They practise respectful listening and give kind, specific feedback.

Learning intentions

• WALT to share our finished picture books with others confidently and respectfully.
• WALT to explain how our book shows whanaungatanga (belonging, caring, and connecting).
• WALT to give and receive peer feedback that helps us reflect and improve.

Success criteria

• I can share my picture book clearly, including the key idea about whanaungatanga.
• I can listen actively and respond politely during others’ sharing.
• I can give feedback using kind, helpful words and one suggestion.
• I can reflect on what I learned about whanaungatanga through creating the book.

Curriculum links

• Health and wellbeing: relationships and respectful interactions; recognising how we support each other.
• Social and emotional learning: empathy, communication, and belonging within groups.
• Learner qualities: contribution, responsibility, and being ready to learn together.
• Te ao Māori connections: using concepts like whanaungatanga to understand relationships.

Lesson structure (60 minutes)

1. 2 mins – Taki (settling) and purpose Gather and briefly restate the big idea for Lesson 10: sharing our picture books and reflecting on whanaungatanga.

2. 8 mins – Warm-up: listening practice Do a quick “hear, show, say” routine: students practise silent attentive listening, then use a short phrase to show understanding (e.g., “I noticed…”, “I liked…”, “I wonder…”). Reinforce respectful turn-taking.

3. 20 mins – Picture book sharing circles (round 1) Arrange groups of 5 (20 students). In each group, students present for about 3–4 minutes each. Provide sentence starters for sharing:

• “My book is about…”
• “In my story, whanaungatanga looks like…”
• “One part I’m proud of is…”

4. 10 mins – Peer feedback: 2 stars and a step After each share (or after each round, depending on time), peers give feedback using a consistent structure: two positives (“stars”) and one next step (“step”). Remind students feedback is about the work, not the person.

5. 10 mins – Reflection station: linking to whanaungatanga Students complete a short reflection (oral or written):

• “What connection did I strengthen while making this book?”
• “How did my group help me?”
• “What will I do differently next time to show whanaungatanga?”

6. 8 mins – Whole-class closing: whanaungatanga commitments Invite 3–4 students to share one reflection. Teacher synthesises themes: caring actions, encouragement, and respectful communication.

7. 2 mins – Wrap-up and next steps mindset Students return books to a safe place and set a personal goal for how they will keep building connections at school.

Resources

• Finished picture books (one per student), kept with name labels
• Feedback cards or printed sentence starters (“I noticed…”, “I liked…”, “I suggest…”, “I wonder…”)
• Reflection sheets (or reflection journal pages)
• Timer for sharing rounds
• Visual display: “Whanaungatanga = belonging, caring, connecting” (teacher-made)
• Bookstands or clipboards so books are easy to hold and show
• Calm corner option for students who need a brief reset

Assessment

• Teacher observation checklist: sharing clarity, respectful listening, and participation in feedback.
• Peer feedback quality: students use kind language and one actionable suggestion.
• Student reflection: evidence of understanding of whanaungatanga through their explanation of the book and group experience.

Differentiation

• Support: provide sentence starters for sharing and feedback; allow oral sharing with teacher prompts; offer simplified reflection choices (choose from 3 responses).
• Dyslexia-friendly options: allow audio recording of reflections, use fewer words with large print, and provide chunked templates (one question per line).
• EAL support: pre-teach key phrases (listen, kind feedback, share, proud, suggest) and permit “point-and-say” explanations using picture cues.
• Extension: challenge students to connect whanaungatanga to a specific Health relationship skill (e.g., showing care, managing disagreements respectfully, or including others) and include an extra “next time” strategy in their reflection.