Whānau Sharing Circle

Overview

In this fifteenth lesson of the Matariki Reading and Writing unit, students rehearse and share a whānau hope expressed through a letter or drawing. They practise speaking clearly, listening respectfully and responding with kind, specific feedback, building on earlier reading, writing and oral-language learning.

Learning intentions

• WALT present a whānau hope to others.
• WALT listen carefully without interrupting.
• WALT respond respectfully and give kind feedback.
• WALT use an alternative communication mode when needed.

Success criteria

• I can speak audibly, or use an agreed alternative way to communicate.
• I can look and listen without interrupting.
• I can give kind feedback beginning with “I noticed…”.
• I can reflect on how I participated.

Curriculum links

• English — reading and comprehending simple and extended simple sentences, including sentences connected with “and”.
• English — using simple sentences in writing and identifying features of stories and poems when responding to questions.
• English — oral presentation, active listening and responding.
• Local curriculum — relationships, participation and cultural responsiveness.
• Key competencies — relating to others; participating and contributing.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and model. Teacher welcomes students to the sharing circle, introduces the talking object and models a short whānau hope, such as “I hope my whānau has a happy Matariki.” Open with the welcome and sharing-circle slides and ask, “What helps people feel safe when they share?” Students identify one respectful listening behaviour.

2. 5–10 min · Rehearse. Teacher revisits the WALT and success criteria, then models holding the talking object, speaking towards the group and pausing for listeners. Students quietly practise saying or communicating their hope to a partner using their letter or drawing; distribute the sharing and reflection sheet for students to choose a feedback stem or communication support.

3. 10–15 min · Prepare groups. Teacher explains that groups of four or five will take turns sharing, listening and responding; demonstrate how to pass the talking object and wait until the speaker has finished. Students collect their letter or drawing, choose whether to speak, point, sign, use symbols, play a recording or ask an adult to share for them, and move to assigned groups.

4. 15–45 min · Small-group sharing. Teacher circulates between groups, prompting with “Tell us more” only when appropriate and recording observations on an oral-language checklist. Students take turns presenting their whānau hope, listening without interrupting and showing appreciation through quiet attention, a smile, gesture or words; each listener gives one response beginning, “I noticed…”.

5. 45–55 min · Kind feedback. Teacher brings the class together and displays the feedback prompt on the feedback and discussion slides. Invite two or three volunteers to share an example of helpful feedback, clarifying that feedback describes what was noticed rather than judging the hope. Students complete one sentence on the sharing and reflection sheet, drawing or writing what they noticed about a classmate’s presentation, then share it with a partner.

6. 55–60 min · Reflection and close. Teacher revisits the success criteria and asks, “How did we help one another to share?” Students show thumbs up, sideways or down for each criterion and complete the final reflection on the sharing and reflection sheet by drawing, dictating or writing one thing they did well and one next step.

Resources

• Student whānau letters and drawings from earlier lessons
• Talking object
• the Matariki sharing-circle slide deck
• the sharing and reflection sheet
• Oral-language observation checklist
• Pencils, crayons and clipboards
• Optional recording device, communication board or symbol cards

Assessment

• During rehearsal and group sharing, use an observation checklist to note whether each student communicates audibly or through an alternative mode, listens without interrupting and responds respectfully.
• Listen for simple, meaningful sentences and relevant responses such as “I noticed you…”; record students requiring further modelling or support.
• Review the reflection sheet and student self-assessment to identify confidence, participation and next teaching steps.

Differentiation

• Provide a small-group or partner presentation, extra rehearsal time, a quiet space, visual sequence cards and sentence stems: “My hope is…”, “I noticed…”, and “I liked…”.
• Accept speech, pointing, signing, drawing, symbols, recorded audio or teacher/peer sharing. Never require a student to disclose more than they wish to share about their whānau.
• Pair EAL learners with a supportive peer, use gestures and pictures, and allow home-language rehearsal before sharing in English.
• For students needing additional support, offer a reduced audience, repeated modelling, a communication board and adult scribing. Praise specific listening behaviours rather than eye contact alone.

Extension

• Invite confident presenters to ask one thoughtful follow-up question, such as “What made you choose that hope?”
• Ask students to connect two hopes using “and”, explaining one way the hopes are alike or could support one another.