Who Belongs in Our Story?

Overview

In this first lesson of Stories That Connect Us, students listen to a locally appropriate pūrākau or story connected with mana whenua. Through shared reading, talk and movement, they identify characters, setting and key events, and explore how people, places and living things are connected through whānau and community.

Learning intentions

We are learning to:

• listen respectfully and respond to a pūrākau or local story
• identify the characters, setting and important events
• retell a short sequence of events using complete sentences
• describe how people, places and living things connect
• practise manaakitanga and respectful participation.

Success criteria

• I can name a character and the setting.
• I can retell the beginning, middle and end in order.
• I can use a sentence frame to explain a connection.
• I can listen, take turns and show manaakitanga.

Curriculum links

• English — Writing Processes: planning a short series of sentences through talk and thinking carefully before writing.
• English — Writing Processes: using simple organisers to plan ideas and structure a text.
• English — Writing Processes: working towards a specific writing goal.
• Social Sciences and Hauora — exploring belonging, roles, relationships, wellbeing and respectful participation in whānau and community.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and hook. Teacher displays a striking image connected with the chosen local story and asks, “Who or what helps someone belong here?” Open with the story hook and big question. Students think silently, then share one idea with a partner.

2. 4–8 min · Listening agreement and vocabulary. Teacher introduces whānau, tūrangawaewae and manaakitanga, explaining that meanings may be expressed in different ways and that the class will listen with care. Co-construct three behaviours: eyes and body ready, one person speaks at a time, and respond kindly. Students practise the behaviours and use one word in a spoken sentence.

3. 8–15 min · Shared storytelling. Teacher tells or reads a short, age-appropriate pūrākau or local story, pausing to ask, “Who is here?”, “Where are they?” and “What happened next?” Use the story listening prompts to support pauses and display the beginning–middle–end sequence. Students listen, quietly signal a character or setting detail, and turn-and-talk after each pause.

4. 15–20 min · Think-pair-share retell. Teacher models a retell aloud: “At the beginning… Then… Finally…” and makes a simple three-part plan on the board. Provide the beginning–middle–end oral retell planner to each pair. Students work in pairs to draw or write one key event in each section, then practise retelling the story to one another.

5. 20–25 min · Connections circle. Teacher forms six groups of five and asks, “How did the characters connect with people, places or living things?” Display the connection discussion prompts and offer frames such as “___ belongs because ”, “ cared for ___ by ___”, and “The place is important because ___”. Students discuss one connection in their group; each group chooses one speaker to share.

6. 25–28 min · Whakawhanaungatanga movement. Teacher leads a short, locally appropriate movement activity: students stand in a circle, turn to a partner, offer a warm greeting or name, and mirror three gentle movements before changing partners. Reinforce that participation can be adapted and that manaakitanga means caring for the wellbeing and dignity of others. Students join safely, respectfully and at their own comfort level.

7. 28–30 min · Plenary and goal. Teacher revisits the big question and asks students to complete the oral sentence, “Our story shows connection because…” Use the plenary and learning-goal slide. Students share with a partner and identify one personal goal: listen carefully, take turns, retell in order, or explain a connection.

Resources

• the complete story connection slide deck
• the beginning–middle–end oral retell planner
• A locally appropriate pūrākau or local story, checked with mana whenua or a trusted local source where possible
• Whiteboard and markers
• Story image or photograph
• the Sentence Builders Sentence Strip Cards
• Open floor space for the movement activity

Assessment

• Listen during pair and group talk for accurate identification of a character, setting and event sequence.
• Check each pair’s retell planner and invite selected students to retell using “At the beginning… Then… Finally…”.
• During the plenary, note whether students can explain one connection and select a meaningful next-step goal.

Differentiation

• Provide picture cues, repeated oral modelling and the sentence frames “I noticed…”, “Then…” and “This connects because…”. Accept drawing, gesture or oral response before writing.
• Pair students thoughtfully and rehearse responses before group sharing. Allow students to retell in their home language first, then add English words with support.
• Offer the story in short sections, repeat key vocabulary and check understanding privately for students with language, hearing, attention or processing needs.
• Extend confident speakers by asking them to explain how the setting influences a character’s actions or how the story connects to their own whānau or community, without requiring personal disclosure.