Word Weaving Magic

Year Level

Years 6-7

Duration

45 minutes

Class Size

10 students

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WALT (We Are Learning To)

• Understand and explore the meaning of the school Karakia in te reo Māori.
• Identify and compare key words from te reo Māori with equivalent words from Samoan, Tongan, and other languages.
• Use creative writing skills to compose an original Karakia using a language of choice.
• Use language features to enhance the creative quality of writing.

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Curriculum Alignment

Learning Languages Strand – New Zealand Curriculum Refresh:

• Communicate personal experiences, ideas, and information in a range of contexts in the target language, developing confidence and enjoyment (Level 2) .
• Recognise and use words and phrases from increased vocabulary, including cognates and words borrowed from other languages, understanding their cultural significance (Level 2) .
• Understand the cultural and linguistic value of languages spoken in Aotearoa New Zealand, including te reo Māori and languages of Pasifika communities (Level 2) .
• Develop creative writing skills, using language features such as figurative language, repetition, and other literary devices to create vivid images and engage readers (English curriculum, Levels 2-3) .

Key Competencies:

• Thinking: students develop creative and critical thinking about language and culture.
• Using language, symbols, and texts: students learn to express themselves creatively and appropriately in different languages.
• Relating to others: fostering cultural respect through language comparison and creative expression.

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Success Criteria

• I can identify and explain the meaning of key words in the school Karakia.
• I can link some te reo Māori words to similar words in Samoan, Tongan, or other languages.
• I can plan and write my own Karakia using a language I know, incorporating creative language techniques.
• I can share my writing confidently with others.

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Resources Needed

• Text of the school beginning Karakia in te reo Māori.
• List of Samoan words provided by students (and equivalent in Tongan or other languages if available).
• Individual writing paper or digital device for writing.
• Whiteboard and markers for brainstorming.
• Visual aids for dyslexia-friendly reading (e.g., coloured overlays, clear font printouts).
• Graphic organisers for planning (e.g., simple mind maps).
• Example Karakia or simple poetic texts as models.

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Lesson Outline

1. Introduction and Karakia Exploration (10 minutes)

• Begin with the school’s beginning Karakia in te reo Māori (recite together).
• Display the Karakia text visually with dyslexia-friendly options (clear print, spacing).
• Discuss the meaning of key words like Whakawhetai, Whakamaumahara, Taonga, Tiritiri, Tāngata kotahi, Ao hou.
• Connect these words to the Samoan words provided by students (Fa’afetai mo mea uma, O lei iloa mea lofa, Ula, Kikilo, etc.) and invite brief sharing of any similar words from other languages they know.
• Use a visual map on the whiteboard to link te reo Māori words with Samoan/Tongan and English meanings.

Differentiation:

• Support ELL (English Language Learners) and dyslexic students with visual word cards and paired reading.
• For students needing extension, invite them to briefly explain the cultural or emotional significance of a word.

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2. Creative Writing Task Overview (5 minutes)

• Explain the creative writing task: writing their own Karakia in a language they choose.
• Emphasise that it can be a mix of languages, including English, te reo Māori, Samoan, Tongan, or another language they feel comfortable with.
• Encourage use of similar key concepts: thanksgiving, remembrance, treasures, sharing, unity, new beginnings.
• Remind them that they can use literary devices such as repetition, rhyme, or metaphor to make their Karakia meaningful.

Differentiation:

• Provide sentence stems or sentence starters for those who need extra scaffolding (e.g., “We give thanks for…”, “We remember…”, “We share…”, “Together we are…”).

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3. Planning and Drafting (15 minutes)

• Provide graphic organisers for planning (e.g., simple boxes for “We give thanks,” “We remember,” etc.).
• Students first sketch ideas using words from te reo Māori, Samoan, Tongan, English, or other languages.
• Teacher circulates to support vocabulary use, spelling, sentence formation, and encourages use of language devices.
• Dyslexia-friendly strategies: allow verbal planning or scribing if needed; allow voice-to-text if available.

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4. Writing and Creating (10 minutes)

• Students write their Karakia on paper or digitally.
• Remind students to use neat handwriting or digital tools with spellcheck.
• Remind to include an introduction and concluding statement or phrase that gives a sense of unity and hope.

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5. Sharing and Reflection (5 minutes)

• Invite volunteers to read or present their Karakia.
• Encourage positive feedback based on content and creativity.
• Reflect briefly: What did you enjoy? What new words did you learn? How did you use language to express your ideas?

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Extension Ideas

• Compose a group Karakia combining the best lines from each student’s work, creating a unique multilingual Karakia.
• Illustrate their Karakia with symbols representing the key ideas (e.g., symbols for unity, treasure, sharing).
• Record students reciting their Karakia to create an audio-visual class archive.
• Explore word origins and meanings deeper for advanced students, focusing on etymology and cross-cultural linguistic links.

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Assessment

• Formative assessment via observation during discussions and planning.
• Written Karakia evaluated with focus on:
  • Use of language from te reo Māori and other languages.
  • Inclusion of key concepts (thanks, remembrance, sharing, unity).
  • Use of creative language features (repetition, metaphor).
• Oral presentation assessed for confidence, clarity, and expression.

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Notes on Teaching Style

• Use mixed groupings where appropriate – peer support aids language sharing.
• Model writing processes aloud — cognitive modelling helps all learners.
• Maintain a positive, culturally responsive classroom climate that values all languages.
• Use digital and print resources to scaffold learning inclusively.
• Document progress visibly on a classroom learning wall or digital platform.

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This plan is designed to promote cross-linguistic awareness, cultural respect, and creative expression, aligning tightly with the New Zealand Curriculum Refresh’s Languages Learning Area for Years 6-7, and ensuring differentiated and inclusive strategies that motivate and engage a diverse group of learners .