Awa Oral Exemplar
Tauira Whaikōrero · Model Speech — Study the Pattern, Then Make It Your Own
Ngā Whāinga Akoranga · Learning Intentions
- Understand the structure of an effective persuasive speech: hook, evidence, why it matters, action, close
- See how te reo Māori and English can work together naturally in advocacy speech
- Identify what makes a speech convincing — not just informative
- Use the exemplar as a mentor text to plan your own speech
Paearu Angitu · Success Criteria
- I can identify the five parts of the exemplar speech (hook / evidence / why / action / close)
- I can explain why the speech uses a quote alongside data — what each adds that the other cannot
- I can use the cue card structure to plan my own speech with my real awa evidence
- I have practised my speech at least twice — once reading, once from cue cards
Hononga Marautanga · Curriculum Alignment
Level 3–4: present ideas and information clearly to different audiences for different purposes; select and organise evidence persuasively; use language features that engage and move listeners.
Students who can advocate clearly and with evidence are practising active citizenship. Whaikōrero (formal speech) is one of the most valued skills in te ao Māori — the ability to stand and speak for what you believe, backed by knowledge.
Te Āhua o te Kōrero Pai · Speech Structure
Every effective advocacy speech follows this 5-part pattern. Learn it — then use it with your own evidence.
Tauira — Full Speech Example
Read this aloud to hear how the pattern sounds when it flows. The annotations show what each part is doing.
↳ Part 1: Hook — opens in te reo, names the awa, creates connection
He taonga te wai — water is a treasure. Kia ora koutou. My name is Hēmi, and today I want to talk about our awa — the Mangakōtukutuku Stream that runs behind our school. [pause]↳ Part 2: Data evidence — specific, located, dated
Two weeks ago, our class visited the awa. We tested the water near the stormwater drain. The pH was 6.2 — that's acidic, like weak lemon juice. In one section, we counted 22 pieces of litter. Most of it was plastic from the shops on Main Street. [pause — let the numbers land]↳ Part 3: Human evidence — quote from someone who knows the awa across time
But here's what hit me hardest. Whaea Aroha has lived near this awa for sixty years. She told us: "When I was a girl, we drank from this awa. We swam every summer. Now I wouldn't let my mokopuna near it." [pause — don't rush this]In one generation, we let this happen.
↳ Part 4: Action — specific, realistic, immediate
But we can start to fix it. We're asking the council to put "Only Rain Down the Drain" markers on every drain near the school. We're planting harakeke on the bank next Friday. And we need your help — please share this message and sign our petition at the school office.↳ Part 5: Close — echoes the hook, ends with a question
He taonga te wai — water is our treasure. Will you help us protect it? Tēnā koutou katoa.Kia Mataara · Tips for Powerful Delivery
Tō Ake Kōrero · Your Own Speech — Cue Card Plan
Use the exemplar as your guide. Replace the sample data with YOUR real evidence from the awa visit.
1. Hook (te reo opening + awa name):
2. Data evidence (specific number + location):
3. Quote evidence (exact words + who said them):
4. Action (one specific, realistic thing people can do):
5. Close (te reo + closing question):
Rehearsal check:
☐ Read it aloud once (full read-through)
☐ Practise from cue cards (no full script — just the 5 key phrases)
☐ Timed it — between 60–120 seconds
☐ A partner checked: they could hear me, I made eye contact, I paused after the quote
Aronga Mātauranga Māori
Whaikōrero — formal speech — is one of the most valued skills in te ao Māori. The ability to stand before your community and speak with conviction, evidence, and aroha is how kaitiaki have advocated for the taiao for generations. This was not improvised — great speakers learned and practised their craft, studying the structure and language of those who came before. This exemplar sits in that tradition: study the pattern of strong speech before you attempt your own.
Notice how the exemplar speech weaves te reo Māori into the structure, not as decoration but as the frame. The speech opens and closes in te reo, and the phrase "He taonga te wai" does real work — it states the value that the whole speech is trying to protect. When you write your own speech, ask: what is the value at the heart of my argument? Name it in te reo. Let it carry your speech.
Ngā Rauemi Tautoko · Support Materials
Resources already provided:
- This oral exemplar and cue card plan — study the structure, practise the pattern
- Oral Rubric (awa-oral-rubric.html) — know the criteria before you present
- Evidence Gallery (awa-evidence-gallery.html) — your evidence to draw on for parts 2 and 3
- Delivery feedback from a partner — use the self-check list above
Aronga Rerekē · Differentiated Pathways
Tīmata · Entry Level
Study the exemplar and identify the 5 parts. Complete the cue card plan using 1 data point and 1 quote. Practise once with a partner. Present in a small group rather than whole class.
Paerewa · On Level
Complete the cue card plan with your real data and quote. Rehearse twice (once reading, once from cards). Aim for 60–90 seconds. Self-assess using the oral rubric before presenting.
Tūāpae · Extension
Complete the full cue card plan. Write a second version of the speech aimed at a DIFFERENT audience (e.g. the council instead of your class). How does your language change? What evidence do you emphasise? Compare the two versions: why does audience change what you say?
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will explore awa (river/water) as taonga, developing understanding of kaitiakitanga through water guardianship — connecting indigenous environmental knowledge with scientific and civic action.
Ngā Paearu Angitū — Success Criteria
- ✅ Students can explain the significance of awa in te ao Māori and their local community.
- ✅ Students can identify actions that reflect kaitiaki responsibilities for local waterways.
Differentiation & Inclusion
Scaffold support: Provide sentence starters and graphic organisers for inquiry tasks. Offer entry-level observation activities and extension challenges involving community advocacy or environmental data analysis.
ELL / ESOL: Pre-teach key te reo Māori terms (awa, kaitiaki, wāhi tapu, tūrangawaewae). Allow visual and diagrammatic responses. Bilingual glossaries strongly recommended.
Inclusion: Connect to students' own waterways and places of belonging. Neurodiverse learners benefit from structured field investigation templates and clear step-by-step inquiry protocols.