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Worksheet – Lesson 3: Descriptive and Narrative Writing (Using Māori Texts)
Learning Intention:
We are learning to:
Use descriptive language (adjectives and sensory details)
Use varied sentence structures
Apply the idea of “show, don’t tell”
Success Criteria:
✔ I use descriptive vocabulary
✔ I vary sentence length and beginnings
✔ I show feelings through actions and description
✔ My ideas are clear and developed
Part 1: Learning from Māori Authors
Extract 1 – from The Whale Rider by Witi Ihimaera
"The sea was restless that morning, rolling and sighing against the shore. The wind carried the sharp smell of salt across the sand."
Extract 2 – from Potiki by Patricia Grace
"The house was always full of voices — cousins laughing, aunties calling from the kitchen, the steady rhythm of stories being told."
Discussion Questions
What words describe the setting in Extract 1?
What can you hear in Extract 2?
How do these writers use the senses (sight, sound, smell)?
How do the sentences vary in length?
Part 2: “Show, Don’t Tell”
Māori writers often show feelings through action, environment, and dialogue.
Example:
Telling:
“I felt nervous.”
Showing (inspired by narrative style):
“My hands stayed in my pockets, and I kept my eyes on the ground as everyone waited for me to speak.”
Practice – Rewrite to Show, Not Tell:
I was proud.
→ __________________________________________She was worried.
→ __________________________________________He was excited.
→ __________________________________________
Part 3: Expanding Description
Add descriptive details inspired by setting and community.
The marae stood __________ under the __________ sky.
The __________ waves crashed against the rocks.
The hall was filled with __________ voices and __________ laughter.
Now improve this sentence:
“The night was dark.”
→ __________________________________________
→ __________________________________________
Part 4: Sentence Variety
Writers like Witi Ihimaera and Patricia Grace vary their sentences.
Example:
Short:
“The wind howled.”
Longer:
“The wind howled across the empty paddocks, bending the tall grass and shaking the old wooden fence.”
Practice – Combine and Improve:
“The fire burned. The people sat quietly. The stories began.”
→ __________________________________________
→ __________________________________________
Part 5: Analysing Narrative Techniques
Read this short model (inspired by Māori narrative style):
"The sun dipped behind the hills as we gathered outside the wharenui. Smoke curled softly into the evening air. My grandmother began to speak, her voice steady and warm. I felt my chest tighten, but I didn’t look away."
Questions:
What senses are used?
Find one short sentence.
Find one longer sentence.
How does the writer show emotion instead of telling it directly?
Part 6: Planning Your Narrative
Think of a real or imagined moment connected to:
Family
Community
Cultural celebration
A special place
Answer:
Where does it happen? __________________________
Who is there? __________________________
What happens? __________________________
What feelings are involved? __________________________
What sensory details can you include?
Sight: __________________________
Sound: __________________________
Smell: __________________________
Touch: __________________________
Part 7: Portfolio Task – Descriptive Narrative
Title: A Moment to Remember
Write 3–4 paragraphs.
Include:
A clear setting
Descriptive language
Varied sentence lengths
“Show, don’t tell”
Beginning, middle, and end
Draft:
Part 8: Self-Check
✔ Did I use descriptive vocabulary?
✔ Did I vary sentence length?
✔ Did I show feelings instead of telling them?
✔ Did I develop my ideas clearly?
One sentence I am proud of:
1️⃣ Teacher Notes – Lesson 3 (Descriptive & Narrative Writing)
Curriculum Links
NZC – English
Ideas: Develop and communicate ideas with detail.
Language Features: Use descriptive vocabulary and varied sentence structures.
ELLP Focus
Expanding topic vocabulary
Using adjectives and sensory language
Increasing sentence variety (simple → compound → complex)
Developing idea elaboration
Part 1: Analysing the Māori Author Extracts
From The Whale Rider – Witi Ihimaera
Key teaching points:
Personification: “The sea was restless”
Sensory imagery: “sharp smell of salt”
Mood creation through setting
Ask students:
How does the sea seem alive?
What feeling does the setting create?
From Potiki – Patricia Grace
Key teaching points:
Sound imagery: “voices,” “laughing”
Community focus (whānau presence)
Rhythm in sentence structure
Ask students:
What can you hear?
How does this make the setting feel?
“Show, Don’t Tell” – Expected Responses
Examples students may produce:
I was proud →
“My shoulders lifted, and I couldn’t stop smiling as everyone clapped.”
She was worried →
“She kept checking her phone and biting her lip.”
He was excited →
“He bounced on his feet and talked faster than usual.”
Encourage:
Physical reactions
Dialogue
Environmental clues
Sentence Variety Guidance
Look for:
Mix of short and long sentences
Varied sentence starters
Use of conjunctions (and, but, because, while)
Common support:
Provide conjunction word bank
Model sentence combining on board
Portfolio Task – Assessment Guidance
| Criteria | Emerging | Developing | Secure |
|---|---|---|---|
| Description | Basic adjectives | Some sensory detail | Strong sensory imagery |
| Sentence Variety | Mostly simple | Some compound sentences | Clear variety & control |
| Show, Don’t Tell | Mostly tells | Attempts showing | Consistent showing |
| Idea Development | Limited detail | Some elaboration | Clear beginning–middle–end |
2️⃣ High-Level Model Narrative (Māori-Inspired Style)
Title: The Evening Call
The sky stretched wide and golden as we walked toward the marae. A soft wind moved through the tall grass, carrying the smell of wood smoke from the fire.
Inside the wharenui, the walls seemed to hold stories. My uncle began to speak, his voice calm but powerful. The room fell silent. I felt my hands grow warm and still in my lap as everyone listened carefully.
When the waiata began, the sound rose gently at first, then filled the whole space. The floor vibrated beneath my feet. I stood a little taller and sang with the others, my voice shaking but steady.
Later, as the stars appeared above us, I realised something had changed. I no longer felt small in the crowd. I felt connected — to my family, to the stories, and to the land beneath us.
Why this works (for modelling):
Strong sensory detail (sight, smell, sound, touch)
Mix of short and long sentences
Emotion shown through physical reaction
Clear narrative progression
3️⃣ Simplified Scaffolded Version (Lower ELL Level)
Sentence Frame Version – Descriptive Narrative
Step 1 – Setting
Last __________, I was at __________.
The weather was __________.
I could see __________.
I could hear __________.
Step 2 – Event
Suddenly, __________ happened.
First, __________.
Then, __________.
After that, __________.
Step 3 – Feelings (Show, Don’t Tell)
Instead of: “I was scared.”
Write:
My hands __________.
My heart __________.
I __________.
Word Bank
Adjectives: quiet, loud, bright, cold, warm, crowded, peaceful
Feelings: nervous, excited, proud, worried
Time words: first, next, then, finally
Conjunctions: and, but, because, while
Extra Support Strategy
Before writing:
Students orally tell their story to a partner.
Partner asks: “What did you see? Hear? Feel?”
Student adds one more descriptive detail before writing.