Transition + their perspective ("In contrast, [Group] maintained...")
E
Evidence — source name / creator / date / what it said:
E
WHY — what makes this perspective distinct from Perspective 1?
Perspective 3 · Tirohanga Tuatoru
~150–200 words · often the Māori / community perspective
Group name:
P
Transition + their perspective ("A third perspective came from [Group], who...")
E
Evidence — whose voice? Find Māori/community source where possible.
E
WHY — connect to identity, historical experience, what they had to lose:
Excellence Conclusion · Whakahōhonu
~100–150 words · analyse, do NOT summarise
Core value clash — why were perspectives irreconcilable? (one sentence):
Why agreement was impossible (deeper reason — what framework did each group use?):
Significance — why does this event still matter for Aotearoa today?
Kaiako comment:
Signed off: ✓ / ✗
Kaiako: Collect plans at the end of Lesson 8. Return with one written comment per section at the start of Lesson 9. Three sign-off questions: (1) Does each PEE paragraph have a named, citable source? (2) Does each explanation contain "because" or equivalent? (3) Does the conclusion plan name the value clash — not just "they disagreed"?
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
The full essay plan template — introduction, three perspective paragraphs and conclusion — with target word counts and P·E·E prompts for each section.
Ngā Paearu Angitū — Success Criteria
✅ Students can draft a thesis sentence claiming why the perspectives were irreconcilable.
✅ Students can attach a named, dated source to every perspective paragraph before writing begins.
Differentiation & Inclusion
Scaffold support: Plan in dot points; full sentences come in Lesson 9. The word counts are there so students can see the shape of the essay before they write it. Extend by asking a strong planner to test the thesis against their own hardest piece of counter-evidence.
ELL / ESOL: Each box carries a sentence stem — “[Group] believed / maintained that…”, “In contrast, [Group] maintained…” — so the structural English is supplied and the thinking is not.
Inclusion: The template breaks a 700-word essay into six manageable boxes. Students who freeze at the whole task can complete one box at a time in any order.
Mātauranga Māori: The third perspective slot is annotated as often being the Māori or community voice. Give it the same word count and the same evidence requirement as the first two on the plan, because that is where the imbalance is easiest to fix.
Prior knowledge: Use in Lesson 8, in the 35-minute deep planning block, after the exemplar has been read.