Class Celebration

Overview

In this final lesson of the unit, students share and celebrate each other’s pepeha in a supportive class event. This lesson builds on the previous lessons by focusing on confident presenting, clear organisation of ideas, and understanding the purpose of different forms of Māori communication.

Learning intentions

WALT: Share and celebrate each other’s pepeha in a class event.

Success criteria

• I can present my pepeha using clear pronunciation and an appropriate pace.
• I can follow the order of my pepeha (from whānau connections to place/ancestry).
• I can listen respectfully while others present.
• I can choose how to show my pepeha (spoken or creative) and share it with confidence.

Curriculum links

• Te Reo Māori Taumata 3 — Rautaki Reo: Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae me te whakamahi tohu tuhituhi (thinking about order and written supports).
• Te Reo Māori Taumata 3 — Rautaki Reo: Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro (using a plan/sequence to present clearly).
• Te Reo Māori Taumata 3 — Puna Reo: Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake (using pepeha-topic words confidently).
• Te Reo Māori Taumata 3 — Te Reo Puna Reo/Rautaki Reo focus: Ka tautohu i ētahi kupu ake o tētahi kaupapa motuhake (identifying key parts of pepeha as they speak).

Lesson structure (30 minutes)

1. 0–5 min · Kupu whakataki + kaupapa. Teacher greets in te reo Māori and explains: today we celebrate each other’s pepeha; remind class of respectful listening and kind praise. Students silently review their pepeha plan card and choose one “support image” (or cue) for their presentation.

2. 5–12 min · Whole-class warm-up (pepeha routines). Teacher models a short example pepeha with clear pacing, then models “listening words” (e.g., tēnā koe, whakarongo pai, nui tō kōrero). Students practise in pairs: one person says their first two pepeha parts, partner gives one kind listening phrase, then swap.

3. 12–22 min · Group presentations (rotations). Teacher divides class into 2–4 groups and sits with each group for support (Ngāti Tūwharetoa values: manaaki, rangimārie, whanaungatanga). Students present their pepeha in the chosen style:

• Spoken: using their pepeha plan in order.
• Creative support: show a drawing/map/labels while speaking.
• Teacher prompts with gentle sentence starters if needed (e.g., “Ko… tōku…” “Ko… ahau…” “No… ahau…”).

4. 22–28 min · Celebration + class feedback. Teacher leads a “kia tipu te reo” style class round: after each presentation (or per rotation), peers give one strength and one ako praise using sentence stems on the board. Students complete a quick reflection on a mini card: “I enjoyed…” and “I noticed…”

5. 28–30 min · Closing + exit check. Teacher thanks students and links to the next step (class book creation begins/continues). Students hold up their plan card and say one pepeha part aloud as a final check.

Resources

• Pepeha plan cards (students’ ordered prompts)
• Visual cue sheets (images/label strips for key pepeha parts)
• Sentence starters on display (te reo Māori support)
• Marker pens, paper for quick visuals
• Timer/rotation cards for group presentations
• Peer praise stems (printed or displayed)
• Exit reflection mini-cards
• Dyslexia-friendly option: font-friendly printed cue cards and/or audio-recording device (if available)

Assessment

• Teacher formative check during group rotations: order/clarity of pepeha presentation.
• Peer feedback: students can give respectful listening praise using sentence stems.
• Quick exit check: students can say one correct pepeha part with a cue (plan card/visual).

Differentiation

• Support for learners needing more processing time: provide extra visual cue cards and allow rehearsing with teacher before presenting; offer simplified sentence starters for each pepeha part.
• Support for learners needing behaviour scaffolds: give a clear role (presenter or visual-holder), set a small target (“speak one section only”), and use a timer with predictable rotation.
• All learners: allow different presentation styles (spoken, spoken with artwork, labelled diagram) while still requiring the pepeha order.
• EAL/additional language needs: reduce language load by permitting pointing to the plan while speaking key words; focus on correct pronunciation of core pepeha-topic words.
• Dyslexia-friendly options:
• Use picture-based cue cards instead of long written text
• Provide high-contrast print and larger spacing
• Allow students to record their pepeha on a device and play it to the class (teacher approval)
• Provide audio support for key word lists (teacher read-aloud)
• Extension for advanced learners: add one extra “detail” to their pepeha (e.g., a whakataukī connection to place/whānau values, or a brief explanation of why that place/ancestor matters) and present it clearly within their pepeha order.

Extension (optional)

• Create a class pepeha book: collect the students’ final pepeha plans and visuals. Teacher arranges pages by group, then students add a short illustrated cover caption (with the same pepeha-topic wording supports).