Crafting Personal Pepeha

Overview

Lesson 2 of 4 in Discovering Our Pepeha. Students explore the structure of a pepeha and create a supported first draft using personal details, whānau connections and places that are meaningful to them. Students may choose what they feel comfortable sharing.

Learning intentions

• WALT create our own pepeha using personal details.
• WALT use simple te reo Māori sentence patterns to introduce ourselves.
• WALT share ideas respectfully and listen to others.
• WALT give and use helpful feedback.

Success criteria

• I can write a draft pepeha using a template.
• I can include at least three personal details or connections.
• I can say the words in my pepeha clearly, with support.
• I can listen respectfully and give kind, useful feedback.

Curriculum links

• Te reo Māori: communicating personal information and meaning in familiar contexts.
• Te reo Māori: using and responding to simple language patterns, pronunciation and vocabulary.
• Te reo Māori: developing confidence to participate in spoken and written interactions.
• Refresh learning dispositions and competencies: communication, collaboration, managing self, and relating to others.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and revisit learning

Greet the class in te reo Māori and briefly revisit the purpose of pepeha from Lesson 1: pepeha help us share connections to people and places. Open with the pepeha welcome and learning intention slides and ask: “He aha ngā wāhanga o te pepeha i ako ai tātou?” Invite students to turn and talk before sharing a few responses.

2. 5–13 minutes – Explore a model pepeha

Display a short, child-friendly example on the model pepeha slides. Read it aloud twice, with students listening first and then joining in. Identify the sentence starters and discuss which details are personal. Emphasise that students can use a place, person or group that is important to them; they do not need to claim a mountain, river or iwi connection that is not theirs.

Example:

• Ko [name] tōku ingoa.
• Ko [place] tōku kāinga.
• Ko [person or people] ōku hoa/whānau.
• Ko [important place] te wāhi e tino pai ana ki ahau.
• Nō [place] ahau / Kei [place] ahau e noho ana.

3. 13–20 minutes – Choose personal details

Distribute the personal pepeha planning template. Model how to complete the first section, thinking aloud: “What place is special to me? Who supports me? What would I like others to know?” Students may draw, write in English first, or ask an adult for help with spelling and vocabulary. Remind them not to write private information such as their full address.

Students independently select three or four details. Circulate, conference briefly, and help each child choose details they are comfortable sharing.

4. 20–35 minutes – Guided writing

Use the guided writing and sentence-starter slides to build each sentence orally before students write. Say the pattern, have students repeat it, then allow them to substitute their own words. Students write a first draft in their writing journals, using the template for support.

Pause after each sentence starter so younger writers are not rushed. Provide a word bank on the board, including ko, tōku, ōku, te wāhi, whānau, hoa, kāinga, nō and kei. Encourage students to draw a picture beside a sentence if writing is difficult.

5. 35–44 minutes – Partner sharing and feedback

Pair students thoughtfully. Partner A reads or shares their draft while Partner B listens without interrupting. Partner B responds with one positive comment, such as “I liked learning about…” and one helpful question, such as “Can you tell me more about that place?”

Swap roles. Partners use the “two stars and a wish” prompts on the partner-sharing slides. Students may choose to read only selected sentences or share their picture if they are not ready to share everything.

6. 44–54 minutes – Improve and practise

Students return to their journals and make one improvement: add a detail, correct a word, improve letter formation, or practise pronunciation. Model respectful pronunciation and remind students that a draft can change. Students then practise reading their pepeha quietly to themselves or with a supportive partner.

If ready, students pair up and practise reciting each other’s pepehas, as the planned extension. The listener may hold the writer’s journal and offer gentle prompts rather than correcting harshly.

7. 54–60 minutes – Share and reflect

Invite three or four volunteers to share one sentence or their whole draft. Revisit the learning intention and success criteria on the reflection and closing slides. Ask students to show fingers from one to three: one means “I need more help”, two means “I am getting there”, and three means “I can do this with confidence”. Celebrate effort, careful listening and personal connections.

Resources

• Writing journals
• Pencils, erasers and coloured pencils
• the pepeha teaching and activity deck
• the personal pepeha planning template
• Whiteboard and markers
• Teacher model pepeha
• Word bank displayed in large print
• Optional picture supports for places, people and feelings

Assessment

• Listen during guided writing and note whether students can select appropriate personal details and use sentence starters.
• Check drafts for at least three details or connections, with meaning communicated through writing, drawing or oral explanation.
• During partner sharing, observe respectful listening, turn-taking and use of feedback. Record students needing further support with vocabulary, pronunciation or confidence.

Differentiation

• Provide sentence starters, picture prompts, oral rehearsal and individual scribing for students who need literacy or language support.
• Allow students to draw, dictate, use English alongside te reo Māori, or share only safe and comfortable information. Do not require disclosure of iwi, whakapapa or family details.
• Pair developing speakers with patient, supportive partners and rehearse in a small teacher-led group.
• Extend confident learners by adding another sentence, explaining why a place or person is important, or reciting a partner’s pepeha accurately and respectfully.