Ko Wai Au? Names and Stories

This is lesson 3 of 8 in the unit "Ko Wai Au? We Belong Together". Lesson Title: Ko Wai Au? Names and Stories Lesson Description: 45 minutes. Hook: Teacher shares a non-private identity collage of favourite activities, places, languages and people who help them. Learning intention: We are learning to introduce ourselves using safe, chosen information and to listen for connections. Success criteria: I can say at least two sentences about myself; I can ask or answer a simple question; I can show manaakitanga while listening. Vocabulary: ko wai au?—who am I?; ko ___ ahau—I am ___; e pai ana ki ahau ___—I like ___; he pai ki ahau ___—I like ___; taku ingoa—my name; taku tino mea—my favourite thing; whakarongo—listen; kōrero—speak. Sentence frames: “Kia ora, ko ___ ahau”; “E pai ana ki ahau te ___”; “Ko ___ taku hoa/support person”; “He pātai tāku—what is ___?” Teacher guidance: Explain that pepeha and introductions have different forms and significance; this activity is not a formal pepeha and children should not be asked to claim ancestry or disclose whakapapa. Offer names, interests, classroom roles, places meaningful to the child, or fictional characters. Activities: Year 1 choose two picture cards and rehearse two sentences; Year 2 create a four-part mini introduction and ask one follow-up question. Partners practise with “speaker, listener, encourager” roles, then record an audio introduction or share privately with the teacher. Arts: create an identity shield using symbols, colours and words. Movement/waiata: call-and-response name rhythm; children make a gentle movement for their chosen symbol. Formative assessment: collect or photograph shields; use a rubric for clarity, sentence use, listening and respectful response. Materials: symbol cards, shield templates, crayons, tablets/audio recorder optional, sentence-frame cards. Home connection: Children may ask a trusted person which qualities or strengths they notice in them, with an alternative classroom reflection provided.

Overview

Lesson 3 of 8 in Ko Wai Au? We Belong Together. Students learn to introduce themselves using safe, chosen information and listen for connections with others. The lesson distinguishes everyday introductions from a formal pepeha, ensuring children are never asked to claim ancestry or disclose whakapapa.

Learning intentions

WALT introduce ourselves using safe, chosen information.
WALT use simple sentences in te reo Māori to share interests, people, places or roles.
WALT listen for connections and respond with manaakitanga.
WALT use symbols, colours and words to represent aspects of our identity.

Success criteria

I can say at least two sentences about myself.
I can ask or answer a simple question.
I can listen carefully and show manaakitanga.
I can create an identity shield using meaningful symbols, colours or words.

Curriculum links

Te reo Māori oral language: students listen, speak, respond and build confidence in familiar and less familiar contexts.
Te reo Māori sentence structures: students use simple patterns to communicate personal information and ideas.
Hauora and identity: students recognise that people have different identities, strengths, interests and connections.
Communication and relationships: students participate respectfully, take turns and show manaakitanga while listening.

Lesson structure (45 minutes)

0–7 min · Hook and safe sharing. Teacher opens the Ko Wai Au? introduction slides and shares a non-private identity collage showing favourite activities, meaningful places, languages, classroom roles and people who help them. Teacher explains in simple language: “He rerekē te pepeha me te whakataki tangata. Kāore tēnei he pepeha ōkawa.” This is not a formal pepeha; children may choose interests, safe places, support people, roles or fictional characters. Students notice one connection or difference and turn-and-talk using “He pai ki ahau…” where appropriate.
7–14 min · Model the language. Teacher introduces the learning intention, success criteria and sentence-frame cards on the slides: “Kia ora, ko ___ ahau”; “E pai ana ki ahau te ___”; “Ko ___ taku hoa”; “Ko ___ taku tangata tautoko”; and “He pātai tāku—what is ___?” Model a short introduction, including an intentional mistake such as speaking too quickly, then invite students to identify what would show whakarongo and manaakitanga. Students echo key phrases and practise the name sentence with a partner.
14–22 min · Choose and rehearse. Teacher distributes the identity shield template and picture/symbol cards. Year 1 students choose two cards and rehearse two sentences, using a frame and drawing or copying key words. Year 2 students create a four-part mini introduction including their name, a favourite thing, a person or role that supports them, and one meaningful place, activity or fictional character. Students may choose not to share personal information and can use a fictional example instead.
22–32 min · Partner practice. Teacher places students in pairs and explains the roles: speaker, listener and encourager; partners swap after each introduction. The listener shows whakarongo by facing the speaker, waiting, and responding with “Āe,” “He pai hoki ki ahau,” or “Ngā mihi.” Year 2 students ask one follow-up question, such as “He aha tō tino mea?” or “Ko wai tō tangata tautoko?” Year 1 students may ask or answer using one supported question. Teacher circulates, models pronunciation and notes clarity, sentence use, listening and respectful response.
32–40 min · Identity shield and movement. Students complete their shields with colours, symbols and words that represent their chosen information. Teacher leads a gentle call-and-response name rhythm: “Ko wai au?” followed by “Ko ___ ahau!” Each child creates a small, safe movement for one symbol, and the class repeats the name and movement together. Students may show their shield to a partner, record an audio introduction on a tablet, or share privately with the teacher.
40–45 min · Whakamārama and reflection. Teacher invites a few voluntary shares, ensuring no child is pressured. Students identify one connection they heard and one example of manaakitanga. Collect or photograph shields and complete a quick oral check: each student says one sentence or points to the sentence they can say. Explain the home connection: children may ask a trusted person which quality or strength they notice in them; children who do not wish to do this can draw or write one strength they notice in themselves at school.

Resources

the Ko Wai Au? introduction slides
the identity shield template
Picture and symbol cards
Sentence-frame cards
Crayons, coloured pencils and pencils
Tablets or an audio recorder, optional
Teacher observation rubric
Safe, non-private teacher identity collage

Assessment

During rehearsal and partner practice, observe whether students use at least two appropriate sentences, ask or answer a simple question, and listen respectfully.
Use a four-point rubric: clarity of speech, sentence use, listening behaviours and manaakitanga. Record brief notes for students needing further language support.
Collect or photograph identity shields as evidence of chosen vocabulary and communication. Offer a private teacher conference or audio recording as an alternative to whole-class sharing.

Differentiation

Support Year 1 students with two pre-selected picture cards, gesture prompts, repeated choral practice and sentence frames with blanks. Accept pointing, signing, drawing or a single supported sentence as a first step.
Provide pronunciation modelling, visual cues and partner rehearsal for students learning te reo Māori or English as an additional language. Pair students thoughtfully and allow extra processing time.
Students who are shy, anxious or have communication needs may record privately, share with a trusted adult, use a fictional character, or have the teacher read their sentences.
Extend Year 2 students by combining sentences with “ā, engari” or “nā te mea”, asking a relevant follow-up question and responding with a complete sentence.

Teaching Instructions