Kupu Tuatahi Whakapapa

Overview

In this first lesson of the unit Whakapapa o Tāne: Ancient Kōrero, students are introduced to the meaning of whakapapa and why it matters in te ao Māori. They listen to and respond to simple spoken ideas, then practise expressing clear, short sentences and asking simple questions about their own whakapapa connections.

Learning intentions

• WALT understand the concept of whakapapa and its importance.
• WALT listen to simple kōrero and show understanding of key ideas.
• WALT speak in short, simple sentences using structured prompts.
• WALT ask simple questions to seek information.

Success criteria

• I can explain in my own words what whakapapa is (using a simple sentence).
• I can say one example of whakapapa connection (e.g., family).
• I can answer a teacher question about the kōrero we hear.
• I can ask a simple question using a question word or rising intonation (e.g., Ko wai…? He aha…?).

Curriculum links

• Te Reo Māori Taumata 1: learners understand discussions and spoken kōrero.
• Te Reo Māori Taumata 1: learners use language to ask simple questions to find information.
• Te Reo Māori Taumata 1: learners express simple sentences or simple question sentences.
• Te Reo Māori Taumata 1: learners understand the type of sequence in kōrero and in texts.

Lesson structure (45 minutes)

1. 0–5 min · Whakawhanaungatanga. Teacher greets students in te reo Māori and establishes a calm listening routine; students respond to greetings and settle with thumbs-up when they are ready to listen.

2. 5–10 min · Kōrero whakaaraara. Teacher tells a short, age-appropriate story about a “family line” (use simple, repeated sentences) and highlights the word whakapapa with gestures; students listen and point to matching pictures on a small “family” display when the teacher names people/roles.

3. 10–18 min · Direct teach: What is whakapapa? Teacher introduces an anchor meaning: Ko whakapapa he raupapa o ngā tūpuna me te whānau. Model 2–3 short sentences and show a simple sequence (picture cards arranged left-to-right). Students repeat chorally, then practise saying one sentence using a stem: Ko whakapapa he….

4. 18–25 min · Guided practice: Sequence in kōrero. Teacher reads/recites the same story but with the picture cards in a clear order (you–parent/grandparent) and pauses at each step to check understanding; students answer a yes/no or choice question (e.g., “Ko wai tēnei?”) and help reorder one shuffled card as a class.

5. 25–33 min · Pair talk: My connection. Teacher provides sentence starters on the board:

• Ko [tōku] whānau…
• Ko [tōku] matua/kuia/koroua…
• He pēhea te whakapapa? Students practise in pairs using their own family context (or a safe alternative such as “people who care for me”), speaking only one or two short sentences; teacher circulates to prompt quieter learners with gestures and additional stems.

6. 33–40 min · Questioning game: Ask for information. Teacher runs a “whisper question” game using question frames: Ko wai…? and He aha…? Students take turns asking one simple question to a partner about their sentence (teacher pre-models the expected response pattern); teacher prompts for correct intonation and simple answers.

7. 40–45 min · Exit reflection (fast assessment). Teacher asks three quick prompts; students answer individually on an oral “one sentence” check: (1) What is whakapapa? (2) Say one connection you know. (3) Ask one simple question.

Resources

• Picture cards showing whānau roles (e.g., matua, kuia, koroua) and a “sequence” line (left to right)
• Large whakapapa word card and simple gesture cues
• Sentence starter strips for pair talk
• Shuffle set of story picture cards (for ordering activity)
• Mini whiteboards or scrap paper for drawing a “family line” diagram
• Teacher story script with repeated simple sentences (no text-heavy handouts)

Assessment

• Teacher observation during listening: students point/respond accurately to key kōrero moments.
• Formative checks during guided practice: students can sequence the picture cards correctly and answer a simple question.
• Exit reflection: each student delivers (or records) one simple sentence about whakapapa and asks one simple question.

Differentiation

• Support: provide extra sentence stems and allow students to repeat chorally before attempting solo speech; use visual gestures for each sentence part.
• Support: offer a “safe whakapapa” option (people who care for them) if family details are sensitive.
• Extension: students add one additional detail to their sentence using a simple connector like me (e.g., “Ko whakapapa he… me…”), or ask a second question frame.
• EAL/SEN: rehearse question patterns and responses as a class (choral → pair → solo); use fewer words but clear structure, prioritising meaning over perfect pronunciation.