Our Class Pepeha

Overview

In this final lesson of the unit, students present a polished pepeha to a respectful audience. They apply their learning about identity, whakapapa, relationships to whenua, pronunciation and tikanga, then contribute an agreed part of a shared class display or digital collection.

Learning intentions

• WALT present a pepeha clearly and confidently.
• WALT use appropriate tikanga when sharing and listening to pepeha.
• WALT pronounce familiar te reo Māori words as accurately as possible.
• WALT celebrate the identities, connections and contributions of our class community.

Success criteria

• I can introduce myself using my prepared pepeha.
• I can speak clearly, at an appropriate pace, and make eye contact where suitable.
• I can listen respectfully and respond positively to others.
• I can explain one connection or idea I am contributing to our class display.

Curriculum links

• Te Reo Māori introduction — using pepeha and/or mihi to express identity and share whakapapa and connections to whenua in formal and informal contexts.
• Cultural and sociolinguistic knowledge — understanding that saying who you are includes connections to people, places and whakapapa.
• Linguistic knowledge — asking and answering “Ko wai tō ingoa?” using “tō” and “tōku” accurately.
• Novice 2 teaching sequence — extending language for grandparents, uncles, aunts and other tīpuna connections.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and tikanga reminder. Teacher opens with the welcome and tikanga slides, welcomes students, and reminds the class that pepeha are personal; students choose what they are comfortable sharing and must not question another person’s connections. Students settle, practise a respectful listening posture, and silently review their pepeha.

2. 5–10 min · Final preparation. Teacher models a calm opening, clear pronunciation, appropriate volume and a respectful closing. Distribute the pepeha rehearsal and feedback sheet and briefly review its checklist: accurate sequence, pronunciation, pace, eye contact or audience focus, and respectful delivery. Students rehearse quietly, checking unfamiliar kupu with the teacher or a trusted partner.

3. 10–30 min · Pepeha presentations. Teacher organises students into four groups of five, or invites students to present to the whole class if that is the established class practice. Use the presentation instructions to display the listening expectations and sequence. Students present their pepeha, while audience members listen without interruption and record one positive observation on the worksheet. After each presentation, the audience offers a brief “He mihi ki a koe…” response or a quiet round of appreciation, according to class tikanga.

4. 30–40 min · Shared class collection. Teacher opens the class collection instructions and explains the agreed format: a class pepeha wall, map, or digital collection. Students create or add a contribution such as their name, a place or people connection, a whakataukī, a drawing, or a sentence about belonging at school. Students work in pairs to check spelling, macrons where taught, respectful wording and permission before including personal information. Students who prefer not to display whakapapa may contribute a school, whenua or class-community connection instead.

5. 40–45 min · Reflection and exit check. Teacher leads a brief reflection using the reflection and closing slide and hands out the retrieval practice exit ticket slips. Students complete the slip by recording one phrase they can now say confidently, one tikanga expectation they followed, and a confidence rating. Invite two or three students to share a learning highlight before closing with thanks.

Resources

• the complete Our Class Pepeha slide deck
• the pepeha rehearsal and feedback sheet
• the retrieval practice exit ticket slips
• Student pepeha drafts from lessons 1–4
• Whiteboard and markers
• Display paper, pens, pencils and adhesive
• Device or shared digital space, if creating a digital collection
• Optional pronunciation recording or teacher model

Assessment

• During rehearsal, listen for pronunciation, sequence, confidence and appropriate use of learned language. Give brief, specific feedback rather than correcting every error.
• During presentations, use the worksheet checklist to note whether students communicate their pepeha clearly and show respectful listening tikanga.
• Review the exit ticket to identify students needing further support with pronunciation, vocabulary, confidence or understanding of tikanga.

Differentiation

• Provide a visual pepeha scaffold, word bank, pronunciation model and rehearsal with a supportive partner. Students may hold prompt cards or read from their prepared text.
• Allow students to present to a small group, selected audience or teacher rather than the whole class. Students may record their presentation if this better supports confidence or accessibility.
• Accept varied connections, including chosen whānau, friends, significant people, local places, school and whenua. Never require students to disclose whakapapa, iwi, hapū or personal information.
• Extend confident speakers by adding a greeting, mihi to the audience, a sentence about their relationship with a place, or a respectful response to another student’s pepeha.