Pepeha and Identity

Lesson Overview

WALT: Create a pepeha to express personal and cultural identity.
Students will learn the structure of pepeha, understand its significance in Māori culture, and develop their own pepeha connecting to their iwi (tribe) and ancestors.

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Curriculum Alignment

This lesson aligns with Te Marautanga o Aotearoa, particularly in the learning areas of Mātauranga Māori and Te Reo Māori, supporting identity and cultural knowledge development.
Key curriculum elements include:

• Principles:

  • Treaty of Waitangi: Acknowledging Te Tiriti principles and supporting Māori cultural identity.
  • Cultural Diversity: Valuing and maintaining connections to Māori culture and language.
  • Inclusion: Catering to diverse learner needs, ensuring success for all students.

• Key Competencies:

  • Mana whakahaere (Managing self): Planning and creating their own pepeha thoughtfully.
  • Whanaungatanga (Relating to others): Sharing and listening to peers' pepeha to foster connections.
  • Wānanga (Participating and contributing): Engaging in learning about whakapapa, whenua, and identity.
  • Mahere whakaaro (Thinking): Reflecting on cultural identity and structuring personal narratives.

• Learning Objectives:

  • Understand the components of pepeha.
  • Recognise pepeha as a way of expressing identity in a Māori worldview.
  • Construct and present a personal pepeha using te reo Māori.

• Achievement Standard Links:

  • Supports preparation for whakapapa, pepeha, and identity related assessments under Te Marautanga.

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Success Criteria

• Students can identify and explain each part of a pepeha.
• Students create a clear, correctly structured pepeha reflecting their whakapapa and identity.
• Students confidently share their pepeha with classmates using appropriate te reo Māori pronunciation.
• Students demonstrate respect for others' pepeha, showing understanding of different iwi and hapū connections.

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Lesson Duration

45 minutes
Class Size: 10 students

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Materials

• Whiteboard and markers
• Handouts detailing pepeha structure (with dyslexia-friendly fonts and clear layout)
• Examples of pepeha from different iwi (audio recordings optional)
• Visual aids such as maps of iwi rohe (tribal areas)
• Journals or paper for writing pepeha
• Audio recording device or smartphone for extension activity

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Lesson Plan

1. Introduction and Context (10 minutes)

• Begin with a whakataukī (proverb) about whakapapa and identity, e.g.:
  "Ko tōku nui, ko tōku wehi, ko tōku whakatiketike, ko tōku reo."
  ("My language is my greatness, my inspiration, that which I hold precious.")
• Discuss briefly what pepeha are — an introduction to connecting oneself to place, ancestors, and communities through words.
• Display a simple pepeha example on the board and break down each part (mountain, river, iwi, waka, marae, ancestors, and name).
• Use visual aids to show geographic references (rohe maps) to help clarify.

2. Pepeha Structure Exploration (15 minutes)

• Provide handouts with pepeha template, explained in te reo Māori and English. Include examples with clearly labeled parts:
  • Ko ___ te maunga (mountain)
  • Ko ___ te awa / roto (river/lake)
  • Ko ___ tōku iwi (tribe)
  • Ko ___ tōku hapū (subtribe)
  • Ko ___ tōku waka (canoe)
  • Ko ___ tōku marae (meeting place)
  • Ko ___ ōku tūpuna (ancestors)
  • Ko ___ tōku ingoa (name)
• Play or read aloud pepeha examples from diverse iwi to familiarise students with pronunciation and cadence.
• Use an interactive question and answer activity, prompting students to identify each part in examples.

3. Creating Personal Pepeha (15 minutes)

• Students use prior knowledge, research, or family knowledge to fill in their own pepeha on the template.
• Encourage students to ask whānau or use resources if unsure of iwi or specific details; offer alternative connections for those who may not know all.
• Provide 1:1 support for learners needing help with te reo pronunciation or spelling.
• Use dyslexia-friendly reading materials and colour-coded sections to support comprehension.

4. Sharing and Reflection (5 minutes)

• Invite volunteers to share their pepeha with the group or in pairs.
• Emphasise respecting others' identities and listening carefully.
• Ask students to reflect on how pepeha connects them to their whakapapa and the importance of knowing this.

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Differentiation Strategies

• For students with learning needs:

  • Provide sentence starters or completed example sections.
  • Use audio-visual resources and oral opportunities rather than writing only.
  • Allow extra time and small-group support.

• For advanced learners:

  • Challenge students to write an extended pepeha including stories behind their mountain, river, or ancestors.
  • Record their pepeha and edit for clarity and expression.
  • Explore researching famous Māori figures’ pepeha and present similarities and differences.

• Dyslexia-friendly support:

  • Use clear fonts such as Arial or Comic Sans in handouts.
  • Provide information in multiple formats: text, audio, and visuals.
  • Break tasks into smaller steps with clear headings and bullet points.

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Assessment and Feedback

• Formative assessment through observation of students’ engagement in discussion and completeness of their pepeha template.
• Provide constructive feedback focusing on the correct structure, pronunciation, and respectful connection to identity.
• Use peer and self-assessment prompts such as:
  • "Did I include all parts of my pepeha?"
  • "Can I say my pepeha clearly in te reo Māori?"

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Extension Ideas

• Invite a kaumātua or local iwi representative to share their pepeha and explain its deeper significance.
• Students create a digital pepeha presentation incorporating images, voice, and text to share with whānau.
• Connect pepeha writing to the unit’s larger theme "Māhia: From Past to Present" by linking identity with history and place.

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Reflection for Teachers

• Monitor student confidence with te reo Māori use and cultural knowledge.
• Note engagement levels and adjust pace or support accordingly for future lessons in this unit.
• Ensure cultural sensitivity and authenticity by consulting local iwi resources if needed.

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This lesson provides a meaningful, culturally rich learning experience that effectively supports the aim of Te Marautanga o Aotearoa to promote Māori identity, language, and knowledge within a kaupapa Māori framework【4:2, 4:4, 6:6, 16:0†New Zealand Curriculum.html】 .