Pepeha: Introducing Ourselves

Overview

In this first lesson of the five-lesson unit Ko Wai Au? Pepeha, students explore why people use pepeha to share identity, relationships and connections to place. They listen for key information in model pepeha, practise pronunciation and begin a personal pepeha template using information they choose to share.

Learning intentions

• WALT understand the purpose and basic structure of a pepeha.
• WALT recognise and use vocabulary for mountain, river, iwi, name and school.
• WALT listen for specific information in a spoken pepeha.
• WALT begin preparing a pepeha that communicates identity respectfully.

Success criteria

• I can explain that a pepeha shares connections to people, places and identity.
• I can identify maunga, awa, iwi, ingoa and kura in a model pepeha.
• I can use some sentence patterns from a pepeha.
• I can record accurate information for my own pepeha, or a meaningful connection I choose to share.

Curriculum links

• Te Reo Māori introduction: oral language is the foundation for communication in the Novice sequence.
• Te Reo Māori introduction: learning te reo Māori supports connections with identity, culture, tikanga mātauranga Māori and the Māori worldview.
• Te Reo Māori introduction: students are guided to use pepeha and/or mihi to express identity and connections to whenua.
• Te Reo Māori introduction: manaakitanga and whanaungatanga shape respectful behaviour and relationships.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher welcomes students with “Tēnā koutou katoa”, explains that a pepeha is one way people introduce themselves through connections, and displays an image of a mountain, river and school using the opening pepeha image and question. Students think silently about one place, person or group that helps them feel connected, then share with a partner if comfortable.

2. 5–12 min · Purpose and tikanga. Teacher explains that pepeha can include connections to whenua, whānau, iwi, hapū and community, and that people’s pepeha vary between iwi and regions. Emphasise manaakitanga: listen carefully, do not interrupt, and do not pressure anyone to share whakapapa or personal information. Introduce the key words on the purpose, tikanga and vocabulary slides: maunga — mountain, awa — river, iwi — tribe or people, ingoa — name, and kura — school. Students repeat each word, identify the matching image and practise saying the vowel sounds clearly.

3. 12–20 min · Listen for meaning. Teacher reads or plays two short model pepeha twice from the two model pepeha slides. For example: “Ko Taranaki te maunga. Ko Waitara te awa. Ko Ngāti Ruanui tōku iwi. Ko Mere tōku ingoa. Ko Te Kura o Te Rā tōku kura.” Use a second model with different places and a different name. Students listen without writing the first time; on the second hearing, they record or point to the mountain, river, iwi, name and school they hear on the listening and personal pepeha template.

4. 20–28 min · Notice the structure. Teacher reveals the model sentence frames one at a time: Ko ___ te maunga, Ko ___ te awa, Ko ___ tōku iwi, Ko ___ tōku ingoa, and Ko ___ tōku kura. Check meaning and pronunciation, drawing attention to tōku as “my”. Students work in pairs to match each sentence frame with its meaning, then rehearse one frame each to a partner. Invite students to notice that pepeha structures and vocabulary may vary across iwi and contexts.

5. 28–40 min · Begin a personal pepeha. Teacher models completing the template with information that is safe and appropriate to share. Explain that students may use a place of significance, a local or ancestral connection, or a class-agreed example; they do not need to claim an iwi or disclose whakapapa. Students complete the first section of the listening and personal pepeha template, writing or drawing their chosen mountain, river, iwi or people connection, name and school. They practise reading their selected lines quietly, then rehearse with a partner using supportive feedback: “I heard…” and “Try saying…”.

6. 40–45 min · Share and reflect. Teacher returns to the rehearsal and closing slides and asks: “What does a pepeha help us communicate?” and “How did we show manaakitanga today?” Students share one new word or sentence frame and complete the confidence check on the worksheet: confident, practising, or need help. Collect templates to use in Lesson 2.

Resources

• the Pepeha introduction slide deck
• the listening and personal pepeha template
• Teacher’s pronunciation model or audio recording
• Images of a mountain, river, school and people/community
• Whiteboard and markers
• Pencils and coloured pencils
• Optional map of the local area

Assessment

• Listen for students’ pronunciation and recognition of maunga, awa, iwi, ingoa and *kura during repetition and partner rehearsal.
• During listening, check whether students can identify information from the model pepeha and place it in the correct section.
• Review each template for a completed beginning, appropriate choice of information and use of at least one sentence frame. Use the confidence check to group students for targeted support next lesson.

Differentiation

• Provide the vocabulary with images, colour-coded sentence frames and a pronunciation model; allow students to point, draw, trace or dictate before writing independently.
• Rehearse chorally, then in pairs before asking for individual speaking. Accept developing pronunciation and recast gently rather than interrupting fluency.
• Offer EAL and additional-language learners a bilingual glossary, extra processing time and a partner who models rather than completes the task for them.
• For students who do not know or wish to share an iwi, provide the neutral option “Ko ___ ngā tāngata e hono ana ki ahau” or allow them to leave that section for later. Students ready for challenge can add a meaningful connection to a whenua, hapū or community group after checking the wording with the teacher.