Pepeha Story Practice

Overview

This lesson is lesson 5 of 8 in “Exploring Whakapapa and Pepeha”. Students practise oral storytelling by sharing their personalised pepeha with a small group, then responding to feedback to improve clarity and confidence.

Learning intentions

WALT: Practice oral storytelling of a personalised pepeha in small groups.

• WALT: Speak in a clear sequence (name, affiliations, key relationships, place) using appropriate reo.
• WALT: Listen respectfully and give kind, specific feedback to a partner or group member.
• WALT: Reflect on one improvement for the next telling.

Success criteria

• I can share my pepeha with my group using a clear beginning, middle, and ending.
• I can use my key pepeha information accurately (who I am, where I belong, key links).
• I can listen and give feedback that starts with “I noticed…” or “You could…”.
• I can make one improvement after feedback.

Curriculum links

• Te Reo Māori Taumata 3: Ka mārama ki te anga o ngā momo kōrero Māori ake nei (understand the structure of Māori oral story types).
• Te Reo Māori Taumata 3: Ka tautohu i ētahi kupu ake o tētahi kaupapa motuhake (identify and use key words for pepeha topics).
• Te Reo Māori Taumata 3: Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro (use a plan to order ideas for speaking).
• Te Reo Māori Taumata 3: Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae (use sequencing in grouped parts; apply this in oral storytelling).

Lesson structure (30 minutes)

1. 0–4 min · Whakamahana kōrero. Teacher models a short pepeha story with a clear structure (beginning/middle/end), keeping a calm pace; students echo key phrases. Students join in chorally, then quietly say their own opening sentence to themselves.

2. 4–10 min · Rapid rehearsal. Teacher reminds learners how their pepeha “story” follows an order and points to a simple class flow on the board (Kō wai au? / Ko wai ōku hononga? / No hea au? / Whakakapi). Students do a quick “thumb rehearsal” in pairs: thumb up for each pepeha part while speaking softly.

3. 10–22 min · Small-group storytelling rounds. Teacher sets up groups of 3–4; each student tells their pepeha while others listen for feedback prompts (I noticed… / You could…). Students rotate so everyone speaks once, using their prepared plan, then share feedback using sentence starters.

4. 22–27 min · Feedback response + one action. Teacher circulates, giving targeted coaching (pace, clarity, correct key words, respectful tone); students note one improvement they will try next. Students fill in a “Next time I will…” box (one sentence) or mark their plan with one change.

5. 27–30 min · Kōrero kati (exit check). Teacher asks two students to share one improved sentence to the class. Students complete a quick self-check: “Today I can…” (one line) and hand in or show on mini card.

Resources

• Personalised pepeha plan sheet (their sequencing map)
• Feedback prompt cards: “I noticed…” “You could…”
• Timer for rotation (visual timer if possible)
• Sentence starters strip (for weaker speakers)
• Dyslexia-friendly script cards (optional printouts with chunked lines)
• Group listening checklist (tick boxes)
• Whiteboard flow chart for structure
• Optional simple props/visuals: photo cards, map of places, marker symbols for iwi/hapū/whānau links

Assessment

• Teacher observation during small-group rotations (sequencing, accuracy of key pepeha details, clarity).
• Formative feedback notes from peers using the “I noticed…” / “You could…” stems.
• Exit check self-assessment: one “Today I can…” statement and “Next time I will…” action.

Differentiation

• Support for processing/time: pair students with a supportive peer; allow students to practise in shorter chunks (just opening, then affiliations, then closing).
• Behaviour support: set clear roles in each group (Speaker, Listener 1, Listener 2, Feedback-giver); use the timer and teacher proximity to manage transitions.
• Learners needing structure: provide a partially filled script card that they read or adapt (dyslexia-friendly option).
• Sentence starters: offer tiered stems (easy: “Ko ____ tōku ingoa.”; middle: add “No ____ ahau.”; advanced: include an extra whakapapa link phrase).
• Targeted vocabulary: pre-highlight key pepeha terms on their plan (e.g., ingoa, hononga, maunga/awa, iwi/hapū—use what is relevant to their own pepeha).
• Reduced load: students who need it can use a script for the first attempt, then try to remove one line from the script on the next rotation.

Extension (optional, for advanced learners only)

• Add a prop or visual: students include one meaningful visual cue (photo card, small map marker, or symbol card) and explain it in one extra sentence as part of their pepeha story.
• Use expressive delivery: include one “whakakapi” line that shows emotion/respect (e.g., gratitude, pride, commitment) while still keeping the correct pepeha facts.
• Peer challenge: advanced learners add one deeper feedback comment using “I noticed your…” plus a specific suggestion about word choice or sequencing.