Pepeha Understanding

Overview

In this lesson (2 of 8) students learn how a pepeha is structured and why each part matters. They build on previous understanding of pepeha as identity language, moving towards identifying key elements they can use in their own speaking and writing.

Learning intentions

• WALT: Learn the structure and significance of pepeha.
• WALT: Identify key elements in a model pepeha.
• WALT: Understand how pepeha parts connect to identity and belonging.

Success criteria

• I can identify the marae/maunga/waka/awa/whakapapa (key elements) in a pepeha model.
• I can explain in my own words why at least two elements are significant.
• I can write a short pepeha paragraph using a scaffolded structure (or speak it aloud).
• I can use correct spacing and line/paragraph order when writing pepeha sentences.

Curriculum links

• Te Reo Māori Taumata 3 — Rautaki Reo: Ka mārama ki te anga o ngā momo kōrero Māori ake nei.
• Te Reo Māori Taumata 3 — Puna Reo: Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake.
• Te Reo Māori Taumata 3 — Rautaki Reo: Ka tautohu i ētahi kupu ake o tētahi kaupapa motuhake.
• Te Reo Māori Taumata 3 — Rautaki Reo: Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae me te whakamahi tohu tuhituhi.

Lesson structure (30 minutes)

1. 0–4 min · Whakamahana. Teacher plays a short audio recording of a pepeha (teacher voice or prepared recording) and asks: “He aha ngā wāhanga e rongo ai koe?” Students listen and jot 1–2 words they hear on a sticky note.

2. 4–10 min · Direct teach: structure. Teacher shows a labelled pepeha poster (marae, maunga, awa, waka, iwi/hapū, ingoa, whakapapa) and models each part with a simple sentence frame in te reo māori, linking to Ngāti Tūwharetoa values (manaakitanga, whakapapa, tūrangawaewae, kotahitanga). Students repeat chorally and then point to the part in the poster as the teacher says it.

3. 10–15 min · Guided sorting activity. Teacher distributes a “Pepeha Parts” set: sentence strips mixed up (e.g., “Ko … te maunga”, “Ko … te awa”, “Nō … ahau”, “Mai i …”). Students work in pairs to sort strips into the correct pepeha element boxes on their worksheet.

4. 15–21 min · Group support writing. Students rotate into groups: Teacher-led group (small) focuses on recognising key elements and choosing the correct sentence starter; other groups complete a scaffolded mini-pepeha (3 lines) using sentence starters. Students write (or record audio if needed) their 3-line pepeha using the same structure, in the space provided.

5. 21–26 min · Share and check. Each group shares one line from their mini-pepeha. Teacher asks a quick check question each time: “He aha te hiranga o tēnei wāhanga?” Students respond with one sentence (or one word for those needing support).

6. 26–30 min · Exit ticket. Students complete a quick exit ticket: identify 3 pepeha elements from a short teacher reading and circle which elements they can already use confidently. Dyslexia-friendly option: students can answer orally while a peer or teacher marks.

Resources

• Labelled pepeha structure poster (marae/maunga/awa/waka/iwi-hapū/ingoa/whakapapa)
• Pepeha sentence strip cards (laminated)
• “Pepeha Parts” sorting worksheet (differentiated: basic/extended)
• Mini-pepeha scaffold sheet with sentence starters
• Audio recordings of a model pepeha (teacher device or classroom iPad)
• Student audio-recording tool (phone/iPad with teacher control)
• Highlighters in 5 colours (one per element type)
• Exit ticket slips and markers/pencils
• Timer for rotation and sharing

Assessment

• Formative checks during sorting: teacher listens for correct element identification and correct matching of sentence starters.
• Formative checks during group writing: teacher uses a quick checklist (has student used at least 3 correct elements and correct order?).
• Exit ticket: circle/identify three pepeha elements from a teacher model, with oral alternative if required.

Differentiation

• Support (learners needing extra processing time or retention): provide a partially completed model pepeha with missing parts; include picture cues (mountain/river/meeting house) and word banks; allow audio recording instead of writing.
• Sentence starters: give all students a set of te reo frames; for support groups, reduce to 3 frames only (e.g., maunga, awa, iwi/hapū).
• Structured behaviour support: roles within pairs for the sorting task (Reader/Sorter/Checker) so expectations are clear and movement is purposeful.
• Extension (advanced learners): ask students to add one more element (wheretaunga/whakapapa link) and include a short significance sentence for each added element (e.g., “He tohu tēnei i tōku tūrangawaewae.”).
• Dyslexia-friendly reading options: use audio for the model pepeha; provide printed sentence strips in larger font; allow listening-first sorting and oral responses; avoid timed silent reading.

Extension (optional)

• Create a visual pepeha poster by choosing 5 key elements from their own or a class model and adding simple labels (with teacher-approved images or symbols). Include one significance sentence per element (or record it as audio).