Pepeha Whakamā

Overview

I tēnei akoranga whakamutunga o te pūrākau “Exploring Whakapapa and Pepeha”, ka whakakotahi ngā ākonga i ā rātou kōrero me te whakapai ake i tō rātou pepeha i runga i ngā kōrero urupare. Ka mutu, ka whakaatu rātou i tō rātou pepeha ki te akomanga, kia mārama ai ki te whai hua o te mahere kōrero me te whakatakoto i ngā whakaaro.

Learning intentions

• WALT: Whakakotahi, whakatikatika, ā, ka whakakau tika i tōku pepeha whaiaro mā te whai i ngā urupare kua riro mai.
• WALT: Whakarite kōrero pepeha kia māmā te whakarongo me te whai.
• WALT: Whakapuaki i tōku pepeha ki te akomanga mā te reo tika, mā te māia.

Success criteria

• I can finalise my personal pepeha using feedback.
• I can present my pepeha clearly (starting point, key details, ending).
• I can use correct, understood kaupapa kupu mō tōku pepeha.
• I can improve at least one part after peer/teacher feedback.

Curriculum links

• Te Reo Māori Taumata 3 — Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake (pepeha).
• Te Reo Māori Taumata 3 — Ka tautohu i ētahi kupu ake o tētahi kaupapa motuhake (whakapapa/whanaungatanga).
• Te Reo Māori Taumata 3 — Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro (pepeha framework).
• Te Reo Māori Taumata 3 — Ka pānui wahangū, ā-waha rānei hei whakatutuki i ōna hiahia (presenting/reading segments).

Lesson structure (30 minutes)

1. 0–4 min · Whakaara. Ka tuhi te kaiako i te kupu matua “whakatika” me “whakapai ake” ki te papa, ā, ka whakamahara: “Lesson 7—final pepeha presentation.” Ka huri ngā ākonga ki te hoa, ka kī: “My pepeha has been improved because…” (kotahi rerenga kōrero).
2. 4–12 min · Wāhi urupare + whakatikatika. Ka tohatoha ngā pepa rerekē (final edit sheet) me ngā tohu urupare mai i ngā akoranga o mua; ka noho te kaiako ki ngā rōpū kia āwhina takitahi i ngā hapa matua (pēnei i te raupapa kōrero, kupu tika). Ka whakatika ngā ākonga i ā rātou kōrero i runga i te mahere, ka huri i tētahi wāhanga anake kia kitea te tipu.
3. 12–20 min · Arotake hoa (dyslexia-friendly). Ka whakaatu te kaiako i tētahi tauira urupare māmā: “He aha te kaha?” me “He aha te whakapai ake?” Ka pānui ngā ākonga i ā rātou wāhanga (ngā rerenga matua), ā, ka whakamahia ngā taputapu āwhina (pēnei i te whakaatu i te tuhinga ki te kōrero, ā-kanohi rānei, me te āwhina a tētahi pānui hoa) kia kore e taumaha te panui.
4. 20–26 min · Whakaaturanga poto (pepeha). Ka whakatakoto he raupapa whakaatu (e.g., 8 ākonga inaianei, 12 ākonga i te āwhina e whai ake nei rānei) kia kake te wā; ka whakamahara: “Start with your name, then connect your links, finish with belonging.” Ka kōrero ngā ākonga i tō rātou pepeha (ranei he wāhanga mō te hunga tautoko), ka mātaki ngā hoa ki te rārangi angitu: maimoatanga, raupapa, me te māia.
5. 26–30 min · Katia (exit check). Ka ui te kaiako: “Ko te huringa pai rawa i taku pepeha ko…” Ka tuhi, ka kī rānei ngā ākonga i tētahi kīanga poto i runga i te “Final Edit Ticket” (1–2 rerenga) hei tohu kua whakatutukihia te urupare.

Resources

• Final edit sheet (3 taumata: scaffolded / standard / extension)
• Pepeha framework template (name → whakapapa links → place/affiliation → closing line)
• Urupare tracking checklist (tick boxes: order, key words, clarity)
• Dyslexia-friendly options: audio playback/recording app, text-to-speech supports, thicker font worksheets
• Peer review sentence starters: “Ko te kaha…”, “Me whakapai ake…”
• Timer and presentation order slips
• Markers, glue/tape (if needed for final layout)

Assessment

• Teacher observation checklist during drafting/editing (order + key kaupapa kupu).
• Peer feedback quality check (are they giving one strength and one improvement).
• Exit ticket: one “before/after” statement or “one improvement I made” for each student.

Differentiation

• Support: Provide sentence starters and a reduced “must include” list for those who take longer (e.g., 3–4 key lines only); allow them to present a shortened pepeha first, then build.
• Support (one-on-one): Teacher works with a small group for 3–4 minutes each to correct order and ensure understandable kupu.
• Standard: Full template with prompt boxes for each pepeha section and a simple checklist for final edits.
• Extension: Ask advanced learners to add one extra relationship detail or a richer closing line (whakataukī-like phrase or a more specific belonging statement) while keeping clarity.
• Behaviour/engagement: Give clear roles (reader, listener, timekeeper) for peer review and keep presentations short and predictable.
• Dyslexia-friendly: Allow assistive reading technologies for peer review (audio + text-to-speech), and permit recording a practice version before presenting orally.

Extension (optional)

• Digital version for blog: After class, advanced learners (or volunteers) create a short audio or text+image pepeha version for the class blog using a simple template; include a caption for their links (whenua/maunga/waka/hapū/iwi—whatever they used in their pepeha).