Sharing Who We Are

Overview

This is lesson 4 of 5 in the unit Ko Wai Au? Pepeha. Students draw on their prepared pepeha to speak to a small group, introduce themselves and their school in te reo Māori, listen respectfully, and give simple responses. They use peer feedback to revise their pronunciation, fluency, and confidence before the final sharing lesson.

Learning intentions

• WALT deliver a short pepeha introducing who we are and our connections.
• WALT say our name and school in te reo Māori.
• WALT listen actively and respond appropriately to a speaker.
• WALT use feedback to improve our pepeha.

Success criteria

• I can introduce myself using clear te reo Māori.
• I can say “Ko wai tō ingoa?”, “Ko ___ ahau”, and “Ko ___ tōku kura” appropriately.
• I can listen without interrupting and respond with “Tēnā koe” or “Ka pai”.
• I can identify one strength and one next step for improving my pepeha.

Curriculum links

• Te Reo Māori introduction — using pepeha and/or mihi to express identity and share connections to people and whenua in formal and informal contexts.
• Cultural and sociolinguistic knowledge — understanding that saying who you are includes connections to people, places, and whakapapa.
• Linguistic knowledge — using the question “Ko wai tō ingoa?” and changing tō to tōku when replying.
• Novice 2 teaching sequence — using number and family phrases such as “Tokotoru ōku mātua kēkē” where these are included in students’ pepeha.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and oral warm-up. Teacher welcomes students in te reo Māori and displays the opening question and response prompts: “Ko wai tō ingoa?” and “Ko ___ ahau.” Students greet a partner, ask the question, answer with their name, then swap roles. Remind students that pepeha sharing is about identity, connections, and respectful listening; students may use a chosen place or significant connection if they do not wish to name a specific whakapapa detail.

2. 5–10 min · Model and notice. Teacher models a short pepeha including name, school, and two familiar pepeha lines, then models the listener responses “Tēnā koe” and “Ka pai.” Use the model pepeha and listening prompts to ask: What did the speaker say? How did the listener show respect? Students echo key phrases and identify one feature of clear delivery, such as pace, volume, pronunciation, or eye contact.

3. 10–15 min · Rehearse with feedback language. Teacher reviews the speaking frame on the rehearsal instructions and sentence stems and distributes the pepeha peer-feedback and revision sheet. Students practise their pepeha quietly with a partner, using notes rather than reading every word. The listener gives one positive comment using “Ka pai ___” and one helpful suggestion using “Me whakahua anō ___” or “Kia pōturi ake,” with teacher support for pronunciation.

4. 15–29 min · Small-group sharing. Teacher places students in five groups of four and displays the four-person sharing routine. In each group, one student delivers their pepeha while the other three listen silently; each listener then responds “Tēnā koe” and/or “Ka pai.” Continue until all four students have shared. Students complete the relevant feedback section after each speaker, focusing on clear introduction, school statement, understandable pace, and respectful delivery. Teacher circulates, listens for accurate use of tōku, and records brief formative notes.

5. 29–37 min · Revise and practise again. Teacher pauses the class and displays the revision checklist. Students select one improvement from their feedback sheet, rewrite or annotate their pepeha, and rehearse it a second time with a partner from their group. Partners listen for the chosen improvement and give a brief response. Students who are ready may add a further connection or a family phrase already taught in the unit.

6. 37–43 min · Second sharing round. Teacher invites students to reshare their revised pepeha in groups, reminding listeners to respond naturally and positively. Students deliver the revised version, then tell their group one change they made and why. Teacher checks individual participation and pronunciation, offering quiet prompts rather than interrupting the flow.

7. 43–45 min · Exit reflection. Teacher displays the plenary reflection questions and hands out the retrieval practice exit ticket slips. Students write one phrase they can now say confidently, one improvement they made, and a confidence rating. Collect slips to identify who needs further rehearsal before lesson 5.

Resources

• the “Sharing Who We Are” teaching deck
• the pepeha peer-feedback and revision sheet
• the retrieval practice exit ticket slips
• Students’ prepared pepeha drafts or cue cards
• Whiteboard and markers
• Timer
• Group seating for five groups of four

Assessment

• Listen during partner rehearsal and group sharing for accurate use of “Ko ___ ahau” and “Ko ___ tōku kura,” understandable pronunciation, and appropriate responses.
• Use the peer-feedback sheets and teacher observations to identify students needing support with sequencing, confidence, or particular sounds.
• Review exit tickets to check whether students can identify a successful phrase and explain how they improved their pepeha.

Differentiation

• Provide a colour-coded sentence frame and personal cue card with key words for students who need language or working-memory support. Allow students to point to notes while speaking.
• Model pronunciation slowly, chunk longer phrases, and offer private rehearsal before group sharing for students with speech, anxiety, or communication needs.
• Accept a significant place, community, or chosen connection where discussing whakapapa is sensitive; do not require students to disclose private family information.
• Extend confident speakers by asking them to add a second school or pepeha connection, use a family phrase already learned, or support a partner through attentive listening without taking over.