Values in Pepeha

Overview

This lesson builds on the unit “Exploring Whakapapa and Pepeha” by focusing on Ngāti Tūwharetoa values and how to weave them into a pepeha in a meaningful, respectful way. Students practise using structured thinking and writing to show identity through both place and values.

Learning intentions

WALT: Understand Ngāti Tūwharetoa values and incorporate them into pepeha.

Success criteria

• I can name at least two Ngāti Tūwharetoa values.
• I can include the values in my pepeha so they make sense.
• I can use clear ordering (e.g., place → people → values).
• I can read my pepeha aloud with confidence and accuracy.

Curriculum links

• Te Reo Māori Taumata 3: Understanding the structure and purpose of Māori communication by learning how values fit into pepeha.
• Te Reo Māori Taumata 3: Understanding and using specific kaupapa words (values) for a topic.
• Te Reo Māori Taumata 3: Identifying and describing key words related to a specific kaupapa.
• Te Reo Māori Taumata 3: Using a plan/structure to organise ideas (ordering and paragraphing) and using writing signs appropriately.

Lesson structure (30 minutes)

1. 0–5 min · Kōrero hook. Teacher displays 2–3 value words (prepared on cards) and reads a short example pepeha with values included. Students do a quick Think–Pair–Share: “Which value words did you notice, and where did they appear?”

2. 5–12 min · Direct teaching (values → pepeha link). Teacher briefly explains: values guide behaviour and identity; pepeha can show “who I am” not only by place and people but also by values. Students and teacher co-construct a sentence frame in te reo Māori:

• “Ko ___ tōku ngākau / tōku aronga.”
• “E ū ana au ki te uara o ___.” Students repeat chorally, then practise in pairs saying 1 sentence using a value word.

3. 12–20 min · Group work: list and draft. Teacher groups students (ready/need support/challenge) and circulates.

• Guided prompt for support group: “He aha te uara o ___?” “Me pēhea te whakaatu i taua uara?”
• Main group: choose two values and decide where they fit in their pepeha (end or after key place/people line). Students use a provided scaffold sheet (structure boxes) to draft a revised pepeha with at least two values.

4. 20–26 min · Share and refine. Teacher facilitates 2–3 volunteers per group. After each reading, teacher asks one feedback question: “Kei hea ngā uara i tō pepeha?” or “He mārama te hononga o te uara ki tō tuakiri?” Students revise one small improvement (e.g., add a value sentence, adjust ordering).

5. 26–30 min · Exit ticket (quick check). Students complete a one-line exit ticket: write and read aloud one value sentence from their pepeha (or record it). Teacher checks: two values included and sentence is clear.

Resources

• Value word cards (e.g., rangatiratanga, manaakitanga, whanaungatanga, kaitiakitanga, kotahitanga—choose teacher-approved set for Ngāti Tūwharetoa focus)
• Scaffolded pepeha planning sheet with ordering boxes
• Sentence starters for values (teacher-prepared)
• Dyslexia-friendly options: recorded teacher explanations (USB/tablet audio), large-print sheets, coloured overlays if available
• Group prompt cards
• Marker pens and audio recorder/phones (teacher-managed)

Assessment

• Teacher observation during group drafting: can students identify and use value words accurately.
• Formative checks: after sharing, students answer “Where are the values in your pepeha?”
• Exit ticket: at least one value sentence written (and/or recorded) clearly.

Differentiation

• Support groups: sentence starters fully provided; value choices narrowed to 2–3 options; teacher models one completed pepeha line.
• On-track groups: scaffold sheet includes ordering prompts (place → people → values), students fill in with their own details.
• Challenge/extension within lesson: require a “because” link (e.g., “E whakapono ana au ki ___ nō te mea…”), ensuring at least two values remain included.
• For learners needing behaviour support: clear turn-taking roles (Reader, Writer, Value Picker), short checkpoints at 2-minute intervals, and a calm corner option for quick resets.
• EAL/SEN: pre-teach value meaning using images/mini scenarios; allow oral rehearsal before writing; provide word bank and spaced practice.
• Dyslexia-friendly reading options: students may listen to recorded explanations of each value, and use text-to-speech/audio recording to submit readings.

Extension (optional)

• Students write a short reflection (5–6 sentences) in te reo Māori or supported te reo Māori: “Me pēhea ngā uara i kōwhiria ai e whakaatu ai i tōku tuakiri?” They must mention at least two values and link them to daily actions (e.g., how they treat others, how they care for place, how they show respect).