Whakapapa Pepeha

Overview

Lesson 3 builds on previous learning about whakapapa connections and features of pepeha. Today students draft a personal pepeha that includes whānau and iwi elements, supported by a planning structure and teacher check-ins.

Learning intentions

• WALT create a personal pepeha using knowledge of whakapapa.
• WALT organise key ideas into a clear spoken and written structure.
• WALT use relevant pepeha components (whānau, maunga/awa/marae or iwi where appropriate) in my own words.

Success criteria

• I can include my whānau link(s) and iwi link(s) in my pepeha.
• I can arrange my pepeha in order (clear beginning, middle, ending).
• I can write or dictate my pepeha using correct spacing and clear sentence structure.
• I can share my pepeha and give/receive one kind feedback comment.

Curriculum links

• Te Reo Māori Taumata 3 — Rautaki Reo: understand and use knowledge of different Māori messages and structures (e.g., pepeha as a form of Māori communication).
• Te Reo Māori Taumata 3 — Puna Reo: understand and use particular words related to a specific kaupapa (pepeha/whakapapa terms).
• Te Reo Māori Taumata 3 — Rautaki Reo: identify and use specific words related to the kaupapa (whānau, iwi, maunga/awa/marae as relevant).
• Te Reo Māori Taumata 3 — Rautaki Reo: use a plan to organise ideas and use writing signs/structures that help coherence.

Lesson structure (30 minutes)

1. 0–3 min · Whakawhanaungatanga. Teacher greets in te reo Māori and asks: “He aha te pepeha, ā, he aha tōna kaupapa?” Students respond with a quick 1–2 word answer or sentence.
2. 3–8 min · Mātakitaki tauira (whole class). Teacher shares a short, teacher-made pepeha template example and points to where whakapapa ideas appear (whānau → iwi/connection → place elements if known). Students echo key phrases and underline the “parts” on a displayed model.
3. 8–12 min · Whakarite mahere kupu (guided planning). Teacher models completing a planning sheet with three prompts:

• Ko wai au? (name/identity)
• Ko wai ōku whānau? (key whānau link words)
• Nō hea au? (iwi link words; optionally maunga/awa/marae) Students choose their template level and fill in only the key word(s) first.

4. 12–22 min · Tuhi/Whakaputa pepeha (independent + teacher groups). Teacher works with small groups while others write or dictate. Students draft their pepeha sentences from their word plan using their differentiated template. Students who need support use sentence starters; those ready for challenge add extra detail (e.g., one additional place element) and vary sentence endings.
5. 22–27 min · Tuku kōrero ki te hoa (extension feedback). Students pair up and read or listen to partner pepeha, then share one feedback sentence using a frame: “E pai ana nāu … / Ka pai hoki mēnā …” Advanced learners add one improvement suggestion about clarity and order.
6. 27–30 min · Putanga / exit check. Teacher collects a quick “show me” check: students either read a single line, or submit their completed draft. Teacher notes who needs a follow-up conference.

Resources

• Differentiated pepeha planning sheets (3 levels)
• Sentence starter strips (e.g., “Ko ___ ahau. Nō ___ ahau.”)
• Word banks: whānau, iwi, maunga/awa/marae (as appropriate)
• Teacher model pepeha on chart paper or board
• Highlighters or underlining markers for “parts” of pepeha
• Speech-to-text tool access (tablet/laptop) for dyslexia-friendly option
• Quiet writing surface / small-group table
• Feedback frame cards for partner sharing

Assessment

• Teacher observation during drafting: checks for inclusion of whānau and iwi elements and correct order.
• Targeted questioning in small groups: “He aha te wāhanga nei, ā, he aha tōna tikanga?”
• Exit check at 27–30 minutes: student reads or submits a completed draft; teacher records whether success criteria are met.

Differentiation

• Support (for learners needing more processing time): guided template with prompts already turned into sentence frames; teacher conferencing twice during drafting.
• Support (for learners needing behaviour regulation): clear “next step” card (Plan → Write/Dictate → Read to partner) and a timed mini-goal (3 minutes each).
• On-level: template with word prompts; students build full sentences independently.
• Extension (advanced learners): add one extra whakapapa detail or connection word (e.g., one place element or additional whānau link) and ensure sequence is easy to follow.
• Dyslexia-friendly options: allow speech-to-text dictation for the full pepeha; provide larger font planning sheets and the option to colour-code each pepeha part.
• Additional scaffold: word bank + teacher model visible throughout; optional partner rehearsal before final read.

Extension (optional)

• Advanced learners (during partner feedback): ask their partner one “clarity” question (e.g., “Kei hea tōku iwi?”) and suggest a specific fix (order or wording).
• Learners who finish early: rewrite their pepeha neatly and practise reading with expression, then share to a second partner.