Whakapapa Tīmatanga

Overview

In this first lesson of the unit “Exploring Whakapapa and Pepeha”, students learn the concept of whakapapa as the ordered line of ancestry and relationships. They begin to describe a whakapapa connection using a simple family-tree model, in a whole-class approach before guided group practice.

Learning intentions

WALT: Kia mārama ki te ariā o te whakapapa i roto i te ao Māori. WALT: Ka taea e ngā ākonga te whakamārama whakapapa, ā, kia kōrero mō tētahi tauira nō tō rātou whānau. WALT: Ka whakamahi ngā ākonga i te mahere rākau (whānau tree) me ngā kupu aronga hei whakaraupapa whakaaro.

Success criteria

• I can whakamārama he aha te whakapapa.
• I can kōrero mō tētahi hononga whānau (hei tauira: mātua, tīpuna, tuakana/teina) i tōku whānau.
• I can whakaraupapa ōku whakaaro ki runga i tētahi mahere rākau māmā.
• I can whakamahi i ētahi kupu Māori matua mō te whānau and relationships.

Curriculum links

• Te Reo Māori Taumata 3 — Ka tautohu i ētahi kupu ake o tētahi kaupapa motuhake (whakapapa/whānau kupu).
• Te Reo Māori Taumata 3 — Ka mārama ki ētahi kupu ake o tētahi kaupapa motuhake (mārama ki ngā kupu aronga me ngā kupu hononga).
• Te Reo Māori Taumata 3 — Ka mārama ki te anga o ngā momo kōrero Māori ake nei (ngā kōrero poto, ā-waha, e whai raupapa ana).
• Te Reo Māori Taumata 3 — Ka whakamahi mahere hei whakatakoto, hei whakaraupapa i ngā whakaaro (whānau tree/mahere rākau).
• Te Reo Māori Taumata 3 — Ka whaihua ake āna tuhinga i te noho raupapa mai o ngā whakaaro i roto i ngā kōwae me te whakamahi tohu tuhituhi (kohikohi whakaaro, tuhi poto, whakamahi tohu).

Lesson structure (30 minutes)

1. 0–5 min · Whakawhanaungatanga & pātai. Teacher opens with karakia (if appropriate) and shows a simple empty family-tree poster; teacher asks: “He aha ō tātou hononga?” “He aha te whakapapa?” Students listen, then turn-and-talk to share what they already know about whānau connections.

2. 5–12 min · Whakaako mārama (direct teach) — whakapapa concept. Teacher states: “Ko te whakapapa he raupapa o te hononga o te tangata ki ōna tīpuna me ōna whanaunga.” Teacher models a short example using prompts (e.g., “Ko ahau… ko toku… ko tōku…”) and points to the tree from bottom to top. Students repeat key sentences chorally, then practise one line with a partner.

3. 12–18 min · Kupu matua & tauira kōrero. Teacher writes 4–6 key words on the board with colour-coding (e.g., “toku, tōku, mātua, tīpuna, whanaunga, ahau”) and gestures their meaning; teacher models a 6–8 second “whakapapa kōrero” using the sentence frame. Students complete a quick “matching” task in pairs (word-to-meaning or picture-to-word), then choose one word to include in their own kōrero.

4. 18–25 min · Mahi rōpū — mahere rākau māmā. Teacher moves into groups: one group with additional visual supports; one group doing the same task with sentence starters; one group for faster processing. Students fill in their family-tree template (allowed: can use “toku mātua”, “toku whanaunga”, and leave details blank if needed), then practise saying their one example aloud to a partner.

5. 25–30 min · Arotake tere (exit). Teacher asks each student to share one sentence: “Ko… (name optional)… he hononga ki… (toku/mātua/tīpuna/whanaunga).” Students complete an exit ticket: draw a small tree and write one whakapapa sentence or choose from a set of sentence frames.

Resources

• Whānau tree/mahere rākau māmā templates (3 levels: basic, supported, extension)
• Coloured word cards for key whakapapa/whānau terms
• Sentence frames (e.g., “Ko ahau ko… / Ko toku…”, “Ko taku hononga…”) with extra lines for processing support
• Visual examples poster (stick figures with labels: ahau → mātua → tīpuna)
• Timer (visible) and group task cards
• Dyslexia-friendly reading strips (large print, sans-serif, high contrast)
• Pencils, coloured pens (optional), learner recording sheets

Assessment

• Formative check: observe partner rehearsal in Steps 3–4 for correct use of at least one key word and clear order (bottom-to-top).
• Formative check: teacher circulates during group work to verify students can state one whakapapa connection using the template.
• Exit ticket: students produce a one-sentence whakapapa kōrero and a drawn mini-tree.

Differentiation

• Support (for learners who process more slowly): provide pre-filled tree skeleton (only 1–2 blanks), picture cues, and a reduced sentence frame; offer oral recording option instead of full writing.
• Support (for learners needing behaviour scaffolding): use a clear “first–then” visual on the desk card, short steps (2–3 minutes each), and seating plan for minimal distraction.
• Whole-class then groups: teacher targets different needs by sitting with each group during Step 4.
• Extension (advanced learners): include a second tier on the template labelled “tīpuna” and require two ordered sentences (e.g., “Ko toku… Ko tōku…”).
• Dyslexia-friendly options: large, sans-serif fonts; colour-coded notes for each part of the sentence; allow students to underline key words instead of copying full sentences; provide an audio option for practising their sentence before sharing.

Extension (optional)

• Advanced challenge for this unit: learners research and present a famous Māori ancestral figure or leader connected to whakapapa knowledge (use teacher-approved sources and take presentation in pairs: 30–45 seconds each).