📚 Unit Plans → 🌿 Unit 11: Te Reo Māori Foundations → 📖 Lesson 2: Ko Wai Au?
Years 9–10 Te Reo Māori / Learning Languages

Unit 11 Lesson 2: Ko Wai Au? - Pepeha and Identity

Unit 11 Lesson 2: Ko Wai Au? - Pepeha and Identity: Pepeha and identity kōrero rooted in place, people, and belonging. Free NZ curriculum resource from Te Kete

Unit 11: Te Reo Māori Foundations — Kōrerotia, Whakarongo, Whakaatu

Pepeha and identity kōrero rooted in place, people, and belonging.

1 He Tīmatanga
2 Ko Wai Au?
3 Tikanga in Kōrerorero
4 Whānau Connections
5 Kōrerorero o Ia Rā

🎯 Learning Objectives & Success Criteria

🎥 Media Anchor

Video: Introductory Te Reo Māori

  • Which language pattern from this lesson can you apply immediately in kōrero?
  • How does regular language practice strengthen confidence and cultural connection?

By the end of this lesson, ākonga will be able to:

  • Describe the purpose of a pepeha and key parts.
  • Create a draft pepeha using personal connections.
  • Share a pepeha respectfully in a small group.

Success Criteria

  • ✓ Pepeha includes name, place, and people
  • ✓ Correct use of Ko/Ko au
  • ✓ Clear pronunciation in peer share

Ngā Mahi - Lesson Flow (70 minutes)

1. Pepeha Listening & Unpacking (15 mins)

Teacher model + kōrero

Teacher shares a short pepeha. Students identify the parts: maunga, awa, waka, iwi, hapū, ingoa.

  • Discuss: Why do we acknowledge places and people?
  • Note local iwi/hapū protocols for pepeha order.

2. Pepeha Builder Studio (30 mins)

Independent + teacher support

Use the Pepeha Builder handout to draft a pepeha. Provide sentence frames for students still learning their whakapapa.

  • Students identify places that ground them (home, school, community).
  • Teacher checks pronunciation and supports local tikanga.

3. Whānau Share Circle (20 mins)

Small-group sharing

Students share pepeha in groups of 4. Listeners give feedback using two stars and a wish.

  • Encourage respectful listening and support for pronunciation.
  • Optional audio recording for practice at home.

Whakamutunga: Exit Reflection (5 mins)

Short reflection

Exit ticket: What part of your pepeha feels strongest today? What do you still want to learn?

📊 Assessment Notes

  • Formative check: listen for correct use of Ko/Ko au and key place names.
  • Collect: draft pepeha or audio clip for feedback.

🧺 Resources & Materials

Kaiako Planning Snapshot

Te Reo Māori — Language Foundations — Years 9–10

Curriculum alignment: Te Mataiaho | Te Reo Māori — Oral language, identity, and cultural connection (Years 9–10). Achievement Objective: Students use te reo Māori in a range of communicative contexts with increasing fluency.

Ngā Whāinga Akoranga — Learning Intentions

  • Produce and respond to key kupu and phrases in te reo Māori with correct pronunciation and intonation
  • Use te reo Māori in meaningful social contexts: greetings, pepeha, whānau, and everyday kōrero
  • Connect language learning to cultural identity, whanaungatanga, and a sense of belonging

Differentiation & Proximinal Guidance

Extension: compose a waiata or tauparapara using the lesson target kupu. Scaffold: kupu flashcards with phonetic pronunciation guide. On-level: paired kōrero and structured conversation activities. Entry: listening focus with visual kupu anchor cards and audio support.

Inclusion & Accessibility

ESOL/ELL: celebrate multilingualism — reo Māori may be a third language; draw on transfer strategies. Neurodiverse learners: allow oral responses and movement-based language activities. Accessibility: audio recordings of all target kupu available; provide printed word-and-image cards.