Compact planning edition · Lesson 1 of 6 · 60 minutes
Whakatūwhera — choose a safe identity form
Introduce pepeha as a structured expression of verified whakapapa, then let each learner choose a safe route before any personal drafting begins.
Learning intentions
- Distinguish a whakapapa statement from a connection, preference, or current location.
- Use a source-status key: confirmed, ask privately, leave blank.
- Pronounce Ko … tōku maunga as a model without requiring a personal claim.
Success criteria | Paearu Angitu
A learner can distinguish a whakapapa maunga line from a place preference, choose a safe pathway, and mark a field confirmed, ask privately, or blank.
Kawa haumaru — identity and knowledge boundary
- Maunga lines carry whakapapa: the sentence Ko … tōku maunga is drafted only after whānau or another trusted whakapapa source confirms that relationship.
- A map cannot verify identity: proximity, affection, or personal significance may support discussion of place, but none authorises a tōku maunga claim.
- Four valid starting points: verified pepeha, mihimihi, private planning, and still learning all give a learner useful work in this opening lesson.
- Local preparation: use mana whenua-approved sources for local names and stories, and let whānau—not the classroom map—authorise personal whakapapa wording.
Teacher planning snapshot — before class
- Prepare one invented teacher model labelled tauira hanga noa — fictional example.
- Provide the compact builder and blank paper.
- Before teaching local names or stories, use material approved by mana whenua or your school’s established local curriculum source.
60-minute run sheet
0–8 min · Whakatau and permission
Teacher move: Welcome learners, explain that identity knowledge can be precious and private, and read the four equal-status pathway choices.
Learner action: Select a private pathway card: verified pepeha, mihimihi, planning only, or still learning.
Check: Every learner has a pathway without having to explain why.
8–20 min · Structure and purpose
Teacher move: Model the fictional maunga sentence, then contrast whakapapa wording with the factual location sentence Nō [place] ahau.
Learner action: Sort sample statements into whakapapa, place/fact, or not enough evidence.
Check: Learners do not treat ‘near’, ‘favourite’, or ‘meaningful’ as evidence of whakapapa.
20–38 min · Source-status map
Teacher move: Show how to mark a field confirmed, ask privately, or leave blank. Do not ask learners to name personal places.
Learner action: Complete a private source-status map; verified learners may add a maunga line, while others keep a placeholder or begin a mihimihi.
Check: Any tōku maunga line has a named trusted source in the learner’s private notes.
38–52 min · Language rehearsal by choice
Teacher move: Model syllables and macrons; offer choral practice with the fictional example plus silent reading and teacher-conference options.
Learner action: Rehearse the model or their chosen verified/private text in an access mode that suits them.
Check: Feedback addresses vowel length and phrasing, never confidence or disclosure.
52–60 min · Private exit check
Teacher move: Ask learners to mark one field ‘ready’, ‘ask’, or ‘blank’ and preview the awa/waka evidence check.
Learner action: Submit only the status word or show it privately; keep identity content.
Check: The next-step status is clear without collecting whakapapa.
Evidence to notice
- Can explain why a nearby or favourite maunga cannot automatically be claimed as tōku maunga.
- Uses one of the three source-status labels accurately.
- Can identify the purpose of a maunga line or a safe alternative.
Exit evidence: collect only the status word ready, ask, or blank; the place name and source note remain with the learner.
Core resources
- Compact identity-form builder — private drafting and source status
- Mihimihi pathway — equal-status alternative
Entry support, extension, and inclusion | Access, choice, and privacy
- Offer listening, supported reading, pointing/ordering cards, writing, or teacher conferencing; speaking to a group is never required.
- Maunga learning can be shown by sorting model statements, silent annotation, supported reading, or a private pronunciation check; nobody needs to stand or address the room.
- Keep the source-status map off classroom displays and shared drives; return it directly rather than photographing or sending it as routine homework.
- Model the sentence with an explicitly fictional maunga and keep learner examples off the board unless their owner actively offers one.
Curriculum alignment
- Learning Languages — Pāhekoheko: “Pepeha follow a specific structure made up of key elements that each serve a purpose in expressing identity, belonging, and whakapapa.”
Evidence note: Look for the distinction between relationship, residence, and preference, plus an accurate source-status decision; do not reward a longer or more public response.