Compact planning edition · Lesson 5 of 6 · 60 minutes
Pepeha or mihimihi — choose by purpose and local guidance
Compare the purposes of pepeha and mihimihi without turning identity into an ethnicity rule. The appropriate wording and context are confirmed locally; either form may remain private.
Learning intentions
- Describe the purpose of each form without claiming one is universally appropriate.
- Choose a form, audience, and access mode that fit the learner’s evidence and context.
- Revise for truthful wording, pronunciation, and respectful acknowledgement.
Success criteria | Paearu Angitu
A learner explains the chosen form’s purpose, identifies where local guidance is needed, and revises up to three lines for truth, permission, and language accuracy.
Kawa haumaru — identity and knowledge boundary
- Form follows purpose and authority: pepeha expresses verified whakapapa, while mihimihi wording and use still require a locally appropriate context.
- No ethnicity shortcut: do not assign pepeha or mihimihi from a learner’s ethnicity, and do not treat either form as a licence to borrow local relationships.
- Four complete routes remain open: verified pepeha, locally checked mihimihi, still-learning introduction, and planning only.
- Check the actual setting: mana whenua or an approved local te reo Māori lead confirms the mihimihi wording and kawa; whānau confirm personal facts.
Teacher planning snapshot — before class
- Review the mihimihi pathway with a local te reo Māori lead or mana whenua-approved source.
- Prepare purpose cards: whakapapa connection, greeting/acknowledgement, place fact, and still learning.
- Avoid ‘Māori use pepeha / non-Māori use mihimihi’ as a decision rule.
60-minute run sheet
0–12 min · Purpose before form
Teacher move: Explain that pepeha locates verified whakapapa and that mihimihi can greet and acknowledge relationships; local kawa determines appropriate use.
Learner action: Sort purpose cards and flag any card that needs local advice.
Check: No form is described as always appropriate.
12–25 min · Read two fictional models
Teacher move: Read one fictional verified pepeha and one fictional mihimihi. Name the evidence and purpose behind each.
Learner action: Highlight what each model communicates and what it deliberately does not claim.
Check: Learners identify whakapapa wording versus factual acknowledgement.
25–42 min · Choose and revise
Teacher move: Privately offer four routes: verified pepeha, locally checked mihimihi, still-learning introduction, or planning only.
Learner action: Choose a route and revise no more than three lines for accuracy and permission.
Check: The form matches the available evidence and intended context.
42–53 min · Rehearsal menu
Teacher move: Offer listening, paired reading, teacher conference, card ordering, or silent annotation.
Learner action: Practise in the selected mode and request one specific kind of feedback.
Check: Feedback targets wording or pronunciation, not performance.
53–60 min · Plan the final evidence
Teacher move: Preview Lesson 6 as a review-and-choice lesson, not a presentation day.
Learner action: Select private conference, trusted pair, supported reading, written annotation, or no personal sharing.
Check: Each learner has an assessable route that protects privacy.
Evidence to notice
- Explains why local guidance matters to form and wording.
- Makes a choice based on evidence, purpose, audience, and permission.
- Revises for accuracy without adding disclosure.
Planning evidence: record only the selected evidence mode for Lesson 6; return the chosen text and audience note.
Core resources
- Mihimihi pathway — locally check wording and context
- Compact identity-form builder — final truth and permission check
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.
- Provide purpose-card sorting, model highlighting, silent revision, listening, and a private language clinic; paired rehearsal is opt-in.
- A revised introduction stays with its author and is not recorded, shared to a slide, or sent home merely because it is Lesson 5.
- Use two fictional, labelled models for comparison so nobody’s ethnicity or unfinished introduction becomes the class case study.
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: Assess the link between purpose, evidence, form, and context plus one language revision; public fluency or personal detail does not raise the result.