The article was deliberately chosen as a reading activity to link with the topic studies. Through this lesson students are encouraged to critically think about place they belong and what connection they have with the natural landmarks around the community.
What went well.
Lesson Content :- Students had to learn to write their Pepeha and then rehearse saying it confidently and clearly. They understood what natural landmarks are and what significance they have in people’s lives.
Lesson Pacing :- The pace of the lesson was good as they had already learnt a bit about pepeha. However understanding the connection between the land and the people was a bit difficult for students.
Lesson Delivery :- This session was a part of the whole lesson where students learnt about the iwi, hapu, waka, mounga and moana ( extended family, close family, their canoe, theri mountain and their sea). In this lesson students had to identify the natural landmarks around the community they lived in and why they were important to them and I was able to help them understand it.
Student Understanding :- Students could talk about the natural landmarks and their significance really well. I was very impressed the way they had picked up on the maori words to explain their understanding. The side activity ( Matching activity) helped students to learn maori words quickly and easily.
Student Outcomes :- Students understood the significance of a pepeha and could include the elements required in a pepeha.They rehearsed and could narrate their pepeha meaningfully.
What still needs work.
Lesson Content :- Most students did not know their iwi and hapu and so we had to take it away from our pepeha. This is something that I will keep pushing with students, so they know their roots and where they belong. Some students struggled with the pronunciation of maori words.
Lesson Pacing :- More support is required for students to understand the connections between the land and the people.
Lesson Delivery :- I first introduced the lesson to the whole class and then again to a group that was finding it hard. I believe I could have allowed more discussion time which could have helped them to be more fluent.
Student Understanding :- Most students understood the significance of Pepeha.
Student Outcomes :- My students need a lot more time to orally say out things that they need to write. Having to work with them individually over and over again to make them understand the difference between formal and informal occasions was like a signal to me that children need to use the vocabulary a number of times in meaningful contexts before they are ready to write. I will continue to allow more time to my students to have a go at using new vocabulary.
Class Site Content
WALT make connections with the text that we read.
SC: i can relate to the text and critically think about my place of birth, where my family came from the landmarks in my community.
Toku Pepeha - JJ 53
Recall what you learnt in the previous reading ' Pepeha'
Listen to the audio tape provided through the link above.
Make a list of elements that you would like to include in your Pepeha.
Think about the landmarks around your community.
Think critically about the your family relationship with the sea and the other geographical features of the community. What significance do they have for you.
Think critically about where your family came from and how they chose to settle in the community where you live today. What significance does it have.