Haurua
Nā Tangihōro Fitzgerald
Mere is a happy-go-lucky person. The question is will her parents be amused?
'Haurua' story by Tangihōro Fitzgerald, with page numbers from He Kohikohinga 34.
| P.10 | Mere: | Tēnā koe Katerina. Kei te hiahia mai koe ki taku āporo? Hi there Katerina. Would you like my apple? |
| Katerina: | Āe koa e Mere. Engari, kia haurua noa. Yes please Mere. A half one will do just fine. | |
| P.11 | Mere: | Tēnā koe Paora. Kei te hiahia mai koe ki taku panana? Hi there Paora. Would you like my banana? |
| Paora: | Āe koa e Mere. Engari, kia haurua noa. Yes please Mere. A half one will do just fine. | |
| P.12 | Mere: | Tēnā koe e Piri. Kei te hiahia mai koe ki taku hanawiti? Hi there Piri.Would you like my sandwich? |
| Piri: | Āe koa e Mere. Engari, kia haurua noa. Yes please Mere. A half one will do just fine. | |
| P.13 | Mere: | Tēnā koe e Mā. Kei te hiahia mai koe ki taku rīpoata? Hi there Mum. Would you like my report? |
| Mum: | Āe koa e Mere. Yes please Mere. | |
| P.14 | Dad: | Āe koa e Mere. Yes please Mere. |
| Mere: |
Anei te haurua o runga ki a koe, e Mā.
Well then, the top half goes to you, Mum. |
Possible achievement objectives:
Te Reo Māori in the curriculum
Strand: Listening (Receptive language)
Level: 3
Duration: 30 minutes x 4
Achievement objectives:
The student is able to combine verbal and visual language to produce the required effects:
- to identify the purpose of the text to be presented
- to combine visual and oral language
- to use a visual language feature that will enhance the language.
Essential skills
Social and co-operative: Forms good relationships with others.
Problem solving: Demonstrates enjoyment of problem solving activities.
Information: Organises and presents information clearly.
Other curriculum areas:
- Mathematics – Exploring number: Write and solve story problems which involves halves, quarters, thirds, fifths.
- Health – Food and nutrition: Taking responsibility for our own health needs and showing concern for the health needs of others.
Activities to support the achievement objectives
1. Teacher directed
- All together, read the story. Hand out papers and pencils.
- Ask the question. Instruct them to draw their apples. There is no limit to the number of apples.
- Let them know that you will be looking for creative presentations (10 minutes).
Questions (use children's artwork for this activity):
- (Teacher) Do you want my apples?
- (Children will study the picture and reply) Yes please, 1, 2, 3, 4 (Do this 3 times with class).
- Children can take their picture and continue this exercise with each other.
2. Teacher directed
- Prepare samples of halved fruit for students to view. All together, read the story.
- Hand out papers and pencils to each pair.
- Instruct them to draw six items of food.
- Instruct them to write a sentence about each picture.
3. Teacher directed
- All together, read the story.
- Explain the rule for using the word 'e' before the name of a person. ('e' is used only before a Māori name that has two or less syllables).
- Discuss and demonstrate the different ways of greeting one person, several people or groups of people.
- Write and decorate some Māori greeting phrases on strips of paper for a colourful wall display.
Questions:
- What are some names that you would use after the letter 'e'?
4. Teacher directed
- Teacher to read the story once.
- Teacher will re-read each page, cover the text and have students recall and recite.
- Ask the questions and allow class discussion to flow.
- On the blackboard, write the proverb, 'Ko tāu rourou, Ko tāku rourou, ka ora ai te tangata.' Discuss its meaning and direct children to design some Māori art to promote it.
Questions (use children's artwork for this activity):
- How would you describe Mere and why?
- In what ways do we share on the marae?
- When would this proverb be used in the home, or amongst a sporting team?
