Kei hea a Pio?
Nā Tipene Watson
Owners all have the same emotional attachment toward their pets. You notice it when they interact, but you won't want to be around when the two become separated.
'Kei hea a Pio?' story by Tipene Watson, with page numbers from He Kohikohinga 34.
| P.15 |
He ngeru tāku. Ko Pio tōna ingoa. I ngā pō, moe ai a ia ki runga i tōku moenga.
I have a cat. His name is Pio. At nightime, he sleeps on my bed. |
| P.16 |
Kāore ia i roto i te rūma o tōku tungāne.
Kāore ia i roto i te rūma o Māmā rāua ko Pāpā. |
| P.17 |
Kāore ia i roto i te kīhini.
He wasn't in the kitchen. |
| P.18 |
Kāore ia i waho.
He wasn't outside. |
| P.19 | Ka hikina e au ngā paraikete ka mihi mai a Pio, "Miao". I lifted the blankets and Pio greeted me, "Meeow". |
Possible achievement objectives:
Te Reo Māori in the curriculum
Strand: Writing (Productive language)
Level: 3
Duration: 30 minutes x 3
Achievement objectives:
Students will be able:
- to sequence ideas, explanations and instructions
- to use a wide range of vocabulary so that he will be able to extend his literary skills
- to record what he considers are the main points.
Essential skills
Information: Organises and presents information clearly.
Other curriculum areas:
- Social Studies – Resources and economic activities: Different types of work that people do. (Investigate and study a unit on work people have in our community that involves animals).
Activities to support the achievement objectives
1. Teacher directed
- While reading the story to children ask simple questions (He aha te tae? He aha tēnei? Ko wai tēnei? etc.)
- Instruct children to draw two columns headed: 'Ngā momo kararehe i te kāinga, Ngā momo kararehe i te pāmu', and make a list with illustrations. Choose one from their chart to share by using the structure, 'He ______tāku. Ko ___________tōna ingoa.' (This can be make believe or fact.)
- Study a picture of Pio and describe what he looks like.
Questions (use children's artwork for this activity):
- How would you describe Pio?
- How would you describe his owner?
- What makes owners close to their pets?
2. Teacher directed
- Have children take turns at reading each page.
- Explain when the letter 'i' comes before the words roto, runga, raro, waho, the event is past.
- Prior to the lesson, the teacher can draw and photocopy a picture to give to each child.
- The picture shows Pio sitting on, under, in, and outside, different places in the lounge.
- Ask "I hea a Pio?" Children write their answers down.
- In the next activity, children to draw an animal on one A4 paper and a resting place on another A4 paper (pictures should fill whole page).
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Teacher will cut and mix them all up and choose one of each picture and show the animal in any of the four locatives.
Children to say "I _________te _________i te __________________." e.g. I runga te makimaki i te rākau.
Questions (use children's artwork for this activity):
- Can you name a food item that is packaged inside a box?
- Can you name something that lives in a tree?
- Can you name something that could fit under a classroom chair?
- Can you name something that is best left outside?
3. Teacher directed
- Introduce how to apply the negative word 'Kāore'. Use the pictures drawn by children in the previous lessons.
- In pairs one child will study the pictures and positively say, "I _______a Pio i te __________."
- The other child will respond, "Kāore a Pio i _______i te _________. I ________kē a ia i te ________."
- Children will study the story and list all the places where Pio could not be found.
Questions (use children's artwork for this activity):
- How do you feel when you can't find something?
- Where would you display your notice 'Where Is Pio?'
- Where would you go to tell about Pio being missing?
