Matariki ahunga nui

Nā Peti Nohotima rāua ko Frances Goulton

He whakarāpopoto

This narrative welcomes and acknowledges Matariki as a sign that one year has ended and a new one begun. The rising of Matariki in the eastern July skies heralds a time of great celebration and inner reflection. Acknowledging our universe, and events such as the rising of Matariki, can help us all in our human endeavours.

Ngā āhuatanga i roto i te tuhinga

He whatu tūkanga

• The narrative introduces students to karanga and whakanui in their written forms. It attempts to help students make connections between oral traditions and their use in a written form. You could encourage the students to 'chant' or 'voice' the italicised phrases, thus adding another dimension to their understanding of the many ways in which language works.
• It reflects on a traditional understanding of the importance of Matariki and its relationship to the seasons and to people's activities.
• The text presents a range of conservation opportunities, such as 'whakatō rākau', 'kāre e mahia ngā hua a Tangaroa', and 'kia aro ki te hā o Papatūānuku'.
• It recognises that Matariki has special significance not only for Māori but for tagata Pasifika and others.
• It continues to develop students' sense of kaitiakitanga in matters relating to Papatūānuku.

He whatu tamariki

• The text invites students to respond to the time of year in which Matariki appears.
• It concludes by appealing to the readers' sense of kaitiakitanga by suggesting that looking after Papatūānuku will bring benefits, both in personal and wider life, to themselves and others.

He whatu pānui

Hei tautoko i te kaipānui

• The 'Hei whakatā' and 'Hei wānanga' sections of the text highlight the genres of karanga and whakatau. Italics are also used to highlight key ideas in each paragraph.
• The paragraphs are succinct and use repetition to aid understanding.
• Each section has a separate heading, and you could use these as an example of how paragraphs work.

Kia mataara!

• Some students may find certain words and ideas challenging. (See 'He kete kupu' for more information.)
• Make connections for the students between people and their physical environments.

He kete reo

This narrative (or paki) captures the essence of Māori storytelling, in which the physical features in our world are acknowledged and the influence that they have in our lives is identified. It is targeted at students who may not have much experience in understanding such relationships.

He kete kupu

Ensure that your students are familiar with the words in this 'He kete kupu' and are able to use them confidently.

Hei wānanga i te reo

Spend some time discussing the following phrases and how they function in the text. Ask your students to practise using these phrases in their own writing.

Hei whakaihiihi

• Ask the students 'What do you know about Matariki?' and chart their responses.
• Introduce the title and ask the students to predict its meaning.
• Briefly study the illustrations relating to 'He wā whakatā' and discuss their relevant features. Describe how whakatā impacts on the atua identified in the text.
• Introduce new words and concepts and prepare brief explanations. (See 'He kete reo' and 'He kete kupu' for more information.)
• Set a purpose for the reading. Ask the students to read and find the phrase that suggests the meaning of 'Matariki ahunga nui'.

Hei whakatā

• Use a shared reading approach, encouraging the students to use their voices to help bring meaning to the words. Encourage them to chant or sing the italicised words.
• Encourage the students to make a mental note of the phrases and words that they are not familiar with in readiness for 'He kete kupu' time.
• Point out phrases in italics and ask the students why they might be italicised.
• Discuss paragraphing and identify the main ideas in each paragraph.

Hei wānanga

• Discuss the various ways in which people celebrate Matariki. Think of all the contexts in which students operate, such as kura, rohe, iwi, hapū, and whānau.
• Discuss the various ways you might celebrate Matariki as an individual.
• List all the names by which Matariki is known around the world and attempt to match the names with the countries.
• Discuss the time of year that Matariki first appears (winter). Ask the students what kinds of activities we do during the winter months.
• Ask the students to consider the influence of the seasons and times of year on the thoughts and actions of our tūpuna.

He whakapuaki māramatanga

• Puta ai a Matariki i tēhea kaupeka o te tau?
• He aha e whakanuia ai te tau hou a te Māori i te marama o Pipiri?
• He aha te mahi a te kararehe, te tipu, te ngahere, me ngā tamariki a Tangaroa i te wā e puta mai ana a Matariki?
• He aha e whakakotahitia ai ngā whānau i te wā o te hōtoke?
• He aha ngā whakaaro matua i roto i tēnei paki?

Hei mahi

Ki runga ^