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Nā Rongopai Broughton

He whakarāpopoto

This piece of procedural writing outlines the method for making fruit salad. The text highlights safety aspects of making fruit salad and aims to provide students with easy instructions to follow.

He whatu pānui

Hei tautoko i te kaipānui

The text is structured as a set of instructions with the following characteristics:

• a title stating the goal
• a list of the ingredients
• sequential instructions
• passive verbs, such as tīkina, miua, tapahia, and tangohia.

Kia mataara!

The students need to be familiar with reading and following recipes. You could begin by discussing the importance of following instructions sequentially, and should inform students about safety precautions.

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 whakaihiihi

• Introduce the title. Ask the students how they might make fruit salad. Ensure that the students consider the process when they are reading the recipe.
• Ask the students to share any cooking experiences that they have had.
• Talk about the different types of fruit in the recipe. Ask the children if they have seen other fruit being used in a fruit salad.
• Talk about the language used in the recipe and how it relates to this form of writing.

Hei whakatā

• Talk through the process of making fruit salad with the students, ensuring they are familiar with each step.
• Ask the students to read through the recipe with another child and suggest other types of food arranged in a similar way, for example lettuce salad.

Hei wānanga

• Compare the process of making fruit salad with making other salads or fruit arrangements that the students suggest.
• Discuss the reasons for the order of the steps to be followed when you are preparing and cooking food.
• Discuss whether or not recipes need to always have a sequential pattern.
• Talk about preparation for cooking and about kitchen hygiene.

Hei mahi

Get the students to make fruit kebabs, a fruit salad, and fruit platters to share for morning tea. The students will need to plan how to use the fruit provided to make the fruit arrangements.

Ngā taputapu

• Bowls
• Kebab sticks
• Knives
• Chopping boards
• Large plates
• Fresh fruit (apples, pears, watermelon, grapes, kiwifruit, pineapple, rock melon, strawberries, and so on). Arrange for the students to each bring some fruit to school. Ensure that a notice containing exactly which fruit the child is to bring is sent home. This will avoid having a huge double-up of the same types of fruit.

Ngā tohutohu

1. Divide the class into three groups. Each group should focus on only one task. For example, group one will make fruit kebabs, group two will make the fruit platter, and group three will make a fruit salad.
2. Ensure that the students wash their hands and tie back long hair.
3. Arrange the classroom so that each group has an area where they are able to work and make up their food.
4. Get the students to chop the fruit up into medium to large cubes. (Ensure that another adult is present when children are using knives.)
5. For the fruit kebabs, slide a piece of fruit onto the stick until the kebab stick is completely full. (Ensure that another adult is present doing this activity. Take special care when placing each piece of fruit onto the kebab stick.)
6. For the fruit salad, follow the recipe provided in He Kohikohinga 39.
7. For the fruit platter, have them slice the fruit into wedges and bite-sized portions.

Ētahi atu mahi

• Students could write about the process of making fruit salad or the other fruit arrangements mentioned in the 'Hei mahi'.
• Students could write poetry describing the texture, colour, and taste of the fruit.
• Students could create their own class recipe book by gathering ideas from each other.
• Students could make up charts describing the characteristics of the fruits (see the example below).

Example

Ki runga ^