Mōkihi tāheke

Nā Tipene Watson

He whakarāpopoto

In this piece of writing, an uncle and his nieces share a water-rafting adventure together. The uncle explains the procedures and safety aspects. However, the girls do not take heed of all that he says and get into a bit of strife.

Ngā āhuatanga i roto i te tuhinga

He whatu tūkanga

• This piece of writing acknowledges the relationship between uncle and niece.
• The story illustrates, in written form, a sense of whanaungatanga. It also shows how this bond helps the child to deal with their initial fear of the water-rafting experience.
• This narrative highlights the importance of following instructions and respecting the words of those more experienced than yourself.

He whatu tamariki

• The story begins as a recount told in the voice of a child.
• The story is about an exciting contemporary subject.
• The ideas are specific and to the point.
• The story emphasises the importance of perseverance.

He whatu pānui

Hei tautoko i te kaipānui

• Sentences are kept short to aid a better understanding.
• A familiar grammatical structure is used throughout the story.
• There are few unfamiliar words used in the text.
• Each paragraph focuses on one idea.

Kia mataara!

• Some children may not be familiar with whitewater rafting. Discuss some other similar activities with the class.

He kete reo

This story is based on personal experiences and has features of recount writing. Discuss how some of the words and phrases listed below can be used in recount writing.

Ngā ariā tohu i te wā

• I tō mātou ...
• ... ā, ka piki ...

Te reo whānau

• ... tō mātou ...
• ... tōku matua kēkē ...
• ... kia mōhio ai mātou ...

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

• Students could select all of the kupu tāruarua (māharahara, mātakitaki, tahataha) and use each of them in a sentence.
• Students could write down what they understand the words in the 'He kete kupu' to mean, then compare them with the meanings of the words in the context of the story.
• Students could focus on another sport or activity to extend their vocabulary knowledge.

Hei whakaihiihi

• Ask the students who has actually been whitewater rafting or seen it being done before.
• Ask the students to recall a time when they have felt uneasy or afraid about trying something new. Why were they uneasy? Did they eventually try the new activity? If they did, how did they feel afterwards? Why did they feel that way?
• Discuss with your students what made the young girls become more confident on the water. What do they think the girls have learned by following the instructions?

Hei whakatā

• Read each paragraph with the students and ask them to identify the keywords for each paragraph. Get the students to summarise the paragraph in one sentence.
• Ask students to outline the safety aspects mentioned in the story.
• Suggest that the students finish reading the story and then illustrate, or talk about, the main events that occur in the story.

Hei wānanga

• Ask the students what the uncle meant when he shouted out "Ka ngau mai te makariri".
• Discuss the ways in which the children in the story showed courage and perseverance.

He whakapuaki māramatanga

1. Nā te aha i hāmama atu ai te matua ki ngā tamariki?
2. Ka pēhea te mahi tika ki te kauhoe atu?
3. Nā te aha i ngunguru ai te puku o te tamaiti?
4. Ki ōu whakaaro pēhea te āhuatanga o ngā tamariki i te wā e huripoki ana i te awa?
5. Whakamāramahia ēnei kōrero, "Tē taea te aha ..."
6. Whakamāramahia ēnei kōrero, "Ka ngau mai te makariri ..."

Hei mahi

1. Ask the students to describe the journey down the river using story sticks. (Story sticks are two sticks that have different-coloured wool tied together at varying lengths. The string is wound around one stick. As the student starts to tell their version of the story, they slowly turn the two sticks until the first colour of wool is wound onto the second stick. Once the student reaches the next colour, the story sticks are passed to the next child. The next child continues the story, ensuring that they continue the flow of the story.)
2. Ask the students to illustrate the story.

Ngā taputapu

• Five to ten sets of story sticks
• Crayons
• Large sheets of newsprint

Ngā tohutohu

1. Divide the students into groups of four.
2. Distribute the story sticks, crayons, and newsprint to each group.
3. Begin the activity by asking the students to retell the story in their own words using the story sticks. (You may need to get the students to practise using the story sticks several times before retelling the story.)
4. Once the story has been retold, ask the students to choose one character from the story and draw an image of that person on the sheet of newsprint.

Ētahi atu mahi

• Students could write about the feeling of being scared or about what it feels like to sit in wet clothes.
• Students could dramatise the scene of the boat tipping over.
• Students could write a poem describing all of the different movements of the water.
• Students could develop their own game that focuses on questions and answers and making decisions about how they manoeuvre through the rapids.

Ki runga ^