Te toka haututū

Nā Tangihōro Fitzgerald

He whakarāpopoto

This narrative is about a young energetic rock. After some time, because of his energy, the older rocks ask that the young rock leave. The mischievous rock finds he is at the base of a mountain. The mountain erupts, and the rock is tossed out to sea where he begins his new life.

Ngā āhuatanga i roto i te tuhinga

He whatu tūkanga

• The story is told through the personification of rocks.
• Lineage is shown by mention of the words pakeke and teina.
• The story highlights how change can make a difference to future generations.

He whatu tamariki

• The dialogue reflects the types of conversations had by family members.
• The story looks at how one person's actions can affect another person.
• The story uses familiar characters such as Rūaumoko and Papatūānuku.

He whatu pānui

Hei tautoko i te kaipānui

• The text is structured as a simple narrative
• There is one theme throughout the story.

Kia mataara!

• Some students may find certain words and ideas challenging. (See 'He kete kupu' for more information.)
• Students may have little experience with personification. This should be discussed further to ensure the students have a full understanding.

He kete reo

This narrative compares the depths of the earth to the vastness of the sea. It mentions emotions of annoyance, anger, and being understanding.

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 time looking at the different sentence starters, such as:
  • Tērā tētahi ...
  • Nāwai rā ...
  • Kātahi ka ...
  • Nā tēnei mātauranga ...

• Focus on phrases like
  • Kapi ana tōna tinana ...
  • Rongo ana te toka ...
  • Ka mirimiria tōna tinana ...

Hei whakaihiihi

• Read the story to the students.
• Introduce new words.
• Allow the students to share their thoughts on the banishing of the younger rock.
• Ask the students to read the story to find a phrase that describes the rock's feeling of being in a strange land.

Hei wānanga

• Discuss the various feelings portrayed in the story.
• Discuss possible situations in which students have felt the same way.
• Talk about other strategies for placating the younger rock.
• Ask the students "How would the story change if the older rocks decided not to ask Rūaumoko to let him go?"

He whakapuaki māramatanga

1. He aha te āhua o te kāinga tūturu o Toka Haututū?
2. He aha te āhua o tōna kāinga i te mutunga o te kōrero?
3. Ka pēhea ia ka tae ki tērā kāinga?
4. Ki ōu whakaaro, he aha te tino take kua puta mai i tēnei tuhinga?
5. He aha ngā ritenga me ngā rerekētanga o ngā kāinga rerekē o Toka Haututū?

Hei mahi

Get the students to write up discussion topics based on the story.

Ngā taputapu

• Pen or pencil
• Paper

Ngā tohutohu

1. Students will work in pairs.
2. The students discuss what their argument might be. For example: Toka Haututū should remain under ground with Rūaumoko and the other rocks.
3. The students write this down at the top of the table.
4. They then write a list of reasons for and against their argument. For example:
5. Students then present their findings orally to the class.

Chart for activity

Ētahi atu mahi

• Students could write letters to the editor from the perspective of Toka Haututū or the older rocks.
• Students could recreate the story in a cartoon format.
• Students could introduce another perspective where the haututū rock should become the leader of the rock clan. How would this change the story?
• Students could write letters asking other atua such as Tāwhirimātea to come to a decision council about whether or not Toka Haututū should be sent away.

Ki runga ^