Te mōkai o Aotearoa

Nā Tipene Watson

He whakarāpopoto

This piece is a story about the kangaroo who comes to New Zealand in search of the kiwi. On his journey he meets other birds but finally he discovers the one he is looking for.

He whatu pānui

Hei tautoko i te kaipānui

• The sentence structures are repetitive.
• One new idea is introduced in each paragraph.

Kia mataara!

• Students may find certain words challenging.
• Students may not be familiar with the characteristics of the different birds.

He kete kupu

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

Hei wānanga i te reo

• Discuss the rules using passive sentence structures like:
  • Ka kitea e kangarū ...
  • Ka whakahokia e ...

• Discuss the use and rules around negative sentence structures like:
  • Ehara au i te ...

Hei whakaihiihi

• Introduce the story by explaining the dilemma the kangaroo is in to the students. Ask the students what they might say to someone if they were looking for another person. List these ideas on a sheet of paper.
• Discuss with the students the different characters in the story. What do they know about the different birds?
• Show the students pictures, helping them to identify the different characteristics described in the story.

Hei whakatā

• During the reading encourage the students to read with expression. Perhaps they could take on another voice for each of the characters.
• Discuss with the students the comparisons each bird makes which is similar to the kiwi. What differences are described?

Hei wānanga

• Discuss the use of speech marks and other forms of punctuation. Encourage students to use these when rewriting the story from their own perspective.
• Familiarise the students with the correct sentence structure for questioning. Discuss the different types of questions and how they might use them. For example, "Ko wai? He aha ai? E pēwhea ana? He aha? Kei whea? Nōnawhea?"

Ngā mahi kē atu

• Encourage students to use the same writing structure to recreate a story of their own. Peoples' names or other creatures like insects or animals could be substituted.
• Use the following language structures and provide examples where students can write sentences based on the story using the negative 'ehara' or passives such as 'kitea'. For example "... ehara au i te ...", "He parirau parauri ōku. Engari, ehara au i te kiwi. He weka kē ahau."
• Chain stories – Four students are sent out of the room. While they are out of the room the teacher shows the class a picture. A student returns to the class and one of the students is selected to describe what the teacher has shown class. The next child enters the room and the first child relays the message to the next child.

He whakapuaki māramatanga

1. I tae mai a Kangarū ki Aotearoa mō te mahi. Āe, kāo rānei?
2. I tūtaki a Kangarū i a Kākāpō. Āe, kāo rānei.
3. He aha tētahi mahi a te ruru e rite ana ki te kiwi o roto i te pakiwaitara?
4. He hōhā haere ngā manu i te wā e tūtaki ana a Kangarū i a rātou? He aha ai?
5. He aha ngā kai e kīia nei i te weka pērā i te kiwi?
6. Ki ōu whakaaro he aha te whakamārama o tēnei rerenga kōrero, "Kua tutuki te hiahia o te kangarū"?
7. Ki ōu whakaaro he aha te tikanga o tēnei rerenga kōrero, "... ka karawhiu te marangai..."?
8. Ki ōu whakaaro he aha te take ka rapu a Kangarū i te kiwi?

Hei mahi

In this table are the names of all of the birds mentioned in the story. In the left-hand column are brief descriptions of what the birds have mentioned as being attributes that they talk about to Kangaroo. Place a tick in the box which describes the attribute of each bird.

Ki runga ^