Kupe – He tipuna hāereere

He whakarāpopoto

This article recounts the discovery of Aotearoa by Kupe in a chant like form. The first karanga is uttered by his first wife. He leaves behind his children Matiu and Makaro who become islands.

Ngā āhuatanga i roto i te tuhinga

He whatu tūkanga

• The article recounts some of the events that take place during Kupe's journey.
• Kupe's whānau are identified and the text records their contributions to the naming of landmarks.
• Kupe's wife, Kuramarotini, is known as Hine Te Aparangi in some regions.

He whatu tamariki

• The text encourages students to identify with Kupe who succeeded in overcoming major problems.
• The text provides students with a description of the journey of a famous explorer.
• The student will be able to identify place names and their meanings.

He whatu pānui

Hei tautoko i te kaipānui

• Written in a chant like form, the text recounts events as they unfold.
• The text follows the sequence of events from the time Kupe leaves Hawaiki until his return.
• The illustrations support the text.

Kia mataara!

• What impact did Kupe's journey have in your own area?
• What was happening in Hawaiki before Kupe left?

He kete reo

This story is a recount. Use the text to identify the characteristics of a recount.

Hei wānanga i te reo

Āpitihanga 1 – Ngā āheinga reo

Āpitihanga 2 – Ngā ariā o te reo

Āpitihanga 4 – Ngā rārangi kupu

Hei wānanga i te reo

In this article there are instructional phrases with passive endings – toroa, whāia, terea. Compare with toro mai, whai mai, tere mai. When do you use passive endings?

Hei whakaihiihi

• Look at the title. What does 'hāereere' mean?
• How did Aotearoa get its name?
• Look at a map of Aotearoa. Focus on Te Whanganui a Tara, Raukawa Moana, and Totaranui. The place names commemorate the battle between an enormous octopus and Kupe. What happened in these places?
• Read each page in a similar fashion as a karanga.

Hei wānanga

• Divide the students into groups with one particular way to express the text on the page – chant, rhythm, karanga, or haka.
• Dramatise the text using mime.
• Make up some actions for each page.
• Explore terminology for 'distance'.
• Identify the characters and what they did.
• Identify the place names on a map.
• Te Wheke a Muturangi is the name of the octopus. Why is this octopus famous?
• Collect 10 facts about octopuses. Create a fact sheet.
• Why is the karanga important?
• Research Kupe's journey and the influence it had on the naming of these areas: Te Hokianga, Te Whanganui a Tara, and Totaranui.

Hei mahi kē atu

• Find out what the students know by using a MPA (KWL) chart. This stands for what I know – kei te mōhio au; what I want to know – kei te pīrangi au ki te mōhio; and what I have learnt – i ako au.

Kupe – He tipuna hāereere

• Use a cause-effect diagram. The children will read the text and draw pictures and/or write sentences to show the sequence of events during Kupe's journey. Accept and encourage individual variation.

• Draw a Y chart. Select a character from the text. Imagine you are that character and fill out the chart accordingly:

• Complete this recount – tuhinga taki

Kupe – He tipuna hāereere

Te whakatakotoranga:

• Āhea te mahi?
• Kei hea te mahi?
• Ki a wai?
• He aha ai?

Te haerenga:

• He aha te mahi i te tuatahi?
• Tētahi atu mahi?
• Te mutunga?

He whakapuaki māramatanga

1. He roa te haerenga o Kupe mai i Hawaiki ki Aotearoa. He aha ngā wero i tūpono mai i a rātou?
2. Ka whāia e rātou tētahi wheke. He aha ai?
3. He aha te tohu whenua i kitea e Kuramarotini?

Ki runga ^