Tā mātou nawe

He whakarāpopoto

A group of children go to their park only to find that all the play equipment has been removed. They decide to do something about it.

He whāinga ako

• To learn about local council.
• To learn about voicing concerns and how to contribute to finding positive solutions.

He whatu pānui

Hei tautoko i te kaipānui

• This story looks at a way to solve a problem that affects a community.
• Paragraphs are short and focus on one idea.

Kia mataara!

• Discuss the sentence, 'Ka putē ō mātou whatu'. What other words have similar meanings to 'putē'?

He kete kupu

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

Hei wānanga i te reo

• List words that have the same meaning as hamumu.
• What is the opposite of ruha?

Hei whakaihiihi

• Read the title. What do the students think the story is about?
• Look at the first picture. Does it identify the setting and the main characters?
• Identify a local park or a play area at the school. Discuss with the students what they like and don't like about the equipment.

Hei whakatā

• Conduct a group survey. Which play equipment do the students like best: a slide, a swing, or a seesaw?
• Create a timeline as you read, noting the events as they occur.
• Create an emotional timeline for the main character after reading each paragraph ranging from harikoa to pōuri.

Hei wānanga

• Get the students to pretend that they are the children in the story. Their task is to write a letter to the council about the loss of play equipment.
• In the group, conduct a mock council meeting. Allocate roles – hēkeretari, kaiwhakahaere (general manager), āpiha ihu oneone (horticultural officer), and the tamariki. The tamariki will have to convince the council that the park, with play equipment, is an important part of their community.

Hei mahi

• Discuss ways of improving their school play area or local park.
• The students draw a plan of the park or the school play area.
• The students select one item – the swing, the slide, or the seesaw – and make a three dimensional model.
• The students plan and draw their own children's park or school play area. Will it also cater for pre-school children and teenagers? Will kaumātua be comfortable taking their mokopuna to this play area?

He whakapuaki māramatanga

1. He aha te nawe o ngā tamariki i roto i te kōrero 'Tā mātou nawe'?
2. He aha ngā whakaaro o Māmā?
3. He huarahi anō hei whakaputa i ō rātou nawe? (Hei tauira: tuhia he reta ki te ētita o tētahi niupepa; whakahaerea tētahi īnoinga; whakareria tētahi hui hapori; whakaritea tētahi hīkoi.)
4. Ko koe te rangatira o te kaunihera. Whakamāramahia mai tō mahi me ō whakaaro e pā ana ki ngā hui o ngā tamariki.
5. He aha ō whakaaro mō te kōrero whakamutunga o te tuhinga?

Hei mahi kē atu

Assign a paragraph in the story to each student. Ask the students to identify the characters and one main idea in the paragraph. Give them five minutes for this activity. The students can then return to the group and share their findings.

Ki runga ^