Kotahitanga
nā Fiona Green
This is an acrostic poem. When the first letter of each line is read from top to bottom it spells out a word. In this case the word is also the topic of the poem.
Ngā hononga ki te marautanga
Te Reo Māori i roto i te Marautanga o Aotearoa (wh. 59, 67, 76, 85, 94, me 102)
| Whenu | Whakarongo (Kōrero) |
| Kōeke | 2 |
| Whāinga paetae | Ka taea e te ākonga te āta whakarongo, te whakautu ngā kōrero e kōrerotia whānuitia ana ahakoa kei hea, kei hea. |
| Pūkenga | Ko te tāutu i ngā āhuatanga o te kōrero whakaniko kaupapa. |
| Whenu | Kōrero (Whakarongo) |
| Kōeke | 2 |
| Whāinga paetae | Ka taea e te ākonga te whakapuaki whakaaro ki ōna hoa, ki ngā pakeke e mōhiotia ana, i ngā horopaki e taunga ana te ākonga. |
| Pūkenga | Ko te whakawhitiwhiti mōhio pono e māmā ana te āhua. |
| Whenu | Pānui (Tuhituhi) |
| Kōeke | 2 |
| Whāinga paetae | Ka mārama te ākonga ki te huhua noa o ngā tuhinga poto kua tīpakona hei whakangahau, hei whakamōhio rānei i a ia. |
| Pūkenga | Ko te tāutu i ngā kaupapa matua, i ngā ariā matua o ngā tuhinga poto. |
| Whenu | Tuhituhi (Pānui) |
| Kōeke | 2 |
| Whāinga paetae | Ka taea e te ākonga te tuhituhi mō tētahi wā ia rā hei whanake i te reo kua mau i a ia, hei kawe hoki i ōna wheako. |
| Pūkenga | Ko te tuhi whakamārama poto. |
| Whenu | Mātakitaki (Whakaatu) |
| Kōeke | 2 |
| Whāinga paetae | Ka mārama te ākonga ki te hononga o te reo ataata ki te reo ā-waha, mehemea ka puta ake i ngā horopaki e taunga ana ia. |
| Pūkenga | Ko te tāutu i ngā mōhiotanga e tika ana kia mau i te ākonga mai i ngā reo ataata e whakaaturia ana ki te taha o te reo ā-waha. |
| Whenu | Whakaatu (Mātakitaki) |
| Kōeke | 2 |
| Whāinga paetae | Ka taea e te ākonga te whakaputa reo ā-waha, reo ataata hoki e pā ana ki ngā kaupapa e taunga ana ia. |
| Pūkenga | Ko te hanga i ngā ataata whakaniko i te reo ā-waha. |
Hei mahi
| 1. | The students listen carefully to the poem being read aloud.
a. Discuss with the class what they noticed about the words.
e. Discuss how the words are used to convey the meaning of the poem. |
| 2. | In groups, the students share any facts that they already know about the things named in the poem. Then, as a class, they share the results of the discussions. |
| 3. | The students read the poem individually. They identify the main theme of the poem and the ways in which the poet has conveyed it. |
| 4. | Working in groups, the students are each given two words from the poem. They write explanations of the words and share their explanations with the group. |
| 5. | The students discuss how the artwork supports the text. |
| 6. | The students write their own acrostic poem about a star or constellation. They create images to go with an oral presentation of their poem, and present it to the class. |
Aromatawai
The students are able to identify the features of an acrostic poem.
The students are able to create their own acrostic poem.
