Ngā whetū o Matariki
nā Ethel Macpherson
This is non-fiction. It names the seven stars in the Matariki constellation and explains the significance of each.
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 whakarite whakautu e hāngai ana ki te kaupapa o te pātai. |
| 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 rapu mōhio motuhake mai i ngā tuhinga po |
| 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 i ngā tuhinga whakaahua poto e pā ana ki ōna wheako whaiaro. |
| 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 te hononga o ngā āhuatanga reo ā-waha ki ērā atu āhuatanga o tētahi tuhinga. |
| 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. | a. The students focus on the title of the article and discuss what they think the article is about. In pairs, they ask each other questions about Matariki. For example:
e. Before reading the text, the students are given the names of the stars. By listening to instructions from the teacher, they draw a picture showing the positions of the stars, and name them. Once this task is completed, they check their drawings against the illustrations in the book, to see how accurate they were. |
| 2. | The students share: a. their experiences of previous Matariki celebrations that they have participated in or heard about e. facts they know about Matariki. |
| 3. |
a. Photocopy the story (text and illustrations) and cut it up so that the names, the descriptions, and the pictures of the stars can be put into three separate groups. Working in pairs, the students match them up again. e. The students rank the stars from very productive to least productive, according to the good and bad signs. |
| 4. | The students write about celebrating Matariki. This could be celebrations they have taken part in, celebrations they have seen on television or heard about, or celebrations as they imagine them. |
| 5. | Give students the pictures of the stars. Select and read aloud two or three descriptive words for each. The students write the words beside the picture they think matches. |
| 6. | The students are given the name of a star. They create a mime to portray that star, and present it to the rest of the group or class. The group or class identifies which star they are portraying. |
Aromatawai
The students are able to identify the names of each star, and give a general description of each.
