Kanae-iti rāua ko Kanae-roa
nā Hannah Rainforth
This narrative tells the story of two kanae who are searching for food with their family. Their mother has told them to stay nearby, but they stray from their family and are confronted by a predator.
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 whakapuaki kōrero pohewa. |
| 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 āhukahuka i ngā āhuatanga o te reo ataata e rite tonu ana te kitea. |
| 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 whai wāhi atu ki ngā whakaaturanga. |
Hei mahi
- Use a doughnut (refer to p 12 for definition) structure to explore the students’ prior knowledge. For example:
- Show an illustration of a kanae. In pairs, the students can share their prior knowledge about kanae, catching fish, cleaning fish, and eating fish.
- Have the inside circle rotate again, and say to the students, “Ko ‘Kanae-iti rāua ko Kanae-roa’ te ingoa o tēnei kōrero paki. Ki ōu whakaaro, ka aha ngā ika nei?” “The name of the story is ‘Kanae-iti and Kanae-roa’. What do you think these kanae will do?”
- Have the inside circle rotate again. Show the first illustration, and ask the students to predict the storyline. Repeat this process until all illustrations have been viewed. Group students in threes. Their task is to write a story based on the illustrations. Students then read the story and compare their compositions with the story itself.
- Set the task, “He aha ngā tīwhiri a te kaituhi nei ki a tātou?” “What clues does the author give us?” Have the students read the story independently. Then, using a think, pair, share structure, the students can answer the question. Ask the students to explain the reasoning behind their decisions.
- In pairs, the students can compose a poem about one of the characters in the story.
- Photocopy the illustrations from the story. Display them on the classroom walls.
- Ask the students to move from one picture to another in pairs. They can then write one or two words below each picture to describe how it makes them feel.
- Ask the students to find synonyms from the story for the following words:
| p.17 | kimi |
| p.18 | ka ngata taku hiahia |
| p.19 | mate |
| p.20 | hiakai |
| p.21 | ka whai i a Kanae-roa |
| p.22 | ārai atu |
| p.23 | wehi |
Aromatawai
The students can compose poems about one of the characters in the story.
The students can match synonyms correctly.
