Tangaroa
nā Matiu Tarawa
This poem is a salute to Tangaroa.
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 mārama ki ngā tūmomo kīanga poto kia tika ai te whakautu. |
| 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 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
- Working in pairs, the students look at the picture and share their personal experiences about the sea with each other. Read the title aloud. The students can then predict what the poem may be about. Have the students read the poem, then ask them to revisit their predictions.
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Use a Think, Pair, Share (refer to p 12 for definition) structure for the students asking questions such as to discuss;
“He aha te ia o te kōrero a te kaituhi?”
“What is the author’s message?”
Ask the students to explain how they have come to their conclusions. - Divide the class into groups to debate one of the following:
- “He tino whai tikanga a Tangaroa ki 'te iwi Māori'.” “Tangaroa is vital to 'te iwi Māori'.” or;
- “Ko te wā kua ‘Marino te tai’ te wā pai ki te kerikeri mātaitai.” “'Marino te tai' is the best time to collect shellfish.”
- After reading the poem to the class, ask the students for their thoughts. List these on the board. Randomly group the students into threes. Have each group use one of the listed thoughts to design a new illustration for the poem.
- Have the students lie down on the floor with their eyes closed. Encourage them to listen carefully and paint a picture in their minds as they listen to you reading the poem. The students can then paint that picture and explain what it means to a partner or the whole class.
Aromatawai
The students can explain the author’s message.
The students can design a new illustration for the poem.
The teacher assesses the students’ abilities to retell a story and choose suitable images.
