Tutū-puehu
nā Oho Kaa
This narrative/report describes the life of a whai, including its appearance, actions and habitat. It also provides a warning to those who choose to enter its world.
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 whiu me te whakautu pātai āhua uaua. |
| 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 kōrero māmā e pā ana ki tāna i kite ai. |
| 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
- Show the class a picture of Te Ika a Māui. Using Think, Pair, Share, have the students share their prior knowledge about Te Ika a Māui.
- Use the guided reading approach with a group. Set the following questions prior to students reading respective pages of text:
| p.10: | 'Kei hea te kāinga o Tutū-puehu?' 'Where is the home of Tutū-puehu?' |
| p.11: | 'Mā te aha a Tutū-puehu e kaukau ai?' 'What enables Tutū-puehu to swim?' |
| p.12: | 'Ko tēhea te kupu e whakamahia ana mō te kuku, te tio, te pāpaka me te kōura e kainga ana e Tutū-puehu?' 'Which word is used to name the mussel, the oyster, and the crayfish that Tutū-puehu eats?' |
| p.13: | 'I ētehi wā, ka tapahia ngā hiku o ngā whanaunga o Tutū-puehu?' |
| p.14: | 'Kimihia te rārangi kōrero ōrite ki ‘Ka horoia tōku tinana e rātou’.' Find the sentence that means the same as ‘Ka horoia tōku tinana e rātou’.” |
| p.15: |
'Pēhea ana te wairua o Tutū-puehu?' 'How is Tutū-puehu feeling?' Have each student point to the part(s) of text that answer each question. This helps to highlight those students who comprehend text and those who are having difficulty. |
| 3. | Students research names that give reference to the North Island being Te Ika a Māui. Such as, Te Upoko o te Ika, Te Hiku o te Ika. Students demonstrate their learning by labelling a picture of the North Island with names they find. |
| 4. | Tell the students that today, they will learn about why the author decided to name this story 'Tutū-puehu.' Fill a sand tray with water, sand, and pipi shells, hiding the pipi shells under the sand. The students can take turns using their hands as a whai would to find food. The students can then write an explanation of the story’s title. |
| 5. | Have the students create a role play demonstrating the actions of a whai. |
| 6. | Have the students make a chart of facts about the whai. |
Aromatawai
The students can answer reading comprehension questions correctly.
The students can label parts of the North Island that give reference to Te Ika a Māui.
