Hauhake
nā Tipene Watson
This is a poem that briefly describes how to grow kūmara.
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 kōrero whānuitia ana ahakoa kei hea, kei hea. |
| Pūkenga | Ko te tāutu i ngā kupu matua o roto i ngā tūmomo kōrero māmā. |
| 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 whakamahi i ngā kupu me ngā kīanga kua mau i a ia, hei whakaara kaupapa, hei whakawhiti whakaaro. |
| 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 āhukahuka i ngā kupu ahakoa te horopaki. |
| 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 whakamahi i ngā tohu tuhituhi māmā i ngā wāhi e tika ana. |
| 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 te reo ā‑waha. |
Hei mahi
- Tell the class: “I tēnei rā kei te ako tātou i te rere (rhythm) o tēnei kōrero.” “Today we are learning about the rhythm in this poem.” Read it with the class. Then read it a second time, asking the students to clap out the rhythm.
- Photocopy the poem. Students work in pairs. Each pair has a copy of the poem. The students’ task is to underline the letters of words in the poem where they clap. When finished, each pair shares their work with another pair. Groups then discuss the similarities and differences of the rhythms.
- In pairs, students create poems on a Rongomātāne topic of their choice. The task is to create a poem using the same rhythm that the original poem has. Each pair shares its poem with another pair. The students in the second pair clap out the new poem as they hear it to see if it has the same rhythm as the original poem.
Aromatawai
The students identify the rhythm in a poem.
The students create poems using this rhythm.
