He rā hōtoke mahana
nā Ethel Macpherson
This narrative is a dialogue between Rahema and Kuikui about global warming and the greenhouse effect.
Ngā hononga ki te marautanga
Te Reo Māori i roto i te Marautanga o Aotearoa (wh. 60, 68, 77, 86, 95 me 103)
| Whenu | Whakarongo (Kōrero) |
| Kōeke | 3 |
| Whāinga paetae | Ka whakarongo, ka mārama, ka pāhekoheko te ākonga kia mau, kia roa ai ngā whiriwhiri ā-rōpū i ngā tūmomo horopaki katoa. |
| Pūkenga | Ko te tāutu i ngā āhuatanga tāpua o te reo ā-waha me te reo ā-tinana. |
| Whenu | Kōrero (Whakarongo) |
| Kōeke | 3 |
| Whāinga paetae | Ka taea e te ākonga te kōrero, te pātai, te whakaputa ōna ake whakaaro ki te hunga ākonga, ā, me raupapa, me mārama te kōrero. |
| Pūkenga | Ko te whakamārama me te āta whakaatu i ngā mōhio. |
| Whenu | Pānui (Tuhituhi) |
| Kōeke | 3 |
| Whāinga paetae | Ka taea e te ākonga te tīpako mai me te pānui ngā tuhinga, hei whakangahau, hei whakaea hoki i ngā kaupapa kua whakaritea. |
| Pūkenga | Ko te tīpako i ngā ariā matua mai i ngā pānui. |
| Whenu | Tuhituhi (Pānui) |
| Kōeke | 3 |
| Whāinga paetae | Me mārama, me whai hua tā te ākonga tāna tuhi i ngā momo tuhinga huhua noa. |
| Pūkenga | Ko te āta whakaraupapa i ngā whakaaro, i ngā whakamārama me ngā tohutohu. |
| Whenu | Mātakitaki (Whakaatu) |
| Kōeke | 3 |
| Whāinga paetae | Ka mātakitaki, ka mārama te ākonga ki ngā momo reo ataata, reo ā-waha, me te mōhio anō ki te pānga o tētahi ki tētahi. |
| Pūkenga | Ko te whakamārama, ko te whakamāori i te reo ataata kātahi anō ka kitea, i runga anō i tāna i mōhio ai. |
| Whenu | Whakaatu (Mātakitaki) |
| Kōeke | 3 |
| Whāinga paetae | Ka taea e te ākonga te whakamahi ngātahi te reo ā-waha me te reo ataata kia puta ai ngā pānga e hiahiatia ana. |
| Pūkenga | Ko te whakakotahi i te reo ataata me te reo ā-waha. |
Hei mahi
- Have the students make a list of what they know about greenhouses, then, after they have read the story, add what they have learnt about greenhouses to their lists.
- Divide a group of students into pairs. Give each pair one part of the text. Have each pair illustrate their pair of the text, then share their illustration with another pair.
- Have the students research the greenhouse effect. Using the Think, Pair, Share strategy, have them write an explanation of the greenhouse effect to share with their peers or a junior class. Remind the students that they will have to select their language carefully to suit the junior audience.
- Have the students make puppets and use them to present this story as a puppet show.
Aromatawai
Ka whakaaturia tana tohungatanga ki te:
- āta whakarongo kia taea ai te tīpako ngā ariā matua e pīrangitia ana
- whakamahi i ngā āhuatanga reo ataata māmā.
