Taku whare kōata
nā Ethel Macpherson
This narrative is a conversation between Wairata and Kuikui about a greenhouse. Kuikui explains global warming by likening it to the way a glasshouse functions.
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 whakahāngai i te reo ā-waha, ā-tinana ki te kaupapa e kōrerohia ana. |
| 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 tāutu i ngā ariā matua me ngā ariā tautoko o roto i te kōrero. |
| 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 tīpako i ngā momo tuhituhi e hāngai ana ki te kuapapa me te pūtake o te kōrero. |
| 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
- Tell the class that their task is to listen to the story and create character maps for Kuikui and Wairata. Read the story to the class so that they cannot see the illustrations. In pairs, have the class imagine what Kuikui and Wairata look like. Read the story out a second time. In paris, have the students to complete the character maps below as they listen to the second reading. Show the class an illustration with Kuikui and Wairata. Ask them to identify each character and explain why they chose that character.
- Have the students write a summary of the main points in the story.
- Have the students write a report explaining what Wairata has learned using specific parts of the text to support what they have written.
- After reading this story, ask each student to write three questions that they would like to ask one of the characters. Working in pairs, one student asks the questions, the other assumes the role of that character and answers the questions.
- Have the students identify a whakataukī that relates to this story. Students are to explain the links between the whakataukī and the story.
Aromatawai
Ka whakaaturia tana tohungatanga ki te:
- āta whakarongo kia taea ai te tīpako ngā ariā matua e pīrangitia ana
- tāutu i ngā ariā matua, ariā tautoko.
He hononga ki te marautanga ngā toi
Ngā Toi i roto i te Marautanga o Aotearoa (wh. 92)
| Whenu | Toi ataata: Tūhura |
| Kōeke | 3 |
| Whāinga paetae | Ka tūhura whānui te ākonga i te ariā i roto i ngā tukanga hangarau, ngā tūmomo toi ataata me ngā whakaaro ahurea. |
| Pūkenga | Kia taea e te ākonga te whakamātau i ngā rawa nō ngā taputapu me ngā āhuatanga whakamahi i aua taputapu. |
Hei mahi
- Instruct the students to use classroom materials and materials from home to make model greenhouses.
