Ngā Tuahāngata o tōku Hapori
nā Waitangi Teepa
In this narrative/report Tinihana Tūrehu gives a brief description of heroes found in her community.
Ngā Hononga ki te Marautanga
Te Reo Māori
Taumata 1 - He Pakari
Te Marautanga o Aotearoa
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Ngā Āhuatanga o te Ākonga Maringi noa te kupu, te kōrero i te reo. Kua mārama ia ki ngā kōrero e rangona ana. Kua mōhio ki te kōtui i te tangi ki te pū tae atu ki te kupu, ā, ka mārama hoki tāna i pānui ai. Kua mōhio kē ki te tuhi i ētahi rerenga māmā ahakoa tika, ahakoa hē. He māia te whakawhitiwhiti kōrero ki ētahi atu - he pakari nō tōna reo. | ||
| ā-Waha | ā-Tā | ā-Tinana |
|---|---|---|
| Āheinga Reo- Ka tutuki te whānuitanga o ngā āheinga reo i roto i te wairua ngahau me te hiahia ki te whakawhitiwhiti whakaaro: | ||
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1. Ka mārama ki ngā reo ā-puta e pā ana ki ōna wheako whaiaro. 2. Ka whakapuaki kōrero e hāngai ana ki ngā kaupapa o te wā |
1. Ka tautohu, ka tā i ētahi momo tuhi me ngā reo ataata. 2. Ka mārama nā te kaituhi me te kaitā te whakaaro me ngā mōhiotanga hoki. | 1. Ka mārama he reo tō te tinana. |
| Te Tipu o te Puna Kupu – Ka tipu haere tonu te puna kupu me ngā āhuatanga katoa o te kupu: | ||
| 3. Ka whakamahi kupu honohono ruarua nei. |
3. Ka whai whakaaro atu ki ngā kupu hou i roto i ngā tuhinga. 4. Ka tātaki tika i ngā kupu o tana puna kupu. | |
| Rautaki Reo – Ka whakamahi rautaki reo, ā, ka taea te whakamārama i ngā huarahi kua whāia hei whakatutuki i tāna i puta ai, i rongo ai: | ||
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4. Ka whakaputa pātai hei whakanui ake i ōna mōhio, whakaaro rānei. 5. Ka whakaaro ake, ka kōrero ake mō te kaupapa matua o te tuhinga i mua i te tuhituhi. |
5. Ka whakatika i ētahi o ana hapa pānui, hapa tuhituhi. 6. Ka whakamahi i ngā whēako whaiaro, ā, ka aro atu ki ngā āhuatanga o te tuhituhi me te tā hei rautaki rapu māramatanga. | 2. Ka mārama, ka whai i ngā whakaritenga me ngā tohutohu (he maha ngā wāhanga). |
Hei Mahi
- Read the title of the story to the class. Provide support for students unfamiliar with the word, ‘Tuahāngata’. Refer to the first picture and tell students to use the Think, Pair, Share structure to predict what the story may be about. Each group lists their own predictions. Tell the students, “Ka pānui tahi tātou. I a tātou e pānui ana, kei te rapu kōrero koutou hei tautohu i te tino kaupapa o te kōrero.” Use a Shared Reading approach to read the story. After reading students use Think, Pair, Share structure to revisit and discuss their predictions.
As a class use the T chart to define ‘Tuahāngata’. Then, using the title of the story, tell the students to rewrite the story about heroes within the community, “Tuhia mai ā koutou ake kōrero mō ngā Tuahāngata o te hapori.”
- In pairs, students write down what they want to learn from heroes in their community. Then, support them to write questions that will unearth what they want to learn. Take the class to meet heroes within the community or invite community members to come to school. Choose pairs to interview the community heroes.
