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Kua Miere a Te Ua

nā Hera Black-Taute

He whakarāpopototanga

Overview of the story

Tokorima ngā tamariki e tākaro ana i tātahi, i te moutere o Rēkohu. Kei te tatari mai rātou mō ngā mātua e rapu kai ana. I a rātou e tatari ana ka tahuna e rātou te ahi, ka whakatoi tētahi ki tētahi. Ko Te Ua te rāwaho, ko ia hoki te mea nāna i tīmata ngā kōrero.

A group of 5 children are at the beach on Rēkohu island waiting for their parents who are diving for kaimoana. While they wait they are making a fire and giving each other cheek. Te Ua, who lives in Pōneke, initiates the friendly banter.

Te momo reo tuhi

Language style

He tuhinga whakaari whakangahau tēnei.

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

Ka whakaputaina ēnei āhuatanga o te reo:

  • Te whakawhiti kōrero
  • Te kīwaha. Hei tauira:
    - Ākuni koe i a au.
  • Ka whakamahia te reo whakaahua ki te whakamārama i ngā kiripuaki. Hei tauira:
    He tama mākihakiha. He tamaiti koi.
  • Ka whai tohutohu ngā kaiwhakaari. Hei tauira:
    - Ka kata ngā tamariki, atu i a Hinemoa.

He ngohe

Activities

Hei Mahi 1

  • Whakatakihia te whakaari mā te whakaatu atu i ētahi pikitia o ngā kaiwhakaari rongonui e whakatinana ana i te āhua o ngā kiripuaki. Mā te kaiako e whakamārama i te āhua o te kiripuaki, mā te ākonga e whiriwhiri ko tēwhea te tangata rongonui kei a ia te nuinga o aua āhuatanga. (He tūmahi ā-waha, ā-tā rānei tēnei ka haere kōtui rānei te taha waha me te taha tā.)
  • Tohua ngā ākonga kia whakarite he whāinga whaiaro mā rātou. Hei tauira:
  • - Hei te mutunga o tēnei whakaari ka taea e au te tuhi kōrero whakaahua mō tētahi mema o taku whānau.
    - Hei te mutunga o tēnei whakaari ka taea e au te whakaari i te āhua o tangata kē, i roto tonu i te wairua pai.
  • Introduce the whakaari by showing pictures of well known personalities that fit the descriptions of eachcharacter in the play.
    – Teacher to give verbal description of each character and students must select a matching personality.This can be done verbally or as a combination of verbal and written communication.
  • Instruct students to set a goal e.g. By the end of this whakaari I will be able to write a description of a member of my whānau.
  • I will be able to mimic another person’s mannerisms in a way that is not disrespectful.

Hei Mahi 2

  • Whakaaturia te whakaari ki ngā hoa, ki ngā whānau rānei. Mā te hunga mātakitaki e akiaki, e tautoko i ngā kaiwhakaari. Hei tauira:
    - Me āta whakarongo, me kata i te wā e tika ai, me pakipaki i te wā e tika ai.
Show the play to friends, family members. It is up to the audience to provide positive feedback and support. e.g. laughing, listening, clapping.

Hei Mahi 3

  • Ka tautohu, ka wānanga ngā ākonga i ngā kīwaha kei roto i te whakaari.
  • Me rangahau ngā ākonga i ētahi atu kīwaha, kōrero whakaahua rānei mō te tangata.
  • Me whakatutuki haere ngā ākonga i ā rātou whāinga whaiaro me te whakauru anō i ngā kīwaha.
1. Identify and discuss kīwaha used in the whakaari.
2. Students research other kīwaha that can be used to describe people.
3. Students carry out their goal incorporating kīwaha.

Ki runga ^



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