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. |