Te Utu Whakahoki a Ru rāua ko Hape
nā Mana Cracknell
He whakarāpopototanga
Overview of the Story
Oho ake a Ru rāua ko Hape ka kite rāua kua ngaro a Hiakai-ika. I tō rāua pōuri i ui atu rāua ki tētahi tohunga, ka kitea nā wai i mahi. Ka patu rāua i a Pukutoru kia mate. Ko Pukutoru te kekeno mōkai o Utangaro. Nā wai rā ka mōhio a Utangaro nā Ru rāua ko Hape a Pukutoru i patu, ka whai whakaaro ia ki tā rāua i hē ai, ki tāna i hē ai, otirā ki tā rātou katoa i hē ai.
| Following directly on from the previous story, Ru and Hape awake to find Hiakai-ika is gone. Saddened they seek the advice of a tohunga and their own utu. Ru and Hape kill Pukutoru, the pet seal of Utangaro. Utangaro eventually realises he has been deceived and reflects on the actions of those involved. |
Te momo reo tuhi
Language style
He tuhinga pūrākau tēnei e taki ana i ngā āhuatanga ki ētahi tikanga Moriori.
Ētahi āhuatanga o tēnei momo reo tuhi
Features of this language style
Ka whakaputaina ēnei āhuatanga o te reo:
-
Te reo raupapa. Hei tauira:
Oho ake a Ru rāua ko Hape ka karanga atu ki a rāua mōkai. - I reira ka ….
- tāpiri atu ki ….
-
Te reo tūhono i te take me te pānga. Hei tauira:
Nā tō rāua hoihoi ka ….
He ngohe
Activities
Hei Mahi 1
Me mahi takirua ngā ākonga ki te whakautu pātai e hāngai ana ki te tuhinga. Hei tauira:
- Ka oho a Ru rāua ko Hape, kua ngaro a Hiakai-ika. Ki ōu whakaaro me aha rāua?
Think pair share
-
Students work in pairs to discuss and elaborate on answers to specific questions related to a test or aproblem within the story.
e.g. Ru and Hape wake to find Hiakai-ika is gone. What do you think they should do?
Hei Mahi 2
Ka hangaia e ngā ākonga he tūtohi e whakaatu ana i te take me te pānga. Hei tauira:
| Mahi 1 | Mahi 2 | Mahi 3 | |
|---|---|---|---|
| Ko wai? | Utangaro | Ru rāua ko Hape | |
| I hea? | Te tauranga ika | ||
| Inahea? | I te ata pō | ||
| I aha? | I mau tāhae āna ika e Hiakai-ika. | Ka teretere haere te auahi o te ahi tapu, ā, tāpiri atu ka tū mai he āniwaniwa. | |
| Te take | Ka ngaro katoa ngā ika a Utangaro, ka pukuriri ia. | ||
| Te pānga | Ka whai utu a Utangaro, ka patua a Hiakai-ika kia mate. |
| Have students create a cause and effect chart. Teachers may provide a “take” or simply a characters name. This may be done in pairs or as a group game like “scategories”. |
Hei Mahi 3
Whakarōpūhia ngā ākonga (kia 2–4 ki ia rōpū), ā, mā ia rōpū e tārua tētahi wāhanga o ngā kōrero mā te tā pikitia. Kia torutoru noa iho ngā kupu. Ka whakaatu ia rōpū i ā rātou wāhanga mahi ki te akomanga, kātahi ka whakatakotoria ngā pikitia kia pai ai te rere o ngā kōrero. Whakairia ngā pikitia i tētahi wāhi o te kura.
In groups of 2–4 students retell sections of the story or stories using drawings and a minimum of words. Each group presents their section of the story and as a class, piece the sections together in order to retell the whole story. Display the pictures somewhere at school.