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Haumaru

nā Juanita Teepa

He whakarāpopototanga

Overview of the Story

Kei te kipakipa te manawa o Te Rina. Ko te rā haumaru tēnei i te kura, ā, kei te haere ētahi tapuhi ki tana akomanga. Ka āta whakarongo a Te Rina ki ngā kōrero a ngā tapuhi. Nāwai rā, i taua rangi tonu, ka whai wāhi a Te Rina ki te whakamahi i tāna i mau ai, hei āwhina i tana tungāne, a Pāora.

Te Rina is excited. It is safety day at school and a group of nurses are visiting her class. She listens carefully to what the nurses have to share. Later that very same day Te Rina must apply what she has learned in order to help her brother, Pāora.

Te momo reo tuhi

Language style

He tuhinga taki whānui (General recount)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

  • Reo tohu i te mahi a tētahi atu (Third person voice)
    • Oho ake a Te Rina ….
    • Kāore e roa ka rongo a Te Rina ….
  • Reo tohu wāmua (Past tense expressions)
    • I tana taenga atu, i reira ngā tapuhi ….
      Nāku i hanga ….
  • Kōrero a tētahi atu (Quotation)
    • “Ki te motu koe, horoia ki te wai, ka pani ki te rongoā, kātahi ka tāpiri i tētahi uhi whakapiri.”
    • “Tēnā koe Te Rina. Ki te kore koe, kua tino raru kē ahau.”

He ngohe

Activities

1. Te pānui i nga kōrero.

  • Hoatu te kōrero ki ngā ākonga. Ka mahi takitoru, takiwhā rānei ngā ākonga ki te rangahau whakamārama, kupu taurite hoki mai i roto i te papakupu mō ērā o ngā kupu kua tīpakohia, kei te kōrerotia e te kaiako hoki. Hei tauira:
    • haumaru, kipakipa, tangimeme, takapore, tapuhi …

Reading on the lines

  • Provide students with a copy of the text. In groups of three or four, students use dictionaries to find meanings and synonyms for the bolded text and any additional kupu the teacher wishes to highlight, for example, haumaru, kipakipa, tangimeme, takapore, tapuhi …

2. Te pānui i waenganui i ngā kōrero.

  • Ka tautuhi kia rua ngā take, raruraru rānei mai i roto i te kōrero. Hei tauira:
    • Nā te aha i raru ai a Pāora?
    • Nā te aha i āhei ai a Te Rina te āwhina i a ia?
  • Tohua ngā ākonga kia whakaaro mō ētahi pātai e pēnei ana:
    • He aha kē atu hei mahi māu?
    • Mā te whakarerekē i ēhea āhuatanga te raruraru e whakatau ai?
    • He aha te hua ka puta mehemea ka whakakahatia ake te raruraru, te take?
    • He aha te hua ka puta mehemea ka whakaitihia iho taua mea anō?
  • He mahi ā-rōpū, he mahi ā-waha, ā-tā rānei tēnei.
  • Hei tauira mō ētahi momo tūmahi anō tirohia te pukapuka He Kura Tuhituhi me He Manu Taketake: Te Pukapuka Aratohu mā te Kaiako, whārangi 230, me te whārangi 247.

Reading between the lines.

  • Identify two basic issues and brainstorm alternative solutions or choices. For example:
    • How and why did Pāora hurt himself?
    • How and why was Te Rina able to help Pāora?
  • Instruct students to ask themselves one or more of the following questions in an attempt to find a resolution.
    • What could you do instead?
    • What could be changed to help solve the problem?
    • What would happen if the issue was magnified?
    • What would happen if the issue was made smaller?
  • This can be done in groups as an oral or written activity.
  • Other examples of activities can be found in He Kura Tuhituhi me He Manu Taketake: Te Pukapuka Aratohu mā te Kaiako.

Ki runga ^


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