I Muri i te Pānui Pukapuka
After Reading
Ka taea te whakamahi ēnei ngohe hei aromatawai, hei whakawhānui hoki i ngā pūkenga o ngā ākonga.
| Possible assessment and extension activities.
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- Ākina ngā ākonga ki te matapaki i ngā pātai nei:
- He aha ngā akoranga matua ka mau i a tātou mai i tēnei pukapuka?
- He aha ngā pātai i tuhia e koe i mua i tō pānui i te pukapuka nei? Kua whakautua ō pātai? Ki te kore, rapua he whakautu mā tētahi atu huarahi, arā, te whare pukapuka, te Ipurangi, ō whanaunga rānei.
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Get students to discuss the following questions:
- What are the main ideas we have learnt from reading this book?
- What were the questions you wrote before you read the book? Have your questions been answered? If not, try and find some answers in another way. Try the library, the Internet, or perhaps ask family.
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- Me tautohu ngā tauira o te reo whakaahua i roto i te pukapuka, ka whakamārama atu ki ngā ākonga ka pēhea tēnei reo e āwhina ai i te kaipānui ki te whai atu i te whakaaro o te kaituhi. Hei tāpiri atu, me whakamārama atu mā te whakamahi i te maha atu o ngā momo tauira o te reo whakaahua ka whakapārekareka i te kōrero.
| Identify the descriptive text in the book and talk to the students about how they help the reader identify with the feelings of the writer. You could also talk about how the use of descriptive language makes writing sound more interesting.
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He hokinga whakamuri hei kōkiringa whakamua
Ideas for reflecting in learning and planning next learning steps
- Me pānui tēnei pūrākau whakamārama i mua i te aro atu o te akomanga ki te ako, ki te tākaro Kī-o-rahi.
- Kia whakaaro nui ki te āhua mahi tahi a ngā ākonga ki te whakatutuki i tētahi whāinga ā-rōpū. Ka whakarite ki te whakapakari i tēnei āhuatanga. Mēnā e kaha ana, ka whakarite pea ki te whai i tētahi kaupapa o te hapori whānui. Hei tauira:
- He whakarite rā hokohoko mō te kura.
- He whakatō māra kai mō te kura, mō te hapori rānei.
- Reflect on how students interacted with each other to gauge whether or not they are able to work co-operatively to achieve a shared purpose. Plan to either strengthen this aspect if necessary, or, to maximise on their strength to achieve a greater goal to benefit a school or community initiative. For example:
- Planning an event for a school gala.
- Developing a school or community garden.
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- Kia uiui ia tamaiti i tōna koro, i tōna kuia rānei mō ngā āhuatanga o ia rā i a ia e tamaiti ana. Kātahi ka whakaatu i ana pārongo mā te whaikōrero, mā te whakaaturanga PowerPoint rānei.
| Get students to interview either their koro or kuia about what daily life was like for them as children. Then they present their information either as a speech or a PowerPoint presentation.
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Ki runga ^
