I te Ākonga e Pānui ana i te Pukapuka

During Reading

The following activities are written as examples of lessons that can be explored with students.

1. Moriori: He Kupu Whakataki
2. Te Kawa o Nunuku
3. Te Rongomau a Nunuku
4. E Noho Wharau ana Koe?
5. Pari Kārangaranga
6. Te Patu Hopo: He Tikanga Moriori
7. Ngā Moutere o Rēkohu
8. Ka One

Moriori: He Kupu Whakataki (wh. 2)

nā Paora Tibble

Hei whakarāpopoto

He kōrero whakatuwhera tēnei. Ka whakatakotohia e te kaituhi te whāinga matua o te pukapuka nei, tērā te whakatika i ngā pōhēhētanga e rērere ana i ngā rā o mua mō te iwi Moriori.

This introductory text explains that the book is about the Moriori and aims to dispel some of the commonly held misconceptions of the past about the Moriori people.

Hei whakarāpopoto

He kōrero whakatuwhera tēnei. Ka whakatakotohia e te kaituhi te whāinga matua o te pukapuka nei, tērā te whakatika i ngā pōhēhētanga e rērere ana i ngā rā o mua mō te iwi Moriori.

This introductory text explains that the book is about the Moriori and aims to dispel some of the commonly held misconceptions of the past about the Moriori people.

Te momo reo tuhi

Language style

• He tuhinga whakataki (Introductory text)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

• Kaupapa matua (Explanation/statement of the purpose of the text that follows)
  Kei ngā whārangi o tēnei pukapuka ētahi kōrero mō te Moriori.
• Ko te kaupapa matua ia, he whakatika i te pōhēhe.

He ngohe

Activities

• Me mahi takirua. Me pānui ngā ākonga i te kōrero tuatahi o te pukapuka, Moriori: He Kupu Whakataki. Me whakautu ngā ākonga ngā pātai nei:
  He aha te kaupapa o tēnei pukapuka?
• He aha te whāinga matua o te pukapuka nei?

• Matapaetia ngā kōrero ka hua mai i tēnei pukapuka.
• Tuhia kia toru ngā pātai, ko te tūmanako, ka whakautu mai i te mutunga o tō pānui i te pukapuka nei.

• Working in pairs, students read the first story in the book, Moriori: He Kupu Whakataki. Answer these questions:
  What is this book about?
• What is the main purpose of this book?

• Write some predictions about what is in the book.
• Write three questions that you hope to find answers to by the time you have finished the book.

Te Kawa o Nunuku (wh. 4)

nā Paora Tibble

Ki runga

He whakarāpopoto

He whakamārama tēnei mō tētahi rangatira nō te iwi Moriori, ko Nunuku tōna ingoa. He tangatai tautoko i te akoranga rongomau, pērā i a Martin Luther King Jr, i a Ghandi, i a Te Whiti rāua koTohu.

This text is about a Moriori rangatira called Nunuku, who embraced and taught his people to follow adoctrine of pacifism.

Te momo reo tuhi

Language style

• He tuhinga taki whānui (General recount)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

•  He reo tohu i te mahi a tētahi atu (Third-person voice)
  • I kite a Nunuku i ngā pakanga …
  • Ka whawhai ana tētahi tokorua …

• He kupumahi (Verbs)
  • Ka heke ana te toto …
  • Ka whānau mai he tikanga hou.

• He reo tohu wāmua (Past tense expressions)
  • Nō mua noa atu …
  • I kite a Nunuku i ngā pakanga …

He ngohe

 Activities

1. He mahi takirua tēnei. Tuhia he whakarāpopototanga o te akoranga rongomau i whakamanahiae Nunuku.

This activity can be done in pairs. Write a brief summary of the doctrine of peace that Nunuku embraced and taught to his people.

2. Rangahaua ā-Ipurangi he kōrero mō tētahi atu tangata, mō ētahi atu tāngata rānei kuawhakatairanga i tētahi akoranga rongomau i te ao. Hei tauira, ko ngā akoranga o MartinLuther King Jr, o Ghandi, o Te Whiti rāua ko Tohu. Tuhia he whakarāpopototanga o te akorangarongomau o te tangata rā, ka matapaki me ō hoa akomanga. Tērā pea he ōritenga ki ō Nunuku akoranga?

Do an Internet search to find out information about other doctrines of peace around the world. Forexample the teachings of Martin Luther King Jr, Ghandi, and Te Whiti and Tohu. Write a summaryof your findings and then discuss them with your classmates. Are there any similarities with theteachings of Nunuku?

Te Rongomau a Nunuku (wh. 6)

nā Kiwa Hammond

Ki runga

Hei whakarāpopoto

He pakiwaituhi tēnei mō te ekenga o ngā tīpuna o te iwi Moriori mai i Hhiawaiki ki Rēkohu me te whakaūtanga mai o Te Rongomau a Nunuku – arā, te tikanga i whakakāhoretia te pakanga, te kaitangata, me te patu ki waenga i te iwi Moriori.

This story tells of the migration of Moriori to the Chatham Islands and the establishment of Te Rongomaua Nunuku – a law that forbade war, cannibalism, and killing each other.

Te momo reo tuhi

Language style

• He tuhinga taki whānui (General recount)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

• He reo raupapa (Sequencing expressions)
  • Kātahi ka whakarērea a Hhiawaiki e ngā morehu
  • Nō muri i te patunga o Henga-mai-tawhiti …
  • Nāwai rā …

• He kupumahi (Verbs)
  • Heoi anō, nā te pūhaehae i tautohe ai rāua …
  • Ka noho tahi ngā iwi nei, ka tau te rongo.

• He reo tohu wāmua (Past tense expressions)
  • I tohua ngā hoariri e Nunuku kia mutu te whawhai.
  • Heoi anō, nō muri i te patunga o …

He ngohe

Activities

He mahi ā-rōpū tēnei. Kia tokowhā, kia tokorima rānei kei ia rōpū. Pānuihia te kōrero Te Rongomau a Nunuku. Ka mutu tērā, mā tēnā, mā tēnā o te rōpū tētahi rerenga kōrero e tuhi kite pepa iti mō tētahi mahi ka hua mai i te kōrero. Me mahi tahi te rōpū ki te whakaraupapa maii ngā kōrero kua tuhia kia tika. Mēnā he ōrite ētahi tuhinga, me rapu kōrero anō tētahi o ngākaituhi. Ka mutu ana te rōpū, ka tirohia anō te kōrero nei i roto i Te Tautoko 67. Kei te tika tewhakatakoto o ngā tuhinga? Whakamahia ngā pikitia hei āwhina.

This is a group exercise. Each group should have four or five people working together. Read thestory Te Rongomau a Nunuku. After that, each person in the group should write down a key event thathappened in the story. The group should then work together to work out the correct sequence ofevents as they happened in the story. If there are two or more students who have written the sameevent down, one student should write another one. When the group has finished they can check TeTautoko 67 to see if their sequencing is correct. Use the illustrations to help.

 

Noho Wharau ana Koe? (wh. 14)

nā Hannah Rainforth

Ki runga

Hei whakarāpopoto

He kōrero tēnei mō tētahi taitamawahine nō Rēkohu i wehe atu i tōna whānau me tōna kāingai Rēkohu, ka whakawhiti mai i Te Moananui-a-Kiwa kia kuraina ki tētahi kura tuarua mō ngātaitamawāhine i Aotearoa nei.

This story tells of a young girl’s experience of leaving her family and home in the Chatham Islands toattend an all-girls boarding school in the North Island.

Te momo reo tuhi

Language style

• He tuhinga taki whaiaro (Personal recount)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

• He reo tautahi (First-person voice)
  • I tōku kāinga, i tukua mātou …
  • I aua wā, i puta te whakaaro ki a au …

• He whakaaro whaiaro (Personal comments)
  • Kāore au i te paku hiahia …
  • Ahakoa he toka tō mātou tumuaki, he pai tonu ki a au.

• He reo tohu wāmua (Past tense expressions)
  • I aua wā …
  • I taua pō tuatahi …

He ngohe

Activities
1. Pānuihia ngā whārangi 14–17 o te kōrero E Noho Wharau ana Koe? Whakaarohia ngā pātai a ngākōtiro o te kura i tōna pō tuarua. Mēnā i tūtaki koe ki a Tazmin i taua pō, he aha āu pātai ki a ia?

Read pages 14–17 of the story E Noho Wharau ana Koe? Think about the questions the othergirls asked Tazmin on her second night at her new school. If you met Tazmin that evening, whatquestions would you ask her?

2. Kimihia he whakautu ki ō pātai i roto i te pukapuka nei. Ki te kore e kitea, rangahaua āu pātai i te whare pukapuka, ā, ka whakaatu i ō kitenga ki te akomanga.

Search for some answers to your questions as you read the book. If you do not find any answers,have a look in the library and share your findings with your classmates.

Pari Kārangaranga (wh. 21)

nā Paora Tibble

Ki runga

Hei whakarāpopoto

He kōrero tēnei mō te haerenga a Tame me ōna hoa mai i Rēkohu ki Rangitatahi ki te patu punua toroa.

This graphic story tells the tale of Tame and his friends travelling from Rēkohu (the main island in theChatham Islands) to a small group of islets to the north-west of Rēkohu called Rangitatahi to go and hunt albatross.

Te momo reo tuhi

Language style
He tuhinga taki (Narrative recount)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

• He reo whakaahua (Descriptive language)
  • Whawhati ana ngā ngaru i runga i ngā toka, pōhutu ana te huka o te tai.
  • Te hoihoi hoki o te manu rau, he hopo
• He whakawhitinga kōrero (Dialogue)
  • “Kia tūpato, Pawa. Kia kaua e nui rawa ngā hopo. He mea uaua te heke.”
  • “E pai ana Tame, mō tō tāua hunau ēnei hopo.”

He ngohe

Activities

1. Pānuihia te whārangi tuatahi o te kōrero Pari Kārangaranga. Tāngia he pikitia o te tirohanga kua whakaahuatia e te kaituhi. Whakaarohia te momo reo ka whakamahia e te kaituhi ki tewhakaahua i te tirohanga.

Read the first page of the story Pari Kārangaranga. Draw the scene described by the author on thispage. Think about the language the author uses to describe the scene to the reader.

Te Patu Hopo: He Tikanga Moriori (wh. 28)

nā Paora Tibble

Ki runga

Hei whakarāpopoto

He kōrero tēnei mō tētahi tikanga Moriori, te patu hopo (toroa), he kaupapa whakamātaui te tamatāne kia whakawhiti mai i te tamaiti ki te tāne.

This text describes the hunting of albatross as a traditional Moriori rite of passage for young males toenter manhood.

Te momo reo tuhi

Language style

He tuhinga taki whānui (General recount)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

• He reo raupapa (Sequencing expressions)
• He reo whakaahua (Descriptive language)
  • ka tae ki te wā e pūhuruhuru ai …
  • … he moana pukepuke …
  • … e timu ana me te tau ki te toka māniania …

• He kupumahi (Verbs)
  • Nā ngā pakeke me te tohunga i whakarite āhea te wā tika, kātahi ka tohua ko wai ngātamatāne ka whakamātauria.

• He reo tohu wāmua (Past tense expressions)
  • I ngā rā o mua …
  • I ōna rā …

He ngohe

 Activities

• Tuhia he rerenga kōrero anō hei whakaatu mai i tō mōhio ki te whakamahi i ēnei tauira o te reotohu wāmua.
  • I ngā rā o mua …
  • I ōna rā …

Write a couple of example sentences to show your knowledge of how to use these past tense expressions.

• Whakaarohia kia toru anō ngā tauira o te reo tohu wāmua. Tuhia ētahi atu tauira rerenga kōreroe whakaatu ana i tō mōhio ki te whakamahi i aua tauira.

Think of three more examples of past tense expressions and write some example sentences to showyour understanding of how to use these expressions correctly.

Ngā Moutere o Rēkohu (wh. 30)

Hei whakarāpopoto

Ki runga

He mahere o ngā moutere o Rēkohu me Aotearoa

A map of the Chatham Islands and New Zealand.

Te momo reo tuhi

Language style

• He tuhinga whakaahua (Descriptive writing)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

• Ngā kupu āhua (adjectives)
  Hei tauira:
  He moutere iti a Rangiaurii
• He whenua mārakerake te whenua o Rangiaurii.

• Ngā kupu ingoa (nouns)
  Hei tauira:
  Kei Te Awapātiki te wahapū o Te Whanga.
• Kei Motuhope ahau e hararei ana.

He ngohe

Activities

• He mahi whakarongo tēnei. Tāruatia tētahi kape o te mahere, ka uhi i ngā ingoa o ngā moutere.Hoatu tētahi kape ki ia ākonga. Ka taea e te ākonga te whakaingoa i ngā moutere mā te whakarongo ki ngā tohutohu a te pouako. Hei tīmata:
  Tīmata ki Aotearoa. Ko te ingoa o te moutere kei te raki ko Te Ika-a-Māui. (Mā ngā ākonga e tuhi i te ingoa tika o tēnā moutere, o tēnā moutere).
• Whakawhiti atu ki te moutere kei te taha mauī. Ko Rēkohu tēnei. (Mā ngā ākonga e tuhi i te ingoa tika o te moutere).

Ka rite tonu te whakamahi i ngā tohutohu kia oti rā anō te whakaingoa a ngā ākonga i ngā moutere.

Copy the map and white out the names of the islands. Give each student a blank map. Students should name each island by listening to the instructions you give them. Here are some to get you started:

• Start at New Zealand. The name of the northern island is Te Ika-a-Māui. (Students write the name by the correct island.)
• Go across to the large island to the left. This is Rēkohu. (Students name this island.)
• Continue with instructions until all islands are named.

Akiakina ngā ākonga ki te rangahau i ngā kōrero mō tētahi o ngā moutere o Rēkohu, arā, tetakoto o te whenua, te tangata whenua. Ānō nei kei Rēkohu rātou e hararei ana, me tuhi kāri ngā ākonga ki tētahi hoa, tētahi whanaunga rānei e korero ana mō ā rātou mahi me ngā meai kitea e rātou.

• Mā ngā ākonga e tā i tētahi āhuatanga motuhake o te takoto o te whenua ki tāna i whakaaro nai, i kite ai hei uhi mō te kāri.
• Ko ngā kōrero mō te kāri e whakataurite ana i ngā rerekētanga e toru o Rēkohu me Aotearoa.

Encourage students to research the physical features of one of the islands of Rēkohu and about the people who live there. Students should pretend they are on holiday on there and make a postcard for a friend or whānau member describing what they have seen and done there.

• The front of the postcard should have a picture of an interesting aspect of the landscape.
• The text at the back of the postcard should describe at least three things that are different on their sland from Aotearoa.

Ka One (wh. 31)

nā Te Hokotehi Moriori Trust i tuku mai

Hei whakarāpopoto

Ki runga

He karakii Moriori tēnei mō te tohinga o te tamaiti. Ko tāna mahi he whakarite i te tamaiti kia pai ai tana tipu me tana noho ki te whenua ā ngā rā e heke mai nei. Ahakoa kua tuhia ki te reo Moriori kei reira ōna ritenga ki te reo Māori. Kei te pae ipurangi nei tētahi whakapākehātanga o te karakii kua tuhia e Alexander Shand.

This karakii is recited at the tohinga or baptism of a Moriori child. It invokes a blessing on the child, that he might grow and prosper to tread the land in the future. Although it is written in Moriori there are similarities to the Māori language. The website above has an explanation in English written by Alexander Shand.

Te momo reo tuhi

Language style

• He tuhinga mihi (acknowledgements)

Ētahi āhuatanga o tēnei momo reo tuhi

Features of this language style

Te reo whakamihi (acknowledgement expressions)
Hei tauira:

• Te one no Uru, no Ngana, no Iorangi e-ra ia.
• No Tu, no Tane, no Rongo, no Tangaroa, e-ra ia

Te tātorutanga (repetition)
Hei tauira:

• Whati te rangi, whati te rangi, tu tatau tareae-i-ae, tu tatau tarea.
• Kei tongia te one, tongia te one e, tareae-i-ae

He ngohe

Activities

Wāwāhihia te karakii nei ki ngā wāhanga e whā, e hia rānei. Me mahi takirua ngā ākonga ki tewhakamāori i tētahi wāhanga o te kōrero. Ka mutu, ka noho ā-rōpū ki te whiriwhiri kōrero mōā rātou mahi. Matapakihia ngā pātai nei:

• He aha ngā kupu he rite ki te reo Māori?
• Ko wai ngā ingoa atua e rite ana ki tō te Māori?
• E kōrero ana tēnei karakii mō ēhea āhuatanga o te taiao?
• He aha ngā ritenga o te karakii nei ki tō te whakaaro Māori?

Divide the karakii into four or five parts. Students work in pairs to translate their section in to Māori.Discuss the following in groups:

• What words are similar to Māori?
• Which atua names seem similar to Māori names?
• What aspects of the environment are mentioned?
• What are the similarities to a Māori perspective

Whakaatuhia te whakapākehātanga o te karakii nei ki ngā ākonga mai te pae ipurangi.

• Matapakihia te kaupapa o te karakii nei. He aha te tohi? He aha te take ka tohia te tamaiti?
  • Tukuna ngā ākonga ki te tuhi i tētahi mihi ki tētahi tamaiti – tērā pea ko tō rātou teina,ko tētahi whanaunga rānei. He aha ō rātou wawata mō te tamaiti nei? He aha ngā mea heiako māna?
• Discuss the purpose of this karakii. What is a tohi? Why is a child acknowledged in this way?
  • Students should write their own mihi to a small child – perhaps their younger sibling or a relation. What are their hopes for this child? What do they think is important for the child to learn?

Ki runga ^