Te Pōtaka a te Whare Tapere (wh. 8–15)
nā Stephanie Tibble
He whakarāpopototanga
He tirohanga ki ngā āhuatanga o te pōtaka, mai i tōna hanganga tae noa ki tōna huri haere. He paku tirohanga anō ki te pūrākau o Tinirau rāua ko Kae; nā rātau ngā mahi katoa a te whare tapere i hanga, pēnei i te whakatangitangi pūoro me te tā pōtaka.
Summary
A look into aspects of pōtaka, from how they are made to how they are spun. There is a brief summary of the story of Tinirau and Kae and those responsible for the origins of the whare tapere, including playing music and the spinning of pōtaka.
| Te momo reo tuhi Language style |
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| Ētahi āhuatanga o tēnei momo reo tuhi Features of this language style |
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I te Ākonga e Pānui ana i te Pukapuka
During Reading
1. Mā ngā ākonga e āta pānui, kātahi ka whakautua ēnei pātai:
- He aha te rerekētanga o ngā momo pōtaka?
- Ki ōu whakaaro, he aha ngā rawa hei hanga mai i ēnei pōtaka?
- Ki ōu whakaaro, ko tēhea te momo pōtaka he tino tere te huri?
- Tuhia ngā kupumahi e whakaahuatia te huringa o te pōtaka?
Students read the article carefully, and then answer these questions:
- What are the differences between the types of pōtaka?
- What materials do you think pōtaka can be made from?
- Which type of pōtaka do you think would be the fastest?
- Write down the verbs which express the way the pōtaka spins.
2. He mahi ā-rōpū tēnei, kia 4–5 ki ia rōpū. Āta whakaarohia ngā mahi hei hanga i tētahi pōtaka. Hangaia mai he pōtaka. Titiro ki ōna āhuatanga katoa me tōna huringa. Whakarāpopotohia ngā mahi kia tuhi i tētahi tuhinga whakaahua mō ā rātau mahi.
This is a group activity with 4–5 per group. Think about how you would make a pōtaka. Build one for the group. See what it looks like and how it turns. Summarise the activity and write a description of their activity.
3. Tirohia te pikitia kei te whārangi 11. Tuhia tētahi kupumahi, tētahi kupu āhua, me tētahi kupu ingoa kua toko ake i ō rātau whakaaro. Titoa he rerenga kōrero kia 15, iti iho rānei, ngā kupu. Mā te ākonga tāna ake tuhinga e pānui ki tētahi atu, me te whakamārama atu i te take i kōwhiria ai e ia aua kupu.
Look at the images on page 11. Write a verb, an adjective and a noun which reflect their first impressions. Write a sentence of up to 15 words. The students read their sentences to others, and explain the reasons why they chose their words.
