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 during reading of the text.
- He Maumaharatanga ki te Pakanga Tuarua o te Ao
- Te Tohu Toa o Te Moana-nui-a-Kiwa Ngārimu
- Te Tono
- Te Poroporoaki
- Te Kuku o Taku Manawa
- He Hokinga Mahara
He Maumaharatanga ki te Pakanga Tuarua o te Ao (wh. 3–7)
nā Dick Grace
He whakarāpopototanga
Overview of the Story
He tirohanga i ngā tau o mua, i te wā o te Pakanga Tuarua o te Ao. I whakahuaina mai te āhua o te tupuranga i Tūpāroa, te ngākaunui o te tangata. I kōrero hoki te kaituhi mō te āhua o te kohi pūtea hei hoko i te taraka Te Rau Aroha.
In this memoir, Dick Grace recounts life as a schoolboy in an East Coast Māori settlement during the Second World War. He recalls how the community contributed to the war effort by raising money for Te Rau Aroha, a canteen truck for the Māori Battalion.
Te momo reo tuhi
Language style
- He taki whaiaro (Personal recount)
Ētahi āhuatanga o tēnei momo reo tuhi
Features of this language style
- Ngā whakaaro whaiaro (Personal comments about the experience)
- He hokinga mahara …
- E maumahara tonu ahau …
- Ngā reo tohu wāmua (Past tense expressions)
- I te …
- I taua wā …
- Reo tautahi (First person voice)
- Tino harikoa tōku ngākau …
- ko tōku whānau …
- Reo raupapa (Sequencing expressions)
- Nō muri mai …
- Nāwai rā …
- I muri mai i …
He ngohe
Activities
1. Tirohia te whārangi tuatahi, me te toenga o te kōrero, he aha te rerekētanga?
- Look at the first page of the story and then the rest of it, what difference is there in the text?
2. Kimihia tētahi kupu matua mai i te pānui, tētahi kupu hou, kupu pai ki a koe rānei, kātahi ka tuhi i tētahi rotarota pangakupu e hāngai ana ki te kaupapa o te kōrero.
- Identify one of the main words, or a new or interesting word to you, within the text then create an acrostic poem, using that word, that relates to the topic of the story.
3. Wetewetehia ngā kaupapa i taki pēnei i te ināhea?, i aha?, ko wai?, i hea?, he aha ai? Tuhia he whakarāpopototanga o te kōrero mā te whakamahi i ēnei āhuatanga.
- Analyse the text and identify when, what, who, where, why within the text.
- Write a summary of the story using these things identified in the text.
Te Tohu Toa o Te Moana-nui-a-Kiwa Ngārimu (wh. 8–12)
nā Wiremu T. Ngata i tuhi, nāna hoki ētahi wāhanga i whakamāori
He whakarāpopototanga
Overview of the Story
Kātahi rā te ihi, te wehi, me te wana o ō tātou hōia ki te mura o te ahi. Kei tēnei kōrero ka taea e tātou te kite i te take i whiwhi ai a Te Moana-nui-a-Kiwa Ngārimu i tana tohu toa, te Rīpeka a Kuini Wikitōria.
The bravery of our soldiers is really shown in this article. This story tells us all why Te Moana-nui-a-Kiwa Ngārimu received his award for bravery, the Victoria Cross.
Te momo reo tuhi
Language style
- He taki whānui (General recount)
Ētahi āhuatanga o tēnei momo reo tuhi
Features of this language style
- Reo tohu i te mahi o tētahi atu (third person voice)
- ka tū ki Ruatōria te hui o Ngāti Porou …
- I reira hoki ngā iwi …
- Nāna i …
- Reo tohu wāmua (Past tense expressions)
- Nō te …
- I taua hui …
- I te riri i …
- Nāna i …
- … i tū māia …
- Reo raupapa (Sequencing expressions)
- … i te 26 o Maehe …
- Inamata …
- Kātahi ka …
- Ka kōwae te ata …
- Kupumahi (verbs)
- hei whakanui …
- Nāna i whakaeke i tētahi taukahiwi …
- I ārahia tikatia e ia …
He ngohe
Activities
1. Whakaritea he kauwhata whakaahua o ngā mātua o Ngārimu heke iho ki a ia.
- Create a pictograph of Ngārimu’s parents down to him
2. Mā ngā ākonga e rangahau ngā tāngata e toru mai i te kōrero. Mā ia ākonga e tuhi kōrero mō ia tangata. Kohia ngā kōrero kātahi ka waihanga i tētahi whakaaturanga PowerPoint, i tētahi pukapuka rānei hei taonga mō te whare pukapuka o te kura.
- Ask students to go and research three people mentioned in the text. Create a profile on each of them. Collate all findings and create a PowerPoint presentation or a book for the school library.
3. Whakaritea he kauwhata pātai. I mua i te pānui pukapuka me whakatakoto pātai ngā tamariki e pā ana ki te kaupapa o te kōrero. I a rātou e pānui ana ka tuhi ia tamaiti i āna whakautu ki āna ake pātai.
-
Create a questions table. Students pose questions they would like to know the answers to and then they record any answers that they find in the text.
Te Tono (wh. 13)
nā Tangihoro Fitzgerald
He whakarāpopototanga
Overview of the Story
He rotarota e kōrero ana mō te urunga atu o te iwi Māori ki te Pakanga Tuarua o te Ao. I taua wā tonu kua whai karaitiana te nuinga. Ka whai te whakaari poto i tēnei rotarota poto.
A poem about why young Māori men went to war. This leads into the short play that comes next in the book.
Te momo reo tuhi
Language style
- He tuhinga whakaahua whānui (Descriptive writing)
Ētahi āhuatanga o tēnei momo reo tuhi
Features of this language style
- Reo ā-kaupapa (Words and expressions specific to an area of knowledge)
- … riri nui …
- … te Ope Tuatahi …
- Te whakatangata (Personification)
- … mā inoi e whakatuwhera, mā inoi anō e whakakapi …
He ngohe
Activities
1. Mā ngā ākonga e āta pānui te whiti nei, kātahi ka whakautu i ēnei pātai:
- Nā wai i kī me haere rātou?
- He aha te take i haere ai rātou?
- Nā wai te huarahi i para kē?
- Ka kite te ao i te aha?
- Get your students to read this text carefully, then answer the following questions:
- Who said they should go?
- Why did they go?
- Who went first (according to the text)?
- What would the world see (according to the text)?
2. Tonoa ki ngā ākonga kia tirohia te whakaahua kei te whārangi 13. Tonoa rātou kia tuhi i tētahi kupumahi, tētahi kupu āhua, me tētahi kupu ingoa kua toko ake i ō rātou whakaaro i te tirohanga tuatahi ki te whakaahua. Mā ēnei kupu ka titoa e rātou tētahi rerenga kōrero kia 15, iti ake rānei, ngā kupu. Mā te ākonga tāna ake tuhinga e pānui ki tētahi atu me te whakamārama atu te take i kōwhiria ai e ia aua kupu.
-
Ask students to look at the photo on page 13. Direct them to write 1 verb, 1 adjective, and 1 noun from their immediate reaction on first seeing the photo. Using these words they then write a sentence relating to the picture of no more than 15 words. Get the student to read their sentence to another person and explain why they selected their words.
Te Poroporoaki (wh. 14–15)
nā Tangihoro Fitzgerald
He whakarāpopototanga
Overview of the Story
Kei te kaupare atu te kaipuke Aquitania ki Ingarangi. Kei runga ngā hōia Māori me ngā hōia Pākehā. He whakawhiti kōrerorero tēnei i waenganui i te tokorua o ngā hōia Māori me tētahi hōia Pākehā.
This is a short play involving 2 Māori soldiers and 1 Pākehā soldier. They are on board the Aquitania heading for England.
Te momo reo tuhi
Language style
- He tuhinga whakangahau (Writing to stimulate the mind and uplift the spirit)
- He whakaari whakangahau (Play)
Ētahi āhuatanga o tēnei momo reo tuhi
Features of this language style
- Reo whakaahua (Descriptive language)
- Ka whiwhi hoa a Paikea …
- Kīwaha
- Ka mau te wehi …
- Ā koinā!
- Ā nē rā?
- Hei aha noa …
- Reo ā-iwi
- … i wā rātou pū.
He ngohe
Activities
1. Tonoa ngā ākonga kia kōrero mai mō tētahi wā i noho motuhake rātou ki waenganui i te rahi nā tētahi o ōna āhuatanga rerekē pērā i:
- ko ia anake te kanohi Māori
- kāore ia i te mōhio ki tētahi kaupapa e matatau ana pērā i ōna hoa
- ka mau kākahu i tuku ihotia i ōna tuākana engari ko ōna hoa – he kākahu whai ingoa rongonui tō rātou.
Ka kōrero mō ō rātou kare ā-roto i taua wā tonu.
- Students describe a time where they were singled out when in a group.
2. Mā ngā ākonga te whakaari e pānui, kātahi ka whakautua ēnei pātai:
- Ko wai ngā kiripuaki?
- Ki tō whakaaro, he Māori katoa rātou kei runga i te kaipuke?
- Nā te aha i uiui ai ētahi o ngā hōia ki tētahi atu o ngā hōia?
- Whakamāramahia tēnei kōrero, “Ko aku tino kupu ko kai, ko pia, ko moe.” He aha te take ko ēnei kupu ngā tino kupu ki taua kiripuaki?
- Get your students to read the play carefully, then answer the following questions:
- Who are the characters?
- Do you think that all the people on board the boat are Māori?
- Why are some of the soldiers questioning one of the other soldiers?
- Explain the statement, “Ko aku tino kupu ko kai, ko pia, ko moe.” Why do you think these are the characters favourite words?
3. Ka noho takiwhā ngā ākonga kia pānui ā-waha, kia whakaari ai i ngā kupu o te kōrerorero. Ka matapae ngā ākonga takiwhā ka aha te ia o te kōrero i te Wāhanga 2 o te kōrerorero (mēnā kāore i oti mai i te kōrero a te kaikōrero). Me tuhi ā rātou whakapae hei kōrerorero.
-
In groups of 4, students read aloud and act out the dialogue. They then predict what the next scene would be like and what the coversation would include in the second scene (if the play did not finish with the kaikōrero’s concluding statement). The students then write their prediction as a dialogue.
Te Kuku o Taku Manawa (wh. 16–19)
nā Te Urikore Biddle
He whakarāpopototanga
Overview of the Story
He taki whānui te take o te whakaari nei Te Kuku o Taku Manawa. Kei te aro atu tēnei tuhinga ki ngā whakaari, ngā haka, me ngā waiata i titoa mō te Pakanga Tuarua o te Ao, i titoa rānei i taua wā.
This is a general recount that talks about the play Te Kuku o Taku Manawa. It also looks at some of the plays, songs, and haka that were written during or about the war.
Te momo reo tuhi
Language style
- He 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)
- Ki te pā mai he raru ki tētahi o ngā hōia …
- Ka tīmata ngā tāura me ngā tauira …
- I a ia e tito ana …
- E ai ki ngā kōrero …
- Reo tohu wāmua (Past tense indicators of time)
- Ki tētahi whakaari i tū …
- Nō muri noa mai …
- I a Tuini e tito ana …
- Reo raupapa (Sequencing language)
- Nō muri mai i te pānuitanga …
- Tae noa mai ki te rangi nei …
- Kupumahi (Verbs)
- kanikani
- tito
- waiata
- Kupu āhua (Adjectives)
- He rehe a Tuini
- Ko ia te wahine rongonui
- Rere hāngū (Passive phrases)
- … i pīkauhia e ngā whānau Māori …
- … i rangona e te kuia …
- I waiatatia ngā waiata …
- Ka waiatatia hoki ēnei waiata …
He ngohe
Activities
1. I ngā ākonga e pānui ana i te kōrero nei, mā rātou e kimi ngā whakautu ki ēnei pātai:
- He aha te tohu o te hōiho mā?
- He aha ētahi kupu nā te kaituhi i whakamahi hei whakaahua i a Tuini Ngāwai?
- He aha ētahi waiata i titoa i ngā tau o te Pakanga Tuarua o te Ao?
- He aha ētahi ingoa o ētahi kanikani o taua wā?
While the students are reading, get them to find the answers to the following questions:
- What did the white horse in the play signify?
- What are some of the words the writer used to describe Tuini Ngāwai?
- Name some of the songs that were written during the war years.
- What are the names of some of the dances from those times?
2. Pānuihia anō te paki Te Kuku o Taku Manawa kātahi ka whakaraupapa te ākonga i ngā rerenga nei kia rite ki te horopaki o te paki.
- He nui ngā wā i rangona ngā waiata a Tuini, kei ngā tōpito katoa o te motu i rangona.
- I te hokinga mai o ngā hōia Māori, ka tū ētahi hui anō ki te kāinga nei.
- I te ūtanga mai o te kaipuke mai i tāwāhi ki Te Whanganui-a-Tara, ko te tini me te mano tāngata i tae ki reira ki te whakatau mai i ngā hōia ki te kāinga – pakeke mai, mokopuna mai.
- He rehe a Tuini ki te whakahua i te reo o ngā kare ā-roto o te iwi i noho mai ki te kāinga, i roto i ōna waiata.
- Ka waiatatia hoki ēnei waiata ki ngā hui katoa i ngā wā o te pakanga nei.
- I muia katoa ngā rori e te maha o ngā tāngata e pōhiri ana i ā tātou hōia Māori. Ka haere ko ngā waiata, ko ngā haka ki te taha o te rori.
Read Te Kuku o Taku Manawa again, then put the text given into order as it appears in the text.
3. I te ākonga e pānui ana i te kōrero, māna e kimi ētahi rerenga kōrero e ōrite ana ki ngā mea e whai ake nei:
- Mehemea ka raru tētahi hōia …
- E reka ana te rongo …
- Ko te rahinga …
- Ka haere tōtika …
- Nō muri noa mai …
- He maha ngā wā i rongoa …
- I pango ngā rori i te maha …
- Ko te tini me te maha tāngata …
-
While the students are reading the text get them to identify text with the same or similar meaning to the phrases given.
He Hokinga Mahara (wh. 20–25)
nā Matiu Love ngā kōrero
nā Hera Black-Taute i whakamāori
He whakarāpopototanga
Overview of the Story
He taki whaiaro te take o te kōrero e kīia nei He Hokinga Mahara. He hokinga mahara nō te hōia nei, a Matiu Love, i a ia e pakanga ana mō Te Ope Taua 28.
The purpose is to retell a personal experience. The writer describes some of the events that occurred while he was fighting in the 28th Battalion and provides some personal interpretation in the form of personal comments and description of emotional responses.
Te momo reo tuhi
Language style
- He taki whaiaro (Personal recount)
Ētahi āhuatanga o tēnei momo reo tuhi
Features of this language style
- Reo tautahi (First person voice)
- Ko au tētahi o ngā hōia …
- … he nui ngā kaupapa i mahia e au, …
- Nā taku urunga atu ki Te Hokowhitu a Tū …
- Whakaaro whaiaro (Personal comments)
- Tekau mā whitu aku tau, he tama nanakia au i te taha o ōku hoa.
- Koia te wā e whakatā ana mātou …
- … kāore au i te ora.
- … ka mau haere i a au te reo Itāriana …
- Reo tohu wāmua (Past tense expressions)
- I te wā i Itāria …
- Otirā, i taua wā, ka …
- I tētahi rā …
- Kupumahi (Verbs)
- E mihi atu nei …
- I haere ki te mura o te ahi …
- Pahū ana te tangi mai …
- Ka wehe mātou i Itāria, …
- … ka piki mātou ko aku hoa …
He ngohe
Activities
1. I te ākonga e pānui ana māna e whakahoki ngā pātai e whai ake nei:
- E hia ngā tau o Matiu i a ia e kuhu ana ki Te Hokowhitu a Tū?
- I aha i mua i te taenga o te matekai ki a Matiu?
- He aha rā te take i whānako parāoa ngā hōia?
- Ko wai tētahi hoa hōia o Matiu?
- I haere tēnei koroua a Matiu ki tēhea kura tuarua?
- He aha ngā hua o te urunga atu a Matiu ki Te Hokowhitu a Tū?
- Ki te haere tētahi tangata ki tāwāhi, he aha rā te whakatūpatotanga a Matiu ki a ia?
- E hia ngā tau o te koroua nei, a Matiu, i te wā i tuhia ai te kōrero?
While the student is reading get them to answer these questions related to the text.
2. Mā te ākonga tētahi o ngā whakaahua, pikitia rānei e whiriwhiri mai i te kōrero. Māna tētahi tuhinga hou e whakatakoto e hāngai ana ki taua pikitia, whakaahua rānei. Mā te ākonga ētahi o ngā kupumahi, kupu ingoa, kupu āhua rānei kei taua whārangi anō e whakamahi i roto i tāna ake tuhinga.
- Get each student to pick one photo or picture from the story and compose another piece of writing about that photo or picture. Their writing must relate to the topic of the story and use verbs, nouns, or adjectives that appear on the same page as the picture or photo that they have chosen.
