I Mua i te Pānui Pukapuka
Before Reading
1. Ohia manomanotia ngā mōhiotanga o ngā ākonga e pā ana ki ngā tākaro whai. Tautohua ngā āhuatanga o te tākaro whai e hiahia ana ngā ākonga ki te mōhio.
Brainstorm what students already know about string games. Students identify what they would like to find out about string games.
2. Ohia manomanotia ngā mōhiotanga o ngā ākonga e pā ana ki te whare tapere. Tautohua ngā āhuatanga o te whare tapere e hiahia ana ngā ākonga ki te mōhio.
Brainstorm what students already know about te whare tapere. Students identify what they would like to find out about te whare tapere.
3. Pānuihia ētahi pūrākau mō Māui, mō Hinauri, mō Tinirau, mō Hineteiwaiwa, mō Kae hoki. Ākina ngā ākonga kia matapaki i ō rātou pānga ki te orokohanga o te whare tapere. Tonoa ngā ākonga ki te tā i te pānga o ia tangata ki te whare tapere.
Read some stories about Māui, Hinauri, Tinirau, Hineteiwaiwa, and Kae. Encourage students to discuss their connection to the origins of te whare tapere. Students map out each person’s connection to te whare tapere.
4. Whakamāramahia atu ētahi āhuatanga o te tuhinga pūrākau whakamārama, ā, whakaaturia ētahi tauira o ēnei āhuatanga ki a rātou. Hei tauira: te reo raupapa, te reo whakaahua, te reo tūhono i te take me te pānga, me te kupu tāruarua.
Explain the language features of explanatory narrative texts, and give them some examples. For example: sequencing expressions, descriptive language, expressions of cause and effect, and duplicated words.
