I te Ākonga e Pānui ana i te Pukapuka
During Reading
Ngohe 1
Pānuihia ngā whārangi 4–5 o te pukapuka mā te ākonga, kātahi ka whakautu i ēnei pātai:
| Pātai | Whakautu | |
|---|---|---|
| 1 | Nā te aha a Māui i whakatakariri ai ki ōna tuākana? | Kāore rātou i hiahia ki te hari i a ia ki te hī ika. |
| 2 | Nā te aha a Māui i pukuriri ai ki tana taokete, a Irawaru? | Nā te mea, he nui ngā ika i hī ake ai a Irawaru, engari kāore a Māui i hī ake ai. |
| 3 | Nō tēhea wāhanga o te rā i whīwhiwhi ai te aho a Māui ki tērā a Irawaru? | Nō te tōnga o te rā i whīwhiwhi ai te aho a Māui ki tērā a Irawaru. |
| 4 | He aha te take i noho whakakeke ai a Māui? | Kāore i hīia ake ai he ika, kua kainga katoatia e Irawaru ngā mōunu. |
Ngohe 2
Pānuihia ngā whārangi 6–11, kātahi ka whakautu i ēnei pātai:
| Pātai | Whakautu | |
|---|---|---|
| 1 | He aha i whakakurītia ai a Irawaru e Māui? | He pūāhaehae nōna ki tana taokete. He tohu hoki i tōna riri me te mea kāore āna kai hei whakahoki atu ki te kāinga. |
| 2 | He aha ētahi āhuatanga i pā ki a Hinauri i te kitenga atu he kurī kē te hanga o tana tāne. | Ka tāpapa a Hinauri ki te one, maringi ana ngā roimata, roroku ana tōna wairua, ka tangi, ka tangi, ka tangi. (wh. 7) I taua wā pāpōuri, ngākau hāwarea mō Irawaru, ka whiua e ia tōna tinana kia haukerekerehia e ngā ngaru nui o te moana. Ka totohu atu ki te moana. (wh. 8) |
| 3 | Tuhia he whakamāramatanga mō ngā ingoa o Hinauri.
|
1. Ko Hinauri.
2. Ko Hinetengarumoana.
3. Ko Hineteiwaiwa. |
Ngohe 3
Mā ngā ākonga e rangahau tētahi o ēnei tāngata: ko Māui, ko Hinauri, ko Tinirau, ko Kae, ko Tūhuruhuru, ko Rēhua rānei. Mā ia ākonga e tuhi kōrero mō te tangata nāna ia i rangahau. Kohia ngā kōrero, kātahi waihangatia tētahi whakaaturanga ā-rorohiko.
Students research one of these people: Māui, Hinauri, Tinirau, Kae, Tūhuruhuru, or Rēhua. Students write a story about the person they have researched. Gather the stories, and create a computer presentation.
Ngohe 4
Tuhia te whakamāramatanga o tētahi kīwaha, tētahi whakataukī, whakatauākī rānei. Tuhia tētahi whiti kōrero poto ka whakamahia taua kīwaha/whakataukī/whakatauākī.
Write an explanation of a saying or proverb. Write a sentence using that saying or proverb.
| Ngā Kīwaha | Whakamāramatanga | |
|---|---|---|
| 1 | Puku o te rae. (wh. 5) | Ki te rongo koe kua puku te rae o te tangata, ka mōhio koe kua riri, kua matangarengare taua tangata. Hei tauira: Ka pahū mai ā rāua tautohetohe, me te puku o te rae o Māui. |
| 2 | Pau te hau. (wh. 10) | E whakaari ana tēnei kua pau te kaha o te tangata, o tētahi atu mea, pēnei i te mihīni, i te aha kē rānei. Hei tauira: Ka roa e tautohetohe ana rāua tahi, ka pau te hau, ka where te tinana, ka pauku. |
Ngohe 5
Whiria tētahi pūrākau mai i te pukapuka. Ohia manomanotia te pūrākau nei. Tuhia tāu ake tirohanga mō taua pūrākau. Mā ngā ākonga e pānui ā rātou kōrero ki tētahi, ki ētahi o ōna hoa rānei.
Select a story in the book. Brainstorm this story. Write your own version of the story. Students read their stories to a friend or friends.
Ngohe 6
Pānuihia ngā whārangi 4–17. Ohia manomanotia ngā pūrākau mai i te tirohanga o Hinauri/Hineteiwaiwa. Tuhia ōu ake whakaaro ānō nei ko koe a Hinauri. Kia 100–200 ngā kupu te roa o tō tuhinga. E whai ake ana ētahi pātai hei āwhina i a koe ki te tuhi.
1. Ka pēhea ōu whakaaro mēnā i whakakurītia ai tō tāne, tō hoa rānei? Tuhia mai he taunakitanga mō tāu whakautu.
2. Ka pēhea hoki tōu āhua ki tō tungāne mēnā nāna tonu tō tāne, tō hoa rānei i whakakurī? Tuhia mai he taunakitanga mō tāu whakautu.
Read pages 4–17. Brainstorm each story from the perspective of Hinauri/Hineteiwaiwa. Write your own thoughts if you were Hinauri. Write 100–200 words. Below are some questions to guide you.
1. How would you feel if it was your husband or friend who was transformed into a dog? Write your reasons for thinking like that.
2. How would you react to your brother if he had been the person who transformed your husband or friend? Write your reasons for thinking like that.
Ngohe 7
Mā ia tokorua e pānui tētahi pūrākau i roto i te pukapuka. Me āta wetewete e ia tokorua kia rua ngā kaupapa matua mai i te kōrero. Ka oti tēnei, whakakaongia te akomanga kia tuhi i tētahi rārangi wā mō ngā kaupapa matua mai i ia kōrero. Ka wānanga te katoa, ka whakarāpopoto ia tokorua i tāna i kitea ai mō te katoa o ngā kaupapa.
Work in pairs reading a story from the journal. Each pair will identify two main events from their story. When they have finished, the class will draw a timeline with the main events. The class will discuss the timeline, and each pair will summarise what they have learnt of the main events.
Ngohe 8
Pānuihia ngā whārangi 30–31, kātahi, āta wetewete, ā, whakamāramatia mai mā āu ake kupu:
- ngā kupu hou, kāore koe i te mōhio i mua rā
- te ngako o te waiata, me te taunakitanga i whakaaro pērā ai koe.
Read pages 30–31, then carefully examine, and explain in your own words:
- new words that you had not come across before
- the main points of the song, and the reasons why you think this.
Ngohe 9
Pānuihia ngā whārangi 30–31, kātahi, āta wetewete, ā, whakamāramatia mai mā āu ake kupu i te katoa o te kōrero. Titoa mai tāu ake waiata, rotarota rānei e hāngai ana ki te ngako o ngā kōrero kei te pukapuka nei.
Read pages 30–31, then carefully examine, and explain the whole of the story in your own words. Write your own song or poem reflecting the main ideas in the book.
