I te Ākonga e Pānui ana i te Pukapuka
During Reading
He Ngohe
Anei ētahi ngohe e hāngai ana ki ngā kōrero o Te Wharekura 93ka taea e te pouako te whakamahi kia tutuki ai ētahi whāinga whakaako. Ka taea anō e te pouako te rāwekeweke ēnei whakaaro kia hāngai ake ki ngā whāinga ako me ngā hiahia o ngā ākonga.
Here are some ideas for learning activities that may be used after reading the articles in Te Wharekura 93 which teachers may use to help them achieve teaching objectives. These ideas can be adapted as required to suit the learning objectives and needs of the students.
Ngohe 1
Pānuihia ngā whārangi 2–3, kātahi ka whakautu i ēnei pātai:
Read pages 2–3 then answer the following the questions:
| Pātai | Whakautu | |
|---|---|---|
| 1 | He aha tētahi o ngā pūkenga i akona ki ngā pia? | Ko te aro atu ki te tinana o te hoariri kia whakatau wawe ai āna nekehanga tētahi o ngā pūkenga i ākona ki ngā pia. |
| 2 | He aha tētahi tohu o te tinana e whakaatu ana ki te pia ka kurua ia e te hoariri? | Ko ngā waewae e tata ana o te hoariri ki te pia. Ko ngā pakihiwi me ngā kōnui o ngā waewae. |
| 3 | He aha te whakamāramatanga o tēnei kōrero, "He waewae taumaha, he kiri mākū". | Ka taumaha ngā waewae o te tangata mau rākau, ka pōturi rawa, ka mākū tōna kiri i ōna toto. |
| 4 | He aha ngā rākau pai mō ngā pakanga tata? | Ko ngā rākau poto ngā rākau pai mō ngā pakanga tata. |
Ngohe 2
Pānuihia ngā whārangi 25–31, kātahi ka whakautu i ēnei pātai:
Read pages 25–31, then answer the following the questions:
| Pātai | Whakautu | |
|---|---|---|
| 1 | He aha tēnei mea "Te Matarua"? | He wānanga rākau a Te Matarua. |
| 2 | Ki hea ngā wāhi whakaako ai te wānanga o Te Matarua? | Ki ngā kūiki, ki ngā pātiki, ki muri hoki i ngā kāinga ngā wāhi whakaako ai te wānanga o Te Matarua. |
| 3 | He aha Te Whare Pātahi? | Ko Te Whare Pātahi tētahi whare wānanga i roto i ngā rangi-tūehu o ngā tokotoko atua o Io Taketake. E ono ngā kaitiaki o tēnei whare e whakaahuru ana i ngā tikanga tako i te rākau. |
Ngohe 3
Rangahaua tētahi o ēnei rākau: te mere; te tī rākau; te kotiate: te wahaika. Mā ia ākonga e tuhi kōrero mō te rākau kua rangahaua e ia. Kohia ngā kōrero, kātahi waihangatia tētahi whakaaturanga ā-rorohiko, tētahi pukapuka rānei.
Research one of these weapons: mere; tī rākau; kotiate; wahaika. Have students write about the weapon that they have researched. Collate all the information and create a computerised presentation or a book.
Ngohe 4
Ākina ngā ākonga kia rangahau i tētahi tipuna Māori mō tōna ake iwi, tētahi tipuna rongonui nō iwi kē rānei. Ko ētahi tauira pea ko Hongi Hika, ko Hone Heke, ko Rangiteaorere, ko Tūhoe-Pōtiki, ko Rewi Maniapoto, ko Te Kooti Arikirangi. Mā ia ākonga e tuhi kōrero mō taua tipuna me āna mahi, me te pānga ki te iwi, ki te whenua rānei. Kohia ngā kōrero, ā, waihangatia tētahi whakaaturanga ā-rorohiko, tētahi pukapuka rānei.
Students research an ancestor from their iwi or a famous person from another iwi, for example Hongi Hika, Hone Heke, Rangiteaorere, Tūhoe-Pōtiki, Rewi Maniapoto, and Te Kooti Arikirangi. Students write a story on the ancestor and what they did, and how their actions have impacted on their iwi or on the country. Collate all the information and create a computer presentation or a book.
Ngohe 5
Mahi takirua. Whiria tētahi tuhinga mai i te pukapuka. Ohia manomanotia te take o te tuhinga nei. Waihangatia tētahi whakaaturanga ā-pikitia e āta whakamārama ana i ngā ariā matua o te tuhinga. Mā ngā ākonga e whakamārama ā rātou whakaaturanga ki te akomanga.
Work in pairs. Select an article from the book. Brainstorm the purpose of the text. Create a pictorial presentation that shows the main ideas of the article. Students show their presentation to the class.
Ngohe 6
Mahi ā-akomanga. Whakaako ētahi āhei mau tī rākau, tētahi o ngā momo patu rānei ki te akomanga.
Class activity. Teach tī rākau (or another weapon) and some of its associated movements to the class.
Ngohe 7
Mahi ā-rōpū/ Ākona te waiata "E Papa Waiari". Mā ia rōpū e hanga mai kia rima ngā nekehanga e hāngai ana ki te waiata ka whakaako ki te katoa.
Group exercise. Learn the song "E Papa Waiari". Each group will make up five movements to go with the song and teach them to the class.
Ngohe 8
Pānuihia ngā whārangi 25–31. Kia oti te pānui, āta whakamāramatia mai ki āu ake kupu:
- ngā kupu hou
- te ngako o te momo haka me te taunakitanga i whakaaro pērā ai koe.
Read pages 25–31. After carefully reading the text, explain in your own words:
- new vocabulary
- the attributes of that form of haka and the reasons why you have chosen those.
Ngohe 9
Mahi ā-rōpū. Ohia manomanotia tētahi pūrākau mō ngā atua Māori. Ka tango mai i ngā ariā matua, ka titoa tētahi haka poto. Mā te rōpū tonu e whakatau he aha tērā momo haka. Ka mutu, waihangatia mai ētahi nekehanga ā-patu. Hopukia te haka me ngā whakamāramatanga hoki ki te mīhini hopu reo.
Group task. Brainstorm a story about Māori atua. Take the main ideas and compose a short haka. The group can decide what type of haka it is. When completed, add actions. Record your haka and the explanations.
Ngohe 10
Mahi ā-rōpū. Ohia manomanotia tētahi iwi e kaha nei ki te whakanui i tō rātou reo, tikanga rānei. Waihangatia mai tō ake whakaaturanga ā-pikitia e āta whakamārama ana i ngā ariā matua. Mā ngā ākonga e whakamārama ā rātou whakaaturanga ki te akomanga.
Anei ētahi pātai hei āwhina:
- Ko wai te iwi?
- Nō hea rātou?
- He aha tā rātou tikanga e whakanuia ana e rātou?
- Nā wai te kaupapa i whakaara?
- Ko wai te rōpū whakahaere i te kaupapa?
Group work. Brainstorm a tribe involved in revitalising their language or tikanga. Create your own pictorial presentation which captures the main ideas. Students explain their presentation to the class.
Use the following questions as a guide:
- Who is the tribe?
- Where are they located?
- What are they revitalising?
- Who supports the kaupapa?
- Which group is organising this?
