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He Kohikohinga 44

Mā te pouako Teachers’ Notes for ‘Ngā ihirangi’ Accessed from: Mā te pouako Teachers’ Notes for ‘Ngā ihirangi’ Accessed from: http://matepouako.tki.org.nz/He-Kohikohinga/He-Kohikohinga-44© New Zealand Ministry of Education 2007. Teachers in New Zealand may copy and adapt these notes for non-commercial educational purposes.

ContentsTe whakaako pānui..................................................................................................................3

He aha ngā taumāhekeheke o te herenga ki Ingarangi?.........................................................5

Ka pai ngā tau..........................................................................................................................7

Whāia ngā tapuwae a Leilani Rorani.......................................................................................9

Pītakataka..............................................................................................................................11

Ō mātou taumāhekeheke o te herenga ki Ingarangi..............................................................13

Te kairuku toa........................................................................................................................15

Rārangi tohutoro (References)...............................................................................................17


Te whakaako pānuiA balanced reading programme uses a variety of approaches, including reading to students, reading with students, and reading by students. These notes include ideas for using He Kohikohinga material for all of these approaches, with particular emphasis on guided reading. In the book Effective Literacy Practice in Years 1 to 4, there are sections on instructional strategies and engaging learners with text, which also provide support and structure.

For information on deciding which approach to use with a particular He Kohikohinga item for individual students, see The Learner as a Reader, chapter 5.

Te kaupapa matua o He Kohikohinga 44

The subject of this book is ngā taumāhekeheke o te herenga ki Ingarangi (the Commonwealth Games).

Ngā atua

Te Rēhia is the Māori god of recreation, sports, and pastimes. Historically, games and activities that promoted strength and agility were actively encouraged.

Other personalities who could be considered are Raukatauri and Raukatamea. They were two sisters who taught people dancing, singing, dart throwing, top-spinning, and string games at each village that they visited.

He whakataukī

You may wish to introduce some of the whakataukī from Hauora i roto i te Marautanga o Aotearoa – He Tauira, on pages 92 - 98, as part of your study of the Commonwealth Games. Some activities could be:

Have a class discussion about the whakataukī and get the students to relate their understanding of these whakataukī to their own lives.

The students collate a list of other whakataukī that could apply to the Commonwealth Games.

The students choose one of the whakataukī and design a poster that depicts that whakataukī.


He aha ngā taumāhekeheke o te herenga ki Ingarangi? This non-fiction article provides some information about the Commonwealth Games in a question and answer format.

Ngā hononga ki te marautanga

Te Reo Māori i roto i te Marautanga o Aotearoa (wh. 59, 67, 76, 85, 94, me 102)

Whenu Kōeke Whāinga paetae Pūkenga

1. Whakarongo (Kōrero) 2 Ka taea e te ākonga te āta whakarongo, te whakautu ngā kōrero e kōrerotia whānuitia ana ahakoa kei hea, kei hea.

Ko te tāutu, ko te tīpako i ngā ariā matua o tētahi pānui whakamārama, whakamōhio rānei.

2. Kōrero (Whakarongo) 2 Ka taea e te ākonga te whakapuaki whakaaro ki ōna hoa, ki ngā pakeke e mōhiotia ana, i ngā horopaki e taunga ana te ākonga.

Ko te whakapuaki kōrero pohewa.

3. Pānui (Tuhituhi) 2 Ka mārama te ākonga ki te huhua noa o ngā tuhinga poto kua tīpakona hei whakangahau, hei whakamōhio rānei i a ia.

Ko te rapu mōhio motuhake mai i ngā tuhinga poto.

4. Tuhituhi (Pānui) 2 Ka taea e te ākonga te tuhituhi mō tētahi wā ia rā hei whanake i te reo kua mau i a ia, hei kawe hoki i ōna wheako.

Ko te tuhi pūrongo poto.

5. Mātakitaki (Whakaatu) 2 Ka mārama te ākonga ki te hononga o te reo ataata ki te reo ā-waha, mehemea ka puta ake i ngā horopaki e taunga ana ia.

Ko te āhukahuka i ngā āhuatanga o te reo ataata e rite tonu ana te kitea.

6. Whakaatu (Mātakitaki) 2 Ka taea e te ākonga te whakaputa reo ā-waha, reo ataata hoki e pā ana ki ngā kaupapa e taunga ana ia.

whakaputa reo ā-waha, reo ataata hoki e pā ana ki ngā kaupapa e taunga ana ia. Ko te whai


wāhi atu ki ngā whakaaturanga.

Hei mahi

1. In small groups, the students list all the facts that they know about the Commonwealth Games. Then, while listening to the article being read, they mark with a tick the facts that they have already identified and list any new facts that they hear.

2. A host country knows seven years in advance that they will be hosting the Commonwealth Games. Discuss three possible scenarios that host countries might need to consider by getting the students to imagine themselves in the following situations:

o You would like touch rugby to be included as one of the sports in the next Commonwealth Games. You have to attend a meeting of the Commonwealth Games Federation to explain why touch rugby should be included. What would you say?

o You are a member of the Commonwealth Games Federation. At the next meeting, the Federation's task is to select the types of sports for the next Commonwealth Games. There are sixteen types of sports at each Game. Fifteen sports have already been chosen. You now have to choose between the last two sports – touch rugby and wrestling. You can only choose one. Which would you choose and why?

o You are the Parks and Recreation Manager for the City Council. Your new responsibility is to prepare all the sports facilities for the next Commonwealth Games. There will be thousands of visitors and athletes. What are the things that you will have to consider?

o You work in the tourism industry. Your city is going to host the next Commonwealth Games. What preparations do you need to make to ensure that your part of the industry will be ready for the arrival of visitors during the Games?

3. Select five questions and answers from the article. Photocopy, cut out, and mix up the questions and the answers. Working in pairs, the students match up the questions and answers. They then read the story to check their work.

4. Each student writes three questions relating to the Commonwealth Games. They use these to interview two other students in the class and record their responses. Then they write a report based on their questions and their classmates' responses.

5. The students choose one of the sports from the article and design bronze, silver, and gold Commonwealth Games medals for that sport. They can use the text 'Ngā taumāhekeheke o te herenga ki Ingarangi' but must only use signs or symbols to represent the sport and the level achieved. They then show another student and ask them to identify which sport it is, and which medal is which. (Search 'Google images' – logo Commonwealth Games – to see some of the designs used previously.)

6. Discuss the three values mentioned in the article. Divide the class into three groups and give each group one of the values to debate. Each group divides into two teams – one takes the affirmative and the other takes the negative. The affirmative team presents reasons why the value is important and the negative team presents reasons why it is not. Each group presents their debate to the rest of the class. (If this is too advanced, divide the class in half – one group to take the affirmative and the other to take the negative.)



Ka pai ngā tauThis short counting poem uses cardinal and ordinal numbers.



Whenu Kōeke Pūkenga

1. Whakarongo (Kōrero)

2 Ko te tāutu i ngā tūāhua kīanga, kupu, tangi rānei, hei whakaputa i ngā kare ā-roto.

2. Kōrero (Whakarongo)

2 Ko te whakamahi i ngā kupu me ngā kīanga kua mau i a ia hei whakaara kaupapa, hei whakawhiti whakaaro.

3. Pānui (Tuhituhi) 2 Ko te whai i ngā tohu, i ngā tohutohu, i ngā tapanga, i ngā waiata me ngā rotarota.

4. Tuhituhi (Pānui) 2 Ko te tuhi pūrongo poto.

5. Mātakitaki (Whakaatu)

2 Ko te āhukahuka i ngā āhuatanga o te reo ataata e rite tonu ana te kitea.

6. Whakaatu (Mātakitaki)

2 Ko te whai wāhi atu ki ngā whakaaturanga.

Hei mahi

1. Tell the students that you are going to read them a poem and that you want them to think about what feelings are being expressed. As you read the poem, convey gathering excitement or elation in the way that you read it. Discuss what feelings they heard. Give each student a copy of the poem and get them, in pairs, to read it aloud to each other in different ways. For example, get them to vary the tone in, and pace at which they read.

2. Discuss the following with the class:


o the difference between competition and co-operationo if competition is a good thing or if it is not.

3. Working in groups, the students create a simple chant and add actions. They write down instructions for performing the actions. They then swap their instructions with another group and follow the instructions that they have been given.

4. The students imagine being one of the medallists in a race. They write a description of their thoughts during the race and while waiting to receive their medal.

5. Each student is given photographs of three different athletes. They write a descriptive word or phrase relating to the facial expressions or body language of each athlete.

6. In small groups, students decide on appropriate actions for the poem and present the poem as a mime or play.


Whāia ngā tapuwae a Leilani RoraniThis non-fiction article is about a girl who plays squash. She is inspired by her role model, Leilani Rorani.



Whenu Kōeke Pūkenga

1. Whakarongo (Kōrero)

2 Ko te tāutu, ko te tīpako i ngā ariā matua o tētahi pānui whakamārama, whakamōhio rānei.


2 Ko te whakawhitiwhiti mōhio pono e māmā ana te āhua.

3. Pānui (Tuhituhi) 2 Ko te tāutu i ngā kaupapa matua, i ngā ariā matua o ngā tuhinga poto.

4. Tuhituhi (Pānui) 2 Ko te tuhi whakamārama poto.


2 Ko te tāutu i ngā mōhiotanga e tika ana kia mau i te ākonga mai i ngā reo ataata e whakaaturia ana ki te taha o te reo ā-waha.



Hei mahi

1. The students listen while you read the article aloud. As you read, they note down the challenges that Renei and Leilani have faced and how they responded to them. The students then read the article themselves to check what they have written.

2. Working in pairs, one student reads pages 14–16 and the other reads page 17 to the end. Then, in their own words, each student tells the other what are the main ideas.

3. Before they read the article, tell the students that there are three experiences that Renei and Leilani shared. After they have read it, ask them what those experiences were.


4. Help the students to compile character profiles of Renei and Leilani.5. The students look at the photographs in the story. In a brainstorming session, they

then share all the information they have gathered just by looking at the photographs.6. After reading the article, each student writes down five questions they would like to

ask Renei. Working in pairs, the students act out TV interviews in front of a group or the rest of the class. One student pretends to be Renei and the other interviews her, then they swap roles.


PītakatakaThis short poem, which lists a sequence of movements in a gymnastics routine, is based on the haiku form (a traditional Japanese poem). (For a definition of haiku see www.haikuhut.com/ – Defining the haiku form.)



Whenu Kōeke Pūkenga1. Whakarongo

(Kōrero)2 Ko te tāutu i ngā

āhuatanga o te kōrero whakaniko kaupapa.


2 Ko te whakamahi i ngā kupu me ngā kīanga kua mau i a ia, hei whakaara kaupapa, hei whakawhiti whakaaro.

3. Pānui (Tuhituhi) 2 Ko te rapu mōhio motuhake mai i ngā tuhinga poto.

4. Tuhituhi (Pānui) 2 Ko te tuhi i ngā tuhinga whakaahua poto e pā ana ki ōna wheako whaiaro.


2 Ko te tāutu i ngā mōhiotanga e tika ana kia mau i te ākonga mai i ngā reo ataata e whakaaturia ana ki te taha o te reo ā-waha.



Hei mahi

1. Give students the title of the poem. The students write down the words of the poem as you read it aloud one line at a time. (You may need to read it through twice.) Ask them what they think the poem is about.

2. In a brainstorming session, talk about the effect of having just a list of verbs (kupumahi). Note such things as:

o the way the title becomes an important clue as to the subject of the poem


o the fact that it makes the poem more difficult to understand at firsto the way the focus is entirely on the actions.

3. After reading the poem, talk about the fact that it consists entirely of verbs (kupumahi). Then get the students to look at the way they are used in a sequence to describe a gymnastics routine. Name a different gymnastics activity. As a class, or in smaller groups, ask the students to suggest verbs that describe that activity then put them into a sequence.

4. Use the poem 'Pītakataka' to give a simple explanation of the haiku form. (Note that in Māori each vowel counts as a syllable and long vowels count as two.) In pairs, or individually, the students write their own haiku about different gymnastics routines.

5. The students create waiata ā-ringa, haka, or poi from the haiku they have written and perform them to the class. The rest of the students try to work out what type of gymnastics routine is being portrayed.

6. The students illustrate the haiku they wrote about gymnastics, then collate and publish them as a book.


Ō mātou taumāhekeheke o te herenga ki IngarangiThis narrative is about a school's Commonwealth Games sports day. It is written in a diary format.



Whenu Kōeke Pūkenga1. Whakarongo

(Kōrero)2 Ko te tāutu, ko te

tīpako i ngā ariā matua o tētahi pānui whakamārama, whakamōhio rānei.


2 Ko te whakawhitiwhiti mōhio pono e māmā ana te āhua.


4. Tuhituhi (Pānui) 2 Ko te whakaraupapa i ngā kōrero, i ngā kaupapa rānei o tētahi tuhinga kōrero.


2 Ko te tāutu i te hononga o ngā āhuatanga reo ā-waha ki ērā atu āhuatanga o tētahi tuhinga.


2 Ko te hanga i ngā ataata whakaniko i te reo ā-waha.

Hei mahi

1. Divide an A4 sheet of paper into 6 sections. Write the following dates and times from the story as headings – one in each section.

o I te ahiahi o Rāhinao I te ahiahi o Rātūo I te ata o Rāapa: iwa karakao I te ata o Rāapa: tekau karaka


o I te poupoutanga o te rā: kotahi karakao I te ahiahi: rua karaka

Photocopy the sheet and give each student a copy. Read the story aloud to the class, pausing after each section (more often in longer sections). Each time you pause, the students are to write a sentence in the relevant section of their page summing up what you have just read to them. At the conclusion, students share orally what they have written.

2. The students work in pairs, one pretending to be a radio interviewer and the other the writer of the diary. The 'interviewer' asks questions about the sports day and the 'writer' gives answers based on the story.

3. After reading the story, the students write 6 questions about the main events in the diary entries. They then swap and write answers to each others' questions.

4. The students write a short report about the main events that occurred during a sports day at their school.

5. In pairs or groups, the students create a three-column table showing the link between the story's text and illustrations. The first column, headed 'Whārangi', is for the page number. The second, headed 'Whakaahua', is for the student to write a brief description of the illustration. The third, headed 'Reo ā-waha', is for the student to copy down a section of the text that is directly related to the illustration.

6. The students design a flag that a team could use in a school's Commonwealth Games sports day. The design should incorporate a slogan that they have created.


Te kairuku toaThis is a short poem describing a dive by a champion diver.



Whenu KōekePūkenga1. Whakarongo

(Kōrero)2 Ko te tāutu i ngā

kupu matua o roto i ngā tūmomo kōrero māmā.


2 Ko te whakapuaki kōrero pohewa.


4. Tuhituhi (Pānui) 2 Ko te tuhi pūrongo poto.


2 Ko te tāutu i te hononga o ngā āhuatanga reo ā-waha ki ērā atu āhuatanga o tētahi tuhinga.


2 Ko te whai wāhi atu ki ngā whakaaturanga

Hei mahi

1. Tell the students you are going to read the poem aloud to them without them seeing it and that they are to listen carefully to identify any words that are not key words. After you have done this, let the students see the poem and discuss with them why almost every word is a key word.

2. The students imagine they are the champion diver. In pairs, they tell each other what they imagine it felt like to do the dive that is described in the poem.

3. The students read this and the other two poems ('Ka pai ngā tau' and 'Pītakataka') and identify a common theme or themes. Discuss the themes they identify.

4. Using all of the words from the poem, the students write a short newspaper report about the champion diver's winning dive.

5. Tell the students to read the poem silently, looking carefully at its form – such things as its shape, the number and length of the lines, the use of upper and lower case letters. Discuss what they think the poet wanted to achieve by combining these features in the text.

6. The class is to memorise the poem and work out a set of actions to go with it. They recite it in unison (choral recitation) while performing the actions.



Rārangi tohutoro (References)Hakaraia, L. (2004). Matariki – The Māori New Year. Auckland: Reed.

Hammond, K. (2003). Te waka o Tama-rereti. He waka ānaunaua, he waka nui e! Te Tautoko, 48, 2–9 Te Whanganui-a-Tara: Te Pou Taki Kōrero.

Nohotima, P. rāua ko Goulton, F. (2003). Matariki ahunga nui. He Kohikohinga, 37, 4–6. Te Whanganui-a-Tara: Te Pou Taki Kōrero.

Taylor, P. (2001). Naked eye wonders – a short guide to the stars as seen from Aotearoa New Zealand. Auckland: Starman Productions.

Te Tāhuhu o te Mātauranga. (1996). Pūtaiao i roto i te marautanga o Aotearoa. Te Whanganui-a-Tara: Te Pou Taki Kōrero.

Te Tāhuhu o te Mātauranga. (1996). Te reo Māori i roto i te marautanga o Aotearoa. Te Whanganui-a-Tara: Te Pou Taki Kōrero.

Whitehead, D. ( 2003). Tools for literacy and learning. Auckland: Pearson Education New Zealand.

Williams, K. (2003). Te whānau mārama o Matariki. Te Wharekura, 35, 15–17. Te Whanganui-a-Tara: Te Pou Taki Kōrero.

Websites

Astronomy NZ

Astronomy in Your Hands

Christchurch City Libraries

Te Taurawhiri

Tai Tokerau Tourism


http://www.taitokerau.co.nz/matariki.htm

http://www.matariki.net.nz/

http://www.library.christchurch.org.nz/events/matariki/

http://www.astronomyinyourhands.com/

http://www.astronomynz.org.nz/maori/first_month.htm

Documents

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