he kohikohinga 39 -...

He Kohikohinga 39

Accessed from: Mā te pouako Teachers’ Notes

Accessed from: http://matepouako.tki.org.nz/He-Kohikohinga/He-Kohikohinga-39

© New Zealand Ministry of Education 2009.

Teachers in New Zealand may copy and adapt these notes for non-commercial educational purposes

ContentsHe Kohikohinga 39...........................................................................................................1

Mōkihi tāheke...................................................................................................................3

Hau wera..........................................................................................................................3

Kohinga hua rākau...........................................................................................................3

Te toka haututū................................................................................................................3

He papa reti hukapapa.....................................................................................................3

Ka huna, ka kimi...............................................................................................................3

Ngā hononga ki te marautanga........................................................................................3

Ngā rauemi.......................................................................................................................3





Mōkihi tāhekeNā Tipene Watson

He whakarāpopotoIn this piece of writing, an uncle and his nieces share a water-rafting adventure together. The uncle explains the procedures and safety aspects. However, the girls do not take heed of all that he says and get into a bit of strife.

Ngā āhuatanga i roto i te tuhingaHe whatu tūkanga

This piece of writing acknowledges the relationship between uncle and niece. The story illustrates, in written form, a sense of whanaungatanga. It also shows

how this bond helps the child to deal with their initial fear of the water-rafting experience.

This narrative highlights the importance of following instructions and respecting the words of those more experienced than yourself.

He whatu tamariki

The story begins as a recount told in the voice of a child. The story is about an exciting contemporary subject. The ideas are specific and to the point. The story emphasises the importance of perseverance.

He whatu pānuiHei tautoko i te kaipānui

Sentences are kept short to aid a better understanding. A familiar grammatical structure is used throughout the story. There are few unfamiliar words used in the text. Each paragraph focuses on one idea.

Kia mataara!Accessed from: Mā te pouako Teachers’ Notes




Some children may not be familiar with whitewater rafting. Discuss some other similar activities with the class.

He kete reo

This story is based on personal experiences and has features of recount writing. Discuss how some of the words and phrases listed below can be used in recount writing.

Ngā ariā tohu i te wā

I tō mātou ... ... ā, ka piki ...

Te reo whānau

... tō mātou ... ... tōku matua kēkē ... ... kia mōhio ai mātou ...

He kete kupu

Ensure that your students are familiar with the words in this 'He kete kupu' and are able to use them confidently.

āwhiowhio whirlpool kaka kautere life jacket karekare churned, became rough huripoki to tip out mōkihi tāheke river raft

Hei wānanga i te reo

Students could select all of the kupu tāruarua (māharahara, mātakitaki, tahataha) and use each of them in a sentence.

Students could write down what they understand the words in the 'He kete kupu' to mean, then compare them with the meanings of the words in the context of the story.





Students could focus on another sport or activity to extend their vocabulary knowledge.

Hei whakaihiihi Ask the students who has actually been whitewater rafting or seen it being done

before. Ask the students to recall a time when they have felt uneasy or afraid about

trying something new. Why were they uneasy? Did they eventually try the new activity? If they did, how did they feel afterwards? Why did they feel that way?

Discuss with your students what made the young girls become more confident on the water. What do they think the girls have learned by following the instructions?

Hei whakatā Read each paragraph with the students and ask them to identify the keywords for

each paragraph. Get the students to summarise the paragraph in one sentence. Ask students to outline the safety aspects mentioned in the story. Suggest that the students finish reading the story and then illustrate, or talk

about, the main events that occur in the story.

Hei wānanga Ask the students what the uncle meant when he shouted out "Ka ngau mai te

makariri". Discuss the ways in which the children in the story showed courage and

perseverance.

He whakapuaki māramatanga1. Nā te aha i hāmama atu ai te matua ki ngā tamariki?2. Ka pēhea te mahi tika ki te kauhoe atu?3. Nā te aha i ngunguru ai te puku o te tamaiti?4. Ki ōu whakaaro pēhea te āhuatanga o ngā tamariki i te wā e huripoki ana i te

awa?5. Whakamāramahia ēnei kōrero, "Tē taea te aha ..."6. Whakamāramahia ēnei kōrero, "Ka ngau mai te makariri ..."

Hei mahiAccessed from: Mā te pouako Teachers’ Notes




1. Ask the students to describe the journey down the river using story sticks. (Story sticks are two sticks that have different-coloured wool tied together at varying lengths. The string is wound around one stick. As the student starts to tell their version of the story, they slowly turn the two sticks until the first colour of wool is wound onto the second stick. Once the student reaches the next colour, the story sticks are passed to the next child. The next child continues the story, ensuring that they continue the flow of the story.)

2. Ask the students to illustrate the story.

Ngā taputapu Five to ten sets of story sticks Crayons Large sheets of newsprint

Ngā tohutohu1. Divide the students into groups of four.2. Distribute the story sticks, crayons, and newsprint to each group.3. Begin the activity by asking the students to retell the story in their own words

using the story sticks. (You may need to get the students to practise using the story sticks several times before retelling the story.)

4. Once the story has been retold, ask the students to choose one character from the story and draw an image of that person on the sheet of newsprint.

Ētahi atu mahi Students could write about the feeling of being scared or about what it feels like

to sit in wet clothes. Students could dramatise the scene of the boat tipping over. Students could write a poem describing all of the different movements of the

water. Students could develop their own game that focuses on questions and answers

and making decisions about how they manoeuvre through the rapids.





Hau weraNā Rongopai Broughton

He whakarāpopotoThis poem describes a hot air balloon floating in the sky. The children mentioned in the poem are reassured that the balloon will be guided safely to land in Kawerau.

Ngā āhuatanga i roto i te tuhingaHe whatu tamariki

The poem uses familiar descriptive language. The ideas are kept brief. The poem could lead students to discuss experiences of flying in a plane or

being at the top of a tall building.


The text is simple. Each line is short.

Kia mataara!

Poetry can be challenging for many readers. It is important to expose students to poetry in many formats. Get the students to express themselves in group situations and in pairs before they are asked to work independently. Teachers could work with students on the structure and descriptive language needed to express their ideas in poetry.






Discuss the kīanga used in the poem, for example, "kei te rere mai", "he mea nui", "he whero nei te tae".

Discuss the feelings of students who have been in similar situations. Record the types of words that they provide in the discussions.

Allow students opportunities to play with words to assist them in their creativity.

Hei whakaihiihi Ask the students what they know about hot air balloons and whether or not they

have seen one. Talk to the students about how the poem may assist them in the writing of their

own poetry.

Hei whakatā Read the poem to the students, ensuring you do not allow them to see the text or

illustrations. Allow students to form an image in their minds based on the reading of the poem.

Ask the students to describe the air balloon flying across the sky. What colour is the balloon? Is it the same shape, colour, or size as the one in the poem?

Get the students to list other things that fly. What types of words might they use to describe the images that they can see?

Hei wānangaAsk the students:

What makes the air balloon lift off the ground? How would you steer the balloon to Kawerau? What could cause the children to become worried? What words would you use to describe the movement of the air balloon?

Hei mahiAsk the students to write a poem based on the same subject or a subject of their choice.

Ngā taputapu Stiff black paper





Pieces of white paper for a template of the hot air balloon shape Different-coloured tissue paper A pencil Scissors Glue

Ngā tohutohu1. Children may work independently or in pairs for this activity.2. Brainstorm ideas about the colour and shape of their hot air balloon.3. Using the words generated from the discussion, get them to write a short four to

five line poem describing the size, shape, movement, and colour.4. Once the text is complete, have them begin making the hot air balloon shape to

place their poem on.5. Make the hot air balloon template by folding the black paper in half and lightly

drawing the shape ready to cut out. They will only need to draw half of the hot air balloon starting at the fold.

6. Glue the different-coloured tissue paper on to the opened-out black balloon shape.

7. Paste the poems onto the balloon shapes.

Ētahi atu mahi Students could write about things that fly. Students could create a humorous skit about flying. Students could make up story strips. Students could expand on the existing poem by writing from the perspective of

the hot air balloon.





Kohinga hua rākauNā Rongopai Broughton

He whakarāpopotoThis piece of procedural writing outlines the method for making fruit salad. The text highlights safety aspects of making fruit salad and aims to provide students with easy instructions to follow.


The text is structured as a set of instructions with the following characteristics:

a title stating the goal a list of the ingredients sequential instructions passive verbs, such as tīkina, miua, tapahia, and tangohia.

Kia mataara!

The students need to be familiar with reading and following recipes. You could begin by discussing the importance of following instructions sequentially, and should inform students about safety precautions.

He kete kupu


ue bowl miua to peel weiho to leave the skin on (equivalent to waiho) ruiruia mix Accessed from: Mā te pouako Teachers’ Notes




whakareka to sweeten

Hei whakaihiihi Introduce the title. Ask the students how they might make fruit salad. Ensure that

the students consider the process when they are reading the recipe. Ask the students to share any cooking experiences that they have had. Talk about the different types of fruit in the recipe. Ask the children if they have

seen other fruit being used in a fruit salad. Talk about the language used in the recipe and how it relates to this form of

writing.

Hei whakatā Talk through the process of making fruit salad with the students, ensuring they

are familiar with each step. Ask the students to read through the recipe with another child and suggest other

types of food arranged in a similar way, for example lettuce salad.

Hei wānanga Compare the process of making fruit salad with making other salads or fruit

arrangements that the students suggest. Discuss the reasons for the order of the steps to be followed when you are

preparing and cooking food. Discuss whether or not recipes need to always have a sequential pattern. Talk about preparation for cooking and about kitchen hygiene.

Hei mahiGet the students to make fruit kebabs, a fruit salad, and fruit platters to share for morning tea. The students will need to plan how to use the fruit provided to make the fruit arrangements.

Ngā taputapu Bowls Kebab sticks





Knives Chopping boards Large plates Fresh fruit (apples, pears, watermelon, grapes, kiwifruit, pineapple, rock melon,

strawberries, and so on). Arrange for the students to each bring some fruit to school. Ensure that a notice containing exactly which fruit the child is to bring is sent home. This will avoid having a huge double-up of the same types of fruit.

Ngā tohutohu1. Divide the class into three groups. Each group should focus on only one task. For

example, group one will make fruit kebabs, group two will make the fruit platter, and group three will make a fruit salad.

2. Ensure that the students wash their hands and tie back long hair.3. Arrange the classroom so that each group has an area where they are able to

work and make up their food.4. Get the students to chop the fruit up into medium to large cubes. (Ensure that

another adult is present when children are using knives.)5. For the fruit kebabs, slide a piece of fruit onto the stick until the kebab stick is

completely full. (Ensure that another adult is present doing this activity. Take special care when placing each piece of fruit onto the kebab stick.)

6. For the fruit salad, follow the recipe provided in He Kohikohinga 39.7. For the fruit platter, have them slice the fruit into wedges and bite-sized portions.

Ētahi atu mahi Students could write about the process of making fruit salad or the other fruit

arrangements mentioned in the 'Hei mahi'. Students could write poetry describing the texture, colour, and taste of the fruit. Students could create their own class recipe book by gathering ideas from each

other. Students could make up charts describing the characteristics of the fruits (see

the example below).

Example

Ingoa o te hua rākau He ārani He kōwhai He kākāriki He kākano Panana Āe Āe Ārani Āe Āe





Te toka haututūNā Tangihōro Fitzgerald

He whakarāpopotoThis narrative is about a young energetic rock. After some time, because of his energy, the older rocks ask that the young rock leave. The mischievous rock finds he is at the base of a mountain. The mountain erupts, and the rock is tossed out to sea where he begins his new life.

Ngā āhuatanga i roto i te tuhingaHe whatu tūkanga

The story is told through the personification of rocks. Lineage is shown by mention of the words pakeke and teina. The story highlights how change can make a difference to future generations.

He whatu tamariki

The dialogue reflects the types of conversations had by family members. The story looks at how one person's actions can affect another person. The story uses familiar characters such as Rūaumoko and Papatūānuku.


The text is structured as a simple narrative There is one theme throughout the story.

Kia mataara!

Some students may find certain words and ideas challenging. (See 'He kete kupu' for more information.)





Students may have little experience with personification. This should be discussed further to ensure the students have a full understanding.

He kete reo

This narrative compares the depths of the earth to the vastness of the sea. It mentions emotions of annoyance, anger, and being understanding.

He kete kupu


māeneene itchiness timotimohia nibbled torohū secrets, uniqueness rakaunui the moon on the seventeenth day of the month


Spend time looking at the different sentence starters, such as: o Tērā tētahi ...o Nāwai rā ...o Kātahi ka ...o Nā tēnei mātauranga ...

Focus on phrases like o Kapi ana tōna tinana ...o Rongo ana te toka ...o Ka mirimiria tōna tinana ...

Hei whakaihiihi Read the story to the students. Introduce new words. Allow the students to share their thoughts on the banishing of the younger rock. Ask the students to read the story to find a phrase that describes the rock's

feeling of being in a strange land.





Hei wānanga Discuss the various feelings portrayed in the story. Discuss possible situations in which students have felt the same way. Talk about other strategies for placating the younger rock. Ask the students "How would the story change if the older rocks decided not to

ask Rūaumoko to let him go?"

He whakapuaki māramatanga1. He aha te āhua o te kāinga tūturu o Toka Haututū?2. He aha te āhua o tōna kāinga i te mutunga o te kōrero?3. Ka pēhea ia ka tae ki tērā kāinga?4. Ki ōu whakaaro, he aha te tino take kua puta mai i tēnei tuhinga?5. He aha ngā ritenga me ngā rerekētanga o ngā kāinga rerekē o Toka Haututū?

Hei mahiGet the students to write up discussion topics based on the story.

Ngā taputapu Pen or pencil Paper

Ngā tohutohu1. Students will work in pairs.2. The students discuss what their argument might be. For example: Toka Haututū

should remain under ground with Rūaumoko and the other rocks.3. The students write this down at the top of the table.4. They then write a list of reasons for and against their argument. For example: 5. Students then present their findings orally to the class.

Chart for activity

Topic:Reason for Yes Reason for No





Ētahi atu mahi Students could write letters to the editor from the perspective of Toka Haututū or

the older rocks. Students could recreate the story in a cartoon format. Students could introduce another perspective where the haututū rock should

become the leader of the rock clan. How would this change the story? Students could write letters asking other atua such as Tāwhirimātea to come to a

decision council about whether or not Toka Haututū should be sent away.





He papa reti hukapapaNā Tipene Watson

He whakarāpopotoThis piece of writing describes the features of a snowboard. It outlines the type of materials the snowboard is made of and what its function is.


The story describes snowboarding as a fun activity. The sentences are kept short. The snowboard has similarities to the skateboard, which most children are

familiar with.


Each paragraph is short and to the point. The text steers away from too many interest words. The illustrations support the text.

He kete reo

Discuss how the word 'ai' can be used in a sentence. Students could describe the use of the following phrases:

... hangaia ai ... Whakahaerehia ai ... Mahia ai ... ... kia pai ai ... ... kia kore ai ... ... kia māmā ai ...





He kete kupu

Ensure that your students are familiar with the words in the 'He kete kupu' and are able to use them confidently.

papa reti hukapapa snowboard papamuka fibreglass rekareka leisure, fun


Ask the students to make up a list of nouns and adjectives from the text. Use these words to create their own ideas for writing and extending their vocabulary.

Hei whakaihiihi Relate the story to the students leisure time activities. What comparisons can

they make? Discuss with the students the different features of the snowboard and talk about

the purpose and function of each section.

Hei whakatā Read each paragraph and ask the students to visualise the images in their head.

Give them some time to discuss their images with a partner. Discuss the use of the word 'He' in the text and ask them to find out why it is so

important to the make-up of this type of story.

Hei wānanga Draw the students' attention to talk perspective thinking: (Talk perspective

thinking involves deliberately giving the power of speech to objects as a means of appreciating an alternative perspective. See D. Whitehead, 2002.) Ask the students to think about what the snowboard might be thinking or wanting to say as someone goes to stand on top of it or even as it's sliding down the side of a mountain.

Suggest that the students read to the end of the story and retell the story from the snowboard's perspective.





He whakapuaki māramatanga1. Nā te aha te piko kei ia pito o te papa reti hukapapa?2. He aha ngā tohutohu kia pai ai te reti hukapapa?3. He aha ngā āhuatanga o te papa reti hukapapa kua kōrerohia i te tuhinga nei?4. Ki ō whakaaro he aha te rerekētanga o te mahi whakataetae i te mahi ngahau?5. He aha ētahi atu ngahau retireti?

Hei mahiAsk the students to listen to a partner read the text. As one students reads, the other student puts the text in order according to the order of the storyline.

Ngā taputapu Photocopied ākonga worksheets A pencil Scissors

Ngā tohutohu1. Get the students to work in pairs.2. The students decide who will be Ākonga A and who will be Ākonga E.3. Hand the photocopied sheets for Ākonga A to the appropriate child. Hand out the

matching cut-up sections to Ākonga E.4. Ākonga A must read the text to the other student at least twice. The first time,

Ākonga E should only be listening to the text. After the second reading, Ākonga E must place the text in the right order. If Ākonga E has difficulty completing the task, Ākonga A must read the text another time and allow Ākonga E to rearrange the text again if necessary.

Ētahi atu mahi

Photocopy sheet 1

Ākonga A (He mahi pānui)He papa retireti tēnei. Hangaia ai te papa reti hukapapa ki te papamuka. E rima pūtu tōna roa. He taputapu tēnei hei mahi ngahau, hei mahi rekareka, hei whakataetae rānei.Accessed from: Mā te pouako Teachers’ Notes




He papatahi tōna hanga. E rua ōna taha. Tino maheni a raro, kia māmā ai te retireti. E rua ngā wāhanga whakamau kei runga hei here i ngā hū. E rua ōna pito. Ko mua tētahi, ko muri tētahi. He piko whakarunga kei tēnā pito kei tēnā pito kia pai ai te retireti.

Whakahaerehia ai tēnei papa retireti e te tangata. Me toro i ngā ringa ki ngā taha kia kore ai e taka. Mā te korikori tinana ka rerekē te mahi a te papa retireti.

Mahia ai tēnei taputapu ki ngā papa reti hukapapa i runga i ngā maunga. Ka mahia hoki te papa retireti nei ki runga i ngā mata motuhake kua hangaia e te tangata.

Photocopy sheet 2

Ākonga E (He mahi whakaraupapa)

He papatahi tōna hanga. E rua ōna taha. Tino maheni a raro, kia māmā ai te retireti. E rua ngā wāhanga whakamau kei runga hei here i ngā hū. E rua ōna pito. Ko mua tētahi, ko muri tētahi. He piko whakarunga kei tēnā pito, kei tēnā pito kia pai ai te retireti.

------------------------------------------------------------

He papa retireti tēnei. Hangaia ai te papa reti hukapapa ki te papamuka. E rima pūtu tōna roa. He taputapu tēnei hei mahi ngahau, hei mahi rekareka, hei whakataetae rānei.

------------------------------------------------------------

Mahia ai tēnei taputapu ki ngā papa reti hukapapa i runga i ngā maunga. Ka mahia hoki te papa retireti nei ki runga i ngā mata motuhake kua hangaia e te tangata.

------------------------------------------------------------

Whakahaerehia ai tēnei papa retireti e te tangata. Me toro i ngā ringa ki ngā taha kia kore ai e taka. Mā te korikori tinana ka rerekē te mahi a te papa retireti.





Ka huna, ka kimiNā Rongopai Broughton

He whakarāpopotoThis poem describes children playing hide and seek. One particular child has been hiding for a very long time. This child becomes the winner of the game.


Sentences are brief. Language is easy to follow.


The poem uses familiar language. The poem focuses on one subject. The poem describes a situation familiar to most children.

Kia mataara!

Poetry can be challenging for many readers. It is important to expose students to poetry in many formats. Give students opportunities to express themselves in a group, and in pairs, before they are asked to work independently. Teachers could work with students on the structure and descriptive language needed to express their ideas in poetry writing.

He kete kupu

Please ensure that your students are familiar with the words in this 'He kete kupu' and are able to understand and use them confidently.





nanakia crafty, cunning hōro blanket

Hei whakaihiihi Ask the students to imagine a hiding place they have been in. Describe to the

class where that hiding place was and how their body was positioned. What could they smell? Why was their body in the position first described?

Ask the students about other games that they play.

Hei whakatā When reading the poem, ask the children to use expression and to be mindful of

the mood the poem evokes.

Hei wānanga Ask the students what they think 'hōro' means. Once they have done this, find

out if they are able to think of other words that mean the same. Ask the students what they know about the rules of this particular game. What

does the poem tell you about the rules?

Hei mahiAsk the students to discuss, create, and write the rules of a game that they are familiar with or of another game that they have created themselves.

Ngā taputapu A pen or pencil Paper

Ngā tohutohu1. Ask the students to find a partner.2. Have them brainstorm ideas for their own simple game.





3. Get them to draw the main ideas and what the game might look like. They should show the placement of people on the field if it is an outside game, or what the playing board might look like if it is a board game.

4. Ask them to team up with another two pairs of people and choose which game they will test.

5. Have them present their game to the class.

Ētahi atu mahi Students could be encouraged to extend their ideas and thoughts about the story

by asking the question "What would happen if ...?" Students could make a domino game using words from the text or adding words

that relate to the subject of the poem. Students could write a rap describing what it feels like to win a game or any other

event.





Ngā hononga ki te marautangaNgā pūkenga Learning outcomes

Students will be able to:Te Reo: Tuhituhi, kōeke 2Ko te tuhi i ngā tuhinga whakaahua poto e pā ana ki ōna wheako whaiaro.

write a set of rules for a game developed with a partner

Te Reo: Pānui, kōeke 2Ko te tāutu i ngā kōrero pono, i ngā kōrero paki.

categorise a text according to whether it is fact or fiction

Te Reo: Pānui, kōeke 2Ko te rapu mōhio motuhake mai i ngā tuhinga poto.

identify main points from the text

Te Reo: Whakaatu, kōeke 3Ko te whakakotahi i te reo ataata me te reo ā-waha.

read aloud informally, with fluency and expression

Te Reo: Tuhituhi, kōeke 2Ko te tuhi i ngā tuhinga whakaahua poto e pā ana ki ōna wheako whaiaro.

write a set of rules for a game developed with a partner

Te Reo: Mātakitaki, kōeke 2Ko te tāutu i te hononga o ngā auahatanga reo ā-waha ki ērā atu āhuatanga o tētahi tuhinga.

present ideas in a visual and written format.





Ngā rauemiJames, F. and Kerr, A. (1998). On First Reading. Hong Kong: World Print Limited.

Johnson, T. D. and Louis, D. R. (1989). Bringing It All Together. Melbourne: Thomas Nelson Australia.

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

Whitehead, D. (2002). Catch Them Thinking and Reading. Australia: Hawker Brownlow Education.

Whitehead, D. (1997). Writing Frameworks Helping Students Get to Grips with Transactional Writing. Christchurch: User Friendly Resource Enterprises Limited.

Mana pupuri © Te Karauna 2004





he kohikohinga 39 -...

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