Ngā Manu Tukutuku

Te Whāinga o Tēnei Pukapuka | Purpose

The teacher support materials are designed to assist teachers to: 

• identify links with Te Marautanga o Aotearoa
• identify links to the National Certificate of Educational Achievement
• align the text to school literacy programmes
• extend the contexts and uses of the text with examples of learning activities
• highlight learning strategies which reinforce the language skills and knowledge focused on in each story.

He Hononga ki Te Marautanga o Aotearoa | Curriculum Links 

Here are some links to the Te Reo Māori learning area of Te Marautanga o Aotearoa. Links can be made to other learning areas, however teachers should select learning areas and achievement objectives appropriate for their class programme. 

Hononga ki Te Taumata ā-­Motu ka Taea | Links to the National Certificate of Educational Achievement 

The table below identifies the standards that are supported in this journal. The activities are aligned to the achievement standards and support the assessment specifications for pānui and tuhituhi. This journal is designed to support teachers of Te Reo Māori.  Ach

He Tirohanga Whānui me ngā Āhuatanga Reo | Overview of the Articles and their Language Features 

There are three articles in the journal Te Papatipu 1. The following pages provide a brief overview of each article. They show the type of writing, features of that style, and some examples from each article. The intention is that students will be able to explore the range of writing styles and their features. 

He Huarahi Ako | Teaching and Learning 

Teaching Purposes 

To support students to: 

• develop their knowledge about the origins and types of manu tukutuku
• identify language features of explanatory narratives
• develop comprehension strategies so that they are able to identify the main points of a story, and to put them in sequential order
• develop comprehension strategies to make connections, ask questions, to infer, and to identify the author’s purpose and point of view.

Contexts for Learning 

Contexts for learning could include: 

• whakapapa of manu tukutuku
• historic information associated with manu tukutuku
• proverbs associated with using manu tukutuku
• making manu tukutuku.

I Mua i te Pānui Pukapuka | Before Reading

1. Brainstorm what students already know about manu tukutuku. Group features of the manu tukutuku which the students have identified.

2. Brainstorm what students already know about manu tukutuku. Write some questions on the topic that you would like to know about.

3. Read two or more tribal stories about manu tukutuku. Research the similarities and differences of the manu tukutuku in the tribal stories. Research two or more tribal stories.

4. Explain some features of recount texts to the students, and give them some examples. For example: sequencing expressions, first person voice, and verbs.

I Muri i te Pānui Pukapuka | After Reading

Below are some possible assessment and extension activities pouako could use.

• Encourage students to discuss the following questions:
  • What are the main things we have learned as a result of reading this book?
  • What were the questions or ideas you wrote before you read the book?
  • Have your questions been answered? If not, try and find some answers in another way, try the library, the internet, or perhaps ask family.
• Identify the descriptive text in the book and talk to the students about how this type of text helps the reader to identify with the feelings of the writer. You could also talk about how the use of descriptive language makes writing sound more engaging.

He Hokinga Whakamuri hei Kōkiringa Whakamua | Ideas for Reflecting on Learning and Planning Next Learning Steps

• Encourage students to research other manu tukutuku from Aotearoa and overseas.
• Have students interview an elder about manu tukutuku and how they were used when they were young, or get them to learn a pūrākau that has something to do with the manu tukutuku. Then students present their information either as a speech or a computerassisted presentation.

Ngohe 1

Group exercise. Read the articles. Pick out the main ideas under the key sections, that is Aotearoa, Te Moana-nui-a-Kiwa, and Rēkohu. Arrange these in sequence as presented in the book and present these ideas to the class. 

Ngohe 2

Research at least two manu tukutuku stories. Then students work in groups of three to write a short play based on one of the stories, and show it to the class. 

Ngohe 3

Research manu tukutuku on line, focusing on the tribal areas of the students. Write the key ideas from each story. Write a summary for each key idea, then share with the class. Identify common themes across the stories. 

Ngohe 1

Research a person renowned for making manu tukutuku. Write a biography using the format and vocabulary as an example. Then present the information as a computer-assisted presentation. 

Ngohe 2

Read the text. Design a comprehension test for one of your friends. Think of 10 questions. For example: 

• Where is Manu from?
• Where did he grow up?
• What is Manu aiming to achieve next year?
• What does Manu believe is the reason he has reached the heights of making manu tukutuku?

When finished, students swap tests, answer the questions, and then mark each other’s responses. Create a single test from all questions for the class. 

Ngohe 1

Design a poster outlining all key information about manu taratahi.

Ngohe 2

Read carefully through the instructions and then re-write your own simple instructions explaining how to make a manu taratahi.

Ngohe 3

Research a manu tukutuku. Write a pamphlet about that manu tukutuku.

Ngohe 4

Make a manu taratahi.