Summer Weather – Taumata 1

Te Whakapapa o Tamanuiterā

Ako ā-Kākā

Rote learn a simple whakapapa of Tamanuiterā.

Ka moe a Ranginui i a Papatūānuku.
Ka puta ko Urutengangana.
Ka moe a Urutengangana i a Hineteāhuru.
Ka puta ko Tamanuiterā. 

Make Mobiles

• Make mobiles from sticks and feathers to represent Tamanuiterā’s whakapapa. Use the mobile as a visual and tactile prompt for reciting whakapapa.
• Make a mobile and demonstrate using it to recite whakapapa. Talk about how our tūpuna used rākau whakapapa for the same purpose and show some pictures of these. 

What you need

• 2 sticks, 20 cm and 15 cm in length per student – driftwood, branches, kōrari or bamboo
• Feathers 5–10 cm, 5 per student
• String, wool or fishing line
• Scissors
• Felt pen 

What to do

• Cut 4 pieces of string to 10 cm long and tie each one to the quill of a feather.
• Cut another piece of string to 20 cm cm long and tie to the last feather.
• Lay out the sticks and feathers on a table.
• Mark the sticks with a felt pen where you will tie each feather and the other stick.
• Tie the feathers and sticks.
• Using the mobile as a prompt, students practise reciting Tamanuiterā’s whakapapa. 

Hine Takurua rāua ko Hine Raumati

What you need

• The story of Hine Takurua rāua ko Hine Raumati
• Small cards
• Pen 

What you do

• Read the story of Hine Takurua rāua ko Hine Raumati to your students.
• Ask students to retell a part of the story that they can remember. As they retell their part draw a little picture onto a card to remind them, write their name on the back of the card and give the cards back to them.
• Tell the story again and ask the students to pay attention to when their piece of the story comes up. When it does they can put their hand up.
• As each hand goes up invite the student to come stand in a ‘story line’. By the end of the story they should all be standing in a sequenced ‘story line’.
• Tell the story once more so they can check their place in the ‘story line’.
• Have the ‘story line’ retell the story. They won’t have all the parts of the story but they’ll have enough.
• If more than one student has the same part of the story that’s fine. They can stand together on the ‘story line’. It also provides an opportunity to talk about the parts of the story. 

Ako ā-Kākā

• Rote learn the karakia Tākiri ko te Ata and recite as a class every morning.
• Learn Tākiri ko te Ata as a waiata and sing in the mornings.
• Look at this repeated language structure from the karakia:
  • tākiri ko te ata
  • kōrihi ko te manu
• In pairs read aloud the following words and match the word on the left to the most appropriate word on the right. Refer back to the karakia if necessary.

• When the words are matched, say the phrases aloud, e.g. “Tākiri ko te ata.” 

Ka tō he rā, ka rere he rā

• Watch ‘Māui me te Rā’.https://www.youtube.com/watch?v=wgLWdCrgR7w
• Talk about day and night. What words do we use to talk about day and night? Here is a diagram and some key words: Ao, Pō, Ata, Rānui, Ahiahi, Ahiahi Pō, Waenganuipō, Ata Pō