Questioning A Living Memorial

Overview

Students read an excerpt from The Pā That Matawhero Built and practise answering and discussing comprehension questions. They focus on how “why” questions identify causes and how “how” questions explain processes, while using evidence from the text to support their ideas.

Learning intentions

• WALT identify what a question is asking us to find out.
• WALT answer “why” and “how” questions using evidence from a text.
• WALT explain causes, processes and decisions described in an article.
• WALT ask useful research questions about a topic.

Success criteria

• I can identify whether a question asks what, when, why or how.
• I can answer in a complete sentence and refer to information in the text.
• I can explain both a reason and a process when a question asks “why” and “how”.
• I can write a research question that cannot be answered by the text alone.

Curriculum links

• Oral Language — Communicating and Presenting: asking and answering “why” and “how” questions to explain ideas.
• Oral Language — Verbal reasoning: recognising that questions often begin with who, what, where, when, why or how.
• Oral Language — Communicating and Presenting: understanding that “why” questions show causes.
• Oral Language — Communicating and Presenting: understanding that “how” questions explain how something works, happens or is done.

Lesson structure (20 minutes)

1. 0–3 min · Hook and question focus. Open with the hook and question-focus slides showing a photograph or illustration of Pakeke o Whirikoka and ask: “Why might someone rebuild a pā, and how could they do it respectfully?” Students turn and talk, then identify that “why” asks for a reason and “how” asks about a way or process.

2. 3–6 min · Model using evidence. Display the short text extract on the text and modelling slide: Matawhero studied the land, talked with whānau, kaumātua and local farmers, and used clues such as hollows in the ground to plan the restoration. Think aloud: “Why did Matawhero spend time studying the hill?” Model: “He studied it because he needed to decide where to build.” Then model a “how” answer: “He planned by observing the land, speaking with others and researching.” Students help underline the cause or process in their own copies or on the worksheet.

3. 6–14 min · Paired comprehension challenge. Distribute the Pā comprehension and research-question worksheet to pairs. Students read the relevant extract from the supplied text and answer questions 1–8 in full sentences, underlining or noting the evidence used. Encourage partners to say, “I know this because…” before writing. Circulate and ask: “Which words in the question tell you what kind of answer is needed?” Students may use the question-stem cards as prompts when identifying question types or explaining their thinking.

The worksheet questions are:

1. What was Matawhero trying to restore at Pakeke o Whirikoka?

2. When did Matawhero begin thinking carefully about his restoration plan?

3. Why did he spend time looking at the hill before building?

4. How did Matawhero find clues about where buildings had once stood?

5. What and how did the original pā builders provide for their people?

6. Why and how was the pātūtū built to provide security?

7. How did Matawhero build the whare moe using traditional materials?

8. Why and how did Matawhero improvise when raupō and harakeke were difficult to find?

9. Research question: Why are pā and other places of significance important to iwi and hapū today?

10. Research question: How could people learn more about the history and future of pā sites in their own rohe?

11. 14–17 min · Share and improve. Display the pair-share and answer-check slides. Invite pairs to share answers to questions 3, 6 and 8, selecting one “why”, one “how” and one combined response. Classmates listen for a clear answer and supporting evidence. Students improve one answer by adding “because”, “by” or a specific detail from the text.

12. 17–20 min · Individual exit response. Students complete the final section of the Pā comprehension and research-question worksheet independently: write one answer to question 9 or 10 and explain whether it could be answered from the article or requires further research. Invite two students to read their research questions aloud, then collect the worksheets.

Resources

• Supplied excerpt from The Pā That Matawhero Built
• the complete question-and-discussion slide deck
• the Pā comprehension and research-question worksheet
• the question-stem cards
• Highlighters or coloured pencils
• Pens or pencils
• Whiteboard and marker

Assessment

• Listen during the hook and modelling to check that students distinguish “why” as cause and “how” as method or process.
• During paired work, check whether students locate relevant evidence and answer combined questions with both required elements.
• Use the worksheet and exit response to identify students who can explain ideas clearly and formulate research questions beyond the text.

Differentiation

• Support readers with a shortened extract, selected paragraphs, oral reading, and sentence frames: “This happened because…”, “It was done by…”, and “I know this because the text says…”.
• Pair students thoughtfully and allow oral rehearsal before writing; provide the glossary from the text for terms such as restoration, sustainable, improvise and kaitiaki.
• For EAL learners, clarify question words with gestures and examples, and accept labelled evidence, drawing or oral responses before developing written sentences.
• Extend confident students by requiring two pieces of evidence for one answer or by asking them to turn question 9 or 10 into a researchable question with possible sources and keywords.

Suggested answers / teacher answer guide

1. Matawhero was restoring Pakeke o Whirikoka, the pā site.
2. He began planning before building, after learning about the site and deciding to restore it.
3. He studied the hill to understand the land and decide where buildings and defensive features had been.
4. He observed hollows, depressions and other clues in the ground.
5. The original pā builders provided shelter or homes and food or other resources for their people.
6. The pātūtū was a defensive feature that helped protect the pā and its people by using the land and fortifications strategically.
7. He used traditional, locally sourced materials and traditional building methods to construct the whare moe.
8. He used available substitute materials and practical solutions when raupō and harakeke were difficult to find.
9. Pā and significant places connect iwi and hapū with ancestors, identity, whakapapa, whenua and mātauranga. They help protect and pass on history. This needs further research beyond the article.
10. People could talk with kaumātua and mana whenua, visit archives, museums or libraries, consult iwi or hapū sources, and use reliable local-history sources. This needs further research.

Accept equivalent answers when students support them with accurate evidence from the text.