Te Pūāhua me ōna Āhuatanga

Overview

Ko tēnei te akoranga tuarua o te wāhanga ako “Exploring Māori Stories”. Ka tātari ngā ākonga i ngā pūāhua matua o ngā pūrākau Māori, ka tautohu i ō rātou āhuatanga, whāinga, uauatanga me ngā taunakitanga mai i te tuhinga. Ka hanga hononga rātou i waenga i ngā mahi a te pūāhua, ngā uara Māori me te kaupapa o te pūrākau.

This is the second lesson in the unit "Exploring Māori Stories." Students will analyse the main characters of Māori legends, identifying their traits, goals, challenges, and evidence from the text. They will make connections between the character's actions, Māori values, and the story's theme.

Learning intentions

• WALT tautohu i ngā pūāhua matua me ā rātou mahi i roto i tētahi pūrākau Māori.
  • We are learning to identify the main characters and their actions in a Māori story.
• WALT whakamārama i ngā āhuatanga, ngā whāinga me ngā whakatau a tētahi pūāhua.
  • We are learning to explain the traits, goals, and decisions of a character.
• WALT whakamahi taunakitanga mai i te tuhinga hei tautoko i te tātari.
  • We are learning to use evidence from the text to support analysis.
• WALT kōrero, tuhi hoki mā te reo Māori e hāngai ana ki te pūtake me te hunga pānui.
  • We are learning to speak and write in Māori relevant to the topic and audience.

Success criteria

• Ka taea e au te tautohu ko wai te pūāhua matua, ā, he aha tana mahi i roto i te pūrākau.
  • I can identify who the main character is and what their role is in the story.
• Ka taea e au te whakaingoa me te whakamārama i te rua neke atu o ngā āhuatanga o te pūāhua.
  • I can name and explain at least two traits of the character.
• Ka taea e au te whakamahi i tētahi mahi, kōrero rānei hei taunakitanga.
  • I can use an action or speech as evidence.
• Ka taea e au te whakamārama he pēhea te hono o te pūāhua ki te kaupapa, ki tētahi uara Māori rānei.
  • I can explain how the character connects to the theme or a Māori value.

Curriculum links

• Waihanga tuhinga auaha, i te reo o te ao torotoro — whakawhanake whakaaro me te whakamahi i ngā āhuatanga reo e hāngai ana ki te pūtake me te hunga pānui.
• Carry out an inquiry of an historical event or place that is of significance to New Zealanders — whakarite, tātari, whakaraupapa me te arotake taunakitanga.
• Create a section of a Te Ao Haka item — tūhura i te tirohanga, te whakatau me te reo o tētahi pūāhua hei whakaatu kaupapa.
• Te taumata NCEA 2: whakawhanake me te honohono i ngā whakaaro, kaua ko te whakarārangi kōrero anake.

Lesson structure (60 minutes)

1. 0–7 min · Kuhu me te whakahoki mahara. Ka whakaatu te kaiako i tētahi whakaahua o Māui, o Tāwhirimātea rānei, ā, ka pātai: “He aha ngā āhuatanga e mōhiotia ana e koe mō tēnei pūāhua?” Mā te whakaahua me ngā pātai whakaohooho e ārahi te whakaaro takitahi, te kōrero ā-rua me te kohikohi kupu ki te papa.

   (0–7 min · Entry and recall.) The teacher shows a picture of Māui or Tāwhirimātea and asks: "What traits do you know about this character?" Using the picture and prompting questions guides individual thinking, pair discussion, and word collection on the board.

   Ka tuhi ngā ākonga i ngā kupu āhuatanga e toru, kātahi ka whakamārama ko hea te puna o ō rātou whakaaro: te tuhinga, te kōrero ā-waha, te kiriata, te whānau rānei.

   Students write three trait words and explain where their ideas come from: the text, oral story, video, or family.

2. 7–17 min · Whakaako tika: me pēhea te tātari pūāhua. Ka whakamārama te kaiako i te rerekētanga i waenga i te tautohu me te tātari: “He toa a Māui” he tautohu; “He toa a Māui nā te mea ka whakamātau ia i ngā mahi mō te oranga o te iwi” he tātari. Ka tauira te kaiako i te anga: Āhuatanga → Mahi/kōrero → Taunakitanga → Pānga ki te kaupapa mā te tauira tātari me te anga taunakitanga.

   (7–17 min · Direct teaching: how to analyse a character.) The teacher explains the difference between identification and analysis: "Māui is brave" is identification; "Māui is brave because he tries tasks for the wellbeing of the people" is analysis. The teacher models the framework: Trait → Action/speech → Evidence → Connection to theme using an example analysis.

   Ka whakatauira ngā ākonga i te rerenga kōrero: “He ___ te pūāhua nā te mea ___. E kitea ana tēnei i te wā i ___. Nā konei, ka ___ te kaupapa.”

   Students practice the sentence frame: “The character is ___ because ___. This is seen when ___. Therefore, the theme ___.”

3. 17–25 min · Pānui me te kohikohi taunakitanga. Ka tohatoha te kaiako i tētahi pūrākau poto kua ako kē te akomanga, pēnei i tētahi wāhanga o te pūrākau mō Māui, Hinemoa rānei. Ka pānui ngā ākonga takitahi, ā-rua rānei, ka tohu i ngā mahi, kōrero me ngā whakatau e whakaatu ana i te pūāhua.

   (17–25 min · Reading and gathering evidence.) The teacher distributes a short story previously studied, such as a section about Māui or Hinemoa. Students read individually or in pairs, marking actions, speech, and decisions that show the character.

   Ka whakamahi ngā ākonga i te pepa tātari pūāhua me te ripanga taunakitanga hei tuhi i te pūāhua matua, ngā āhuatanga me ngā wāhanga tika o te tuhinga.

   Students use the character analysis sheet and evidence table to write the main character, traits, and relevant parts of the text.

4. 25–40 min · Tātari ā-rōpū. Ka whakarōpū te kaiako i ngā ākonga kia rima ngā rōpū, tokorima ki ia rōpū. Ka tohua e ia rōpū tētahi pūāhua mai i te pūrākau, ka rangahau i tana whāinga, tana āhuatanga, tana raruraru, tana hononga ki ētahi atu me te uara Māori e kitea ana.

   (25–40 min · Group analysis.) The teacher divides students into five groups of five. Each group selects a character from the story and researches their goal, traits, challenges, relationships, and Māori values shown.

   Ka whakamahia tonu ngā tohutohu mahi rōpū me ngā pātai tātari. Me whakaoti ia rōpū kia toru ngā kerēme, kia toru ngā taunakitanga, me tētahi whakamārama mō te pānga ki te kaupapa. Ka huri te kaiako ki ia rōpū, ka pātai: “He aha tō taunakitanga?” me “He aha te take nui o tēnei mahi?”

   Groups follow the group work instructions and analysis questions. Each group completes three claims, three pieces of evidence, and an explanation of the connection to the theme. The teacher visits groups asking: "What is your evidence?" and "What is the main point of this work?"

5. 40–52 min · Tuku kōrero me te wero a ngā hoa. Ka whakaatu ia rōpū i tana tātari mō te kotahi meneti. Me whakamahi te reo Māori, ā, me whakahua he taunakitanga, kaua ko te whakarāpopoto noa.

   (40–52 min · Presentations and peer challenge.) Each group presents their analysis for one minute. They must use Māori and state evidence, not just summarise.

   Ka tuhi ngā ākonga whakarongo i tētahi whakaaro e whakaae ana rātou, me tētahi pātai, ki te wāhanga urupare a te hoa. Ka āwhina te kaiako i te whakatikatika i te reo, i te whakahua me te hononga o te taunakitanga ki te kaupapa.

   Listening students write one agreeing comment and one question for peer feedback. The teacher helps correct language, pronunciation, and linking of evidence to the theme.

6. 52–60 min · Whakakapi me te aromatawai. Ka hoki te kaiako ki ngā paearu angitu mā te kiriata whakakapi me ngā paearu angitu. Ka whakaoti ngā ākonga i te rerenga: “Ko te āhuatanga tino whai take o ___ ko ___. E tautokona ana tēnei e ___. He mea nui tēnei ki te kaupapa nā te mea ___.”

   (52–60 min · Conclusion and assessment.) The teacher revisits success criteria using the closing video and criteria. Students complete the sentence: “The most important trait of ___ is ___. This is supported by ___. This matters to the theme because ___.”

   Ka kohia te pepa hei tirotiro i te āhua o te whakawhanake whakaaro, te hononga o ngā taunakitanga me te tika o te reo.

   Papers are collected to check the development of thinking, connection of evidence, and language accuracy.

Resources

• te whakaahua me ngā pātai whakaohooho (pictures and prompting questions)
• te tauira tātari me te anga taunakitanga (analysis model and evidence framework)
• ngā tohutohu mahi rōpū me ngā pātai tātari (group work instructions and analysis questions)
• te kiriata whakakapi me ngā paearu angitu (closing video and success criteria)
• te pepa tātari pūāhua me te ripanga taunakitanga (character analysis sheet and evidence table)
• He kape o te pūrākau Māori kua tīpakohia (a copy of the selected Māori story)
• Papa mā, pene, me ngā miramira (whiteboard, pens, and highlighters)
• Papakupu reo Māori, ā-ipurangi, ā-tuhi rānei (Māori dictionaries, online or print)

Assessment

• Ka whakarongo te kaiako ki ngā kōrero ā-rua me ngā rōpū, ka tirotiro mēnā e whakamārama ana ngā ākonga i te hononga āhuatanga–mahi–taunakitanga–kaupapa.
• Ka whakamahi te kaiako i te pepa mahi hei aromatawai i te kounga o ngā whakaaro, te kōtuitanga o ngā taunakitanga me te whakamahinga o te reo Māori.
• Ko te rerenga whakakapi he aromatawai putanga: me whai āhuatanga, taunakitanga me te whakamārama i te pānga ki te kaupapa.

Differentiation

• Mā ngā ākonga e hiahia tautoko ana, ka whakarato te kaiako i ngā tīmatanga rerenga kōrero, he rārangi kupu, he tauira kua oti, me te wāhi ki te tuhi i te reo Pākehā tuatahi kātahi ka whakamāori tahi.
  • For students needing support, the teacher provides sentence starters, word banks, completed examples, and space to write in English first before translating.
• Mā ngā ākonga whai dyslexia, ka whakamahi i te kape pūrākau momotuhi mārama, te rahi ake o te pū, te nui o te wāhi mā, te putanga oro, me te pānui ā-hoa; kaua e tono kia pānui ā-waha me te kore whakarite.
  • For students with dyslexia, use clear font story copies, larger font size, more white space, audio versions, and paired reading; do not require oral reading without preparation.
• Mā ngā ākonga EAL, ka tautoko ngā whakaahua, ngā whakamārama kupu, te mahi ā-rua me te kōrero i mua i te tuhi.
  • For EAL students, support with pictures, vocabulary explanations, pair work, and speaking before writing.
• Mā ngā ākonga matatau, ka whakataurite i te pūāhua ki tētahi atu pūrākau, ka tātari i te rerekētanga o ngā tirohanga, ka parahau ko wai te pūāhua tino whai hua ki te kaupapa.
  • For advanced students, compare the character to another story, analyse differing perspectives, and debate who is the most influential character to the theme.

Extension

• Tuhia he kōwae auaha mai i te tirohanga o te pūāhua, me mau tonu ki ōna āhuatanga, whāinga me ngā uara o te pūrākau.
  • Write a creative piece from the character's perspective, keeping their traits, goals, and the story's values.
• Waihanga he whakaaro mō tētahi wāhanga poto o Te Ao Haka e whakaatu ana i te pūāhua mā te reo, te tere, te kaha o te reo me te tirohanga.
  • Create an idea for a short section of Te Ao Haka that shows the character through language, pace, strength of voice, and perspective.