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Unit 16: He kōrero aroha – A love story
Learning intentions
In this unit students will learn:
- about the famous ancestor Raukawa
- about "farewell" protocol on the marae
- about the roles of tangata whenua and manuhiri
- the song Ko tōku marae tēnei.
Success criteria
Before commencing the unit the teacher will discuss the learning intentions with the students and together agree on appropriate success criteria.
Resources
Downloads
Unit 16 transcripts (PDF, 284 kB)
Lyrics for Ehara i te mea (PDF, 288 kB)
Lyrics for Ko Tōku Marae Tēnei (PDF, 288 kB)
Ko Tōku Marae Tēnei - English translation (PDF, 298 kB)
Unit 16 Teacher Sheet A (PDF, 287 kB)
Videos
- Scene 1: In the wharepuni at night
- Scene 2: Anaru tells a story
- Scene 3: Saying goodbye
- He kōrero whakamārama: Use of 'tō koutou kāinga'
- He kōrero whakamārama: Features of speech making
- He kōrero whakamārama: Use of rūpahu
- Waiata video: Ko Tōku Marae Tēnei
Activity 1
The students will learn about the famous ancestor Raukawa.
Tell the students to watch He kōrero whakamārama - Use of rūpahu where the meaning of the word rūpahu is explained.
Watch Unit 16 Scene 1 where the boys are in the wharenui – meeting house, at night. Listen for the word rūkahu. Who uses it and why?
Write the following names on the board and ask the students if anyone knows who they are? If the teacher is not confident with pronouncing their names at this stage, simply point to them.
| Tūrongo |
| Mahinaarangi |
Now explain to the students who Tūrongo and Mahinaarangi are:
| Tūrongo | the father of Raukawa |
| Mahinaarangi | the mother of Raukawa. |
Ask the students if anyone has heard the name “Raukawa” before? Explain that he is the famous ancestor of the tribe called Ngāti Raukawa. Students may want to look for Ngāti Raukawa on the tribal map in Unit 12 Teacher Sheet A. Note that the map shows Ngāti Raukawa in the Kāpiti-Horowhenua area only. Ngāti Raukawa also resides in the South Waikato area (the original home of Ngāti Raukawa).
Watch Unit 16 Scene 2 where Anaru is telling a famous love story. Ask the students to listen very carefully for the names of:
- the waka that Turongo came from; and
- the waka that Mahinaarangi came from.
The students will work in pairs. Using Teacher Sheet A, one student will be given Sheet A – the Māori summary, and their partner will be given Sheet E – the English summary. Each pair has to work together to put the English sentences with their Māori equivalent and they must sit in the right order of the story.
Here is the correct order and Māori and English translation for Teacher Sheet A:
| Nō te waka o Tainui a Tūrongo. | Tūrongo was from the Tainui canoe. |
| Nō te waka o Takitimu a Mahinaarangi. | Mahinaarangi was from the Takitimu canoe. |
| I haere a Tūrongo ki te rohe o Takitimu. | Tūrongo went to the tribal area of Takitimu. |
| Ka moe a Tūrongo i a Mahinaarangi. | Tūrongo married Mahinaarangi. |
| Ka puta mai ko Raukawa. | Raukawa was born. |
Ask the students to search online for more about Tūrongo and Mahinaarangi, and look for the tribal areas of Tainui waka and Takitimu waka. The students may want to do a study of the Kīngitanga – the king movement, of Aotearoa – New Zealand.
Activity 2
The students will learn about the "farewell" protocol on a marae.
Show Unit 16 Scene 3 where Haami’s family are about to leave the marae.
Explain to the students that when an event happens at a marae and people have travelled there from some distance, the distant travellers (manuhiri – visitors) usually stand to thank the people of the marae (tangata whenua – home people) for looking after them before they leave: i.e. one person stands on behalf of this group. When the speaker finishes it is customary to sing a song.
Show the Song Sheet containing the words of Ehara i te Mea. Watch Unit 16 Scene 3 again.
Ask the students to recall a time when they have been on a holiday or visited a friend or relation, or a theme park and come away feeling really great about it. Ask them to jot down the things that they most remember about that experience. Ask the students to change their notes into a speech – as if they were actually preparing to leave that memorable place and are now preparing their speech. Remind the students to use as many Māori words, phrases or sentences to practise te reo Māori. When finished, have a peer check their speech for mistakes. The students will write the speech in their Wehi books. When the class has finished ask students to stand up and read their speeches to the class.
Activity 3
The students will learn about the roles of tangata whenua and manuhiri.
Watch He kōrero whakamārama: Use of 'tō koutou kāinga', which talks about kāinga – home, and tūrangawaewae – a place to stand.
Hand out a copy of the Māori and English transcript of Koro’s speech and play the DVD clip again. Explain that this is an example of a farewell speech given by the tangata whenua. Therefore, it is not a formal speech and it is different to those speeches delivered on the marae ātea – formal courtyard. However, some of the features are the same. During the poroporoaki – farewell, the manuhiri – visitors, stand to speak first.
Play He kōrero whakamārama: Features of speech making where the features of speech making are explained.
If possible, give the students the opportunity to participate in a marae visit.
Activity 4
The students will learn the song Ko tōku marae tēnei.
Show the words of the song Ko tōku marae tēnei. Ask the students if they know the meanings of any of the words in the song.
Explain that this is a great song to learn and sing at a school powhiri – welcome, when a school are the hosts or the guests, because it summarises what happens on the marae from a child’s perspective. Every school where te reo Māori is taught can call itself a marae where all the elements in this song are evident.
Ask the students to listen to Audio CD Track 7, Ko tōku marae tēnei – this is my marae, for the words and the tune. When the class can sing confidently with the CD, the students can start making up actions.
Download this unit
Unit 16: A love story – He kōrero aroha (PDF, 235 kB)