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He haurongo - A biography
Achievement objective
8.4 Communicate the same information in different ways for different audiences.
Learning intentions
Students can:
- find similarities between two famous Māori people
- record their collective achievements
- create a Powerpoint display.
Modes
At the end of this lesson, students can:
Pānui - Reading: Understand much of what is written by other users of te reo Māori about a range of topics.
Tuhituhi - Writing:
- Use te reo Māori to entertain and persuade as well as inform
- Use resources, for example, dictionaries, glossaries, to experiment with new language and review their writing for accuracy
- Write about a range of topics selecting words and expressions that are appropriate for the purpose and intended audience.
Mātakitaki - Viewing: Understand the ways in which artists, speakers and writers combine visual and verbal features to present ideas and information to achieve particular for a range of purposes and audiences.
Whakaatu - Presenting: Combine verbal and visual features to present ideas and information to achieve particular effects for a range of purposes and audiences.
Materials
Resource sheet 8P Tuhi haurongo (Word, 15 kB)
Lesson sequence
Distribute copies of Resource sheet 8P: Tuhi haurongo to the students. This is a template for biographies to be written by the students.
Ask the students to research a famous Māori person, accessing the websites below:
Use the search box in the DNZB to find bilingual biographies of famous Māori
Useful hints for writing effective biographies
When the students have gathered the appropriate information, they should start writing the biographies.
Encourage the students to use kupu whakarite and whakataukī to enhance their writing. When complete, have them present their information to the class.
| Suggested language focus | Suggested vocabulary |
|
Describing | |
| he |
he ngākau mahaki … |
| he pā whakawairua … | |
| he pou whakawhirinaki… | |
| Kīwaha to express admiration | kei te mihi … |
| autaia ana … | |
| kei te rangatira … | |
| kei whea mai … | |
| Giving opinions | |
| ki | ki ahau nei … |
| mōku | mōku tonu nei … |
| hei | hei tā ētahi … |
| e ai ki | e ai ki te kōrero … |
| Giving reasons | |
| he pai | he pai atu pea kia haere ki Ngāmotu … |
| kāre pea e pai kia he ____ nō ____ | kāre pea e pai kia roa tō kōrua noho ki reira … he nui nō te utu … |
| Conjunctions | |
| i te mea | |
| nō te mea | |
| tā te mea | tā te mea he uaua mōku te piki maunga … |
| ina | |
| otirā | otirā he pai tonu ina tokoiti ngā tāngata … |
| heoi anō | he paki nō te rangi … |
| He kupu whakarite | |
| taku kōhuru tōtara my sturdy tōtara sapling | |
| taku pōhoi toroa my prized albatross plume | |
| taku kuru hauhunga my shelter from the cold | |
| aku nui, aku rahi e my renowned ones, my noble ones | |
| Whakataukī | E kore e hekeheke, he kākano rangatira pedigree beyond dispute |
| When |
nō tōna whānautanga mai … i tōna pōtaetanga … |
Variation
The students could interview each other about their famous person.
Further learning
The students should be encouraged to use visual and audio techniques available to enhance their presentations, for example, Powerpoint.