E Whana (Term 4 - week 3, 4 & 5)

Directions

Achievement Objective: Give and follow directions in Māori

Language:

Whakamua - forward

Whakamuri - backwards

Whakamauī - to the left

Whakamatau - to the right

Tīmata - start/begin

E tū - stop

Activity 1: Pin the tail on the donkey. 

In small groups play pin the tail on the donkey using te reo Māori directions (as seen above).

You will need a blindfold and a donkey. Either draw your own donkey or print your own donkey (example below). Each team member gets 1 chance to pin the tail on the donkey by listening to the speaker. The person who gets the closest wins. The person pinning the tail most be blindfolded and there can only be one speaker. Everybody needs to have a go at being the speaker and the listener.

Activity 2: Design your own game that will help others learn these commands. It can be a game for a small group or a larger group. It can be an inside or outside game. The winning team will be decided by your teacher. The winning group can teach room 7 how to play their game. 

Class Game: Maui/Matau

Materials: taiaha

All students stand in the circle - one player stands in the middle and calls either maui (left) or matau (right). Students move left or right depending on command. Players are eliminated if they don't catch the rakau or make a bad pass (where the other player has no chance of catching the taiaha). The decision of who is out is left to the person in the middle.

To make this game trickier you can play with you can play with your non dominant hand ONLY.

Ko wai ō mātua? - Who are your parents? (T4 - Week 1 & 2)

Ko wai ō mātua? - Who are your parents?

Achievement objective:

Communicate about relationships between people.

Learning intention:
Students can...
1. communicate aspects of their genealogy
2. understand, and use, the possessives taku, tō, and ō.

Activity 1: 

Complete your family tree. Use this resource sheet to help you. Here is an example below. If you are unsure of a certain family member, just put a question mark. You're welcome to add in siblings or step parents to your family tree.

Activity 2: 

In pairs ask your partner the following questions.

Q:Ko wai tō ingoa? A: Ko Jerry taku ingoa

Q: What’s your name? A: My name is Jerry

Q:Ko wai ō mātua? A: Ko Jane taku whaea A: Ko Mike taku matua

Q: Who are your parents? A: My mother is Jane A: My father is Mike

Q:Ko wai ō tūpuna? A: Ko Stephen taku koro A: Ko Mere taku kuia

Q: Who are your grandparents? A: My granddad is Stephen A: My nanny is Mere

The words ō and tō are used in the questions and taku is used in the answer. In your group discuss what you think the different words mean?

Activity 3: 

In pairs film yourself asking your partner the three questions above and having them answer them. 

 Famous Māori Athlete

Below are just a few of New Zealand's top Māori athletes. Pick a sport and find a Māori athlete who has succeeded in their chosen sport. 

• How have they been successful? 
• What did it take in order for them to be successful?
• Where are they from? 
• When were they born?
• What fun facts did you learn about your chosen athlete?

Kayla Whitelock (hockey)

Aaron Smith (rugby)

Portia Woodman (rugby)

Suzie Bates (cricket)

Lisa Carrington (canoeist)

Ameliaranne Ekenasio (netball)

Stan Walker

 

 Stan Walker (Musician)

Consider the following questions

• What are some of the songs he is most commonly known for? 
• What is your favourite song of his?
• Where is he from? What year was he born?
• What are some of the things that have influenced his music?
• What is a lesson you can learn from Stan Walker?
• Where is Stan Walker from? Where does he whakapapa back to?
• When was he born?

Witi Ihimaera

Witi Ihimaera (author)

Witi Ihimaera is a Gisborne born author. He has written a range of short stories and novels, his most famous being Whale Rider. 

Do some research. Create a DLO about Witi Ihimaera. Consider the following questions?

• What were some of the stories Witi wrote? 
• Is there a theme in the books he writes?
• What are some of Witi Ihimaera's accomplishments?
• How did his childhood influence his work?
• Why is it important to NZ history that Witi Ihimaera told Māori stories?
• Where is he from? What year was he born?

Celebrating our kapa haka group

Last term we had the privilege of performing twice. The first time we went to the Panmure Library for their community Matariki celebration and the second time here at school for our our Matariki celebration. Our whanau came to watch and we did such a great job. Keep an eye out for our next performance, we have some new items in the works.

Our wahine 

Our tane

Our kapa haka leaders: Hector (left) and Chisa (right)

 

School haka - He Tauā

 Haka video - click the link to see our LS1 and LS2 tamariki performing He Tauā, our school haka. 

Sir Apirana Ngata

 Sir Apirana Ngata (politician)

Sir Apirana Ngata was the first New Zealander to complete a double degree. He was a proud Māori man who learnt about the pakeha world in order to survive in it and help his people adjust to the changing world. He became a politician and worked hard to protect Māori people and their culture. 

Do some research and create a DLO about Sir Apirana Ngata. Consider the following questions.

• Where can you find Sir Apirana Ngata's face now?
• What were some of his greatest achievements?
• What would he have had to overcome in order to get to where he got?
• Where was he from? What year was he born? When did he die?

Junior Kapa haka song - Utaina Mai Waiata

         Utaina (waiata)

Tēnā rā

Koutou katoa

Utaina mai ngā waka

Ngā waka o te motu

Tōia mai rā ki uta

Ki te takotoranga

A hiki nuku, hiki e

Hiki rangi, runga e

Tēnā, Tēnā rā

Koutou katoa

 

Dame Whina Cooper

Dame Whina Cooper (activist)

Dame Whina Cooper was a respected kuia who dedicated her life to fighting for the rights of Māori people and their land. She lead the march to parliament from the far north at 79 years of age. 

Create a DLO that highlights who Dame Whine Cooper is and what were the things that made her special? 

Consider the following questions.

• What was the march about?
• What were they taking to parliament?
• What were some of the things that made the march special?
• Where was she from? What year was she born?

Tamaki E actions and lyrics

 

Tamaki E

Tamaki E

E karanga e te iwi e

Kua eke mai nei

Kua eke mai nei ki runga te marae e

Mauria mai ra

Mauria mai ra e nga mate o te motu e

Me nga tini roimata

Me nga tini roimata e maringi whanui e

Titiro e nga iwi

Titiro e nga iwi e nga mahi o te motu E hora atu nei e

Rū ana te whenua

Rū ana te whenua, whatiwhati te moana

Aue te aroha

Aue te aroha te mamae i ahau e.

Rū ana te whenua whatiwhati. Hei!

Stages of powhiri

Make a copy of the powerpoint below and match the different parts together. The first one has been done for you as an example. 

Traditional Powhiri Items

What is a marae and why is it important?

A marae is our focal point. A marae enables us to carry out our traditions and customs and express our values fully and with dignity. Marae kawa (local protocols) prevail when we gather on marae. Marae kawa differ from one marae to the next and across different tribal regions. We need marae for a number of reasons, including:

• Whaikōrero – that we may rise tall in oratory

• Tangihanga – that we may weep for our dead

• Karakia – that we may pray

• Hākari – that we may have our feasts

• Manaakitanga – that we may house our guests

• Hui – that we may have our meetings

• Mārena – that we may host weddings

• Hui whānau – that we may have family reunions

• Waiata and haka – that we may sing our waiata and perform our haka.

This weeks challenge is to learn one of the two items that is often performed on a marae and to understand why it is a commonly performed item. What makes these items special, especially for a powhiri? At some point in your life whether for high school, university, a tangi, work or just to accompany a friend you will likely attend at powhiri. Knowing these songs below will help you be part of a very tapu Māori tradition.

Tōia Mai te Waka

Tēnā Koutou

 

Assembly items

These three songs are sung or spoken in assembly weekly. One is a song of welcome, one is our national anthem and the other is an opening karakia. All three should be spoken/sung with respect and mana (pride). 

As an extra challenge for seniors, do a little bit of research and see if you can figure out what the karakia means. 

Powhiri

 

Seniors: Create an informational poster or DLO answering the following questions.

Juniors: Watch the video and talk about what a powhiri is. Get students to draw a picture (on their iPads or on paper) and write a sentence about one thing they learnt. 

1. What is a wero?
2. What is a karanga?
3. Who does the karanga?
4. Who are the manuhiri?
5. What does whaikorero mean?
6. What does koha mean?
7. What does a hongi represent?
8. During a powhiri, women walk on first. What is the reason for this?
9.  What marks the end of the powhiri?
10. Is there anything else you learnt/ know about a powhiri?

LS2 He Tauā He Tauā actions and lyrics

Santana, Te Raumati, Chisa and Farza created this slideshow to help girls at Panmure Bridge learn the actions of the haka He Tauā He Tauā. Along side the actions they have put the words so you know what words go with what actions. You will notice the actions are different from the boys.

Xavier Paul, Aiden, Federic and Deziah worked on this slideshow to help the boys at Panmure Bridge learn the actions of the haka He Tauā He Tauā. Along side the actions they have put the words so you know what words go with what actions.

Check out our other blogs to see LS1 in action or to see all the lyrics. 

Juniors - Fortune Tellers

Watch the video below on how to make a fortune teller. Pick four colours to go in the top layer. Pick 8 numbers to go in the second layer and pick four Māori Atua (Gods) to put on the third and final layer. 

 

LS1 practicing the haka

Panmure Bridge has been very lucky to have a haka written for us by Professor Scotty Morrison. The haka reflects us as a school and our surrounding area. Our seniors have been lucky to learn the haka from Matua Kingi and have improved a lot over the past 8 weeks. Here is a snippet of some of the LS1 students practicing our haka He Tauā, He Tauā.

Kapa haka group - Te Wharekura o Te Kaokaoroa o Paatetere

This is Te Wharekura o Te Kaokaoroa o Paatetere's Kapa haka group who performed at the Tainui Waka Secondary Kapa Haka Regionals in 2021. They are a Māori school from Putaruru.

What was your favourite part?

He Tāua, He Tāua

Create a DLO that helps students learn the actions of the haka He Tauā, He Tauā. These resources will be used to help the junior classes learn the haka. 

Boys create a DLO of the boys actions.

Girls create a DLO of the girls actions.

Panmure Bridge School Haka.

K:  He tauā, he tauā!

K:  A war party, a war party!

 

R:  I ahaha!

  Yes indeed!

He tauā matatini, he tauā mata-kahi-kātoa

A war party of many faces, a war party who carry tools

  E kari nei i te māra tapu o te mātauranga

      to dig in the sacred garden of knowledge 

 

K:  Ko wai rā, ko wai rā?

       Who are we, who are we?

 

Ko te pou ki mua ko Te Hoe o Tainui.

The foremost pillar is Te Hoe o Tainui

Ko te pou ki waho ko Waiheke

The outer pillar is Waiheke

Ko te pou ki uta ko Mokoia e!

The inner pillar is Mokoia

 

Ko te pou ki uta ko Mokoia e!

      The pillar of the descendants is….

        

Koia Pāoa! koia Pāoa!

      It is Pāoa! It is Pāoa!

      ko te parekura!

      From calamity and destruction

      ko te hupane….hupane, kaupane whiti te rā!

      We have risen again!

      Hī!!

Tāwhirimātea LS2 Work

Our students in LS2 have been learning about Tāwhirimātea and the myth and legend surrounding the separation of his family. 

Tāwhirimātea – god of the weather

Tāwhirimātea

 Watch the video above and complete the following tasks.

1) Find and write down the sentence in English that that uses the words ki runga, ki raro. For an extra challenge try and write the sentence down in Māori by listening to the words.

2) What does Ngā mata o te ariki, o te Ariki mean in English?

3) Write a story explaining what the video was about. Consider the following questions.

• Who is the story about?
• What was the main character angry about?
• How do we know the main character is angry?
• What did the other gods want to do about Ranginui and Papatūānuku?
• What does the main character have to do with the story of Matariki?

4) Attempt drawing Tāwhirimātea, whether its a physical picture of him or a representation of what he is. E.g. the different elements of weather. What it looks like when Tāwhirimātea is upset/angry. 

Whānau - Jr School

 Vocabulary 

Whānau - Family

Māmā - Mum

Pāpā - Dad

Koro - Grandfather

Kuia - Grandmother

Tuakana - older sibling of the same gender

Teina or Tena  (both are correct spelling) - younger sibling of the same gender

Tuahine - sister of a boy

Tungāne - brother of a girl

Activity

Create a family portrait using traditional Māori koru's. 

Step 1) Practice your koru's on a whiteboard or scrap paper. 

Step 2) Draw and colour a koru to represent each family member.

Step 3) Glue them to a piece of black paper.

Step 4) Label your family members using the terminology above.