Cook Islands Māori Teacher Support Matrials

Teacher Support Materials to Accompany
Stories to Support the Pasifika Learning Languages Series

Resource: I-E-KO-KO! An Introduction to Cook Islands Māori
Introduction
These teacher support materials accompany the six storybooks developed especially to support the
Learning Languages Series resource I-E-KO-KO! An Introduction to Cook Islands Māori. Each story gives
students opportunities to extend their language and cultural knowledge and to practise reading the
target language of specific units in I-E-KO-KO!
These teacher support materials suggest ways in which teachers can use the six storybooks to foster
Cook Islands Mā ori language learning at levels 1 and 2, particularly in the context of the I-E-KO-KO!
programme.
Teachers can use the teaching as inquiry cycle within this programme. You can find this cycle in the
effective pedagogy section on page 35 of The New Zealand Curriculum or at:
http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Effective-
pedagogy
I-E-KO-KO! An Introduction to Cook Islands Māori

I-E-KO-KO! is a resource in the Learning Languages Series. It provides a language-teaching programme
that can be used by teachers, including teachers who do not speak Cook Islands Mā ori or know how to
teach languages. I-E-KO-KO! includes:
 twenty units, of three lessons each (two of the twenty are revision units)
 a range of language suitable for years 7–10 at levels 1 and 2 of the curriculum
 video and audio support to engage learners and demonstrate how fluent speakers use the
language
 lesson plans that could be linked to opportunities for learners to enjoy reading Cook Islands
Mā ori texts.
You can link to I-E-KO-KO! at http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-Maori
Engaging students with texts

The teacher’s role is to mediate the interactions between the student and the learning materials and
enable the student to meet their learning intention.
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Accessed from http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-Maori
Copyright © New Zealand Ministry of Education 2010
Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori
The Cook Islands Māori storybooks
Title Overview Links to I-E-KO-KO! An
Introduction to Cook
Islands Māori
Koʻai Tērā? Two cousins meet and get to Unit 5
know each other at a Cook
Islands family reunion.
‘I Roto i te ‘Are Pū‘ākapa Four boys set up their tent Unit 7
and prepare to enjoy a night
in it – but one of them has
another interest!
Reka te Rutu Pa‘u A teacher and students meet Unit 14
to practise Cook Islands
drumming, but not everyone
is on time!
‘Oko‘oko Māmā and Poko‘ina go Unit 16
shopping for rūkau, but the
shop doesn’t have any. Will
Pā pā have to miss out on
having rūkau in his lamb
stew?
Teretere Māpū The members of a Bible Unit 18
class group prepare for their
trip to a neighbouring
church to recite their verses
successfully and to enjoy the
morning tea that follows.
‘Aere Rā This story is about a Unit 20
grandfather leaving
Rarotonga for New Zealand
in the 1960s. The family all
turn up at his house to say
goodbye.
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Ko‘ai Tērā?
by Tuaine Robati
This story supports Unit 5 (Tutu akara‘anga/Describing people and things).
Text Features
The language features of this story include:
 repeated use of the question structure Ko‘ai tērā …? and the response structure
Ko ___ tērā …
 words for different family members – tungāne, pāpā, māmā, tuakana
 the sentence structure for stating a person’s age – ‘Ē ta‘i nga‘uru mā varu ōna mata‘iti
 words for colours – matie, kerekere, keukeu.
The cultural features of this story include:
 the setting, a Cook Islands family reunion – putuputu‘anga kōpū tangata
 specific family relationships – tōku tuakana, tungāne … tō‘ou māmā, ‘akatuakana tāua
 the gifting of the shell necklace. In the Cook Islands culture, it is customary to give something
to someone when they admire it, as the narrator does to Rongo in the story.
Supports and Challenges
Students who have completed up to Unit 5 of I-E-KO-KO! may find it easy to:
 read and understand terms for family members (learned in Unit 4)
 identify words for colours (learned in Unit 5)
 identify who or what is being talked about by using the pictures.
These students may find it challenging to:
 understand cultural aspects of the family relationships (pp. 104–106 of
I-E-KO-KO! include relevant information about family roles and relationships)
 understand why the narrator gives Rongo her necklace
 identify and understand terms for clothes.
Planning: Teaching as Inquiry
Consider your students’ interests and their ability to read in Cook Islands Mā ori at this level and
choose activities that provide appropriate content and support. Assess and reflect on the effectiveness
of your teaching and the students’ learning, then plan next steps.
Curriculum Links and Links to I-E-KO-KO! An Introduction to Cook Islands
Māori
The New Zealand Curriculum: Learning Languages
 Students will receive and produce information. (levels 1 and 2)
 Students will make connections with known cultures. (levels 1 and 2)
Cook Islands Māori in the New Zealand Curriculum
Students should be able to:
 introduce themselves and others (level 1)
 give simple personal information (level 1)
 identify people, places, and things. (level 2)
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Unit 4: Students will be able to ask others who is in their family and say who is in their own family.
Unit 5: Students will be able to:
 ask “Who is he/she?”
 identify pictures of people by listening to brief descriptions.
A Possible Teaching Goal
Students will be able to create a family tree that includes all the people named in the story and identify
their relationships to one another. They will also be able to write a description of a putuputu‘anga
kōpū tangata.
Learning Activities
Before Reading
Prior knowledge
Establish the students’ prior knowledge of family reunions by asking questions such as:
 What is a family reunion?
 Has anyone been to a family reunion?
 What happens at a putuputu‘anga kōpū tangata? (Introduce this phrase.)
 Hand out photocopied outline maps of New Zealand and of the world. Have each student
record, on these maps, where the different branches of their families live. The students can share
this information in groups.
 Quickly revise the words for colours from Unit 5. Then revise terms for family relationships
(from Unit 4), such as tōku tuakana and tungāne … tō‘ou māmā. Students can use these to discuss
their own families with a partner.
Pronunciation of new language
Check the words in the glossary (on the inside back cover of the book), which may be new to you. If
possible, ask a native speaker of Cook Islands Mā ori to model the correct pronunciation of any
unfamiliar words for you and the students. This person could read the story to you and the class as the
first reading, or you could record them reading it and play it to the class.
Introducing the book
Ask the students what they think the picture on the front cover is telling them and where they think
the story is set. They could record their predictions for later reference.
Learning Intentions
Share the learning intentions and discuss them with your students. Some examples of possible
learning intentions are given below.
After reading the text, I will be able to:
 describe a putuputu‘anga kōpū tangata
 introduce myself and members of my extended family
 write sentences using words such as tōku tuakana, tungāne, pāpā, and māmā to ask and
answer questions about the relationships of people in the story
 ask and answer questions about the colours of people’s clothes and hair
 identify the relationships of people featured in a family tree
 discuss the value of gift-giving in the Cook Islands culture.
Talk about how the students will know they have met the learning intentions, and decide on success
criteria together.
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Reading the text
Read the story aloud to the students, beginning with the text on the outside front cover. To confirm
that the students have a clear understanding of the story, pause on every page to ask questions. For
example:
Page 2: Ask the students if their prediction about the setting was correct and what they think is
happening in the picture.
Page 3: Focus on the following words and discuss them with the students – Autereria, tungāne.
Page 5: Ask the question Ko‘ai tērā? while pointing to Ngā tamā ‘ine. The students respond by saying Ko
Ngātamā‘ine tērā. Discuss or revise the question-and-answer structure.
Page 8: Discuss or revise the question-and-answer structure Tei ‘ea tō‘ou _____? (Where is your _____?)
Ko tōku _____ tērā/tēnā (My _____ is there/here).
Page 10: Prompt the students to identify and describe the ‘ei-pārau in the picture.
Page 12: Read the text: Kua ‘ōake atu au ‘i tōku ‘ei-pārau. Discuss why the narrator gave the necklace to
Rongo and ask the students if they would do this. Talk about the importance of gift-giving in the Cook
Islands culture and in other cultures that the students know of. If possible, draw out students’ prior
knowledge that it is common for Cook Islands people to gift an item to someone who admires it.
Provide this information if necessary.
After the first reading, go through the text page by page again with the class. Prompt the students to
use the illustrations and the words they know to work out what each page means. Write key phrases
on the whiteboard.
Invite students to read the story aloud with a partner, with one reading the narrator’s part and one
reading Rongo’s. Their goal is to read fluently, with correct pronunciation and expression. Each can
give their partner feedback on this.
After Reading
Ask the students to share what they liked about the story, or about their partner’s reading.
Talk about the differences and similarities between Cook Islands families and those in other cultures
that the students know. Talk about the family relationship between Rongo and the narrator. Discuss
the differences in meaning between the words brother, sister, cousin and the words tuakana, teina,
tungāne, tua‘ine. Compare them with equivalent terms in other known languages.
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Think, Pair, Share
Prompt the students to share with their partners what they know about the different people in the
story and their relationship to the narrator. Give each pair a card with the names of each person in the
story down the left-hand column and the relationship terms down the right-hand column. Each pair
matches each person with the correct relationship to the narrator and shares some of this information
with the class in Cook Islands Mā ori sentences.
Name Relationship to narrator
Rongo Ko tō ku tuakana
Ngā tamā ‘ine
Tiaki
Family trees
Have the students work in pairs to revise their “family tree” language from Unit 4 of
I-E-KO-KO! Each partner displays their own personal family tree. One asks the question “Ko‘ai tērā?”
while pointing to a name on their partner’s family tree. The second student answers using the relevant
relationship term, for example,
“Ko _____” or Ka ‘akatuakana au _____”.
Each pair then draws a similar family tree that shows Rongo, the narrator, and their mothers and
fathers. Under the tree, the students write sentences using the terms tuakana, tungāne, pāpā, and
māmā to describe the relationships of the characters in the story.
Students can then add more people to the tree and ask their partners more complex questions. For
example:
Q: Ko‘ai te pāpā o [name]?
A: Ko _____ te pāpā o [name].
Q: Ko‘ai te tuakana o [name]?
A: Ko _____ te tuakana o [name].
Class discussions
As a class, talk about the place of gifts in our family life. Who do we give gifts to, when, and why? How
do we feel when we give them and when we receive them? How does the narrator’s gift to Rongo
compare with gifting in cultures that the students know? Have the students find ways of recording
some of the values associated with giving in Cook Islands and other cultures. Make links to other
special occasions, such as weddings and hair-cutting ceremonies, and describe the typical gifts given at
these occasions.
As a class, share what you know about family reunions. Create a class mind map around the concept of
a putuputu‘anga kōpū tangata. The students can use the mind map to write their own short description
of a putuputu‘anga kōpū tangata.
Role Plays
In groups, students can take on various roles and introduce themselves and various members of their
extended family, using Cook Islands Mā ori.
Each group could then prepare a short play that involves asking and answering questions about the
colours of people’s clothes and hair. As they present their play to the rest of the class, each student
says who they are in the play and what their relationship to another character is.
Reflecting on the Learning
Have the students refer to their learning intentions and reflect individually about (or discuss in pairs)
whether they have fulfilled the intentions. Ask the students questions such as:
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 What helped you understand the story?
 How can you use the new language and remember it?
 What have you learned about being part of a family in the Cook Islands culture?
 What have you learned about giving gifts in the Cook Islands culture?
 What do you think are the next steps in your learning?
The students could record this information.
English version of the story “Who’s that with a mother-of-pearl necklace

just like yours?” asked Rongo.
Who’s That?
[page 11]
[page 2]
“That’s Poko‘ina. She’s our older cousin –
We went to Rarotonga for our family reunion.
yours and mine,” I said.
[page 3] “That’s very pretty, the necklace!” said Rongo.
I met Rongo from Australia. Her mother is my
[page 12]
dad’s sister.
I gave Rongo my necklace.
[page 4]
Rongo wanted to know some names.
“Who’s that in the green dress?” asked Rongo.
[page 5]
“That’s my older sister, Ngā tamā ‘ine,” I told
her. “She’s eighteen years old.”
[page 6]
“Who’s that in the black shorts?” asked Rongo.
[page 7]
“That’s my dad, Tiaki,” I told her. “He’s your
mum’s brother.”
[page 8]
“Where’s your mum?” asked Rongo.
[page 9]
“That’s my mum – the woman with red hair,” I
said.
[page 10]
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‘I Roto i te ‘Are Pū‘ākapa
by Tuaine Robati
This story supports Unit 7 (Te pi‘a ‘āpi‘i/The classroom).
Text Features
 written dialogue
 terms for household items and camping equipment – moenga, pūte-moe, ūrunga-
moe, mōri-pata
 the word pi‘a used to mean “box” rather than the familiar meaning, “room”
 the use of a and o forms – tōku pūte-moe, tāku terepōni
 a variety of possessive adjectives – tōku, tō‘ou, tā kōrua, tō tātou, tā‘au, tāku, tā
tātou
 repeated use of the question structure Tei ‘ea te …? and the response structure
Tei roto ‘i …
 a word from the Cook Islands Mā ori Bible – pū‘ākapa.
 the way that the group of boys works together to set up their tent for the night
(Cook Islands people often work together in groups, for example, dance groups and
village councils)
 the illustrations showing that Teā riki has long hair – this relates to the
information about the haircutting ceremony in Unit 13, lesson C of I-E-KO-KO!
 the use of the Cook Islands Mā ori unisex name Hauā – other such names include
Teremoana and Tuaine (the name of the author of the story)
 the word pū‘ākapa (from the Cook Islands Mā ori Bible), which means tent, camp,
or temporary dwelling.
 understand the repeated question-and-answer structure
 recognise the names of colours that they learned in Unit 5
 recognise the instructions ‘aere mai and ‘aere atu
 understand the situation of someone who is talking on their cellphone and not
contributing fully to the group activity.
 read unfamiliar nouns
 read the phrases indicating that someone is speaking, for example, ‘i nā ‘Āporo āi
 understand when to use category o and category a for possessive adjectives, for
example, tō‘ou ūrunga-moe but tā‘au mōri-pata, tōku pūte-moe but tāku terepōni.
Consider your students’ interests and their ability to read in Cook Islands Mā ori at this
level and choose activities that provide appropriate content and support. Assess and
reflect on the effectiveness of your teaching and the students’ learning, and then plan
next steps.
8
Curriculum Links and Links to I-E-KO-KO! An Introduction to
Cook Islands Māori
 Students will produce and respond to questions and requests. (levels 1–2)
 use basic expressions for shapes, sizes, weights, and colours (level 1)
 identify people, places, and things (level 2)
Unit 4: Students will be able to name some household furnishings and say where they
are.
Unit 7: Students will be able to ask and say where an object is.
Students will be able to read a simple story, using the pictures and the glossary to
identify unknown words for camping equipment and other items. They will write their
own short texts including some of this new vocabulary.
Learning Activities
Before Reading
Prior knowledge
Brainstorm the students’ prior knowledge of tents and camping. Discuss when the
students may have been involved in camping, for example, as part of Girl Guides or Boys’
Brigade. Ask the students the following questions:
 Who has slept in a tent?
 What basic things do you need to go camping?
 Why does everyone work together to put up a tent?
Introduce the term ‘are pū‘ākapa – a home that is a tent, or a temporary home. Explain
that the word “pū‘ākapa” is taken from the Cook Islands Mā ori bible, which uses this
term for the tents that the Israelites used when wandering through the desert. On the
Internet, search for images of tents designed to be used in the desert. Ask the students to
compare them with tents they would use to go camping in. Record their responses.
Check the words in the glossary (on the inside back cover of the book), which may be
new to you. If possible, ask a native speaker of Cook Islands Mā ori to model the correct
pronunciation of any unfamiliar words for you and the students. This person could read
the story to you and the class as the first reading, or you could record them reading it
and play it to the class.
Show the students the cover of the book and read the title together. Which words can
they understand, and which are new? Identify the words ‘are and pū‘ākapa as one they
have not learned. Ask the students to combine their prior knowledge with the
information in the picture to predict the meaning of the phrase ‘are pū‘ākapa.
Learning Intentions
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Share the learning intentions or co-construct them with your students. Some examples
of possible learning intentions for reading this story are given below.
 identify and use some vocabulary for camping equipment
 make up letters or poems using the new words
 make up and present short plays using the new words
 explain the meaning and origin of the word pū‘ākapa
 ask and answer questions about where objects are.
Talk about how the students will know they have met the learning intention and decide
on success criteria together.
Reading the text

Explain that there are a lot of new words in this story, which are translated in the
glossary on the inside back cover of the book. Read the story aloud to the students. Stop
at the end of every second page to discuss what is happening and to identify any
unfamiliar language. For example, you could:
 discuss what is happening in the pictures, highlighting Teā riki’s long hair;
introduce the new word ‘āmara; discuss how the familiar word pi‘a is used in a
different way (meaning box rather than room); and ask what a box has in common
with a room – the shape of a cube, which is also called pi‘a (pp. 2–3)
 talk about what is happening in the pictures and introduce the new phrase kia
‘āriki au ‘i te moenga (pp. 4–5)
 talk about what is happening in the pictures, discuss the use of possessive
adjectives, and introduce the new terms pūte-moe, ūrunga-moe, and mōri-pata (pp.
6–7)
 discuss the pictures portraying what the other boys think of Hauā ’s flash gear,
the Cook Islands Mā ori phrase Kā ‘akapē‘ea koe?, and the use of possessive
adjectives (pp. 8–9)
 talk about what Hauā uses as a torch and introduce the new terms vai inu,
mānga katikati, and ‘apinga kangakanga (pp. 10–11)
 discuss possible answers to Hauā ’s questions (p. 12).

After the first reading, go through the text page by page again, prompting the students to
use the illustrations and the words they know to work out what each page means. Write
key phrases on the whiteboard.
Ask the students to work in pairs. Each partner chooses a character from the story. Each
pair then finds one or two situations where their characters are involved, for example, in
setting up the tent (pp. 2–3) or setting up the inside of the tent (pp. 4–5). They act out
each situation together, first reading their parts and then memorising them.
After Reading
Discuss the story with the students, asking whether they enjoyed it, and what they
thought of the ending. Discuss Teā riki’s long hair and preview what the students will
learn about a haircutting ceremony in Unit 13, lesson C.
Display different images of objects used in the story. Select an image and ask, for
example, “Tei ‘ea te ‘āmara?” Students reply, “Tei roto ‘i te pi‘a rengarenga”, as in the
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story. Ask questions about other objects used in the story, encouraging the students to
speak Cook Islands Mā ori.
Discuss the origins of the word pū‘ākapa. Why was there no word for “tent” in Cook
Islands Mā ori until the Bible was translated into that language. Talk about the
environment of the Cook Islands and the kinds of shelters that people have used there,
now and in the past.
Game: Word Matching
Groups of four students are each given a set of items (or pictures of items) and a list of
those items. They take turns saying to each other “ ‘Ōmai tā tātou [name of item] (Give
me our [item]). When the first student asks for an item from the list, the other three try
to find the correct picture or item. The student who finds and provides the correct
picture or item has the next turn to ask for an item.
Drama Activity
Have groups of four students write short plays using some of the new words. Encourage
the students to practise their parts until they are confident, and then to present their
play.
Follow-up activities
The students could put up a real tent, or role-play putting up a tent, using Cook Islands
Mā ori to name some of the equipment that was used in the story. They could then
choose one of the following writing tasks:
 List (in Cook Islands Mā ori) the equipment from the story that they would need
to go camping overnight in a tent, and practise saying or writing these words in
sentences.
 Write a letter to a friend, in Cook Islands Mā ori, about an actual or imagined
camping experience.
 Write a poem with a camping theme.
Have the students refer to their learning intentions and reflect individually about (or
discuss in pairs) whether they have fulfilled the intentions. Ask the students questions
such as:
 What helped you understand the story and each character?
 What have you learned about the origin of the word pū‘ākapa?
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English version of the story
Inside the tent
[page 2] [page 10]
“ ‘Ā poro, where’s the hammer?” asks “Where’s your torch?” asks ‘Ā poro.
Teā riki. “In my pants pocket,” says Hauā . “My
“I don’t know,” says ‘Ā poro. phone is my torch.”
[page 3] [page 11]
“It’s in the yellow box,” says Jacob. “Here are our drinks!” says Teā riki.
“Hauā, what are you doing?” asks “Here are our snacks!” says ‘Ā poro.
‘Ā poro. “Here are our games!” says Jacob.
[page 4] [page 12]

“Where’s the mat?” asks Jacob. “Where’s my drink? Where are my
“It’s in the house,” says Teā riki. snacks?”
[page 5]
“Here’s the mat,” says ‘Ā poro. “Go
outside while I spread it out.”
[page 6]
“Here’s my sleeping bag,” says Jacob.
“Where’s your pillow?” asks Teā riki.
[page 7]
“Have you two got your torches?” asks
‘Ā poro.
“Yes, here!” says Teā riki.
[page 8]
“Hauā ! What about you? Come inside
our tent,” says Teā riki.
[page 9]
“Here’s my sleeping bag,” says Hauā.
“Here’s my pillow!”
12
Reka te Rutu Pa‘u
by Tuaine Robati
This story supports Unit 14 (‘Āpi‘i/School).
Text Features
 language that locates something in relation to the speaker – tēia, tēnā mai, tēnā
 words to express time – ora, tuātau, āpōpō
 the names for different kinds of drums
 simple questions and responses about where people are – “Tei ‘ea te katoa‘anga
ō te aronga rutu?” “Tēia a Michael rāua ko Junior.”
 the use of ‘e before a name – ‘E Matake‘u, ‘e Michael
 idiomatic language – kua papa, nāku e kāpiki

 the kāpiki (call), which is the first stage in a drumming performance (see note
below)
 the use of a humorous simile – “ ‘Akatikatika ‘ia tātou, tu‘etu‘e te ‘oro‘enua!” in
the kāpiki
 the fact that the drummers include two girls (it is becoming more common to
have female drummers)
 the use of the term Pāpā as a sign of respect
 the names of the students, which reflect the cultures of different areas of the
Cook Islands and also the influence of English– Faimau is a name from the Northern
group, and Mateke‘u and Mereana are names from the Southern group. Viriamu
and Mereana are transliterations of the English names William and Maryanne
respectively.
Note: Before the drum dance begins, a call is sent out to let the drummers know that it is
time to begin. The drummer of the single drum then begins to set the pace and rhythm.
The rest of the drummers join in at different times. The last drummer to join in is
usually the player of the pa‘u or bass drum.
 read and understand phrases for greeting and praise – meitaki ma‘ata and reka
tikāi
 read, and understand how to say, what they would like or want
 read and understand the expressions for numbers and time that they learned in
Unit 6.
Students who have read the Tupu book Pupu Rutu Pa‘u (Ministry of Education, 2010)
may be familiar with the names and sounds of Cook Islands drums.
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Students who have not gone beyond Unit 14 of I-E-KO-KO! may find it challenging to:
 learn the Cook Islands Mā ori phrase for “says [name]” – ‘i nā [name] āi
 differentiate between the names for different pātē
 identify words for drumsticks (tōkere), and the different kinds of drums, for
example, pa‘u mangō
 read longer sentences with more than one idea – “Matake‘u, nāku ē kāpiki, nā‘au
e ‘akamata mai ‘i te rutu”
 use words like Ei! that rely on an action for expansion – “Ei, tēia tā‘au pātē”
 understand what is meant by the word kāpiki (call) and the use of a humorous
simile.
Readers who hear Cook Islands Mā ori at home may find the idiomatic language used by
Pā pā Faimau familiar, which will support their reading, but for other readers, this
language may be challenging.

reflect on the effectiveness of your teaching and the students’ learning, then plan next
steps.

Cook Islands Māori
The New Zealand Curriculum: Learning Languages (levels 1–2)
 Students will receive and produce information. (levels 1–2)
 use basic expressions to indicate time … (level 1)
 express their feelings, emotions, and needs. (level 2)
 work in groups to gather information about a specific [aspect of] a Cook Islands
celebration [drumming].
 use basic expressions to indicate time and place.
14
Students could learn to name Cook Islands drums and/or to compare the information in
two books on the same topic.
Learning Activities
Before Reading
Introducing the drumming topic
 Ask the students what they know about Cook Islands drums. Display their
responses on a chart.
 Read (or reread) the Cook Islands Mā ori Tupu book Pupu Rutu Pa‘u. Discuss the
drum images on pages 5–9 and then refer to the descriptions on page 16. In pairs,
students could ask each other – “Ea‘a tērā?” while pointing to each drum image and
reply, “E pa‘u mangō tērā.” (or whatever drum is being referred to).
 Using this information, have each student begin the following KWL chart by
filling in the first two columns. (They will complete the last column at the end of the
lesson.)
KWL SHEET – What I know about Cook Islands Drums

What I Know What I Want to know What I have Learned

Check the words in the glossary (on the inside back cover of the book). If possible, ask a
speaker of Cook Islands Mā ori to model the correct pronunciation of any unfamiliar
words for you and the students. This person could read the story to you and the class as
the first reading, or you could record them reading it and play it to the class.
Hold up the storybook Reka te Rutu Pa‘u beside the Tupu book Pupu Rutu Pa‘u. Ask what
is the same and different about them. Have the students predict the content of Reka te
Rutu Pa‘u and record their predictions.
15
Learning Intentions
 innovate on some of the structures in the story
 use the question and answer structures Tei‘ ea te ? Tei ________
 identify different Cook Islands drums and say which one I want, for example, “Ka
‘inangaro au ‘i te pātē arataki”
 talk about what I would like to do today and tomorrow
 compare the information in two books about drumming written in simple Cook
Islands Mā ori.
Talk about how the students will know they have met the learning intention, and decide
Reading the text

Read the story aloud to the students, asking questions about how the information
compares with the information in Pupu Rutu Pa‘u. The students could record their ideas
on a piece of paper as you read. For example, they may notice that the Tupu book
describes the actual drums and their sounds but the storybook describes the call that
begins a drumming session.
After the first reading with its focus on comparing the two books, go through the text
page by page as a class again. Prompt the students to use the illustrations and the words
they know to work out what each page means.
For example, on pages 2–3, you could quickly revise asking and answering questions
about where things are in the classroom. Then have the students read the sentences that
ask where the drumsticks are, and the phrases that state where the drumsticks are.
On page 9, read the first two sentences together and ask the students what Pā pā Faimau
is saying. Talk about the meaning of reka (good) and how tikāi (really) intensifies the
meaning to “really good”. Read the last sentence “Kā rutu aka‘ou”, and briefly discuss the
structures “Reka tikāi te [rutu]” (The [drumming] is really good) and “Kā [rutu] aka‘ou”
(Let’s [drum] again).
On page 11, you could discuss as a class what the dialogue means. Prompt the students
to construct their own sentences saying what they would like to do ‘i tēia rā (today) and
āpōpō (tomorrow). For example, “ ‘I tēia rā, ka ‘inangaro au ‘i te rutu” (Today, I want to
drum) or “Ka ‘inangaro au ‘i te rutu āpōpō” (I want to drum tomorrow).
Invite the students to read through the story aloud in small groups. Each student reads
the part of one character on each page. Their goal is to read fluently, with correct
pronunciation and expression. Each can give their partner feedback on this.
After Reading
Discuss the events of the story. Were they what the students had predicted? Focus on
aspects that relate to the learning intentions, for example, the names of the drums or
16
how the drummers say what they would like. Encourage the students to contribute what
they found out.
Ask simple questions about the people in the story, for example, Ko‘ai te ingoa o te
puāpi‘i? Ko‘ai te ingoa o te tamaiti rutu pa‘u mangō?
Innovate together on the structures (from page 9) “Reka tikāi te [rutu]” (The
[drumming] is really good) or “Kā [rutu] aka‘ou” (Let’s [drum] again). For example, Reka
tikāi te kai/ The food is great, or Reka tikāi te tangi pātē/ The sound of the drums is
great.
The students could role-play, using the language of the story or innovating on it. This
could include using the question and answer structures Tei ‘ea te …? Tei [raro/roto] ‘i te
[name of container], saying which drums they want, or talking about what they would
like to do today and tomorrow. They could begin by role-playing a part of the story, such
as the dialogue between Pā pā Faimau, No‘oroa, and Matake‘u, and go on to role-play
other parts of the story or to make up their own stories.
As a class, share ideas about the information in the two drumming books. Record all
their ideas on the board and then organise them under headings, for example,
“Information about what the drums look like”, “Information about the process of
drumming”. Talk about other ways in which the two books differ, for example, the Tupu
book appears to be a recount of actual events, illustrated with photos, while the
storybook is fictional and has a theme relating to the importance of punctuality.
Review the students’ knowledge of Cook Islands drums and drumming and the related
language by asking them questions like the following.
E a‘a te ingoa o te au pa‘u? [A: pa‘u, pa‘u mangō, pātē tāngarongaro, pātē arataki, pāte
tangi ‘aka‘aka]
E a‘a te ingoa o te rākau rutu? [A: tōkere]

Have the students complete the final column of their KWL chart and explain what they
have learned to a partner. Have them also refer to their learning intentions and reflect
individually about whether they have fulfilled the intentions. Ask them questions such
as:
 What information did you find in each book?
 What have you learned about being part of a Cook Islands drumming group?
17
Drumming Sounds Great
[page 2] [page 6]
“Matake‘u, where are our drumsticks?” “Matake‘u, I’ll call and you start the
asks Pā pā Faimau. beat,” says Pā pā Faimau.
“In the basket,” says Matake‘u. “Let’s all get moving, just like a horse!”
“Where’s the basket?” asks No‘oroa.
“It’s under your chair,” says Matake‘u. [page 8]
“Here it is!” “There you are – come here, Mereana,”
says Pā pā Faimau.
[page 3]
“There are the drumsticks,” says Pā pā [page 9]
Faimau. “Where are the other “Very good, everyone,” says Pā pā
drummers? We have six drums and Faimau. “That drumming sounded
only two drummers!” great. Let’s do it again.”
“Here are Michael and Junior,” says
Matake‘u. [page 10]
“Hello, Michael. Hello, Junior,” says “Hey, what’s the time?” asks Pā pā
Pā pā Faimau. “Now we have six drums Faimau.
and four drummers. Where are “One o’clock, Pā pā Faimau!” says
Mereana and Viriamu?” Mereana.
“Gosh, time flies!” says Pā pā Faimau.
[page 4] “Time to stop drumming.”
“Matake‘u, what would you like?” asks
Pā pā Faimau. [page 11]
“I like playing the roll drum,” says “I’d like another drumming session
Matake‘u. tomorrow,” says Mereana.
“No‘oroa, which would you like?” asks “Can we have another session
Pā pā Faimau. tomorrow, please?” says Viriamu.
“Give me the pa‘u,” says No‘oroa.
[page 12]
“Michael, would you like the lead pā tē?”
asks Pā pā Faimau. “Mereana! Will you be on time if we
practise tomorrow?” asks Pā pā Faimau.
“Yes, I’d like the lead pā tē!” says
Michael. “Yes, I’ll come at twelve fifteen!” says
Mereana. “Great!” says Pā pā Faimau.
“Can I have the sharkskin drum, “Tomorrow, Mereana will lead us!”
please?” asks Junior.
[page 5]
“Hello, Viriamu,” says Pā pā Faimau.
“Here, this is your pā tē.”
“Thanks, Pā pā Faimau,” says Viriamu.
“Give me the low-toned pā tē,” says Pā pā
Faimau. “Everybody ready?”
‘Oko‘oko
by ‘Ina Teke‘u
18
This story supports Unit 16 (‘Oko‘oko/Shopping).
Text Features
 names for containers – kete, pū‘ao, punu, pi‘a
 verbs for bringing and placing objects – apaina‘ia mai, ‘ā‘ao‘ia mai, tuku‘ia mai
 words for different foods – rūkau, māmoe, ‘ānani, tuka, punu pūakatoro
 simple shopping language – “Te ‘aere nei au ‘oko‘oko”, “ ‘Ē rua tārā ‘ē rima
nga‘uru tene ‘i te kīro”, “ ‘Ā‘ao‘ia mai rā ‘ē varu ‘ānani ki roto ‘i te kete.”
 the relationship between the grandmother and granddaughter – the
grandmother directs the child but also gives her treats; Poko‘ina is eager to go
shopping with her grandmother and willingly does what she is asked
 the importance of traditional Cook Islands food, in this case, taro leaves (rūkau)
to Cook Islands people living in New Zealand (refer to I-E-KO-KO! p. 226 for more
information about cultural aspects of food).

Students who have completed Units 3, 7, 9, and 16 of I-E-KO-KO! may find it easy to:
 use numbers that they learned in Unit 3
 ask and say where things are, as they learned in Unit 7
 understand the words for food that they learned in Unit 9
 understand the simple shopping language they learned in Unit 16.
 understand the relationship between the grandmother and granddaughter and
how the child acts as her grandmother’s eyes and ears
 distinguish between the different words for containers
 understand new words introduced in the story.

steps.
19
Cook Islands Māori
 Students will produce and respond to questions and requests. (levels 1–2)
 Students will make connections with known cultures. (levels 1–2)

 use basic words and expressions for numbers (level 1)
 use basic expressions for shapes, sizes, weights, and colours (level 1)
 ask others to do something (level 2)
 express concepts of amount. (level 2)

 ask whether a salesperson has specific food items at their shop or stall
 respond to such a question
 ask how much something costs
 say how much something costs.

Students will revise the language of shopping for foods and asking where things are.
They will discuss the importance of traditional Cook Islands foods and the importance of
the relationship between a grandparent and grandchild in the Cook Islands culture.
Learning Activities
Before Reading
Prior knowledge
Revise Unit 3 of I-E-KO-KO! where students learned the numbers 11–20. Discuss the
language targets for Unit 16 – ‘oku, tene, and tārā – and show the shopping scenario
from the DVD for that unit. Ask some questions in Cook Islands Mā ori about the foods
and their prices in the scenario.
Make a table (as shown below) on the whiteboard, and ask the students to help you fill
in the left-hand column with the names of three or four ethnic groups. In the right-hand
column, record students’ ideas about traditional foods of each ethnic group.
Name of ethnic group Name of traditional food
Ask them about any “traditional” foods that are favourites in their own families.
20
As a class, look at the book’s cover. Ask the students:
 What do you predict the story will be about? What does the title tell us? What
does the picture tell us?
Discuss the picture of the plant in the thought bubble. Ask the students:
 Do you know the name of that plant in English?
 Do you know its name in Cook Islands Mā ori, or in any other Pasifika language?
Learning Intentions
 identify Cook Islands Mā ori terms for some fruits and vegetables in a story
 ask and answer questions about where items are and how much they cost
 describe rūkau and explain why Māmā Rū ‘au wants it so much
 explain aspects of the relationship between a grandparent and a grandchild in
the Cook Islands culture.
Talk about how the students will know they have met their learning intentions and
decide on success criteria together.
Reading the text

Read the story aloud to the students. Ask the students to record (in a list) the name of
the foods they hear (for example, rūkau, ‘ānani, tuka …).
After the reading, discuss the lists as a class and create a master list with the names of all
the fruits and vegetables in the story again. Then read the story and have the students
follow, identifying each fruit or vegetable on the list when it is named in the story.
 Now, in pairs, have the students read the story themselves. Their reading task is
to notice the relationship between the grandparent (Māmā Rū ‘au) and grandchild
(Poko‘ina). How do they relate to each other? How do they feel about each other?
How can the reader tell? Each pair shares their conclusions, and their evidence
from the story, with another pair. The new groups of four record their ideas to
refer to later (in the Grandparent–Grandchild Relationship activity below).
 The students now read the text independently. Their reading task is to follow the
plot of the story – what happens and why? How is the problem resolved?
21
After Reading
Ask the students whether they enjoyed this story. What did they like and/or dislike
about it?
The importance of traditional foods
Talk about the plot, with its focus on supplying rūkau for Pā pā Rū ‘au. Ask the students
the following questions:
 What is rūkau?
 Does Pā pā Rū ‘au get rūkau?
 How does he get it?
 What is he going to do with it?
 Why does he like rūkau so much?
Discuss and record some reasons why people who have come to live in a new country
might want to enjoy the familiar food of their homeland. The students could write a
paragraph, in Cook Islands Mā ori or English, explaining why Pā pā Rū ‘au loves rūkau OR
why someone they know values a traditional food of their culture.
The grandparent–grandchild relationship
Ask each group of four students to share their ideas about the relationship between the
grandmother (Mā mā Rū ‘au) and grandchild (Poko‘ina) in the story.
Ask the students whether they know anyone who was raised by their grandparents, and
discuss the tradition of an older grandchild going to live with their grandparents. Ask
the students what they like and what they find difficult or different that they think the
grandparents, grandchildren, and other family members may experience, referring to
what they noticed about Mā mā Rū ‘au and Poko‘ina in the story.
Record the students’ responses in a table like the one below.
What students like What students find difficult or different
Asking about items – Where? How much?

Revise asking and saying where particular items are, using the structure on pages 3 and
6–7 in the story: Tei ‘ea te ___? Te ___ te ____!
Have at least ten cards prepared that each show the name of a different food item and
the price per kilo or per container, for example:
 tuka – $2.00 ‘i te pū‘ao
 punu pūakatoro – $4.00 ‘i te punu
 ‘ānani – $2.50 ‘i te kīro
Hold up one card and ask a student “ ‘Ea‘a te moni ‘i tērā?” The students should answer
with full sentences, for example, “ ‘E ‘ā tārā ‘i te punu” or “ ‘E rua tārā ē rima nga‘uru tene
‘i te kīro”.
When the students understand the pattern, they can continue with this activity
themselves in groups. This is the beginning of holding a simple “shopping” conversation.
22
Students could then go on to set up a “shop” in the classroom and role-play buying and
selling the items.
Ask the students, “Would you feel confident using Cook Islands Mā ori to buy something
in a real shop in the Cook Islands?” “Why or why not?” “If not, how could you reach that
goal?” Listen to the strategies they suggest and then provide opportunities where
students could implement them and reach that new goal.
In pairs, the students can share what they have learned about the Cook Islands culture.
Ask each student to state one cultural aspect that they have learned and to compare it
with how things are done in their own culture or another culture that they know of.
(For example, they may have identified that Cook Islands Mā ori grandchildren expect
their grandparent to tell them what to do or that older people who have moved to New
Zealand from the Cook Islands love the foods that remind them of their childhood.)

Shopping
[page 2] “No, Grandma, I can’t see any taro
“I’m going shopping,” says Grandma. “I leaves,” says Poko‘ina.
want some taro leaves for Grandpa for
his lamb stew.”
“Can I come with you?” asks Poko‘ina.
[page 3]
“Yes, come along,” says Grandma. “Bring
me the basket, Poko‘ina.”
“Where is the basket?” asks Poko‘ina.”
“It’s under the table,” says Grandma.”
[page 4]
“I would love some oranges!” says
Poko‘ina.
“How much are the oranges, Pokoʻina?”
asks Grandma.
“Two dollars and fifty cents per kilo,
Grandma.”
“Fill the basket with eight oranges,
Poko‘ina,” says Grandma.
“Yes I will, thanks, Grandma,” says
Poko‘ina.
[page 5]
“… five, six, seven, eight!” says Poko‘ina.
“Poko‘ina, can you see any taro leaves?”
asks Grandma.
23
[page 6] “Seven dollars and thirty cents,
“I want to buy some sugar,” says Grandma,” says Poko‘ina.
Grandma. “Where is the sugar?”
[page 9]
“I don’t know,” says Poko‘ina.
“Put them in the basket,” says Grandma.
[page 7] “Can you see any taro leaves?”
There’s the sugar!” says Grandma. “No, Grandma, I can’t see any taro
“Poko‘ina, put one packet in the basket. leaves,” says Poko‘ina.
Can you see any taro leaves?”
[page 10]
“No, Grandma, I can’t see any taro
leaves,” says Poko‘ina. “Hello, Māmā,” says the shop assistant.
“Hello, Mere,” says Grandma. “Have you
[page 8] got any taro leaves?”
“I want to buy two cans of corned beef,” “No, I don’t, Māmā . Maybe tomorrow,”
says Grandma. “How much?” says Mere.
[page 11] “It doesn’t matter,” says Grandpa.
“It doesn’t matter,” says Grandma. “How “Come and look in this box.”
much does my shopping cost?” “Taro leaves!” says Poko‘ina.
“Seventeen dollars. Thanks very much, “That’s right, Poko‘ina,” says Grandpa. “I
Mā mā ,” says Mere. have been shopping for taro leaves in
Mā ui’s rūkau garden.”
[page 12]
“Grandpa, the shop didn’t have any taro
leaves!” says Poko‘ina.
Teretere Māpū
by Tuaine Robati
This story supports Unit 18 (Kāka‘u/Clothes).
Text Features
 terms for times, weeks, days of the week, and months – ora ono, ā tēia ‘epetoma
ki mua, ā te Paraparau, o tēia marama
 terms for acknowledgment and praise – meitaki ma‘ata, kāore atu!, ngākau
parau tikāi
 the use of the biblical passage, “Ko te rā tēia tei ākono‘ia e Iehova. Kia rekareka
tātou e kia perepere kāvana.” Biblical language is a part of the Cook Islands Mā ori
written and oral tradition.

 the custom of giving lolly ‘ei (an adaptation of a custom from fa‘asā moa)
 the way the youth group memorises verses to recite – such recitations occur not
only in church but also on other formal occasions, such as farewells, birthday
celebrations, and the launching of canoes
 the teretere group. Note that tere or teretere can mean simply a social or fund-
raising journey to visit a certain group (as in the description of tere parties on page
24
212 of I-E-KO-KO!) or it can mean an exchange trip, such as a school sporting
exchange, where each group visits the other’s place (as in a teretere māpū).
Students who have completed Units 6, 7, and 9 of I-E-KO-KO! may find it easy to:
 identify terms that express times, including hours, days, weeks, and months
(learned in Unit 6)
 identify numbers used in expressing time – rā varu, ora ono, ora iva
 identify some expressions of praise (learned in Unit 7)
 use “Ka ‘inangaro au … and ‘E reka ana au … (learned in Unit 9).

 use the glossary to help them make meaning from this text that includes many
unfamiliar words and structures
 understand the place of the tere (journey) in the culture of the Cook Islands
 memorise and recite verses in Cook Islands Mā ori.
25
steps.

Cook Islands Māori
 Students will recognise that the target culture is organised in particular ways.
(levels 1 and 2)
 Students will make connections with known culture(s). (levels 1 and 2)

 use basic expressions to indicate time and place (level 1)
 understand and use time expressions, such as day, month, year, and dates. (level
2)

 ask what day of the week and what month it is
 tell the time of day.
 say what [things] they like and dislike.
 talk about clothing worn by Cook Islands people on special occasions.

Students will be able to explain in English, using some Cook Islands Mā ori, what a
teretere māpū is and what occurs at this event. Students will also revise the language for
dates and times of day and use this language to create a timetable.
26
Learning Activities
Before Reading
Prior knowledge
Review classroom language, for example, meitaki ma‘ata! (see page 15 of I-E-KO-KO!),
counting to ten and beyond (Unit 3 of I-E-KO-KO!), days of the week and times of day
(Unit 6 of I-E-KO-KO!), and saying what one likes or wants (Unit 9 of I-E-KO-KO!).
Introducing the text – using our memories
Have the students play the following game of cards. Spread out cards face down, and
players then take turns to turn two cards over. When a player turns over a card that
matches one they have seen, the player tries to remember where the first card was so
that they can make a pair. If they choose the correct card, that player has a pair and a
point. If not, they turn both cards back over, and the next player follows the same steps.
The one with the most pairs at the end of the game wins.
Ask the students what sort of skills they needed to play the game (using their
memories). Then ask what other activities they use their memories for. Write their ideas
on the board and explain that the story includes a performance that requires the
performers to use their memory.
Hold up the book and discuss the cover picture, using prompts like:
 Tell me about what you can see in the picture on the front cover.
 Do you think it shows a special occasion? Why or why not?
 Where do you think the story is set?
 What do you think the story is going to be about?
Encourage students to respond in Cook Islands Mā ori. Record their predictions, adding
to them as the story progresses.
27
Learning Intentions

 identify and use expressions of acknowledgment and praise in the story
 explain what a teretere māpū is and what it involves
 write a timetable saying on what day and at what time practices and the final
event will be held
 memorise a verse or proverb in Cook Islands Mā ori.
Talk about how the students will know they have met the learning intention, and decide
Reading the Text

Read the story aloud, and encourage the students to follow the story in their books.
Their listening task could be to:
 work out what the group are doing or preparing and review their predictions
 decide what they think the title – teretere māpū – might mean
 record words relating to time or days of the week when they hear them in the
story
 identify expressions of praise or appreciation in the story.
After the whole-class reading, go through the text page by page as a class. Encourage the
students to use the illustrations and the words they know to work out what they think
each page means. If there is a clock showing the time, ask the question “ ‘Ea‘a te ora?”
Refer to the glossary at the back of the book, and write key phrases on the whiteboard.
Discuss any language difficulties and, as a class, plan ways to address them.
Invite students to prepare to read the story aloud in co-operative reading groups, with
one taking the narrator’s part and the others taking the parts of different people. In
preparation, each reader focuses on understanding their own part so that they can
explain it to the others if necessary. During the reading, students can express praise or
appreciation of others’ reading, using Cook Islands Mā ori.
After Reading
Ask the students to explain what the story was about. Were their original predictions
correct? If not, when did they change them and why?
Have the students think, pair, and share their feelings about reciting in front of a group
of people. Why did Teā riki want to join in? Would they have wanted to? Why, or why
not?
As a class, develop a mind map on the board to record the features of the teretere māpū
– for example, reciting Bible verses, visiting another church, wearing white clothes, and
getting lolly ‘ei. Talk about the purpose of a teretere māpū, drawing out in particular the
28
way in which it binds the various local church communities together. Why would this be
important in an island nation? In groups, students can prepare a description of a
teretere māpū for someone who knows nothing about them, using English and Cook
Islands Mā ori.
Working in pairs, have the students plan, write (in Cook Islands Mā ori), and illustrate
colourful and engaging poster timetables for a teretere māpū or similar performance
event that requires a series of practices and then a final performance. Display their
timetables in the classroom. They could include a series of times for the practices
(‘āpi‘ipi‘i) and a final statement of the date and time of the actual event.
Memorising verses or proverbs
Have each student choose a Cook Islands verse or proverb to memorise and recite. It
could be a verse from the Bible, like Ko te rā tēia tei ākono‘ia e Iehova. Kia rekareka tātou
e kia perepere kāvana. (This is the day that the Lord has made. We will rejoice and be
glad in it). It could also be a proverb, like Mou te kō mou te ‘ere, kia pūkuru o vaevae e kia
mokorā ō kakī. (Hold the stick firmly, tie firmly to it, so your feet can be firmly planted on
the ground and you can stretch your neck [tall] like a duck.) This proverb is used often,
in many settings. It is about holding on to the strong foundation of your language and
culture so you can stand tall with pride.
Cook Islands Māori in the New Zealand Curriculum includes a range of proverbs, for
example, at the bottom of pages 5, 7, 8, 12, and 14. Students could engage in research to
find out their meanings.
The students could bring items for a morning tea, or small gifts to present to each other
after reciting their verses. Ask the students to write about their experience of learning,
memorising, and reciting their verse and being given a treat after the recitation.
Have the students refer to their learning intentions and decide whether they have
fulfilled the intentions, giving evidence. They could ask a peer to critique their timetable
or their description of a teretere māpū, saying whether these documents are clear and
consistent, and fulfill their purpose.
29
Church Youth Group Exchange Trip
[page 2] “I’m here, and so is my Mum!” says
“Next week is our Church Youth Group’s Teā riki. “I have learnt my verse.”
turn for the teretere,” says “Great,” says Mā ui. “This is our final
Ngā teinakore. “We will visit Mere’s practice.”
church.”
“What will happen during the teretere?” [page 9]
asks Teā riki. “That was great. I really enjoyed our
practice this afternoon,” says Māui.
[page 3] “Me too,” says Teā riki’s mother.
“We will sing our song together and “What time does everybody need to be
then recite our verses,” says here on Sunday?” asks Mā ui.
Ngā teinakore. “Our Minister will go
with us.” “Nine o’clock in the morning,” says
Ngā teinakore.
[page 4] “Very good, Ngā teinakore, says Mā ui.
“I want to go,” says Teā riki. “Don’t forget, girls in white dresses and
boys in white shirts and black pants.
“Māui! Teā riki wants to come,” says Don’t forget to bring some money for
Ngā teinakore. the bowl. We will leave here at half past
nine.”
[page 5]
“Great!” says Mā ui. “There’s one verse [page 10]
left. Here’s your verse, Teā riki.” “This is the day that the Lord has made.
We will rejoice and be glad in it.”
[page 6]
“Very good, everyone,” says Mā ui. [page 11]
“Ngā teinakore, when is our final “Your singing was great! Your grandma
practice for the teretere?” would be so proud.”
“On Thursday the eighth of this month,”
says Ngā teinakore. [page 12]
“Mahiriki, at what time?” asks Mā ui. “I love the lolly necklaces!” says Teā riki.
“At six o’clock,” says Mahiriki. “Me too,” says Ngā teinakore.
“Good,” says Māui.
[page 7]
‘Aere Rā
by ‘Ina Teke‘u
This story supports Unit 20 (‘Aere rā/Farewell).
Text Features
 a simple structure for asking and answering a question – Tei te ‘a‘a koe?, Tei te
‘akapapa i tōku kāka‘u
30
 poetic language used to encourage and/or to farewell – “Māmā, ‘ākono‘ia tā tāua
ngā mokopuna”, “Kia āru tō mātou aro‘a iākoe, ‘e Pāpā!”, “Tiaki mēitaki iākoe,
‘e Pāpā!”
 expressions of sorrow – “Tē tangi nei au ‘i te ‘akaruke‘anga mai ia kōtou …”,
“Maromaroā tikāi au”.
 questions and statements about what someone would like (to take with them) –
Ka ‘inangaro koe …? Ka ‘inangaro au …
 a short speech (the first paragraph on page 8).
 content that relates to the Cook Islands concept of family – the common practice
for extended families to live together and for grandparents to raise grandchildren
 the importance of having a Bible available in the home – the Cook Islands is a
Christian nation and every household is expected to have a Bible
 the setting in the Cook Islands in the 1960s. At that time, many families moved to
New Zealand for work and to gain a better education for their children. Fathers or
grandfathers often went ahead of their wives and children to secure employment.
Families then followed and the children would go to school in New Zealand.
Students who have completed all 20 Units of I-E-KO-KO! may find it easy to:
 understand structures beginning Ka ‘inangaro
 understand that a ngutu‘are tangata may be grandparents and their
grandchildren
 recognise some of the typical language and other features of a farewell.
 identify many words and phrases they have learned in earlier units of I-E-KO-KO!
 interpret the detail of the speech on page 8 (a full translation of this is provided
in the book’s glossary)
 understand the unfamiliar setting (the Cook Islands in the 1960s) and situation
(a grandfather leaving his family to seek employment in a new country).
steps.
Cook Islands Māori
 Students will recognise that the target culture is organised in particular ways.
(levels 1–2)
 understand and differentiate social roles and interrelationships, for example,
those in their household family. (level 2)
31
 understand some of what happens at a Cook Islands farewell
 say some suitable things at a farewell.
Students will be able to identify some important features of a Cook Islands farewell and
then write and perform plays in which they express feelings.
Learning Activities
Before Reading
Prior knowledge
Revisit Unit 4 and talk about who may be included in a Cook Islands ngutu‘are tangata.
Revisit Unit 13 and revise the language for expressing feelings.
Ask the students questions about migrating or moving house, for example: “Who has a
friend or a family member who was born in a different country than New Zealand? How
did they come to live here?” Display a world map and ask students to indicate where
some of these people came from.
Have the students share, in small groups, their experiences and ideas of how it would
feel to go and live in a new land or place. Then ask them: “What differences do you think
someone moving from the Cook Islands would find if they moved to New Zealand?
Today? Fifty years ago?”
Check the words in the glossary (on the inside back cover of the book). If possible, ask a
native speaker of Cook Islands Mā ori to model the correct pronunciation of any
unfamiliar words for you and the students. This person could read the story to you and
the class as the first reading, or you could record them reading it and play it to the class.
Learners at levels 1 and 2 will need support with the speech on page 8.
32
Cover the front of the book with a sheet of paper that is the same size as the cover. Cut
the paper into six pieces, so that it becomes like a jigsaw puzzle. Use an adhesive putty to
stick the jigsaw puzzle pieces to the front cover of the book so that it is completely
covered. Remove one piece at a time, each time asking the students what they think the
illustration shows and what they predict the book will be about. Record their
predictions on the whiteboard so that they can refer to them and add to them during the
reading.
Learning Intentions
Share the learning intentions, or co-construct them with your students. Some examples
 say what items I might take on a journey, using the structure, Ka ‘inangaro
au …
 identify aspects of Cook Islands life in the 1960s
 express degrees of sadness and other emotions, for example, Maromaroā
au/Maromaroā tikāi au.
 identify some important features of a Cook Islands farewell
 write and perform plays in which they use appropriate language to express
feelings.
Talk about how the students will know they have met the learning intentions, and
decide on success criteria together.
Reading the text

Read the story aloud to the students, as the students follow the reading in their books.
At the end, ask them what they think the story is about and what happens. Compare this
with their predictions before reading.
Read the story again, this time pausing on each page to discuss what is said and what is
happening, giving evidence from the words and/or the pictures. Write key phrases on
the whiteboard. On page 6, take the time to discuss what is said about the Bible (Buka
Tapu) and to explain that every Cook Islands home would be expected to have one. On
pages 8–10, discuss why the room is full of people and talk about why all the ‘ei are
given to Pā pā , the person who is leaving.
Invite students to read the story aloud in small groups, with one reading the narrator’s
part and others reading for different family members. Their goal is to read with
expression, conveying the speaker’s feelings.
33
After Reading
Ask the students to share what they liked about the story, or about a group member’s
reading.
Identify and record the features of a Cook Islands farewell that are illustrated in the
book, for example, the attendance of extended family and friends, the placing of ‘ei on
the person who is leaving, the speech, and the expressions of sadness and good wishes.
 Talk about the differences and similarities between this Cook Islands family in
the 1960s and other families that the students know. Talk about the family
relationships within the ngutu‘are tangata of Pā pā , Māmā, and the boys. Look for
the differences that arise from the period (the 1960s). For example, at modern
farewells in the Cook Islands, shell necklaces are given instead of flower ‘ei because
travellers are no longer permitted to bring live plants into New Zealand.
Game: Going to New Zealand

Have the students take turns adding to a list of what they might take to New Zealand
with them. The first speaker says “Āpōpō ka ‘oki au ki Nū Tirēni. Ka ‘inangaro au ‘i taku
___. The next repeats this and adds another item, and so on.
Creating a play
In groups of four, students could write short plays with questions and answers and
words that express feelings (as learned in Unit 13). For example, they might choose to
write about a family moving to another own or friends sharing how they feel.
Groups of students could innovate on the story to create a longer play, or video scenario
about another person or people leaving home for another country, in the 1960s or
today.
If the students plan to put on their play or produce their video, they could add cultural
authenticity to their performance by:
 wearing some traditional Cook Islands clothes, referring to what they learned in
lesson C of Unit 18
 making ‘ei, as they learned to in Unit 12, to be given to those who are leaving
 singing and improvising dance movements to the traditional farewell song
‘Īmene Takakē (from p. 24 of ‘E Au ‘Īmene Kūki ‘Airani nō Tātou i Aotearoa nei Cook
Islands Songs, Ministry of Education, 2002). This song will be familiar from Units 9
and 20.

Have the students refer to their learning intentions and reflect individually about (or
discuss in pairs) whether they have fulfilled the intentions. Ask the students questions
such as:
 What helped you understand the story?
 What have you learned about living in the Cook Islands in the 1960s?
 What new things have you learned about Cook Islands farewells?
34
English version of the Farewell
story
[page 2] [page 8]
“Kia orā na (hello) Pā pā,” says Vaka. “I’m feeling sad for
“Kia orā na to you also Vaka,” says Pā pā . leaving you all.
“What are you doing?” asks Vaka. I’ll make sure that
“Packing my clothes,” replies Pā pā . you will never be forgotten
[page 3] by me. The love of God,
“What time is your plane to New remain with you
Zealand?” asks Vaka. as well as with me. Good luck
“Two o’clock today,” replies Pā pā . until the time
“We will help you pack,” says Mā mā . we meet again.”
“Māmā, take care of our grandchildren.
[page 4]
Tau and Vaka, listen to what Mā mā tells
“Would you like your black shoes?” asks you.”
Mā mā .
“Yes,” replies Pā pā [pages 10–11]
“Here they are,” says Vaka. “Don’t forget us, Pā pā !”
“Our love goes with you, Pā pā !”
[page 5]
“Look after yourself, Pā pā !”
“I would like my passport,” says Pā pā .
“Please give our love to Mā mā
“Here it is,” says Vaka. Mereana!”
[page 6] [page 12]
“Would you like your Bible?” asks Tau. “I feel very sad,” says Vaka.
“No, Māmā Mereana in New Zealand has “I feel sad too,” says Tau.
one,” replies Pā pā .
“Māmā, can we please go (return)
[page 7] home?” asks Vaka.
“Do you want anything else?” asks
Mā mā .
“Yes, I want you all to come with me,
but never mind, we will meet again at
the end of the year.”
35

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Teacher Support Materials to Accompany

Stories to Support the Pasifika Learning Languages Series

I-E-KO-KO! An Introduction to Cook Islands Māori

Engaging students with texts

English version of the story “Who’s that with a mother-of-pearl necklace

Reading the text

[page 3] [page 11]

[page 4] [page 12]

The cultural features of this story include:

Planning: Teaching as Inquiry

Curriculum Links and Links to I-E-KO-KO! An Introduction to

KWL SHEET – What I know about Cook Islands Drums

Pronunciation of new language

Reading the text

Reflecting on the Learning

Supports and Challenges

Planning: Teaching as Inquiry

Cook Islands Māori in the New Zealand Curriculum

I-E-KO-KO! An Introduction to Cook Islands Māori

A Possible Teaching Goal

Name of ethnic group Name of traditional food

Reading the text

Asking about items – Where? How much?

English version of the story

The cultural features of this story include:

These students may find it challenging to:

Curriculum Links and Links to I-E-KO-KO! An Introduction to

Cook Islands Māori in the New Zealand Curriculum

I-E-KO-KO! An Introduction to Cook Islands Māori

A Possible Teaching Goal

After reading the text, I will be able to:

Reading the Text

Reading the text

Game: Going to New Zealand

Reflecting on the Learning

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