The Cook Islands Māori storybookspasifika.tki.org.nz/content/download/869/4847/file/cook islands...

Teacher Support Materials to Accompany Stories to Support the Pasifika Learning Languages Series Resource: I-E-KO-KO! An Introduction to Cook Islands Māori

IntroductionThese 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 Māori 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 Māori 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 Māori texts.

You can link to I-E-KO-KO! at http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-Maori

Engaging students with textsThe teacher’s role is to mediate the interactions between the student and the learning materials and enable the student to meet their learning intention.

Accessed from http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-Maori Copyright © New Zealand Ministry of Education 2010Teacher Support Material for Stories to Support I-E-KO-KO! An Introduction to Cook Islands Māori

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http://pasifika.tki.org.nz/Pasifika-languages/Cook-Islands-Maori

http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Effective-pedagogy

http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Effective-pedagogy

The Cook Islands Māori storybooksTitle Overview Links to I-E-KO-KO! An

Introduction to Cook Islands Māori

Koʻai Tērā? Two cousins meet and get to know each other at a Cook Islands family reunion.

Unit 5

‘I Roto i te ‘Are Pū‘ākapa Four boys set up their tent and prepare to enjoy a night in it – but one of them has another interest!

Unit 7

Reka te Rutu Pa‘u A teacher and students meet to practise Cook Islands drumming, but not everyone is on time!

Unit 14

‘Oko‘oko Māmā and Poko‘ina go shopping for rūkau, but the shop doesn’t have any. Will Pāpā have to miss out on having rūkau in his lamb stew?

Unit 16

Teretere Māpū The members of a Bible class group prepare for their trip to a neighbouring church to recite their verses successfully and to enjoy the morning tea that follows.

Unit 18

‘Aere Rā This story is about a grandfather leaving Rarotonga for New Zealand in the 1960s. The family all turn up at his house to say goodbye.

Unit 20


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Ko‘ai Tērā? by Tuaine Robati

This story supports Unit 5 (Tutu akara‘anga/Describing people and things).

Text FeaturesThe 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 ChallengesStudents 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 InquiryConsider your students’ interests and their ability to read in Cook Islands Māori 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)

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

Unit 4: Students will be able to ask others who is in their family and say who is in their own family.


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Unit 5: Students will be able to:

ask “Who is he/she?”

identify pictures of people by listening to brief descriptions.

A Possible Teaching GoalStudents 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 Māori 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 textRead 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.

: Ask the question Ko‘ai tērā? while pointing to Ngātamā‘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 ReadingAsk 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 Māori sentences.

Name Relationship to narrator

Rongo Ko tōku tuakana

Ngātamā‘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 Māori.

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.


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Reflecting on the LearningHave 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?

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 storyWho’s That?[page 2]

We went to Rarotonga for our family reunion.

[page 3]

I met Rongo from Australia. Her mother is my dad’s sister.

[page 4]

Rongo wanted to know some names.

“Who’s that in the green dress?” asked Rongo.

[page 5]

“That’s my older sister, Ngātamā‘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]

“Who’s that with a mother-of-pearl necklace just like yours?” asked Rongo.

[page 11]

“That’s Poko‘ina. She’s our older cousin – yours and mine,” I said.

“That’s very pretty, the necklace!” said Rongo.

[page 12]

I gave Rongo my necklace.


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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).


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 Māori 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 Teāriki 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 Māori 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 Māori 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.

Planning: Teaching as InquiryConsider your students’ interests and their ability to read in Cook Islands Māori 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.


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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.

A Possible Teaching GoalStudents 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 Māori 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.




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 textExplain 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 Teāriki’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 Māori 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 ReadingDiscuss the story with the students, asking whether they enjoyed it, and what they thought of the ending. Discuss Teāriki’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 Māori.

Discuss the origins of the word pū‘ākapa. Why was there no word for “tent” in Cook Islands Māori 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 Māori 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 Māori) 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 Māori, about an actual or imagined camping experience.

Write a poem with a camping theme.


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]

“ ‘Āporo, where’s the hammer?” asks Teāriki.

“I don’t know,” says ‘Āporo.

[page 3]

“It’s in the yellow box,” says Jacob.

“Hauā, what are you doing?” asks ‘Āporo.

[page 4]

“Where’s the mat?” asks Jacob.

“It’s in the house,” says Teāriki.

[page 5]

“Here’s the mat,” says ‘Āporo. “Go outside while I spread it out.”

[page 6]

“Here’s my sleeping bag,” says Jacob.

“Where’s your pillow?” asks Teāriki.

[page 7]

“Have you two got your torches?” asks ‘Āporo.

“Yes, here!” says Teāriki.

[page 8]

“Hauā! What about you? Come inside our tent,” says Teāriki.

[page 9]

“Here’s my sleeping bag,” says Hauā. “Here’s my pillow!”

[page 10]

“Where’s your torch?” asks ‘Āporo.

“In my pants pocket,” says Hauā. “My phone is my torch.”

[page 11]

“Here are our drinks!” says Teāriki.

“Here are our snacks!” says ‘Āporo.

“Here are our games!” says Jacob.

[page 12]

“Where’s my drink? Where are my snacks?”


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Reka te Rutu Pa‘uby Tuaine Robati

This story supports Unit 14 (‘Āpi‘i/School).


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 Māori 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 Māori at home may find the idiomatic language used by Pāpā Faimau familiar, which will support their reading, but for other readers, this language may be challenging.


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


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A Possible Teaching GoalStudents 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 Māori 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 Māori 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.


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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 Māori.

Talk about how the students will know they have met the learning intention, and decide on success criteria together.

Reading the textRead 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 Pāpā 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.


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After ReadingDiscuss 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 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 Pāpā 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]

Reflecting on the LearningHave 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?




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Drumming Sounds Great[page 2]

“Matake‘u, where are our drumsticks?” asks Pāpā Faimau.

“In the basket,” says Matake‘u.

“Where’s the basket?” asks No‘oroa.

“It’s under your chair,” says Matake‘u. “Here it is!”

[page 3]

“There are the drumsticks,” says Pāpā Faimau. “Where are the other drummers? We have six drums and only two drummers!”

“Here are Michael and Junior,” says Matake‘u.

“Hello, Michael. Hello, Junior,” says Pāpā Faimau. “Now we have six drums and four drummers. Where are Mereana and Viriamu?”

[page 4]

“Matake‘u, what would you like?” asks Pāpā Faimau.

“I like playing the roll drum,” says Matake‘u.

“No‘oroa, which would you like?” asks Pāpā Faimau.

“Give me the pa‘u,” says No‘oroa.

“Michael, would you like the lead pātē?” asks Pāpā Faimau.

“Yes, I’d like the lead pātē!” says Michael.

“Can I have the sharkskin drum, please?” asks Junior.

[page 5]

“Hello, Viriamu,” says Pāpā Faimau. “Here, this is your pātē.”

“Thanks, Pāpā Faimau,” says Viriamu.

“Give me the low-toned pātē,” says Pāpā Faimau. “Everybody ready?”

[page 6]

“Matake‘u, I’ll call and you start the beat,” says Pāpā Faimau.

“Let’s all get moving, just like a horse!”

[page 8]

“There you are – come here, Mereana,” says Pāpā Faimau.

[page 9]

“Very good, everyone,” says Pāpā Faimau. “That drumming sounded great. Let’s do it again.”

[page 10]

“Hey, what’s the time?” asks Pāpā Faimau.

“One o’clock, Pāpā Faimau!” says Mereana.

“Gosh, time flies!” says Pāpā Faimau. “Time to stop drumming.”

[page 11]

“I’d like another drumming session tomorrow,” says Mereana.

“Can we have another session tomorrow, please?” says Viriamu.

[page 12]

“Mereana! Will you be on time if we practise tomorrow?” asks Pāpā Faimau.

“Yes, I’ll come at twelve fifteen!” says Mereana. “Great!” says Pāpā Faimau. “Tomorrow, Mereana will lead us!”

‘Oko‘okoby ‘Ina Teke‘u


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This story supports Unit 16 (‘Oko‘oko/Shopping).


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).

Supports and ChallengesStudents 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.



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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.

A Possible Teaching GoalStudents 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 Māori 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


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Ask them about any “traditional” foods that are favourites in their own families.




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 Māori, or in any other Pasifika language?

Learning Intentions



identify Cook Islands Māori 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 textRead 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?


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After ReadingAsk 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 Pāpā Rū‘au. Ask the students the following questions:

What is rūkau?

Does Pāpā 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 Māori or English, explaining why Pāpā 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 (Māmā 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 Māmā 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”.


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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. Students could then go on to set up a “shop” in the classroom and role-play buying and selling the items.

Reflecting on the LearningAsk the students, “Would you feel confident using Cook Islands Māori 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 Māori 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.)

English version of the storyShopping[page 2]

“I’m going shopping,” says Grandma. “I 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, Poko ina?” ʻasks 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.

“No, Grandma, I can’t see any taro leaves,” says Poko‘ina.


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[page 6]

“I want to buy some sugar,” says Grandma. “Where is the sugar?”

“I don’t know,” says Poko‘ina.

[page 7]

There’s the sugar!” says Grandma. “Poko‘ina, put one packet in the basket. Can you see any taro leaves?”


[page 8]

“I want to buy two cans of corned beef,” says Grandma. “How much?”

“Seven dollars and thirty cents, Grandma,” says Poko‘ina.

[page 9]

“Put them in the basket,” says Grandma. “Can you see any taro leaves?”


[page 10]

“Hello, Māmā,” says the shop assistant.

“Hello, Mere,” says Grandma. “Have you got any taro leaves?”

“No, I don’t, Māmā. Maybe tomorrow,” says Mere.


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[page 11]

“It doesn’t matter,” says Grandma. “How much does my shopping cost?”

“Seventeen dollars. Thanks very much, Māmā,” says Mere.

[page 12]

“Grandpa, the shop didn’t have any taro leaves!” says Poko‘ina.

“It doesn’t matter,” says Grandpa. “Come and look in this box.”

“Taro leaves!” says Poko‘ina.

“That’s right, Poko‘ina,” says Grandpa. “I have been shopping for taro leaves in Māui’s rūkau garden.”

Teretere Māpūby Tuaine Robati

This story supports Unit 18 (Kāka‘u/Clothes).


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 Māori written and oral tradition.


the custom of giving lolly ‘ei (an adaptation of a custom from fa‘asāmoa)

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 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).

Supports and Challenges 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 Māori.


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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.

A Possible Teaching GoalStudents will be able to explain in English, using some Cook Islands Māori, 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.


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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 Māori. Record their predictions, adding to them as the story progresses.


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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 Māori.

Talk about how the students will know they have met the learning intention, and decide on success criteria together.

Reading the TextRead 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 Māori.

After ReadingAsk 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 Teāriki 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 way in which it binds the various local church communities together. Why would this be important in an island


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nation? In groups, students can prepare a description of a teretere māpū for someone who knows nothing about them, using English and Cook Islands Māori.

Working in pairs, have the students plan, write (in Cook Islands Māori), 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.

Reflecting on the LearningHave 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.


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Church Youth Group Exchange Trip[page 2]

“Next week is our Church Youth Group’s turn for the teretere,” says Ngāteinakore. “We will visit Mere’s church.”

“What will happen during the teretere?” asks Teāriki.

[page 3]

“We will sing our song together and then recite our verses,” says Ngāteinakore. “Our Minister will go with us.”

[page 4]

“I want to go,” says Teāriki.

“Māui! Teāriki wants to come,” says Ngāteinakore.

[page 5]

“Great!” says Māui. “There’s one verse left. Here’s your verse, Teāriki.”

[page 6]

“Very good, everyone,” says Māui. “Ngāteinakore, when is our final practice for the teretere?”

“On Thursday the eighth of this month,” says Ngāteinakore.

“Mahiriki, at what time?” asks Māui.

“At six o’clock,” says Mahiriki.

“Good,” says Māui.

[page 7]

“I’m here, and so is my Mum!” says Teāriki. “I have learnt my verse.”

“Great,” says Māui. “This is our final practice.”

[page 9]

“That was great. I really enjoyed our practice this afternoon,” says Māui.

“Me too,” says Teāriki’s mother.

“What time does everybody need to be here on Sunday?” asks Māui.

“Nine o’clock in the morning,” says Ngāteinakore.

“Very good, Ngāteinakore, says Māui. “Don’t forget, girls in white dresses and boys in white shirts and black pants. Don’t forget to bring some money for the bowl. We will leave here at half past nine.”

[page 10]

“This is the day that the Lord has made. We will rejoice and be glad in it.”

[page 11]

“Your singing was great! Your grandma would be so proud.”

[page 12]

“I love the lolly necklaces!” says Teāriki.

“Me too,” says Ngāteinakore.

‘Aere Rāby ‘Ina Teke‘u

This story supports Unit 20 (‘Aere rā/Farewell).


a simple structure for asking and answering a question – Tei te ‘a‘a koe?, Tei te ‘akapapa i tōku kāka‘u

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!”


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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.

Supports and Challenges 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).



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)



understand some of what happens at a Cook Islands farewell

say some suitable things at a farewell.


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A Possible Teaching GoalStudents 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 Māori 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.


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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 of possible learning intentions for reading this story are given below.


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 textRead 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 Pāpā, 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.


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After ReadingAsk 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 Pāpā, 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.


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?




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English version of the story Farewell[page 2]

“Kia orāna (hello) Pāpā,” says Vaka.

“Kia orāna to you also Vaka,” says Pāpā.

“What are you doing?” asks Vaka.

“Packing my clothes,” replies Pāpā.

[page 3]

“What time is your plane to New Zealand?” asks Vaka.

“Two o’clock today,” replies Pāpā.

“We will help you pack,” says Māmā.

[page 4]

“Would you like your black shoes?” asks Māmā.

“Yes,” replies Pāpā

“Here they are,” says Vaka.

[page 5]

“I would like my passport,” says Pāpā.

“Here it is,” says Vaka.

[page 6]

“Would you like your Bible?” asks Tau.

“No, Māmā Mereana in New Zealand has one,” replies Pāpā.

[page 7]

“Do you want anything else?” asks Māmā.

“Yes, I want you all to come with me,

but never mind, we will meet again at the end of the year.”

[page 8]

“I’m feeling sad for

leaving you all.

I’ll make sure that

you will never be forgotten

by me. The love of God,

remain with you

as well as with me. Good luck

until the time

we meet again.”

“Māmā, take care of our grandchildren.

Tau and Vaka, listen to what Māmā tells you.”

[pages 10–11]

“Don’t forget us, Pāpā!”

“Our love goes with you, Pāpā!”

“Look after yourself, Pāpā!”

“Please give our love to Māmā Mereana!”

[page 12]

“I feel very sad,” says Vaka.

“I feel sad too,” says Tau.

“Māmā, can we please go (return) home?” asks Vaka.


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