Selecting the Trees

Selecting the Trees

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This task is about reading to find information and make inferences.
Read the recount of how a carver chose trees to make an ocean going canoe, then answer the questions.
 
SELECTING THE TREES
 
In December, 1979, I'd arranged a meeting with Arthur Meihana and Peter Iraia, members of the Tuhoe Trust Board, to ask if I could take trees from Whirinaki to build a double-hulled canoe. The kaupapa, or purpose, I explained, was to build a waka that would make the voyage from Aotearoa to Rarotonga and Tahiti, to prove that our tīpuna had travelled back and forth to the Islands.
 
We would use totara, and I had to select them myself, which I'd never done before. But I knew what to look for. I'd been told by my teachers not to select trees at the snowline or on the slope of a hill. The grain would be stronger in the better-nourished trees close to the valley floor.
 
When a tree is dead, standing dead, or doesn't have sound wood, there's often an outcrop like rata vine or kiekie growing in the crown of the tree, and a lot of the trees we saw had this problem. The forest rangers with me also pointed out the devastation caused by possums. We had to compete with them too.
 
We were looking for mature trees with thick bark. Thin bark on totara indicates that the grain is still too loose. Then we looked at the roots. If they're soft and mushy, it means that the taproot is dying and there is a hollow in the tree.
 
The process continued for about five days. I was only allowed to take two trees, so I had to pick the right ones. If I felled a tree that was hollow and rotten, then the chance to build a sailing canoe would be gone. I really had to make my selection carefully.
 
On the last day, I finally saw two trees that suited my purpose. They were only about twenty metres apart. "These are the two," I told the rangers. Sure enough, they were clean, beautiful trees.

Question 1Change answer

a) Who decided it was all right for the author to take the trees?

Question 1Change answer

b) What other word for canoe is used in the article? 

Question 1Change answer

c) Why was the canoe being built?

Question 1Change answer

d) Why would the trees close to the valley floor have a stronger grain?

Question 8Change answer

e)  What are three things to indicate that a tree might not be suitable?  
1. 
2. 
3. 

Question 1Change answer

f) Write a sentence from the article to show the five-day task was successful.

Question 1Change answer

g) "We were looking for mature trees with thick bark." In this sentence who does "we" refer to?

Question 1Change answer

h) "We would use totara, and I had to select them myself, which I'd never done before."
In this sentence from the article who does "we" refer to?

Question 1Change answer

i) The article finishes with a more personal tone. What is one way this has been achieved?
Task administration: 
This task can be completed online (without auto-marking) or with pencil and paper.
Level:
4
Curriculum info: 
Key Competencies: 
Description of task: 
Students read an extract about selecting suitable trees to build a waka then answer retrieval and inferential questions.
Curriculum Links: 
 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • locate and summarise ideas and information
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y8 (08/1999)

a)
Arthur Meihana and Peter Iraia
or
Two members of the Tuhoe Trust Board.
easy
b) waka very easy
c) Any 1 of:

  • To prove that Māori/the writer's ancestors travelled long distances/between the islands.
  • To make the voyage from Aotearoa to Rarotonga and Tahiti.
very easy
d) They are better nourished. easy
e)
  • Rata vine or kiekie growing in the crown of the tree.
  • Thin bark.
  • Mushy/soft roots.
3 correct – difficult

2 correct – moderate

1 correct – easy

f)
  • "Sure enough, they were clean, beautiful trees".
  • "On the last day, I finally saw two trees that suited my purpose".
easy
g) The (forest) rangers and himself (author). difficult
h) The other carvers and himself/people working on the project. difficult
i) Any 1 of:

  • Use of direct speech.
  • Use of colloquial language, e.g., "Sure enough".
difficult