Build, Speak, Connect

Overview

Students practise giving and following clear English instructions while working in pairs to build a LEGO model. The lesson develops positive friendship communication through active listening, respectful turn-taking, encouragement and calm problem-solving. Students apply a simple instruction structure: action + piece + position, then reflect on how communication affected teamwork.

Learning intentions

• WALT give clear, ordered instructions in English.
• WALT listen carefully and ask helpful clarification questions.
• WALT use positive, respectful language when working with a partner.
• WALT reflect on how effective communication supports friendship and teamwork.

Success criteria

• I can give instructions in the correct order using precise words.
• I can listen without interrupting and ask, “Could you please repeat or explain that?”
• I can encourage my partner and respond positively when something goes wrong.
• I can explain one communication choice that helped our team.

Curriculum links

• Te Reo Pākehā: developing English as an additional language through listening, speaking, interaction and purposeful communication.
• Te Reo Rangatira: supporting whakarongo, kōrero, tuhituhi and whakaatu through oral interaction, planning and presenting ideas.
• Marau ā-Kura: connecting learning to local kura values, relationships and aspirations for manaakitanga and positive participation.
• Key competencies: managing self, relating to others, participating and contributing, and using language, symbols and texts.

Lesson structure (45 minutes)

1. 0–5 min · Hook and connection. Teacher displays the opening of the build-and-communicate introduction deck and silently builds a small LEGO model incorrectly while giving unclear instructions, then asks, “What made that difficult?” Students briefly discuss the difference between helpful and unhelpful communication.

2. 5–11 min · Model effective instructions. Teacher introduces the language frame on the instruction language and friendship prompts: “Take the…”, “Place it beside/on top of…”, “Turn it so…”, “Please check…”, “Could you repeat that?” and “Thanks for explaining.” Teacher models a short build with a student, showing eye contact, listening, clarification and encouragement. Students identify one clear instruction and one positive friendship behaviour.

3. 11–16 min · Plan and practise. Teacher places students into three pairs and distributes the LEGO instruction and teamwork planner. Each pair chooses or receives a small LEGO model hidden from the other pairs. Students use the worksheet to list the pieces, number the building steps and rehearse precise positional language. One student is the Communicator and one is the Builder; they may not swap roles during the first build.

4. 16–29 min · Pair build challenge. Teacher displays the challenge instructions on the timed pair-build challenge and circulates, listening for clear sequencing, respectful tone and useful clarification. Communicators give one instruction at a time without touching the pieces; Builders listen, build and ask questions when unsure. Both partners use encouragement such as “Good try”, “Let’s check the step” and “We can solve this together.”

5. 29–36 min · Compare and improve. Teacher asks pairs to compare the completed model with the original and identify one instruction that worked and one that could be clearer. Students use the worksheet to revise two instructions, then swap roles and give the revised instructions while the partner makes a small change or rebuilds one section. If time allows, pairs explain one improvement to another pair.

6. 36–42 min · Teamwork kōrero. Teacher uses the discussion prompts on the reflection and sharing slides: “How did listening help?”, “What did you do when you disagreed?” and “Which words showed manaakitanga?” Students share with their partner, then each pair gives one example of positive communication to the group. Teacher reinforces that friendship communication includes patience, respect, encouragement and asking for help.

7. 42–45 min · Exit reflection. Teacher displays the final prompt on the exit reflection slide. Students complete the final section of the worksheet: “One clear instruction I used was…”, “One positive friendship behaviour I showed was…” and “Next time I will…”. Invite two students to share before collecting the worksheets.

Resources

• LEGO bricks and small containers, with enough pieces for three pairs
• Three prepared example models, each hidden from the building partner
• the build-and-communicate introduction deck
• the LEGO instruction and teamwork planner
• Timer
• Board or whiteboard and markers
• Optional camera or tablet for photographing completed models

Assessment

• During modelling and rehearsal, check whether students use ordered, specific instructions and positional vocabulary.
• During the build, observe each student’s listening, clarification, turn-taking, encouragement and response to mistakes.
• Use the completed worksheet and exit reflection to assess whether students can identify effective English communication and a positive friendship behaviour.

Differentiation

• Support students with a visible word bank and sentence frames: “Take the ___,” “Put it ___ the ___,” “Please repeat ___,” and “I agree because ___.” Allow extra wait time and a brief teacher rehearsal before the timed build.
• For students developing English, use gestures, real LEGO pieces, labelled position words and teacher modelling. Accept a combination of supported English and familiar te reo Māori while students build towards precise English instructions.
• For students who need reduced cognitive load, provide a simpler model, fewer pieces, a numbered step template and a consistent partner role. The teacher may quietly repeat or rephrase instructions without taking over.
• Extend confident students by requiring a condition such as “without naming the colour” or by asking them to write instructions that another pair could follow independently. Keep the focus on clarity and respectful communication rather than speed.