Year Level

Preschool (Year 0, ages approx. 3-5)

Duration

30 minutes

Class Size

2 students (allowing for rich interaction and personal attention)

Learning Area

Languages (aligned with New Zealand Curriculum Refresh - Te Mātaiaho English Learning Area for Years 0-6)

Unit

Communicating with Touch Chat

Lesson 18 of 20

Lesson Title

Celebrations and Traditions

WALT (We Are Learning To)

Learn and recognise vocabulary associated with common celebrations and traditions in Aotearoa New Zealand and beyond.
Use simple sentences and gestures to discuss favourite traditions.
Engage in turn-taking and active listening during discussions and role-play activities.

Learning Objectives (Aligning with New Zealand Curriculum Refresh English Strand - Oral Language & Communication for Learning)

Oral Language / Interpersonal Communication:
Students will develop foundational vocabulary related to celebrations (e.g., Birthday, Christmas, Matariki, Diwali, Hanukkah) and begin using simple sentences or AAC supports to share ideas about these traditions.
Non-verbal Communication:
Use facial expressions, gestures, and appropriate volume when communicating about celebrations and traditions.
Vocabulary and Grammar:
Recognise and attempt words related to celebrations; use present-tense verbs and nouns in simple sentences (e.g., "I like cake," "We sing songs," "It is fun").
Self-Regulation and Metacognition:
Express preferences and feelings about traditions using simple vocabulary and guided self-talk (e.g., "I like... because...").

Key Competencies Addressed

Using language, symbols and texts: Learning to communicate ideas through speech, gestures, and Touch Chat communication system.
Managing self: Expressing preferences and emotions related to celebrations.
Relating to others: Sharing ideas and listening actively to another student’s contribution about traditions.

Resources

Touch Chat communication boards/apps customized with celebration vocabulary (symbols/pictures for birthday, cake, gift, song, dance, fireworks, family, food).
Picture cards/photo storybooks showing different New Zealand and global celebrations (e.g., Matariki, Diwali, Christmas).
Puppets or soft toys for role play.
Visual aids with simple sentence stems (e.g., "I like...", "We...").
Dyslexia-friendly printed vocabulary cards with large fonts, clear spacing, and supportive colour-coding.

Safety and Cultural Considerations

Be respectful and inclusive of all cultures, encouraging students to share their family and cultural celebrations.
Honor Te Reo Māori and other community languages by including vocabulary from these languages where appropriate.
Be aware of sensory preferences and neurodiversity, providing quiet spaces and flexible communication modes as needed.

Lesson Plan Outline (30 Minutes)

Time	Activity	Description	Differentiation & Supports
0-5 min	Welcome & Warm Up	Greet students, briefly review previous vocabulary with Touch Chat boards. Introduce WALT using simple, clear language and visuals. Use songs or rhymes related to celebrations.	Use songs with repetitive phrases for memory and comfort. Use greetings that include body language cues (smiles, waves).
5-12 min	Vocabulary Introduction	Show picture cards of different celebrations (birthday, Christmas, Matariki, etc.). Use AAC symbols, say each word clearly, encourage students to repeat or select the symbol. Model facial expressions and gestures (e.g., happy face for "celebrate").	Provide multiple modalities (visual card, spoken word, Touch Chat selection). For students with dyslexia, ensure cards use dyslexia-friendly fonts and colours. Use smiles and gestures to reinforce meanings for non-verbal learners.
12-20 min	Role Play & Sharing	Use puppets or toys to role-play common celebration scenarios (e.g., blowing candles on a cake, giving a gift). Encourage students to use Touch Chat or simple sentences to say what they like or do during celebrations ("I like cake," "We sing"). Incorporate turn-taking practice.	Scaffold sentence structures with sentence stems on visual cards. Provide choices for communication mode: verbal speech, AAC selection, or gesture. If students struggle, support with a model response or prompt cards.
20-27 min	Discussion – Favourite Tradition	Use open questions supported by sentence stems and visual aids ("What is your favourite tradition?", "Why do you like it?"). Students respond using Touch Chat or simple sentences, supported by teacher prompting and modelling.	Allow use of producing word/symbol approximations or gestures if full sentences are hard. Encourage peer support and active listening. Use think-aloud modelling for self-talk ("I like… because…") to scaffold metacognition.
27-30 min	Reflection & Closure	Recap vocabulary by asking students to point out their favourite celebration cards. Praise efforts and participation. End with a goodbye song incorporating the new words learned.	Positive language and encouraging feedback to build self-efficacy. Provide tactile symbols or fidget toys if it helps focus.

Assessment

Observe students’ use of vocabulary in Touch Chat or verbal communication during role play and discussion.
Use informal questioning to check comprehension (e.g., "Can you show me the birthday card?").
Track progress with note-taking on participation, communication attempts, and sentence structure use.

Differentiation Strategies for Diverse Learners

Use multi-sensory approaches: visual cards, spoken words, gestures, tactile objects.
Provide AAC supports with clear symbols and trained prompts for communication.
Use simplified vocabulary or sentence structures with support for students needing scaffolding.
Use peer modelling and paired work to encourage interaction.
Allow movement breaks or provide quiet spaces to aid concentration.
Regular check-ins and use of visual schedules to support understanding.

Dyslexia-Friendly Reading and Visual Support Options

Use dyslexia-friendly fonts (e.g., OpenDyslexic) on vocabulary and sentence cards.
Present cards with ample spacing, clear colours, and high contrast backgrounds to reduce visual stress.
Use pictures accompanying every word to reinforce meaning.
Keep text to a minimum, focusing on key words and phrases.
Avoid decorative fonts and distracting patterns.

Notes for Teachers

Embed Māori and other cultural celebrations authentically when introducing celebration vocabulary, supporting bicultural and multicultural responsiveness.
Encourage respect and sharing of diverse family traditions, using phrases like "In my family…" or "We celebrate…" to include cultural identities.
Be mindful of students' communication preferences and developmental level; celebrate attempts and engagement over correctness.
Use repeated, daily reinforcement of vocabulary and concepts across other lessons to consolidate learning.

This 30-minute, 2-student lesson plan is carefully aligned with learning sequences and capabilities described in the New Zealand Curriculum Refresh English guidelines for oral language development, vocabulary acquisition, and communication for learning for young learners. It incorporates explicit teaching of vocabulary, supports oral and non-verbal communication, scaffolded role play, and reflection to build confidence and competence in talking about Celebrations and Traditions, nurturing positive identities and interpersonal communication skills from early childhood .