Exploring Identity Connections

Context

This 60-minute lesson introduces Year 4 students to fundamental concepts of identity from a te ao Māori perspective, aligned with the New Zealand Curriculum for Languages. Students explore people, places, and connections to build a sense of identity as citizens of Aotearoa. They practise basic Te Reo Māori greetings, introductions, and talk about personal information, time, dates, weather, and preferences.

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Curriculum Alignment

Learning Area: Learning Languages
Level: Year 4 (Phase 2)
Strands:

• Participating and Communicating (oral interaction and language knowledge and awareness)
• Understanding Language in Context
• Developing Identity and Culture through Language

Key Competencies:

• Participating and contributing
• Relating to others
• Managing self
• Using language, symbols, and texts

Curriculum links:

• Use te reo Māori to greet, farewell, acknowledge, introduce, share information about self, time, routines, weather, and preferences.
• Recognise and explain connections to people and places as part of personal identity.
• Develop oral language skills including vocabulary for dates, numbers, personal relationships, and routines.

Reference: New Zealand Curriculum – Learning Languages (Year 4), Te Mātaiaho English and Language progressions .

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Learning Objectives

By the end of the lesson, students will:

1. Understand the concept of identity through the lens of te ao Māori including people, places, and connections.
2. Use basic Te Reo Māori greetings and farewells appropriately in social contexts.
3. Introduce themselves and others using simple sentences including names and relationships.
4. Communicate basic information about numbers, days, months, dates, time, weather, and routines.
5. Express likes and dislikes related to people and places.

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Success Criteria

Students will be able to:

• Greet and farewell classmates and teachers in Te Reo Māori correctly.
• Introduce themselves and a friend using phrases including their names and relationships (e.g., parents, grandparents).
• Name the days of the week, months, and describe the weather/season in simple sentences.
• Ask and answer simple questions about time, dates, and preferences using te reo Māori expressions.
• Share a connection they have to a place or person and explain why it is important to their identity.

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Resources

• Smartboard/projector
• Picture cards/photos of whānau (family), places (local landmarks), and seasons/weather
• Word and sentence charts with te reo Māori phrases (dyslexia-friendly fonts and large print, high contrast)
• Google Classroom with interactive activities and digital flashcards
• Google Docs for student sentence-building practice
• Audio recordings of greetings and numbers in te reo Māori
• Whiteboard and markers

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Lesson Outline

Time	Activity	Details & Teaching Strategies
10 mins	Warm-up & Introduction: What is Identity?	- Teacher leads a circle discussion on "Who am I?" and what makes us unique. - Introduce te ao Māori concepts of identity, focusing on whānau (family), whenua (land), and connections. Use storytelling and visuals.
10 mins	Language Focus: Greetings & Introductions	- Teach simple greetings: Kia ora (hello), Tēnā koe (formal hello), Haere rā (goodbye), and mihi aroha (acknowledgement). - Model introductions: “Ko [name] tōku ingoa” (My name is…), “Ko [name] tōku māmā / koro” (This is my mum / grandfather). - Practice in pairs with sentence stems displayed.
10 mins	Numbers, Days, Months, & Dates	- Teach numbers 1–10, days of the week, and months using chants and songs. - Use calendar visuals to show how to say dates (e.g., “Ko te Rāhina te rā tuatahi o Poutū te rangi” - Monday is the first day of July). - Children complete a simple Google Classroom interactive calendar activity individually or in pairs.
10 mins	Talking about Weather, Seasons & Time	- Teach basic vocabulary: hot = wera, cold = makariri, seasons, and weather terms (rain, sun, wind). - Use picture cards and ask students to describe their favourite season or weather. - Teach telling time to the hour (e.g., “Tekau ki te waru” - 7:50). Use analogue and digital clocks.
10 mins	Likes, Dislikes & Describing People and Places	- Introduce simple phrases: “He pai ki ahau…” (I like…), “Kāore au i te pai…” (I don’t like…). - Use photos of people and places—children describe colours, size, and feelings about them using simple sentences. - Students write sentences about their favourite place or family member in Google Docs.
10 mins	Sharing & Reflection	- Students share one sentence about themselves or their connection to a place or person. - Recap vocabulary, greetings, and key phrases. - Teacher provides positive feedback and highlights students’ use of language. - Set up Google Classroom for ongoing self-directed practice and access for absent or home learners.

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Differentiation Strategies

Learner Group	Strategies
English Language Learners (ELLs)	Use visual aids and sentence stems. Pair with fluent speakers. Use Google Classroom audio supports for extra practice.
Students with Dyslexia	Provide dyslexia-friendly texts with larger fonts, high-contrast colours, audiobooks/audio phrases. Use multi-sensory teaching (gesture, drawing, speaking). Provide printed and digital copies of all materials.
Advanced Learners	Encourage sentence expansion using new adjectives and conjunctions. Create short presentations about their whānau or favourite places in te reo Māori using Google Slides. Use higher-level question prompts about identity concepts.
Students Needing Additional Support	Use one-on-one or small group scaffolding with repetition of key phrases. Provide physical gestures and props to support comprehension. Use Google Classroom for guided tasks with built-in hints and visuals.

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Extension Activities for Advanced Learners

• Research and present a short report on a local iwi or hapū, including the significance of their rohe (tribal area) and pepeha (tribal introduction).
• Create digital bilingual storybooks that describe their whānau and connections to places using Google Slides or Docs.
• Participate in pepeha workshops or invite a kaumātua for storytelling about identity and language.

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Assessment & Feedback

• Observe students using greetings and introductions appropriately in role-plays and paired activities.
• Review students’ written work in Google Docs for correct use of vocabulary and sentence structure.
• Use exit cards where students write or record one thing they learned about identity and te reo Māori phrases.
• Formative feedback given verbally and via Google Classroom comments to guide next steps.

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Use of Digital Technologies for Self-Directed Learning

• Google Classroom hosts all lesson materials including vocabulary lists, audio files, interactive quizzes, and sentence-building activities, accessible for students who miss class or want extra practice.
• Google Docs for collaborative writing and peer feedback.
• Google Slides for presentations by advanced learners.
• Use of headphones for listening practice supporting auditory learners and those with dyslexia.

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Teacher Reflection Prompts

• How effectively did students engage with te ao Māori concepts of identity?
• Were all students able to use key greetings and introductions confidently?
• How did the digital platforms support both in-class and home-based learners?
• What adjustments could enhance inclusivity for diverse learning needs?

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This highly detailed lesson plan draws on New Zealand Curriculum Language Learning objectives for Year 4, weaving te ao Māori perspectives on identity with practical language use. It embraces inclusivity, digital tools, and culturally responsive pedagogy to inspire students’ confidence and belonging within Aotearoa .