Farewells And Belonging

Overview

In this fourth lesson of Language, Identity, Connection, students build on familiar greetings and introductions by learning farewells in Spanish and te reo Māori. They explore how word choice, tone, relationship and setting can communicate belonging, while recognising that language use varies between people and communities.

Learning intentions

• WALT use farewells in Spanish and te reo Māori.
• WALT choose a farewell for a friend, group or formal situation.
• WALT identify how tone, audience and relationship communicate belonging.
• WALT listen and respond respectfully when classmates use another language.

Success criteria

• I can say or communicate a farewell clearly.
• I can select a farewell for a friend, group or formal situation.
• I can explain why my choice suits the audience and relationship.
• I can listen respectfully and share one phrase that helps people feel they belong.

Curriculum links

• Linguistic knowledge: formal greetings, farewells and introductions.
• Cultural and sociolinguistic knowledge: using greetings and farewells in formal contexts.
• Practices: using greetings, farewells and introductions and exchanging basic personal information in a formal context.
• Te Mātaiaho practices: communicating meaning, making connections, and showing respect for diverse language and cultural contexts.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher greets the class, opens the introduction and belonging hook, and asks, “How can the way we leave someone show care or respect?” Students think-pair-share examples of English farewells and notice differences between leaving a friend, a group and an adult in a formal setting.

2. 5–13 min · Hear, echo and notice. Teacher introduces the phrases below using audio or clear modelling, then leads echo and rhythm practice. Students listen first, repeat as a whole class, and tap the rhythm before practising with a partner.

• Spanish: adiós (goodbye), hasta luego (see you later), nos vemos (see you).
• Te reo Māori: ka kite, hei konā rā, ngā mihi.

Explain that these are useful examples, not phrases that represent every Spanish-speaking or Māori speaker. In English, Spanish-speaking and Māori contexts, farewell choices can vary according to region, whānau, relationship, setting and personal preference. Model respectful tone, eye contact where comfortable, and attentive listening rather than imitation for humour.

3. 13–23 min · Farewell sorting relay. Teacher displays the three context headings—friend, group, formal situation—and explains that more than one answer may be reasonable if students can justify it. Organise five groups of five. Give each group a set of teacher-prepared phrase and scenario cards, or the conversation role-play cards adapted by selecting suitable farewell situations. Students take turns collecting a card, placing it under a heading, and explaining their choice using: “I chose ___ because ___.” Groups may use the slides’ visual prompts for support.

4. 23–35 min · Drama scenes. Teacher displays the drama instructions and scenario prompts and assigns pairs or groups a short scene, such as leaving a friend after school, saying goodbye to a group after a shared activity, or leaving a formal meeting. Students rehearse a two-line exchange using one farewell, then perform or record it. Audience members identify the audience and relationship and give one respectful comment about tone or listening. Offer a rehearsal video or teacher model before performances.

5. 35–42 min · Belonging collage and share. Teacher distributes the belonging collage and reflection sheet and provides paper, crayons and collage materials. Students create a small collage showing people, places, symbols or actions that help them feel connected. They add or select one farewell phrase and share it with a partner, explaining where it might be used. Students may speak, sign, point to the phrase, or have a trusted adult read their explanation.

6. 42–45 min · Exit check. Teacher opens the reflection and exit-ticket prompt and gives each student a quick ticket: match one phrase to a suitable context—friend, group or formal situation—and complete or dictate, “I chose it because…”. Students hand in their response as they leave and say, sign or point to one farewell if ready.

Resources

• the complete 45-minute teaching deck
• the belonging collage and reflection sheet
• the conversation role-play cards
• Teacher-prepared farewell phrase cards and context cards
• Audio recordings or teacher voice model
• Scenario prompts for drama scenes
• A4 paper, magazines, glue, scissors, crayons and coloured pencils
• Optional device for rehearsal recording
• Exit slips or small pieces of paper

Assessment

• During echo practice, listen for willingness to participate, approximate pronunciation, rhythm and respectful tone; give specific feedback such as, “Your voice was clear and your listening showed respect.”
• During sorting and drama, check whether students connect farewell choices with audience, relationship and setting, rather than treating one phrase as the only correct answer.
• Use the exit ticket to identify who can match a phrase to a context and explain the choice. Revisit pronunciation or context distinctions in the next lesson as needed.

Differentiation

• Provide icons beside each phrase and context, colour-code the three settings, and keep the phrases visible throughout the lesson.
• Offer dyslexia-friendly options: large clear sans-serif text, generous spacing, one phrase per line, audio support, reduced copying, and permission to respond by pointing or matching.
• Allow students to rehearse privately, use a partner or teacher model, record instead of perform live, or communicate through speaking, signing, pointing or an AAC system.
• For extension, students compare how the audience and relationship change their farewell choice, then create a scene where two farewells could both be appropriate and explain the difference.