Festival of Lights

Overview

Lesson 3 of 6 introduces Diwali, the “festival of lights”, through a short video and guided conversation, then lets students show understanding by creating a simple paper lantern. Students practise sharing ideas about why Diwali matters to people in their community and beyond.

Learning intentions

• Students will learn what Diwali is and identify key features (lights, family gatherings, meaning).
• Students will explain, using simple words, why the “lights” are important to many people.
• Students will create a paper lantern craft that represents a celebration tradition.
• Students will communicate respectfully about different celebrations.

Success criteria

• I can name Diwali and describe at least two things people do during it.
• I can say what the lights mean using my own words (e.g., “hope”, “good over bad”, “welcome”).
• I can complete my paper lantern and show how it links to Diwali.
• I can listen to others and share my ideas politely.

Curriculum links

• Social Sciences (NZC): develop knowledge and understanding of cultures and communities, including how celebrations and traditions reflect identity and values.
• The New Zealand Curriculum “Learning with others” and “Participating and contributing”: communicate ideas, listen, and work cooperatively.
• Key competencies: Thinking (making meaning from information), Relating to others (respectful discussion), Participating and contributing (group work and class discussion), Using language/symbols (explaining and crafting).

Lesson structure (45 minutes)

1. 0–5 min · Welcoming hook. Teacher shows one image prompt on the board: a bright festival of lights scene, and asks: “What do you notice? What might a celebration like this be for?” Students quick-share with a partner using sentence starters: “I notice…” “I think…”

2. 5–12 min · Video input (Diwali basics). Teacher plays a short, child-friendly Diwali video clip (aim for 3–5 minutes) and stops at one or two key moments (lights, decorations, people celebrating). Students use a “Look and Listen” sheet with two boxes: “Things we see” and “Things we hear” (one word or drawing each).

3. 12–18 min · Guided understanding discussion. Teacher uses prompts: “What happens during Diwali?” “Why do you think people use lights?” “Who celebrates and where?” Students answer with turn-and-talk, then teacher records 3–5 class ideas on a chart titled “Diwali: Festival of Lights”.

4. 18–30 min · Demonstration + craft planning. Teacher models the paper lantern step-by-step: folding/positioning coloured paper, cutting fringe (pre-cut strips provided to reduce safety risk), adding a border, and attaching a handle or tabs. Students follow the model and begin construction; teacher circulates to support fine motor skills and language use (prompting “This part represents… because…”).

5. 30–40 min · Craft time (finish + gallery walk). Teacher plays quiet background music (optional) and gives a 2-minute warning before cleanup. Students finish their lanterns and do a short gallery walk: each child shows their lantern to one peer and says one Diwali idea (“My lantern represents…”).

6. 40–45 min · Wrap-up exit discussion + collect evidence. Teacher asks two whole-class questions: “What did we learn about Diwali today?” “How did our lantern show Diwali?” Students respond using a single sentence or picture on an exit slip; teacher collects for formative assessment.

Resources

• Child-friendly Diwali video (downloadable for offline use)
• Look and Listen worksheet (or simple lined paper + two headings)
• A3/A2 class chart paper and marker
• Pre-cut lantern templates (or thick paper rectangles with scored lines)
• Coloured paper sheets, glue sticks, scissors (or teacher-pre-cut fringe strips), hole punch
• String or paper handle strips, tea-light alternatives (optional: LED candle batteries for demo only, not held during cutting)
• Printed sentence starters: “I notice…”, “I think…”, “My lantern represents… because…”
• Lantern examples (teacher model) and craft supply bins
• Rubbish/recycling bins, damp wipes for glue

Assessment

• Formative checks during video: Look and Listen entries (teacher scans for key ideas).
• Formative checks during discussion: teacher listens for respectful, on-topic responses about lights and meaning.
• Formative checks during craft: observes whether students can link their lantern to Diwali with simple explanation.
• Exit slip: one sentence or drawing showing either (1) what people do in Diwali or (2) what the lights might mean.

Differentiation

• Support:
• Provide sentence starters and an example sentence for the lantern link.
• Offer pre-folded templates and pre-cut fringe strips for students who need reduced cutting.
• Use visuals on the chart (icons for lights, family, celebration).
• Extension:
• Invite some students to add a “reason” line to their lantern card: “The lights remind us of…”
• Challenge students to compare Diwali to another celebration studied in the unit (one similarity only).
• EAL/SEN:
• Allow drawing and single words on the Look and Listen sheet.
• Pair students strategically for turn-and-talk.
• Use consistent gestures for “turn”, “listen”, and “share”.

Continuity within the unit

Students finish Lesson 3 with a physical symbol (lantern) and shared class understanding, preparing them for later lessons comparing celebrations across cultures in a respectful, evidence-based way.