Identity Sharing Hui

Overview

In the final lesson of Language, Identity, Connection, students share a short introduction or fictional persona through an identity-sharing exhibition. They use familiar English, Spanish and te reo Māori phrases, explain their language choices, and practise listening, manaakitanga and whanaungatanga. Any formal welcome or protocol is led by authorised local people following consultation; this lesson is not a staged pōwhiri, karakia or karanga.

Learning intentions

• WALT share identity respectfully across languages and cultures.
• WALT use simple Spanish and te reo Māori phrases for a real audience.
• WALT adapt our language, voice and behaviour for listeners.
• WALT listen carefully and reflect on how language connects people.

Success criteria

• I can introduce myself or a fictional persona.
• I can use at least one Spanish phrase and one te reo Māori phrase accurately, or explain my language choice.
• I can speak in a way that suits my audience and listen respectfully.
• I can explain how my language sharing showed manaakitanga or whanaungatanga.

Curriculum links

• Giving instructions in te reo Māori requires culturally appropriate language that reflects respect, relationships and collective responsibility.
• Classroom language in te reo Māori, including E tū and appropriate instructions for working together.
• Learning Languages: using language for meaningful communication with an audience.
• Key competencies: relating to others, participating and contributing, managing self, and thinking.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and purpose. Teacher explains that today’s exhibition celebrates identities and languages, and displays the opening question and hui expectations: “How can our words help people feel they belong?” Students choose a presenter, audience member or support role and revisit expectations for respectful listening.

2. 5–12 min · Model and rehearse. Teacher models a short, non-formal introduction: “Kia ora. Ko Hana ahau. Hola, me llamo Hana. I like drawing. Gracias.” Explain that students may use their own identity, a fictional persona, English, Spanish, te reo Māori or another language they know. Use the phrase models and pronunciation prompts and invite students to identify the greeting, identity statement and closing. Students practise quietly with a partner, focusing on clear voice, accurate pronunciation and meaning.

3. 12–18 min · Prepare the sharing. Teacher distributes the identity-sharing planning sheet and supports students to select a 20–40 second presentation or a contribution to an artwork, puppet dialogue or audio station. Students plan their words, draw or attach a bilingual/multilingual visual, select an audience adaptation, and rehearse with a partner. Remind students not to imitate, copy or claim another culture’s identity; they may share languages and connections that are theirs, or clearly present a fictional persona.

4. 18–34 min · Identity-sharing exhibition. Teacher arranges five small exhibition areas: artwork, puppet dialogue, audio station, practical introductions and viewing/listening space. Play the exhibition instructions and rotation timer. Groups rotate every three minutes, with presenters sharing and visitors asking one kind question or leaving a positive response. Students use “Kia ora”, “Hola”, “Thank you”, “He aha tō whakaaro?” or another approved phrase where appropriate, while respecting classmates who choose not to speak live.

5. 34–40 min · Feedback and assessment. Teacher observes presentations using the final rubric: identity connection; vocabulary and pronunciation; register and audience awareness; respectful cultural understanding; listening; and reflection. Give brief, specific feedback such as “Your greeting was clear” or “You helped your listener understand the language choice.” Students complete a partner response: “I noticed…”, “I felt welcomed when…”, or “I wondered…”.

6. 40–45 min · Reflection and closing. Teacher displays the reflection prompts and closing discussion and leads a seated reflection. Students share one example of manaakitanga, one example of whanaungatanga, and one way language connected people today. Students who have not presented live may submit their worksheet and artwork, record audio/video later, or complete a teacher conference.

Resources

• Identity Sharing Hui slide deck
• Identity-sharing planning sheet
• Bilingual or multilingual student artworks
• Puppets, display boards and name cards
• Microphones, tablets or audio-recording devices
• Headphones and speakers for audio stations
• Translated programme and consent forms
• Final assessment rubric
• Clearly marked exhibition areas

Assessment

• During rehearsal and exhibition, check whether students communicate an identity or persona, use or explain language choices, pronounce familiar phrases intelligibly, and adapt voice and behaviour for listeners.
• Record rubric evidence for identity connection, vocabulary/pronunciation, register and audience awareness, respectful cultural understanding, listening, and reflection.
• Collect the planning sheet and final reflection. Accept an audio recording, video, artwork or teacher conference instead of a live presentation where needed.

Differentiation

• Provide phrase cards on the worksheet, teacher-recorded models, picture cues, partner rehearsal and the option to present with a peer. Accept pointing, signing, recorded speech or artwork alongside spoken language.
• Offer dyslexia-friendly copies: cream or pale background, clear sans-serif font, generous spacing, short lines, icons, and no requirement to read a large amount of text aloud.
• Allow students to use a language they know, English with selected Spanish or te reo Māori, or a fictional persona. Check pronunciation and cultural context privately rather than asking a student to perform as a spokesperson for a whole culture.
• Extend confident learners by combining two languages in a purposeful dialogue, explaining how their register changed for a younger listener or whānau member, or helping host an audio station without dominating others.

Extension

• Students create a short audio guide introducing one display in two or more languages.
• Students write one respectful question and one appreciative response for a future language-sharing event.