Learning NZSL Poetry

Overview

This is lesson 3 in the unit Exploring New Zealand Sign Language designed specifically for Year 1 students transitioning from early childhood education. The lesson focuses on introducing students to a simple NZSL poem, learning key vocabulary and expressions, and creating movements to accompany the poem.

Duration: 30 minutes
Class size: 20 students
Teaching style: Play-based, interactive, incorporating school values

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WALT (We Are Learning To)

• Understand and perform a simple NZSL poem with corresponding movements.

Success Criteria

• I can show the NZSL poem with correct signs and movements.
• I can participate in creating new movements for the poem.

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Alignment with New Zealand Curriculum Refresh (Languages learning area - Year 1)

Learning Objectives

• Communicate in an additional language (NZSL) at a basic level through sign and gesture (Curriculum priority: Learning Languages) .
• Develop understanding of the concept that languages use shared codes and conventions to convey meaning (Oral language development, Te Mataiaho English in NZ Curriculum).
• Use non-verbal communication effectively, including facial expression, gesture, and body posture, to convey meaning and emotion (Interpersonal communication, Year 1 English) .
• Engage in collaborative learning by listening to and responding to others respectfully (Interpersonal skills) .

Key Competencies

• Relating to others: Collaborate in pairs or groups to practice the poem and share movements.
• Using language, symbols, and text: Learn and use NZSL vocabulary meaningfully.
• Managing self: Participate actively, showing confidence and willingness to try new signs and movements.

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Resources

• Printed NZSL poem text and visuals of signs for dyslexia-friendly access
• Visual aids showing key NZSL vocabulary from the poem
• Open floor or space for movement
• Optional: Audio-visual resource demonstrating the NZSL poem

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Lesson Breakdown

Time	Activity	Detail	Notes and Differentiation
0-5 min	Introduction and Warm-up	Welcome and recap previous lessons. Briefly introduce the poem's theme, using a calm, playful tone. Show visuals of the poem and some signs.	Use simple language and plenty of gestures to engage students. Highlight school values, e.g., respect by watching carefully.
5-15 min	Explore and Learn the Poem	Break down the poem into small sections. Teach key NZSL vocabulary and expressions for each section using visuals and demonstration. Engage students in repeating signs after the teacher.	Differentiation: For students needing support, scaffold by concentrating on one phrase or word at a time. Provide extra visual cues and model signs slowly. For advanced learners, encourage them to predict or recall the next signs.
15-25 min	Create Movements with the Poem	Together with the class, co-create simple body movements or gestures that match the poem’s meaning and rhythm. Practice signing the entire poem with the movements.	Support students who struggle with coordination by pairing them with peers. Encourage expressive facial gestures for meaning.
25-30 min	Perform and Reflect	Divide students into small groups (3-4), have them perform the poem with their signs and movements for each other. Discuss what they enjoyed and any favourite signs or movements.	Extension: Invite advanced students to create an additional verse (spoken or signed) or choreograph an extra movement. Summarise learning linked to WALT and success criteria.

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Differentiation Strategies

• Break poem into manageable parts for easier processing.
• Use printed visual supports and easy-to-see sign visuals (dyslexia-friendly).
• Provide peer support and pairings for practising the poem and movements.
• Use repetition and scaffolded questioning for comprehension.
• Allow movement breaks for students who find sitting difficult.

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Extension Activities

• Challenge students to invent a simple new verse and demonstrate corresponding signs and movements.
• Encourage students to teach a family member or friend a line from the poem at home.

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Assessment Opportunities

• Observe students' ability to recall and perform signs accurately.
• Informal feedback during group practice and performance.
• Use success criteria checklist (“I can show the poem in NZSL with movements”) for self and peer-assessment.

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Thematic Links and School Values

• Building a positive identity by exploring NZSL as a taonga tuku iho (treasured heritage).
• Fostering inclusivity and respect for different ways to communicate.
• Encouraging curiosity and creativity through movement and poetry.

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This lesson plan supports New Zealand Curriculum goals by connecting language learning to cultural identity, communication skills, and active participation, tailored to young learners transitioning from early childhood environments in a play-based context.