Names And Respect

Overview

In this third lesson of the 18-lesson unit Language, Identity, Connection, students practise asking for and using someone’s name respectfully. They build on familiar greetings by learning simple Spanish and te reo Māori introductions, while recognising that names carry identity, whakapapa, relationships, and connection.

Learning intentions

• WALT ask for someone’s name politely.
• WALT answer using a simple introduction in Spanish or te reo Māori.
• WALT listen carefully and pronounce names as they are taught.
• WALT show respect by never changing, mocking, or demanding the repetition of a person’s name.

Success criteria

• I can ask, “¿Cómo te llamas?” or “Ko wai tō ingoa?”
• I can answer, “Me llamo …” or “Ko … tōku ingoa.”
• I can listen carefully and use a person’s name as they teach me to say it.
• I can ask permission before repeating a name and give kind feedback.

Curriculum links

• Te Mātaiaho Learning Languages — basic cultural norms and politeness conventions in an authentic language-learning environment.
• Te Mātaiaho Learning Languages — giving and following instructions using polite, clear, purposeful language that respects tikanga and acknowledges relationships and place.
• Te Mātaiaho Learning Languages — culturally appropriate instructions reflecting respect, relationships, and collective responsibility.
• Te Mātaiaho Learning Languages — tone, formality, and directness shaped by context, roles, and tikanga Māori.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher welcomes students and displays the opening name-and-identity image. Ask, “What can a name tell us about a person, their whānau, or their connections?” Students turn and talk, then share one respectful way to learn someone’s name. Reinforce that every person owns their name and teaches others how to say it.

2. 5–12 min · Model the language. Teacher introduces and models slowly, using an audio model if available: Spanish, “¿Cómo te llamas?” / “Me llamo …”; te reo Māori, “Ko wai tō ingoa?” / “Ko … tōku ingoa.” Use the language model slides for visual support. Explain that “Ko … tōku ingoa” means “My name is …”. Students echo only when comfortable, clap the syllables in the teacher’s model, and practise with a puppet rather than being required to perform publicly.

3. 12–19 min · Puppet dialogue. Teacher demonstrates a puppet conversation, including eye contact, attentive listening, and asking, “Could you please say that again?” or “May I repeat your name?” Model both respectful and disrespectful responses and ask students to identify the difference. In pairs, students use the supported name-dialogue sheet and puppets to practise one question and answer in either language. Partners may point to or hold a name card instead of speaking.

4. 19–28 min · Respectful or disrespectful? Teacher gives pairs a small set of interaction cards from the Conversation Role-play Cards and displays the respectful-interactions sorting prompt. Students discuss and sort examples into “shows respect” and “does not show respect”, explaining their reasoning. Include examples such as listening carefully, asking permission to repeat, laughing at a name, deliberately changing a name, and saying, “I’m sorry—I need help saying that.”

5. 28–39 min · Meet someone new role-play. Teacher forms pairs and explains that students will role-play meeting someone new. Students choose Spanish or te reo Māori, greet one another, ask and answer the name question, and respond respectfully. The name-owner decides whether they want a partner to repeat the name. Partners give two stars and a wish: two respectful actions noticed and one kind next step. Students may use puppets, partner scripts, AAC/name cards, or observe and give feedback instead of performing.

6. 39–45 min · Plenary and check-out. Teacher revisits the success-criteria and reflection slides and asks, “Why is it important to pronounce a name as it is taught?” Students complete the final self-check by circling a success criterion they achieved and drawing or writing one respectful phrase. Invite volunteers to share; never require public pronunciation. Collect sheets and note students needing another supported practice opportunity.

Resources

• the Names and Respect teaching deck
• the supported name-dialogue sheet
• Puppets
• Student name cards and AAC/name-choice cards
• Teacher-recorded or approved audio models
• the Conversation Role-play Cards
• Sorting headings: “shows respect” and “does not show respect”
• Pencils and optional coloured highlighters

Assessment

• Observe whether students choose an appropriate level of politeness, ask and answer the name question, listen without interrupting, and use names as taught.
• During pair work, listen for accurate sentence patterns and respectful repair language such as, “Could you please say that again?”
• Use peer two-stars-and-a-wish and the final self-check to identify confidence, pronunciation support, and next teaching steps.

Differentiation

• Provide puppets, picture-supported scripts, bilingual sentence frames, name cards, AAC options, and repeated teacher/audio models. Accept pointing, signing, or selecting a card as a valid response.
• Offer syllable-spaced, dyslexia-friendly scripts in a clear sans-serif font with generous spacing. Clap syllables and mark them visually; avoid asking students to read aloud unexpectedly.
• Pair students thoughtfully and allow rehearsal with a trusted partner or teacher. Do not require anyone to disclose, repeat, or perform their name publicly.
• Extend confident learners by asking, “May I repeat your name?” before repeating it, then using the person’s name in a complete respectful greeting and explaining why permission matters.

Extension

• Students create a short puppet dialogue in which one character politely asks for clarification and responds after being corrected.
• Students teach a partner one respectful name-learning phrase and explain how tone, context, and relationships affect the way instructions or questions are given.