Personal Information Safely

Overview

This is lesson 5 of 18 in Language, Identity, Connection. Students practise sharing limited, fictional personal information in Spanish and te reo Māori, learning that suitable information depends on the audience, purpose and safety context. Oral rehearsal, movement and role-play build confidence while reinforcing respectful classroom interaction.

Learning intentions

• WALT share simple personal information safely and appropriately.
• WALT use short Spanish and te reo Māori phrases to communicate.
• WALT listen respectfully and respond to a partner.
• WALT recognise information that should remain private.

Success criteria

• I can say my name, age or class, and one interest.
• I can use a fictional profile instead of real information when needed.
• I can avoid sharing private information, such as my address, phone number or passwords.
• I can ask and answer politely using Spanish or te reo Māori.

Curriculum links

• Communicating about plans for the immediate future: developing confidence to communicate personally relevant information.
• Classroom instructions and interactions: understanding and using familiar instructions, questions and respectful responses.
• Communicating about their families, including names and ages: extending simple introductions and age statements.
• Writing productive skills: recording short, straightforward information about immediate personal relevance.
• Language learning supports communication, relating to others, managing self and participating safely in a learning community.

Lesson structure (45 minutes)

1. 0–5 min · Safe-information hook. Open with the hook and safe-sharing slides and display two speech bubbles: “I like drawing” and “My home address is…”. Ask, “Which is safer to share with our class, and why?” Students show thumbs up, sideways or down, then briefly explain their choice. Establish that students may use invented names, ages, classes and interests throughout the lesson.

2. 5–13 min · Model and pronounce. Use the language model slides to introduce the chunks:

• Spanish: “Me llamo ___.” “Tengo ocho/nueve años.” “Estoy en la clase ___.” “Me gusta ___.”
• Māori: “Ko ___ ahau.” “E ___ ōku tau.” “Kei te akomanga ___ ahau.” “He pai ki ahau ___.” Model each phrase through teacher audio, gestures and slow chunking. Students echo, tap the rhythm and practise one phrase at a time. Explain that “¿Y tú?” means “And you?” and “Ā koe?” can invite the same information in te reo Māori.

3. 13–21 min · Information-card matching. Give pairs the fictional profile and matching sheet and a small set of fictional profile cards. Students match a profile to its spoken or written clues, then identify which details are safe for a classroom introduction and which should stay private. Pause for a whole-class check: name, age, class and interest are appropriate in this activity; address, phone number, passwords and precise location are not. Students may point, draw or rehearse orally rather than write.

4. 21–30 min · Classroom survey movement. Display the movement survey instructions. Place four interest icons around the room, such as sport, music, reading and art. Students choose a fictional interest, move to the matching area and practise with three classmates: “Me gusta ___” or “He pai ki ahau ___.” Partners respond with “¿Y tú?” or “Ā koe?” Students may remain seated with an opt-out partner and use a visual card. Remind them to share only their fictional profile information.

5. 30–40 min · Paired role-play. Distribute the conversation role-play cards and return students to pairs. Each pair selects or receives a fictional profile from the fictional profile and matching sheet. Partner A introduces the profile in Spanish or te reo Māori; Partner B responds politely and asks “¿Y tú?” or “Ā koe?” They swap roles, then repeat with a new profile. Use the checklist to notice accurate language, safe choices, listening and respectful turn-taking.

6. 40–45 min · Review and exit check. Revisit the review and exit slides. Students complete the final section of the fictional profile and matching sheet by drawing or writing one safe detail and circling one detail that must remain private. Invite two volunteers to share a fictional sentence. Close with: “What can change depending on who is asking?”

Resources

• the introduction, teaching, activity and review slide deck
• the fictional profile and matching sheet
• the conversation role-play cards
• Fictional profile cards
• Safe/private information picture cards
• Teacher pronunciation audio or recording device
• Large-print phrase strips and visual vocabulary
• Teacher formative-assessment checklist

Assessment

• During modelling and movement, check pronunciation of key chunks and whether students select safe, non-identifying information.
• During role-play, use a checklist for accurate language, respectful listening, turn-taking and appropriate information sharing.
• Review the final worksheet response to identify students needing further practice with language, privacy or audience awareness.

Differentiation

• Provide sentence frames, colour-coded phrase strips, gestures and symbol-supported profiles. Accept pointing, drawing, choral response or oral recording instead of extended writing.
• Use large print, clear sans-serif font, generous spacing and minimal copying for dyslexia-friendly access; read all instructions aloud and allow extra processing time.
• Pair students strategically, offer an opt-out partner or adult-supported rehearsal, and allow students to remain seated during the survey movement.
• For students ready for more challenge, encourage a follow-up question: “¿Y tú?” or “Ā koe?”, and a respectful response in the other language.

Extension

• Students create a new fictional profile with one safe interest and present it using both Spanish and te reo Māori.
• Students explain how the same information might be appropriate for a classmate but unsuitable for a public online audience.