Places and Identity

Overview

In lesson 7 of 18 in Language, Identity, Connection, students explore how people may connect with places, communities and whānau. They practise respectful listening and simple phrases in Spanish and te reo Māori, using fictional, local, or personally chosen places without requiring anyone to disclose private identity information.

Learning intentions

• WALT say how people and places can connect to identity.
• WALT use a simple phrase to name a place connection.
• WALT listen respectfully to another person’s connection.
• WALT recognise that identity connections are personal and varied.

Success criteria

• I can name a place or community connection.
• I can use soy de… or vivo en…, or nō … ahau or kei … ahau.
• I can listen without interrupting and respond respectfully.
• I can give a reason for a connection if I choose to.

Curriculum links

• Te Mātaiaho Learning Languages — communicating about plans and familiar contexts through meaningful language use.
• Te Mātaiaho Learning Languages — classroom instructions and interactions.
• Te Mātaiaho Learning Languages — vocabulary for describing a familiar place.
• Te Mātaiaho Learning Languages — culturally appropriate instructions reflecting respect, relationships and collective responsibility.
• Supports manaakitanga, whanaungatanga, respectful communication and participation in a culturally sustaining learning environment.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Teacher opens with the hook and learning intention slides and asks, “What places help people feel connected?” Students think silently, then share a place they might choose, such as a park, sports team, library, fictional world, neighbourhood or country.

2. 5–12 min · Cultural and language focus. Teacher explains that people can connect to places through living there, visiting, belonging to a group, memories, stories or shared activities. Explain carefully that iwi, hapū, whenua and whakapapa connections are specific and should not be invented; local iwi, whānau or a kaiako Māori should guide local language and tikanga. Model pronunciation of local place names, using an appropriate local expert or trusted audio where possible. Students echo the phrases:

• Spanish: soy de… — “I am from …”; vivo en… — “I live in …”
• Māori: nō … ahau — “I am from …”; kei … ahau — “I am at/in …”

Use the language model slides and invite students to practise with a place they select, a fictional place, or a community place.

3. 12–20 min · Floor-map movement. Teacher places a large map or a simple classroom floor map in the centre and marks familiar locations with yarn. Give clear, respectful instructions supported by the floor-map instructions slide. Students move to, point towards, or place a marker near a chosen place. They may remain seated and indicate a place with a symbol or gesture. Ask volunteers to say one phrase, such as vivo en Auckland or kei te kura ahau; accept English rehearsal before the target-language attempt.

4. 20–30 min · Place-picture sorting. In groups of four or five, students sort teacher-made place-picture cards into categories such as “where people live”, “where people gather”, “places with memories”, “places to learn or play”, and “imagined places”. Use the sorting instructions and discussion prompts. Students explain one choice using English, Spanish or te reo Māori. Emphasise that there may be more than one reasonable category and that no student has to share a personal connection.

5. 30–40 min · Paired identity kōrero. Teacher demonstrates a short exchange with a student or puppet: “Soy de… / ¿Por qué?” or “Nō … ahau / He aha ai?” Keep the optional reason in English unless students are ready for more language. Distribute the place connection and respectful listening sheet. In pairs, Partner A names a fictional, local, community or chosen place; Partner B listens, then says “Thank you for sharing” or gives a respectful nod. Swap roles. Students record or draw the place and tick whether they listened without interrupting. They may use a sentence frame, point to a picture, or pass if they prefer.

6. 40–45 min · Plenary and assessment. Revisit the plenary and reflection slide. Students share one way places and identity can connect, without naming another person’s story. Collect the worksheets and invite two or three students to model respectful listening. Finish with the learning-intention exit ticket slips; students complete “What did I learn?” and “What is one respectful listening action?”

Resources

• the Places and Identity teaching deck
• the place connection and respectful listening sheet
• Large classroom map or world/local map
• Yarn and removable place markers
• Teacher-made place-picture cards
• Local place-name audio or pronunciation support
• Floor space and pencils

Assessment

• During movement and sorting, listen for students naming a place and selecting an appropriate phrase, while accepting supported rehearsal.
• Use the worksheet and observation notes to check whether students listen without interrupting, acknowledge another person’s contribution and respect the choice not to share.
• Review exit tickets to identify students who can explain at least one connection between places and identity and who need further modelling.

Differentiation

• Provide picture symbols, colour-coded sentence frames, written translations and repeated audio. Use a clear sans-serif font, generous spacing and minimal text on the place connection and respectful listening sheet for dyslexia-friendly access; allow drawing, pointing, oral response or a scribe.
• Offer non-verbal mapping, seated movement, partner rehearsal and a choice of fictional or shared class places for students who are anxious, new to English, neurodivergent or unable to move easily.
• Pair students thoughtfully and model wait time, turn-taking and respectful responses. Do not ask students to reveal whakapapa, iwi, hapū, home address or other private information.
• Challenge advanced learners to add a reason for the connection, compare two places, or use both a Spanish and a Māori sentence while explaining which phrase fits each meaning.