Shared Celebration Traditions

Overview

In this lesson (Lesson 4 of 6), students explore Chinese New Year traditions linked to family, community celebrations, and symbolic customs. They discuss what they notice, connect it to their own experiences of celebrations, and create a dragon craft while practising simple Mandarin greetings.

Learning intentions

Students will:

• learn about Chinese New Year traditions (dragon dances and family reunions) in an age-appropriate way
• share ideas and observations respectfully using class discussion routines
• create a dragon craft following simple steps
• practise and use simple Mandarin greetings with confidence

Success criteria

I can…

• name at least two Chinese New Year traditions and describe what they are for
• listen to others and share my own ideas about celebrations
• follow craft steps safely and carefully
• say and respond to at least two simple Mandarin greetings

Curriculum links

• Social Sciences: Students explore how people celebrate and how traditions can reflect culture and community.
• The New Zealand Curriculum key competencies: participating and contributing, communicating, and relating to others.
• Language and culture connection (within class routines): using simple spoken language as part of understanding traditions.
• Values: respect for others’ beliefs and practices; inclusion and kindness during group work.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and connection. Teacher shows a picture set (dragon dance, family reunion dinner, red lanterns) and asks: “What do you think people celebrate and why?” Students share quick answers using “I notice…” statements.

2. 5–12 min · Story-led discussion (traditions). Teacher reads a short, teacher-friendly narrative about Chinese New Year traditions (dragon dance for good luck; family reunion to share time together). Students turn-and-talk to identify one tradition they find interesting and why.

3. 12–20 min · Mandarin greetings mini-practice. Teacher models two or three greetings slowly and clearly (e.g., “你好 (nǐ hǎo)” hello, “新年快乐 (xīn nián kuài lè)” Happy New Year). Students practise as a class, then in pairs with a “Say–Respond–Smile” routine.

4. 20–33 min · Create: dragon craft (small groups). Teacher demonstrates one craft step at a time (cutting or tearing paper strips, adding eyes, attaching fins/streamers, colouring patterns). Students create their dragon using teacher-provided templates and materials, with a checklist posted for step-by-step success.

5. 33–40 min · Gallery walk and tradition retell. Teacher organises a “museum” display. Students rotate in groups and respond to two prompts on the board: “Which tradition is this craft connected to?” and “What greeting would you say to start a celebration?”

6. 40–45 min · Exit reflection (quick check). Students complete a one-sentence or one-icon exit ticket: “Chinese New Year is about…” and one Mandarin greeting they can say. Teacher collects for formative feedback.

Resources

• Picture cards or printed images: dragon dance, family reunion meal, red lanterns
• Simple script cards for teacher to read (dragon dance and family reunion)
• Mandarin greeting cards (large print) for the wall or table
• Dragon craft templates (one per student) appropriate for their age
• Coloured paper (red, gold/yellow, optional green/blue), glue sticks, scissors safety scissors or pre-cut pieces
• Markers/coloured pencils
• Googly eyes or paper eyes
• Streamer strips (pre-cut) and ribbon/string (optional)
• Exit tickets (sentence starters and/or icons)

Assessment

• During discussion: teacher listens for respectful sharing and ability to connect traditions to “why people celebrate” (formative).
• During craft and gallery walk: teacher checks students can retell at least two traditions using their own words (formative).
• Exit ticket: quick check of two parts—tradition knowledge and one or two Mandarin greetings (summative-in-miniature, mainly formative for next lesson).

Differentiation

• Support for younger students (Year 0–1): use more images than text; provide pre-cut materials; use sentence starters (“I think they celebrate because…”).
• Support for Year 2: provide a word bank on the board (tradition, family, dragon, lucky, celebrate) and allow drawing instead of full writing on exit tickets.
• Extension for fast finishers: ask for an extra label on the craft (“This part shows…”) and an additional greeting or response phrase (e.g., “Thank you” in Mandarin is optional if already practised).
• EAL considerations: allow responses in English with one Mandarin greeting spoken; pairing students intentionally to reduce anxiety; accept gestures (thumbs up, nods, pointing) as early responses.