Signing Hello

Overview

Lesson 2 continues the unit Exploring New Zealand Sign Language by focusing on formal and polite greetings and farewells used in appropriate contexts. Students practise through short role-plays, building confidence to use signs clearly and respectfully.

Learning intentions

Students will:

• learn and use common NZSL greetings and farewells
• practise greetings and farewells in simple formal interactions
• notice how facial expressions and body language support meaning
• take turns and respond appropriately during a role-play

Success criteria

I can:

• sign a correct greeting and farewell for meeting and leaving
• use my facial expression and body language to show politeness
• copy a model sign accurately enough for classmates to understand
• complete a short role-play using greetings/farewells with a partner

Curriculum links

• Learning Languages: Cultural and sociolinguistic knowledge — Formal greetings/farewells
• Learning Languages: Linguistic knowledge — Formal greetings, farewells, and introductions
• Learning Languages: Practices — Using greetings and farewells in formal contexts
• Key competencies: Communication (expressing meaning), Thinking (noticing patterns), Personal strengths (confidence to use language)

Lesson structure (50 minutes)

1. 0–5 min · Warm-up and review. Teacher briefly models 2–3 NZSL greetings from Lesson 1 and demonstrates the role of eye contact, facial expression, and a respectful distance. Students mirror the signs in pairs and then share one tip they remember.

2. 5–12 min · Direct teach: greetings + farewell set. Teacher introduces a small set for today (aim for 3–4 greetings/farewells total), signs them clearly, and repeats each with a “slow then normal” model. Students watch, then practise each sign individually (3 reps) and with a partner (2 reps).

3. 12–20 min · Meaning check with “match it” activity. Teacher displays (or shows orally, without writing definitions) a short scenario: arriving at school visit, meeting a teacher/guest, leaving. Students choose the matching greeting/farewell sign from options the teacher models, then justify with gestures/facial expression (e.g., “I look polite because…”).

4. 20–35 min · Role-play rehearsal stations. Set up 3 stations; groups rotate every 5 minutes.

• Station A: “Welcome” (meeting a guest formally)
• Station B: “How to say goodbye” (leaving respectfully)
• Station C: “Greeting + response” (turn-taking conversation) Teacher circulates, checks accuracy, and gives quick coaching: hand shape, movement direction, and facial expression. Students practise short scripts using the signs only, focusing on clear turn-taking.

5. 35–45 min · Whole class performance. A few pairs perform their role-play for the class. Teacher uses a simple checklist: greeting used at start, farewell used at end, signs clear enough to understand, facial expression shows politeness. Students give one “glow” feedback and one “grow” suggestion (e.g., “Make your movement a bit bigger”).

6. 45–50 min · Exit ticket (quick assessment). Teacher pairs two students briefly for a 30–45 second assessment: one greets formally, the other responds appropriately, then both practise a farewell. Teacher notes who meets the criteria for clarity and appropriateness.

Resources

• NZSL greeting/farewell picture cards or printed sign cards (teacher-created visuals with handshape arrows if available)
• Role-play scenario cards for Stations A–C
• Teacher checklist (clarity, facial expression/politeness, turn-taking)
• Classroom space for pair practice (clear lines or taped “stage” spots)
• Timer for station rotations
• Optional: whiteboard/markers to label station names (no definitions needed)

Assessment

• Formative: teacher observation during station rotation (accurate signing + facial expression + politeness in context)
• Formative: peer feedback after whole-class performances (“glow and grow”)
• Summative in-mini: exit ticket role-play (greeting, response, farewell in a brief interaction)

Differentiation

• Support: provide sentence starters in English for students to plan role-play intentions (e.g., “I’m meeting a visitor.”), plus smaller sets of signs for students who need it
• Support: model again in slow motion and use teacher-led “shadowing” (student copies exactly with teacher)
• Extension: add an extra respectful interaction (e.g., acknowledge the greeting with an additional sign from the set, or vary the scenario from formal school visit to meeting at an event)
• EAL/SEN: allow non-verbal planning (drawing the scenario, using gesture cues) and assess signing/interaction rather than English explanations

Enrichment (optional)

• Students create a one-minute “polite greetings routine” for home or the next lesson: meet, respond, and say goodbye using the signs practised today.