Signing Our Names

Overview

Curriculum Area: Learning Languages
Curriculum Level: Level 1 of the New Zealand Curriculum
Learning Area Focus: New Zealand Sign Language (NZSL)
Year Level: Years 1–2
Unit Title: Signing Our Names
Lesson Title: Introduction to New Zealand Sign Language Alphabet
Lesson Duration: 50 minutes
Class Size: 14 students
Lesson Number: 1 of 3 in this unit

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Lesson Description

In this introductory lesson, students will explore the New Zealand Sign Language (NZSL) alphabet. They will learn how to fingerspell the letters of the English alphabet using NZSL and begin to sign their own names. Through storytelling, visual games, and hands-on kinaesthetic activities, students will develop their fine motor skills, pattern recognition, and cultural appreciation of New Zealand Sign Language as one of Aotearoa New Zealand’s official languages.

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Learning Intentions

By the end of this lesson, ākonga (students) will:

• Recognise and recall the NZSL fingerspelling alphabet.
• Understand that each letter in their name has a NZSL sign.
• Begin to sign their own first names using fingerspelling.
• Develop respect and curiosity for NZSL and the Deaf community.

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Success Criteria

Students will be able to:

✅ Identify at least 5 letters from the NZSL fingerspelling alphabet.
✅ Use the signs to spell at least the first 3 letters of their names.
✅ Engage respectfully in group activities with focus and curiosity.

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Key Competencies Addressed

• Managing Self: Students take initiative in learning fingerspelling and participating in performance-based tasks.
• Relating to Others: Students cooperate in pairs and small groups, encouraging each other.
• Using Language, Symbols and Texts: Students use visual and gestural language to communicate and make meaning.
• Thinking: Students make connections between letters, hand shapes, and cultural meanings in Deaf communities.

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Resources Required

• Laminated NZSL Alphabet Wall Posters
• Individual NZSL Mini Alphabet Cards (1 set per student)
• Large mirror or mirror tiles (for self-checking handshapes)
• Name Tags for each student (with print and sign representation)
• Soft ball for alphabet pass game
• Whiteboard and vivid markers
• Speaker or Bluetooth speaker for welcome music
• Optional: Puppet (named "Kimi") to act as the learning assistant throughout the unit

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Lesson Breakdown

🟩 1. Karakia and Welcome Circle (5 minutes)

Purpose: Set the atmosphere, connect with students, introduce the focus.

• Gather students in a circle on the mat.
• Gently play soft instrumental music as they enter.
• Teacher leads a short, inclusive karakia.
• Use puppet "Kimi" to introduce themselves using fingerspelling (sign K-I-M-I slowly).
• Teacher says: “Today we start a special journey learning our names in New Zealand Sign Language.”

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🟨 2. Introducing NZSL and Alphabet (10 minutes)

Purpose: Expose students to the concept of NZSL and fingerspelling.

• Show NZSL Alphabet Poster.
• Brief talk — “NZSL is one of our official languages in New Zealand, just like English and te reo Māori. Some people who are Deaf use NZSL to talk.”
• Slowly demonstrate how the hand makes the shape of A-Z (use visual exaggeration and repetition).
• Use call and echo: hold up a card with a letter, model it, and have students mirror you.

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🟪 3. Alphabet Game: Handshape Pass (10 minutes)

Purpose: Reinforce letter recognition in a playful way.

• Sit in a circle. Use a soft ball.
• Teacher says a letter and shows the handshape. Pass the ball to the next person who repeats the letter and handshape.
• If unsure, allow them to peek at their mini-card.
• After a few rounds, switch: ball goes to a student who picks the next letter.

🧠 Extension: Choose the letters in each student’s name during the game.

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🟧 4. My Name in Signs – Matching and Signing (15 minutes)

Purpose: Personalise learning by applying it to self-identity.

1. Hand each student a name tag that includes their printed name.
2. Spread NZSL Alphabet Cards around the classroom.
3. Students “go on a treasure hunt” to find the signs for each letter in their name.
4. Take turns using a mirror to practise signing their own name.
5. Use the buddy system for students to help each other practise.

💡 Tip: Keep “Kimi” the puppet circulating to praise efforts: "Did you just sign L-I-L-A? That’s awesome!"

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🟫 5. Reflection and Sharing Circle (5 minutes)

Purpose: Reinforce learning through peer-sharing and praise.

• Gather students back on the mat.
• Each student signs the first letter of their name to the class (say the name alongside the sign).
• Teacher affirms effort and provides gentle correction where helpful.
• Ask: “What did you notice about signing letters?”, “How did your hands feel while learning?”

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Differentiation and Support

• Visual Learners: Use demonstrations, posters, self-check Mirrors.
• Kinaesthetic Learners: Frequent hand-use and movement.
• ESOL Students: High visuals and body language reduce language barriers.
• Additional Learning Needs: Provide tactile prompts; assign a buddy to help.

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Māori and Cultural Connections

• Use inclusive greetings and karakia to frame the learning culturally.
• Emphasise that NZSL is taonga (a treasure) of our country—just like te reo Māori and English.
• Celebrate diversity and the idea of identity through multiple languages.

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Assessment Opportunities

✅ Anecdotal notes during the buddy activity—observe recognition of letters.
✅ Student demonstration in the reflection circle.
✅ Visual check via mirror use and teacher support.

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Follow-Up for Lesson 2

• Begin by revising the alphabet with a focus on fluency.
• Prepare to teach signs for general class greetings and emotions to build beyond fingerspelling.

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This lesson, rooted in te ao Māori values of whanaungatanga and ako, aims to weave identity and belonging into language learning experiences. It embodies elements of universal design by being multimodal, inclusive, and deeply human.

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Kia kaha e ākonga!