Whakawhanaungatanga Connections

Overview

In this lesson (3 of 9) from Tikanga Marae: A Cultural Journey, students focus on building whanaungatanga through respectful introductions. They practise introducing themselves and responding to introductions in te reo Māori, linking language use to relationships, care, and belonging.

Learning intentions

Students will:

• WALT use simple te reo Māori phrases to introduce themselves and respond to greetings.
• WALT recognise that greetings and introductions help build whanaungatanga.
• WALT apply respectful communication (listening, turn-taking, kind tone) during group tasks.
• WALT identify how our actions support values such as aroha, manaakitanga, and whānau during classroom interactions.

Success criteria

I can…

• I can greet others and say my name in te reo Māori.
• I can respond appropriately when someone introduces themselves.
• I can practise in pairs and groups using a respectful voice, eye contact (where comfortable), and attentive listening.
• I can explain (in simple terms) how introductions help relationships in Māori culture.

Curriculum links

• Te Mātaiaho Te Reo Māori — Cultural and sociolinguistic knowledge: Introducing self and others (focus: introductions and responding appropriately).
• Te Mātaiaho Te Reo Māori — Cultural and sociolinguistic knowledge: Introductions and greetings (focus: whanaungatanga and values).
• Te Reo Māori — Communicating ideas through speaking and responding in culturally appropriate ways (Novice level language use).
• Key competencies: Relating to others (building relationships), Participating and contributing (group roles), Managing self (practising confidently).

Lesson structure (45 minutes)

1. 0–5 min · Opening karakia & intention

• Teacher leads a brief, age-appropriate karakia (or moment of silence) and shares the lesson focus: “Today we build connections through introductions.”
• Students sit with their group and repeat a short focus phrase: “Whakawhanaungatanga—building connections.”

2. 5–12 min · Teacher model: greetings + names

• Teacher displays two model exchanges (spoken aloud, with gestures), then repeats slowly twice.
• Students practise “echo” speaking, focusing on correct pronunciation and respectful tone.
• Model exchanges to practise:
• Greeting to the whole class: Kia ora koutou katoa
• Response: Kia ora
• Introduce self: Ko (my name) ahau
• Ask/respond (simple): Ko wai tō ingoa? / Ko (name) ahau

3. 12–20 min · Guided pair practice: Connection Circles

• Teacher forms two rings (inner/outer). Demonstrates: person A introduces, person B responds, then they swap roles.
• Students rotate through 2–3 partners, using sentence frames on cards.
• Teacher circulates with a quick checklist: “Did they introduce + respond?”

4. 20–28 min · Tikanga focus: What makes it “connected”?

• Teacher facilitates a short discussion using prompts:
• “How did it feel when someone listened to you?”
• “What does aroha/manaakitanga look like in how we speak?”
• Students share one idea with a partner, then one student shares with the class.
• Teacher links the idea back to whanaungatanga: introductions create belonging and connection.

5. 28–38 min · Group role-play: Manaaki Meeting

• Teacher assigns each group a scenario card (examples: new student joins, welcoming a visitor, greeting classmates after break).
• Groups practise a 30–45 second role-play including:
• a greeting to the group
• two introductions (or one introduction + one response)
• a respectful closing such as “Kia ora” or a thank-you gesture
• Students perform for another group (or teacher), then receive one “glow and grow” feedback point.

6. 38–44 min · Quick assessment: Exit ticket

• Teacher hands out an “Exit Ticket” with two tasks:
• Task 1: Write or copy a name introduction sentence frame: Ko ____ ahau
• Task 2: Circle one respectful behaviour: listening / interrupting / speaking rudely / taking turns
• Students complete independently; teacher collects as they leave.

7. 44–45 min · Closing

• Teacher thanks students for respectful participation and previews the next lesson in the unit (without introducing new content yet).
• Students do a final silent rehearsal of their introduction sentence for confidence.

Resources

• Sentence frame cards: Kia ora koutou katoa, Kia ora, Ko ____ ahau, Ko wai tō ingoa?
• Scenario role-play cards (simple, year-appropriate).
• Connection Circles space in the room (tape marks or chairs in two rings).
• Student checklist (teacher use) with 3 items: greeting, name, response.
• Exit ticket sheets and pens/pencils.
• Timer (for rotation and role-play practising).

Assessment

• Formative during echo practice and pair rotations: teacher notes if students can say the introduction and respond correctly.
• Formative during role-plays: quick observation of respectful communication (listening, turn-taking).
• Summative snapshot via exit ticket: correct completion of Ko ____ ahau and selection of a respectful behaviour.

Differentiation

• Support:
• Provide sentence frames with word banks for names and the greeting phrases.
• Allow students to practise first as “readers” (looking at cards) before performing without them.
• Offer a simplified response option: greeting + Ko ____ ahau only (for students needing less language load).
• Challenge/extension (keep it brief within lesson time):
• Students add one extra question: Ko wai tō ingoa? and respond fully.
• Students incorporate one extra tikanga behaviour (e.g., respectful body language when greeting).
• EAL/SEN considerations:
• Rehearse pronunciation patterns with gestures (e.g., pointing to self for Ko ____ ahau).
• Use partner roles (speaker/listener) to reduce anxiety and support participation.
• Accept alternative spelling of names as long as the sentence pattern is accurate.