Whānau And Familia

Overview

In lesson 6 of 18 in Language, Identity, Connection, students compare how te reo Māori and Spanish name family and relationships. They use fictional, symbolic, household, or chosen people examples so that no student is required to disclose their own family structure.

Learning intentions

• WALT compare ways languages name family and relationships.
• WALT use te reo Māori and Spanish vocabulary in respectful kōrero.
• WALT recognise that words such as whānau carry cultural meanings that are not always direct translations.
• WALT listen and respond appropriately when people describe relationships.

Success criteria

• I can use at least three vocabulary items accurately.
• I can describe a fictional or symbolic whānau or familia respectfully.
• I can explain one similarity or difference between the two languages.
• I can avoid assuming every family or group is the same.

Curriculum links

• Cultural and sociolinguistic knowledge: communicating about family in more detail, including relationships and family connections.
• During Novice 1 and Novice 2: understanding the important roles of kaumātua and whānau whānui in guiding, supporting, and maintaining wellbeing.
• Learning Languages: developing communication through listening, speaking, noticing cultural meaning, and responding respectfully.
• Te Mātaiaho competencies: relating to others, participating and contributing, and managing self.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and hook. Display a striking image of many connected circles and ask, “Do all families look the same?” Introduce the WALT and explain that today students may talk about an invented or symbolic group, not their own family. Students share one possible meaning of “people who support one another” with a partner. Open with the connected-circles hook and learning intention.

2. 5–13 min · Notice and teach vocabulary. Use picture cards, gestures, repetition, and audio to introduce: Māori whānau, māmā, pāpā, tuahine, tungāne; Spanish familia, madre, padre, hermana, hermano. Explain that whānau can include whakapapa, wider relationships, and people who support belonging; it is not simply a one-word translation of “family”. Students listen, point, repeat, and show the matching picture when they hear a word. Return to the bilingual vocabulary and pronunciation slides.

3. 13–21 min · Vocabulary picture match. Place students in five groups of five. Give each group mixed picture and word cards, including both languages. Model respectful turn-taking: “Your turn”, “Can you help me?” and “Thank you”. Students match words to pictures, say each item aloud, and nominate three words they can remember. Confer with groups, checking pronunciation and meaning. Use the visual vocabulary and matching sheet for students who need an individual reference.

4. 21–33 min · Inclusive relationship map. Model three options on the board: a web of people who support one another, a household map, and a symbolic group such as characters or animals. Model: “Ko taku whānau tēnei” and “Esta es mi familia” only with a fictional example, such as a puppet family. Students choose one option and draw or arrange a fictional, symbolic, household, or chosen-people whānau/familia. They label at least three people using Māori or Spanish vocabulary and add one respectful sentence, such as “He tangata tautoko ia” (“This person supports others”). Students may use the inclusive relationship-map template and the three safe choices and example map.

5. 33–41 min · Identity kōrero with puppets. In pairs, students use puppets to present their invented group. Partner A says three words and one sentence; Partner B asks or responds with “Ko wai tēnei?” or “¿Quién es?” and then swaps. Encourage students to say “In my example…” rather than claiming that all families are alike. Students may point, use the audio, or read from their map. The teacher holds brief conferences, listening for vocabulary use, respectful language, and understanding of whānau. Prompt with the puppet dialogue and respectful-language prompts.

6. 41–45 min · Reflect and exit. Revisit the WALT. Students complete a quick oral or written exit response: one Māori word, one Spanish word, and one similarity or difference they noticed. Invite two volunteers to share how their fictional or symbolic group showed connection. Close with: “Whānau and familia can be described in different ways; we listen without making assumptions.” Use the reflection and plenary slide.

Resources

• the Whānau and Familia lesson deck
• the visual vocabulary and inclusive relationship-map worksheet
• Māori and Spanish vocabulary picture and word cards
• Small puppets or paper stick puppets
• Audio recordings of the target vocabulary and model phrases
• Whiteboard and markers
• Timer and display screen

Assessment

• During matching, check whether students connect each word with the correct picture and can pronounce or recognise at least three items.
• During relationship-map work and puppet kōrero, conference briefly with students: ask what their words mean and how their example shows connection; note respectful language and avoidance of assumptions.
• Use the exit response to identify students needing further support with vocabulary, pronunciation, or the cultural meaning of whānau.

Differentiation

• Provide the visual glossary, colour-coded Māori/Spanish cards, gestures, audio replay, and sentence frames: “Ko ___ tēnei” / “Esta es ___” / “He tangata tautoko ia.”
• Allow students to draw, point, use puppets, rehearse privately, or present with a partner. Do not require personal family information; fictional characters, animals, communities, households, or chosen people are valid.
• Offer dyslexia-friendly options: large clear sans-serif print, uncluttered cards, strong contrast, minimal copying, oral instructions, read-aloud audio, and the option to give the exit response orally.
• Pair students thoughtfully and pre-teach turn-taking language. For students ready for more challenge, invite them to compare an inclusive relationship term or explain why whānau is not always a direct translation of “family”.

Extension

• Students add a fourth relationship word and create a second version of their map using the other language.
• Students explain one way a language can show belonging, support, or connection without listing only immediate family members.