1 CULTURE • Understand and Practice Hawaiian Protocol • Learn and Use new Hawaiian Oli • Understand and Practice Hawaiian 'Ōlelo No'eau • Listen to authentic language WL Standard 4 CULTURE Makahiki 'Ekolu me 'Ehā COMMUNICATION • SPEAK Hawaiian using learned and new vocabulary with a focus on the 'āina • WRITE and SPEAK Hawaiian using learned and new grammar expressing: • I'oahenua (up, down, inside, outside, etc) • Nā Māka Painu Kauoha Don't/ Do (commands & suggestions) • Connecting two verbs with 'e' • LISTEN to and READ authentic material in Hawaiian • REVIEW language learned in prior years of study World Language Standards WL Standard 1 INTERPERSONAL WL Standard 2 INTERPRETIVE WL Standard 3 PRESENTATIONAL WL Standard 5 COMPARISON Waipahu High Goals • Common Core Language Arts 1112.RI 3 Reading Informational Key Ideas and Details • Cornell Note Taking • Critical Reading CULTURE Nā 'Ōlelo No'eau 10 Hawaiian Protocol 17 Oli E Hō Mai 19 Oli 'O Wākea 19 Ma Loko O Ka Ululā'au 20 Minnie Paloney 21 COMMUNICATION SPEAKING 4 KALO 14 Appointments LISTENING 21 Minnie Paloney WRITING 4 ‘O Wai Lākou 5 Ho'oma'ama'a Hou 7 Nā Māka Painu Kauoha 8 What Would You Say? 9 Mai Hele 'Oe I Kahakai 1113 I'oahenua 15 Which TO? READING 20 Ma Loko O Ka Ululā'au REFERENCE 23 Nā Kai 'Ewalu Mokuna 8
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1
CULTURE • Understand and Practice Hawaiian Protocol • Learn and Use new Hawaiian Oli • Understand and Practice Hawaiian 'Ōlelo No'eau • Listen to authentic language
WL Standard 4-‐ CULTURE
Makahiki 'Ekolu me 'Ehā
COMMUNICATION • SPEAK Hawaiian using learned and new vocabulary
with a focus on the 'āina • WRITE and SPEAK Hawaiian using learned and new
grammar expressing: • I'oahenua-‐-‐ (up, down, inside, outside, etc) • Nā Māka Painu Kauoha-‐-‐ Don't/ Do (commands & suggestions) • Connecting two verbs with 'e'
• LISTEN to and READ authentic material in Hawaiian • REVIEW language learned in prior years of study
World Language Standards-‐-‐ WL Standard 1-‐ INTERPERSONAL-‐ WL Standard 2-‐ INTERPRETIVE-‐ WL Standard 3-‐ PRESENTATIONAL-‐ WL Standard 5-‐ COMPARISON-‐ Waipahu High Goals
• Common Core -‐ Language Arts-‐-‐ 11-‐12.RI 3-‐ Reading Informational Key Ideas and Details
• Cornell Note Taking • Critical Reading
CULTURE
Nā 'Ōlelo No'eau 10
Hawaiian Protocol 17
Oli-‐ E Hō Mai 19
Oli-‐ 'O Wākea 19
Ma Loko O Ka Ululā'au 20
Minnie Paloney 21
COMMUNICATION SPEAKING
4 K-‐A-‐L-‐O
14 Appointments
LISTENING
21 Minnie Paloney
WRITING
4 ‘O Wai Lākou
5 Ho'oma'ama'a Hou
7 Nā Māka Painu Kauoha
8 What Would You Say?
9 Mai Hele 'Oe I Kahakai
11-‐13 I'oahenua
15 Which TO?
READING
20 Ma Loko O Ka Ululā'au
REFERENCE
23 Nā Kai 'Ewalu-‐ Mokuna 8
2
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3
HA’AWINA 1—K-‐A-‐L-‐O Ka Likiki Ho’omaka—Entry Ticket
o DEFINE the following: ! lo’i-‐ ! kauwela-‐ ! ma waho-‐ ! hānau ‘ia-‐ ! loloa-‐ ! hīmeni-‐ ! kēlā makahiki aku nei-‐ ! puka kula-‐ ! ‘au’au kai-‐
HA’AWINA 1—K-‐A-‐L-‐O Ka Likiki Ha’alele—Exit Ticket
• SURVEY o How much class time did you SPEAK Hawaiian?
! ____ ALL the time ! ____ MOST of the time ! ____ SOME of the time ! ____ NOT much of the time ! ____ NOT AT ALL
• What were some of the CHALLENGES that you had today in class?
• What were some of the SUCCESSES that you had today in class?
4
K A L O
Ua hele i ka lo'i Ua hele i ke kula kauwela Aia kona hale ma waho o Waipahū
I kēlā makahiki aku nei, Aia 'o ia ma ka māhele 4
Aia 'o ia i ka papa 'umikūmākahi
He kanaka Pilipino 'A'ole hīmeni maika'i Hīmeni maika'i
He haumana akamai 'A'ole i hānau 'ia ma Hawai'i
E puka kula ana 'o ia i kēia makahiki kula
Ua 'au'au kai i kahakai ma ke kauwela
I kēlā makahiki aku nei,
Aia 'o ia ma ka māhele 6
Aia 'o iai ka hui
Lei Hali'a Aloha
He kanaka loloa Aia kona hale ma Waipahū
CLASSWORK-‐ Ha'awina 1: K-‐A-‐L-‐O Helu'ai:_____/ 10 Meet old and new friends in Hawaiian. TASK:
• Fill the K-‐A-‐L-‐O board above with the names of sixteen different people in class. • Take turns asking and answering the question, • When you have filled the board, sit down and wait to share your information.
5
Ha'awina 2: ‘O Wai Lākou? Ka Likiki Ho’omaka—Entry Ticket
! Write all of the Hawaiian pronouns for each of the areas below: ! ONE PERSON ! _____________, ______________, _______________ ! TWO PEOPLE ! _____________, ______________, _______________, ! _____________ ! THREE OR MORE PEOPLE ! _____________, ______________, _______________, ! _____________
Ha'awina 2: ‘O Wai Lākou? Ka Likiki Ha’alele—Exit Ticket
• SURVEY o How much class time did you SPEAK Hawaiian?
! ____ ALL the time ! ____ MOST of the time ! ____ SOME of the time ! ____ NOT much of the time ! ____ NOT AT ALL
• What were some of the CHALLENGES that you had today in class?
• What were some of the SUCCESSES that you had today in class?
6
‘o ia ‘olua au lāua ‘oe kākou
Ha'awina 2: ‘O Wai Lākou? Helu'ai:_____/ 10 TASK 1—DRAW a line from each of the Hawaiian pronouns to the appropriate picture.
TASK 2— WRITE an appropriate phrase to complete the following statements. Be prepared to share your answers with the class.
1. ‘O _________________________________ au.
2. ‘O ko’u __________________ ‘oe.
3. ‘O ka haumana _______________________ ‘o ia.
4. ‘O na ________________________ ‘olua.
5. ‘O nā kānaka _______________________ kākou.
6. ‘O nā wahine ____________________ lāua.
7
me, I = __________
you(1) = ____________
he, she, it =
____________
you & I = _________
he/she & I = ________
you(2) =
___________
they(2) =
__________
everyone =
______________
them & me =
______________
you(3+)=
_______________
they(3+)=
_______________
HOMEWORK-‐-‐ Ha'awina 3: Nā Papani Helu'ai: _____/ 15 Task:
• WRITE the English equivalent to the pronouns below. • DRAW each of the different pronouns. (Use stick people)
*Be sure to have the appropriate number of people.
8
9
Old Stuff My Turn Your Turn
KA'I
These little words "LEAD" or go in front of common nouns. In
Hawaiian, you should ALWAYS have one in front of the noun.
*When in doubt, use KA or KE.
ka = the
kēia = this
Do you remember the rest? Can you WRITE
7 more KA'I? Tell me what it means too. 1. 5.
2. 6. 3. 7.
4.
POKE
A "chunk" of information. It's NOT a sentence only a fragment.
ke kāne-‐ the man
au-‐ me, I
ma Kalihi-‐ to Kalihi
ke kāne akamai-‐ the smart man
Ua hele-‐ went
I kēia kula-‐ to this school
Can you WRITE 2 poke?
1.
2.
What do they mean?
PEPEKE
This IS a sentence. It is a COMPLETE thought. Putting
together POKE will give you a PEPEKE.
We learned different kinds of
PEPEKE to say different kinds of thoughts.
Ua hele ke kāne i kēia kula.
Aia au i ko'u hale.
He kanaka ikaika au.
'O au ke kāne akamai.
Ua hele au i Kalihi.
Can you WRITE 3 different kinds of PEPEKE
about yourself? 1.
2.
3.
* Remember-‐ These Grammar terms are only found in the Nā Kai 'Ewalu textbook. Since we use it as a reference, we should know the terms
CLASSWORK-‐-‐ Ha'awina 4: Ho'oma'ama'a Hou Helu'ai: _______/ 10
Aloha hou e ka hoaaloha! 'O au 'o Kamalu. Ua puka kula au mai kēia kula ki'eki'e ma ka makahiki 'umikūmālua. Okay, did you understand that? Or did you forget everything over the summer? I'm going to help you with a review of the "old stuff".
Ho'oma'ama'a Hou
10
Remember this symbol? This is the HE'E and it represents a Hawaiian sentence, a PEPEKE. Let's go over the parts of the HE'E.
Ka Pepeke
PO'O (Main Idea) • Tells you the TYPE of
sentence it is. • Only ONE po'o
PIKO (Subject) • Who or what does the
action • Directly associated with
the PO'O • Always AFTER the PO'O
'AWE (Object) • Receives the action of the PO'O • Not necessary in a sentence • May contain more than one • Can swim anywhere in the
sentence
'AWE (Object) • May occur more than once
LOOK AT THE EXAMPLES BELOW: • Can you see how the PO'O
changes the main idea of the sentence?
• Look to the right to review the Hawaiian names for each pepeke.
PO'O PIKO 'AWE 'AWE Aia ko'u hoaaloha ma Wailuku i Maui. (Henua-‐ Tells WHERE something is)
My friend is in Wailuku on Maui.
'O Lehua ko'u hoaaloha ma Wailuku i Maui. ('Aike-‐ Tells WHO someone is)
Lehua is my friend is in Wailuku on Maui.
He kumu ko'u hoaaloha ma Wailuku i Maui. ('Aike-‐ Tells WHAT someone is)
My friend is a teacher in Wailuku on Maui.
Ua noho ko'u hoaaloha ma Wailuku i Maui. (Painu-‐ Tells WHAT ACTION someone is doing)
My friend lives in Wailuku on Maui.
'Olu'olu ko'u hoaaloha ma Wailuku i Maui. (Painu-‐ Tells HOW someone is)
My friend in Wailuku on Maui is nice.
11
CLASSWORK-‐-‐ Ha'awina 5: Nā Māka Painu Kauoha Helu'ai: _______/ 10
• READ the information in Nā Kai 'Ewalu-‐ ka 'ao'ao 84 • ANSWER the questions below using the information in Nā Kai 'Ewalu.
1. What are the two COMMAND markers in Hawaiian? ___________ and ____________
2. Which marker indicates DON'T? _____________
3. Which marker indicates DO? ____________
4. Besides telling, or "commanding" someone, what else do these two markers do?
______________________________________________________________________
5. Which three pronouns do these markers usually go along with? _____________________,
____________________, ____________________
6. WRITE a positive command using E + verb and a negative command Mai + verb for each of the
following situations:
• A mother to her baby:
____________________________________________________________________________
______________________________________________________________
• You to your friend:
____________________________________________________________________________
______________________________________________________________
• The teacher to the class:
____________________________________________________________________________
______________________________________________________________
HOMEWORK-‐-‐ Ha'awina 6: Ka 'Ōlelo No'eau-‐ Wise Saying Helu'ai: _______/ 10 Hawaiians made observations and expressed them in common wisdoms. Here is one of these:
Mai maka'u i ka hana, Maka'u i ka moloā
Do no fear work, Fear laziness
Task: WRITE your own wisdom below:
HAWAIIAN: Mai _____________ i ka ________________, _______________ i ka _______________
ENGLISH: __________________________________________________________________________
GRAMMAR GOAL: • Nā Māka Painu Kauoha-‐ Command Verb Markers
CULTURE GOAL:
• Nā 'Ōlelo No'eau-‐ Hawaiian Wise Sayings
12
Ha'awina 7: What are They Saying? WRITE a caption for each of the following:
• ke keikikāne (boy)
• ka makuakāne (father)
• ke kūkini (runner)
• ke kōkua (helper)
USE the māka painu kauoha:
• MAI + verb • E + verb
HELU'AI: _________/ 10
13
CLASSWORK-‐-‐Ha'awina 8: Mai hele 'oe i kahakai HELU'AI: ________/ 10 TASKS:
• LOOK at the first sentence. WRITE a sentence to complement it. • TRANSLATE both sentences to English.
1. Mai hele 'oe i ko kou hoaaloha hale. E ____________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Mai 'ai 'oe i ke kanakē. E ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. E ho'opau i ka ha'awina. Mai ____________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. E hana 'oe me Lono. Mai ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. E ho'omo'a 'oe i ka __________. Mai ____________________________________________
___________________________________________________________________________
___________________________________________________________________________
Mai hele 'oe ma kahakai.
E hele kākou ma ka lo'i.
14
HOMEWORK-‐-‐Ha'awina 9 Nā 'Ōlelo No'eau o Nā Kūpuna Traditional Sayings of the Elders
Helu'ai: ________/ 15
Tasks:
• READ all of the traditional sayings of the kūpuna. • UNDERLINE one that sparks your interest. • MEMORIZE your chosen 'ōlelo no'eau. • WRITE your personal interpretation of the KAONA of your chosen 'ōlelo no'eau.
Mai kaula'i wale i ka iwi o na kūpuna. Do not dry out the bones of the ancestors. Do not discuss your ancestors too freely with strangers, for it is like exposing their bones for all to see. (2069)
Mai kolohe i ka mo'o o lele i ka pali. Do not bother lizards or you'll fall off a cliff. A warning not to bother lizards lest someday the mo'o cause a madness that makes one leap off a cliff and die. (2074)
Mai nānā i ka lā'au malo'o, 'a'ohe mea loa'a o laila. Do not pay attention to a dry tree for there is nothing to be gained from it. Nothing is gained from an ignoramus. (2079)
Mai 'ōlelo i ke kuapu'u e ku pololei, o hina auane'i. Don't tell the hunchback to stand up straight lest he fall down. Don't go around correcting others. (2081) Mai pi'i a'e 'oe i ka lālā kau halalī o 'ike 'ia kou wahi hilahila e ou mau hoa. Do not climb to the topmost branches lest your private parts be seen by your companions. Do not put on an air of superiority lest people remember only your faults. (2084)
Ko'u Mau Mana'o-‐-‐ _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Hawaiian Literal Kaona
15
GRAMMAR GOAL: • Nā I'oahenua-‐ Locatives
luna lalo
loko waho
mua hope
Let's take a look at I'oahenua. These tell us specific locations. For example, the pig is on top of the box, under the box, inside of the box, outside of the box, in front of the box, behind the box, etc. Here are a few things to remember:
• They are poke, fragments. • They usually, but not always, begin with either ma or i. • They ALWAYS are followed by o if there is a location.
Example: ma luna o ka pahu on top of the box ma luna on top
CLASSWORK-‐-‐Ha'awina 10: Nā Kai 'Ewalu Helu'ai: ________/ 10
• (Pg. 83-‐ Ha'awina 2) ODD only • UNDERLINE the I'oahenua. • TRANSLATE the sentence to Hawaiian.
1. The police officer is inside the post office.
3. What is that outside of the school?
5. That land is this side of Hau'ula.
7. What is that on top of you(1)?
9. Kealohanui is between my aunty and my mother.
11. They went inside.
HOMEWORK-‐-‐ Ha'awina 11: Nā Kai 'Ewalu
• (Pg. 83-‐ Ha'awina 2) EVEN only • UNDERLINE the I'oahenua. • TRANSLATE the sentence to Hawaiian.
HELU'AI: _____/ 10
16
CLASSWORK-‐-‐Ha'awina 12: CORNELL NOTES Topic/ Objective: Grammar-‐-‐ I'oahenua (Locatives)
Kou Inoa _________________________ Ka Māhele _______ Kēia Lā __________________________ Helu'ai: _________/ 10
Essential Question: How and when can we use these "locative" phrases? Questions Notes
What do I'oahenua indicate? • What does Nā Kai 'Ewalu say? • What does it mean to you?
Which I'oahenua are specifically used in Hawai'i?
What is the "pattern"?
How can they be used in the following sentences:
• Painu • 'Aike-‐ He • 'Aike-‐ 'O • Henua
Summary/ Analysis
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HOMEWORK-‐-‐ Ha'awina 13-‐ Crossword
HELU'AI: _______/ 15
18
TO i, iā or e
Which marker should be used?
CLASSWORK-‐-‐ Ha'awina 14:Which TO? Helu'ai: ___________/ 10
I. What's the difference in the uses of TO?
1. READ and REVIEW the information in Nā Kai 'Ewalu on page 86 (Pahuhopu 3: E 'to' with a
painu)
2. FILL IN the missing marker (i, iā or e) for the underlined TO.
*There are a few that DO NOT take any markers. Mark these with an 'X'.
1. _____ Kalena likes to eat guavas.
2. _____ Give that to me please.
3. _____ Let's go to town to watch the movies.
4. _____ Let's go to town to watch the movies.
5. _____ She started to tell the story to the class.
6. _____ She started to tell the story to the class.
7. _____ Lani is going to give that to him.
8. _____ Lani is going to give that to him.
9. _____ Let's drive to Kāne'ohe on Saturday.
10. _____ They went to visit Tūtū on Maui.
YOUR TURN
Make up TWO of your own TO sentences with the following markers. (English)
1. e
______________________________________________________________________
______________________________________________________________________
2. i
______________________________________________________________________
______________________________________________________________________
3. iā
______________________________________________________________________
______________________________________________________________________
19
Ka Hola Ke Kanaka Nā Mea 'Oko'a Ke Kumuhana
12:00 mai ka māhele 'oko'a i kēlā makahiki aku nei
3:00 i ka papa 'oko'a
6:00 he lāhui 'oko'a
9:00 he keka 'oko'a
CLASSWORK-‐-‐Ha'awina 15:Today's Appointments Helu'ai: _________/ 10
20
58 AVID Critical Reading
QUICK REFERENCE 5.1
Marking the Text: Social ScienceThis Strategy has three distinct marks:
1. Number the paragraphs. 1 Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph indention and circle the number; write it small enough so that you have room to write in the margin.
2 As with page numbers, paragraph numbers will act as a reference so you can easily refer to specific sections of the text.
2. Circle key terms, cited authors, and other essential words or numbers.
You might circle…
• key concepts• lesson-based
content vocabulary• concept-based vocabulary• words that signal relationships
(e.g. This led to… or As a result…)• names of people• names of historical events• dates• numbers
• ______________________
• ______________________
• ______________________
3. Underline the author’s claims and other information relevant to the reading purpose.
While reading informational texts (i.e. textbooks, reference books, articles, or journals), read carefully to identify information that is relevant to the reading task. Relevant information might include:
• central claims• evidence• details relating to a theology,
philosophy, or ideology• facts about a person, place,
thing, or idea• descriptions of a person, place,
thing, or idea• cause and effect relationships
• ______________________
• ______________________
• ______________________
Here are some strategies to help students identify essential information in the reading: • Read the introduction to the primary or secondary source. • Scan the text for visuals, vocabulary, comprehension questions, or other reading aids. • Review your notes for key concepts. • Preview chapter or unit reviews.
Note: If you are not working with consumables, consider photocopying sections of a text that are essential to writing assignments, course content, exams, or other class activities.
CLASSWORK-‐-‐ Ha'awina 16 HELU'AI: ________/ 10
21
ALOHA ‘ĀINA Love of the Land By John Fischer Source: http://gohawaii.about.com/cs/culture/a/aloha_aina.htm In order fully to appreciate Hawaiian culture, one must first understand its
basic difference from western culture and eastern culture. Western culture is
based, in large part, on what a person possesses. Eastern culture is based
more on the person and one's desire to learn more about oneself. Hawaiian
culture, however, like most Polynesian cultures, is based on the land.
The Kanaka Maoli (indigenous natives), are one with the land. As the
renowned Hawaiian storyteller, "Uncle Charlie" Maxwell, says, "The land
which is the basis of the culture, with its streams, mountains, beaches and
oceans, must be held in reverence and protected as it was in ancient times...
The historical sites, burials, language, arts, dances, canoe migrations, etc.,
will have to be promoted, nurtured and preserved."
Dr. Paul Pearsall is the author of a book titled, The Pleasure Prescription, in
which he discusses in detail the principles and practices of ancient
Polynesian/Hawaiian cultures. Dr. Pearsall quotes a native Hawaiian, "We are
at home. So many people who come here seem lost and emotionally or
spiritually homeless. They keep moving, but they never really live anywhere.
We love being in our place in the sea. We will never leave because we are
this place"
22
Aloha ‘Āina Ka ‘Ao‘ao ‘Elua This concept of totality with the land and with nature is essential to any
understanding of Hawaiian culture and beliefs. Without an appreciation for
this concept one cannot begin to understand the marvels of this unique and
wonderful culture. Love of the land is at the heart of all Hawaiian customs,
language, the hula, chants, mele (songs), popular music, art, history,
geography, archeology, traditions, religion, and even politics. In short, we
are discussing the intellectual and artistic achievements of this society.
Also, however, one cannot ignore the fact that Hawaiian culture is more than
just the culture of the native Hawaiians, as significant as that culture is. The
Hawaiian culture of today has been and continues to be influenced greatly by
others who have come to these islands and have settled over the last two
centuries. These immigrants - from England, the United States, Japan,
China, the Philippines, and countless other places - have also had a profound
effect on Hawaiian culture, and together with the Kanaka Maoli, make up the
people of Hawaii today.
As Dr. Pearsall explains, the native Hawaiians live with a sense of aloha. The
word "aloha" consists of two parts. "Alo" means to share and "ha" means to
breathe. Aloha means to share breath, and more precisely to share the
breath of life. Native Hawaiians often refer to Westerners as haole. The word
"haole" also consists of two parts. "Ha", as we have learned, means breath
and "ole" means without. In short, the native Hawaiians see Westerners as
being people who are breathless. This is a fundamental difference between
the Western culture and the Hawaiian culture. This difference has resulted
in, and continues to result in, many confrontations among those who
currently make Hawaii their home.
23
Noho Ana
Noho ana Ke Akua i ka nāhelehele
i ‘alai ‘ia e ke kī’ohu’ohu o ka ua koko
‘O nā kini malu i ka lani, malu e hoe
E ho’oulu ana ‘o Laka i kona mau kahu
‘O mākou nō,
‘o mākou nō,
‘o mākou nō a
Ha’awaina 17—Noho Ana Kou Inoa _____________________________________ Ka Helu ‘ai: _______/ 10 DEFINE the following vocabulary found in the oli above:
1. nāhelehele-‐
2. ‘alai-‐
3. kī’ohu’ohu-‐
4. kini-‐
5. malu-‐
6. ho’oulu-‐
7. kahu-‐
8. ua-‐
9. koko-‐
10. mākou-‐
24
CLASSWORK-‐-‐Ha'awina 19: Ma Loko O Ka Ululā'au Helu'ai: _______/ 10 Nā Nīnau-‐-‐ Answer the questions below in a COMPLETE statement.
1. Aia 'o Keola mā ma ka mokupuni hea? _________________________________________________
2. He aha kā lāua hana ma laila? ________________________________________________________
3. He aha ka mea maika'i o ko Kaua'i maile? _______________________________________________
4. Aia ma hea ka maile? _______________________________________________________________
5. 'O wai ka pilina ma waena o Keola lāua 'o Kaleo?
_________________________________________________________________________________
E Hana 'Oe
1. CIRCLE all I'OAHENUA phrases.
2. UNDERLINE all MĀKA PAINU KAUOHA sentences.
3. What occasions are lei maile used in Hawai'i today?
_________________________________________________________________________________
Ka Pāpā'ōlelo: Ma Loko O Ka Ululā'au
Aia 'o Keola mā ma loko o ka ululā'au ma Kōke'e, Kaua'i. Ke 'u'u
nei lāua i ka maile. He lā'auhihi ka maile a he mea 'a'ala. Nani
ka lei maile. Maika'i ko Kaua'i maile no ka mea li'ili'i nā lau. Ua
huhū 'o Keola i ke kaikaina ona no ka mea ke huki nei 'o ia i ka
maile o'o.
Keola: E Kaleo, mai hana'ino 'oe i ka maile. E 'u'u 'oe i nā mea 'ōpioio wale nō, 'a'ole i nā mea o'o.
Kaleo: E kala mai... Pehea kēia maile ma 'ane'i? Hiki nō?
Keola: 'Ae. Maika'i kēnā. A ma uka ou, kokoke i ka hāpu'u nui. Ua 'ike 'oe?
Kaleo: 'Ae. A eia kekahi mau mea 'ano maika'i ma 'ane'i. E hele mai 'oe e hana ma kēia 'ao'āo.
Souce: Nā Kai 'Ewalu, pg. 81 (Mokuna 'Ewalu)
CLASSWORK-‐-‐Ha'awina 18-‐ READING Helu'ai: _______/ 5
25
Mokuna 1-‐ Aloha 'Āina Makahiki 3 & 4
CW-‐Classwork
HW-‐ Homework
GRADING
NĀ HA'AWINA-‐ Lessons Possible
Points
Points
Earned
1-‐ K-‐A-‐L-‐O CW-‐ 10
2-‐ ‘O Wai Lākou÷ CW-‐ 10
3-‐ Nā Papani HW-‐ 15
4-‐ Ho’oma’amāʻa Hou CW-‐ 10
5-‐ Nā Maka Painu Kauoha CW-‐ 10
6-‐ Nā Maka Painu Kauoha HW-‐ 10
7-‐ What are they saying? CW-‐ 10
8-‐ Mai ˙Hele 'Oe I Kahakai HW-‐ 10
9-‐ Nā ‘Ōlelo CW-‐ 15
10-‐ Nā Kai 'Ewalu-‐ Ha'awina CW-‐ 10
11-‐ Nā Kai ‘Ewalu-‐ Ha’awina HW-‐ 10
12-‐ Cornell Notes CW-‐ 10
13-‐ Crossword HW-‐ 15
14-‐ Which TO? CW-‐ 10
15-‐ Today’s Appointments CW-‐ 10
16-‐ Marking the Text CW-‐ 10
17-‐ Noho Ana CW-‐ 10
18-‐ READING: Ma Loko O Ka Ululā'au CW-‐ 5
19-‐ Nā Nīnau: Ma Loko O Ka Ululā'au CW-‐ 10
*PARTICIPATION
Weekly self-‐evaluation based on GLOs
Possible
Points
Points
Earned
NĀ KUISA-‐ Quizzes *All kuisa can be retaken
1
Nouns
10 pts
2
Nouns
10 pts
3
Nouns
10 pts
4
Māka
20 pts
5
Verbs
10 pts
6
Verbs
10 pts
7
Verbs
10 pts
8
I'oahenua
20 pts
START Date: _______________________ END Date: _______________________ Total Points EARNED-‐ __________ FINAL GRADE: A B C D F
A= 90-‐100%
B= 89-‐80%
C= 79-‐70%
D= 69-‐60%
F= 59% -‐ 0% *PARTICIPATION-‐ Based on GLOs
1. Self-‐directed Learner 2. Community Contributor 3. Complex Thinker 4. Quality Producer 5. Effective Communicator 6. Effective and Ethical User of
Technology GRADE BREAKDOWN 20% PARTICIPATION
20% HOMEWORK
20% QUIZZES
20% EXAM
20% CLASSWORK
26
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