LESSON 1: Introduction to Hawai'i: The Aloha State

LESSON 1: INTRODUCTION TO HAWAI'I: THE ALOHA STATE LESSON AT A GLANCE

LESSON OBJECTIVE: Students will be able to name and describe elements of Hawaiian culture and art.

DURATION: 70 mins

MATERIALS: Chart paper, white board, or projected paper, White paper (one per student), Art supplies (e.g. crayons, markers, colored pencils), Handout 1: Vocabulary Flashcards, Handout 2: Article: “Hawai'i: The Aloha State”

STANDARDS: CCSS ELA, RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CCSS ELA, RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS ELA SL.3.1, SL.4.1, SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade-level topics and texts, building on others’ ideas and expressing their own clearly. CCSS ELA SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail Social Justice Standards ID.3-5.3 I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too. Social Justice Standards DI.3-5.8 I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.

CONCEPTS/VOCABULARY: 'Aumākua - An ancestral spirit guide, which can also be an animal. Hula - A traditional Hawaiian dance that tells a story. 'Ohana - a Hawaiian word which refers to a person’s extended family, which can include friends and other important social groups. 'Ukulele - a musical instrument that is like a small guitar with four strings, often used in Hawaiian music.

GUIDING QUESTIONS: What are some unique elements of Hawaiian culture?

LESSON PLAN

WARM UP

Ask the class to gather together. Ask students to close their eyes and take some silent “think time.” As their eyes are closed, ask them to think about the following questions: What do you know about Hawai'i? What are some images that you can see when you think about Hawai’i? What do you know about Hawaiian culture?

After students have been given time to reflect on each question, give them an opportunity to share what they know with a partner. Ask students to share with a partner for one minute each.

Bring the class back together, and ask volunteers to share what they know about Hawai'i, Hawaiian culture, and art. Chart student responses on the white board.

Part 1: Hawaiian Vocabulary and Images

Let students know that they will be learning about Hawai'i, Hawaiian art, and Hawaiian culture because of an upcoming field trip at The Broad Stage.

Begin by presenting the flashcards of the four vocabulary terms: 'ohana, 'aumākua, hula, and 'ukulele.

Continue by projecting a slideshow of Hawaiian images and facts, which can be found at https://kids. nationalgeographic.com/explore/states/hawaii/.

The class can read the information together while viewing the images. If anything that is brought up during the brainstorm appears again during the slideshow, circle it on the brainstormed list.

Part 2: Close Reading About Hawai’i

Pass out Handout 2: Hawai'i: The Aloha State. Have students read the text independently from start to finish. As they do, have them circle details in the text that appeared in the earlier brainstorm. Have students underline information that they consider to be new or interesting.

Part 3: Mind-map Hawaiian Concepts

TASK: Using words and images, students will create a mind map in order to demonstrate their understanding of Hawai'i, Hawaiian culture, and Hawaiian art.

Students will create a mind map of their current understanding of Hawaiian culture. Students may use paper and art supplies in order to create a mind map, and they are encouraged to be colorful. If the class is not familiar with mind mapping, examples can be found at https://mindmapsunleashed.com/10-reallycool-mind-mapping-examples-you-will-learn-from

ASSESSMENT CRITERIA: • Students use vocabulary related to Hawai'i on the mind map. • Students draw images that accurately represent Hawaiian culture. • Students drawings and descriptions demonstrate understanding of concepts.

PURPOSE: To determine our accurate prior knowledge and understanding of Hawaiian culture and to make connections between Hawaiian geography, people, culture, and art.

Student Reflection After completing the mind maps, students may do a gallery walk of the completed work. Ask students to place their mind map on their desk, and just as in an art museum or gallery, participants should observe the work silently and without touching the artwork.