This product was funded by the U.S. Department of Education (U.S. ED) under the Office of Safe and Drug-Free Schools, award number Q186C030002. The content does not necessarily reflect the views of the U.S. ED or any other agency of the U.S. government.
lehelehe a kÈkÈ ihola i ka wai ‘a‘ala. NÅnÅ ‘o Maile iÅ ia iho i loko o ke ani-ani a ‘a‘ohe ona hau‘oli i kona nÅnÅ ‘ana. E ho‘ohÅlikelike mau ana ‘o ia iÅ ia iho me kona mau kaikua‘ana a me kona mau kaikaina a i kona mana‘o, ‘a‘ole like kona u‘i me ka u‘i o lÅkou.
Ua ha‘alele ‘o ia i ke aniani a e kali ana ‘o ia i nÅ kaikamÅhine ma kahi o ka puka komo. IÅ lÅkou nØ a pau ka ho‘onaninani ‘ana, ka‘i akula lÅkou i waho i ka hale ‘aina.
I ko lÅkou hØ‘ea ‘ana aku i kahi o ka hulahula ‘ana, e kani nui ana nÅ mele i pana wikiwiki a‘e ko Maile pu‘uwai. Aia ‘o Allison lÅua ‘o Tanya i mua o lÅkou a na lÅua i alaka‘i i nÅ kaikamÅhine i ka puka komo o ka hale ‘aina. Ua hui pË mai kekahi mau keiki kÅne ma ka puka komo, a laila, i lawa nØ a ‘ike ‘ia k‰ia hui, ua ho‘opuka aku ‘o Kamana‘o me ka leo pË‘iwa, “E, aia nØ ‘o ia i laila!”
“Mai ‘uÅ aku ‘oe o lohe ‘ia nØ kou leo!” i k‰nÅ aku ai ‘o Tanya iÅ Kamana‘o. A ho‘oma‘ewa ‘o Tanya penei: “E nÅnÅ ‘oukou i k‰lÅ kaikama-hine ‘o Kalei me kona wahi hoa pili ‘o Nani. Aia lÅua me Randy. Momona loa ‘o Kalei a he mea ‘ole ‘o ia. ‘O wai lÅ ‘o ia i kona mana‘o? No ke aha ‘o Randy e hui pË ai me ia?”
A e no‘ono‘o nui ana ‘o Maile i nÅ kumu no ko Kalei hui pË ‘ana me Randy. Ua ho‘ohihi nØ ho‘i ‘o Kalei iÅ Randy? AkÅ mahalo ‘o Maile i ke ‘ano ha‘aheo iki o Kalei. Ua nÅnÅ ‘o Maile i ka lehulehu i loko o ka hale ‘aina a hanu maila ‘o ia ma mua o ke komo ‘ana.
Ua huli nÅ kaikamÅhine a komo mÅlie lÅkou i loko o ka hale ‘aina. I ko Maile komo ‘ana i ka hale ‘aina, he wahi ulukË ‘o ia a hilahila ‘o ia i kona ‘ano. ‘A‘ohe haumÅna e hulahula ana ma k‰ia wÅ. E kË ana nÅ keiki kÅne i kekahi ‘ao‘ao o ka hale ‘aina a e kË ana
nÅ kaikamÅhine ma loko o ko lÅkou mau hui i ka ‘ao‘ao ‘‰ a‘e o ka hale ‘aina. “Ke maha‘oi nei paha nÅ maka o nÅ haumÅna i ‘Ø a i ‘ane‘i,” i mana‘o ai ‘o Maile iÅ ia iho.
A ‘oiai lÅkou e naue aku ana i loko o ka hale ‘aina, e pe‘e ana ‘o Maile ma hope o nÅ kaikamÅhine ‘‰ a‘e i ‘ike ‘ole ‘ia mai ‘o ia. Aia ‘o ia i loko
Ma kekahi PØ‘alima wela loa, ua kani ka pele a ‘o ka puka akula nØ ia o nÅ haumÅna a pau i ka papa a Mike Char ma ke kula ‘o Kawaiola. Aia he pÅ‘ina hulahula a ua piha ‘eu nÅ haumÅna pÅkahi a pau. E hahai aku ana ‘o Maile i kona mau hoa aloha i
ka lumi ho‘opaupilikia. “Hiki ia‘u ke ho‘ohana i kÅu palaki lauoho, e Maile?” i noi mai ai ‘o Tanya.
“‘Ae. Alia iki, aia nØ i loko o ka‘u ‘eke,” i pane aku ai ‘o Maile.“E ‘eleu mai ‘oe, no ka mea, ‘a‘ole wau makemake e hele lohi.
Makemake nui wau e hele mai ‘o Randy. He keu ‘o ia a ka u‘i!”
Ka Mo‘olelo o Maile
SMART Tip!
A: Ask questions And AnAlyze
Model questioning with a think aloud:
After reading this, I have so many questions about Maile. I’m wondering what does Maile see when she looks in the mirror? Why is she unhap-py about her looks? Why does she need to compare herself to others?
Ua ‘aka‘aka pË maila nÅ kaikamÅhine a pau me ka ‘ae pË nØ ho‘i. ‘A‘ole na‘e ‘o Maile i ho‘opuka i ho‘okahi mea i loko nØ o kona ‘ae ‘ana aku i kÅ Tanya ‘Ølelo e pili ana i ko Randy u‘i. Ho‘onaninani nÅ kai-kamÅhine a pau iÅ lÅkou iho me ke pena
hulahula. Ua pË‘iwa kÅ nÅ kÅnaka a pau o loko o ka hale ‘aina! E ‘aka‘aka ana lÅkou, a laila, e paipai ana lÅkou iÅ Jesse me ka ‘uÅ ‘ana aku i nÅ ‘Ølelo ho‘omaika‘i. No Jesse, ‘a‘ohe ona hilahila iki! Mino‘aka wale nØ ‘o Jesse a ho‘omau wale akula i kona hulahula ‘ana. Ua no‘ono‘o ‘o Maile iÅ ia iho, “E a‘a i ka hula, e waiho i ka hilahila ma ka hale!”
He pili kÅmau ‘o Jesse lÅua ‘o Maile a ua noho pË lÅua i nÅ hale aupuni. Ma nÅ kau wela, e holopaikikala pË ana lÅua, e pÅ‘ani ana lÅua i ka pe‘epe‘e akua a e alualu ana lÅua i ke ka‘a wane mea ‘ono no ke kË‘ai ‘ana mai i nÅ nulu, nÅ mea ‘ono pÅk‰ a me
nÅ kanak‰ ‘‰ a‘e. Ua kama‘Åina ko Jesse ‘ohana iÅ Maile a ho‘omaopopo ‘o ia i ka
manawa e noho ana ko Jesse pÅpÅ me lÅkou ma mua o kona pilikia ‘ana i ka lÅ‘au ‘ino. A ua maopopo nØ iÅ Maile, mahalo nui ko Jesse mÅmÅ i ko Jesse kØkua ‘ana mai ma ka hale.
A ua kama‘Åina nØ ho‘i ko Maile ‘ohana iÅ Jesse. Ua maopopo nØ iÅ Jesse nÅ hakakÅ he nui i loko o kona ‘ohana a maopopo nØ iÅ Jesse ka manawa a ko Maile mÅmÅ i kÈpeku aku ai i kÅna kÅne ‘ino loa i waho o ka hale. A maopopo nØ ko Maile ‘ano iÅ Jesse, no ka mea, inÅ hakakÅ nui kona mau mÅkua a kipa mai nÅ mÅka‘i iÅ lÅkou, e hele ana nØ ‘o Maile i ke kula i ke kakahiaka me ka ‘Ølelo ‘ole ‘ana aku e pili ana i ka pilikia ma kona hale.
‘A‘ole pË‘iwa iki ‘o Maile i ka wiwo ‘ole o Jesse a iÅ ia e hulahula ana, e ‘aka‘aka nui ana ‘o ia i kona hau‘oli. Ua makemake ‘o Maile e paipai pË me
Think About It!
Making Connections
Ask:Are you the kind of person who likes to make people laugh or be the center of attention (like Jesse), or are you more quiet and reserved (like Maile)?
SMART Tip!
R: Reflect And mAke connections
Ask:Can anyone make con-nections after reading this far in the story? Remember con-nections can be:
• text-to-self• text-to-text• text-to-world
Complete the strategy:
questioning
Ask:Can some of the questions posed earlier be answered after learning a little more about Maile?
pono o ka poepoe o nÅ kaikamÅhine a e nÅnÅ pololei ana ‘o ia i mua ona, i nÅ po‘ohiwi ho‘i o ke kaikamahine i mua o kona mau maka i mea e launa ‘ole aku ai kona mau maka me nÅ kÅnaka ‘‰ a‘e.
Ua naue k‰ia hui i ka ‘ao‘ao o nÅ kai-kamÅhine, a laila, ua ho‘opuka akula ‘o Mika Kalima ma ka ipuleo, “Aloha mai kÅkou e nÅ haumÅna o ka papa ‘elima! Ke mÅkaukau, mai, e hulahula ‘oukou!”
‘A‘ole i ‘oni‘oni iki kekahi kanaka. Ua ‘aka‘aka iki mai kekahi kaikama-hine, a laila, ua ho‘omaka nÅ hui e wala‘au iÅ lÅkou iho ‘oiai e kani ana nÅ mele. ‘O ka hele ‘ana aku i ke pÅkaukau mea ‘ai mÅmÅ ka hana wale nØ a nÅ haumÅna na lÅkou e ‘ono. ‘O ke kulinapohÅpohÅ me ka pelena poepoe kepanÈ ka pÅ‘ina ho‘olaule‘a.
He mea nui k‰ia pÅ‘ina hulahula. Ua kÅka‘ikahi ka wÅ hulahula no nÅ haumÅna, akÅ, i loko nØ o ka le‘ale‘a o ia wÅ, ‘o ka wiwo ‘ole ka mea e pono ai kekahi haumÅ-na no ka ho‘omaka ‘ana i ka hulahula. E nÅnÅ aku ana nÅ maka o nÅ haumÅna a pau i ‘Ø a i ‘ane‘i me ka huli ‘ana i ka haumÅna nÅna e hulahula mua ana.
Ma hope mai nØ, ua ho‘okani ‘ia ke mele ‘o Honey Baby a ‘o ko Jesse hula-hula akula nØ ia i waena konu o ke kÅhua
SMART Tip!
m: monitoR And fine tune undeRstAnding
Remind:Remember to moni-tor your reading and check your understanding.
What can you do if your read-ing does not make sense?
1. Stop and reread the part that didn’t make sense.2. Adjust your reading rate. Slow down and pause every once in a while to think about what you just read.
inÅ lohe mai kekahi kanaka i ku‘u leo a he hËpØ ke lohe aku? Pehea inÅ ua ‘uÅ wau ma ka manawa ho‘okahi e pau ana nÅ leo o nÅ kÅnaka ‘‰ a‘e?” He mea hilahila nØ k‰ia iÅ Maile.
‘Oiai ‘o Jesse e hulahula ana i waena konu o kahi e hulahula ai, ua hui pË kekahi o nÅ haumÅna ‘‰ a‘e me ia a e hulahula ana lÅkou a pau me ka hau‘oli nui. E piha ana ka hale ‘aina i ka ‘eu‘eu o nÅ haumÅna a e hui aku nØ kekahi mau haumÅna me Jesse no ka hulahula ‘ana.
Ma ia manawa, ua hele maila ‘o Kalei i mua o Maile me ka ‘Ølelo ‘ana aku, “E Maile, makemake anei ‘oe e hulahula pË me Randy?” Ua pË‘iwa loa ‘o Maile a ‘a‘ohe Åna pane iÅ Kalei no ka wÅ pØkole. “E Maile, makemake ‘o Randy e hulahula pË me
‘oe?” A e mino‘aka ana ‘o Kalei i kÅna ‘Ølelo ‘ana aku iÅ Maile.“A a a . . . ,” i mËmË ai kÅ Maile ‘Ølelo. Hau‘oli kona na‘au, akÅ, ‘a‘ole ‘o
ia i makemake e ‘ike mai nÅ kÅnaka ‘‰ a‘e i kona wahi hau‘oli.“‘O wau nØ? No ke aha mai ‘o Randy e makemake nei e hulahula me
a‘u? Pehea lÅ inÅ kË mÅua he alo a he alo a ‘ike mai ‘o ia i ka nui o ko‘u pupuka? No ke aha mai ‘o ia e makemake nei e hulahula me a‘u inÅ aia nÅ wÅhine u‘i ‘‰ a‘e i ‘ane‘i? ‘A‘ole wau ‘eleu i ka wala‘au hoahoa!” P‰ia ka hili hewa ‘ana o kona no‘ono‘o. A hele a ha‘alulu hou a‘e ‘o Maile ‘oiai ua ‘ike ‘o ia i ko Randy a me ko kona mau hoa aloha nÅnÅ mai iÅ ia.
Ask:Have you ever made a choice or decision based on what others think? When do you think peer pressure is a bad thing? When is it a good thing?
nÅ kÅnaka ‘‰ a‘e i ko Jesse hÈmeni ‘ana aku i ke mele me ka leo nui a me kona hulahula ‘ana me ka hilahila ‘ole. He mea ma‘a mau ke kÅnalua ‘ana o Maile iÅ ia iho. Nui kona hopohopo i kona ‘ano inÅ e nÅnÅ mai ana kekahi kanaka iÅ ia. “Pehea
Ua pi‘i mai ka manene ma ka ‘ili o Maile i ka nÅnÅ kokoe mai. PØhai ‘o Tanya mÅ ‘oiai e wala‘au ana ‘o Maile lÅua ‘o Kalei. Mali‘a paha e ‘eha ana ko Tanya na‘au i kÅ Maile hulahula ‘ana me kÅna makemake ‘o Randy. No laila, pane ‘olu‘olu akula ‘o Maile iÅ Kalei, “‘A‘ole paha. E kala mai ia‘u, akÅ, ‘a‘ole paha.”
“Mai hilahila e Maile, e hulahula ‘oe me Randy,” i ho‘opa‘apa‘a aku ai ‘o Kalei. “Makemake nui ‘o Randy e hulahula pË me ‘oe! Maopopo iÅ ‘oe, ‘o ia ma ka ‘olu‘olu!”
“‘O ia kÅu makemake?” A ki‘ei ‘o Kalei iÅ Maile a he huikau ho‘i kÅu kona maka.
“‘O ia nØ kÅna makemake e Kalei!” i maha‘oi ai ‘o Tanya.“‘O ia nØ. AkÅ, inÅ loli kou mana‘o, he wahi ‘Ølelo wale nØ i koe, ‘eÅ?”
Huli akula nØ ke alo o Kalei i ka ho‘i ‘ana i ka ‘ao‘ao keiki kÅne ma ka‘e o ka hale ‘aina.
“‘O ia nØ,” i ho‘opuka mÅlie ai ‘o Maile. Me ka ho‘i ‘ana aku o Kalei i kona wahi, ua kaumaha ko Maile na‘au. Ho‘Å‘o nui ‘o Maile e kËpa‘a ma
SMART Tip!
t: think deeply And cRiticAlly
Making Predictions
Ask students to make predic-tions about what will happen to Maile after listening to Kalei’s advice.
Complete the strategy:
predicting
Validating
Checktoseeifstudents’predictionswereaccurate.
SMART Tip!
A: Ask questions And AnAlyze
Model questioning with a think aloud
I’m thinking that it was such a compliment that of all the girls, Randy asked Maile to dance. I’m wondering if Maile is going to miss her chance to feel good about herself if she doesn’t dance with Randy.
hope o Tanya i ‘eha ‘ole kona na‘au; a pËpule wale nØ ‘o Randy no ke koho ‘ana mai iÅ ia, akÅ, ‘o ka ‘oia‘i‘o, minamina ‘o ia i kÅna hØ‘ole ‘ana iÅ Randy. Lana ko Maile mana‘o i ka hana ‘eko‘a. InÅ hau‘oli kona mau hoa i ko Randy noi ‘ana aku iÅ Maile, e ‘ae nØ paha ‘o ia iÅ Randy no ka hulahula ‘ana. InÅ p‰lÅ, aia nØ paha ‘o ia i ka hulahula me Randy, ke keiki kÅne ‘auli‘i loa o ke kula.
Learn About It!
Bullying
Go to the “Fo’ Real” website and look at the link on bullying(www.nahoahoola.org/kids)
A ma ia manawa, ua lohe mai ‘o Maile i nÅ leo hÅwa-nawana o nÅ kaikamÅhine a iÅ ia nØ a huli aku i ka ho‘olohe maika‘i, ua pa‘a ko lÅkou mau waha. Ua ‘ike nØ ‘o ia, he waha he‘e nØ ia e pili ana iÅ ia! Ha‘i aku ‘o Allison iÅ Maile, “E ho‘i mai ana mÅkou.” A ha‘alele akula nÅ kaikamÅhine a pau no ke pÅkaukau mea ‘ai mÅmÅ.
E nÅnÅ aku ana ‘o Maile i nÅ kaikamÅhine a ua hØ‘a‘Åmaka ‘o Tanya iÅ ia. E kË ana k‰lÅ mau kaikamÅhine i ka poepoe a e wala‘au nui ana
lÅkou me ka ‘alawa ‘ana iÅ Maile. A ma hope mai nØ, ua ‘ike ‘o Maile i kona kË mehameha ‘ana. E kulukulu ana nÅ wai maka a nihi akula ‘o ia i waho.
IÅ ia nØ a puka i waho, ua lohe ‘o ia i ka leo heahea, “E Maile, i hea ana ‘oe?” A ua ‘ike nØ ‘o ia, ‘o ia ka leo o Kalei. KË ‘o Maile a ho‘omÅlo‘o a‘ela i kona mau maka me kona mau lima. “Au‰ e ke hoa, e hele mai. No ke aha mai ‘oe e u‰ nei?”
Ua noho pË lÅua i lalo a ua ho‘Å‘o ‘o Maile e wehewehe i ka mea i hana ‘ia aku nei. A ha‘i akula ‘o Kalei iÅ ia, “Mai hopohopo ‘oe. He mea ‘ole k‰ia.” A e pËliki a‘e ana ‘o Kalei iÅ Maile me ke aloha nui.
“AkÅ, kuhihewa wau he mau hoa aloha mÅkou a pau a ‘a‘ole loa wau i hulahula me Randy,” i namunamu aku ai ‘o Maile.
“Maopopo nØ ia‘u. ‘A‘ohe kumu maika‘i no ka hana ‘ino a ka po‘e. He ahu neo kÅ lÅkou hana,” i pane ai ‘o Kalei.
“AkÅ ‘Ølelo ‘ino nØ ho‘i lÅkou e pili ana iÅ ‘oe, e Kalei!” i ‘Ølelo ai ‘o Maile. Minamina nØ ho‘i ‘o ia iÅ Kalei.
“‘O ka ‘oia‘i‘o, e Maile, ‘a‘ohe o‘u nÅnÅ iki. Ua a‘o mai wau mai ku‘u tËtË mai, aia ku‘u waiwai mai loko mai o‘u. ‘A‘ole ‘o ia pili i nÅ mana‘o o ha‘i. Hiki iÅ lÅkou ke ‘Ølelo wale aku e like me kÅ lÅkou makemake, akÅ, inÅ mÅlama wau i nÅ kÅnaka a mÅlama nØ ho‘i wau ia‘u iho a ho‘omaopopo wau no loko mai ka ma‘ema‘e, maika‘i nÅ mea a pau.”
A mino‘aka ‘o Kalei iÅ Maile. Ua pË‘iwa loa ‘o Maile i kÅ Kalei ‘Ølelo no kona nÅnÅ ‘ole ‘ana i nÅ ‘Ølelo a ha‘i. A ua pË‘iwa nØ ho‘i ‘o Maile i ko Kalei na‘auao! HØ‘olu‘olu aku nei kÅ Kalei mau hua‘Ølelo iÅ Maile a ua kÅwele ‘o Maile i kona mau maka.
‘Akahi nØ a ha‘alele ‘o Jesse i ka lumi ho‘opaupilikia a kÅhea akula ‘o ia iÅ lÅua me k‰ia, “Hui, e lÅua nei! He aha kÅ ‘olua hana ma ‘Ø? E komo mai o hala
kekahi mea ‘aka‘aka iÅ ‘olua!” A laila, ua ‘ike ‘o ia i ka piha o ko Maile mau maka i nÅ wai-maka a ha‘i akula ‘o Jesse iÅ Maile, “E ku‘u tita, pehea mai nei ‘oe? Ua aha ‘ia mai nei?”
“‘A‘ohe mea e Jesse, maika‘i wau,” i pane ai ‘o Maile me ka mino‘aka iki.
“He ‘oia‘i‘o anei? Pilikia ‘oe i k‰lÅ mau kai-kamÅhine ‘ino? Na‘u e ho‘i aku i loko a ‘Ølelo ‘a‘a aku, he aha lÅ?”
A pane koke akula ‘o Maile iÅ Jesse me ka hopohopo nui, “‘A‘ole. ‘A‘ole loa.”
“‘A‘ole pono e Jesse,” i kÅko‘o ai ‘o Kalei me ka ‘aka iki.
“Penei kÅu makemake?” i ho‘ohenehene iki ai ‘o Jesse.
A ua ‘Ølelo like nÅ kaikamÅhine ‘elua iÅ Jesse, “‘Ae! ‘O ia nØ!”E ‘aka‘aka pË ana lÅkou a ha‘i akula ‘o Jesse iÅ lÅua, “E ho‘i kÅkou!”“Hiki nØ!” i ‘Ølelo ai ‘o Kalei a hahai lÅua iÅ Jesse i ka hale ‘aina. Ua pËliki
hou ‘o Kalei iÅ Maile me ka ‘È ‘ana aku, “Mai hopohopo e ke hoa.”“Hiki nØ. Mahalo nui iÅ ‘oe e Kalei,” kÅ Maile i ‘Ølelo ai iÅ Kalei.HÅ‘awi ‘o Kalei i ka puam‰lia mai kona pepeiao a ua ho‘opa‘a ‘o ia i ia pua
iÅ hope o ko Maile pepeiao me ka mino‘aka ‘ana iÅ Maile. “E hau‘oli ana ‘o ha‘i i ka ‘ike ‘ana iÅ ‘oe! Nui kona ho‘ohihi iÅ ‘oe a he mea maika‘i nØ ia! Mai maka‘u ‘oe, ‘eÅ?”
Ua pane ‘o Maile iÅ Kalei “Aaa . . . hiki nØ!” Mai ke po‘o a ka hi‘u a i loko lilo o kona na‘au, piha ‘o ia i ka hau‘oli a me ka ikaika a ‘a‘ole e eo ana ‘o ia iÅ ha‘i.
E ho‘oma‘ewa ana nÅ kaikamÅhine o loko o ka hale ‘aina a no‘ono‘o ihola ‘o Maile iÅ ia iho, “‘O ia ko lÅkou pilikia, akÅ, ‘a‘ohe o‘u pilikia. E le‘ale‘a ana no‘u!” A i k‰lÅ manawa, ua ho‘okani ‘ia ke mele ‘o One Love.
Hele pololei ‘o Maile i kahi e hulahula ai ‘o Kalei lÅua ‘o Jesse. Ua komo ‘o Randy i loko o ia hui li‘ili‘i a e hulahula pË ana lÅkou ‘ehÅ. Mai k‰lÅ wÅ aku ma ua pÅ‘ina hulahula ala, ‘o ka le‘ale‘a wale nØ ka mea i nanea ai ‘o Maile me kona mau hoa aloha maoli, ‘o Kalei lÅkou ‘o Jesse a me Randy.
NÅ NÈnau no ka Hui Kama‘ilio ‘Ana:
1. No ke aha mai e maika‘i ‘ole ai ko Maile mana‘o nona iho? He aha ke mea a kÅkou e a‘o mai ai maiÅ ia mai?Ka Pahu Hopu o ke KËkÅkËkÅ ‘Ana: Nui loa nÅ mana‘o ‘ino o ke ao nei e ho‘ohilahila ana iÅ kÅkou a nui nÅ mea e kuhi ana i nÅ mea maika‘i ‘ole o kÅkou. E aho ka nÅnÅ ‘ana aku i nÅ mea maika‘i e kuhi iho ana i nÅ kÅlena makamae o loko o ko kÅkou na‘au pÅkahi a pau.
2. Ua wala‘au kÅkou no ka mana o ka ‘Ølelo ma mua. He aha nÅ la‘ana i ‘ike ‘ia i loko o k‰ia mo‘olelo? Pehea e pÅ ai ka na‘au i ka ‘Ølelo? Ka Pahu Hopu o ke KËkÅkËkÅ ‘Ana: “I ka ‘Ølelo nØ ke ola, i ka ‘Ølelo nØ ka make.” Ua ho‘opuka hou ‘o Kalei i ka ‘Ølelo no ka paipai ‘ana. E kØkua aku ana kÅkou i nÅ kÅnaka ‘‰ a‘e ma ia ‘ano ‘Ølelo aloha ‘ana aku ma o ka ho‘ohau‘oli ‘ana i ka na‘au o lÅkou. Mali‘a paha hau‘oli ho‘i ka na‘au o kÅkou i ke kØkua ‘ana aku.
He Mau Mana‘o no nÅ NÈnau Mo‘omana‘o:
1. Na wai e ho‘omohala i kou mana‘o no kou na‘au pono‘È? He mau me‘e maika‘i kou i maika‘i a‘e ‘oe a i ‘ole he ho‘ohÅlikelike wale nØ kÅu i lawa ‘ole ‘oe? E wehewehe mai.
2. Ua paipai anei kekahi kanaka iÅ ‘oe a i ‘ole ‘Ølelo mai ‘o ia i kekahi mea e ulu ai kou mana‘o pono‘È nou iho? Ua aha ‘ia akula? Ua paipai anei ‘oe i kekahi kanaka i kaumaha kona mana‘o nona iho? Pehea kou na‘au i ka paipai ‘ana aku? Ua aha ‘ia akula?
No ka Ho‘oma‘ama‘a ‘Ana i ka Mana‘okuhi:1. Mai loko mai o ka mo‘olelo, ‘a‘ole ‘o Maile i makemake i ka nÅnÅ ‘ana
aku iÅ ia iho ma ke aniani kË. No ke aha mai?a. Ua pau kÅna hana a makemake nÅ kaikamÅhine ‘‰ a‘e e ho‘ohana i
kona kahi lauoho.e. Ua makemake ‘o ia e nÅnÅ nÅ kaikamÅhine ‘‰ a‘e i ke aniani kË, no
ka mea, ua piha ka lumi i nÅ kaikamÅhine he nui.i. He ho‘opaumanawa wale nØ ka hopohopo nui ‘ana no kona ho‘onani
‘ana mai.o. ‘A‘ole lawa kona nani e like me nÅ kaikamÅhine ‘‰ a‘e.*
2. No ke aha mai ‘o Maile i mahalo aku ai i ko Kalei hilina‘i pono‘È?a. Ua makemake malË ‘o ia e hoaaloha lÅua.e. ‘A‘ohe ona hilina‘i pono‘È.*i. Maopopo iÅ ia, he mea nui ka hilina‘i pono‘È o nÅ kaikamÅhine iÅ
Randy.o. Ua no‘ono‘o ‘o ia, ‘o ka hilina‘i pono‘È ke kumu no ko Kalei ‘ano a he
hoaaloha ‘o ia no nÅ kÅnaka like ‘ole.
3. I kou mana‘o, no ke aha mai ‘o Maile i makemake ‘ole ai e hulahula pË me Randy?a. Ua ha‘alulu iki ‘o ia, no ka mea, nohea ‘o Randy.e. Maopopo iÅ ia, e huhË ana ‘o Tanya iÅ ia, no ka mea, makemake ‘o
Tanya iÅ Randy.i. Ua hopohopo ‘o ia i ka nÅnÅ ‘ana mai o nÅ hoapapa ‘‰ a‘e iÅ ia ma
ka hulahula ‘ana.o. Pololei nÅ mea a pau o luna.*
4. Ua lawa nÅ mea i hØ‘ike ‘ia ma ka mo‘olelo no ke kuhi ‘ana e pili ana iÅ Maile, _______ .a. E lilo ana ‘o ia, ‘o ia ka ipo a Randy.e. He wahine hulahula maika‘i na‘e ‘o ia a inÅ ‘a‘ole p‰lÅ inÅ ‘a‘ole noi
‘o Randy iÅ ia no ka hulahula pË ‘ana me ia.i. E pi‘i mai ana kona hilina‘i pono‘È.*o. Maopopo iÅ ia ka noho pili ‘ana me nÅ kaikamÅhine, no ka mea, he
mau kaikua‘ana kona.
5. Pili ka hapa nui o k‰ia mo‘olelo _______ .a. I ka ha‘awina no ke koho pono ‘ana i nÅ hoaaloha.e. I ka ho‘opili ‘ana i nÅ kÅnaka Åu e mahalo nui aku ai.i. He mea nui ka manawa le‘ale‘a me ka no‘ono‘o ‘ole i ka mana‘o o nÅ
kÅnaka ‘‰ a‘e.o. I ka hilina‘i pono‘È ‘ana a me ka mahalo ‘ana iÅ ‘oe iho.*
Maile’s story and supporting activities for Unit Three emphasize emotional awareness and perceptions of oneself and others. Activities help students identify emotions and explore how we set standards for ourselves. Other factors addressed include empathy development and stress management.
Unit Three Resources
Description Time Required*
Maile’s Story Teacher’s Guide
Maile often compares herself to others and makes her decisions so others won’t be upset by/with her. She learns that it’s not possible to please everyone, and that her worth lies within her. Other themes exist, including relational bullying, self-esteem, and emotional awareness. The Hui Kama‘ilio questions at the end of Maile’s Story—Teacher’s Guide facilitate deeper understanding of presented content.
Time required to complete depends on student reading levels and the extent to which SMART Tips (literacy strategies) are incorporated. 20–45 minutes (use best judgment; if the conversation is rich and flowing, allow an extension of time)
Activity 1 Identifying Feelings
Prevention Emphasis: Empathy, emotional awareness
Core Activity: 1–2 class periods Extension Activities: Variable (teachers can choose to spend as much time as relevant)
Activity 2 What’s the Standard?
Prevention Emphasis: Factors that affect self-perception, emotional awareness
Core Activity: 1–2 class periods Extension Activities: Variable (teachers can choose to spend as much time as relevant)
Core Activity: 1–2 class periods Extension Activities: Variable (teachers can choose to spend as much time as relevant)
Synthesis Activity Think Healthy
Students create an informational campaign or a TV show that discusses managing emotions and stress.
3 class periods at minimum; can take longer if teacher wants to extend concepts
* Time required varies by grade levels and teacher discretion. The times listed are a minimum. Students may need additional time depending on age and skill levels. Teachers can also choose to spend more time on the concepts relevant to their students. • The Maile’s Story Teacher’s Guide includes several SMART tips that can be used
while reading the story. • Each activity in this unit has core and extension suggestions. The core activity is the
basic activity that is recommended for students to get an understanding of the concept being taught. The extension activities are optional and provide opportunities to develop deeper understanding of concepts presented.
• The Synthesis Activity brings together the concepts in this unit with performance-based tasks.
Essential Question/Statement: • What are some basic human emotions? • How can we identify feelings and emotions in ourselves and in others? • What is empathy? How can we help people by being empathetic?
Learning Objectives: • Students will be able to name a variety of emotions. • Students will be familiar with physical, verbal, and situational clues to help identify
feelings. • Students will understand what empathy is.
Key Vocabulary: • Clue—a piece of information or evidence • Critic—a person who makes or gives a judgment of the value, worth, beauty, or
excellence of something • Emotions—strong feeling; a mental reaction (as anger or fear) marked by strong
feeling and usually causing physical effects • Empathy—understanding or experiencing the feelings or thoughts of another person • Point of View—a way of looking at or thinking about something
Curriculum Areas: Health Prevention Emphasis: Empathy, emotional awareness
Hawai‘i Content and Performance Standards (HCPS III) Health Standard 3: Self-Management Practice health-enhancing behaviors and reduce health risk Topic: Mental and Emotional Health Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 4–6 are provided in that section.
Step 1: Group Discussion Show Identifying Feelings overhead transparency. Discuss the following concepts with students: Define empathy as “understanding or experiencing the feelings or thoughts of another person.”
Explain that empathy is composed of three skills: 1. Identifying how another person feels. 2. Understanding another person’s point of view. 3. Responding emotionally to another person.
Discuss the clues that we can use to figure out how someone is feeling. These clues are included on the overhead. • Physical clues are facial expressions and body language • Verbal clues are the words we use and the way we say things (e.g., tone, loudness) • Situational clues are all the other things that are going on in a situation around the
person
Discuss with students: In the next activity, we’ll practice looking for physical and situational clues to figure out how people may be feeling. The clues you can use to identify some basic emotions can be the same with people around the world. People have similar expressions on their faces for emotions such as anger or happiness.
Show the Expressions overhead transparencies (#1–3).
Show each overhead. Cover one of the two photos on each overhead. There are three overheads (six photos) altogether.
Ask students: 1. What is the person in this photo feeling? 2. What are some clues that tell us how he or she is feeling? 3. Can you find physical or situational clues to help you?
If students are unsure how to answer these questions based on the pictures, prompt them by asking them what the subjects in the pictures are doing and what they may be thinking. Translate that into a feeling. Emphasize that there is no right answer and that facial expressions are open to interpretation. TEACHER KEY FOR PHOTOS Students may give a variety of answers. The emotions can be interpreted differently by different people. Emphasize to students that this is okay and that facial expressions can mean different things. Below, we list some possible emotions suggested by the photos. Photo A: happiness, contentment Photo B: sadness, anger, boredom, indifference Photo C: boredom (due to the yawn), comfort Photo D: puzzlement, wonder, curiosity Photo E: contentment, curiosity, happy, comfort Photo F: fear, despair, unhappiness
Step 2: Pair Activity
Students use the Six Basic Emotions Worksheet (Student Workbook).
Directions for students: There are some basic emotions that people feel. (If you would like, you can list the emotions on the board. The basic emotions are anger, happiness, sadness, confusion, surprise, and worry.) Tell students to work with a partner and look for physical clues on the six different faces. They should agree on one emotion for each. If they cannot agree on one emotion, they can write down what each person thinks.
Debrief/discuss with students after activity: Talk to students about what the pairs decided. Discuss the following things: • Did people have trouble deciding what emotion was being shown? • What was it like to only have physical clues on the worksheet? • How would it have helped to have verbal or situational clues? If students need additional practice or debriefing you can discuss the characteristics of each face. 1. What is the emotion on this face? 2. What are the physical clues for each?
Read the following excerpt from Maile’s Story (This selection is in Maile’s Story Student Version p.3-4). Just then, she heard the girls around her whispering to each other. Maile turned to hear them better. As soon as they saw her looking, they quickly placed their hands over their mouths and whispered even softer. She immediately sensed that they were saying something about her! Allison looked at Maile. “We’ll be back,” she informed her, and all the girls turned and walked away to the punch area.
Ask students: 1. How did Maile feel when she saw the girls whispering?
Brainstorm a list of possible feelings together, and write down what students say. Target responses: sad, frustrated, lonely, angry
2. What are some situational clues that could let you know what is going on? Target responses: The girls are whispering; they turned and walked away.
3. What are some physical clues you may have observed? Target response: Maile may look sad or confused.
Tell students that they were using empathy to feel what someone else felt in a situation. 4. Think about the rest of Maile’s Story. What did Kalei do to help Maile in the story? How
did Kalei show empathy? Target responses: Kalei noticed that Maile was upset and crying. She sat down beside Maile to ask her what was wrong. Kalei listened to Maile and talked to her about what was upsetting her. She put her arm around Maile. Kalei gave Maile advice that her grams used to give her.
Step 2: Pair Activity
Students use the Feeling Empathy Worksheet (Student Workbook).
Have students complete the worksheet to reinforce concepts about feelings and empathy. To debrief the activity, discuss each scenario and how students chose to help the character in the situation.
Students use the Expressive Faces Worksheet (Student Workbook).
Ask students to complete the Expressive Faces Worksheet. Clarify if you would like them to do the optional activity at the bottom of the worksheet.
Debrief with students on the answers they filled in: Ask students to share the expressions they drew. Volunteers can draw their “expressive faces” on the board. If students did the extra credit, ask them to share the faces they have drawn.
Essential Question/Statement: • What are external and internal influences that help us set standards for ourselves? • What are some ways people are manipulated by external influences such as
media/advertising?
Learning Objectives: • Student will be able to identify various ways that external influences affect them (their
personal choices: whether to buy, do, act on something as a consumer, etc.). • Student will be able to identify at least three media tactics used to influence people. • Student will be able to think more critically and identify tactics to counteract external
pressures.
Key Vocabulary: • Advertisement—a notice or announcement promoting a product, service, or event • Appeal—be attractive or interesting • Audience—the people who watch or listen to a TV or radio program; the people who
read or look at books and websites • External—outwardly visible, coming from outside • Influence—person or thing that influences • Internal—existing or lying within • Media—forms of communication designed to reach a large number of people • Standard—an idea that we use as a measure or model (of behavior, in the case of this
unit) • Target Audience—people for whom a message is intended
Curriculum Areas: Health Prevention Emphasis: Factors that affect self-perception emotional awareness
Hawai‘i Content and Performance Standards (HCPS III) Health Standard 4: ANALYZING INFLUENCES Understand the influences of culture, family, peers, media, technology and other factors on health. Topic: Factors Influencing Health Across Topic Areas Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 4–6 are provided in that section.
Discuss with students: Today we will discuss what influences us. We have internal and external influences. Internal influences are things that come from within us. External influences are things from outside that influence us. One of the biggest external influences we have is the media.
Ask students: 1. What is the media?
Target responses: TV, Radio, Newspapers, Internet, Magazines 2. Think about this statement: “What you see on TV may not be a realistic image of how
people dress and look and act.” What do you think that means? 3. What are some examples of fashion that are created by the media?
Target response: wearing large gold chains, baggy shorts 4. Think about the ads you see on TV, on the Internet, and in magazines or papers. What
sorts of images do you see of girls and women in the ads? What sorts of images of boys and men do you see in ads? Do they look like people you see everyday?
5. Think of some examples of how we are affected by images on TV and in movies. Target response: We want to buy clothes or shoes or makeup that make us look that way. We want to be thinner. We think it is important to be that beautiful. We want to buy things like we see in the ads.
These images we see around us in the media sometimes “set our standards.” A standard is an idea we have of a way we want to be or look or act. Sometimes those standards set by the media are unrealistic. Advertisements set some of our standards by showing us images and giving us messages about things that are cool to do or good to buy. Ads do this with images that appeal to us.
Step 2: Individual or Pair Activity
Students use the Ad Appeal Worksheet (Student Workbook). NOTE TO TEACHER: Before this activity, find several ads and bring them to class. Look in magazines, on the Internet and at other sources that would appeal to the age of students you teach. You can ask students to tell you what sorts of media they look at, listen to, or read, so you can select ads that they are familiar with. (If you have a computer in your classroom you can include ads you find on the internet.)
Go over the worksheet with students and discuss how ads have objectives and focus on selling a product or service. Ads try to appeal to a target audience. If necessary, give examples of how certain ads are targeted toward males, females, teenagers, etc., with the images, characters, and items of interest used in the ad.
1. Ask students to choose one ad from the collection. 2. Instruct them to fill out the Ad Appeal worksheet individually. 3. After students fill out their Ad Appeal worksheet, ask students to share what ads they
chose and how they answered the questions.
Extension Activity Advertising Techniques Step 1: Group Discussion
NOTE TO TEACHER: Find several ads that depict unhealthy substances or practices or encourage unnecessary consumerism. For instance, find ads that sell:
a) junk food b) soda c) tobacco/alcohol d) fashion-related items or brand name items e) toys that appeal to this age group
Show the Advertising Techniques overhead transparency.
NOTE TO TEACHER: This overhead has many terms and concepts that may be new to your students. Consider before you do this activity how you will explain the concepts. You may want to think of some examples of the advertising techniques shown.
Discuss with students. Go over the Advertising Techniques on this overhead. Define the terms on the overhead. Ask students to talk about ads they have seen that use some of these techniques.
NOTE TO TEACHER: Prior to this activity find one or two ads that use some of the advertising techniques on the Advertising Techniques overhead transparency and discuss what these techniques look like. You can find some ads at: The Library of Congress archives http://www.loc.gov/loc/lcib/0101/cola_commercials.html This webpage has: 1. An ad using a polar bear to sell the product (as you go over the Advertising Techniques Overhead as described below, discuss with students that that would be using Cartoon Characters to sell a product) 2. An ad with an athlete drinking a soda (as you go over the overhead, discuss with students that this would be Star Power or Health Appeal.) Campaign for Tobacco Free Kids http://tobaccofreekids.org/reports/targeting/ This website has several ads for tobacco products which use the advertising techniques of Image Appeal and Popularity.
Students use the Advertising Techniques Worksheet Pages 1 & 2 (Student Workbook)
1. If you found some ads (as noted above in the Note to Teacher) use those to discuss the columns in the worksheet. As a whole group, ask students to tell you what type of product your chosen ad(s) is, what the intended audience is and what advertising technique the ad uses.
2. Ask students to fill in the table with their chosen ad. Remind them to refer to the Advertising Techniques listed on Page 1.
To debrief this activity, ask student groups to talk about the ads they selected. Have them discuss the target audience, the technique and the critique their groups came up with. Connect it back to the initial discussion on External Influences by pointing out how these ads influence us.
Extension Activity Turn That Ad Around Step 1: Group Discussion
NOTE TO TEACHER: Go through the Turn That Ad Around Worksheet and familiarize yourself with what the students are asked to do. The steps in the lesson plan require advance planning. Choose one ad from the ones you have found to go through with the whole class.
Explain to students what a counter-advertisement is. It is an advertisement that tells you why another ad is bad or false.
Take an ad you have discussed in class and make a counter-advertisement together. Discuss the importance of reaching a target audience with the counter-ad and show why the advertising technique used gave a false impression about a product or service.
Step 2: Small Group Activity
Students use the Turn That Ad Around Worksheet (Student Workbook)
Give students these directions: 1. In the same small groups they were in for Activity 2.2, ask students to make a counter-
advertisement for the ad they chose. 2. Ask students to make a skit or a print ad. 3. Have students share their counter-advertisements with the class.
Extension Activity The Ad Book (can be used as homework activity) Step 1: Individual and Whole Group Activity
Ask students to bring in two ads they see on the internet, or in magazines or newspapers. Ask them to choose ads that sell a “lifestyle” (how people look if they buy something) or something that is not good for us (junk food, etc.). Create a classroom ad book using a notebook or lined paper in a binder. In the ad book, create categories of ads (Food, Clothes, Services, etc.). Make sections in the notebook or binder for each category. Ask students to paste their ad in the appropriate section. Under their two ads, they should write: (a) what it is selling, (b) who the target audience is, and (c) one thing in the ad that influences us (such as a beautiful person, appealing looking food, etc).
Ho‘omalimali nÅ ‘oihana i ka lehulehu ma o nÅ ‘ano hana like ‘ole i mea e kË‘ai mai ai ia lehulehu i nÅ mea a ia ‘oihana. Eia kekahi mau la‘ana o ia hana.
KE ‘ANO HANA KA NıNı ‘ANA NÅ HÅme‘e KÅtuna Ho‘ohana ‘ia nÅ hÅme‘e kÅtuna a i ‘ole
nÅ kÅnaka haku ‘ia Ho‘opil i me ka Na‘au PÅ nØ kou na‘au a i ‘ole ha‘i i kekahi
mo‘olelo Åu e makemake nui ai Ka ‘Ikepil i a me ka ‘Oia‘ i ‘o
Ho‘ohana ‘ia ka “ ‘ikepili ‘epekema” a i ‘ole ka ‘oia‘i‘o e la‘a me “paipai ka hapa nui o nÅ kauka i k‰ia mea”
Ka Ho‘omÅke‘aka He ‘Ølelo ho‘omÅke‘aka a i ‘ole he ‘Ølelo akamai i ‘aka‘aka kÅkou
Ka Le‘ale‘a HØ‘ike ‘ia nÅ kÅnaka e laule‘a pË mai nei
Ke Olakino HØ‘ike ‘ia nÅ kÅnaka me ke olakino maika‘i a ikaika nØ ho‘i
Ke KË Like ‘Ana HØ‘ike ‘ia ke kËpono o ia mea no nÅ kÅnaka o ke ao nei e like me ‘oe a me a‘u
Ka NÅnÅ ‘Ana HØ‘ike ‘ia ka ho‘onaninani ‘ana iÅ ‘oe ma muli o ia hana lawelawe/mea
Ka Ho‘opil i Kanaka Kaulana
Na kekahi kanaka kaulana e ‘Ølelo paipai i nÅ mea maika‘i o ka mea e kË‘ai ‘ia nei
Ka Makahehi ‘¯lelo ‘ia no kou makahehi ma muli o k‰ia mea/hana lawelawe
Essential Question/Statement: • What causes stress? • What happens in our bodies and minds when we feel stress? • What can we do to keep from getting “stressed out”?
Learning Objectives: • Students will be able to identify the causes of stress. • Students will be able to compare and contrast how adults and children get stressed. • Students will be able to identify ways in which people react to stress. • Students will demonstrate their understanding of techniques that can help prevent
stress.
Key Vocabulary: • Reaction—a feeling experienced in response to a situation • Recognize—identify something from knowing about it • Reduce—make smaller or less in amount • Stress—a state of mental or emotional strain or tension; a way our bodies react to life
changes
Curriculum Areas: Health Prevention Emphasis: Stress management, emotional awareness
Hawai‘i Content and Performance Standards (HCPS III) Health Standard 3: SELF MANAGEMENT Practice health-enhancing behaviors and reduce health risk Topic: Mental and Emotional Health Please see the “Addressing Standards with Ho‘oikaika Kino” materials in the Ho‘oikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 4-6 are provided in that section.
Core Activity Kids Get Stress, Too! Step 1: Individual Activity
Discuss with Students: Did you know there is good stress and bad stress? Good stress is known as eustress, and bad stress is known as distress. Stress is our body’s response to changes in our lives.
Students use the Check Your Stress Score Worksheet (Student Workbook).
Explain that stress can be caused in the short term, but can also be felt over time. Have students think back over the past year and check off events that have happened to them. After students take some time to fill out the worksheet, discuss the following questions with them.
Ask students: 1. What are some causes of stress?
Target responses: Stress is caused by lots of situations. Some are big problems, like death. Some are smaller changes in our lives. Stress can be enduring.
2. Ask students to identify the events that are “positive” on the worksheet. Target responses: Two positive events on the worksheet are “outstanding personal achievement” and “vacation.” Two other positive events that students may notice are “changes in academic achievement” (higher grades) and “end of school year.”
Step 2: Group Discussion
Discuss with students: We can manage stress by first recognizing our reactions to stressful things. We will also discuss how to prevent stress and manage our reactions to events in our lives that cause stress.
As students answer these questions, write responses on the board or overhead transparency. 3. What are some causes of stress?
Target responses: Changes in life cause stress. Examples are like death in the family, divorce, and changes in where we live. Stress can be caused by good and bad events.
Students have all heard people say they are “stressed out.” To ensure that students understand that adults and children can experience stress, compare and contrast the causes of stress. Discuss how adults feel stress due to their responsibilities, such as their jobs and taking care of their families. While children do not have jobs, they can feel the same sort of stress due to their responsibilities at school and at home. Children also
experience stress when things change with family or friends. Emphasize that stress is something everyone experiences, no matter how young or old.
4. Who experiences stress? Do adults experience more stress than kids?
Target responses: Everyone experiences stress. Both adults and kids experience stress. Stress may come from different factors for adults (like jobs, responsibilities), but kids also have stress with school and family.
When we are stressed out, it can show in the way we act or in the way our bodies feel.
3. What are some ways that our bodies show and feel stress?
Target responses: (a) We get sick; (b) we “shut down” or withdraw from other people; (c) we get angry or irritable; (d) we feel worried and nervous; (e) we have difficulty sleeping or eating; and (f) we have difficulty concentrating
5. Think about Maile’s Story. What made Maile feel stress? How did she react when she
felt stress? Target responses: Maile felt both excitement and stress about going to the dance. She felt her heart start to beat faster when she got close to the cafeteria (p.3-1). Maile felt stress when her friends gave her stink eye and walked away from her (p.3-4). Maile could barely talk and had tears in her eyes.
Show the "What’s Your Reaction?" overhead transparency.
Discuss with students: There are healthy ways to handle stress. The first part of handling stress is to recognize what causes stress. Then think about how you react to stress. Do you get mad? Do you shut down? Do you want to cry? Once you are aware of what stresses you out and how you feel, you can learn how to manage your stress reactions.
Discuss scenarios on the overhead. What are your reactions? How can you handle your initial reaction? 1. Your best friend calls you on the phone after school and tells you that his/her mother
got a job on the mainland. They are going to move to Texas next month. 2. You have a test coming up in math. You have been making good grades in math, and
you want to do well on this test that you are taking tomorrow. 3. Your mom tells you that for the rest of the school year, she will not be able to pick you
up and take you to soccer practice because of changes in her job. You will need to take the bus to your auntie’s house and wait for your mom to pick you up after work. You love going to soccer practice, and you really do not want to miss one month.
Discuss how to manage reactions and the stress we feel when we find that things are stressing us out. There are ways to use our minds (mental) and bodies (physical) to bring down stress.
When you start to feel stressed, take immediate action. Recognize and reduce stress before you react to it. The best way to reduce stress is to “bust” it in the first few seconds that your body starts to react to something. There are physical and mental ways we can reduce stress. We will practice some physical ways in the next exercise. First let's talk about some of the mental ways we can reduce stress.
As students look at the overhead, go over the physical and mental ways to reduce stress. Discuss how the “long-term stressbusters” are sustainable things we can do that help us reduce our reactions to stress.
Ask students: Think about the reactions we talked about in the “What’s Your Reaction” overhead. 1. If you friend was moving to the mainland, you may have reacted with stress when you
heard the news. What stressbuster could you use to reduce that immediate reaction? Target response: Focus on things you can control.
2. If you are feeling stressed about a math test, what is a stressbuster you can use? Target response: Set small goals and break tasks down.
Step 2: Whole Group Activity
Teachers use the Deep Breathing Exercise Guide and Progressive Muscle Relaxation Guide (Teacher Materials).
Practice Deep Breathing Technique (Guide students through this process. If you have students with health concerns, such as asthma, please modify this activity for them. For students with potential problems, have them stop at Step 1.)
Ask students: How did that make you feel? You can repeat it several more times. Explain to students that they can use this deep breathing technique next time they feel something starting to stress them out.
Use the guidelines on the Progressive Muscle Relaxation Guide to lead students through this activity. This guide provides step-by-step directions on guiding students through a muscle relaxation exercise.
Explain to students that both of these techniques are stressbusters you can try when you first recognize stress in your body. They are quick ways to reduce the stress. Discuss how the deep-breathing technique can be used at times when you feel nervous or anxious, such as before taking a test.
Extension Activity Bust the Stress Step 1: Individual Activity
Students use the Bust the Stress Worksheet (Student Workbook).
Have students do the Bust the Stress Worksheet. Remind them to think about the stressbusters discussed in class.
Debrief on the answers of the worksheet. Discuss the results with students when they come back the next day or in class after doing the assessment.
1) Kelepona mai kou hoa pili iÅ ‘oe ma hope o ke kula a ha‘i ‘o ia iÅ ‘oe e pili ana i
ka ‘oihana hou a kona makuahine ma ka ‘Åina nui. E ne‘e ana lÅua i Texas i k‰ia mahina a‘e.
• He aha kÅu hana ulu wale? Pehea kou na‘au? 2) He hØ‘ike makemakika kÅu. Maika‘i loa kou mau kaha ma ka makemakika a
makemake nui ‘oe e puka maika‘i ma ia hØ‘ike Åu e hana ana i ka lÅ ‘apØpØ.
• He aha kÅu hana ulu wale? Pehea kou na‘au? 3) Ha‘i mai kou makuahine iÅ ‘oe, no ka hopena o ka makahiki kula, ‘a‘ole hiki iÅ
ia ke ki‘i aku iÅ ‘oe a lawe aku iÅ ‘oe i ka ho‘oma‘ama‘a pØwÅwae, no ka mea, ua loli kÅna ‘oihana. Pono ‘oe e kau ma ke ka‘a lawe ‘ohua a holo i ka hale o kou ‘anak‰. E kali ‘oe i laila no kou makuahine. Puni ‘oe i ka ho‘oma‘ama‘a pØwÅwae a ‘a‘ohe ou makemake iki i ka hele ‘ole ‘ana.
NO KA HO‘OPAU ‘ANA I KA ‘ALO‘AHIA E HO‘OMAOPOPO a HO‘ˆMI i ka ‘alo‘ahia ma mua o kou LELE WALE ‘ana.
No ka Ho‘opau Hikiwawe i ka ‘Alo‘ahia I ka ‘ike ‘ana mai i ka mea nÅna e hØ‘uki‘uki iÅ ‘oe, ‘o ka hØ‘emi ‘ana ka hana maika‘i loa no ka hØ‘ole ‘ana i ka ‘alo‘ahia. I ka pi‘i hou ‘ana a‘e o ka ‘alo‘ahia, e ho‘Å‘o ‘oe i k‰ia mau mea:
Ke ‘Ano o Kou Kino Ke ‘Ano o Kou Waihona Lolo E hanu nui. E no‘ono‘o i nÅ mea e hiki ai ke ho‘ololi ‘ia. E ho‘omaha i nÅ mÅkala o ke kino. E ho‘opa‘a i nÅ pahu hopu li‘ili‘i a
ho‘omÅhelehele i nÅ hana.
No ka Ho‘opau ‘Alo‘ahia ‘ana ma ka hana ma‘a mau Ke ‘Ano o Kou Kino Ke ‘Ano o Kou Waihona Lolo
E ho‘oikaika kino. E mÅka‘ika‘i.
E ho‘oma‘ama‘a ma mua o kou komo ‘ana i kekahi pilikia nui.
E ‘ai pono i nÅ manawa a pau. E ho‘omaha ‘oe a hana i nÅ mea e ho‘ohau‘oli i kou na‘au.
E ho‘olohe i nÅ mele. E wala‘au pË me kekahi kanaka e pili ana i nÅ kumu i ‘alo‘ahia ai ‘oe.
Read the scenarios below and decide which type of stressbusters Jesse and Kalei can use to help them deal with the immediate reaction to the problem.
1) Jesse has been studying hard for the statewide assessment tests that Mrs.
Char has been preparing the class for 2 months now. Every evening, Jesse has done the practice math problems Mrs. Char sends home. He has also been memorizing all the vocabulary words. The big tests are coming up next week. Jesse feels nervous about taking those tests. He has been trying to study hard, but he is not sure he can remember everything during the tests. What can Jesse do to reduce his stress about the tests? Name a physical and mental stressbuster Jesse can use. Jesse can set small goals. Break down what’s on the test instead of worrying about the whole thing. Physical stressbuster: Take deep breaths before and during the test. Mental stressbuster: Take breaks while studying. Do things you enjoy.
2) Kalei’s grandma has been tired for the past 2 weeks. She has not been her usual self. Instead of gardening and cooking and singing like she always does, she has been sitting in the living room watching TV when Kalei gets home from school.
Yesterday, Kalei asked her, “What’s the matter, Grandma? How come you’re not in the garden?” Grandma said, “Don’t worry about me. I’m just an old lady needing her rest.” Today, Auntie Ada was waiting at home when Kalei got home from school. She explained that they had to take Grandma to the hospital. Auntie Ada tells Kalei that Grandma is okay, but the doctor wants her to stay overnight at the hospital so they can do a heart test. Auntie Ada is going to take Kalei home to her house for the night. Kalei feels sick to her stomach. She can feel the tension in her body. There are tears in her eyes. What can she do to reduce this immediate reaction to the stressful news? Physical stressbuster: Progressive Muscle Relaxation Activity Mental stressbuster: Kalei can talk to Auntie Ada about her worries. Kalei can also realize that this situation is beyond her control.
Lead students through these steps slowly: 1. First, concentrate on your breathing. Close your eyes and notice how you
breathe in and out naturally. 2. You are going to breathe in and out of your nose for this activity. Keep your
mouth closed and breathe through your nostrils. 3. Start breathing out. You are breathing all the air out of your lungs. Breathe
slowly out of your nose and keep breathing out. Push all the air out of your lungs. Keep breathing out. Get all the air out, out, out. Pause for 5 seconds as students do this.
4. When it feels like you have breathed all the air out, pause for a moment. When you have squeezed all the breath out of your lungs, your body will automatically start to take a breath in.
5. Take a deep deep breath. Keep breathing in; keep breathing until your lungs are full. Hold that breath for 5 counts. Pause as students hold their breath.
6. Now breathe that breath out slowly. Keep breathing out so that you empty your lungs again.
Unit 3 Activity 3 Progressive Muscle Relaxation Guide
Use these directions to guide students through a progressive muscle relaxation activity. Speak slowly.
1. Tighten your right hand, make a fist, and hold the fist…let go. 2. Tighten your left hand, make a fist, and hold the fist…let go 3. Tighten your right arm, straighten your arm, and hold the arm tight, hold it…let go. 4. Tighten your left arm, straighten your arm, and hold the arm tight, hold it…let go. 5. Tighten your stomach muscles, clench your stomach muscles, hold them
tight… let go. 6. Tighten your shoulders, scrunch them up, hold them tight…let go. 7. Close your eyes, shut them tightly, now open them gently. 8. Tighten up your whole body, scrunch up all the muscles, hold them tight, now
slowly let go one by one…let go of your shoulders, let go of your arms, shake them out, let go of your face muscles, shake your arms and legs, make your whole body loose, pretend that your body feels like Jell-o.
Adapted from Life Skills Training, by Gilbert J. Botvin, PhD, Grades 4/5 Student Guide.
The synthesis activities provide a performance-based task for students to practice using the lessons learned in this unit. Several assessment tools are provided for teachers to choose from, including rubrics based on HCPS III standards and rubrics for creative projects.
Brief Description: Students will use skills and strategies learned in Unit 3 to share what they have learned about healthy ways to manage emotions and stress. Task One provides a creative task in which students can combine text and pictures to address the learning goals of the unit. Task Two provides a differentiated task for students who prefer acting and oral communication.
Goals: • Comprehend concepts related to health promotion (HCPS III Health Standard #1) • Practice health-enhancing behaviors and reduce health risks (HCPS III Health
Standard #3) • Use interpersonal communication skills to enhance health (HCPS III Health Standard
#5) • Advocate for personal, family, and community health (HCPS III Health Standard #7)
Essential Questions: • What factors help build and maintain positive self-esteem? • How can we be critical consumers of external influences, such as the messages we
receive from media sources? • How can we monitor our reactions and use strategies to help us reduce stress?
Outcomes: Students will describe… • How to maintain positive emotional health. • How to manage emotions. • Skills and behaviors that communicate care and respect for oneself. • Symptoms and causes of stress. • Stress management techniques and tips.
Students will be able to… • Use skills to promote self-acceptance. • Manage mood changes and strong feelings in positive ways. • Cope with stress in healthy ways.
Student Tasks and Products • Task One: Informational Campaign (posters, fliers) • Task Two: TV Show (performed in class or videotaped)
Assessment Tools for Teachers (included in this activity) • HCPS III Assessment Rubrics • Writing Response Rubric • Creative Project Rubric • Participation Rubric
Na nā haumāna e koho i ka Ha‘awina ‘Akahi a i ‘ole ka Ha‘awina ‘Alua
Ka Ha‘awina ‘Akahi
Ka Pō‘aiapil i : He lālā kou kime o kekahi ‘oihana ho‘olaha keu a ka maika‘i. He palapala ‘ae ko ka ‘oihana no ka haku ‘ana mai i ka paipai kūkala ho‘onui ‘ike i mea e paipai ‘ia ai nā ‘ano hana like ‘ole no ka mālama ‘ana i ke ‘ano, ka na‘au, a me ka ‘alo‘ahia. Ka Pahuhopu: ‘O ka pahuhopu ka haku ‘ana i ka paipai kūkala no ka ho‘oikaika ‘ana i ke keha pono‘ī a me ke ka‘a ‘ana i ka na‘au a me ka ‘alo‘ahia ma o nā hana olakino. Hiki ke ho‘ohana ‘ia ka pelaha, ka palapala ho‘olaha, a me nā mea ‘ē a‘e i pa‘i ‘ia no ke kūkala ‘ana i ka mana‘o nui. Ke Anaina: ‘O nā haumāna o ke kula ha‘aha‘a ka pae papa kūpono no kēia ha‘awina. Ka Hua/Hō‘ike a me ke Kumuhana: He mea nui ka lōkahi ma ka hui no ka haku ‘ana i ka paipai kūkala (e like me nā pelaha, nā palapala ho‘olaha, a me nā lepe puke) nāna e a‘o i nā hana like ‘ole no ke ka‘a ‘ana i ke ‘ano o ke kanaka, ka na‘au, a me ka ‘alo‘ahia ma o nā hana olakino. He koina kēia mau mea: Ke koho ‘ana o ka hui i ho‘okahi mea e a‘o aku ai ma ka paipai kūkala no ke olakino
waihona no‘ono‘o (e la‘a me ke keha pono‘ī, ka hō‘emi ‘alo‘ahia, ke ka‘a na‘au, ke ‘ano o ke kanaka, a pēlā wale aku).
Ke koho ‘ana i ka mana‘o e kūkala aku no kēlā me kēia mea e haku ai. Ka haku ‘ana a i ‘ole ka ‘ohi ‘ana i nā ki‘i a me nā mo‘olelo no ka pelaha a/a i ‘ole nā
palapala ho‘olaha. Nā Ana A‘o a me nā Koina no ke Kō ‘Ana: He mea nui kēia ma ka paipai kūkala āu e haku ai: Ka ho‘olālā maika‘i ‘ana i nā pelaha a me nā palapala kūkala e hō‘ike i ka ‘ike kūpono no
kēia kumuhana a he mea nui nō ho‘i nā mea no‘ono‘o hana (e la‘a me ka pāheona a me nā ki‘i).
Penei e loiloi ai nā kumu i kēia pāhana: Ke Analoi Ana A‘o HCPS III Ke Analoi Kākau Ke Analoi Pāhana No‘ono‘o Hana Ke Analoi Kuleana
Ka Ha‘awina ‘Alua Ka Pō‘aiapil i : E ho‘opuka ana kāu kime i ka hō‘ike kīwī me ka lae‘ula kaulana o ke olakino, ‘o ia ho‘i ‘o Kauka_____ (na ‘oukou e haku i ka inoa). Ma ia hō‘ike kīwī i kēia lā, ‘o “Ke Keha Pono‘ī, ka Na‘au, a me ka ‘Alo‘ahia o Nā ‘Ōpio” ke kumuhana. Ka Pahuhopu: ‘O ka pahuhopu ka hana keaka ‘ana i ho‘okahi wale nō mokuna o kēia hō‘ike kīwī. E lilo ana kekahi lālā o ke kime, ‘o ia ka “mea ho‘okipa” (Kauka _________), a ‘o nā lālā kime i koe, lilo lākou i hoa kipa ma ka hō‘ike. Ua helupapa ‘ia he 3 kūlana like ‘ole no nā hoa kipa kipa i lalo nei. E kūkākūkā nā hoa kipa me Kauka ___________ e pili ana i ia mau pilikia a noi mai paha nā hoa kipa i kona mana‘o no ka ho‘oponopono ‘ana i nā pilikia ma o nā hana olakino. Ke Anaina: ‘O nā haumāna o ke kula ha‘aha‘a ka pae papa kūpono no kēia ha‘awina. Ka Hua/Hō‘ike a me ke Kumuhana: He mea nui ka lōkahi ma ke kime i ho‘opuka aku i ka hō‘ike no ke ka‘a ‘ana i ke ‘ano kanaka, ka na‘au, a me ka ‘alo‘ahia ma o nā hana olakino. E alulike ke kime no: Ka heluhelu ‘ana i nā pilikia o nā hoa kipa pākahi a pau a me ka wala‘au ‘ana no ka ha‘i
mo‘olelo o ua hoa kipa ala, a me kāna e hana aku ai no ka hō‘ike ‘ana aku i kona pilikia. Ke koho ‘ana i ka hana/‘ōlelo a ka mea ho‘okipa no nā pilikia pākahi a pau. Ka ho‘okomo ‘ana nō i ka mana‘o a‘o no ke ‘ano kanaka, ka na‘au, a me ka ‘alo‘ahia i
loko nō o nā pilikia pākahi a pau a me ka ho‘oponopono pū ‘ana i ia pilikia. Ka haku ‘ana a me ka hana keaka ‘ana i kēia hō‘ike kīwī. (He wahi mana‘o kēia no ke kumu: Inā he mīkini pa‘i wikiō kāu, hiki paha ke ho‘opa‘a ‘ia ka hō‘ike ma ka wikiō. E aho paha ka ho‘opa‘a ‘ana i ka mīkini ma luna o ke kū ko‘okolu i kokoke loa i nā haumāna a i ‘ole ka ho‘opili ‘ana i ka ipu leo i ka mīkini i maika‘i ka ho‘opa‘a ‘ana i ka leo o nā haumāna.) Nā Ana A‘o a me nā Koina no ke Kō ‘Ana: He mea nui kēia mau mea ma ka hō‘ike kīwī āu e haku ai: Nā mana‘o kūpono e kāko‘o ana i ka hana olakino no ke ka‘a ‘ana aku i ke ‘ano kanaka,
ka na‘au, a me ka ‘alo‘ahia. Ka lōkahi o ke kime ma ka haku ‘ana i ka mo‘olelo hana keaka maika‘i. Penei e loiloi ai nā kumu i kēia pāhana: Ke Analoi Ana A‘o HCPS III Ke Analoi Pāhana No‘ono‘o Hana Ke Analoi Kuleana
Nā Hoa kipa Kipa (no ka Ha‘awina ‘Alua) Ka Mua o ka Hoa kipa Kipa Ha‘aha‘a ke keha pono‘ī o ka hoa kipa mua. Mana‘o ihola ‘o ia, ‘a‘ole ‘o ia nani e like me nā keiki ‘ē a‘e o ka papa. ‘A‘ole komo ia hoa kipa i ka lole o ke ao nei. ‘A‘ole ‘o ia kū‘ai i ka lole hou. I ka mana‘o o ia hoa kipa, e ‘ole kēia ‘ano lole ‘a‘ole ‘o ia makemake nui ‘ia e nā keiki ‘ē a‘e. Ka Lua o ka Hoa Kipa Nui ka ‘alo‘ahia o ka lua o ka hoa kipa. ‘Akahi nō ‘o ia a ne‘e i kekahi kula hou a makemake ‘o ia i hoaaloha hou. E ka‘ana like ana ‘o ia i ka lumi hiamoe me kona mau kaikaina. Ho‘onā‘uki‘uki lāua iā ia. Makemake nui ka makuahine o kēia hoa kipa e ho‘oikaika i kona mau kaha ma ka hō‘ike e hiki mai ana. Wahi a ka makuahine, e makana ‘ia ana ‘o ia nei inā maika‘i loa kona mau kaha ma ka hō‘ike. Nui ‘ino nā mea e no‘ono‘o ai. E po‘ipū ana kēia mau pilikia a pau ma luna ona. Ke Kolu o ka Hoa Kipa Maopopo i ka hoa kipa ‘ekolu he mea ma‘a mau ka na‘au kaumaha o kona hoaaloha. Huhū koke kona hoaaloha a laila uē ‘oko‘a ihola ‘o ia. I kekahi manawa, maika‘i a hau‘oli ‘o ia ke ‘ike aku, akā ‘a‘ole lō‘ihi kēia wā hau‘oli ona. Maopopo le‘a i ia hoakipa, ho‘omaka nō kona mau pilikia ma ka hale. Pehea ‘o ia e kōkua ai i kona hoaaloha? Ka Hā o ka Hoa Kipa Hiki ke haku ‘ia ka pilikia no kekahi hoa kipa inā pēlā ko ‘oukou makemake. E nānā pono i ka ho‘okomo ‘ana i ka mana‘o no ke keha pono‘ī, ka na‘au, a i ‘ole ka ‘alo‘ahia.
Nā Analoi Ke Analoi HCPS I I I : Ke Olakino Ke Ana Ho‘ohālike Olakino 1 ‒ KA ‘IKE KO‘IKO‘I : Maopopo nā ‘ike no ke olapono a me ke ke‘ake‘a i ka ma‘i Ka Pae Papa
Ke Ana A‘o Kiko‘ī Ka Ho‘okō Pae A‘o Keu a ka Mākaukau
Mākaukau ‘Ano Mākaukau ‘Akahi‘akahi
3‒5 HE.3-5.1.8 Ho‘omōakaaka ‘ia ka pilina o ka hana olapono a me ke ahuahu.
Hō‘ike‘ike ‘ia ka pilina o ka hana pono‘ī a me ke olakino pono‘ī.
3‒5 HE.6-8.1.1 Wehewehe ‘ia ka pilina o ke olakino waihona no‘ono‘o, ka na‘au, ka pilikānaka, a me ke kino.
Hō‘ike ‘ia ka hopena o ka pilikia i kekahi ‘ano olakino (e la‘a me ke kūlana ha‘aha‘a o ke keha pono‘ī) a me kona ho‘opilikia ‘ana aku i nā ‘ano olakino ‘ē a‘e (e la‘a me ka lu‘ulu‘u a i ‘ole ka makemake ‘ole e ho‘ā‘o i ka mea hou)
6‒8 HE 6-8.1.9 Ho‘omaopopo ‘ia nā koho e hiki ai ke koho ‘ia e ka po‘e no ka ho‘oikaika ‘ana a i ‘ole ka hō‘eha ‘ana i ke olakino.
Helu papa ‘ia nā ka‘akālai no ka ho‘oponopono ‘ana aku i nā pilikia like ‘ole (e la‘a me ka pilina hoaaloha, ka hukihuki mākua) ma o nā hana olakino a paipai.
Ua kūkala i ka ‘ ike kiko‘ī loa ma loko nō o kēia pāhana no: ▪ Ka pilina o ka
hana pono‘ī a me ke olakino pono‘ī.
▪ Nā ka‘akālai no ke ka‘a ‘ana mai i ke ‘ano kānaka, ka na‘au, a me ka ‘alo‘ahia na lākou nō e kuhikuhi i nā hana olakino maika‘i.
Ua kūkala i ka ‘ike kiko‘ī ma loko nō o kēia pāhana no: ▪ Ka pilina o ka
hana pono‘ī a me ke olakino pono‘ī.
▪ Nā ka‘akālai no ke ka‘a ‘ana mai i ke ‘ano kānaka, ka na‘au, a me ka ‘alo‘ahia na lākou nō e kuhikuhi i nā hana olakino maika‘i.
Ua kūkala i kekahi ‘ ike ma loko nō o kēia pāhana no: ▪ Ka pilina o ka
hana pono‘ī a me ke olakino pono‘ī.
▪ Nā ka‘akālai no ke ka‘a ‘ana mai i ke ‘ano kānaka, ka na‘au, a me ka ‘alo‘ahia na lākou nō e kuhikuhi i nā hana olakino maika‘i.
Ua kūkala i ka ‘ike kiko‘ī ‘ole ma loko nō o kēia pāhana no: ▪ Ka pilina o ka
hana pono‘ī a me ke olakino pono‘ī.
▪ Nā ka‘akālai no ke ka‘a ‘ana mai i ke ‘ano kānaka, ka na‘au, a me ka ‘alo‘ahia na lākou nō e kuhikuhi i nā hana olakino maika‘i.
Ke Analoi HCPS I I I : Ke Olakino (Ho‘omau ‘ ia) Ke Ana Ho‘ohālike Olakino 3 ‒ KA MĀLAMA ‘ANA IA‘U IHO: Mālama olakino: Nā ‘ano hana ahona a me ka ho‘ēmi ‘ana i nā ‘a‘a olakino Ka Pae Papa
Ke Ana A‘o Kiko‘ī Ka Ho‘okō Pae A‘o Keu a ka Mākaukau
Mākaukau ‘Ano Mākaukau ‘Akahi‘akahi
3‒5 HE.3-5.3.1 Ho‘ohana ‘ia nā ka‘akālai kūpono no ka wā hopohopo a ‘alo‘ahia.
Hō‘ike ‘ano ‘ia nā ka‘akālai no ka ho‘oponopono ‘ana i nā wā hopohopo a ‘alo‘ahia.
6‒8 HE.6-8.3.1 Wehewehe ‘ia nā hana ma‘a mau pono‘ī a me nā ka‘akālai no ke kāohi ‘ana a me ke ka‘a ‘ana i ka ‘alo‘ahia.
Hō‘ike ‘ano ‘ia nā hana olapono ‘ē a‘e i loko nō o ka wā ‘alo‘ahia a hopohopo.
Hō‘ike ‘ia nā ka‘akālai pili he nui no ke ka‘a ‘ana i nā wā hopohopo a ‘alo‘ahia.
Hō‘ike ‘ia nā ka‘akālai pili no ke ka‘a ‘ana i nā wā hopohopo a ‘alo‘ahia.
Hō‘ike ‘ia kekahi mau ka‘akālai no ke ka‘a ‘ana i nā wā hopohopo a ‘alo‘ahia.
Kāka‘ikahi ka hō‘ike ‘ia ‘ana o nā ka‘akālai no ke ka‘a ‘ana i nā wā hopohopo a ‘alo‘ahia.
Ke Ana Ho‘ohālikelike 5 ‒ KA KA‘A MANA‘O MA WAENA O NĀ KĀNAKA: Ho‘ohana ‘ia nā loea ka‘a mana‘o no ke ahuahu olakino. Ka Pae Papa
Ke Ana A‘o Kiko‘ī Ka Ho‘okō Pae A‘o Keu a ka Mākaukau
Mākaukau ‘Ano Mākaukau ‘Akahi‘akahi
3‒5 HE.3-5.5.1 Ho‘ohana ‘ia nā ka‘akālai kūpono no ka hō‘ike ‘ana aku i ka mana‘o pono‘ī ma o ke kino a me ka ‘ōlelo i nā wahi pa‘alula a pa‘alula ‘ole.
Ho‘ohana ‘ia nā ka‘akālai kūpono no ka hō‘ike ‘ana aku i ka mana‘o pono‘ī a me ka ‘ae pū i ka paka ‘ana mai o nā kānaka ‘ē a‘e.
3‒5 HE.3-5.5.2 Ho‘ohana ‘ia nā ka‘akālai no ke ke‘ake‘a ‘ana i ka ‘ōlelo ‘ino (e la‘a me ka ho‘ohenehene ‘ana, ka wahapa‘a, a me ka ho‘ouluhua ‘ana).
Ho‘ohana ‘ia nā ka‘akālai no ke ke‘ake‘a ‘ana i ka ‘ōlelo kūpono ‘ole i pau ka ha‘awina i ka hui.
I nā manawa a pau, ho‘ohana ka haumāna i ka hana kūpono no ka hō‘ike ‘ana aku i kona mana‘o me ka mālama ‘ana, ka no‘ono‘o ‘ana aku a me ka hō‘ihi ‘ana i nā kānaka ‘ē a‘e.
Ho‘ohana pinepine ka haumāna i ka hana kūpono no ka hō‘ike ‘ana aku i kona mana‘o me ka mālama ‘ana, ka no‘ono‘o ‘ana aku a me ka hō‘ihi ‘ana i nā kānaka ‘ē a‘e.
I kekahi manawa, ho‘ohana ka haumāna i ka hana kūpono no ka hō‘ike ‘ana aku i kona mana‘o me ka mālama ‘ana, ka no‘ono‘o ‘ana aku a me ka hō‘ihi ‘ana i nā kānaka ‘ē a‘e.
‘A‘ole nui ka ho‘ohana ‘ana o ka haumāna i ka hana kūpono no ka hō‘ike ‘ana aku i kona mana‘o me ka mālama ‘ana, ka no‘ono‘o ‘ana aku a me ka hō‘ihi ‘ana i nā kānaka ‘ē a‘e.
3‒5 HE.3-5.5.3 Hiki ke ho‘ohana ‘ia nā ka‘akālai uluulu ‘ole no ka ho‘oponopono ‘ana i nā pilikia a me ka paio ‘ana.
Ho‘ohana ‘ia nā ka‘akālai uluulu ‘ole (e la‘a me ke kūkākūkā ‘ana) no ka ho‘okō ‘ana i nā pahuhopu o ka hui.
6‒8 HE.6-8.5.1 Ho‘ohana ‘ia nā hana loea kūpono no ka hō‘ike ‘ana aku i ka mana‘o me ka ‘ōlelo a me ka ‘ōlelo ‘ole nō ho‘i.
Ho‘ohana pono ‘ia ka ‘ōlelo a me ke kino no ka hō‘ike ‘ana i ka mana‘o i mea e paipai ai i ka wala‘au kūpono (e la‘a me ke aloha ‘ana mai a i ‘ole ka mahalo ‘ana aku i nā kānaka ‘ē a‘e i ke kakahiaka; ka mino‘aka ‘ana i nā kānaka; a i ‘ole ka ‘akahele ‘ana i ka ‘ōlelo ‘ino a me ke kahamaha).
6‒8 HE.6-8.5.2 Hō‘ike ‘ia nā hana e hō‘ike ana i ka mālama, ka maliu ‘ana, a me ka hō‘ihi ‘ana iā ia iho a me nā kānaka ‘ē a‘e.
Hō‘ike ‘ia nā hana kūpono like ‘ole no ka hō‘ihi ‘ana a me ka maliu ‘ana iā ia iho a me nā kānaka ‘ē a‘e nō ho‘i.
Ke Analoi HCPS I I I : Ke Olakino (Ho‘omau ‘ ia) Ke Ana Ho‘ohālikelike Olakino 7 ‒ KA PAIPAI ‘ANA: Paipai ‘ia ke olakino pono‘ī, ka ‘ohana, a me ke kaiaulu. Ka Pae Papa
Ke Ana A‘o Kiko‘ī Ka Ho‘okō Pae A‘o Keu a ka Mākaukau
Mākaukau ‘Ano Mākaukau ‘Akahi‘akahi
3‒5 HE.3-5.7.2 Ho‘ohana ‘ia nā ka‘akālai kūpono no ka hō‘ike ‘ana aku i nā mana‘o pono‘ī e pili ana i nā mea olakino.
Komo nō i ka ha‘awina me nā hana kāko‘o like ‘ole no ka hō‘ike ‘ana aku i ka mana‘o i ka manawa e alulike ai ka hui.
6‒8 HE.6-8.7.3 Ho‘ohana ‘ia nā hana kūpono no ke kūkala ‘ana aku i ka ‘ike a me ka mana‘o pololei no ke olakino.
Hō‘ike ‘ia nā hana loea kūpono no ka ho‘opuka ‘ana i ka ‘ike olakino no ke ka‘a ‘ana i ka na‘au, ke ‘ano kānaka, a me ka ‘alo‘ahia.
‘Eleu a kūmau ka hō‘ike ‘ana a ka haumāna i kona mana‘o i huahua ka hui i ke kō ‘ana o ka pahuhopu.
Hō‘ike ka haumāna i kona mana‘o i huahua ka hui i ke kō ‘ana o ka pahuhopu.
I kekahi manawa, hō‘ike ka haumāna i kona mana‘o i huahua ka hui i ke kō ‘ana o ka pahuhopu.
Kāka‘ikahi ka hō‘ike ‘ana a ka haumāna i kona mana‘o i huahua ka hui i ke kō ‘ana o ka pahuhopu.
Ka Mana‘o He ha‘awina kākau kēia i kāla‘e, a‘oa‘o, no‘ono‘o hana a hoihoi.
Ho‘ohana ‘ia nā mea kiko‘ī i lawa kūpono no ka ho‘omōhala ‘ana i ka mana‘o me ka no‘ono‘o hana.
Ho‘ohana ‘ia nā mea kiko‘ī i lawa kūpono no ka ho‘omōhala ‘ana i ka mana‘o.
Ho‘ohana ‘ia kekahi mau mea kiko‘ī e pili i ka mana‘o, akā ‘a‘ole ia he kōkua i ka ho‘omōhala ‘ana i ka mana‘o.
‘A‘ole ho‘ohana ‘ia nā mea kūpono a me nā mana‘o pili, no laila ‘a‘ole ho‘omōhala ‘ia ka mana‘o.
Ka Ho‘onohonoho ‘Ana He kōkua ka ho‘onohonoho pono ‘ana i ka hō‘ike ‘ana i ka mana‘o nui.
Ho‘onohonoho ‘ia nā mana‘o me ke kūpono, ka mōakaaka, a me ke kūlike loa.
Ho‘onohonoho ‘ia nā mana‘o me ke kūpono. Hō‘ike ‘ia nā ‘ike kiko‘ī a me ka ‘ike kumu.
Hō‘ike ‘ia kekahi ‘ano ho‘onohonoho ‘ana a me ka ho‘olālā ‘ana. Kāpulu iki ka hō‘ike ‘ana i kekahi mau mea kiko‘ī. E mōhala ana nā mana‘o, akā ‘a‘ole mōakaaka.
‘A‘ole loa i hō‘ike ‘ia kekahi ‘ano ho‘olālā i ho‘onohonoho maika‘i ‘ia. ‘A‘ohe mea kiko‘ī a i ‘ole he ‘u‘uku wale nō ka mea loa‘a. ‘A‘ole pili nā mana‘o.
Ka Leo Ho‘okō ka leo o ka mea kākau i ka pahuhopu.
Hō‘ike ‘ia nō ke kukupa‘u no ke kumuhana.
Ma o ka leo, he pilina ikaika kona me ka mea heluhelu.
Hō‘ike ‘ia ke ohohia no ke kumuhana.
Ma o ka leo, he pilina kona me ka mea heluhelu.
Hō‘ike ‘ia kekahi ‘ano ohohia no ke kumuhana.
Ma o ka leo, ua ho‘ā‘o iki e ho‘okumu i ka pilina me ka mea heluhelu.
‘A‘ole hō‘ike ‘ia ke ohohia no ke kumuhana. Ma o ka leo, ‘a‘ole nui ka ho‘ā‘o ‘ana e ho‘okumu i ka pilina me ka mea heluhelu.
Kiko‘ī a pololei nā hua‘ōlelo, a he kūpono no ke kumuhana.
Kūpono ka huina hua‘ōlelo mākau no ke anaina a me ka pahuhopu.
Kūpono nā hua‘ōlelo no ke kumuhana.
Lawa ka huina hua‘ōlelo mākau no ke anaina a me ka pahuhopu.
‘A‘ole nui ka ho‘ohana ‘ana i nā hua‘ōlelo kūpono no kēia kumuhana.
Ho‘ohana iki ‘ia ka huina hua‘ōlelo mākau.
‘A‘ohe a i ‘ole li‘ili‘i wale nō ka ho‘ohana ‘ana i nā hua‘ōlelo kūpono no ke kumuhana; ‘a‘ole nui ka ho‘ohana ‘ana i nā huina hua‘ōlelo mākau.
Ka Wae Hua‘ōlelo Kūpono ka wae ‘ana i nā hua‘ōlelo no ke kumuhana. He kōkua ke kūkulu hopuna‘ōlelo no ka heluhelu aukahi.
Kela a like ‘ole nā hopuna‘ōlelo.
Kūlia i ka nu‘u ma nā hopuna‘ōlelo kela a like ‘ole.
Like kēlā me kēia hopuna‘ōlelo a me kēlā me kēia hua‘ōlelo.
Ho‘omōhala ‘ia nā hopuna‘ōlelo ma‘alahi.
‘A‘ohe ‘oko‘a ma nā hopuna‘ōlelo a me nā hua‘ōlelo.
Ho‘ohana ‘ia nā hopuna‘ōlelo ma‘alahi wale nō a/ a i ‘ole lō‘ihi hewahewa.
Nā Lula Kākau Hō‘ike ka mea kākau i ka maopopo pono o nā lula kākau.
Pololei loa ke kākau ‘ana a me ka loihape ‘ana no ke kūpono o ka pae papa ma ka pela ‘ana, ka pilina‘ōlelo, a me ke kiko kākau.
Li‘ili‘i loa nā hewa ma ke kākau ‘ana a me ka loihape ‘ana no ke kūpono o ka pae papa ma ka pela ‘ana, ka pilina‘ōlelo, a me ke kiko kākau.
‘Ano nui nā hewa li‘ili‘i a i ‘ole kāka‘ikahi nā hewa ko‘iko‘i ma ke kākau ‘ana a me ka loihape ‘ana no ke kūpono o ka pae papa ma ka pela ‘ana, ka pilina‘ōlelo, a me ke kiko kākau.
Nui nā hewa koikoi ma ke kākau ‘ana a me ka loihape ‘ana no ke kūpono o ka pae papa ma ka pela ‘ana, ka pilina‘ōlelo, a me ke kiko kākau.
Nā Koina o ke Ana Ho‘ohālikelike Laulā no ka Pāhana
Ua haku ‘ia nā lako hoihoi (nā hana no‘eau, nā pono hanakeaka, a pēlā wale aku) no ke kāko‘o ‘ana i ka pāhana; kūpono ka ho‘ohana ‘ana; ua kō ma mua o ka lā palena pau.
Ua haku ‘ia nā lako i pono ai (nā hana no‘eau, nā pono hanakeaka, a pēlā wale aku) no ke kāko‘o ‘ana i ka pāhana; kūpono ka ho‘ohana ‘ana; ua kō ma mua o ka lā palena pau.
Ua haku ‘ia kekahi mau lako i pono ai (nā hana no‘eau, nā pono hanakeaka, a pēlā wale aku) no ke kāko‘o ‘ana i ka pāhana; ‘ano kūpono ka ho‘ohana ‘ana; ua lohi ka pāhana he ho‘okahi lā wale nō.
‘A‘ole i haku ‘ia nā pono no ka pāhana; ‘a‘ole kūpono ka ho‘ohana ‘ana; ua lohi ka pāhana he mau lā.
Ka ‘Ike
He pāhana: • E hō‘ike ikaika
ana i ka ‘a‘apo mana‘o.
• E hō‘ike ana i ka ‘ike mākia nāna e ho‘okō i nā mana‘o nui.
He pāhana: • E hō‘ike ana i
ka ‘a‘apo mana‘o.
• E hō‘ike ana i ka ‘ike pololei nāna e ho‘okō i nā mana‘o nui.
He pāhana: • E hō‘ike ana i
kekahi ‘ano ‘a‘apo mana‘o.
• E hō‘ike ana i kekahi mau ‘ike nāna e ho‘okō i nā mana‘o nui.
He pāhana: • ‘A‘ohe a i ‘ole
li‘ili‘i ka hō‘ike ‘ana i ka ‘a‘apo mana‘o.
• ‘A‘ohe a i ‘ole li‘ili‘i ka hō‘ike ‘ana i nā mana‘o nāna e ho‘okō i nā mana‘o nui.
Ka No‘ono‘o Hana a me ke Ku‘upau
He pāhana: • Makakū loa a
‘oko‘a loa. • Nani loa a i ‘ole
pā nō ka na‘au o ka mea nānā e like me ka mea i makemake ‘ia e ka mea haku.
• E hō‘ike ana i ka manawa he nui i hā‘awi ‘ia no ka hua/hō‘ike miomio.
He pāhana: • Makakū a
‘oko‘a. • Nani a i ‘ole
pā nō ka na‘au o ka mea nānā e like me ka mea i makemake ‘ia e ka mea haku.
• E hō‘ike ana i ka manawa i hā‘awi ‘ia no ka hua/hō‘ike.
He pāhana: • ‘Ano makakū a
‘oko‘a. • ‘Ano nani a i
‘ole pā iki ka na‘au o ka mea nānā, akā ‘a‘ole e like me ka mea i makemake ‘ia e ka mea haku.
• E hō‘ike ana i kekahi manawa i hā‘awi ‘ia no ka hua/hō‘ike.
He pāhana: • ‘A‘ole nui ka
makakū a ‘oko‘a.
• ‘A‘ole nani a i ‘ole ‘a‘ole pā ka na‘au o ka mea nānā e like me ka mea i makemake ‘ia e ka mea haku.
• E hō‘ike ana i ka manawa ‘u‘uku loa i hā‘awi ‘ia no ka hua/hō‘ike.
He hana ma‘a mau ka ho‘okō ‘ana i nā pahuhopu o ka hui me ka ‘eleu. Nui nā mana‘o i hō‘ike ‘ia. Ho‘opau ‘ia nā hana a pau e pono ai. Kō pono nō nā kuleana a pau.
Ho‘okō ‘ia nā pahuhopu o ka hui me ke noi ‘ole. Lawa kūpono nā mana‘o i hō‘ike ‘ia. Ho‘opau kaulike ‘ia nā hana. Kō nā kuleana a pau.
Ho‘okō ‘ia nā pahuhopu o ka hui. Ua pono ka nuku ‘ana i kekahi manawa. Hō‘ike ‘ia kekahi mau mana‘o. ‘Anelike ka ho‘opau ‘ana i ka hana me nā haumāna ‘ē a‘e. Ua kō kekahi mau kuleana.
Ho‘okō ‘ia nō nā pahuhopu o ka hui inā nuku ‘ia. ‘A‘ole nui nā mana‘o i hō‘ike ‘ia. ‘A‘ole like ka ho‘opau ‘ana i ka hana me nā haumāna ‘ē a‘e. ‘A‘ole i kō nā kuleana.
Ka Ikaika o ka ‘Ōlelo Waha
Hō‘ike ‘ia nā mana‘o a me ka na‘au me ka mōakaaka a me ka paipai maika‘i; noi ha‘aha‘a loa. Mahalo piha a paipai maoli nō; hō‘alo ‘ia ka ho‘ohenehene ‘ana.
Hō‘ike ‘ia nā mana‘o a me ka na‘au me ka paipai maika‘i; noi ha‘aha‘a. Mahalo a paipai.
Hō‘ike ‘ia nā mana‘o a me ka na‘au me ka paipai maika‘i i kekahi manawa; noi ha‘aha‘a i kekahi manawa. Li‘ili‘i ka mahalo a me ka paipai ‘ana.
‘A‘ole hō‘ike ‘ia nā mana‘o a me ka na‘au me ka paipai maika‘i; ‘a‘ole noi ha‘aha‘a. ‘A‘ohe a i ‘ole li‘ili‘i wale nō ka mahalo a me ka paipai ‘ana; ho‘ohenehene wale aku.
Ka Ho‘olohe Pono a me ka Hana Kūka‘i
Ho‘olohe pono a ‘ae ‘olu‘olu i ka mana‘o paka o nā kānaka ‘ē a‘e. Nui ka no‘ono‘o ‘ana i ka na‘au a me ka mana‘o o nā kānaka ‘ē a‘e; ‘ae ‘olu‘olu i nā mea i hō‘ike ‘ia e nā lālā a pau o ka hui.
Ho‘olohe a ‘ae i ka mana‘o paka o nā kānaka ‘ē a‘e me kekahi ‘ano mahalo. No‘ono‘o ‘ia ka na‘au a me ka mana‘o o nā kānaka ‘ē a‘e; ‘ae i nā mea i hō‘ike ‘ia e nā lālā a pau o ka hui.
Ho‘olohe a ‘ae i kekahi mana‘o paka o nā kānaka ‘ē a‘e, akā ‘a‘ole ho‘olohe i kekahi manawa. No‘ono‘o ‘ia ka na‘au a me ka mana‘o o nā kānaka ‘ē a‘e i kekahi manawa; ‘ae i nā mea i hō‘ike ‘ia e kekahi lālā o ka hui.
‘A‘ohe ho‘olohe a i ‘ole ‘a‘ohe ‘ae i ka mana‘o paka o nā kānaka ‘ē a‘e. ‘A‘ole no‘ono‘o ‘ia ka na‘au a me ka mana‘o o nā kānaka ‘ē a‘e. Ua pono ka nuku ‘ana no ka ‘ae i nā mea i hō‘ike ‘ia e nā lālā ‘ē a‘e o ka hui.
