mokuna1 aloha hou e ka hoa - Ke Kula Ki'eki'e O...

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HAWAIIAN LANGUAGE GOALS *RE-‐INTRODUCE yourself to Hawaiian. *RE-‐NEW friendships by asking the following types of questions:

• 'O wai-‐ Who • I hea-‐ Where • He aha-‐ What • Pehea-‐ How • Ka ___ hea-‐ Which

*RE-‐LEARN the "old" stuff *LEARN "new" stuff

• OLI-‐ E Homai, E Lei e • HAWAIIAN PROTOCOL • VOCABULARY

WAIPAHU HIGH SCHOOL GOALS *CORNELL Note taking

*CRITICAL READING

• Marking the Text

Helpful Resources: websites-‐-‐ www.waipahuhawaiian.weebly.com www. edline.net www.wehewehe.org textbook-‐-‐ Nā Kai 'Ewalu; Wilson, W., Kamanā, K. (Mokuna 'Eono) Hawaiian Spelling & Pronunciation; Silva, K., Kamanā, K.

He Aha I Loko?

What's Inside New Vocabulary 2

Assessment Inventory 22 Nā Kai 'Ewalu-‐ Mokuna 6 23

TIPS: • Study vocabulary daily • Write your Hawaiian

name on all papers you turn in.

• Keep everything. • Ask for help if needed. • Work together, but

make sure you do your own work.

Makahiki 'Elua

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TASKS:

• TALK to each person in class to find the missing vocabulary for each of the numbers below. Sitting across a classmate, here's what to do: • TELL him/her your NUMBER in HAWAIIAN. • SPELL your word in HAWAIIAN. • LISTEN to your partner. • RECORD his/her information • TRANSLATE all vocabulary to English.

10-‐ ____________________________ ___________________________

15-‐ ____________________________ ___________________________

20-‐ ____________________________ ___________________________

25-‐ ____________________________ ___________________________

30-‐ ____________________________ ___________________________

35-‐ ____________________________ ___________________________

40-‐ ____________________________ ___________________________

45-‐ ____________________________ ___________________________

50-‐ ____________________________ ___________________________

55-‐ ____________________________ ___________________________

60-‐ ____________________________ ___________________________

65-‐ ____________________________ ___________________________

70-‐ ____________________________ ___________________________

75-‐ ____________________________ ___________________________

80-‐ ____________________________ ___________________________

85-‐ ____________________________ ___________________________

90-‐ ____________________________ ___________________________

CLASSWORK-‐-‐Ha'awina 1-‐-‐ Aloha Hou e Ka Haumana Kou Inoa ____________________________ Helu'ai ________/ 5

Hello again students. Welcome back to another year of 'Ōlelo Hawai'i. Let's start at the very beginning, SPELLING and PRONUNCIATION. Remember the PĪ'ĀPĀ?

A E I O U H K L M N P W '

Add a kahakō: kō + letter

Aloha Hou E Ka Haumana

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NĀ WAIHO'OLU'U DRAW a colored DOT next to its appropriate COLOR. ____ 'ula'ula

____ melemele

____ poni

____ polū

____ 'ele'ele

____ 'ākala

____ 'alani

____ ke'oke'o

____ 'ahinahina

____ 'ōma'oma'o

____ maku'e

HOMEWORK-‐-‐ Ha'awina 2: My Turn COLOR each number with the appropriate WAIHO'OLU'U. Ka Helu Ka Waiho'olu'u

24 polū

36 'ula'ula

48 'ākala

62 maku'e

84 melemele

56 'ōma'oma'o

72 'alani

Helu'ai: _______/ 15

CLASSWORK-‐-‐ Ha'awina 3-‐ Your Turn Now it's your turn to choose the colors. You will be working with a partner. Each of you will be given ODD or EVEN. Here's what you'll need to do:

• WRITE your choice of colors for your numbers

• TELL your partner the color and number combinations.

• SHARE your pictures. Ka Helu Ka Waiho'olu'u

1. 13-‐ ______________________

2. 25-‐ ______________________

3. 37-‐ ______________________

4. 49-‐ ______________________

5. 53 ______________________

6. 65 ______________________

7. 77 ______________________

8. 89 ______________________

Kou Pakanā: ________________________ Helu'ai: ____________/ 10

Aloha Kāua

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P I K 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 1

Aia 'o ia i ka papa 'umikūmākahi

He kanaka Pilipino 'A'ole hīmeni maika'i Hīmeni maika'i

He haumana akamai Aia 'o ia i ka papa 'umi 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 3

Aia 'o ia i ka hui

Lei Hali'a Aloha

He kanaka loloa Aia kona hale ma

Waipahū

CLASSWORK-‐-‐ HA’AWINA 4 -‐Aloha E Ka Hoaaloha Hou Meet old and new friends in Hawaiian. Find someone different for each of the boxes

below. Please sit when pau. TASK:

• Fill the P-‐I-‐K-‐O board below with the names of sixteen different classmates. • Take turns asking and answering the question, “ ‘O wai kou inoa?” • When you have filled the board, sit down and wait to share your information.

Kou Inoa: ______________________ Helu'ai: __________/ 10

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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

Aloha hou e ka hoaaloha! 'O au 'o Ikaika. Ua puka kula au mai kēia kula ki'eki'e ma ka makahiki 'umikūmākolu. 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

CLASSWORK Ha'awina 5-‐ Ho'oma'ama'a Hou Kou Inoa ________________________ Helu'ai: __________/ 5

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ACROSS 1. graduated 3. the rice 6. flowers 9/ the red door 11. by those(f) cows 12. the adult 13. the boys 15. the chair 16. the(sed with K,E,A,O) 18. his house 19. your car 20. these

DOWN 2. this salt 4. these women 5. this year 7. those(f) books 8. the bowls 10. the(plural) 14. will visit 17. at the house

HOMEWORK-‐-‐ Ha'awina 6 Nā Poke: Crossword Kou Inoa ________________ Helu'ai: ________/ 20

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CLASSWORK-‐-‐ Ha'awina 7 CORNELL NOTES #1 Topic/ Objective: Ka Pepeke References-‐ Mokuna 1-‐ Aloha Hou (Pg. 9) Nā Kai 'Ewalu-‐ (Pp. 58,59)

Kou Inoa _________________________ Helu'ai ____________/ 10

Essential Question: How does the PO'O affect the entire PEPEKE? Questions Notes

What are the three main parts of a sentence? What do they do?

What are three important points about a Hawaiian sentence?

What is the importance of the Po'o of a sentence?

What's the difference between a VERB and a STATIVE? How are they used in a Pepeke Painu?

Summary/ Analysis What are the highlights of this ha'awina?

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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

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.

'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

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.

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E Ho'oma'ama'a Kākou! Let's Practice CLASSWORK-‐-‐ Ha'awina 8: Nā Kai 'Ewalu-‐ Ha'awina 1 (Pg. 60) Helu'ai: _____/ 5

• UNDERLINE the action and tense • WRITE the Māka Painu that would be used.

Example: We are going to go to his house after lunch. (E ____ ana)

1. We have helped them in the past.

2. They are playing outside right now.

3. The crew is going to use the bulldozer this afternoon.

4. I was sick with the flu on Tuesday.

5. I am fine now though.

6. Their son is going to travel to Texas for his mission.

7. This fish swam right up to my spear.

8. I am going to see my lawyer this morning.

9. They are sleeping in that tent under the hau tree.

10. John sold his old boat.

11. He is talking with his girlfriend about the party tomorrow.

Your Turn-‐-‐

• WRITE three of your own sentences in English. • UNDERLINE the action and tense. • WRTIE the Māka Painu that would be used.

1. _____________________________________________________________________

_____________________________________________________________________

2. _____________________________________________________________________

_____________________________________________________________________

3. _____________________________________________________________________

_____________________________________________________________________

Kou Inoa: ______________________________________

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CLASSWORK-‐-‐ Ha'awina 9: Nā Kai 'Ewalu-‐ Ha'awina 2 (Pg. 60) ODD only 1. They(2) are telephoning(now).

3. The girl is going to be happy.

5. The food is delicious.

7. Hōkū is bathing (now).

9. We(you guys and I) saw.

11. We(you and I) conversed.

13. The books are going to be ready.

15. The water is chilled.

Helu'ai: _________/ 5

HOMEWORK-‐-‐ Ha'awina 10: Nā Kai 'Ewalu-‐ Ha'awina 2 (Pg. 60) EVEN only

2. My friend cooked.

4. We(they and I) gave.

6. My friends were afraid.

8. The woman is going to buy.

10. Kuahiwi guys looked.

12. Her aunty is going to telephone.

14. You(2) are eating(now).

Kou Inoa __________________________ Helu'ai: ___________/ 15

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What's an 'ami lauka? ___________________________________________________________ Can you explain how to use it? ____________________________________________________ What are the TWO? ______ and _______ When do you use each of them? CLASSWORK-‐-‐ Ha'awina 11: Nā Kai 'Ewalu (Pg. 62) Helu'ai: _________/ 5

What is an 'ami? ________________________________________________ Where does it ALWAYS happen in a sentence? ________________________ What are they? Can you give us a few examples? _____________________

HOMEWORK-‐-‐ Ha'awina 12: Nā Kai 'Ewalu (Pg. 63) • TRANSLATE any seven sentences on page 63 of Nā Kai 'Ewalu-‐-‐ Ha'awina 5

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

6. ______________________________________________________________

7. ______________________________________________________________

Kou Inoa _____________________________ Helu'ai: _______/ 15

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Ka Hola Ke Kanaka Nā Mea 'Oko'a

8:00 am

I ka papa 'oko'a

10:00 am

Mai ka māhele 'oko'a

12:00 pm

He lāhui 'oko'a

2:00 pm

He keka 'oko'a

'O wai? He aha?

E aha ana? Aia i hea?

Nīnauele

Today's Appointments TASKS:

• SPEAK with new people in class • WRITE as much information within the allotted time

CLASSWORK Ha'awina 13-‐ Today's Appointments Kou Inoa-‐ Helu'ai: ________ 10

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CLASSWORK-‐ Ha'awina 15: Revision

ASSESSMENT-‐ Draft 1 Needs... ___ More variety of Pepeke ___ More sentences ___ Variety of vocabulary ___ More information Errors to fix... ___ Word order errors. ___ Spelling errors. ___ Wrong choice of pepeke HELU'AI-‐ _________/ 20 Kou Inoa-‐

ASSESSMENT-‐ Revision Needs... ___ More variety of Pepeke ___ More sentences ___ Variety of vocabulary ___ More information Errors to fix... ___ Word order errors. ___ Spelling errors. ___ Wrong choice of pepeke Helu'ai-‐ ________/ 10

HOMEWORK-‐-‐ HA'AWINA 14-‐-‐ Ka Haumana Hou (DRAFT 1) Task: Use the information from your Nīnauele to create a "Haumana Hou". Take a few interesting things from your interviews and WRITE a story about a New Student. *Your story should include a variety of pepeke and vocabulary.

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'O Palani Mā Ua ho'o mai 'o Palani i ka hale. Ke kama'ilio nei

'o ia me kona makuahine. Aia lāua ma ka puka

o ka hale. Aia 'o Lani mā ma ka lumi kuke. E

ho'omākaukau ana lākou i ka 'aina ahiahi.

Palani: E aha ana 'o Lani?

Māmā: Ke ho'owali nei 'o ia i ka poi. E 'ai ana kākou i kēia manawa.

Palani: Maika'i. Ua pōloli au. Ua mo'a ka 'i'o pipi?

Māmā: 'Ae, ua mo'a. A aia nā pola ma ke pākaukau.

*Source: Nā Kai 'Ewalu, pg. 57 (Mokuna 'Eono)

CLASSWORK-‐-‐ Ha'awina 16: READING Helu'ai: ________/ 5

CLASSWORK-‐-‐ Ha'awina 17: Nā Nīnau • Fill in the missing information.

Helu'ai: _________/ 5

1. Ke kama'ilio nei 'o Palani me wai? Ke _____________ nei 'o ia me ______________________

2. Aia lāua i hea? Aia 'o Palani me kona māmā i ka _____________________________________

3. 'O wai ma ka lumi kuke? Aia 'o ______________________ ma laila.

4. E aha ana lākou ma ka lumi kuke? Ke ________________ nei lākou i ka __________________

5. Pehea 'o Palani? ________________________ 'o ia.

6. He aha ka mea'ai no ka 'aina ahiahi? He _________________ me ka ____________________

7. He aha kāu* mea'ai punahele? He ___________________________ ka'u* mea'ai punahele.

* kāu= your, ka'u= my, mine

EXTRA CREDIT: What are the two men doing in the picture above?

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'O Palani Mā HOMEWORK-‐-‐ Ha'awina 18: Ke Ki'i

• DRAW a picture that illustrates the conversation of Palani and his mother. • Be sure to add as many DETAILS as possible.

Kou Inoa __________________________ Helu'ai: ________/ 15

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E hō mai (i) ka ‘ike mai luna mai ē

‘O nā mea huna no‘eau o nā mele ē

E hō mai, e hō mai, e hō mai ē (a)

(Chanted 3 times)

Give forth knowledge from above

Every little bit of wisdom contained in song

Give forth, give forth, oh give forth

CLASSWORK-‐-‐HA’AWINA 19 :Nā Oli WRITE three 'wisdoms' of Hawaiian Culture that you would like to learn this year: 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ Helu'ai: ___________/ 5

E lei e, e lei ho'i

E lei me ke aloha

E lei e, lei ho'i

E lei me ke aloha

He aloha nou nō e ke aloha la

Ke aloha a ka pu'uwai

Waiwai ke aloha kā Hawai'i la

He mana'o he aloha e

E lei e, e lei ho'i

E lei me ke aloha

E lei e, lei ho'i

E lei me ke aloha

E Hōmai Na Edith Kanaka'ole

Oli Lei Na Ku'ualohanui Kaulia

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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 20 Helu'ai: ___________ 10

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Hawaiian Protocol on Mauna Kea By Moses K. Crabbe

http://www.malamamaunakea.org/hawaiian-culture/hawaiian-culture-committee/hawaiian-protocol-on-mauna-kea/

About the author:

Moses K. Crabbe is a member of the Mauna Kea Management Board’s Hawaiian Culture

Committee. In collaboration with Kahu Kū Mauna, this group is working to develop educational

materials on the cultural significance of Mauna Kea, including protocol. Crabbe, a Hawaiian cultural

practitioner and educator, shares his personal views on protocol on Mauna Kea in this article.

Ho‘olilo 2002

Native Hawaiians have always had a close association to the ‘āina upon which we live. As do other

indigenous peoples of the world, Hawaiians view ourselves as kahu, caretakers of the land. And, as

kahu, we have a personal responsibility to maintain the very essence and life of the land on which

we live.

Mauna Kea, the highest mountain in the Hawaiian archipelago and Pu‘u Kūkahau‘ula (now generally

identified as Pu‘u Wēkiu), its highest peak, are directly connected to our feeling for the ‘āina.

Ascending the summit of Mauna Kea takes one closer to the spiritual and the supernatural realm.

In Hawaiian thinking, a visit to Mauna Kea has personal meaning because in the eyes of some

Hawaiians Mauna Kea is kupuna to them - it was here long before us, and therefore it is our “elder.”

Equally important for Hawaiians is the fact that Mauna Kea also serves as the final resting place of

the iwi, or bones, of kupuna. So, with respect and reverence for the spirits of those ancestors and

kupuna who reside there, appropriate behavior is asked of anyone visiting Mauna Kea.

Protocol – a code of correct conduct, particularly within ceremonies – is a strong word.

The purpose and function of Hawaiian protocol are deeply rooted in the cultural and spiritual belief of

mana — supernatural or divine power. Belief in akua, ‘aumakua and kupuna helped our ancestors to

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maintain a vital relationship with the natural and supernatural world. Hawaiians drew strength from

their cultural protocol practices. This spiritual relationship has transcended time and continues to be

taught, perpetuated and appreciated by a growing number of native Hawaiians today who want to

learn, rediscover and identify with the cultural heritage of their ancestors.

Two general principles help to guide the practice of Hawaiian protocol. First, a clear purpose must be

established and the purpose of each part of the ceremony understood. Anyone who practices

Hawaiian ceremonial protocol should know why he or she is involved in a particular ceremony and

what they are expected to do.

Second, there is an order or sequence in how one proceeds. For example, one suggestion for the

protocol elements of presenting ho‘okupu, or offering, could include the sounding of the pū kani, the

conch shell, which would be followed by an oli wehe, or opening chant. A procession would follow,

which could be accompanied by additional oli, followed by the bearers of the ho‘okupu to a pre-

designated site in order of their rank or status. These steps are consistent in any Hawaiian protocol.

Selection of oli is determined by the type of ceremony to be conducted at Mauna Kea. Today, it is

common practice to select oli that are appropriate for the occasion. Different oli apply to different

purposes, so a chanter should be familiar with the text of the chant and its function. To request

permission to enter a sacred place such as Mauna Kea is consistent with Hawaiian thinking. Some

oli kāhea, chants of request to enter, have been taught and learned for generations in the hālau hula.

0li could also be pule akua, prayer chants, mele mo‘okū‘auhau, genealogy chants, or mele

wahipana, place name chants.

The rank or status of a person and the nature of their visit to Mauna Kea determines how formal or

informal a ho‘okipa, or welcoming ceremony, should be. A mea ha‘i‘ōlelo, or speaker, from the

visiting group should state the purpose of the group’s visit. An official greeter should welcome and

receive the visitor.

Understanding and practicing proper protocol ensures that a ceremony is pono, or done correctly. If

a ceremony is conducted with good intentions at all levels of the process, all parts of the ceremony

will flow together. Confirmation may occur at a personal or a broad level. Hō‘ailona, or signs, will

reveal themselves either through natural phenomena, a person’s behavior, or a spoken word either

prior to, during, or even after a ceremony has been conducted.

As a final note: anyone planning to visit Mauna Kea should also be mindful of the health and safety

hazards of traveling to high altitudes. The Office of Mauna Kea Management and the Visitor

Information Station are good sources to obtain a personal safety checklist.

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Mokuna 1-‐

Aloha Hou E Ka Hoaaloha Makahiki 2

CW-‐Classwork

HW-‐ Homework

GRADING

NĀ HA'AWINA-‐ Lessons Possible

Points

Points

Earned

1-‐ Aloha Hou E Ka Haumana (Speaking) CW-‐ 5

2-‐ Aloha Kāua-‐ My Turn (Writing) HW-‐ 15

3-‐ Aloha Kāua-‐ Your Turn (Speaking) CW-‐ 10

4-‐ Aloha E Ka Hoaaloha Hou (Speaking) CW-‐ 10

5-‐ Ho'oma'ama'a Hou (Writing) CW-‐ 5

6-‐ Nā Poke: Crossword (Writing) HW-‐ 20

7-‐ Cornell Notes #1-‐ Ka Pepeke (Writing) CW-‐ 10

8-‐ Nā Kai 'Ewalu-‐ Ha'awina 1 (Writing) CW-‐ 5

9-‐ Nā Kai 'Ewalu-‐ Ha'awina 2 ODD Numbers (Writing) CW-‐ 5

10-‐ Nā Kai 'Ewalu-‐ Ha'awina 2 EVEN Numbers

(Writing) HW-‐ 15

11-‐ Nā Kai 'Ewalu-‐ Ha'awina 4 (Writing) CW-‐ 5

12-‐ Nā Kai 'Ewalu-‐ Ha'awina 5 (Writing) HW-‐ 15

13-‐ Today's Appointments (Speaking/ Writing) CW-‐ 10

14-‐ Ka Haumana Hou-‐ Draft 1 (Writing) HW-‐ 20

15-‐ Ka Haumana Hou-‐ Revision (Writing) CW-‐ 10

16-‐ 'O Palani Mā (Reading) CW-‐ 5

17-‐'O Palani Mā-‐ Nā Nīnau (Writing) CW-‐ 5

18-‐ 'O Palani Mā-‐ Ke Ki'i (Drawing) HW-‐ 15

19-‐ CN #2-‐ Hawaiian Protocol (Reading/ Writing) CW-‐ 10

20-‐ Nā Oli-‐ (Chanting/ Writing) CW-‐ 5

*PARTICIPATION Possible

Points

Points

Earned

Ka Pule 1-‐ Week 1 25




NĀ KUISA-‐ Quizzes

1

Nouns

2

Nouns

3

Grammar

4

Verbs

5

Verbs

6

Helu

7

Colors

8

Grammar

10 Pts 10 Pts 15 Pts 10 Pts 10 Pts 15 Pts 10 Pts 20 Pts

START Date: _______________________ END Date: _______________________ Total Points POSSIBLE-‐ 500 HOMEWORK (100) __________ CLASSWORK (100) __________ PARTICIPATION (100) __________ QUIZZES (100) __________ EXAM (100) __________ Total Points EARNED-‐ __________ FINAL GRADE: A B C D F

A= 90-‐100% 500-‐450 Points

B= 89-‐80% 449-‐400 Points

C= 79-‐70% 399-‐350 Points

D= 69-‐60% 349-‐300 Points

F= 59% -‐ 0% 299-‐ 0 Points *PARTICIPATION-‐ GLO's

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

Standards: 80% World Language Common Core

Date post:	24-Apr-2018
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