ka mo‘olelo o randy - prelnahoahoola.prel.org/pdf/mokuna_4_haawina_kumu.pdfka mo‘olelo o randy...

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Pacific Resources for Education and Learning 900 Fort Street Mall Suite 1300 Honolulu, Hawai‘i 96813 Phone: (808) 441-1300 Fax: (808) 441-1385 U.S. Toll-free Phone: (800) 377-4773 U.S. Toll-free Fax: (888) 512-7599 Email: [email protected] Website: www.prel.org Building Capacity Through Education 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. Ka Mo‘olelo o Randy KÅkau ‘ia na Coochie Cayan ES0804 © 2008 Pacific Resources for Education and Learning. All Rights Reserved.

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Pacific Resources for Education and Learning

900 Fort Street Mall Suite 1300

Honolulu, Hawai‘i 96813Phone: (808) 441-1300

Fax: (808) 441-1385U.S. Toll-free Phone:

(800) 377-4773U.S. Toll-free Fax:

(888) 512-7599Email: [email protected]: www.prel.org

Building Capacity Through Education

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.

Ka Mo‘olelo o Randy

KÅkau ‘ia na Coochie Cayan

ES0804© 2008 Pacific Resources for Education and Learning. All Rights Reserved.

Prevention Education Themes:

• Decisionmaking• Sensationseeking• Conflictresolution

Key Vocabulary:

Word Definition

approach ap•proachverbtogonearortowardsomething

channel chan•nelnounawaterwayExample: My uncle paddled across the Molokai Channel.

control con•trolverbtobeabletodecideorhavethepoweroverhowonewillbehave

deliberately de•lib•er•ate•lyadverbonpurpose

designate des•ig•nateverbpointout,name,chooseExample: I will designate you as the driver.

downhearted down•heart•edadjectivesad,lowinspirit

protest pro•testverbtoactagainst

react re•actverbrespondto,actbackwhensomethinghappens

motion mo•tionverbmovement,tomovethehandorarm

stray strayverbtowanderawayExample: stray thoughts

E kË mÅlie ana ‘o Randy me ka ho‘opa‘a ‘ana i ka pË i loko o kona lima ‘Åkau. He pËkani ko k‰lÅ me k‰ia papa a e hume ana lÅkou i ka malo melemele a me ke kÈhei pØkole. Na ka pËkani e ho‘olono aku i ka papa ma ka hØ‘ike LÅ Mei o ke kula.

Ua lehulehu nÅ mÅkua, nÅ kËpuna a me nÅ hoa aloha. MÅpu mai ke ‘ala onaona o nÅ ‘ano pua like ‘ole. Pa‘ipa‘i lima nÅ kÅnaka a pau no ka hula ‘ana o nÅ papa ha‘aha‘a no ka ho‘ohanohano ‘ana aku i nÅ lÅhui like ‘ole a me ka nani o Hawai‘i nei.

E ki‘ei aku ana ‘o Randy i ‘Ø a i ‘ane‘i i kona pÅpÅ ma ke anaina. Ua kaumaha loa ‘o Randy i ka hele ‘ole ‘ana mai o kona ‘ohana. Ua ho‘Å‘o ‘o ia e no‘ono‘o i kekahi kumu maika‘i e hele lohi mai ai kona pÅpÅ.

E ‘oni iki ana ‘o Randy i ka manawa i ‘ae mai ai ke kumu iÅ ia no kona ho‘omaka ‘ana. Me ka hanu nui, ua mØkio kona mau lehelehe, a hÅpai a‘ela ‘o ia i ka pË i luna, a ‘o kona pË a‘ela nØ ia me kona ikaika loa. Au‰! He pË . . . hi‘u wale nØ kai puka mai o ka pË. E ‘aka hene li‘ili‘i ana kekahi o nÅ hoa papa iÅ lÅkou e ne‘e aku ana i ke kahua hØ‘ike.

Ua pa‘i ‘o Mike Char i kona mau lima no ka maliu ‘ana mai o nÅ haumÅ-na. I ka hula ‘ana a kÅna papa no ke ali‘i ‘o KalÅkaua, ua noho ‘o Randy me nÅ pËkani ‘‰ a‘e a e kËnou iho ana kona po‘o me ka hilahila loa.

Ka Mo‘olelo o Randy

SMART Tip!

A: Ask questions And AnAlyze

Model questioning with a think aloud

As I read this paragraph, I am wondering what the relation-ship is between Randy and his Dad. Randy obviously wants his dad or family to see him perform. I wonder why they were not in the audience.

Askingquestionshelpstoguideyourthinkingwhilereading.

Note: Generatingdifferentlevelsofquestionsisaskillthatneedstobeexplicitlytaught.

Think About It!

Ask:Do you think Jesse meant his comment to Randy in a mean way? Why or why not? Does it matter?

Note: Thisisagreatlaunchingpointforadis-cussionaboutperception.Manytimes,legalcasesaredecidedbyperceptionandnotintent. Note:

UnitFour,ActivityThreefocusesonunderstandingaggression.

Ma hope o ka hØ‘ike, ua ho‘onohonoho ‘ia nÅ kuki a me ka wai hua‘ai no nÅ kÅnaka a pau. Ua ho‘oku‘eku‘e ‘o Jesse i ko Randy ‘iwi ‘ao‘ao me ka ho‘ohenehene ‘ana aku, “Au‰ e ke hoa! He kani nØ ko kÅu pË, he kani pËhi‘u!” A ‘aka‘aka ‘o Jesse me ka leo nui.

Ua ho‘oku‘i ‘o Randy i ko Jesse lima a ‘uÅ wale akula, “E hÅmau, e Jesse! ‘Oi aku ka maika‘i o kÅu hana?” E pi‘i ana ko Randy wela i kona kino holo‘oko‘a. Ua ho‘oku‘i hou aku ‘o ia iÅ Jesse ma kona po‘ohiwi a hina ‘o ia ma luna o Kalei, ka

hoa papa e kË ana ma hope o Jesse.Ma mua o ko Jesse ho‘oku‘i ‘ana aku iÅ Randy, ua kÅ‘ili ke po‘okumu i

ko Randy lima. “E hele mai ‘oe me a‘u, e Randy,” i k‰nÅ ai ke po‘okumu. “Pono ‘oe e kÅohi i ka lelepÈ. E hele kÅua i ko‘u ke‘ena.”

I ko Randy hele ‘ana aku i ke ke‘ena o ke po‘okumu, e ho‘okani ana nÅ haumÅna ‘‰ a‘e me he pË emi lÅ. “PËËËËËËËËËËË . . . ”

Ho‘okahi hola ma hope iho, ua kaumaha loa ka na‘au o Randy i kona ho‘i ‘ana aku i kona hale. IÅ ia e hele ai i kona ala nui, ua ‘ike ‘o ia iÅ TËtË kÅne, ‘o ia ka tËtË i kama‘Åina i nÅ kÅnaka a pau o ke kaiÅulu. Aia ‘o ia ke kopekope nei i nÅ lau o ke kumu lÅ‘au

manakØ i loko o kona pÅ hale. “E ke keiki, no ke aha mai e iho nei kou mau maka i ka lepo? Pehea lÅ e ‘ike ai i kahi e hele nei ‘oe?” e nÈnau ana ‘o TËtË kÅne.

Think About It!

Caring Adults

Explain:It is so important to feel loved and supported, and the guidance of a caring adult can help kids through the most difficult times. A caring adult can be a parent, grandma or grandpa, auntie or uncle, teacher, or even a neighbor! Who do you think is a caring adult in Randy’s life? What caring adults do you have in your life?

SMART Tip!

R: Reflect And mAke connections

Ask:Can anyone make one of the following connections?

• Text-to-self• Text-to-text• Text-to-world

Note:

UnitFour,ActivityOnefocusesondecisionmakingskills.

SMART Tip!

A: Ask questions And AnAlyze

Self-Questioning/ Evaluating

Evaluatingismakingjudg-ments.Askyourself,doIagreewithTutuKane’sadvice?Why?

Ua kË ‘o Randy me ka ho‘onË nui. “Aloha e TËtË kÅne. Ua pilikia wau ma ke kula i k‰ia lÅ, no ka mea, e ho‘ohenehene mai ana ‘o Jesse ia‘u, a laila, ua ho‘oku‘i akula wau iÅ ia.”

“Au‰ e ke keiki! E kÅohi ‘oe i ka lelepÈ! I mea aha ka ho‘oku‘i aku iÅ ia? No ke aha ‘oe i huli kua ‘ole aku ai i k‰lÅ ‘ano pilikia?” i nÈnau ai ‘o TËtË kÅne iÅ ia.

Ua mo‘olelo ‘o Randy no ke kani o ka pË ma ka hØ‘ike LÅ Mei a ua mo‘olelo nØ ho‘i ‘o ia no ko Jesse ho‘ohenehene ‘ana mai iÅ ia. NÅnÅ ‘o TËtË kÅne iÅ Randy a i kona maka‘eo e hÅlo‘i ana.

“E ke keiki, ua hele anei kou pÅpÅ i ka hØ‘ike? P‰lÅ pË me kou kaikua‘ana a i ‘ole kou mÅmÅ kØlea?”

Ua luliluli ko Randy po‘o. “‘A‘ole. ‘A‘ohe kÅnaka hoihoi i ka‘u mau hana. Pa‘ahana loa ko‘u pÅpÅ ma kÅna ‘oihana. ‘A‘ohe wahi nÅnÅ iki o ko‘u mÅmÅ kØlea. ‘A‘ole maopopo ia‘u kahi o ku‘u mÅmÅ lËau‘i. A no‘ono‘o ko‘u mau kaikua‘ana, he keiki pailani wau, no ka mea, ‘o wau ka muli loa a aia lÅkou a pau ma ke kula ki‘eki‘e. ‘A‘ole lÅkou nÅnÅ.”

E nÅnÅ pololei ana ‘o TËtË kÅne i ia wahi keiki kaumaha loa a ‘Ølelo akula iÅ ia, “E ke keiki, e noho pË mai kÅua no ka wÅ pØkole ma ka lÅnai.” Ua hehi kauØ ‘o Randy a ho‘ohÅ‘ule i kÅna ‘eke a hiØ ma ka pou lÅnai.

“Au‰!” i nË ai ‘o TËtË kÅne me ka nÅnÅ pË i ka maka hÅlo‘i o Randy. “Aloha ‘ino. I k‰ia mau lÅ, pa‘ahana nÅ kÅnaka a pau a ‘a‘ohe manawa no ka nÅnÅ ‘ana aku i kÅ lÅkou mau keiki ma ka hØ‘ike LÅ Mei. Ma mua loa, hele nØ nÅ mÅkua a pau. ‘Oko‘a k‰ia ao.” NÈnau akula ‘o TËtË kÅne iÅ Randy, “A no laila, no ke aha mai ‘oe i hakakÅ ai ma ke kula?”

Ua kÅwele ‘o Randy i kona mau maka me kona lole a ‘Ølelo mËmË e pili ana i ko Jesse ho‘ohenehene ‘ana mai iÅ ia ma muli o ka pËkani, he pËhi‘u. A wehewehe ‘o ia i kÅna ho‘oku‘i ‘ana aku iÅ Jesse me ka no‘ono‘o ‘ole. Ua nÅnÅ ‘o Randy iÅ TËtË kÅne a ho‘omaopopo iÅ ia ‘a‘ole i pili ua nÈnau ala i kÅna i pane aku ai.

A ho‘opuka akula ‘o TËtË kÅne iÅ Randy, “E ke keiki, he mea nui kou ‘ike i kÅu ho‘oku‘i ‘ana aku me ka no‘ono‘o ‘ole. He ho‘omaka ‘o ia i ke a‘o ‘ana e pili ana i ka huhË. Pau ka ha‘awina ke maopopo iÅ ‘oe nou wale nØ ka mana i ke kÅohi.”

“A e nÅnÅ iÅ ‘oe iho. Maika‘i ‘oe ma ke kahanalu, he kËlana ki‘eki‘e kou i kou pae makahiki. I kou lana ‘ana i ke kai a i ka pi‘i ‘ana mai o ka nalu, ‘o ‘oe wale ke koho i nÅ nalu e pae ai, ‘eÅ? ‘Ano like k‰ia me nÅ kÅnaka. ‘O ‘oe wale nØ ke koho i kÅu e hana ana i k‰ia mau kÅnaka ho‘ohenehene. Mai poina ‘oe, e hana aku i nÅ kÅnaka i kÅu e makemake ai iÅ ‘oe iho. Pehea kou mana‘o?”

Go Deep!

Open Minded Portrait

HelpstudentsgaindeeperinsightonRandy’sbehav-iorsandfeelingsbydoingan“OpenMindedPortrait,”foundinthe“TeachingIdeasandRoutines”ReadAboutIt!

E kilolani ana ko Randy mau maka i ke ao o ka lewa lani a p‰lÅ pË me kona mana‘o lauele. Maopopo iÅ ia no ko TËtË kÅne kali ‘ana i ka pane ‘ana aku, a no laila, ua ho‘i ‘o ia i ka ‘Ølelo a ka tËtË kÅne.

“I ko‘u lana ‘ana i ke kai, maika‘i wau,” i pane mÅlie ai ‘o ia. Maopopo ia‘u ka ‘au‘au ‘ana a maopopo nØ ia‘u ke kahanalu ‘ana. ‘O ko nÅ keiki ho‘ohenehene ‘ana mai ia‘u ka pilikia! A ua ‘eha ‘‰ paha ko‘u na‘au i ka hele ‘ole mai o ko‘u ‘ohana no ka nÅnÅ ‘ana mai ia‘u. ‘A‘ole i hele mai ku‘u pÅpÅ, no laila, ua huhË wale nØ wau. ‘A‘ole wau i nÅnÅ i nÅ hopena.”

“EØ e Randy! E ho‘i mai ‘oe i ka hale ‘ÅnØ!” E kÅhea aku ana ka leo nui mai loko mai o kona hale pono‘È.

Ua kË koke ‘o Randy me ka ‘Ølelo ‘ana aku, “Mahalo e TËtË kÅne. ‘O ia ka leo o ku‘u pÅpÅ. I ka lÅ ‘ÅpØpØ nØ kÅua e hui aku ai no ka iho ‘ana i kai!”

E kali ana ko Randy pÅpÅ ma ka puka komo o ka hale. “Aloha e PÅpÅ,” i ho‘opuka ai ‘o Randy me ka mino‘aka. Poina ‘o ia i kona huhË.

“E Randy, no ke aha mai e kelepona mai ana ke po‘okumu ia‘u me ka ‘Ølelo ‘ana e pili ana i kÅu hakakÅ ‘ana ma hope o ka hØ‘ike LÅ Mei? A pehea kou mau kaha, he mau D wale nØ ia? He aha lÅ kou pilikia?” i nuku nui ai ko Randy pÅpÅ me ka inu ‘ana i kÅna pia. ‘A‘ohe ona mino‘aka no Randy.

Ua kË ‘o Randy i mua o kona pÅpÅ me ka nÅnÅ ‘ana iho. “Ua ho‘oku‘i wau iÅ Jesse, no ka mea, ho‘ohenehene ‘o ia ia‘u i mua o nÅ hoa papa a pau. A ua poina ‘oe e hele mai i ka hØ‘ike LÅ Mei. He pËkani wau a poina wale nØ ‘oe!” Me k‰ia ‘Ølelo, ua ho‘i ka ‘eha lÅua ‘o ka huhË i kona na‘au.

Pa‘i ko Randy pÅpÅ iÅ ia ma kona po‘o. “E ke keiki, pa‘ahana wau ma ka‘u ‘oihana. Ua ha‘i wau i kou mÅmÅ . . . ”

“‘A‘ole ‘o ia ‘o ku‘u mÅmÅ. ‘A‘ole ‘o ia makemake iki ia‘u. A ‘a‘ole kele-pona mai ku‘u mÅmÅ lËau‘i.” E ‘uÅ aku ana ‘o Randy ma muli o kona huhË. “He mea ma‘a mau kou hele ‘ole i ka‘u kula. ‘A‘ohe o‘u aloha no k‰ia ‘ohana!” A holo akula ‘o Randy i kona lumi moe me ka ‘ËpÅ ‘ana i ka pani puka.

Ho‘oluliluli ko Randy pÅpÅ i ke po‘o a inu hou ‘o ia i ka pia. Ho‘opuka akula ‘o ia, “Pono wau e hana. He aha lÅ ka‘u e hana ai?”

Ua mË ‘o loko o ka hale.

I ke kakahiaka nui, ua ‘ohi ‘o Randy i ka lole a me ke kÅwele a ki‘i akula ‘o ia i kona papa kahanalu. Aia ‘o TËtË kÅne ma luna o kona kalaka Chevy a mÅkaukau ‘o ia no ka iho ‘ana aku i kahakai ‘o Kaimana. Ma mua o ko Randy puka ‘ana aku i waho o kona hale, ua ki‘i nØ ho‘i ‘o ia

i kona pË a ho‘okomo akula i loko o kÅna ‘eke hÅ‘awe. “E ‘eleu mai e ke keiki,” i kÅhea ai ‘o TËtË kÅne. “‘A‘ole e kali ana nÅ nalu!”

Ua mino‘aka ‘o Randy iÅ TËtË kÅne a e‘e a‘ela ‘o ia i kona kalaka. “Mahalo no ka holo, e TËtË kÅne.” A nanea ‘o Randy i ka holo ‘ana i kahakai. Mai kona wÅ li‘ili‘i nØ, ua pili ‘o Randy i ke kai. A iÅ ia e li‘ili‘i ana, ua kapa ‘ia ‘o ia he manini. Ua kÅkÅ ‘o ia, ke ho‘Å‘o kekahi kanaka e huki iÅ ia mai loko mai o ke kai.

Go Deep!

Memory Collage

Havestudentsdivideposterpaperintosections.Usingdrawings,words,magazines,etc.,havethemchartkeylifeexperiences.

Discussion:

• WasthisanimportantmemorytoRandy?Howdiditshapehisbehavior?

• Doyouhaveanyimpor-tantmemoriesthatshapeyourbehavior?

Learn About It!

Safe Solutions

Randylovestobodyboard.Itmakeshimfeelgood.It’salsosafeandhealthy,aslongashe’ssmartaboutoceansafety!Gettogetheringroupstolearnaboutfunandhealthyactivitiesinyourareathatmakeyoufeelgood.Designaposterencouragingotherstogivethatactivityatry.Note:

UnitFour,ActivityTwofocusesontheconnectionbetweendecisionsandphysicalhealth.

SMART Tip!

t: think deeply And cRiticAlly

Summarizing

Oftenthereareseveralimportantideasratherthanasinglemainidea.Whatdoyoufeelareimportantideasinthisstory?

Ho‘omana‘o ‘o ia i ke kali ‘ana o PÅpÅ a ‘Ånuhenuhe ihola kona ‘ili, a laila, lu‘u kona pÅpÅ me he tutua kai lÅ a ‘auamo aku iÅ Randy ma kona mau po‘ohiwi. ‘A‘ohe pau ko Randy makemake i k‰lÅ pÅ‘ani ‘aka‘aka.

Ua mino‘aka ‘o Randy i kona ‘oni‘oni nui ‘ana iÅ ia ma luna o nÅ po‘ohiwi o kona pÅpÅ me ka hilina‘i i pa‘a nÅ lima o kona pÅpÅ i kona mau wÅwae. Ho‘omaopopo ‘o Randy i ka uhi honu ma ke po‘ohiwi hema o kona pÅpÅ a i lalo o ke kai me he honu maoli lÅ ke ‘ano o ia uhi. Huli mau ‘o Randy i ia uhi inÅ aia lÅua i ke kai.

“Ua hala nØ ia wÅ,” i no‘ono‘o ai ‘o

ho‘okani akula ‘o ia mai loko lilo mai o kona na‘au, “P˘˘˘˘˘˘˘˘˘ . . . ”A he nÅkolo nØ ke kani o kona wahi pË. Hanu hou maila ‘o ia a ‘o kona

pu hou akula nØ ia, “P˘˘˘˘˘˘˘˘˘˘ . . . ”‘A‘ole i emo a lohe maila ‘o ia i nÅ leo paipai a me ka pa‘ipa‘i lima. Holo

maila ‘o Jesse, Kalei a me Maile i ka paia. “HË ka nani o kÅu pË ‘ana,” i ‘uÅ ai ‘o Jesse. “Makemake wau e ho‘Å‘o!”

E kË ana ‘o Randy me ka ho‘omaopopo ‘ana i ko Jesse ho‘ohenehene ‘ana mai iÅ ia i nehinei. Ua ho‘omaopopo ‘o ia i kÅ TËtË kÅne i ‘Ølelo ai, “Nou wale nØ ke koho . . . ” E nÅnÅ aku ana ‘o Randy i ka moana lipolipo a ‘ike maka ‘o ia i kekahi mea e holo ana i ke kai. He honu ia a e pÅ‘ani ana i nÅ nalu. “He hØ‘ailona k‰lÅ wahi honu,” i no‘ono‘o ai ‘o Randy.

Ua hea aku ‘o ia i kona mau hoa aloha me ke aloha. “Mai, mai. E noho pË kÅkou ma ka paia i ‘ane‘i. E hØ‘ike aku wau iÅ ‘oukou i ka hana pËkani.” Naue maila ‘o Jesse, Kalei a me Maile i kahi o Randy ma ka paia.

A mai kahi Åna e noho ai ma kapaone, ua mino‘aka ‘o TËtË kÅne i ka ‘Øpio kÅne Åna i nÅnÅ ai.

SMART Tip!

m: monitoR And fine tune undeRstAnding

Visualizing

Say:As we read, it is important to make pictures in our minds to support our comprehension. What mental images are you making as you read this sec-tion?

Think About It!

Making Character Inferences

Ask:Based on what you have read about Randy’s dad now and when Randy was little, what can you infer about him?

Randy iÅ ia iho. Ua huli ke alo i ka puka aniani a e pÅ ‘olu‘olu ana ka makani i kona maka.

I ko lÅua hØ‘ea ‘ana aku i kahakai ‘o Kaimana, ua noho pË ‘o TËtË kÅne me kona mau hoa aloha i ka wala‘au ‘ana aku ma lalo o ke kumu hau. Ua ho‘omaha lÅkou ma ka ‘oihana, no laila, ‘a‘ohe o lÅkou hopohopo i ka ‘ala ‘ana mai i ke kakahiaka nui.

Ua iho pololei akula ‘o Randy i kai a nÅnÅ akula i ka moana. Unuhi maila ‘o ia i ka pË mai loko mai o kÅna ‘eke a pi‘i a‘ela i luna o ka paia ma ka ‘ao‘ao o ka Natatorium. Ua hele aku ‘o ia i kÅna wahi punahele ma ‘Ø aku o ka paia. E noho ana ‘o ia i ia paia a kauaheahe kona mau maka i ‘Ø a i ‘ane‘i. He kakahiaka nui k‰ia a ‘a‘ole i hØ‘ea mai nÅ kÅnaka mÅlama kai. ‘O nÅ kÅnaka ‘au‘au kai wale nØ nÅ mea ma laila a aia lÅkou ma kahi o ka poe.

He maluhia ke ‘ano o ko Randy na‘au. Ua hÅpai a‘e ‘o ia i ka pË i kona mau lehelehe a me ka ikaika o kona hanu,

NÅ NÈnau no ka Hui Kama‘ilio ‘Ana:

1. Pehea ‘o TËtË KÅne i ho‘ohana ai i ko Randy kahanalu maika‘i ‘ana no ke a‘o ‘ana aku i kekahi ha‘awina iÅ ia?Ka Pahu Hopu o ke KËkÅkËkÅ ‘Ana: Ma loko nØ o ka wÅ ma‘alahi a me ka wÅ pa‘akikÈ o ka nohona nei, he mau koho ko kÅkou no ka hana e hana aku ai. He mana ko kÅkou ma ka ho‘okele ‘ana i kÅ kÅkou hana pono‘È.

2. I kou mana‘o, he aha nÅ mea a TËtË KÅne e kÅlele nui ai i ke a‘o pono ‘ana mai o nÅ keiki i ka ulu ‘ana?Ka Pahu Hopu o ke KËkÅkËkÅ ‘Ana: He mea nui nÅ kÅnaka i hiki iÅ ‘oe ke hilina‘i a na ia kanaka e kØkua aku a kÅko‘oaku iÅ ‘oe. ‘A‘ole na‘e he makua wale nØ ua kanaka nei, akÅ, he mea nui nØ ho‘i nÅ mÅkua.

He Mau Mana‘o no nÅ NÈnau Mo‘omana‘o:

1. I ka ‘ike maila o Randy i ka honu, ua lilo paha ka honu i hØ‘ailona no ka maluhia, ‘oiai, ua komo maila ka maluhia i loko o Randy i ka hÅli‘a ‘ana mai no ka wÅ ‘oli‘oli ona me kona makukÅne. He wahi hÅli‘a anei kou no ka wÅ ‘oli‘oli i mea e kaohi ‘ia ai kÅu hana lele wale? E wehewehe mai.

2. Ke hØ‘eha a i ‘ole ke ho‘ohenehene kekahi kanaka iÅ ‘oe, he aha kÅu e hana aku ai? He koho kËpono paha kÅu hana a i ‘ole he koho kËpono ‘ole paha kÅu hana? No ke aha mai?

No ka Ho‘oma‘ama‘a ‘Ana i ka Mana‘okuhi:

1. He aha ka mana‘o pololei no ka wehewehe ‘ana aku i ko Randy na‘au ma hope o kona ho‘okani ‘ana i ka pË?a. Ua kËnou kona po‘o ma muli o kona mÅluhiluhi loa, ‘oiai, he hana nui

ka ho‘okani ‘ana mai i ka pË.e. Ua hilahila ‘o ia i ke kani kohu pËhi‘u lÅ o kona pË.*i. Ua makemake nui ‘o ia i manawa hou aku no ka ho‘okani hou ‘ana i

ka pË.o. ‘A‘ole he mea nui ke kani kohu pËhi‘u lÅ o kona pË iÅ ia.

2. A‘ole ‘o ka ha‘ina hea mai lalo mai kekahi kumu no ka huhË a weliweli o Randy? a. ‘A‘ole ‘o ia i makemake i ko Jesse ho‘ohenehene ‘ana mai e pili ana i

ke kani o kona pË .e. Ua ho‘ohilahila ‘o ia iÅ ia iho i mua o ke kula holo‘oko‘a.i. Ua ‘eha kona na‘au i ka hele ‘ole o kona ‘ohana holo‘oko‘a.o. Ua ho‘Å‘o ‘o ia e pÅkele aku i ka ho‘i ‘ana aku i ka papa.*

3. He aha ka mana‘o nui o kÅ TËtË KÅne ‘Ølelo iÅ Randy?a. E nÅnÅ wale nØ i kou mau mea ikaika e like ho‘i me ke kahanalu

‘ana.e. He keu a ka maika‘i ‘o kahakai no ka ho‘opoina wale ‘ana aku i nÅ

pilikia.i. Nou wale nØ ke kuleana a me ka mana o ka hana wale aku.*o. E ‘auamo pono i ke kuleana makuakÅne a e hele aku nØ i nÅ hØ‘ike

o nÅ keiki ma ke kula.

4. He ‘oia‘i‘o k‰ia mau mea a pau koe na‘e _________ .a. Ko Randy aloha i kona makuakÅne me ka nÅnÅ ‘ole i nÅ hana hewa

Åna.e. NÅ hÅli‘a ‘oli‘oli o Randy no kona makuakÅne, akÅ, he mau

ho‘omaopopo ‘ino kona no kona makuahine kØlea.*i. Ko Randy ho‘oikaika ‘ana i kona kÅohi ‘ana iho i kona huhË.o. KÅ Randy ‘Ølelo wahahe‘e no kona aloha ‘ole i kona ‘ohana.

5. Ma waena o nÅ koho o lalo nei, he aha ka hopena kËpono no k‰ia mo‘olelo?a. E le‘ale‘a ana ka noho pË ‘ana o nÅ hoaaloha.*e. E ho‘ohenehene hou ana ‘o Jesse iÅ Randy a e mokomoko ana

lÅua.i. E ‘Ø‘ili mai ana ko Randy makuakÅne no ka mihi ‘ana aku iÅ ia.o. E kono ana ‘o TËtËkÅne iÅ lÅkou a pau i kona hale no ka pË pa‘akai.

Mokuna 4 Hana

Teacher Materials

The Teacher Materials for Unit Four Include:

• Unit Four Timeline

• Activity 1: The Decision Tree

• Activity 2: The Body Connection

• Activity 3: Understanding Aggression

• Synthesis Activity: Choose Wisely

Ho‘oikaika Kino

© 2008 by PREL

Unit Four Timeline Hana: What are you doing?

Randy’s Story and the supporting activities for Unit Four emphasize the importance of evaluating situations and considering consequences when making choices. The unit contains information on choices related to physical and emotional health. One activity focuses on the harmful effects of alcohol and drugs on youth, and another activity focuses on appropriate responses in different situations.

Core Component

Description Time Required*

Randy’s Story Teacher’s Guide

Randy is quick to react in anger, both physically and verbally. With the help of his neighbor, he learns that he has the ability to choose his actions and responses. Other themes include decision making, teasing, mixed families, and parental involvement. The Hui Kama‘ilio questions at the end of Randy’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 The Decision Tree

Prevention Emphasis: Decision making, impulsivity, sensation seeking, self control

Core Activity: 1–2 class periods Extension Activities: Variable, (teachers can choose to spend as much time as relevant)

Activity 2 The Body Connection

Prevention Emphasis: Physical health and the effects of alcohol, tobacco, and other drugs

Core Activity: 1–2 class periods Extension Activities: Variable, (teachers can choose to spend as much time as relevant)

Activity 3 Understanding Aggression

Prevention Emphasis: Communication, conflict resolution

Core Activity: 1–2 class periods Extension Activities: Variable, (teachers can choose to spend as much time as relevant)

Synthesis Activity Choose Wisely

Students write poem or perform a song/rap about making healthy choices.

Three 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 Randy’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.

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 1 The Decision Tree

Essential Question/Statement: • How can we evaluate a situation and make sound choices? • How can we resolve dilemmas? Learning Objectives: • Students will be able to identify the elements of decision making and consequences. • Students will demonstrate knowledge of making thoughtful decisions. • Students will understand that they can use resources to make decisions.

Key Vocabulary: • Choice—making a decision when faced with two or more possibilities • Consequence—result or effect of an action • Decision—a choice or judgment • Dilemma—situation when one has to choose between things; a difficult choice • Evaluate—to decide the value or worth of after study • Situation—an event or a particular moment in time

Curriculum Areas: Health Prevention Emphasis: Decision making, impulsivity, sensation seeking, self control

Hawai‘i Content and Performance Standards (HCPS III) Health Standard 6: DECISION MAKING AND GOAL SETTING Use decision making and goal setting skills to enhance health Topic: Decision Making 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.

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Unit 4 Activity 1 Overview

Core Activity

The Decision Tree Step 1: Group Discussion Step 2: Pair or Small Group Activity

Materials (Student Workbook): Decision Tree Worksheets

Extension Activities Making Informed Decisions

Step 1: Group Discussion Step 2: Pair Activity

Materials (Student Workbook): Informed Decision Making Worksheet Good or Bad Choices?

Step 1: Whole Group Activity Materials (Teacher Materials): Good or Bad Choices Cards

Ho‘oikaika Kino

© 2008 by PREL

Core Activity The Decision Tree

Step 1: Group Discussion

Ask students to think about Randy’s Story. Discuss what happened in the story. Ask the class to tell you some key events in the beginning of the story. Target responses: Randy wanted his father to come to the May Day show; Randy blew the pū and it made a fut sound; Jesse teased Randy; Randy hit Jesse; Randy got in trouble with the principal.

Ask students: 1. When Randy made a choice to hit Jesse in the story, what was the consequence of

his choice? Target responses: He got in trouble with the principal; the principal called his father; his father was unhappy.

2. What do you think it means to “be prepared to face the consequences” of your decision? Target response: Thinking ahead about what could happen when you choose to do something and being ready for that

Draw the diagram below on the board or on chart paper. Discuss with students that in many situations we can make several different choices. We can evaluate the situation to think about the choices. Each choice will have some consequence. Some choices will have more than one consequence. Some consequences may be good and some may be bad. Sometimes we find ourselves in a dilemma. A dilemma is a situation where someone has to make a difficult choice. Sometimes we have a dilemma when more than one choice appeals to us.

SITUATION

CHOICE CHOICE CHOICE

Consequences Consequences Consequences

Ho‘oikaika Kino

© 2008 by PREL

Step 2: Pair or Small Group Activity

Students use the Decision Tree Worksheet (Student Workbook). Go over the sample decision on page 1 of the Decision Tree Worksheet. Talk with students about the choices Kaipo can make in this situation and how each choice has a consequence. Discuss how Kaipo can evaluate the consequences before making a decision. Ask each pair to fill in the blank saying what they think Kaipo should do. Ask each pair to answer the questions on all three pages of the worksheet. Assist student pairs as they make their decision trees on pages 2 and 3 of the worksheet. After students have finished the worksheet, discuss the choices, consequences, and decisions they listed for each scenario. Ask groups to volunteer their answers, and ask students if they came up with similar or different factors and consequences.

Extension Activity Making Informed Decisions

Step 1: Group Discussion

Discuss with students:

Sometimes we may not have all the information to make a good decision. We may need to do some research and find some resources to help us figure out the factors and consequences. For instance, when we evaluate situations that affect our health or safety, we may need to find out things from adults. Let’s think about the resources we have when we need to find information. Mention the fact that it is okay to ask for help if you don’t know about a topic but need to make a decision about it.

Ask students:

Who can help you to make a good decision? What additional information might you need before making a decision?

1. Name some people that can help when you need additional information to make a decision. Target responses: family members, teachers, friends, doctors

2. Name some places you can look up information. Target responses: books, the Internet, magazines

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Step 2: Pair Activity

Students use Informed Decisions Worksheet (Student Workbook)

Discuss the types of resources we can use if we need help making a decision. The worksheet lists Human Resources (teachers, family members, kupuna, counselors, friends), Print Resources (books, pamphlets, magazines, yellow pages) and Non-Print Resources (Internet, telephone help lines, videos)

Ask each pair to follow directions and fill out the worksheet. Clarify directions on the worksheet if necessary. After each pair has completed the activity, ask students to discuss their answers.

Extension Activity Good or Bad Choices?

Step 1: Whole Group Activity

Cut the Good or Bad Choice Strips along the perforated lines. Give each student one strip and ask if their strip has good or bad choices. 1. On the board, write the word HEALTH. Ask the student with strips that say HEALTH to come up. If they have a BAD HEALTH CHOICE, they should go to one side of the board. If they have a GOOD HEALTH choice they should go to the other. Once students decide where they should stand, ask them to read their choices. Ask a few students to discuss the consequences of their choice. 2. Repeat the activity with SOCIAL CHOICES on the board. If you have less than 20 students, some students can take a HEALTH strip and a SOCIAL CHOICES strip and participate in both groups.

Ho‘oikaika Kino

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Unit 4 Activity 1 Good or Bad Choice Strips

TEACHER DIRECTIONS: Cut out these strips and give one to each student. Ask students to consider whether the card they got shows good or bad choices. 1. On the board, write the word HEALTH. Ask the student with strips that say HEALTH to come up. If they have a BAD HEALTH CHOICE, they should go to one side of the board. If they have a GOOD HEALTH choice, they should go to the other. Once students decide where they should stand, ask them to read their choices. Ask a few students to discuss the consequences of their choice. 2. Repeat the activity with SOCIAL CHOICES on the board. If you have less than 20 students, some students can take a HEALTH strip and a SOCIAL CHOICES strip and participate in both groups.

HEALTH: 1. Eating too much candy

HEALTH: 2. Watching a lot of TV

HEALTH: 3. Smoking cigarettes

HEALTH: 4. Drinking too much alcohol

HEALTH: 5. Experimenting with drugs

HEALTH: 6. Failing to express feelings such as worry and fear

HEALTH 7. Doing things you enjoy to reduce stress

HEALTH: 8. Eating healthy

HEALTH: 9. Getting enough rest

HEALTH: 10. Exercising regularly

SOCIAL CHOICES 1. Shoplifting a CD

SOCIAL CHOICES 2. Ganging up on someone

SOCIAL CHOICES 3. Picking a fight

SOCIAL CHOICES: 4. Smoking a cigarette because someone else is

SOCIAL CHOICES: 5. Reaching out to someone who needs a friend

SOCIAL CHOICES: 6. Saying “no” when you don’t want to try alcohol because of peer pressure

SOCIAL CHOICES: 7. Telling the truth

SOCIAL CHOICES: 8. Helping your family

SOCIAL CHOICES: 9. Not cutting school

SOCIAL CHOICES: 10. Cheating on a test

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 2 The Body Connection

Essential Question/Statement: • What are some different kinds of drugs? How are drugs misused? • What are some of the physical effects of alcohol and tobacco on the body? • How do drugs harm a youth's developing body? Learning Objectives: • Students will differentiate between legal and illegal drugs. • Students will understand how drugs can be misused. • Students will identify how alcohol and tobacco affect the body. Key Vocabulary: • Abuse—making excessive or habitual use of a substance • Drug/substance—a substance that has an effect on the body and mind when taken

into the body • Illegal—not permitted by law or established rules • Legal—permitted by law or established rules • Misuse—use for purposes that are not intended • Prescription—a written direction or order for the preparation and use of a medicine

Curriculum Areas: Health Prevention Emphasis: Physical health and the effects of alcohol, tobacco, & other drugs

Hawai‘i Content and Performance Standards (HCPS III) Health Standard 1: CORE CONCEPTS Understand concepts related to health promotion and disease prevention Topic: Tobacco-Free Lifestyle Topic: Alcohol and Other Drug-Free Lifestyle 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.

Ho‘oikaika Kino

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Unit 4 Activity 2 Overview

Core Activity The Body Connection

Step 1: Group Discussion Step 2: Whole Group Activity

Materials (Student Workbook): What Kind of Drug is it? Worksheet Materials (Teacher Materials): What Kind of Drug is it? overhead transparency

Extension Activity Facts About Alcohol and Tobacco

Step 1: Group Discussion Step 2: Whole Group, Small Group, or Pair Activity

Materials (Teacher Materials and Student Workbook): Alcohol Fact Sheet and Tobacco Fact Sheet

Materials (Student Workbook): The Facts Are… Worksheet

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Core Activity The Body Connection

Step 1: Group Discussion NOTE TO TEACHER: Before having this discussion, you may want to talk to students about confidentiality. You can explain that if they want to share information about alcohol or drug use they have seen or heard of, they should not use people’s names or reveal people’s identities in the class setting. For more information on the topic of drug use and appropriate ways to address issues with students, you can visit www.kidshealth.org/kid/grow/drugs_alcohol/know_drugs.html.

Discuss with students: 1. Drugs are substances that alter the body or mind when they are put in the body.

Drugs include pills, drinks, medicines, and inhalants. 2. Drugs are used for many reasons. When you go to the doctor, you sometimes get

“prescription medicine.” These are drugs that help you cure illnesses in your bodies. These prescription medicines can be used in acceptable ways for curing illnesses or in bad ways to change how your body feels. Prescription medicines can be bad for you if they are not used for the particular purpose that your doctor prescribed.

3. There are also over-the-counter drugs that you can get without a prescription that can be harmful if used inappropriately. Just because something is sold over the counter, does not mean it is safe to use. It should be used as directed.

Ask students; 1. We have discussed prescription medicine being a drug that can be used in acceptable

ways and bad ways. What are some other drugs you know of that are commonly used in acceptable ways? Target responses: over-the-counter medicines like cold medicine, Tylenol, aspirin (If students mention illegal drugs as they answer this question, note that you will cover that topic next.)

2. What is the difference between legal and illegal drugs? Target responses: The medicines that we talked about like prescription drugs and over-the-counter medicines are legal drugs. Legal drugs are substances we can use without breaking the law. Alcohol is legal to use for people over 21, and tobacco is legal to use for people over 18. Illegal drugs are drugs that are not acceptable to use in any way. They are generally very harmful to the body.

3. How do people misuse or abuse legal drugs? Target responses: A legal drug is misused when it is used in ways that it was not meant to be used. For instance, if someone uses a prescription drug for a purpose other than for what it was prescribed, that is misuse. People abuse legal drugs when they use it excessively (too much or too often).

4. Where can you get legal drugs, like prescription medicines? Target responses: You can get legal drugs like medicine from the drug store or from your doctor’s office. You can get legal drugs like tobacco and alcohol in grocery stores, but you have to be a certain age (18 or 21) to buy those legally.

5. What is drug abuse? Target response: Drug abuse is when a drug is used in a way that causes harm to the body.

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Step 2: Whole Group Activity

1. Use the What Kind of Drug Is It? overhead transparency to discuss different types

of substances, whether they are legal or illegal, and how they can be used and misused.

2. Ask students to call out the answers and record them on the overhead. 3. Students can follow along on their What Kind of Drug Is It? Worksheet (Student

Workbook).

Ho‘oikaika Kino

© 2008 by PREL

Extension Activity Facts About Alcohol and Tobacco

Step 1: Group Discussion

Students refer to the Alcohol Fact Sheet and Tobacco Fact Sheet (Teacher Materials and Student Workbook).

NOTE TO TEACHERS: 1. The Alcohol Fact Sheet and the Tobacco Fact Sheet were compiled from information

taken from websites and books focused on preventing youth substance use. 2. There is a list of websites in the teacher resources for this lesson. If you would like

additional information on presenting this information, or would like to do additional activities with students, please refer to these websites.

Discuss with students: Alcohol and tobacco are drugs that we see used around us commonly. Those are substances that are legal for people to use when they are a certain age. These drugs can be especially harmful for young people because they affect the developing body. Let’s take a look at the Fact Sheets on Alcohol and Tobacco to see how these drugs affect the body.

For these questions, have students refer to the Alcohol Fact Sheet and Tobacco Fact Sheet that are in the student workbook. You may want to go over these four questions separately for each substance (For instance, ask and answer the questions in relation to alcohol and then do the same for tobacco.). 1. What is the legal age to use alcohol or tobacco>? 2. What are some ways that alcohol or tobacco travels through the body? 3. What are some of the long term effects of alcohol or tobacco? 4. How does alcohol or tobacco affect younger, developing bodies?

Step 2: Whole Group, Small Group or Pair Activity

Students use the Alcohol Fact Sheet and the Tobacco Fact Sheet (Student Workbook). Students write on The Facts Are… Worksheet (Student Workbook). If you would like to reinforce the concepts students learned in the discussion above, have them fill out The Facts Are…Worksheet. This can be done as a whole group, small group, or pair activity.

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Mokuna 4 Ha‘awina 2

HE AHA KˆIA ‘ANO Lı‘AU?

Ka lÅ‘au KË a i ‘ole kË ‘ole i ke kÅnÅwai? (InÅ ‘o ia kË i ke kÅnÅwai, na wai lÅ?)

InÅ ‘o ia kË i ke kÅnÅwai, mai hea mai ia mau lÅ‘au?

‘O ka manawa hea e maika‘i ai k‰ia lÅ‘au? Pehea e ‘ino ai k‰ia lÅ‘au?

1. Ka Tylenol™

2. Ka waina

3. Ka pakalØlØ

4. Ka lÅ‘au a ke kauka e hÅ‘awi ai no ka ma‘i palË

5.

Ka pia

6.

Ka lÅ‘au ikaika no ka ho‘‰mi ‘eha mai ka haukapila mai

7.

Ka NyQuil™

8.

Ka hau ‘ino

9. 10.

Ka paka

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 2

What Kind of Drug Is It? TEACHER KEY

Substance Legal or Illegal? (If it is legal, who is it legal for?)

If it is legal, where do you get it?

Is there a time when it is okay for you to use this drug? How can this drug be misused or abused?

1. Tylenol™

Legal when used as directed on bottle

Drug store, grocery store

It is okay to use this drug for pain, fevers, allergies, colds and flu. Do not take more than the recommended dosage. Taking too much is abusing it.

2. Wine

Legal for people who are 21 and older

Grocery store, liquor store, drug store

It is okay for adults to use this. It can be abused when people drink too much of it regularly.

3. Marijuana

Illegal No It can be abused when people use it

4. Antibiotic prescription medicine for strep throat

Legal if you have a prescription

Doctor’s office or pharmacy

It is okay to use this when and how it is prescribed. Taking it when it is not prescribed, or not following a doctor’s directions can be harmful.

5.

Beer

Legal for people who are 21 and older

Grocery store, liquor store, drug store

It is okay for adults to use this. It can be abused when people drink too much of it regularly.

6.

Painkiller that you get in the hospital

Legal if you have a prescription

Doctor’s office or pharmacy

It is okay to use this when and how it is prescribed. Taking it when it is not prescribed, or not following a doctor’s directions can be harmful.

7.

NyQuil™ Legal when used as directed on bottle

Drug store, grocery store

It is okay to use this drug as directed on the bottle. Different dosages are recommended for children and adults. Taking more than the recommended dosage is misusing it.

8.

Ice (Crystal Meth)

Illegal This drug is highly addictive. Once started, it is very hard for people to stop using this drug. It is very harmful to the body.

9. 10.

Cigarettes

Legal for people over 18

Drug store, grocery store, convenience store

It is legal to smoke if you are over 18. People get easily addicted to this drug and start to need it regularly. This can be very harmful to health.

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 2 ALCOHOL FACT SHEET

Where does alcohol come from?

• Alcohol is usually made from the fruits of plants like fruits, grains, or berries. • Examples of alcohol are beer, wine, and “liquor” such as whiskey.

The Law in Hawai‘i

• Alcohol is legal for purchase and use only by people over 21 years of age. • It is illegal for anyone over the age of 21 years to purchase alcohol and give it

to someone under 21. • It is illegal to operate a motor vehicle while under the influence of alcohol.

How do people take the drug?

• Alcohol is generally in liquid form—something to drink.

How does alcohol travel through the body and affect body functions?

• When you drink alcohol, it: o Is absorbed into the bloodstream. o Starts to affect the brain usually 5–10 minutes after it is swallowed. o Affects the part of the brain that helps us decide if something is

dangerous or embarrassing. • Alcohol gives you a sensation, or feeling, that can:

o Make the drinker feel “buzzed” or excited. o Make the drinker feel relaxed or less stressed initially.

• When this sensation disappears: o The drinker can feel drowsy, sleepy, or down (depressed). o Drinkers may feel that they need more alcohol in order to start

feeling good again. • Alcohol can cause bad breath and body odor:

o Because some alcohol leaves the body through breathing and sweat.

What are some long-term impacts of alcohol use?

• Alcohol can damage the liver and kidneys. o These organs help your body to filter and remove alcohol. The

extra work of removing alcohol can lead to damage and disease. • Alcohol can make people antisocial and damage relationships.

o People who use alcohol are more likely to say and do things that are dangerous, antisocial, and embarrassing to themselves and to those around them.

• Alcohol can result in poor nutrition. o Because alcohol is absorbed mostly in the stomach and small

intestines, it can begin to interfere with the way your body absorbs food.

How does alcohol affect young people?

• When you are under 25, your brain is still developing. Research shows that young people can be affected by alcohol in these ways:

o Younger brains are still building nerve connections that allow them to learn new information and skills. Alcohol can change the “wiring” of the brain, making it harder for a young drinker to learn.

o People who begin drinking at younger ages are more likely to develop an addiction to alcohol.

o Drinking and depression are linked. Youth drinkers may suffer from depression.

For more information go to, Kids Health (Alcohol) http://www.kidshealth.org/kid/stay_healthy/body/alcohol.html

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 2 TOBACCO FACT SHEET

Where does tobacco come from?

• Tobacco is a plant that contains the drug nicotine. • The leaves of the plant are dried for use by people.

The Law in Hawai‘i

• Tobacco is legal for purchase and use only by people over 18 years of age.

How do people take the drug?

• People smoke tobacco in the form of cigarettes, cigars, and pipes. • People also use chewing tobacco, which is not really chewed, but is loose

tobacco that is held in the mouth. How does tobacco travel through the body and affect body functions?

• When you smoke or chew tobacco: o It is absorbed into the bloodstream. o Nicotine travels almost immediately to the brain. o The drug provides an instant sensation or feeling, usually within a

minute of inhaling the smoke. • When the drug reaches the brain:

o The brain sends a signal to the rest of the body that tells it to prepare for an emergency.

o The heart beats faster, blood pressure goes higher and skin temperature cools down.

o For stressed smokers, the nicotine may help them feel relaxed. o For tired smokers, the nicotine may help them feel energetic.

• When smoked, tobacco affects the lungs and throat and can cause: o Fits of coughing. o Lots of gullahs (phlegm).

• When chewed, the tobacco: o Comes in contact with gums and the lining of the mouth, causing the

body to produce more saliva, increasing the need to spit regularly. • The effects of nicotine last between 40 minutes to a couple of hours, so a

smoker will often want to smoke several cigarettes during the day. What are some long-term impacts of tobacco use?

• Tobacco can cause: o Cancer, because tobacco smoke contains many cancer causing

substances that settle inside the body’s breathing tubes and lungs. o Breathing diseases (such as emphysema), because cigarette

smoke contains something called tar that settles on the inside of breathing tubes, eventually damaging the tubes and making it harder for a smoker to breathe.

o Heart disease and stroke, because nicotine causes the heart to beat faster and blood pressure to rise, so the heart and blood vessels begin to suffer from overwork.

• Over time, the person using tobacco gains a tolerance for nicotine. This means that the more a person smokes, the more nicotine a person needs in order to feel the original effect. And, their need continues to increase so that they will need more, … and more, … and more cigarettes.

How does tobacco affect young people?

• Smokers who start at a young age are likely to suffer all of the effects described above, earlier in their lives.

• Secondhand smoke is also a risk for young people who do not smoke themselves, but are around smokers. Breathing the smoke of others can cause breathing illnesses.

For more info go to, Kids Health (Tobacco) http://www.kidshealth.org/kid/watch/house/smoking.html

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 2 Websites With More Information on Alcohol and Tobacco

Information for the Fact Sheets were compiled from the following websites and book.

ALCOHOL 1. Kids Health

http://www.kidshealth.org/kid/stay_healthy/body/alcohol.html 2. “Parents: The Anti-Drug”

http://www.theantidrug.com/drug_info/ 3. American Council on Drug Education

http://www.acde.org/educate/Research.htm

TOBACCO

1. Kids Health (Tobacco) http://www.kidshealth.org/kid/watch/house/smoking.html

2. Hawai‘i Dept of Health – Tobacco Prevention Fact Sheets http://www.hawaii.gov/health/healthy-lifestyles/tobacco/resources/factsheets/HealthCon.pdf

3. QUIT: Victorian Smoking and Health Program (Australia) http://www.quit.org.au/index2.html

4. Toward a Healthy Hawai'i 2010: Hawai‘i Statewide Report – Healthy Lifestyles http://www.hawaiioutcomes.org/Healthy%20Hawaii%202010_CHP_Release2%20pdf.htm

5. “Parents: The Anti-Drug” http://www.theantidrug.com/drug_info/drug_info_tobacco.asp

6. American Council on Drug Education http://www.acde.org/educate/Research.htm

Books: “Just Say Know: Talking With Kids About Drugs and Alcohol” Kuhn, C., Swartzwelder, S. and Wilson, W. (2002) W.W. Norton & Co., New York.

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 3 Understanding Aggression

Essential Question/Statement: • How can we control the emotions that lead to aggression? • What are some appropriate responses we can have to situations that make us angry

instead of aggression?

Learning Objectives: • Students will understand what causes aggression and how aggressive behaviors

“look,” “sound,” and “feel.” • Students will learn how there are different appropriate ways to respond depending on

the consequences of the situation.

Key Vocabulary: • Aggression—hostile or destructive behavior • Aggressive behavior—actions that hurt others using your words or body, often

caused by being hurt or frustrated • Assertive behavior—confidently sharing thoughts and feelings • Passive behavior—going along with others though they disagree, doesn’t share their

ideas because they think others won’t like them

Curriculum Areas: Health and Language Arts Prevention Emphasis: Communication, conflict resolution

Hawai‘i Content and Performance Standards (HCPS III) Health Standard 5: INTERPERSONAL COMMUNICATION Use interpersonal communication skills to enhance health Topic: Promoting Safety and Preventing Violence and Unintentional Injury 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.

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 3 Overview

Core Activity

Understanding Aggression Step 1: Group Discussion Step 2: Pair Activity

Materials (Student Workbook): Anger and Aggression Worksheet Step 3: Group Discussion

Materials (Teacher Materials): Forms of Aggression overhead transparency and Teacher Key

Materials (Teacher Materials): Appropriate Reponses overhead transparency Materials (Teacher Materials): Recognizing Responses overhead transparency

Extension Activity Don’t Be Aggressive, Be ____________!

Step 1: Group Discussion Step 2: Pair or Individual Activity

Materials (Student Workbook): Don’t Be Aggressive, Be ______! Worksheet

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Core Activity Understanding Aggression

Step 1: Group Discussion

Write these questions on the board and start by asking students to think about them: 1. When was the last time you got angry? 2. What prompted you to get angry? 3. What did you do? Give students a few minutes to think about their responses. Ask students to volunteer to answer the questions. Write their responses on an overhead transparency or on the board.

Step 2: Pair Activity

Students use Anger and Aggression Worksheet (Student Workbook).

Read this passage from Randy’s Story. Read it aloud with the class or ask students to read it on their own (this passage is on the worksheet). Randy shifted his weight from his right foot as the music teacher looked at him and nodded. With a deep breath, he pressed his lips tightly together, lifted the pū, and blew with all his might. Oh, no! The sound of the pū came out flat, sounding like a very loud fut. Some of his classmates started giggling as they rose to approach the stage. Mrs. Char clapped her hands for their attention and the giggles died out. As his classmates began their hula kahiko in honor of King Kalākaua, Randy sat down with the other pū blowers and bowed his head in shame. After the program, the cafeteria staff set out juice and cookies for everyone. Jesse poked Randy in the side and teased him loudly, “Wow brah, that pū was one big fut!” Jesse laughed. Randy punched his arm and yelled, “Shut up Jesse. Why, you think you can do better?” Randy felt warm as his anger grew. He deliberately punched Jesse’s shoulder again, and Jesse fell against Kalei, who was standing next in line.

After pairs of students fill out the sheet, discuss their answers: Discuss the definition of aggression and aggressive behaviors. They are hostile behaviors and actions that hurt others using your words or body. People act aggressively sometimes when they feel hurt or frustrated. Review each question on the worksheet: 1. What “igniting event” prompted Randy to get angry?

Ho‘oikaika Kino

© 2008 by PREL

(If you have completed Unit One, you can connect the concept of an igniting event to the Unit 1 Activity 2 Understanding Anger.) Target responses: the loud fut sound from his pū at the public event, the giggles from his classmates, Jesse poking him in the chest, Jesse teasing him loudly

2. What did Randy think and feel? Target response: Randy felt angry and hot. (Discuss how people start thinking and feeling at the same time and the two things contribute to each other. The text provides clues that he felt ashamed and his anger started to grow.)

3. What did Randy do and say?

Target response: He told Jesse to shut up and punched him.

Step 3: Group Discussion

Project the Forms of Aggression overhead transparency. (Teacher Key is provided.) Discuss the questions about aggression on the overhead with students and write in the answers that students tell you. There are target responses on a teacher key: 1. What does it SOUND like? 2. What does it LOOK like? 3. What does it FEEL like emotionally? 4. What do you THINK when you are feeling aggressive?

After filling out the overhead, connect the concepts back to Randy’s behavior 1. Ask students to help you find clues that show Randy’s actions were aggressive:

Target responses: Randy reacted aggressively when he punched Jesse the first time, when Randy yelled at Jesse, and when Randy punched Jesse again—hard enough to fall against Kalei.

2. What does Randy want? Target responses: He wanted Jesse to stop teasing him; he wanted to not feel “shame” or embarrassed anymore; he wanted to play the pū better; he wanted to forget about what happened earlier, etc.

3. Did Randy get what he wanted? If you read further in the story, you’ll see that Randy didn’t get any of the things he may have wanted. What he did get was a trip to the principal’s office, detention after school, and even more people teasing him about his pū blowing skills, and when the principal called his dad at work, he got his dad angry at him too.

Ho‘oikaika Kino

© 2008 by PREL

Discuss with students: This question, “what do I want?” is an important one to answer before taking action and should be included in the thinking and feeling process. If we can answer this question for ourselves when we get angry, it can help us make choices that will more likely give us what we want.

Show the Appropriate Responses overhead transparency.

Discuss with students: Talk to students about the different ways we can respond to a situation that upsets us. Our responses should take into account what the situation is like. If we are in danger, it is appropriate to respond differently than if the situation is fairly unimportant. There are different times when different responses are appropriate. Define these behaviors: Passive behavior—going along with things and not making a big deal of them Assertive behavior—effectively and confidently sharing thoughts and feelings while thinking about others Using the overhead, discuss how situations can have different consequences. We need to think about whether a situation is important or unimportant and the consequences in the big picture. If the consequence is not that important, a passive response is okay. If the consequences are important, then an assertive response may be appropriate. Aggressive behavior is usually not a useful reaction. If you are in danger, it may be useful to be aggressive, but you have to be careful not to get hurt.

Ask students to come up with some examples of situations that may be unimportant, important, or dangerous. Some ideas are listed below:

Unimportant: Important: Dangerous:

1. Someone cuts in front of you in line 2. Someone accidentally spills a little juice on you 3. You forgot to bring your favorite pencil to school

1. Someone copies your homework and turns it in 2. You see someone destroying school property (e.g., writing graffiti) 3. Someone teases you

1. You feel like you are in physical danger 2. Someone near you is about to step into traffic without looking 3. You see some students about to start fighting

Show the Recognizing Responses overhead transparency. Using the table on the overhead, discuss how different behaviors look. Emphasize that aggressive behaviors are not necessary in most situations. They can create more aggression.

Ho‘oikaika Kino

© 2008 by PREL

Extension Activity Don’t Be Aggressive, Be __________!

Step 1: Group Discussion

Discuss with students: The following activity is about recognizing aggressive behavior and learning how to redirect it into positive behavior. Go over each of the following situations with the class. Have students point out the negative behavior, identify a negative reaction, and suggest a positive response for each situation.

• You didn’t eat breakfast and you’re starving. The lunch line seems like it’s taking

forever to get moving, then someone shoves you and cuts in line. • You are walking down the hall to the bathroom at school and pass a kid that got sent

outside for 10 minutes for misbehaving in class. You sneak a quick look and you’re asked, “What are you looking at, dummy!?!”

• You forgot your new shoes in the trunk of your dad’s car, and he’s already left for work. Your mom makes you wear last year’s pair. Some of your classmates tease you that you’re “out-of-style.”

• It’s recess and you’re out on the playground with the rest of the kids. You notice that a big group of them are getting together to play a game of kickball. One of the team leaders tells you, “You suck! I don’t want you on my team!”

• You are working on a group project about ‘ohana. One of your classmates says something bad about your brother or sister.

Step 2: Pair or Individual Activity

Students use the Don’t Be Aggressive, Be _____! Worksheet.

This can be a pair or individual activity depending on your preference. Go over the directions about choosing an answer and then unscrambling the letters. Give students 15 minutes to complete the worksheet. Have a short discussion after they finish the worksheet. Some discussion questions: • Have you ever found yourself in any of these situations? On the negative or positive

side? • Were there others around? What was their response? • What did it feel like? How did you react?

Word Scramble Activity (Adapted from the Peace Education Foundation, Inc., Miami, FL, 1999.)

Ho‘oikaika Kino

© 2008 by PREL

Mokuna 4 Ha‘awina 3

KE ‘ANO O KA LELE HO‘ONANı

NÅ hana ho‘onanÅ He aha ka mea i LOHE ‘ia?

He aha mea i ‘IKE ‘ia?

He aha ka mea e Pı ai ka na‘au?

He aha ka mea i MANA‘O ‘ia, ke komo mai ka ho‘onanÅ i loko ou?

Ho‘oikaika Kino

© 2007 by PREL 4-26

Mokuna 4 Ha‘awina 3

Nı ‘ANO O KA HO‘ONANı Nı HA‘ INA POLOLEI

NÅ Hana Ho‘onanÅ

He aha ka mea i LOHE ‘ia? • Ka huhË • Ka uluhua • Ke kanikani nui • Ka ‘Ølelo kaulapa ‘ana

He aha ka mea i ‘IKE ‘ia?

• Ka maka ‘ino • Ke kË pa‘akikÈ • Ka pe‘a o nÅ lima • Ke kokoke mai o ke kino • Ka pu‘upu‘u lima

He aha ka mea e Pı ai ka na‘au?

• Maika‘i ‘ole • ‘Eha ka na‘au • Inaina • Ka huli o ka ‘ØpË • Ma‘i ka ‘ØpË

He aha ka mea i MANA‘O ‘ia, ke komo mai ka ho‘onanÅ i loko ou?

• Ka hØ‘eha ‘ana iÅ ha‘i i hØ‘eha ‘ole ‘ia ‘oe • Ka makemake nui i ka lanakila i pÈholo ke keiki

‘‰ a‘e • No‘ono‘o wale nØ ‘oe iÅ ‘oe iho • ‘A‘ohe no‘ono‘o i nÅ hopena

Ho‘oikaika Kino

© 2008 by PREL

Mokuna 4 Ha‘awina 3

NO Nı HıPANE MAIKA‘I ‘OLE

E no‘ono‘o i nÅ HOPENA o ka pilikia ma mua o kÅu koho ‘ana i kÅu hÅpane. ‘A‘ohe pono o nÅ hÅpane ho‘onanÅ i ka hapa nui o nÅ pilikia.

Wiwo ‘Ole Ho‘onanÅ Ha‘aha‘a

He PØ ‘Ino ‘A‘ole he Mea Nui He Mea Nui

Ma loko o ka pilikia, ‘a‘ole he mea nui ka hopena o ia pilikia iÅ

‘oe.

He mea nui nØ ka hopena o ia pilikia.

Ho‘Å‘o nui ‘oe e ho‘oponopono.

‘O ka ‘eha nui o ke kino ka hopena o

k‰ia pilikia.

Ho‘oikaika Kino

© 2008 by PREL

Mokuna 4 Ha‘awina 3

NO KA HO‘OMAOPOPO ‘ANA I Nı HıPANE

Ha‘aha‘a Wiwo ‘Ole Ho‘onanÅ He aha ka mea i LOHE ‘ia?

• ‘¯lelo me ka leo hÅwanawana

• ‘¯lelo hunÅhunÅ ‘ole • ‘¯lelo me ka leo kËpono

• ‘¯lelo nui, ‘a‘ohe ho‘olohe iÅ ha‘i

• ‘¯lelo me ka leo nui loa He aha ka mea i ‘IKE ‘ia?

• ‘A‘ole nÅnÅ pono i nÅ maka

• ‘A‘ole pali ke kua

• NÅnÅ pono ka maka • Ho‘omaha ‘ia ke kino a

hØ‘ike ‘ia ka makemake e kama‘ilio ai

• Maka ‘ino • KË me he pË‘ali koa,

pe‘a ka lima, kË pili loa

He aha ka mea e Pı ai ka na‘au?

• ‘Ae me nÅ kÅnaka ‘‰ a‘e

• HØ‘ike ‘ia nÅ mana‘o me ka ‘olu‘olu i ko ha‘i na‘au

• No‘ono‘o ‘ia kona na‘au pono‘È wale nØ

ıhea ‘oe e koho aku ai i k‰ia hana?

• ‘A‘ole he mea nui ka hopena o k‰ia pilikia, no laila, ‘a‘ohe makemake e ho‘ololi ‘ia nÅ hanana.

• He mea nui ka hopena o k‰ia pilikia, no laila, makemake nui ‘ia ka ho‘ololi ‘ana.

• He mea nui ka maka‘ala ‘ana o ‘eha nui kou kino a i ‘ole kekahi kino ‘‰ a‘e aku.

• E aho ke koho ‘ole i nÅ hana ho‘onanÅ, no ka mea, ho‘onanÅ a‘e k‰ia ‘ano hana i ka pilikia.

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Activity 3 “DON’T BE AGGRESSIVE, BE ______!

TEACHER KEY

Instructions: Read each scenario and figure out which response is positive and most appropriate. Then, unscramble the shaded and underlined letters in the correct response to form a vocabulary word that you learned today. Place that answer on the corresponding line. When you have filled in all the answers, unscramble the boxed letters to come up with the answer to the riddle below.

Scenarios Answer Choices Unscrambled Answer 1. You didn’t eat breakfast and

you’re starving. The lunch line seems like it’s taking forever to get moving, then someone shoves you and cuts in line. You:

a. Tell him/her, “Move it, before I kick you out of line myself!”

b. Shove him/her back and say, “Beat it!” c. Explain that it’s okay to cut, as long

as they ask, and it’s okay with everyone else first.

1.

c. negative

2. You are walking down the hall to the bathroom at school and pass a kid that got sent outside for 10 minutes for misbehaving in class. You sneak a quick look, and you’re asked, “What are you looking at, dummy!?!” You:

a. Snap back in disbelief, “I’m looking at you, dummy!”

b. Say, “Sorry I wasn’t trying to stare at you. I was just wondering why you were out here cruising.”

c. Interrupt the classroom to tell the teacher what the student just called you.

2.

b. redirect

3. You forgot your new shoes in the trunk of your dad’s car, and he’s already left for work. Your mom makes you wear last year’s pair. Some of your classmates tease you that you’re “out-of-style.” You:

a. Tell them you forgot your shoes in your dad’s car, and that it’s okay to wear last year’s shoes, as long as they serve their purpose.

b. Tell them to shut up and mind their own business.

c. Take off one of the shoes and throw it at them in anger.

3.

a. aggressive

4. It’s recess time, and you’re out on the playground with the rest of the kids. You notice that a big group of them are getting together to play a game of kickball. One of the team leaders tells you, “You suck! I don’t want you on my team!” You:

a. Ask the other team leader to be on his/her team, and you can’t wait to kick the ball into that bully’s face!

b. Quietly put your head down in shame and walk away. You didn’t want to play anyway.

c. Tell him/her, “I’m sorry you have to feel that way. I hope you feel better after the game.” Then you play on the other person’s team.

4.

c. passive

5. You are working on a group project about ‘ohana. One of your classmates says something bad about your mom. You:

a. Stomp out of the classroom in tears. b. Explain that you’re hurt and would

appreciate that s/he keep their comments to themselves next time.

c. Pull his/her hair and kick him/her in the shin.

5.

b. positive

“Don’t be aggressive, be A S S E R T I V E !”

Ho‘oikaika Kino

© 2008 by PREL

Unit 4 Synthesis Activity “Choose Wisely”

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 Four to share what they have learned about choosing their actions and decision making skills. 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). • Use decision making and goal setting skills to enhance health (HCPS III Health

Standard #6). • Advocate for personal, family, and community health (HCPS III Health Standard #7). Essential Questions: • Why is decision making an important skill to have in life? • In your own decision making, what factors play important roles? Being right? Being

best for you? Being popular or accepted by others?

Outcomes: Students will describe… • How choices and decisions can affect health in positive and negative ways. • A process for making sound decisions, citing examples and predicting consequences.

Students will be able to… • Use the decision tree to make decisions and weigh potential outcomes. • Choose non-violent alternatives to conflict situations.

Student Tasks and Products • Task One: A poster with text, drawings, and photographs (optional) • Task Two: An original song or rap (performed in class or on tape/computer)

Assessment Tools for Teachers (included in this activity) • HCPS III Assessment Rubrics • Writing Response Rubric • Creative Project Rubric • Participation Rubric

Ho‘oikaika Kino

© 2008 by PREL

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 : E hana ana kāu kula holo‘oko‘a i ka paipai kūkala e pili ana i Ke Koho ‘ana i ka Hana Kūpono no ke Olakino. E haku ana kēlā pae papa, kēia pae papa i nā pono no ke kau ‘ana i ‘ō a i ‘ane‘i ma ke kula. Na kāu wahi kime a nāu nō e haku ana i ka hō‘ike pelaha no ke koho ‘ana i ka hana kūpono no ke olakino. Ka Pahuhopu: ‘O kāu pahuhopu ka haku ‘ana i pelaha e pili ana i ke koho ‘ana i ka hana kūpono no nā haumāna ma kou hānauna. E no‘ono‘o i ka pō‘aiapili ma‘a mau e pilikia ai nā ‘ōpio. E ho‘ohana aku i ke Kumu Koho no ka hō‘ike ‘ana mai i nā ‘ano koho like ‘ole a me ko lākou hopena ma loko nō o ia pō‘aiapili. Ke Anaina: ‘O nā haumāna o ke kula ha‘aha‘a papa 3-6 a me ke kula waena ka pae papa no kēia ha‘awina. Ka Hua/Hō‘ike a me ke Kumuhana: E hana ana ‘oe ‘o ‘oe ho‘okahi a i ‘ole ma ka hui no ka haku ‘ana i ka pelaha nāna e hō‘ike i kekahi pō‘aiapili a me nā hana kūpono e koho ai i loko o ia pō‘aiapili. E aho paha ka ho‘ohana ‘ana mai i kēia mau kumumana‘o: ▪ Pehea e koho ai i ka hana kūpono (e la‘a me ka ho‘ohana ‘ana i ke Kumu Koho). ▪ Pehea e ke‘ake‘a ai i nā koho lele ulu wale a i ‘ole ho‘onanā. ▪ Pehea e hō‘alo ai i nā koho e ‘eha ai ke kino (e la‘a me ka hana ‘ana i ka lā‘au ‘ino a me ka inu ‘ana i ka lama). Nā Ana A‘o a me nā Koina no ke Kō ‘Ana: He mea nui ka ho‘okomo ‘ana i ka ‘ike o ke kumuhana, ka palapala ‘ōlelo, nā kahaki‘i, a me nā ki‘i kāko‘o no ka pelaha ma kāu paipai kūkala. Penei e loiloi ai nā kumu i kēia pāhana: ▪ Ke Analoi Ana Ho‘ohālikelike HCPS III ▪ Ke Analoi Kākau ▪ Ke Analoi Pāhana No‘ono‘o Hana ▪ Ke Analoi Kuleana

Ho‘oikaika Kino

© 2008 by PREL

Ka Ha‘awina ‘Alua

Ka Pō‘aiapil i : E hana ana kāu kula holo‘oko‘a i ka paipai kūkala e pili ana i Ke Koho ‘ana i ka Hana Kūpono no ke Olakino. E haku ana kēlā pae papa, kēia pae papa i nā pono e kau ai i ‘ō a i ‘ane‘i ma ke kula. Na kāu wahi kime a nāu nō e haku ana i ke mele a i ‘ole ke oli no ke koho ‘ana i ka hana kūpono no ke olakino. Ka Pahuhopu: ‘O kāu pahuhopu ka haku ‘ana he mele, he oli a i ‘ole he pāleoleo e pili ana i ke koho ‘ana i ka hana kūpono. Hiki ke hīmeni ‘ia ‘o ia i mua o ka po‘e (kāu wahi papa paha) a i ‘ole hiki ke pa‘a ‘ē ka leo ma ka lola a i ‘ole ka pā sēdē. Ke Anaina: ‘O nā haumāna o ke kula ha‘aha‘a a me ke kula waena ka pae papa no kēia ha‘awina. Ka Hua/Hō‘ike a me ke Kumuhana: E hana ana ‘oe ‘o ‘oe ho‘okahi a i ‘ole ma ka hui no ka haku ‘ana he mele, he oli a i ‘ole he pāleoleo nāna e hō‘ike i kekahi mea i ke anaina e pili ana i: ▪ Ke koho ‘ana i ka hana kūpono (e la‘a me ka ho‘ohana ‘ana i ke Kumu Koho). ▪ Ke ke‘ake‘a ‘ana i nā koho lele ulu wale a i ‘ole ho‘onanā. ▪ Ka hō‘alo ‘ana i nā koho e ‘eha ai ke kino (e la‘a me ka hana ‘ana i ka lā‘au ‘ino a me ka inu ‘ana i ka lama). E hō‘ike ‘oe i ka mea āu e haku ana i mua o ke anaina ma o kāu ho‘okani ‘ana a i ‘ole ka ho‘okani ‘ana a ka lola a i ‘ole ka pā sēdē. He mea ko‘iko‘i kāu haku ‘ana i nā hua ‘ōlelo pono‘ī, akā hiki ke ho‘ohana ‘ia ke ‘ea o ia mele me kekahi mele e kū nei. Nā Ana A‘o a me nā Koina no ke Kō ‘Ana: I loko nō o kāu mele, kāu oli a i ‘ole kāu pāleoleo, he mea ko‘iko‘i ka ho‘okomo ‘ana i ka ‘ike o kēia kumuhana, a he mea ko‘iko‘i nō ho‘i ka ‘apo ‘ana o ke anaina i ia ‘ike. 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

Ho‘oikaika Kino

© 2008 by PREL

Nā Analoi Ke Analoi HCPS I I I : Ke Olakino Ke Ana Ho‘ohālike Olakino 1 ‒ KA ‘IKE KO‘IKO‘I : Ka ‘a‘apo ‘ana i 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.3-5.1.4

Ho‘omōakaaka ‘ia nā hanana ‘a‘a a me nā ka‘akālai no ka hō‘alo ‘ana i ia ‘ano hanana.

Kālailai ‘ia nā hanana (ka hana lele ulu wale, ka ‘imi ‘ana i ka mea ho‘okāhāhā) weliweli paha a me ka pilina o nā ka‘akālai e ka‘eka‘e ana i ia ‘ano hanana, e la‘a me ke koho ‘ana mai a me ke kāohi ‘ana iho.

6‒8 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.

Ho‘omōakaaka ‘ia nā koho a me ka hopena o ia mau koho i ke kuhi ‘ana i nā hana olapono ‘ole.

6‒8 HE.6-8.1.9

Ho‘omaopopo ‘ia nā koho e hiki 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 hō‘alo ‘ana a i ‘ole ka ho‘ēmi ‘ana i ka pu‘umake, ke koho ‘ia ka hana.

He ‘ ike kiko‘ī loa ko ka pāhana e wehewehe ana i :

▪ Ka pilina o ke koho ‘ana a me ke olakino maika‘i.

▪ Nā ka‘akālai no ka ho‘ēmi ‘ana mai i nā pu‘umake, ke koho ‘ia ka hana (6-8)

He ‘ ike kiko‘ī ko ka pāhana e wehewehe ana i :

▪ Ka pilina o ke koho ‘ana a me ke olakino maika‘i.

▪ Nā ka‘akālai no ka ho‘ēmi ‘ana mai i nā pu‘umake ke koho ‘ia ka hana (6-8)

He ‘ ike l i ‘ i l i ‘ i ko ka pāhana e wehewehe ana i :

▪ Ka pilina o ke koho ‘ana a me ke olakino maika‘i.

▪ Nā ka‘akālai no ka ho‘ēmi ‘ana mai i nā pu‘umake ke koho ‘ia ka hana (6-8)

‘A ‘ole nui ka ‘ike o ka pāhana e wehewehe ana i:

▪ Ka pilina o ke koho ‘ana a me ke olakino maika‘i.

▪ Nā ka‘akālai no ka ho‘ēmi ‘ana mai i nā pu‘umake ke koho ‘ia ka hana (6-8)

Ho‘oikaika Kino

© 2008 by PREL

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.

Ho‘omōakaaka ‘ia nā ka‘akālai e la‘a me ka hō‘ike mana‘o ‘ana me ka maika‘i a me ka ho‘oponopono ‘ana a he mau mea nō kēia no ka ho‘ēmi ‘ana mai i ka hana ‘ino e la‘a me ka ho‘onanā.

3‒5 HE.3-5.3.2

Kaupaona ‘ia nā hana palekana, ‘a‘a a ho‘opō‘ino i ke kanaka pono‘ī a me nā kānaka ‘ē a‘e.

Ho‘omōakaaka ‘ia ka pilina o ka ho‘onanā ‘ana, ke hana lele ulu wale, a me ka ‘imi ‘ana i ka mea ho‘okāhāhā a he mau hana nō lākou me ka hopena i ke olakino a me/a i ‘ole i ka hō‘eha ‘ana i nā kānaka ‘ē a‘e.

6‒8 HE.6-8.3.1

Wehewehe ‘ia nā hana ma‘amau pono‘ī no ke kāohi ‘ana i ka ‘alo‘ahia a wehewehe ‘ia nā ka‘akālai no ka ho‘okele ‘ana i ia ‘alo‘ahia.

Wehewehe ‘ia ke koho ‘ana a me ka ho‘oponopono ‘ana me ka mana‘o, he mau ka‘akālai miki‘ala lākou no ke ka‘a ‘ana mai i ke olakino maika‘i.

Nui nā ka‘akālai ma ka pāhana no ka hō‘alo ‘ana i nā ‘eha o ka hana pu‘umake a me ka wā pu‘umake a i ‘ole ho‘ēmi i ka pu‘umake (ka ho‘onanā ‘ana, ka hana lele ulu wale, ka ‘imi ‘ana i ka mea ho‘okāhāhā.

Hō‘ike ‘ia nā ka‘akālai ma ka pāhana no ka hō‘alo ‘ana i nā ‘eha o ka hana pu‘umake a me ka wā pu‘umake a i ‘ole ho‘ēmi i ka pu‘umake (ka ho‘onanā ‘ana, ka hana lele ulu wale, ka ‘imi ‘ana i ka mea ho‘okāhāhā.

‘A‘ole nui nā ka‘akālai ma ka pāhana no ka hō‘alo ‘ana i nā ‘eha o ka hana pu‘umake a me ka wā pu‘umake a i ‘ole ho‘ēmi i ka pu‘umake (ka ho‘onanā ‘ana, ka hana lele ulu wale, ka ‘imi ‘ana i ka mea ho‘okāhāhā.

‘U‘uku wale nō nā ka‘akālai ma ka pāhana no ka hō‘alo ‘ana i nā ‘eha o ka hana pu‘umake a me ka wā pu‘umake a i ‘ole ho‘ēmi i ka pu‘umake (ka ho‘onanā ‘ana, ka hana lele ulu wale, ka ‘imi ‘ana i ka mea ho‘okāhāhā.

Ho‘oikaika Kino

© 2008 by PREL

Ke Analo i HCPS I I I : Ke Olakino (Ho‘omau ‘ ia)

Ke Ana Ho‘ohālikelike 5 ‒ KA HŌ‘IKE MANA‘O O KA HO‘OPILIKĀNAKA: 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.3-5.5.2

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

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), a na kēia ka‘akālai e ke‘ake‘a ana i nā hana ho‘onanā ma loko nō o ka ho‘oponopono ‘ana i nā hakakā.

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‘ī.

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.

6‒8 HE.6-8.5.3

Kuhi ‘ia ke kumu o ka hakakā ‘ana a pili paha

Hō‘ike ‘ia ka ‘apomana‘o ‘ana i ke kumu o ka hakakā ‘ana nāna i

I nā manawa a pau, ho‘ohana ka haumāna i ka hana kūpono no ka hō‘ike ‘ana aku i kona mana‘o a kūpono nō ho‘i kona ‘ano no ka ho‘oponopono ‘ana i nā hakakā.

Ho‘ohana pinepine ka haumāna i ka hana kūpono no ka hō‘ike ‘ana aku i kona mana‘o a kūpono pinepine kona ‘ano no ka ho‘oponopono ‘ana i nā hakakā.

I kekahi manawa, ho‘ohana ka haumāna i ka hana kūpono no ka hō‘ike ‘ana aku i kona mana‘o a i kekahi manawa, kūpono kona ‘ano no ka ho‘oponopono ‘ana i nā hakakā.

Kāka‘ikahi ka ho‘ohana ‘ana a ka haumāna i ka hana kūpono no ka hō‘ike ‘ana aku i kona mana‘o a kāka‘ikahi nō ho‘i ke kūpono o kona ‘ano no ka ho‘oponopono ‘ana i nā hakakā.

Ho‘oikaika Kino

© 2008 by PREL

ia kumu i ke kanaka pono‘ī, ka ‘ohana, a me ke kaiaulu.

ho‘omohala i ka hana ho‘onanā a uluulu.

Ho‘oikaika Kino

© 2008 by PREL

Ke Ana Ho‘ohālikelike Olakino 6 ‒ KE KOHO ‘ANA A ME KA HO‘OHOLO PAHUHOPU ‘ANA: Ho‘ohana ‘ia ke koho ‘ana a me ka ho‘oholo pahuhopu ‘ana no ka ho‘omaika‘i ‘ana i ke 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.3-5.6.1Kuhi ‘ia nā māhele o ke ka‘ina hana ho‘oholo e pili ai nā mea ko‘iko‘i o ke olakino.

Kuhi ‘ia ke ka‘ina hana ho‘oholo nona ka ho‘oikaika i ke olakino kūpono.

3‒5 HE.3.5.6.2Kaupaona ‘ia nā koho e pili ai nā mea ko‘iko‘i o ke olakino.

Kaupaona ‘ia nā koho no ka ho‘oponopono ‘ana i nā hakakā.

6‒8 HE.6-8.6.1Ho‘omōakaaka ‘ia ke ka‘ina hana ho‘oholo no nā mea ko‘iko‘i o ke olakino.

Kuhi ‘ia a ho‘ohana ‘ia nā ka‘ina hana ho‘oholo i mea e koho pono ai no ke olakino pono‘ī.

6‒8 HE.6-8.6.2 Loiloi ‘ia nā koho olakino a me ka hopena o ia mau koho no ke kanaka pono‘ī a me nā kānaka ‘ē a‘e.

Kaupaona ‘ia nā hopena maika‘i a maika‘i ‘ole ma muli o ke koho ‘ana i kekahi mea.

Hō‘ike ka haumāna i ka ‘apomana‘o ikaika a mōakāka e pili ana i ka pilina o nā koho no ka ho‘oponopono ‘ana i nā hakakā a me ka hopena maika‘i a maika‘i ‘ole nona iho a no nā kānaka ‘ē a‘e nō ho‘i.

Hō‘ike ka haumāna i ka ‘apomana‘o no ka pilina o nā koho no ka ho‘oponopono ‘ana i nā hakakā a me ka hopena maika‘i a maika‘i ‘ole nona iho a no nā kānaka ‘ē a‘e nō ho‘i.

Hō‘ike ka haumāna i kekahi ‘apomana‘o no ka pilina o nā koho no ka ho‘oponopono ‘ana i nā hakakā a me ka hopena maika‘i a maika‘i ‘ole nona iho a no nā kānaka ‘ē a‘e nō ho‘i.

Hō‘ike ka haumāna i ‘apomana‘o ‘u‘uku wale nō no ka pilina o nā koho no ka ho‘oponopono ‘ana i nā hakakā a me ka hopena maika‘i a maika‘i ‘ole nona iho a no nā kānaka ‘ē a‘e nō ho‘i.

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.

Ma o ka pāhana kākau no‘ono‘ono hana, hō‘ike ‘ia aku nā mana‘o paipai no ke koho pono ‘ana i nā hana olakino ma loko nō o nā pō‘aiapili like ‘ole (e la‘a me kēia: ka ho‘onanā ‘ana, ka hana lele ulu wale, ka ‘imi hana).

I nā manawa a pau, hō‘ike le‘a ka haumāna i nā hana ho‘ohua loa no ka ho‘okō ‘ana i ka ha‘awina ‘o ka paipai ‘ana i nā koho olakino kūpono.

Hō‘ike ka haumāna i nā hana ho‘ohua no ka ho‘okō ‘ana i ka ha‘awina ‘o ka paipai ‘ana i nā koho olakino kūpono.

‘Ano hō‘ike ka haumāna i nā hana ‘ano ho‘ohua no ka ho‘okō ‘ana i ka ha‘awina ‘o ka paipai ‘ana i nā koho olakino kūpono.

Hō‘ike li‘ili‘i ka haumāna i ka hana ho‘ohua li‘ili‘i wale nō no ka ho‘okō ‘ana i ka ha‘awina ‘o ka paipai ‘ana i nā koho olakino kūpono.

Ho‘oikaika Kino

© 2008 by PREL

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.

Ma o ka pāhana kākau no‘ono‘ono hana, hō‘ike ‘ia aku nā mana‘o paipai no ke koho pono ‘ana i nā hana olakino ma loko nō o nā pō‘aiapili like ‘ole (e la‘a me kēia: ka ho‘onanā ‘ana, ka hana lele ulu wale, ka ‘imi hana).

6‒8 HE.6-

8.7.2Ho‘ohana ‘ia nā hana kūpono no ke kūkala ‘ana aku i ka ‘ike a me ka mana‘o pololei no ke olakino.

Haku ‘ia ka poema, ke mele, a i ‘ole ke oli o ke au nei nāna e kāko‘o i nā ka‘akālai miki‘ala e la‘a me kēia: ke koho ‘ana, ka hō‘ike ‘ana aku i ka mana‘o, a me ka ho‘oponopono ‘ana i ka hakakā i mea e olakino pono ai.

I nā manawa a pau, hō‘ike le‘a ka haumāna i nā hana ho‘ohua loa no ka ho‘okō ‘ana i ka ha‘awina ‘o ka paipai ‘ana i nā koho olakino kūpono.

Hō‘ike ka haumāna i nā hana ho‘ohua no ka ho‘okō ‘ana i ka ha‘awina ‘o ka paipai ‘ana i nā koho olakino kūpono.

‘Ano hō‘ike ka haumāna i nā hana ‘ano ho‘ohua no ka ho‘okō ‘ana i ka ha‘awina ‘o ka paipai ‘ana i nā koho olakino kūpono.

Hō‘ike li‘ili‘i ka haumāna i ka hana ho‘ohua li‘ili‘i wale nō no ka ho‘okō ‘ana i ka ha‘awina ‘o ka paipai ‘ana i nā koho olakino kūpono.

Ho‘oikaika Kino Unit 4 Synthesis Activity

© 2007 by PREL 4-40

Ke Analoi Paka Kākau Keu a ka

Mākaukau Mākaukau Ano

Mākaukau ‘Akahi‘akahi

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.

Ho‘oikaika Kino Unit 4 Synthesis Activity

© 2007 by PREL 4-41

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.

Ho‘oikaika Kino Unit 4 Synthesis Activity

© 2007 by PREL 4-42

Ke Analoi Pāhana No‘ono‘o Hana Keu a ka

Mākaukau Mākaukau ‘Ano

Mākaukau ‘Akahi‘akahi

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.

Ho‘oikaika Kino Unit 4 Synthesis Activity

© 2007 by PREL 4-43

Ke Analoi Kuleana Keu a ka

Mākaukau Mākaukau ‘Ano Mākaukau ‘Akahi‘akahi

Ke Kāko‘o ‘ana i ka Ha‘awina a ka Hui

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 ‘Ōle lo 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.