Lesson #5 Compare and Contrast to Mele
CCSS: 9-10.RL.7
Primary Objective(s):
· Students will be able to analyze the representation of Lāʻieikawai in Haleʻole’s book and in mele (“Lāʻieikawai” and “Ka Pilina”) by completing a compare and contrast matrix.
Specific Skills/Knowledge Gained from Lesson:
· Analysis
· Compare and Contrast
· Characterization of Lāʻieikawai in different artistic mediums, particularly what is emphasized about her
Handout:
· Lāʻieikawai Compare and Contrast Matrix handout
· “Lāʻieikawai” lyrics
· “Ka Pilina” lyrics
Preparation:
· Finish the book, Lāʻieikawai
· Prepare handouts and PowerPoint (with sound)
Assessment:
· Completed Matrix handout
Primary Objective(s):
· Students will be able to analyze the representation of Lāʻieikawai in Haleʻole’s book and in mele (“Lāʻieikawai” and “Ka Pilina”) by completing a compare and contrast matrix.
Specific Skills/Knowledge Gained from Lesson:
· Analysis
· Compare and Contrast
· Characterization of Lāʻieikawai in different artistic mediums, particularly what is emphasized about her
Handout:
· Lāʻieikawai Compare and Contrast Matrix handout
· “Lāʻieikawai” lyrics
· “Ka Pilina” lyrics
Preparation:
· Finish the book, Lāʻieikawai
· Prepare handouts and PowerPoint (with sound)
Assessment:
· Completed Matrix handout
Flow
1. Begin the lesson by handing out the lyrics to the two mele “Lāʻieikawai” and “Ka Pilina” and the Compare and Contrast Matrix handout.
2. Display the second slide of the PowerPoint: “Haʻina ʻia mai ana ka puana – “Let the echo of our song be heard.” On the back of the Matrix, ask the students to write down what they think is meant by this saying. Tell students they have a few minutes to complete this. Then, ask students to volunteer to share what they wrote.
Possible responses:
- A singer or songwriter wants their song to continue to be listened to in the future.
- We want what we say to be heard again and again, like an echo.
- There is more to the song than just what is being said; there is also an echo, which needs to be heard as well.
- An echo is faint and could easily be missed, but the person still wants people to catch it.
3. Briefly explain the differences between songs, chants, and poems, as well as the poetic devices commonly found in Hawaiian literature, referring back to the lesson on kaona. Students can take notes on the back of the matrix.
4. While the students read along with the lyrics provided, show the following YouTube videos:
VIDEO 1: Lāʻieikawai” performed by Hoku Zuttermeister:
http://www.youtube.com/watch?v=EMVpPrvWZ4U
VIDEO 2: “Ka Pilina” performed by Sean Naʻauao:
http://www.youtube.com/watch?v=ZLKDt5rDMqE
OPTIONAL: Merrie Monarch 2009, Hālau Hula ʻO Pukaikapuaokalani from Kailua, Oʻahu performs “Lāʻieikawai” and “Ka Pilina”:
http://www.youtube.com/watch?v=tmymdeQ-R-8
5. Display and read the directions for the activity:
- Take the time to read over the lyrics to the two mele again.
- Then, complete the compare and contrast matrix on your handout.
- Focus on the 2nd and 3rd columns first, and then compare the mele to the book.
6. The next set of directions can either be given at the same time as the first set or once students have completed the first portion:
- Think about what you might include in a mele about Lāʻieikawai and list three details about her.
- Share with a classmate what you would include.
- Star any of the details about Lāʻieikawai you had in common.
7. Tell students to spend about ten minutes on the 2nd and 3rd column. Give them an oral reminder of where they should be after ten minutes, telling them to begin to move onto the last column. Tell them they have five minutes for the last column and that they do not need to put down every example of characterization from the novel, just around three is sufficient.
8. Once most students have completed the matrix and answered the last question, have them pair up or assign them partners. Give the pairs about five minutes of sharing time with each other. Remind the students to star details they had in common.
9. Then, help the student pairs combine with another pair in order to create groups of four. Ask them to all share again, and circle any details that they all had in common for Lāʻieikawai. Direct the groups to elect a representative from their group to write any of the details they all had in common on the board. Give around five minutes for this portion. If some of the groups do not have anything all in common, have them write a detail that at least 2 or 3 of them shared.
10. Gather the class’ attention, and discuss the details that were on the board. Perhaps looking to see how these details compare and contrast with the ones that the songwriter of “Lāʻieikawai” and “Ka Pilina” selected.
11. Ask if the students think there were any details that they think should have made the board and if the details on the board seem to capture the essence of Lāʻieikawai. Facilitate the discussion.
12. Collect the students’ Matrix handouts before they leave.
2. Display the second slide of the PowerPoint: “Haʻina ʻia mai ana ka puana – “Let the echo of our song be heard.” On the back of the Matrix, ask the students to write down what they think is meant by this saying. Tell students they have a few minutes to complete this. Then, ask students to volunteer to share what they wrote.
Possible responses:
- A singer or songwriter wants their song to continue to be listened to in the future.
- We want what we say to be heard again and again, like an echo.
- There is more to the song than just what is being said; there is also an echo, which needs to be heard as well.
- An echo is faint and could easily be missed, but the person still wants people to catch it.
3. Briefly explain the differences between songs, chants, and poems, as well as the poetic devices commonly found in Hawaiian literature, referring back to the lesson on kaona. Students can take notes on the back of the matrix.
4. While the students read along with the lyrics provided, show the following YouTube videos:
VIDEO 1: Lāʻieikawai” performed by Hoku Zuttermeister:
http://www.youtube.com/watch?v=EMVpPrvWZ4U
VIDEO 2: “Ka Pilina” performed by Sean Naʻauao:
http://www.youtube.com/watch?v=ZLKDt5rDMqE
OPTIONAL: Merrie Monarch 2009, Hālau Hula ʻO Pukaikapuaokalani from Kailua, Oʻahu performs “Lāʻieikawai” and “Ka Pilina”:
http://www.youtube.com/watch?v=tmymdeQ-R-8
5. Display and read the directions for the activity:
- Take the time to read over the lyrics to the two mele again.
- Then, complete the compare and contrast matrix on your handout.
- Focus on the 2nd and 3rd columns first, and then compare the mele to the book.
6. The next set of directions can either be given at the same time as the first set or once students have completed the first portion:
- Think about what you might include in a mele about Lāʻieikawai and list three details about her.
- Share with a classmate what you would include.
- Star any of the details about Lāʻieikawai you had in common.
7. Tell students to spend about ten minutes on the 2nd and 3rd column. Give them an oral reminder of where they should be after ten minutes, telling them to begin to move onto the last column. Tell them they have five minutes for the last column and that they do not need to put down every example of characterization from the novel, just around three is sufficient.
8. Once most students have completed the matrix and answered the last question, have them pair up or assign them partners. Give the pairs about five minutes of sharing time with each other. Remind the students to star details they had in common.
9. Then, help the student pairs combine with another pair in order to create groups of four. Ask them to all share again, and circle any details that they all had in common for Lāʻieikawai. Direct the groups to elect a representative from their group to write any of the details they all had in common on the board. Give around five minutes for this portion. If some of the groups do not have anything all in common, have them write a detail that at least 2 or 3 of them shared.
10. Gather the class’ attention, and discuss the details that were on the board. Perhaps looking to see how these details compare and contrast with the ones that the songwriter of “Lāʻieikawai” and “Ka Pilina” selected.
11. Ask if the students think there were any details that they think should have made the board and if the details on the board seem to capture the essence of Lāʻieikawai. Facilitate the discussion.
12. Collect the students’ Matrix handouts before they leave.
Handouts and Powerpoint
Lāʻieikawai Compare and Contrast Matrix Handout | |
File Size: | 74 kb |
File Type: | docx |
lesson_5_mele_powerpoint.pptx | |
File Size: | 1512 kb |
File Type: | pptx |