Lesson #7 Mele Composition
CCSS: 9-10.RL.6
Primary Objective(s):
· Students will be able to analyze a particular point of view reflected in Lāʻieikawai by composing a mele from the perspective of a Kanaka Maoli character in the story.
Specific Skills/Knowledge Gained from Lesson:
· Point of view
· Creative writing
· Common Hawaiian poetic devices
Handout:
· Composition Handout
· Refer to “Lāʻieikawai” and “Ka Pilina” lyrics from compare and contrast lesson
Preparation:
· Prepare handouts
Assessment:
· Completed mele and possible performance
Primary Objective(s):
· Students will be able to analyze a particular point of view reflected in Lāʻieikawai by composing a mele from the perspective of a Kanaka Maoli character in the story.
Specific Skills/Knowledge Gained from Lesson:
· Point of view
· Creative writing
· Common Hawaiian poetic devices
Handout:
· Composition Handout
· Refer to “Lāʻieikawai” and “Ka Pilina” lyrics from compare and contrast lesson
Preparation:
· Prepare handouts
Assessment:
· Completed mele and possible performance
Flow
1. Start the lesson by reviewing the common Hawaiian poetic devices from the kaona lesson. Also review the two songs about Lāʻieikawai from the compare and contrast lesson (you may want to play the songs again or just refer back to the lyrics).
2. Pass out the assignment sheet and go over the directions with the students. Taking time to explain that point of view is the perspective from which a narration is told. Go through at least a few of the examples of mele in Lāʻieikawai by reminding the students of the context surrounding each one and having students read through them. As a class, identify what kind of mele each is an example of.
3. Give the students the majority of the class period to work independently on their songs.
4. Once the students have made progress on their songs, have them pair up with a classmate and switch what they have with each other for a mini-workshop session. Direct them to try to identify the following in their classmates’ mele:
- From whose point of view is the mele?
- For who is the mele?
- What kind of mele is it?
- What poetic devices are being used?
5. After the workshop, give the students more time to revise and/or finish their mele. If some students finish before others, have them illustrate their mele.
6. Time permitting (or possibly in the next class period), have students volunteer to perform their mele for the class, perhaps offering extra credit for the brave ones.
2. Pass out the assignment sheet and go over the directions with the students. Taking time to explain that point of view is the perspective from which a narration is told. Go through at least a few of the examples of mele in Lāʻieikawai by reminding the students of the context surrounding each one and having students read through them. As a class, identify what kind of mele each is an example of.
3. Give the students the majority of the class period to work independently on their songs.
4. Once the students have made progress on their songs, have them pair up with a classmate and switch what they have with each other for a mini-workshop session. Direct them to try to identify the following in their classmates’ mele:
- From whose point of view is the mele?
- For who is the mele?
- What kind of mele is it?
- What poetic devices are being used?
5. After the workshop, give the students more time to revise and/or finish their mele. If some students finish before others, have them illustrate their mele.
6. Time permitting (or possibly in the next class period), have students volunteer to perform their mele for the class, perhaps offering extra credit for the brave ones.
Handout
lesson_7_lieikawai_mele_or_oli_composition_handout.docx | |
File Size: | 129 kb |
File Type: | docx |