Grade 4 
Hawaii Myths and Legends 
Hawaii-HCPS Curriculum 
 

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Benchmarks-Social Studies 
Benchmark SS.4.3.4 Describe the theories of early migrations from parts of Polynesia to Hawaii, 
including migration myths and legends 

Benchmark SS.4.3.10 Describe how significant people, including those of legend (including Papa 
and Wakea, Pele, and Pa'ao) affected pre-contact Hawaii 

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Essential Questions 
What Myths and Legends influence our lives today? 
How do Myths and Legends maintain importance or relevance? 
How are Myths and Legends created and what is their purpose? 
 

 
 

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Book List 
 

Cover Page  Citation  Summary 

NCSS    This story is not exacty myth or
McLimans, D. (2011). ​Big
Turtle​. New York: Walker.
Grade 1-2. 40 pages.
ISBN:978-0802722829
 
legend, it is more like a folktale but it 
is interesting. It about two different 
worlds, animals in the water and 
people live in the sky. Sky girl falls 
out of the sky and is not able to get 
back to her home, big turtle 
suggests she make a home on his 
shell. The turtle and his friends try to 
make a home for sky girl, and 
succeed. She becomes the first 
person on Earth. This can be lead to 
questions of why Myths and 
Legends are created and engage 
them in the pictures and content 
because it is intriguing.  

    This book is a legend which focus’ 

Toki, W. (2004). Moku and the  on fishermen of pre contact Hawaii. 
heʻe of Waimea. Ewa Beach,  The main characters are Moku and 
Hawaiʻi: BeachHouse Pub.  He’e. Moku is a struggling 
Grade unknown. 32 pages.  fisherman, the ocean is bare due to 
ISBN:978-0-9729905-7-8  the storms of the winter. His village 
and wife are running out of food. He 
tries many different ways to get fish 
with no avail until he goes to the 
deep ocean. There he meets a great 
big He’e, which he is terrified of. The 
He’e sees behind the fear and sees 
the desperation. The He’e gives him 
one of his tentacles and Moku 
realizes this and provides fish for 
He’e until he dies. He’e provides his 
arms until Moku’s wife passes.  

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    This book is about Pele and 

Collins, M., & Peterson, K.  Poli’ahu, goddess of fire and the 
(2005). ​Pele and Poliʻahu.​   goddess of snow. This tells of where 
Ewa Beach, Hawaiʻi:  each goddess lives. Pele decides to 
BeachHouse Pub.  go to Poli’ahu’s home and cause 
Grade 4-6. Pages 24.  trouble ot take over her home. Pele 
ISBN:978-1933067131  and Poli’ahu’s friends play because 
they do not know Pele. When Pele 
played against Poliahu she loses, 
making her angry and she tries to 
take over her home. Pele does not 
succeed because Poli’ahu is able to 
stop her by using her powers. 
Although Pele does not seem like 
she is giving up, she stays in her 
home with anger inside.  

  This book talk about Maui. Maui is 

Varez, D., & Kame'eleihiwa, L.  not a myth that is apart of the 
(1998).​ Māui, the mischief  benchmark of this unit but his 
maker.​ [Honolulu, Hawaii]:  legends and myths are well know. 
Bishop Museum Press.  With this book teachers are able to 
Grade unknown. Pages 68.  gain more knowledge on him and 
ISBN: 978-0930897536  tell the class stories, or add to the 
stories students share. Maui’s 
legends shared in this book are not 
only specific for Hawaii, which can 
be applied to migration and 
similarities of cultures. 
 

  This book is a compilation of myths 

Thompson, V., & Kahalewai,  and legends. It focuses on Earth, 
M. (1988). Hawaiian myths of  sea, and sky myths and legend. This 
earth, sea, and sky. Honolulu:  would be a great book for students 
University of Hawaii Press.  to find their favorite myth. Also, this 
Grade unknown, Pages 88,  book allows students to learn about 
ISBN: 978-0824811716  more than the requirement. With this 
knowledge a teacher can influence 
students to write their own myth or 
legend, or to do a project. The 
content in this book is relevant to 
the topic and it carries good 
information.  
  

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Website List 
 

  This website specifically talks about PELE it 

  would be used for introduction of her. This site 
http://mythicalrealm.com/mythical-gods-legen talks about her origins and where she lives. It 
ds/pele-goddess-of-fire-hawaii/  is interesting and can be compared to other 
  myths. This would be similar to the other 
introductions of other legends and myths.  

  This website talks briefly about LEGENDS and 

  MYTHS importance. Then it leads to Gods of 
https://www.to-hawaii.com/hawaiian-myths-an myths and legends, there are links that go into 
d-legends.php  specific ones. Also there are reif explanations 
  to each one. This could be used for facts 
about other gods and legends that students 
may have questions about or heard of.  

  This is a great website to look up LEGENDS of 

  Hawaii. It gives over 100 topics to look into as 
http://manoa.hawaii.edu/hawaiiancollection/le desired and it gives books or references to do 
gends/subjectbrowse.php   further research. This can be used for teacher 
research and it can apply to the lesson.  

  This is about the myths of Big island. This site 

  can be used to extend on PELE and why some 
https://www.lovebigisland.com/big-island-myth myths are created. This site is brief but it has 
ology/  other sources that can be used to extend on 
  other myths and legends.  

  This is about PAPA and WAKEA, it goes into 

  depth about their origin and importance. It 
http://www.sacred-texts.com/pac/hm/hm22.ht goes into their relationship to each other. It 
m  also includes legends on them specifically. 
  Another thing that is interesting it shares 
some songs and chants.   

  This site is about PA’AO and his legends he s 

  apart of. This is a little graphic in text but can 
http://www.sacred-texts.com/pac/hm/hm28.ht be used to summarize the overall legend or 
m  depending on teacher comfort. The roles of 
  Pa’ao are stated as well in the legends shared.  

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  This is about the MIGRATION of Hawaiians to 

  the islands. It talks about legends of how they 
http://www.sacred-texts.com/pac/hloh/hloh05. got there. Also it tells of Wakea and Papa. This 
htm  site would support the section on Papa and 
  Wakea.  

  This site specifically talks about Pa’ao and his 

  travels. This is beneficial considering there are 
http://archive.hokulea.com/ike/moolelo/paao.h not many lessons on his myth or legend. This 
tml  site can be combined with the other PA’AO 
  site and navigation. 

Student website  This interactive site allows students to make a 

  myth of their own.This would be great to use 
http://teacher.scholastic.com/writewit/mff/myth to have them write it all in an essay. Also it 
machine.htm  keeps the students engaged and it helps 
  them learn how to format a myth.  

  This site goes over legends briefly and it has a 

  video to watch if desired. Specifically it goes 
  over Plant legends, Pele, and Maui. Which 
https://a2zhomeschooling.com/explore/langua would work with the book ​Maui a ​ s well as 
ge_arts_kids/hawaiian-legends/  Pele and Poli’ahu. ​It would briefly add to the 
  other books due to relation but this site is not 
a strong site to use as the main source of 
research. Although the videos could be 
beneficial for the students to watch 

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Teaching Ideas 
1. Students make their own myth or legend relating to pre contact Hawaii. 
2. Students make a venn diagram of the differences between a myth and a legend. 
3. Students reenact myths/legends.  
4. Students ask their oldest relative (great aunty or uncle, grandparent, ect) to tell them a 
story about a myth or legend they know. 
5. Students research about a specific God/Goddess and find similarities between their study 
topic and other Gods in other cultures.  
6. Students present a myth/legend to the class. 
7. Students create a song relating to the myths/legends in class. 
8. Students play kahoot as an interactive but focused topic.  

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Lesson 1 from 
https://www.scholastic.com/teachers/lesson-plans/teaching-content/myths-folktales-fairy-
tales-grades-4-6/ 

Myths, Folktales, and Fairy Tales 

for Grades 4–6 
Preinstructional Planning
OBJECTIVES

Students will:

● Appreciate diverse cultures and traditions through folklore and folktales

● Compare historic world cultures with contemporary ones
● Demonstrate understanding of the genres by responding to questions
● Follow the writing process to create writing in different genres
● Identify unique characteristics of the genre: myth, folktale, folklore, and fairy tales
● Produce written work to show evidence of knowledge of the different genres
● Read and listen to genre examples to increase knowledge of genre characteristics
● Read myths and folktales to increase knowledge of world cultures and traditions
● Respond to questions about the folktale genre to demonstrate understanding
● Tell an original folktale to class members using appropriate fluency skills
● Use Web tools to ​access​information about different cultures
● Use Web tools to write and publish original myths, folktales, and fairy tales

MATERIALS

● Myths, Folktales, and Fairy Tales: A Writing With Writers Activity

● Setting the Stage printable

During Instruction
SET UP
1. Depending on time available, the grade level, and maturity level of each class, activities
can be facilitated as independent work, collaborative group work, or whole class

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instruction. Teachers may use the guide to teach a complete unit or break the content
into smaller learning components. Some suggestions are:
● Reading examples of folktales, fairy tales, and myths both printed and online as
an individual activity.
● Peer editing written work in small groups.
● Creating and performing skits as a class activity.
2. If a computer is available for each student, students can work on their own. Hand out the
URLs or write them on the board so students will have a guide through the activity.
3. If you are working in a lab, set up the computers to be on the desired Web site as
students walk into class. If there are fewer computers than students, group the students
by reading level. Assign each student a role: a "driver" who navigates the web, a timer
who keeps the group on task, and a note taker. If there are more than three students per
computer, you can add roles like a team leader, a team reporter, etc.
4. If you are working in a learning station in your classroom, break out your class into
different groups. Have rotating groups working on the computer(s), reading printed genre
examples, holding smaller group discussions, brainstorming, writing, and peer editing
their own folktales, folklore, fairy tales, and myths.

Lesson Instructions

FOLKTALES PROJECT INTRODUCTION (1 DAY)

Ask students to discuss what they think ​folktales​means. Point out that ​folktales​are stories
passed on from one person to the next by word of mouth or by oral tradition. Share a folktale
from Nina Jaffe's book ​Tales for the Seventh Day: A Collection of Sabbath Stories,​ or other
folktale you are familiar with. Discuss defining elements of folktale (for example: takes place
anytime, takes place anywhere, animals can talk, etc.) and write them on the board and have
students point out genre characteristics of the folktale being read aloud.

FOLKTALE WRITING WITH ALMA FLOR ADA AND RAFE MARTIN (10 DAYS)

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Tell students that now that they have gathered information about folktales, they are ready to
explore writing one. Have students begin the activity Folktale Writing with Alma Flor Ada and
Rafe Martin.

● Step 1: ​Have groups of three students take turns reading "Half-Chicken" or "The Shark
God." Ask them to use storytelling voices, and practice fluency through expression.
● Step 2: ​Read the brainstorming tips with the whole class. Use "Half-Chicken" or "The
Shark God" as a model to illustrate tip ideas as you read them. For example, when
reading that the folktale genre entails imagining the world that acts as the setting, remind
students that rivers and fires can speak in Half-Chicken's world.
● Step 3: ​Suggest that small groups discuss the Alma's and Rafe's challenges on this
page. Remind students also to refer to the Brainstorming tips as they draft their folktales.
● Step 4: ​Once they've completed their revision, have students follow directions to publish
their folktale online. Encourage students to use the Preview option to proofread their
stories one more time before submitting. They should also print the preview page to
hand in for teacher assessment.

EXPLORING EVERYDAY FOLKLORE (3-4 DAYS)

Have students read "What Is Folklore?" and "Finding Folklore" and the ​samples​of folklore
provided in each. Invite volunteers to offer an example of each of the following kinds of lore:
"children," "community," "family," "behavioral," and "oral." You may wish to rotate small groups
of students to do the online reading or print out the appropriate pages for students to read
offline.

● Tell students they will research folklore with their family and then publish their findings
online.
● Ask students to read "Your Folklore." Print out a copy of the Research tips.
● Practice interviewing techniques in the classroom before assigning students to interview
parents and family members.
● Have students share their interviews with the class.
● Make a copy of the submission requirements. Post it in the classroom or distribute
copies to students.

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● Schedule online publishing slots for each student.

STORYTELLING WORKSHOP (5 DAYS)

Remind students that folktales were originally told and not written. Tell students they are going
to create an oral version of a folktale.

● About Storytelling​Print the page before hand or have small groups read the page
together online, writing down four main ​points​about folktales. Invite groups to share
information with the class.
● Listen and Watch​Invite small groups to view "How Monkey Stole the Drum" and record
the story's folktale features. Revisit the Folktale Writing Workshop and listen again to
Rafe Martin and Alma Flor Ada reading their folktales as well.
● Becoming a Storyteller​Invite students to choose an established folktale upon which
they will base their oral tale. Suggest that students plot the following parts when
constructing their outlines: Story Beginning, Story Problem, Story Middle, Solution, Story
Ending. Have students fill these in using the established folktale. Then suggest that
students use the outline as a framework for constructing an original tale.
● Imagination Exercises​Suggest that groups read both activities and choose the one
they want to do to practice their oral and spatial storytelling skills.
● Telling Tales​Together Have students test out their folktale knowledge by trying this
interactive activity.
● It's Your Turn​Allow students time to rehearse telling their story.

PROJECT WRAP-UP (2-3 DAYS)

Give students time to finish up any outstanding activities. Use this time to schedule a storytelling
performance day. Assess students' proficiency with the storytelling activity by consulting the
activity rubric (see assessment and evaluation). If students complete the project ahead of time,
have them respond in their journals to the following questions:

● How is telling a story different from reading a story?

● What is special about listening to a story told by a storyteller?

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● What can you learn from knowing about folklore?

● What is special about a folktale?

MYTHS PROJECT INTRODUCTION (1 DAY)

As a continuation to the previous lesson or as a separate lesson for students in this age group,
introduce the myth writing genre through the following lesson suggestions.

Introduce the word ​myth​to the class. Ask students to offer definitions of the term. Then
encourage students to brainstorm myths that they know. Have volunteers write examples on the
chalkboard.

Read aloud Jane Yolen's myth "Mother Earth's Son" with students to emphasize the oral
heritage of the genre. Have students organize genre features from the myth on the board.
Include categories such as supernatural characters, extraordinary powers or tools, natural
phenomena, etc.

MYTH WRITING WITH JANE YOLEN (3-4 DAYS)

Divide students into same-level reading groups to read the four Myth writing steps online. If you
have limited computer access, print out a copy of the steps for individual students to read. Tell
students that they will be following Jane Yolen's steps in preparation for writing their own myths.
Encourage note taking by handing students the Setting the Stage printable. Students can use
the stage to organize their work. Suggest that they write the phenomenon they chose on the top
of the chart and fill the stage with the keywords that will describe their myth and their
phenomenon.

After students read through the Brainstorming section, invite students to use the Myths
Brainstorming Machine tool as part of the pre-writing process. Read aloud with students the
note and the directions, and encourage a question and answer period about the process. Then

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schedule time for students to use the machine individually. Let students know not to visit the
writing page of the machine until they are ready to write. Going there erases their previous work.
Students can use the writing page to take notes or to write their draft copy of their myth.

Return to the Myth Writing With Jane Yolen activity and read the Write Your Myth section. Make
sure that students use this part of the process to write without self-correcting. Point out that they
will have a chance to revise later. Remind students to refer to a copy of their chart from the
previous step in the writing process, the myth from the Brainstorming Machine, and any other
material as they write. Have students exchange papers with a peer for revision. Partners can
write their comments on the draft itself. While students revise their drafts, have them check for
spelling, grammar, and punctuation mistakes.Once they've completed their revision, have
students follow directions to publish their myth online.

PROJECT WRAP-UP (1-2 DAYS)

Allow students to finish up any of their outstanding projects. Use this time to assess students'
proficiency with the writing activity by consulting the writing rubric. If students finish their projects
early, have them respond to the activity and questions below. Students may wish to post
responses on a school Web site or in their portfolios.
● Provide a brief summary of your favorite myth.
● What did the myth teach you?
● What did you learn about the culture from the myth?
● How are myths different than fantasy books or fairy tales?

LESSON EXTENSIONS

● Create a quiz for any activity or make modifications to any lesson by using the teacher
tool kit!
● Post original stories on your class homepage for peer and parent enjoyment.

Post Instructional
LESSON ASSESSMENT

Formal Assessment Ideas

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The two Writing with Writers components — myths and folktales — as well as the folklore and
the folktale sections include online publishing and a formal assessment with the student writing.
Make sure students either preview and print a copy before submitting their work online or use a
word processing document to print a copy for teacher assessment. See the appropriate rubrics
below.
Writing Rubric Narratives
Use the writing rubrics as a way to assess your students' writing skills. These rubrics can also
serve as models for a modified version that might include your state's writing standards.
Folktales and Folklore Grades 4-6 Rubric

Myths Grades 4-6 Rubric 

Standards
This project aids students in meeting national standards in several curriculum areas.

Reading and Language Arts

● Unifying concepts and processes in Science: Systems, order, and organization.
● Understands basic features of the Earth (1).
● Knows the general structure and functions of cells in organisms (6)
International Reading Association (IRA) and the National Council of Teachers of English
(NCTE):
● Students read a wide range of print and nonprint texts (1).
● Students adjust their use of spoken, written, and visual language (e.g., conventions,
style, vocabulary) to communicate effectively with a variety of audiences and for different
purposes (4).
● Students enjoy a wide range of strategies as they write and use different writing-process
elements appropriately to communicate with different audiences for a variety of purposes
(5).

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● Students apply knowledge of language structure, language conventions (e.g., spelling

and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and nonprint texts (6).
● Students conduct research on issues and interests by generating ideas and questions,
and by posing problems. They gather, evaluate, and synthesize data from a variety of
sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries
in ways that suit their purpose and audience (7).
● Students use a variety of technological and informational resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to
create and communicate knowledge (8).
● Students develop an understanding of and respect for diversity in language use,
patterns, dialects across cultures, ethnic groups, geographic regions, and social roles
(9).
● Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities (11).
● Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of the information) (12).

Social Studies

National Council for the Social Studies (NCSS):

● People, Places, and Environments​(Students study the lives of people, the places in
which they live, and the environment that surrounds them.)
● Individual Development and Identity​(Students study how personal identity is shaped
by one's culture, by groups, and by institutional influences.)

Technology
Technology Foundation Standards for Students:
● Use technology tools to enhance learning, increase productivity, and promote creativity
● Use technology tools to collaborate, publish, and interact with peers, experts, and other
audiences

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● Use a variety of media and formats to communicate information and ideas effectively to
multiple audiences
● Use technology to locate, evaluate, and collect information from a variety of sources

Modifications of Lesson 1  

1. Students will read a myth from the book ​Hawaiian myths of Earth, Sea, and Sky. ​They will 
then use it as inspiration to write their own myth. 

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2. As a class they share their myths and talk about their favorite myth. Also they share the 
original myth where they got their inspiration from. 
3. For the purpose of this unit I do not think it would be effective to add Folklore, resulting in 
the sections that focus on folklore and folktale will not be used,  

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Lesson 2 from 
http://www.crayola.com/for-educators/lesson-plans/lesson-plan/volcano-lore-and-legend.
aspx 

Volcano Lore and Legend 

The power and devastation of volcanoes ensures their place within the mythology of many
cultures throughout history. Create a visual portrait of a volcano legend.

DIRECTIONS
1. Students review basic information about the different types of volcanoes and the
dangers associated with each type, such as landslides, gases, tephra (solid material
shot into the air), lahars (moving fluid mass of debris and water), as well as lava and
pyroclastic flows. Then look at the literary portrayal of volcanoes over time and through
cultures.
2. Research mythical characters like Vulcan, Hephaestus, and Pele. Explore various
Native American traditions surrounding the mountains of Rainer, St. Helens, and Crater
Lake.

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3. Create a visual image of the volcano as portrayed in literature. Perhaps show Kilauea,
home of Pele; or Louwala-Clough, the smoky mountain of the Northwest. Illustrate the
appropriate type of volcano as well as a related danger to render in Crayola Model
Magic® modeling compound. Use a small armature such as a film canister.
4. Texturize the surface of your mountain with toothpicks or other modeling tools. Blend
colors halfway to get the look of a marbleized magma flow. Pull edges to create wispy
effects. Air-dry the volcano for 3 days.
5. Present information about the mythical origins of the sculpted volcanoes to classmates.

STANDARDS

● LA: Read and comprehend informational texts, including history/social studies, science,
and technical texts, at the high end of the grade level text complexity band independently
and proficiently.
● LA: Read and comprehend literature, including stories, dramas, and poetry, in the grade
level text complexity band proficiently, with scaffolding as needed at the high end of the
range.
● LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade level reading and content, choosing flexibly from a range of strategies.
● LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade level topics and texts, building on others’ ideas
and expressing their own clearly.
● LA: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
● LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts
and ​relevant​, descriptive details, speaking clearly at an understandable pace.
● SCI: Identify evidence from patterns in rock formations and fossils in rock layers to support
an explanation for changes in a landscape over time.
● SCI: Analyze and interpret data from maps to describe patterns of Earth’s features.
● SS: Use appropriate resources, data sources, and geographic tools to generate,
manipulate, and interpret information.
● SS: Locate and distinguish among varying landforms and geographic features, such as
mountains, plateaus, islands, and oceans.
● VA: Use different media, techniques, and processes to communicate ideas, experiences,
and stories.
● VA: Use visual structures of are to communicate ideas.

ADAPTATIONS

● Possible classroom resources include: Volcano & Earthquake (DK Eyewitness Books) by
Susanna van Rose; Volcanoes by Seymour Simon; Volcanoes & Earthquakes (Insiders

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(Simon and Schuster)) by Ken Rubin; Pele: Goddess of Hawaii's Volcanoes by Herb
Kawainui Kane; The ​Smoking​Mountain: The Story of Popocatepetl and Iztacchihuatl: An
Aztec Legend (Graphic Myths & Legends) by Dan Jolley
● Working in small groups, students read first-person accounts of historic eruptions of
volcanoes. How have these accounts changed throughout history?
● Students research how volcanoes have been used in history as symbolic devices. For
cultures that do not live near volcanoes, how are volcanoes portrayed? How are volcanoes
portrayed in contemporary culture, such as movies, television, or adventure stories?
● Students investigate the Alaska Volcano Observatory. What is the purpose of this
observatory? How has its existence helped with understanding how volcanoes work, as
well as how to live safely near volcanic eruptions?
SUPPLIES NEEDED
● Model Magic
● Toothpicks

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Modifications of Lesson 2 
1. Instead of model magic we use playdough or make our own playdough. This depends on 
budget. 
2. Briefly go over comparisons of other cultures and their myths and legends, but it is not a 
focus. The class would focus more on Pele than any other myth related to this topic.  

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Lesson plan 3 from  

MY FAMILY, MY HOME CULTURE 
In-text: (MY FAMILY, MY HOME CULTURE, 2018) 
 
Your Bibliography: MY FAMILY, MY HOME CULTURE. (2018). [ebook] p.All. Available at: 
http://r.search.yahoo.com/_ylt=Awr9IkmAVDNbSHsAxgJXNyoA;_ylu=X3oDMTExc3A2Zz
RnBGNvbG8DZ3ExBHBvcwMxBHZ0aWQDREZENl8xBHNlYwNzcg--/RV=2/RE=153011942
4/RO=10/RU=http%3a%2f%2fwww.cds.hawaii.edu%2fkiwila%2fdownloads%2fCurriculum%
2fWORD%2fELWORD%2f04ELLesson01.doc/RK=2/RS=cVDsVusyYuuJ9XRDfXQyh.e0eU
U- [Accessed 27 Jun. 2018]. 

LESSON PLAN #1 

MY FAMILY, MY HOME CULTURE 
 
DOE STANDARDS 
 
Social Studies: 
Standard 3: History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems, 
and ideas that were significant in pre-contact Hawaiian history. SS.4.3.3 
 
Standard 6: Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as 
a system of beliefs, knowledge, and practices shared by a group and understand how cultural 
systems change over time. SS.4.6.1 
 
Language Arts: 
Standard 4: Writing: CONVENTIONS AND SKILLS: Use the writing process and conventions of 
language and research to construct meaning and communicate effectively for a variety of 
purposes and audiences using a range of forms. 
Standard 6: Oral Communication: CONVENTIONS AND SKILLS: Apply knowledge of verbal and 
nonverbal language to communicate effectively in various situations: interpersonal, group, and 
public: for a variety of purposes. LA.4.6.1, 4.6.2, 4.6.3, 4.6.4, 4.6.5, 4.6.6, 4.6.7, 4.6.8 
 
 
DOE GENERAL LEARNER OUTCOMES 
 
Self-directed Learner (The ability to be responsible for one’s own learning)  
Community Contributor (Understanding that it is essential for human beings to work 

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together)  
Complex Thinker (The ability to demonstrate critical thinking and problem solving)  
Quality Producer (The ability to recognize and produce quality performance and products)  
Effective Communicator (The ability to communicate effectively) 
 
 
NATIVE HAWAIIAN GUIDELINES 
 
‘Ike Mauli Lāhui (Cultural Identity Pathway) We envision generations who walk into the future with 
confidence in their cultural identity and a commitment of service to akua, ‘āina, and each other. 
Perpetuating Native Hawaiian cultural identity through practices that strengthen knowledge of 
language, culture and genealogical connections to akua, ‘āina and kanaka 
 
‘Ike Piko‘u (Personal Connection Pathway) We envision generations whose actions reflect 
personal identity that is kūpono .Promoting personal growth, development and self-worth to 
support a greater sense of belonging, compassion and service toward one’s self, family and 
community. 
 
‘Ike Honua (Sense of Place Pathway) We envision generations who accept kuleana for our honua. 
Demonstrating a strong sense of place, including a commitment to preserve the delicate balance 
of life and protect it for generations to come 
 
‘Ike Kuana ‘Ike (Worldview Pathway) We envision generations who flourish and inspire local and 
global communities through a culturally Hawaiian perspective that honors all things— past, 
present and future. Providing a solid grounding in the Hawaiian worldview that promotes 
contributions to local and global communities 
‘Ike Pilina (Relationship Pathway) We envision generations that have respectful, responsible, and 
strong relationships in service to akua, āina, and each other. Nurturing respectful and 
responsible relationships that connect us to akua, ‘āina, and each other through the sharing of 
history, genealogy, language and culture 
 
HAWAIIAN VALUES 
 
Guiding Principle Meaning Pronunciation 
‘Ohana Family oh hah nah 
Lōkahi Unity loh kah hee 
Hana Like Working Together hah nah lee kay 
 
 

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Students Will: 
Interview family members to gather information about their family background. 
Recite their family genealogy in the Hawaiian language or English. 
Share family cultural practices, traditions and events. 
Learn about similarities and differences between cultures. 
 
Materials:  
Pair share worksheet (PS 1)  
Poster boards  
Colors, marking pens, colored pencils 
Mo’oku’auhau/Genealogy worksheet  
Proverb worksheets 
Index cards - 4 per student 
 
SUGGESTED ACTIVITIES / PROCEDURES Materials & Notes 
`ŌLELO NO’EAU: See lesson 
 
ACTIVITY 1: Engage students in a discussion about their interests and what makes their family 
special. Ask students to think about some practices, traditions, activities and events their families 
do.  
Have students pair-share their thoughts on the following:(see PS 1)  
- Who are the members that make a family? 
- Who are the people in your family? 
- What are some things you like to do as a family? 
- Can you name your ethnicities? 
- Which ethnicity does your family mostly identify with? 
- What types of cultural practices does your family enjoy doing? (I.e: hula, oli, Obon dance, 
taiko drumming, fishing, pounding poi, culture based arts and crafts, Chinese New Year fireworks, 
etc.) 
As a class, make a prior knowledge chart of customs and traditions that their families and 
different ethnic groups practice in Hawai‘i.   
 
Homework: 
Draw one or more pictures of at least 3 cultural practices, activities, special events and 
traditions your family enjoys doing together. 
Write a short description of your illustrations. 
 
Culminating project:   
Students share their pictures with their pair-share partner. Partners discuss and write 

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(using a Venn diagram) the differences and similarities of their pictures. 

Each student then writes a short essay on the similarities and differences about the 
cultural practices and traditions of partners  
Pair Share worksheet (PS1) 

 
This culminating project could be done as partners or as a class.   
Creating a class book or bulletin board is suggested. 
ACTIVITY 2: Students will begin to review the definitions and pronunciations of Hawaiian words 
that will be used in activity 3. Each student will create a genealogy poster using photos or 
drawings of immediate or extended family members.   
 
Vocabulary: Review the pronunciation and meanings of the words below that are used on the 
Mo’oku’auhanu/Genealogy worksheet. 
 
Kane- man (kah nay) 
Wahine- woman (wah he nay) 
Hānau- born (hah now) 
Noho- to live with (no ho) 
 
Have students make picture cards with the word, pronunciation, and a drawing on each 
card. 
Distribute and review: mo`oku`auhau/genealogy worksheets. 
Go over the pronunciation and vocabulary on the worksheets with students.  
 
Homework:  
Have students use their mo’oku’auhau/genealogy worksheets to interview and gather 
information from family members. Teacher should go over explanation of how to interview if 
needed (students who do not live with their biological parent may interview someone who they 
feel close to). 
Send a letter home asking parents if they could send copies of family photos that could 
be used on a poster; let parents know that pictures will be glued or taped to a poster board. 
 
Culminating project: 
Student can now make their poster picture genealogy, using the information and pictures. 
It will be up to the teacher to allow students their own creativity or to use a standard format for 
their poster. 
Teacher: Create a rubric stating your guidelines and format. Index cards, colors, 
marking pens, colored pencils 

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Teacher’s who may have difficulty with Hawaiian words may use the English translations or can 
ask students to help with pronunciation. 
Mo’okū'auhau worksheet 
 
 
Poster boards 
ACTIVITY 3: Students will discover ways different ethnic groups keep their history. Students will 
also learn how their families keep their family histories. 
After sharing ask student to answer the question: 
o “What is oral history?” 
Students read short excerpt titled “Punahele” by Pukui, Haertig and Lee from Nana I ke 
Kumu. 
Share with students 2 examples of genealogy chants with their short descriptions; use 
these to help students further understand oral histories. 
Then ask students to pair-share their thoughts on the reading. 
As pairs, have students share some of the ways their families keep their family records 
(students may or may not know this but have them at least think about it). 
 
Homework: 
Student asks a family member to share some ways they keep their family histories. There 
are many different ways families keep records; invite students to find out how theirs does it. It 
could be done by saving family pictures, keeping a book, or in a bible, etc.   
 
Culminating project: 
Review, memorize, practice, and present their mo`oku`auhau (genealogy).   
“Punahele” story (see below) 
 
 
 
 
 
 

 
Teacher plans a time for students to share with peers and families. 
ACTIVITY 4: Students will learn simple Hawaiian proverbs about values that have been handed 
down orally and still applied in some homes today.   
Distribute pair-share worksheet (PS1): 
- Have students pair-share their thoughts on proverbs. 

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- Dyads then share their thoughts with class. 

- Teacher can choose a topic for dyads to come up with their own saying or proverb.  
Distribute proverb worksheets 1, 2, and 3 to students.  
- On the board or large sheet of paper, write the 3 `ōlelo no`eau. 
- Ask students, what they think each proverb might mean. Then share what you think the 
proverb means, and ask them to think of and share some examples in life that relate to the 
saying.   
- Students write their thoughts and draw a picture for each proverb 1, 2, and 3, on their 
worksheets. 
 
Homework:  
Students ask a family member to share a proverb or saying that they know and try to 
apply to their lives.  
Students write a short explanation and draw a picture of proverb. 
 
Culminating Project:   
Use the dyad proverbs to create a book of class sayings/proverbs. 
Have dyads draw pictures for their proverbs. 
 
Proverb 1: Mai nā kupuna mai- the knowledge that comes from your ancestors   
 
Proverb 2: Makua- Mai kapae i ke a’o o ka makua, aia he ola ma laila- Do not set aside the 
teachings of one’s parents for there is life there (Puke `ōlelo no`eau)   
 
Proverb 3: Keiki- Ka lei ha`ule `ole, he keiki- A lei that is never cast aside is one’s child (Puke 
`ōlelo no`eau)  Proverb worksheet 1,2,3 
 
 
Topics could include, school, friendship, family, homework etc.   
  
 

Student Name_____________________________________ Date _______ Student 

Worksheet 1 
 
Mo’oku’auhau/Genealogy 
 
 
O ________________________ ke kane.  

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O _______________________ ka wahine. 
Noho pū lāua a hānau ‘ia e ___________________________  
he kane/wahine. 
O________________________ ke kane. O________________________ ka wahine. 
Noho pū lāua a hānau ‘ia e ____________________________ 
he kane/wahine. 
O________________________ ke kane. O________________________ ka wahine. 
Noho pū lāua a hānau ‘ia e ____________________________ 
he kane/wahine. 
Hānau ‘ia e ___________________________ he kane/wahine. 
 
 

 
Student Name_____________________________________ Date _______ Student 
Worksheet 
 
Mo’oku’auhau/Genealogy 
 
 
 
My grandfather’s (fraternal) name is _________________________. 
My grandmother’s (fraternal) is _____________________________. 
They were married to each other and my father (name) ________________________ was born. 
My grandfather’s (maternal) name is _________________________. 
My grandmother’s (maternal) name is ________________________. 
They were married to each other and my mother (name) _______________________ was born. 
My father’s name is __________________________. 
My mother’s name is _________________________. 
They were married to each other and I, (your name) _____________________________, was 
born. 

 
 
TEACHER GUIDE: 
Genealogy 
 
My grandfather’s (fraternal) name is _____________________________. 
My grandmother’s (fraternal) is ____________________________. 
They were married to each other and my name of father ________________________ was 

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born. 
My grandfather’s (maternal) name is _________________________. 
They were married to each other and my name of mother _______________________ was 
born. 
My father’s name is __________________________. 
My mother’s name is _________________________. 
They were married to each other and your name _____________________________ was born. 
 
 
Mo`oku`auhau  
O (name of dad’s father) ke kane.  
O (name of dad’s mother)  ka wahine. 
Noho pū lāua a hānau ‘ia e  (father’s name)  
he kane. 
 
O (name of mother’s father)  ke kane.  
O (name of mother’s mother)  ka wahine. 
Noho pū lāua a hānau ‘ia e  (mother’s name) 
he kane/wahine. 
 
O (father’s name)  ke kane.  
O (mother’s name)  ka wahine. 
Noho pū lāua a hānau ‘ia e (student’s name) he kane/wahine. 
 
 
 
 
 
 
 
 
 
Name ______________________________________ Date 
___________________________ 
 
Draw something that your grandparents taught you about his or her traditions and culture.  
Then describe your picture. 
 
 

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Name ______________________________________ Date 
___________________________ 
Proverb 1 
Kupuna 
 
Mai nā kupuna mai –the knowledge that comes from your ancestors.  
 
 
 
 
 
 
 
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________ 
 
  
Name ______________________________________ Date 
___________________________ 
 
Draw something that your parents taught you about his or her traditions and culture. 
Then describe your picture. 
Proverb 2 
Makua 

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Mai kapae i ke a`o o ka makua, aia he ola ma laila… Do not set aside the teachings of one’s 
parents for there is life there. 
 
 
 
 
 
 
 
 
 
 
 
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________ 
 
 
 
  
 

  
Name ___________________________________________ Date 
_______________________ 
 
Draw a special lei that represents children. Then describe your picture.  
Proverb 3 
Keiki, Kamali’i, Lei 
 
Ka lei hā’ule ‘ole, he keiki- A lei that is never cast aside is one’s child (Puke `ōlelo no`eau) 
 

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________ 
  
The Punahele (Favorite) 
 
Excerpt from Nana I Ke Kumu 
By Pukui, Haertig and Lee 
 
“Before Hawai’i had a written language much of its history was kept through chants handed down 
from generation to generation. Children, usually the eldest child, were chosen to keep their 
family’s genealogy. They would be exposed to the rhythmic sounds of the chanting by his kupuna 
(grandparents), of their formal prayers and ancestral stories. By hearing the chanting of his or her 
kupuna, children learned to find hidden meanings in the words being spoken.”   
 
“In ancient Hawaii, it was important for a person to know his/her genealogy chant. People often 
traveled between ahupua’a and if by accident they ended up in an area where he or she were 
not known, being able to recite their genealogy chant could save their life.”  
 
“Chants were a way the Hawaiian people kept their creation legends, their songs for hula, their 
family stories and history, and especially their genealogy. Below are examples of two creation 
chants which many Hawaiians believe are also the genealogy of the Hawaiian people. The first 
chant is called the “Kumulipo”. It talks of the creation of all creatures, plants, gods and man, 
beginning from the darkness and into the light. The following is just a few lines of the 2012 lines 
in this creation chant.” Pg. 55 
 
Kumulipo 
O ke au i kahuli wela ka honua  At the time that turned the heat of the earth 
O ke au i kahuli lole ka lani At the time when the heavens turned and changed 
O ke au i kukaiaka ka la At the time when the light of the sun was subdued 

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E hoomalamalama i ka malama To cause light to break forth 

O ke au o Makalii i ka po At the time of night of Makali'i 
O ka walewale hookumu honua ia Then began the slime which established the earth 
O ke kumu o ka lipo, i lipo ai The source of deepest darkness 
O ke kumu o ka po, i po ai The source of night 
O ka lipolipo, o ka lipolipo Of the depth of darkness, of depth of darkness 
O ka lipo o ka la, o ka lipo o ka po Of the darkness of the sun, in the depth of the night 
Po wale hoi It was night 
Hanau ka po So was night born 
Hanau Kumulipo i ka po, he kane Kumulipo was born in the night, a male 
Hanau Poele i ka po, he wahine Poele was born, a female 
 
 
 
This oli speaks about the creation of the Hawaiian Islands. Again, it is just a few lines of the 
chant’s many lines. Wākea is the male and Papahānaumoku is the female. They live together for 
awhile and give birth to the islands of Hawai‘i and Maui. Wākea leaves Papahānaumoku and 
lives with Ho’ohokukalani and they give birth to Moloka'i. Papahānaumoku is jealous of 
Ho’ohokukalani and returns to Wakea. They both give birth to O'ahu, Kaua’i, Ni’ihau and the 
youngest, Kaho’olawe. 
 
 
 
'O Wakea Noho iā Papahānaumoku 
'O Wākea noho iā Papahanaumoku Wākea lives with Papahanaumoku 
Hānau 'o Hawai'i he moku Born to them is Hawaii 
Hānau 'o Maui he moku Born to them is Maui 
Ho'i hou 'o Wākea noho iā Ho'ohokukalani Wakea returns to live with Ho’ohokukalani  
Hānau 'o Moloka'i he moku Born to them is Moloka'i 
Lili 'ōpū punalua 'o Papa iā Ho’ohokukalani Wakea becomes jealous of Ho’ohokukalani 
Ho’i hou 'o Papa noho iā Wākea Papa returns to live with Wākea 
Hānau 'o O'ahu he moku Born to them is O'ahu 
Hānau 'o Kaua'i he moku Born to them is Kaua'i 
Hānau 'o Ni’ihau he moku Born to them is Ni'ihau 
He 'ula a 'o Kaho'olawe Kaho'olawe is sacred 
 

  
 

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Ke Kaulike He Ha’awina Kīwila Assessment (Elementary) 

Name: _______________________________________ Date: _________________ 
 
 
“My Family, My Home Culture” Assessment 
 
 
MULTIPLE CHOICE: Circle the letter of the correct answer:   
 
1. Do you know how many generations are in your family today? 
Yes # ____ No 
 
 
2. What are oral histories? 
a. Histories handed down in words 
b. A dentist appointment 
c. A history class oral exam 
 
 
3. What are proverbs? 
a. A verb and a pronoun 
b. Inspirational sayings  
c. None of the above 
 
 
4. What is an oli inoa? 
a. A Hawaiian name 
b. A cultural group 
c. A name chant 
 
 
5. Can you name at least 2 or 3 of your family’s ethnicities? (Write down all if you can.) 
 
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________ 
___________________________________________________________________________ 

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5. Continued: Draw your family tree to show the generations in your ‘ohana. 
 
 
 
 
 
 
 
 
 
 
6. Using your own words, describe a family or 'ohana. 
 
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________ 

 
 

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Modifications of lesson plan 3 

1. Not this whole lesson will be used for the purpose of the standards in this unit. Although 
the points where Wakea and Papa are mentioned and their songs are stated will be used.  
2. Students will still do some of the worksheets for the purpose of comparing today to the 
past.  
3. This lesson will be used as a transition to the next lesson.  

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Lesson plan 4 from 

https://www.nps.gov/havo/learn/education/curricula_sacred_place.htm 

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Modifications of lesson plan 4 

1. This would be done if Field trip was approved. 
2. Also for demand of time and length of field trip parts of this lesson may be 
adjusted or omitted depending on class.  

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Lesson plan 5 from 

https://www.cds.hawaii.edu/kahana/downloads/curriculum/SectionII/Unit5/5.A.Kalo/5.A.1.
HaloaLesson.pdf 

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Modifications of lesson plan 5 

1. Focus on Papa and Wakea throughout the lesson and apply thought of pre 
contact Hawaii to now.  
2. Students recognize the importance of family and realize why Papa and Wakea 
were created and believed in. 

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