1. Inquiry Standard SS.9-12.1.1: Create compelling questions representing key ideas of the disciplines.
2. Inquiry Standard SS.9-12.5.1: Identify local, regional and/or global problems or issues by using interdisciplinary lenses.
3. Inquiry Standard SS.9-12.4.2: Present arguments and explanations that reach a range of audiences using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, maps) and digital technologies (e.g., Internet, social media, digital documentary).

Nā Hopena Aʻo Cards

1. Sense of Responsibility: See self and others as active participants in the learning process, question ideas and listen generously, make good decisions with moral courage and integrity in every action, reflect on the quality and relevancy of the learning
2. Sense of Aloha: Give generously of time and knowledge, appreciate the gifts and abilities of others, make others feel comfortable and welcome, communicate effectively to diverse audiences, respond mindfully to what is needed, give joyfully without expectation of reward, share the responsibility of collective work, spread happiness
3. Sense of Hawaiʻi: Pronounce and understand Hawaiian everyday conversational words, use Hawaiian words appropriate to their task, learn the names, stories, special characteristics and the importance of places in Hawaiʻi, learn and apply Hawaiian traditional world view and knowledge in contemporary settings, share the histories, stories, cultures, and languages of Hawaiʻi, compare and contrast different points of views, cultures, and their contributions, treat Hawaiʻi with pride and respect, call Hawaiʻi home
4. Sense of Excellence: Know and apply the unique gifts and abilities to a purpose, take initiative without being asked, explore many areas of interests and initiate new ideas, utilize creativity and imagination to problem-solve and innovate, see failure and opportunity to learn well, assess and make improvements to produce quality work

• How can we use our kuleana to address civic issues within our communities, and why is it important to do so?

• What does kuleana mean to you? What are some privileges that you have in your own life and what are your responsibilities that are attached to those privileges?
• What does it mean to be a positive contributor to a community? What does positive citizenship look like within your own communities?
• What are some important civic issues that you see in the world?
• How can we analyze civic issues within the texts that we read?
• How can we use poetic/literary devices to add meaning to the poetry we write?

Throughout this unit, students will learn about the importance of the term kuleana in a variety of different contexts. They will read several texts and examine the kuleana of the characters in said texts, as well as reflect upon their own kuleana within their communities. They will also explore the concept of kuleana as it extends beyond Hawaiʻi. They will look at, assess and evaluate the importance of civic issues as they pertain to the characters of the various texts they read throughout the unit. The culminating summative project for the unit is a series of three interconnected poems + artistic expression that explores a civic issue of the students’ choosing + individual and collective community kuleana to that issue. Students will learn about a variety of poetic/literary devices and watch several examples of spoken word poems to prepare them for their own poetry writing.

Three interconnected poems centering around individual and collective, community kuleana in connection to a civic issue + artistic expression of the student’s choice, which will be presented as a gallery walk in class.

• You will need to present/project the slides daily at the front of the class.
• Students will need to have access to a device (iPad, computer or phone) in order to complete their poetic/literary devices slides. Alternatively, if students do not have access to a device, they may complete their work by hand (in a notebook or on a piece of paper), although they will need to be able to access the internet in some way to look up definitions and examples.
• Students will also need a device for their poetry project (writing, editing and peer review).

• Extend this unit as needed! It moves really quickly and students discuss a variety of different topics. Feel free to slow things down and spend more time discussing one particular story or spoken word poem as needed. You may also wish to take a longer time on some of the class activities, and extend them beyond the timeframe given in the lesson plan/directions. Also, feel free to add in more project work time and conferencing time for the summative assessment as you see fit.
• Additionally, this unit can very easily be cut down as it is quite long and it may not be possible to finish everything given the timeframe of your class. I suggest picking and choosing what you think is best if you would like to shorten it to a five or six day unit. You may decide to cut out some of the readings (I would suggest cutting out “The Valley of Dead Air” before “A Toast to Rosita”) or even cut out some of the in-class discussions/activities. You may choose to shorten the summatives assessment as well by not including a gallery walk and/or the reflection journal at the end. This is a very lengthy unit, and cutting it down into something more manageable for your class time is doable.

1. You will use this slidedeck, slides 1-4.
2. You will read the Hawaiian myths/legends “Kahala: Where the Rainbow Ends” and “Pele’s Revenge” (PDFs attached). These can be printed out physically or posted to your LMS and students can read electronically, depending on teacher choice.
3. Materials needed: print copies of “A Toast to Rosita” (pg. 79) for students to annotate for homework. Alternatively, if you allow students to digitally annotate, you can simply post the story to your Learning Management System (LMS).
4. If you feel that your students do not have a solid grasp of what annotating a text means, spend five minutes at the end of this class period discussing how to annotate and what your individual expectations are in preparation for their homework.

1. You will use this slidedeck, slides 5-6.
2. Students will be watching videos pertaining to the word māhū in connection to the text (and then having a discussion), so just a reminder to handle this conversation with sensitivity as it can bring up different feelings for students.

1. You will use this slidedeck, slides 7-8.
2. For this quick art activity, students will be focusing on a civic issue that they found to be an important part of “A Toast to Rosita”. First, review the guidelines of the activity, which are also linked on the slidedeck. After they watch the short video on civic engagement, stop to discuss how the concept of kuleana relates to civic engagement. Then, have a quick discussion with students to brainstorm different examples of civic issues that we see in our world today, in general (not just in the story) to prepare them for the activity.
3. Materials needed: depending on the medium of art students choose, you will want to provide some basic art supplies to complete the activity (butcher paper or scratch computer paper, markers, pencils etc.).

1. You will use this slidedeck, slides 9. This slide also includes a link to the poetic/literary devices slidedeck that students will complete (they need to have editing access to the second slidedeck). The slide contains all of the directions, which you will want to review with students before they start. Feel free to add additional slides and terms as you see fit.
2. Have students spend about 25-30 minutes creating their slides, and then they will begin presenting to the class during day four.

1. There is no specific slide on the main slidedeck that you will be using today.
2. Your students will finish their presentation of the poetic/literary devices slidedeck.
3. Once finished with their presentations, give them the rest of the class period to begin brainstorming for and working on their summative assessment: the interconnected poetry project.

1. You will use this slidedeck, slides 10-11.
2. When you are watching the spoken word poems, show one video at a time, and then stop to discuss (using the questions on the slide) after each video. The first video is much longer (albeit very engaging) and is also meant to give background and context to students on what spoken word poetry is and how it is presented (performance poetry). Consider prepping them ahead of time by explaining briefly what spoken word poetry is. If you do not have time to show the longer video, you may choose to omit it.
3. Materials needed: print copies of “The Valley of Dead Air” for students to annotate for homework. Alternatively, if you allow students to digitally annotate, you can simply post the story to your LMS.

1. You will use this slidedeck, slides 12-13. Students will individually write and then post their responses to your LMS. After posting, they will share out their responses in a full group discussion.
2. With the remainder of the class period, give students time to continue working on their poetry project.

1. You will use this slidedeck, slide 14. Also linked on this slide is the “The Facts of Art” Close Reading Activity, which will take the duration of the class period.
2. Teaching tip: You’ll want to focus this lesson on the social, political, economic, and/or cultural struggles of indigenous populations as seen through the Hopi community in this poem…
3. Materials needed: You will need to print out copies of the poem “The Facts of Art” for each student as they will use the printout for several rounds of annotations during their close-reading activity.

1. You will use this slidedeck, slide 15. Students will spend the majority of the class period completing their poetry workshop/peer sharing.
2. When finished, students will begin revising their poems based on peer feedback and continue working on their poetry project.

1. You will use this slidedeck, slide 16. The students will have the majority of the class period as a project work day with optional teacher conferencing time.
2. If time permits and if you would like, stop the project work time about 10 minutes before class ends and read the Hawaiian myth/legend “The Gift of Ku” out loud, as a class.

1. You will use this slidedeck, slides 17-19.
2. Supplies: You will need to have one 8.5×11” piece of paper for every student.
3. Preparing for the gallery walk + the gallery walk itself will take the majority of the class period, depending on how long your periods are. If you finish early, students may work on their reflection journal (homework) with the remaining time.