By the end of school this year your haumāna should be coming home with a book for their summer reading.
Haumāna going into papa in 2017-2018 school year will be reading the following:
Papa ʻEono – Lion the Witch and the Wardrobe
Papa ʻEhiku – Island of the Blue Dolphins
Papa ʻEwalu – The Absolutely True Story of a Teenage Indian
Papa ʻEiwa – Count of Monte Cristo
Aloha mai kākou! This summer, you have the privilege of reading an incredible book! While research indicates summer reading helps you remember what you have already learned, we also believe that summer reading enriches your personal lives because you learn more about a wide variety of topics.
You will check out your summer reading book before you leave school, and you will need to return the book when you return to school in August. This paper provides you with instructions for your summer reading assignments. If you child has difficulty reading these books we encourage you to sit and read with them. Paired reading -where you read one page and your child reads the next can bring ʻohana together around literacy.
All assignments will count towards your first quarter grade when you return to school in August.
Nā ʻŌkuhi: Chapter Annotations
All assignments can be completed in one of two ways – in a composition book or with the use of technology, e.g., a Google Doc or a flashcard app. If using a Google Doc, you must be sure to share the document with Kumu Aina (firstname.lastname@example.org), Kumu Casey (email@example.com), and Kumu Kaui (firstname.lastname@example.org).
Chapter annotations must be completed in a single Google Doc (a template has been provided and can be found here. Choose “Chapter Annotation”) or a single composition book. A sample has been provided via Google Docs and can be accessed through this link. Each chapter should be clearly indicated by its chapter number or name or both. For each chapter, the following should be completed.
- Characters: list each character involved in the specific chapter and summarize what each character accomplished in the chapter. Each time a new character is introduced in the book, a brief description of the character must be provided.
- Setting: provide a description of the setting for each chapter. This includes providing the name of a specific location, and if none is given, then providing a description of the place.
- Tone: the tone is the overall mood of the book. Tone can carry as much meaning to the story as the plot does.
- Theme: In literature, a theme is a broad idea in a story, or a message or lesson conveyed by the book. This message is usually about life, society, or human nature. Themes explore timeless and universal ideas. Most themes are implied rather than explicitly stated.
- Chapter Summary: provide a summary of what happens in the chapter and then create a title for the chapter if there is not one already.
Nā ʻŌkuhi: Chapter Vocabulary
Chapter Vocabulary must be completed using index cards, a composition book (using the given graphic organizer), or a flashcard app. Students will receive a Google Doc, both electronically and printed, with all of their vocabulary words for each chapter of their respective book. Students will write the vocabulary word on one side of the index or flash card, and, using a dictionary and the context of the word as used in the chapter, students will identify and write the part of speech (e.g., noun, verb, adjective, etc.) of the vocabulary word (as used in the book) and write the definition of the word, based on the appropriate part of speech, on the other side of the index or flash card. If you are using a composition book, please follow the format shared in class and at the parent meeting.
For each chapter, there will be three bold words. You will be assessed (definition, including part of speech, and spelling) on this words. For these words, the student must complete the following:
- Copy the complete sentence where the word is found in the book.
- Using context clues, write your personal definition of the vocabulary word, including part of speech.
- Using a dictionary, write the part of speech and definition for how the word is used in the chapter.
- If the word shows up in the chapter more than once, you only need to write one of the occurrences.
Nā ʻŌkuhi: End of Book
End of book assignments must be completed using either the composition book (the same one as the Chapter Assignments) or a Google Doc (the same one as the Chapter Assignments). When you finish reading the book, reflect on the protagonist, antagonist, and the major theme of the book and then respond to the following:
- Think about a time when you dealt with the same issues/problems and experienced the same feelings as the protagonist. Describe the issue/problem and how you felt at the time. How did you deal with the issue/problem? How was the way you dealt with the issue/problem similar and/or different from the book’s protagonist?
- Think about the antagonist in your issue/problem. How did the antagonist from your issue/problem deal with the issue/problem? How was his/her actions and words similar and/or different from the book’s antagonist?
Nā ʻŌkuhi: High School Students
All high school students will also choose one of the two prompts to write a five-paragraph essay. This means that you will have an introduction paragraph that includes a thesis statement, three body paragraphs that provide three supporting evidence for your thesis statement, and a conclusion paragraph.
- Dantes is able to forgive some of the men who did him wrong, but not all of them. Who was he not able to forgive? How does this inability to forgive affect his life and theirs?
- Jealousy is a major motivating factor for a number of characters in this book. Which of these characters are most motivated by jealousy? How does jealousy affect their actions and lives?
Come and learn the Engineering Design Process!!! Please see form at link below to reserve your spot.
Each year haumāna at Ka ʻUmeke Kāʻeoʻs Kula Waena – Piʻihonua participate in a research symposium. At this symposium, they share the results of their year-long research projects. This year haumāna did research at three different sites, Honokea loko iʻa in Keaukaha, Liko Nā Pilina at Keaukaha Military Reserve and Keauhou forest. Haumāna will present their research to a panel of experts who will score their research presentations based on the following rubric. (RUBRIC) Some of their research topics include:
Umu: Floating umu design challenge.
Identifying invasive biomass, determining growth rate of these identified species, and identifying connections between invasive and reforested plants
ʻŌhiʻa: Identification and documentation of various methods of ʻōhiʻa propagation.
Join us on May 2nd from 5pm – 7pm for an open house and then May 4th from 8:30am – 3:00pm for the research presentations. Both events will be at the Mokupāpapa Discovery Center.
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