Creator Ms. Vasi
Lesson Plan
Subject: Hawaii
Grade: 3rd-4th
Resources used to create lesson:
http://artsedge.kennedy-center.org/educators.aspx
http://fitforafeast.com/dance_cultural.htm
State Standards:
The Arts
 Standard 1: Creating, Performing, and Participating in the Arts
Students will actively engage in the processes that constitute creation and performance in the arts
(dance, music, theatre, and visual arts) and participate in various roles in the arts
 Standard 4: Understanding the Cultural Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic
communication and how the arts in turn shape the diverse cultures of past and present society.
English Language Arts
 Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and
readers, students will collect data, facts, and ideas; discover relationships, concepts, and
generalizations; and use knowledge generated from oral, written, and electronically produced texts.
As speakers and writers, they will use oral and written language that follows the accepted
conventions of the English language to acquire, interpret, apply, and transmit information.
 Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances
from American and world literature; relate texts and performances to their own lives; and develop
an understanding of the diverse
social, historical, and cultural dimensions the texts and performances represent. As speakers and
writers, students will use oral and written language that follows the accepted conventions of the
English language for self-expression and artistic creation
Social Studies
 Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography
of the interdependent world in which we live—local, national, and global—including the
distribution of people, places, and environments over the Earth’s surface
Unit Essential Question:
 How can we experience and learn about other cultures through the medium of creative movement?
 How can learning and studying in this way help us to develop new perspectives?
Aim of lesson:
 Where is Hawaii?
 How does the Hawaiian Hula Dance tell a story?
 Can anyone develop a meaningful Hawaiian Hula Dance?
Objectives: SWBAT:
 Locate Hawaii on a world map
 Listen and take notes using a podcast
 Conduct Internet research on Hawaii and the hula dance
 Create a “Hula Garland” graphic representation of facts about Hawaii and the hula dance
 Learn the gestures used in hula dance
 Learn a hula dance
 Create and original hula dance
 Perform dance in front of peers, parents/guardians, and members of the community.
Assessment:
 Assess the student’s work using the ‘Assessment Rubric’, as well as conducting informal
assessments based on their group work activity.
Prerequisite skills, knowledge
 Teacher should become familiar with the hula dance movements and gestures before teaching this
lesson.
 Students should have some knowledge of how to read a map, and be able to locate the United
States.
Key guiding questions
What are some fast facts about Hawaii?
What is the history of Hawaii?
How can we learn more about Hawaii?
What does Hawaiian music sound like?
Is it different than the music we have here?
Hook Beginning of lesson
 As a class locate Hawaii on a world map. Make sure that students understand that Hawaii is a state
of the U.S.
 Ask students to brainstorm about what they know about hula dance. As a class create a KWL chart
(what we Know, what we Want to know, what we Learned) and fill out the K section.
 Introduce the idea that hula movements have meanings, if students haven’t already mentioned this.
Visit the PBS Great Performances website and explore the index of hula movements. The website
contains a series of video clips that highlight hula gestures.
 As class watch the video clips, and have the students imitate the gestures.
 After the video fill out the W section of the KWL chart. Ask students to list the things that they’d
like to know about hula dance and about Hawaii.
Development of lesson
1. Review the items in the KWL chart and brainstorm how the class might learn the answers to their
questions.
2. Give each student a copy of the Hula Fact Garland handout. As a class, listen to the National Public
Radio broadcast that describes the history of hula.
3. Listen to a brief segment, and then pause the broadcast. Take notes on the board. As you take notes,
tell your students why you choose to record specific information. For example, “I’m writing that
modern hula dancing is softer and more graceful than ancient hula. That seems like an important
thing, and I didn’t know it before. I’m going to write that in my own words.” When students are
clear on how to take notes, invite them to make suggestions after pause the podcast. Write main
ideas and details, and be sure to record at least a dozen items.
4. Instruct students to make their hula Fact Garland featuring information about the hula. Divide
students into groups of four and have them take notes as they research the hula using the resources
handout.
5. Give students enough time to find information and fill out their Hula Fact Garlands. Regroup and as
a class fill in the L section of the KWL chart. Encourage students to use their notes to remind
themselves of the interesting things that they have learned.
Next day
1. Begin the lesson by watching the Howcast giving basic hula dancing instructions. This site includes
male and female dancers, and clearly demonstrates basic steps. Encourage students to join in with
the dancers on the video.
2. Allow sufficient time for students to practice the steps. Return to the Hula Gestures video and
encourage students to incorporate the gestures with the basic steps. Throughout the unit allow for
students time to practice their Hula dance steps for the performance at the community night.
3. Encourage students to create their original hula dance and try to incorporate a story. Divide class
into small groups and give each group a copy of the Hula Story Map handout. Review each step on
the handout with your class, and clarify any questions they may have.
4. Explain to the students how they can use the story map as a guide to plan the hula dance. Students
should brainstorm ideas using the hula dance gestures. The next step is for students to write down
their ideas. Encourage the students to discuss their ideas and work collaboratively to write their
story.
5. Have students create their story map. Map should include a drawing of the hula gesture, and the
words to the story that each gesture depicts.
6. Give each student a copy of the Hula Dance Rubric handout, so they know how their dance will be
addressed.
7. Provide ample time for students to practice their dance using their story maps to assist them.
Closure of lesson
 Allow each group to stage a performance of their hula dance. Have the students in the audience take
notes during the dance about the story they see. Allow students to narrate their dances if they like.
After performances, allow students to ask questions about the story.
 Discuss how the dancers communicated their stories. The watchers might not have gotten the entire
literal story, but may have understood the feeling of the story and enjoyed the dance. Ask whether
knowing the story was important to enjoyment of the dance.
Adaptations for Special Need & differentiation
 Students with limited mobility should know that hula dance is also sometimes performed seated
(“hula noho”).
Follow-up Assignments
 For homework have the students write about their favorite Hula Dance performance and why they
liked it too much?
Reflection and Revision:
 This lesson will help the students realize and understand that cultural all over the world are different
from our own. There are multiple different mediums in which values can be expressed. Having the
students develop their own hula performance to be displayed at our community night will help them
grow and strive for more confidence.