Author: ʻŌlelo Online

Ka Hana Kanuika – Vocabulary Study

Vocabulary Study

Study the words below.
Ingredients
ka meaʻai the food
ke kanuika; ke kanauika the sandwich
ka palaoa the bread
ka ʻāpana palaoa the slice/piece of bread
ka puaʻa kālua the slow-cooked shredded pork
ka lauʻai the vegetable(s)
ka lekuke the lettuce
ka ʻōhiʻalomi the tomato
ka ʻakaʻakai the onion
ka waiūpaka the butter
ka meoneki the mayonnaise
ka paʻakai the salt
ka pepa the pepper
ka waiūpaka the butter
ke kai the sauce, gravy, etc.
Tools
ke pā the plate
ka pahi the knife
ka papa ʻoki the cutting board
ke puna the spoon
ke pola the bowl
ke ʻō the fork
ka pahu; ka ʻumeke the container
ke kāwele pepa the paper towel(s)
ke pola hoʻohui the mixing bowl
People
ke kumu the teacher
ka haumāna the student
ka mea kuke the cook
ka mea kōkua the helper
ka mea hana kanuika the sandwich maker
ka mea ʻai the eater
Sequence Words
ka mea mua the first thing
ka mea ʻelua the second thing
ka mea ʻekolu the third thing
ka mea hope the last thing
kekahi mea another thing

20260620-0413

Kuʻu Hawaiʻi

Miner & Watanabe — combined Papa Mele notes from OOVC-MH1-S1 and OOVC-MH1-S2, 2026-06-18

Mele Structure Terms

hui
chorus
uapo
bridge
paukū
verse

Title

Kuʻu Hawaiʻi

kuʻu
my w/affection; my w/love
Hawaiʻi
Hawaiʻi
Pronunciation notes listed in class: /havaiʻi/, /hawaiʻi/, /havaʻi/, /hawaʻi/.

Hui — Chorus

ʻO Hawaiʻi kuʻu haʻaheo ē

Hawaiʻi is my beloved pride.

ʻO
Pepeke ʻAike ʻO marker; “something is the something.”
Hawaiʻi
place
kuʻu
kaʻi my beloved; my w/love
haʻaheo
kikino pride
ʻaʻano proud
ē
vocative particle; extending the meaning; carrying the sound/message out

Ka ʻāina aloha o kuʻu kupuna ē

The beloved land of my dear ancestors.

The beloved land of my wonderful ancestors.

ka ʻāina
the land; especially populated / inhabited places
aloha
ʻaʻano well-loved, beloved, loved
o
of-belonging to
kuʻu kupuna
my beloved ancestor(s); my dear ancestors
my beloved grandparent(s); dear grandparents
ē
vocative particle; carrying the sound/message out

Ua ulu aʻe au

I grew up.

ua
māka painu past tense
ulu
to grow, increase in size; hamani to grow in size
aʻe
directional: up / diagonal
au
I

I ka malu o ka ʻāina

In the protection of the land.

In the shelter of the land.

i
ʻami in / on / at
ʻami henua in / on / at
ka malu
the protection; the shelter
o ka ʻāina
of the land
fig., extends to the people themselves; fig., includes people

Ma ʻaneʻi nō au

I am here indeed.

Here I am indeed.

ma ʻaneʻi
here
nō
indeed; intensifier
au
I

E noho papa ai

It is here that I do live for generations.

It is here that I live with/for many generations.

e — ai
māka painu wrapper; internal
noho
to sit; to dwell; to live somewhere
papa
cf., papa moʻokūʻauhau, a genealogy / family genealogy
noho papa
to live in a place for generations; being in one place for many generations
Pattern note
Pepeke Painu Kālele Kūlana / Kālele Kūlana pattern — emphasizing place / location.
kulāiwi / kulaiwi
the ancestral / family homeland

Additional S2 note: “Ma ʻaneʻi nō lākou / I noho papa ai.”

1 — Paukū

Kū kilakila ʻo Hualalai ē

Hualalai stands majestically.

kū kilakila
standing majestically; stands/standing majestically
ʻo
marker of a name coming next; marking the name in the piko
Hualalai / Hualālai
mountain which makes up most of northern Kona district
mountain in Kona, makes up most of terrain in north Kona district
approx. 10k feet
ē
vocative particle; carrying the sound/message out

Kiʻei i lalo iā Kealakehe

Peering down at Kealakehe.

Looking down at/to Kealakehe.

kiʻei
to peer; to look at something; to peer or look across/down at
cf., ʻalawa
i lalo
down
iā
ʻami showing proper noun as direct object
ʻami lauka direct object marker
Kealakehe
a neighborhood in Kona; also an ahupuaʻa
a place in north Kona, ahupuaʻa

Piʻi mai ka nalu o Kohanaiki

The wave(s) of Kohanaiki rise.

The waves of Kohanaiki break.

piʻi
to come up; to rise
mai
directional: towards viewpoint
ka nalu
the wave; the surf, the waves
o
of-belonging to
Kohanaiki
place name, Kona; ahupuaʻa
south of the airport at Keāhole by the sea; ahupuaʻa from sea to around 7k feet up to Kaʻupulehu
kohana — naked; iki — a little bit

I ka wehena o kaiao

At the breaking of dawn.

At the break of day.

i
ʻami at the; at the time
ka wehena
the opening
o
of-belonging to
kaiao
the dawn; breaking of dawn
Class note
Poetic license.

2 — Paukū

A Honokaʻa, kau ma ka lio ē

And when at Honokaʻa, perched upon the horse.

And when at Honokaʻa, riding a horse.

a
poetic: “and at,” “and when at”
Class comparison: “A ka luna o Kīlauea.”
Honokaʻa
above the cliffs of Hāmākua
a place east Hawaiʻi island, Hāmākua
where Tex Drive-In / Tex’s Drive-In is
kau
mounted upon, sitting upon
to mount, to be on top of something, to sit upon
ma ka lio
on the horse
ē
vocative particle; carrying the sound/message out

Holo i uka i Mauna Kea ē

Riding upland to Mauna Kea.

Riding upland to/on Mauna Kea.

holo
to travel, to ride; to go on some kind of transport
i
ʻami kuhilana showing destination
(1) in the direction, destination; to destination
(2) in / on / at
uka
the upland area; upland
i Mauna Kea
(1) to Mauna Kea
(2) on Mauna Kea
ē
vocative particle; carrying the sound/message out

Kani mai ka leo

The voice sounds in my direction.

kani
to make a sound; making a sound
mai
directional: towards viewpoint
ka leo
the voice

O ka palila

o ka palila
of the palila bird

ʻElua māua

We were/are two.

ʻelua
two
māua
he/she and I; us, he/she and I

Ma ke mele

In the song.

In the singing of a song.

ma ke mele
the song
the act of singing
mele
kikino song
hamani to sing a song
Class note
ma ke mele ʻana i ke mele

Uapo — Bridge

E lei nō au

I surely wear as a lei.

I should wear.

e
māka painu should / do
lei
hamani to wear a lei
nō
indeed
au
I

I ka lei hiʻi kupuna

The lei honoring the ancestors/grandparents.

The lei which honors my ancestors.

The lei of ancestral love.

The lei of ancestors close to my heart.

i
ʻami showing direct object
ka lei
kikino the lei
hiʻi
to hold close to the bosom; to carry close to the bosom
cf., Hiʻiaka-i-ka-poli-o-Pele
kupuna
grandparent / ancestor(s); the ancestors

E lei nō au

(See above.)

I ka lei o Hawaiʻi

The lei of-belonging to Hawaiʻi.

The lei of Hawaiʻi.

lei
fig. child
Class notes
Hawaiʻi is her ancestors.
kuʻu Hawaiʻi — kuʻu kupuna

Combined from the supplied HTML/text contents for: “Kuu Hawaii (Miner & Watanabe) (HA).html,” “OOVC-MH1-S1-2026-06-18.html,” and “OOVC-MH1-S2-2026-06-18.html.”

20260620-0339

OOVC-CH1B-S1 — 2026-06-15 — Ka Hana Kanuika #1

Pehea ʻoe?

«ʻO ia mau nō i ke alo pali.»

Idiom: Things are continuing on as usual in the face of the cliff.
Short version: «ʻO ia mau nō.»

I KĒIA LĀ

Topic

Ka Hana Kanuika

Grammar

Pepeke ʻAike ʻO

Phrase

No laila… — so, therefore (a useful filler)

I. Vocab for Sandwiches

sandwichkanuika
breadpalaoa
piece of breadʻāpana palaoa
slow-cooked shredded porkpuaʻa kālua
lettucelauʻai / lekuke
tomatoʻōhiʻa lomi / ʻōhiʻalomi / komako
onionʻakaʻakai
butterwaiūpaka
mayonnaisemeoneki
pepperpepa
sauce / gravykai
cheesewaiūpaʻa

II. Pepeke ʻAike ʻO

This pattern allows you to say that something specific is something else specific — an equational pattern (A = B).

ʻO kēia ke kanuika.

This is the sandwich.

ʻO kēlā ka ʻōhiʻalomi.

That is the tomato.

Tip: You can flip both sides.

ʻO ke kanuika kēia.

This is the sandwich.

ʻO ka ʻōhiʻalomi kēlā.

That is the tomato.

Note: Usually place the shorter element first if one side is long.

III. The First, Second, Third…

ka mea mua
the first thing
ka mea ʻelua
the second thing
ka mea ʻekolu
the third thing
ka mea hope
the last thing

ʻO ka palaoa ka mea mua.

The bread is the first thing.

ʻO ka mea mua ka palaoa.

The first thing is the bread.

ʻO ka puaʻa kālua ka mea ʻelua.

The kalua pork is the second thing.

ʻO ka mea ʻelua ka puaʻa kālua.

The second thing is the kalua pork.

— PAU KA PAPA —
To be continued in the next section

20260619-1829

OOVC-CH1B-S1

2026-06-15 — Ka Hana Kanuika #1

Pehea ʻoe?

ʻŌlelo Noʻeau / Idiom

ʻO ia mau nō i ke alo pali.

Things are continuing on as usual in the face of the cliff.

Short version: ʻO ia mau nō.

— I KĒIA LĀ —

Topic: Ka Hana Kanuika

Grammar: Pepeke ʻAike ʻO

No laila… so therefore

a good filler

I. Vocab for Sandwiches

ʻŌlelo Pelekānia ʻŌlelo Hawaiʻi Memo
sandwich kanuika from ENG. sandwich
also: kanauika
bread palaoa from ENG. flour
piece of bread ʻāpana palaoa an ʻāpana is a piece of anything
slow-cooked shredded pork puaʻa kālua traditionally cooked in an imu
lettuce lauʻai any vegetable, especially leafy
lettuce lekuke from ENG. lettuce
tomato ʻōhiʻa lomi also written ʻōhiʻalomi
also: komako
onion ʻakaʻakai think of ʻakaʻaka
butter waiūpaka from waiū — milk — + ENG. butter
mayonnaise meoneki from ENG.
pepper pepa e.g., black pepper; from ENG.
sauce, gravy kai literally, sea water; salt water
cheese waiūpaʻa waiū + paʻa — solid

II. Pepeke ʻAike ʻO

This pattern allows you to say that something specific is something else specific.

“something is the something”

A = B

an “equational” pattern

Always starts with ʻo

ʻO kēia / ke kanuika.

poʻo + piko

This is the sandwich.

ʻO kēlā / ka ʻōhiʻalomi.

poʻo + piko

That is the tomato.

A / B

You can flip the two sides.

ʻO ke kanuika / kēia.

poʻo + piko

This is the sandwich.

ʻO ka ʻōhiʻalomi / kēlā.

poʻo + piko

That is the tomato.

In general, keep the shorter item up at the front if one side is long.

III. The First One, the Second One, the Third One, etc.

ka mea mua the first thing
ka mea ʻelua the second thing
ka mea ʻekolu the third thing
ka mea hope the last thing

Examples

1. The bread is the first thing.

ʻO ka palaoa / ka mea mua.

OR

ʻO ka mea mua / ka palaoa.

2. The puaʻa kālua is the second thing.

ʻO ka puaʻa kālua / ka mea ʻelua.

OR

ʻO ka mea ʻelua / ka puaʻa kālua.

— PAU KA PAPA —

to be continued in the next Section

Band App For Virtual Classroom

About Band And How To Set It Up


INTRODUCTION

The ʻŌlelo Online Virtual Classroom uses a free social media app called “Band” to serve as a centralized hub for disseminating class materials, as well as a place for students to communicate with each other between weekly classes. We have found it to be an excellent companion to the Zoom-based classes.

Each course is given a private group Band at the start of the Session. The Band then serves as the repository for a wide range of resources including videos, notes, documents, quizzes, homework assignments, and conversations within the group during the eight-week Session of classes.

When the Session concludes, the class Band is archived but is still accessible to students for at least twelve months.

Primary Advantages

  • more reliable than email
  • convenient and accessible
  • configurable notifications about updates
  • helps keep students informed and engaged
  • students can use Band with their preferred devices
  • social-media style familiar and user-friendly interface
  • allows for students to practice reading and writing in Hawaiian
  • collaborative learning and peer support outside of normal class times
A grid of class icons in Band

An example set of Band icons in the Band Dashboard.

GET STARTED WITH BAND

The best way we find to use Band is via their website using a desktop or laptop computer. There are also apps available for Android and iOS (iPhones) if you prefer. If you are using a tablet such as an iPad we recommend using a web-browser on the tablet rather than the native Band app at this time.


Create Your Band Account

There are two ways you can get started with a Band account:

  1. Click the Band invitation link sent to you by email from the ʻŌlelo Online Virtual Classroom when you registered for class; or
  2. Go directly to the Band website, create your account, and then go find the email mentioned in #1 and click the invitation link.

Either way you do it, you will need to follow the steps outlined below to create your Band account. Read this ahead of time so you know what to expect.


Steps To Create An Account

  1. Decide if you want to use your email address or phone number as primary login.
  2. Enter either your email address or phone number.
  3. Create a password (see suggestion below).
  4. Choose a “display name” — best to use your real first name at least.
  5. Enter a date of birth to prove you are older than 13. Note: It doesn’t have to be your real birth date if you don’t want to use that.
  6. Finish the signup process.

A Note About Passwords

Band passwords are unfortunately limited to only 16 characters, so I recommend you pick a good Hawaiian word or two (without ʻokina or kahakō) and then put them with a two to four-digit number and you’ll have a great unique password. And to be safe, don’t use a password that you use on another service. You can separate the parts of the password with a character like a period or hypen if you like. Here’s an example: onaona-puaa.2024


Verify Your Band Account

Following this, you will need to verify your primary login method by entering a verification code that Band sends you when you submit the Sign Up Form. You need to get this done within 60 minutes or it will time-out.

And you’re done!


Current Students: Please find your new Band invitation link in your latest registration email. There is a new Band created for each course every eight-week Session.




See you on Band!

Go To Top / Rev. 2025-10-08

International Time Clocks

Clocks For Various Student Timezones

Time on the Quarter Hour (0516G)

Introduction

This lesson started at 0514G Telling Time On The Hour in which the basic structure for telling time in Hawaiian was introduced. Part two of the lesson was 0515G Time On The Half Hour which took you one tick more. Make sure you take a second or two to feel comfortable with those lessons before moving into this one.

In this lesson, you will learn how to tell the time on the quarter hour. Here are some examples:

  • It’s 1:45 (“one forty-five” or “quarter to two”)
  • It’s 8:15 in the morning.
  • It’s 12:45 (“twelve forty-five” or “quarter to one”).
  • It’s quarter to 9 at night.

Basic Pattern For Time On The Quarter-Hour

The word for a “quarter” or a “fourth” is hapahā in Hawaiian: hapa (part) + hā (four). We are going to use the word hapahā in all of these quater-hour sentences.

As we learned in previous lessons, the structure of the sentence follows what we call the pepeke ʻaike (equational) format, but I would suggest that at this point it will be better for you to just memorize the patterns in the examples below and note the parts which you can change to vary the time. The basic pattern always stays the same.

  • 10:15 – ʻO ka hapahā kēia i hala ka hola ʻumi.
  • 10:45 – ʻO ka hapahā kēia i koe kani ka hola ʻumikūmākahi.

We also have the option of moving the word “kēia” to the end of the pattern (as shown below), which is actually also possible with any of the time expressions. My personal recommendation is that you leave “kēia” in the middle of the phrase or leave it out altogether.

  • 10:15 – ʻO ka hapahā i hala ka hola ʻumi kēia.
  • 10:45 – ʻO ka hapahā i koe kani ka hola ʻumikūmākahi kēia.

As you can tell, things start to get quite a bit more complicated when using the quarter hours. It is possible, of course, to say something akin to “It’s 15 minutes past 10” or “It’s 45 minutes past ten” or “It’s 15 minutes to 11”; please see the next lesson, 0516G (not yet available), to learn how to tell minutes before and after the hour.

But for now, let’s stick with these quarter-hour expressions, starting with the expression for “quarter past” the hour.

A Quarter Past The Hour

The literal meaning for “ʻO ka hapahā kēia i hala ka hola ʻumi” is “this is the quarter (hour) past 10 o’clock”. You most likely won’t be able to make much sense out of trying to analyze “i hala ka hola” at this point, so my advice is to just memorize the format so you only need to change the hour number. Keep the amount of brain energy spent on this kind of analysis to a minimum for now!

A Quarter To The Hour

For “quarter to” expressions, follow the format shown in the example. The literal meaning for “ʻO ka hapahā kēia i koe kani ka hola ʻumikūmākahi” is “this is the quarter (hour) remaining until the sounding of 11 o’clock.” This expression comes from the days when many wall clocks chimed the hour and half-hour in the 1800s and early 1900s. Interesting! I grew up with one of those clocks in every house my family had; perhaps you did too! Use that experience to help you remember this structure.

Further Examples

Here are a few more examples:

  • 2:15 – ʻO ka hapahā kēia i hala ka hola ʻelua.
  • 2:45 – ʻO ka hapahā kēia i koe kani ka hola ʻekolu.
  • 9:15 – ʻO ka hapahā kēia i hala ka hola ʻeiwa.
  • 9:45 – ʻO ka hapahā kēia i koe kani ka hola ʻumi.

Notice that the “quarter to” times require the upcoming hour number, just as in English.

Next Steps

The next lesson will be how to tell the time down to the minute, but that lesson is not yet available. So for now, it’s time to go on to the 0600 Series of lessons which will introduce you to the word types that you will need to know about to start to create your own sentences.This is where things start to get really exciting!

Kalaiwa: Hamani or Hehele?

Ask ʻŌlelo Online

A request was received of late asking about the following:

The Question

“E ke kumu, he nīnau. In our study group we were discussing ia, iʻa, and iā. One of us had made a cheat sheet and listed iā as being ʻami lauka, but also used as a direction. Example: Kalaiwa au iā Joe. This was translated as ‘I drive to Joe.’ But I am thinking that this is an ʻami lauka and the translation would be ‘I drive Joe.’ But I donʻt want to argue this point if Iʻm wrong!”

The Response

E kuʻu haumāna ē, aloha nui! Pololei like ʻolua! ahaha. Maikaʻi loa!

The function of the ʻami would be understood by context.

Examples

Kalaiwa au iā Joe.

  • I drive Joe – ʻami lauka (direct object marker)
  • I drive to Joe – ʻami kuhilana (destination marker)

In use:

(1) Ua manaʻo mākou ʻelima e holo pū i Hilo, akā ʻaʻole i lawa ka lumi ma ka Honda Civic a Kalehua no ka poʻe a pau. No laila, ʻōlelo maila ʻo Kalehua, “Nāu e kalaiwa iā Joe ma kou kaʻa, a naʻu e kalaiwa i ka poʻe ʻē aʻe ma koʻu kaʻa.”

(2) Ua kelepona mai koʻu hoaaloha ma ke kahua mokulele ma Hilo. ʻAkahi a hōʻea mai ka ʻohana. Wahi a koʻu hoaaloha, aia lākou a pau ma waho o kahi e kiʻi ʻia ai nā ukana —ʻo Baggage Claim nō hoʻi— akā ua hele wāwae ʻo Joe i kahi e lele ai nā helekopa, no ka nānā nanea ʻana i nā helekopa o laila. Ua haʻi au i koʻu hoa, “Eia māua ʻo kuʻu wahine ma ʻelua kaʻa, ke holo nei iā ʻoukou! E holo ana au iā ʻoukou ma kahi o ka ukana, a e holo ana kuʻu wahine iā Joe ma kahi o nā helekopa.” Pane maila koʻu hoa, “Hō! Mahalo! No laila, na kāu wahine e kalaiwa iā Joe i laila?” ʻAe au iā iā, ” ʻAe, pololei.”

The Problem With “Kalaiwa”

As listed in the standard Hawaiian Dictionary by Pūkuʻi-Elbert (1984), “kalaiwa” is defined as follows:

nvt. To drive, as a car; driver; chauffeur. Eng. Kalaiwa kaʻa, to drive a car; car driver.

The thing is, using “kalaiwa” in place of “holo” is kind of a new thing and can create confusion. “Kalaiwa” is the hamani meaning “to drive something”; “holo” is the hehele meaning “to go somewhere by car” (in this case). But because English speakers use “drive” as both hamani and hehele, depending on context, many modern speakers of Hawaiian are starting to do the same.

Advice

I would say it would be best to keep them separate if possible; but regardless, in answer to your question about the ʻami lauka or ʻami kuhilana being valid here, both are indeed valid. I would just prefer “E holo ana au iā Joe” for “I am going to drive to Joe”, and “E kalaiwa ana au iā Joe” for “I am going to drive [=transport by vehicle] Joe.”

Hope that helps! :)

hoʻouna ʻia me ke aloha nui – sent with lots of aloha

na kumu Kaliko

Dog In A Wetsuit

As I always like to say, the name of the Hawaiian monk seal “ ʻīlio-holo-i-ka-uaua” literally means ‘dog swimming in a wetsuit’. This is different from the meaning given in the modern standard Hawaiian-English Pūkuʻi and Elbert dictionary which says it means “quadruped running in the rough [seas]”.

The monk seal has a canine-like appearance; thus “dog” is certainly appropriate.

The skin is very rubbery of course, and a word for this type of material traditionally is “uaua” (pronounced /u-áua/, NOT /úa-úa/ interestingly).

Hawaiian monk seal at French Frigate Shoals 07

Monk Seal Pup on French Frigate Shoals in 2014 by MarkSullivan CC BY-SA 3.0 via Wikimedia Commons

It was common to write the word “uaua” as “uwauwa” before Hawaiian spelling was fixed in the late 1970s to remove the letter “w” from words in which it cannot be pronounced as either /w/ or /v/. Thus I use the modern spelling “uaua” exclusively — the word cannot be pronouced /uvau-va/.

“Uaua” is an ʻaʻano, or adjective-like word. Even Pūkuʻi-Elbert say of their interpretation of “uaua” as a noun in the name for the Monk Seal that, “For a rare use of uaua as a noun, see ʻīlioholoikauaua.” I believe their use of “uaua” to mean rough seas is probably incorrect.

The Andrews Hawaiian language dictionary of 1865 gives the following definition for the word “U-WAU-WA”: “To be tight; fast; hard; e linalina, e moku ole, e paa” with the Hawaiian meaning “being soft and yielding to the touch, or tightly drawn, as a rope; unbreakable; tight, fast, secured, resistant, impenetrable”.

I first started using the term “dog in a wetsuit” as a fun and memorable way to describe the meaning of “ʻīlioholoikauaua” with my students back in the early 2000s, and was more than pleased when in 2022 I found a related use of the word “uaua” in a newspaper from 1866.

The Hawaiian newspaper “Ke Alaula” in an article from 1866 said of walrus skin: “O ka ili he uwauwa loa, a ua hoolilo ia i mea ili kauo no na lio kauo kaa ma Amerika” (He uaua loa ka ʻili, a ua hoʻolilo ʻia i mea ʻili kauō no nā lio kauō kaʻa ma ʻAmelika) meaning “The skin is a very tough and rubbery thing, and it has been used as a tow strap for horses drawing carts/carriages in America”.

There is always more one can do in looking for the meaning of words through time and how they are applied to various things like the monk meal, ʻīlioholoikauaua. For now, I will leave the topic and return to it when I learn more. If you have any thoughts or comments, feel free to let me know using the comments box below.

—kumu Kaliko

Anamanaʻo Papa ʻŌlelo Online

Course Evaluation Survey

This survey is for those of you who just took a course through the ʻŌlelo Online Virtual Classroom. The information collected is anonymous unless you wish to identify yourself in the comments box. Your responses may be aggregated together with other students’ responses for statistical use, course improvement, and/or website publication. Mahalo for responding.

1.
E koho i kāu papa.*
What class did you take?

If you took multiple classes, please fill out a new survey for each.

2.
Ua waiwai ka papa iaʻu.*
The class was beneficial/useful to me.

Strongly DisagreeDisagreeNeutralAgreeStrongly Agree
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree

3.
Ua hoihoi nā kumuhana o ka papa iaʻu.*
The topics covered in class were interesting to me.

Strongly DisagreeDisagreeNeutralAgreeStrongly Agree
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree

4.
Hoihoi paha ʻoe e komo hou i kekahi papa ʻŌlelo Online?
Are you interested in taking another class with ʻŌlelo Online?

5.
E paipai ana paha ʻoe iā haʻi e komo i kekahi papa ʻŌlelo Online?
How likely might you be to refer someone else to an ʻŌlelo Online class?

6.
He mau manaʻo hoʻokāʻoi anei kou?
How could this class be improved in your opinion?

7.
Pehea ka nui o kou hauʻoli i kāu papa? *
How would you rate your overall class experience?

8.
Nā manaʻo ʻē aʻe.
Any other comments you may have.

ʻŌlelo Online Class Sampler

See What Classes Are Like

Shown below are some examples of the classes from the ʻŌlelo Online Virtual Classroom taught by kumu Kaliko Beamer-Trapp

You can use this to get an idea of the kinds of things we do in class and what level of Hawaiian is targeted.

Kumu Kaliko chooses an overarching theme for each eight-week Session which then influences the type of instruction and the student experience: storytelling, analysis, discussion, sentence creation, grammar, listening practice, and more.

The following samples were taken from a Session focusing on reading and understanding traditional stories, accounts, and newspaper articles originally recorded in the 1800s.

Class CH1A – Absolute Beginner Hawaiian Language

This was class number six in the eight-week Session in which the concept of “kāhulu” (modifiers) was introduced.

CH1A from November 29, 2021

Class CH2A – Level 2A Hawaiian Language

In this CH2A class, we talked about the sixth installment of one of the stories of ʻAiʻai, a famous chief from the ancient past.

CH2A from November 29, 2021

Class CH2B – Level 2B Hawaiian Language

In this CH2B-level class, we started looking at a newspaper advertisement-letter from 1856 about huge piles of salt at Keālia, Maui, with the writer asking if anyone would like to buy it and perhaps resell it for a profit elsewhere.

CH2B from December 7, 2021

Class CH3A – Level 3A Hawaiian Language

This is an example of a CH3A class in which we went over installment number five of the ancient Hawaiian language account of the arrival of Captain Cook in Hawaiʻi in 1778.

CH3A from November 17, 2021

Class CH3B – Level 3B Hawaiian Language

This was class number four in the eight-week Session in which we went over installment number four of the legendary story of ʻIwa, the young thief famous for his exploits working for himself, for high chief ʻUmi, and for anyone who would take his services. He was excellent at double-crossing everyone.

CH3B from November 11, 2021

Class CH4A – Level 4A Hawaiian Language

In this sample from CH4A, we went over installment number three of of a very silly story printed in the Hawaiian newspapers of the mid-1800s about a lad named Keaka Pepa (lit., “Jack Paper” or “Jack Card”, possibly referring to a playing card) who meets up with a magical cow and recounts their journey together through thick and thin.

CH4A from November 3, 2021

Class MH1 (Papa Mele) Hawaiian Song Analysis

In the Papa Mele shown below, we looked into the two Hawaiian mele (songs) written by famous composer Helen Desha Beamer, adoptive great-grandmother of your teacher Kaliko Beamer-Trapp through his hānai mother, Aunty Nona Beamer. One song was “Kawohikūkapulani” and the other was “Pua Malihini”.

Papa Mele MH1 from October 19, 2021