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THE HAWAIIAN ISLANDS-A UNIT OF STUDY THE HAWAIIAN ISLANDS - A UNIT OF STUDY SUBJECT: THE HAWAIIAN ISLANDS TOPIC: CULTURAL DESCRIPTION: AN ACTIVE RESEARCH PAPER ON THE HAWAIIAN ISLANDS THE HAWAIIAN ISLANDS - A UNIT OF STUDY LESSON ONE Students will be assigned to groups of four to five members. Each group will be given an island name. The groups will be responsible for researching their island (location, population, latitude/longitude, natural resources, business or trade, etc.). The teacher will provide a resource center from which students can utilize books, encyclopedias, newspaper clippings, and travel/tour guides to gather information for preparation of their reports. These reports will be presented to the class on the last day of the unit at a Luau. The teacher will explain that each student will keep a "Hawaiian Journal" and the folders will be distributed. The class will view a video tape which depicts the history of Hawaii including: its formation by volcanoes; the location of the islands in the Pacific Ocean; the different people who migrated to populate the islands; the chiefs(kings) and queens who ruled the islands; the customs and religions of the people; Captain James Cook's discovery of the islands; the settling of Hawaii and its colonization; the process and time line to make it the 50th state of the United States; and the present state of the island including industry, trade and the tourism business. Following the video, the teacher will ask questions about the video to determine the students' comprehension of the information. LESSON TWO The teacher will instruct the students on the layers of the earth, properties of volcanoes, and the formation of the Hawaiian Islands. For a class activity, each group will construct a volcano. The groups will work cooperatively to make play-dough, measuring the ingredients and adding food coloring to achieve a desired color for their volcano. After all groups have constructed their volcano, they will activate them using a recipe that will produce a lava flow. The students will draw a picture of their volcano and record their observations of the lava flow in their Hawaiian Journal. LESSON THREE The class will explore the people and culture of the Hawaiian Islands. They will follow a time line including: the history of the islands beginning with the first Polynesian settlers; the population of the islands; the discovery by Captain James Cook; the migration of settlers and missionaries from the U.S., Europe, China, Japan, Portugal, etc.; the process of Hawaii becoming the 50th state in the U.S. They will study the islands and the population on each island. They will compare the life of a typical family in Hawaii today with their own family and write the comparison in their journals. The class will explore customs such as the hula dance, luau and lei. They will begin to plan for a luau to be held the last day of the unit. They will plan the menu, dress and make leis for the occasion. Each group will be assigned a grocery list for the food. They will be given a budget to purchase the items on the grocery list. On the day before the luau, the class will take a field trip to the grocery store to purchase the items. They must stay within the budget for their list. Also at the grocery story, the students will list any items they find that may have come from Hawaii, other than those on their list. They will also begin to make the leis for the luau. LESSON FOUR The students will explore the natural resources of the Hawaiian Islands, wildlife, rainforests and national parks. They will view a video tape on rain forests and their importance to the ecosystem. Following the video, the class will discuss within their group the information in the tape. They will list the wildlife native to the islands, the plants, fish, etc.. The students will make tropical fish which are native to the Hawaiian Islands using construction paper, felt, pipecleaners, etc. and these will be displayed in the classroom. LESSON FIVE The class will have a guest speaker. Barbara Smith, who has visited the Hawaiian Islands three times will share her experiences and photos with the class. Afterward, the class will work within their groups to write an advertisement promoting the travel to the Hawaiian Islands. Their goal will be to highlight the aspects of Hawaii they would most enjoy and encourage other people to visit. The advertisements will be posted outside the room in the hall for the school to read. THE HAWAIIAN ISLANDS - A UNIT OF STUDY OVERVIEW The following five lesson plans reflect only a portion of an integrated unit developed to teach students about the Hawaiian Islands. This unit would be a great topic to study during the dreary winter months of January or February. It would span a two to three week period, dependent on the number of students in the class, the number of activities and centers utilized and the overall pace of the class. The teacher may determine the pace by student interest and response. For example, if the students wish to pursue the study of volcanoes and the earth to regions other than Hawaii, this unit could be expanded by a week to accommodate the extra material. The teacher should use discretion in evaluating the students desires and interests and develop the unit appropriately. The class will be divided into groups of four to five students each. These groups should be of mixed developmental levels, allowing the students to work cooperatively pooling their individual strengths and assisting one another. The activities in the unit will be varied to allow each student an opportunity to be successful and utilize their individual talents or skills. Each group will be given an island name and be responsible for researching their island (location, population, natural resources, volcanoes, business/trade, etc.). A report will be given to the class at the conclusion of the unit at a Luau, complete with native food, dress, leis and music. Throughout the unit the students will keep a "Hawaiian Journal." These will be color coded by group and each group will design a cover for their folders related to their particular island. At conclusion of the unit the journal will be graded for completeness. All work, research and information accumulated during the study will be contained in the journal. Each day, the teacher will assign vocabulary words pertaining to the information to be covered that day. The students will be responsible for working within their groups to define the words using resources provided or from the information they learn in class. The unit will include study on the topics listed below. However, the unit should not be limited to these only. The teacher may eliminate or add topics to make the unit more meaningful and interesting to the student. At conclusion of the unit, the students will have worked cooperatively in groups to complete research and projects. They will have gained ownership and understanding of the topics studied. They will represent their understanding through the written expression in their journals, completeness of the learning center activities, and in the oral reports they present at the class luau. TOPICS OF STUDY: - the formation of the islands by volcanoes - history of the Hawaiian Islands - the people, customs, religions - the natural resources, national parks, rain forests, and wildlife - the modernization of the islands and the history of Hawaii becoming a state - the role of Pearl Harbor in World War II - the tourism trade in Hawaii - the cost of living and life on the islands today LEARNING CENTERS INSTRUCTIONAL BOARD An instructional board will be in place the first day of studying the Hawaiian Islands. A sign up sheet will posted for students to write their names after completing all of the activities. It will include 6 activities. 1. Identify the layers of the earth. The students will identify the four layers of the earth on a laminated sheet osted below a felt construction of the earth. They will check their work with an answer key located in a pocket on the board. 2. Define the layers of the earth. The students will match the terms which identify the layers of the earth with their definition. The definitions will be posted on the board, and the students will attached with Velcro, the matching terms that are printed on laminated posterboard. They will check work with an answer key located in a pocket on the board. 3. Identify the parts of the volcano. A felt construction of a volcano will be posted on the board and the parts will be numbered. The students will attached with Velcro, the matching terms that are printed on laminated poster board. They will check their work with an answer key located in a pocket on the board. 4. Word scramble. Choose six (or more if desired) Hawaiian terms. Scramble the letters and post them on the board. Leave blanks for the students to unscramble the letters and spell the term correctly. Underneath the scrambled letters, post the correct spelling for the students to check their work. Example: O C N A O L V 5. Identify the islands. Post a laminated, scale map with the islands numbered 1-8. On a laminated sheet, the students will identify the islands by name. They may check their work with an answer key located in a pocket on the board. 6. Measure the distance between the islands. Using the same laminated, scale map, students will use a "bean stick" to calculate the distance between islands in beans. Next, they will use a scale mileage stick to calculate the distance in miles. They may check their work with an answer key located in a pocket on the board. Have the students expand this by comparing beans to miles or calculating how many beans equal a mile. SHOPPING CENTER TRIP The cost of living in Hawaii is much higher than it is in the contiguous United States because so many products much be shipped to the islands. The extra costs of shipping and handling, etc. are passed on to the consumer. For an activity center, assign a determined amount of money to the students ($1,000 for example). Provide a shopping list sheet with space to write a list of items they wish to purchase, the price of the item in Hawaii and the price of the item in the mainland. Provide various means of media from which the students may shop: catalogs, newspapers, sales flyers, toy cars with price tags, foods with price tags, dollhouse furniture with price tags, clothes with price tags, real estate listing, etc. The students will share their shopping list with the members of their group and include it in their Hawaiian Journal. HAWAIIAN PETROGLYPH Hawaiian Petroglyphs are found on the coastlines carved in stone and the lava fields. They are symbols and images that were used by the ancient Hawaiians for communication, protection, religious rites, etc. The majority of them represent men, women, children, animals, and spirits. For an activity center, have the students develop a system of petroglyphs and represent a sentence or phrase using the symbols. Provide different mediums for this activity: chalk and black paper construction paper, pipe cleaners, etc. RESEARCH CENTER Provide a table or designated area for resources. Have available books pertaining to the history of the Hawaiian Islands, volcanoes and the earth, travel guides, ictional and nonfictional literature, encyclopedias, maps, magazines, etc. The students will use this center to research their island for reporting to the class. VOCABULARY WORDS Each day the teacher will assign vocabulary words for the class to research define. Listed below is a list of words to be utilized. Hawaiian Islands volcano James Cook Liliuokalani Kamehameha Poylnesia lei luau poi Nihau Oahu Molokai Kahoolawe Hilo Kauai Maui Lanai hula pineapple coconut orchid Honolulu aloha Haleakala mantle core crust pipe vent lava magma Pearl Harbor LESSON PLAN FORM-DAY ONE TEACHER: Mark S. Smith DATE: Day One TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will understand the facts and principles relating to the Hawaiian Islands and their history. The students will listen attentively while the teacher introduces the unit and presents a video tape. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will explain and generalize the information presented in the video tape. The students will ask questions about the information presented in the film and participate in a class discussion. ADVANCE PREPARATION (materials needed): A video tape depicting the volcanic formation and history of the Hawaiian Islands, television, VCRTwo-pocket folders for the Hawaiian Journals, color-coded by groupA list of students for group assignments TRANSITION/MOTIVATION: The teacher will wear Hawaiian clothes that day, to incite interest in the students (a lei, hat, T-shirt, etc.). The instructional board will be in place and the teacher will draw the students' attention to it. The video tape will introduce the unit by providing an overview of the material the students will study throughout the unit. TEACHING/LEARNING ACTIVITIES: (designate (T)-teacher or (C)-child) (T) The teacher will introduce the unit of study on the Hawaiian Islands. (T) The teacher will assign the students in cooperative learning groups. (T) The teacher will explain the Hawaiian Journals assignment and distribute the color-coded folders. (C) The students will view the video tape about the volcanic formation and history of the Hawaiian Islands. (T) (C) The class will discuss the film as the teacher asks questions and guides the discussion. CLOSURE/EVALUATION: The teacher will evaluate the students' comprehension of the video tape by their responses in class discussion. The teacher will introduce and explain the learning centers. ASSIGNMENTS: No assignment LESSON PLAN FORM-DAY TWO TEACHER: Mark S. Smith DATE: Day Two TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will understand the facts and principles about volcanoes. The students will participate and complete a group project of building a volcano. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will identify the parts of the volcano and explain the formation of the Hawaiian Islands. The students will work cooperatively in groups to construct a volcano. The students will write in their journals the information they learned and their observations of the experiment. ADVANCE PREPARATION (material needed): Information about volcanoes: pictures, maps, graphs, books, lava rocks, etc.Materials for volcano construction: plastic or Styrofoam cups, Styrofoam plates, flour, salt, cream of tartar, alum, water, food coloring, dish detergent, baking soda, vinegar, mixing bowls, wooden spoons for mixing, wax paper, paper towels. TRANSITION/MOTIVATION: The teacher will review the information from the video tape emphasizing the volcanic segments. The teacher will show the students a completed volcano like the one they will produce in the group activity. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present material on the layers of the earth, properties of volcanoes and the formation of the Hawaiian Islands. (C) The students will work in their cooperative groups to construct a volcano. (C) The students will first make a dough, measuring the ingredients and adding food coloring to achieve a desired color for their volcano. (C) The students will follow the recipe and instructions for producing a lava flow from their volcano. CLOSURE/EVALUATION: The teacher will circulate around the room assisting the groups and evaluating their work. When all groups have completed the activity, the teacher will instruct the students with the proper clean-up procedures. ASSIGNMENT: The teacher will assign the students to draw a picture of their group's volcano and record their observations of the lava flow in their Hawaiian journals. LESSON PLAN FORM-DAY THREE TEACHER: Mark S. Smith DATE: Day Three TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE: The students will understand the facts and principles of the history of the people and culture of the Hawaiian Islands. The students will participate in a group activity to explore the Hawaiian culture and customs. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will be able to explain the migration of the Polynesian people and other nationalities which populated the Hawaiian Islands. The students will understand the time line of the history of the Hawaiian culture. The students will work in cooperative groups to plan a luau. The students will work in cooperative groups to prepare a shopping list and maintain a budget. ADVANCE PREPARATION: Information about the history of the Hawaiian culture: books, artifacts, pictures, petroglyphs, etc. Sample items to be used at the luau: lei, fruit, etc. Shopping lists and budgets for each group. TRANSITION/MOTIVATION: Review the information in the video tape about the people of the Hawaiian Islands. The teacher will introduce the idea of a luau at the conclusion of the unit to excite the children to learn more about the culture and customs. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present information about the culture and history of the Hawaiian people, pointing out the books and artifacts located in the Research Learning Center. (C) The class will discuss the customs. (C) The class will work in their groups to discuss and compare the family life in Hawaii with their own. (C) The groups will discuss their shopping list and preview their budget. CLOSURE/EVALUATION: The teacher will circulate around the room assisting the groups with their planning. At closure, the groups will share their family comparisons with the entire class. ASSIGNMENT: The teacher will assign the students to watch in the newspaper for grocery adds that may advertise the items on their shopping list. LESSON PLAN FORM-DAY FOUR TEACHER: Mark S. Smith DATE: Day Four TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will know specific facts about the natural resources, wildlife, plantlife, rain forest and national parks of the Hawaiian Islands. The students will listen attentively to a video tape about the rain forests. The students will participate and complete a group activity creating replicas of animal life native to the Hawaiian Islands. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will discuss in their groups the information presented in class and the video tape.The students will list the natural resources, wildlife, plantlife native to the islands.The students will list the animals that live in the rain forest and the rain forests' importance in the ecosystem. The students will work cooperatively in groups to make tropical fish using art materials. ADVANCE PREPARATION: Information about the Hawaiian Islands' natural resources and national parks. Video tape about rain forests and their importance in the ecosystem. Materials to make tropical fish: construction paper, markers, felt, pipecleaners, glue, tape, string for hanging. TRANSITION/MOTIVATION: The teacher will ask the class what they already know about rain forests. They will discuss the responses. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present the information about the natural resources of the islands, wildlife, plantlife, and national parks. (T) The teacher will point out the information available at the Research Center pertaining to the topics. (C) The students will view a video tape about rain forests. (C) The students will assemble into their cooperative groups to discuss the film. (C) The students will list the wildlife native to the islands, the plants, fish, etc. (C) The students will work in their cooperative groups to make tropical fish using materials provided. CLOSURE/EVALUATION: The teacher will circulate around the room assisting and evaluating the groups. At the end of classtime, the groups will report to the class their lists and discuss the findings. The teacher will hang the fish in the classroom. LESSON PLAN FORM-DAY FIVE TEACHER: Mark S. Smith DATE: Day Five TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The class will listen attentively and show interest to a guest speaker.The class will write a well organized advertisement for a trip to the Hawaiian Islands. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The class will ask questions of the guest speaker about her experiences in the Hawaiian Islands. The class will create an advertisement for the Hawaiian Islands emphasizing the information learned from the guest speaker. The class will write thank you letters to the guest speaker pointing out the information they learned from her visit. ADVANCE PREPARATION: Confirm with the guest speaker two to three days in advance. Any material or equipment the guest speaker may need; television, VCR, podium, table for materials. TRANSITION/MOTIVATION: The teacher will introduce the guest speaker and the class will welcome her. TEACHING/LEARNING ACTIVITIES: (C) The students will listen to the guest speaker and ask questions about the material she presents. (C) The students will work in cooperative groups to write an advertisement promoting travel to the Hawaiian Islands. Their goal will be to highlight the aspects of Hawaii they would most enjoy and encourage other people to visit for the same reasons. They should include picture in the advertisement. CLOSURE/EVALUATION: The teacher will circulate around the room assisting and evaluating the groups. At conclusion of the class period, the teacher will collect the advertisements and post them outside of the classroom in the hall. ASSIGNMENT: None UNIT GOALS I. The students will understand the facts, principles and basic concepts about the Hawaiian Islands, its volcanic formation, its history, people and culture, importance of Pearl Harbor in WWII, natural resources, wildlife, business and industry. II. The students will work in cooperative groups to explore the Hawaiian Islands. III. The students will work in active learning centers. IV. The students will create artistic replications of the information they study. V. The students will experience Hawaiian customs. UNIT OBJECTIVES I. The students will discuss and explain the information gained by watching video tapes in class. They will ask questions, analyze and compare the material. The students will record and reflect on the information they through written expression in journals. The students will understand the historical time of the Hawaiian Islands. The students will identify the parts of the volcano, the layers of the earth, the names of the islands, the wildlife and plantlife, and the natural resources. II. The students will work in cooperative groups to construct a volcano and make the dough for the project. The students will work with their group to research their island and prepare a report. The students will plan a luau and shop within a budget for the food. The students will discuss with their groups the information presented in class and make comparisons to share with the class. The students will work with their group to write an advertisement for travel to Hawaii. III. Active learning center will in place throughout the unit. The students will rotate to the centers within their groups to complete the activities. Learning Centers Activities include: identifying, measuring, defining, matching, locating, sequencing, art, reading, research, adding and subtracting. IV. The students will work with their cooperative group to construct a volcano. The students will make leis for the luau. The students will make tropical fish to decorate the classroom. The students will make petroglyphs figures. V. The students will plan and experience an authentic Hawaiian Luau. This will be the capstone to the unit complete with native food, dress and music. LESSONS DAY ONE - INTRODUCE UNIT, VIDEO TAPE DAY TWO - VOLCANOES, CONSTRUCT, PLAYDOUGH DAY THREE - PEOPLE & CULTURE, INTRO LUAU, SHOPPING LIST DAY FOUR - NAT RES, RAIN FOREST, VIDEO, MAKE FISH DAY FIVE - GUEST, ADVERTISEMENT- POST ON WALLS RESOURCE BOOKS Bramwell, M. (1986). Volcanoes and earthquakes. New York: Frank Watts Inc. Branley, F. M., & Simont, M. (1985). Volcanoes. New York: Thomas Y. Crowell. Carpenter, A. (1979). The new enchantment of America - Hawaii. New York: Regensteiner Publishing Enterprises, Inc. Carroll, L., & Carroll, R. (1965). Danny and the poi pup. New York: Henry Z. Walck, Inc. Carson, J. (1984). Volcanoes. New York: The Bookwright Press. Day, G. A., & Stroven, C. (Eds.). (1959). A Hawaiian reader. New York: Appleton-Century-Crofts, Inc. Funai, M. (1972). Moke and Poki in the rain forest. New York: Harper & Row. Gibbon, D. (Ed.). (1985). Hawaii - a picture book to remember her by. New York: Crescent Books. Hiroa, T. R. (1964). Arts and crafts of Hawaii. Bishop Museum Press. Jacobsen & Kristensen. (1986). A family in Hawaii. New York: The Bookwright Press. Laschever, B. D. (1959). Getting to know Hawaii. New York: Coward-McCann Inc. Lee, W. S. (1966). The islands. New York: Holt, Rhinehard and Winston. Newman, S. P. (1960). Liliuokalani, young Hawaiian queen. Indianapolis: Bobbs-Merrill Co. Inc. Slepian, J. (1987). Something beyond paradise. New York: Philomel Books. Swenson, J. M. (1963). A book to begin on - Hawaii. New York: Holt, Rhinehart and Winston. Wilson, H. (1963). Last queen of Hawaii, Liliuokalani. New York: Alfred. A. Knopf. Wood, J. (1991). Volcanoes, fire from below. Milwaukee: Gareth Stevens Children's Books.

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All pricing and terms of rental for vacation rentals in Hawaii are subject to change. All Hawaii vacation rentals must pay a 30% to 50% deposit to make a reservation and pay the full balance for the vacation rental within 30 to 60 days of arrival depending on the specific rental.. Cancellation after a vacation rental confirmation is issued results in forfeiture of any collected money, except the guest's security deposit and cleaning fee (if applicable). Hawaiian Beach Rentals prides itself on offering the best customers service and highest quality accommodations possible. For information on Vacation Rental Travel Insurance Click Here . Kauai, Hawaii Real Estate . Hawaii Search . List your vacation rental, condo or hotel on our site.

Hawaiian Barbecue Not logged

-- L&L Hawaiian Barbecue - NYC Restaurant & Menu Guide. Menus, Ratings, Reviews. New York City, NY HOME MY MENUPAGES RESTAURATEURS SUBMIT A MENU BROWSE CHANGE CITY LOGIN -- -- Restaurant Name Search Find-a-Food Search Advanced Search How to Use This Site Now Serving: 4540 New York City (NYC) Restaurant Menus Home >> Barbecue >> Midtown South / Chelsea >> L&L Hawaiian Barbecue Not logged in Go To >> My MenuPages Area Upper East Side (4) Upper West Side (5) Midtown East (1) Midtown West (7) Murray Hill / Gramercy (10) Midtown South / Chelsea (10) Village/ W Village (6) East Village/ LES (3) Soho/Trbca/FinDist (7) Neighborhood Central Village / Noho (2) Chelsea / Midtown South (3) East 30's (3) East 40's (1) East 70's (3) East 90's (1) East Village (3) Financial District (2) Flatiron / Union Square (2) Gramercy / Kips Bay (5) Soho / Little Italy (1) Tribeca (4) West 30's (6) West 40's (7) West 50's (1) West 70's (2) West 80's (2) West 90's & 100's (1) West Village (4) L&L Hawaiian Barbecue ($) Hawaiian, Barbecue 535 8th Ave, New York 10018 Btwn 36th & 37th St Phone: 212-629-9708 Fax: Menus On Screen Menu Printable Menu(pdf) Add to My MenuPages Email this page Report menu problems -- Report menu problems Menus Not Displaying? More Restaurant Info... User Ratings and Reviews Food Click here to Rate and Review Service Value Atmosphere Posted by Anonymous on 12/21/2005 Perfect Plate Lunch Hawaiian Plate Lunch at its finest. If you have ever been then you would know EXACTLY what to expect - inexpensive, tasty and plentiful portions of Asian inspired dishes. YUM! Posted by Anonymous on 08/17/2005 Ordered Delivery The food was good and the price was great... Posted by ed on 07/06/2005 Just fair Ate at this location july 3. Mediocre at best. This is just a fast food restaurant. Posted by Boy Bunny on 07/05/2005 Paradise Pig Out Don't let the fast food decor fool you--the food is delicious AND cheap! I had the kahlua and lau lau combo--any restaurant that allows you to double up on pork is all right in my book. It was served with rice AND macaroni salad--two carbs instead of just one! Along with the usual ketchup, mustard, and relish, there was a very good Vietnamese hot sauce on the condiment stand. Lest you think I'm totally unhealth conscious, the taro leafs and cabbage that came with the kahlua and lau lau were tender and flavorful. The staff was friendly, helpful, and genuinely concerned about my dining experience. Posted by islander on 06/18/2005 Gotta love it Finally, authentic tasting island style bbq...cheap and does the trick. Having been away from the islands for a while, it's nice to know that I can still get a taste of home here in NYC. BBQ chicken, kalbi and mac salad just as I remember it. I was surprised they even had spam musubi! Read More ... Other Restaurant Info -- www.hawaiianbarbecue.com Map Cross Street Btwn 36th & 37th St General Comments DeliveryTake OutCatering About Us | Contact Us | Advertise with us | Restaurateurs | FAQ's | -- Privacy Policy | Legal Notices 2002-2005 Slick City Media, Inc. All Rights Reserved. MenuPages is a trademark of Slick City Media, Inc. Disclaimer

Hawaii Wedding Packages -

Hawaii Weddings - Packages and Sunset Tips Aloha it's January 25 2006 04:19 in Hawaii Sunrise is at: 7:05 AM Sunset is at: 6:15 PM Hawaii Wedding Packages - Sunset Wedding Package Add Hawaiian Lei's or Much More - $550.00 Hawaii Sunset Package Call toll free in U.S.A 1-866-832-8626 or 808-883-0876 Short Notice Booking? No problem Click Here to Receive Mailer. Click to see a few flowers Click Here to Reserve Sunset Click Here For Planning and FAQ's Aloha - My name is Kris Anderson, Photographer.I have been in the Hawaii Wedding business for over 15 years. I have always loved seeing how happy couples are to receive beautiful Hawaii wedding photographs and video. I know most couples who plan a Hawaii wedding would like to have an excellent chance to get a Romantic Sunset Photograph at the end of their Hawaii wedding. Sadly most locations won't have a sunset and most photographers don't know how to capture it on film correctly even if it did happen. New - There are many couples who come to Hawaii who think that the weather in Hawaii is always nice. Many advertisements offer a sunset wedding package even though the sunset is on the opposite side of the island. This is quite common on Kauai and Oahu. People just don't ask enough questions. Hawaii also gets rain all the time. I worked on Kauai for six years and have seen it rain on far too many weddings. The sunsets are almost never visible.Nearly 50% of Kauai weddings get rain. Hanalei gets so much rain you could have a very wet vacation. It can be very nice but you never know. Maui's free locations are usually very small and crowded. The last two times I was on Maui it rained in Wailea and Lahina. I have seen as many as 14 couples show up at the same beach for a wedding.Oahu is fun and has good shopping, I don't consider it a romantic place. Many couples sit in traffic on their wedding day. I know the best sunset wedding location in Hawaii - and it's free. The sunsets are the best in Hawaii all year. It's like a machine - almost every night. Up at Waikoloa, just 25 miles from Kailua Kona on The Big Island of Hawaii, the rainfall is about 6 inches a year. Very little rain and excellent hotels and activities.What a great combination . Other locations on Hawaii Island aren't nearly as nice. I know several of the very best Licensed Ministersin Hawaii and we are offering an unbeatable wedding package. You also can arrange for more flowers, champagne, music, cake etc. if you want.You can customize your ceremony or leave it us - I'll even do a Keep sake edited Wedding Video along with my Forty Print Photography Package (2 still camera shoot - negatives available at $45.00) .You can spend the money you save having fun together on your Hawaii Honeymoon. Plus you will have beautiful wedding photographs and video by Kris. No deposit is required if you are using one of the Licensed Ministers on my list. Just pay the $150.00 ministers fee to reserve your date. The ministers fee is usually sent direct after you make your selection. I like the fact that nearly every couple is in contact with their Licensed Minister / Wedding Officiate.I will hold your date on my wedding calendar if we have the minister booked. Note that $150.00 is deducted from the package price when the ministers fee is paid. Come back and view my site often. I have 1,000's of new photo's to publish. I will also include photo's of some very poor locations. Watch for new photo's at Hapuna, Holoholokai and Harbor Beaches. Also many more at A-Bay. We also have purchased another very expensive computer and more cameras recently. We can now do DVD whenever required. We produce photo CD's several times every week. The most important thing by far is fun professional photography, using the best film, cameras and processing. I have everything covered including the video. Weddings are so much fun in Hawaii - it's the best for wedding photography and ceremonies by the sea. The best location for weddings in Hawaii is here in Waikoloa. No one who wants great Photo's likes rain. Here in Waikoloa you have less than 2% chance of rain and 95% chance of a great sunset. We charge less than many other photographers who don't have the equipment or experience that I do. Within the last month, I spent $8,000 for two new still camera systems complementing my already number one system developed over 12 years for Hawaii Weddings. A very cool 3 chip Digital Sony captures your ceremony by the sea. Nikon, Sony and digital = a great Hawaii wedding - you won't be disapointed. I also do one or two Renewal Ceremonies every month - so romantic. Click Here to Receive Mailer. Click Here to Reserve Sunset Sunset Package Wonderful Licensed Minister 40 Print Photography Package Medium Format Available* Hasselblad and Nikon Cameras Newest Digital Cameras Professional Film Negatives Available at $45.00 Unlimited Digital + B&W Video - Sony 3 CCD Digital Tripod and Pro mic Keepsake Edit with Music Protective Case DV to Pro VHS 100% Backup Equipment Hawaiian Lei's optional Choose your Lei's/Flowers $550.00 + Lei's Anderson Portraits Kris Anderson Fairway Terrace PO Box 384702 Waikoloa, Hi. 96738 Please Call (808) 883-0876 U.S.A. Toll Free 1-866-832-8626 Cell 808-989-1847 Unlimited Black and White Click Any Photo to Enlarge Home Page | Map Hawaii Weather | Anderson Portraits Reserve Wedding Package | Wedding of the Month Look at some Photo's | Hotels in Kona Marriage License | Old - Slide Show Reserve Sunset Package | Other Hawaii Sites SUNSET WEDDING MAILER New Delivery options and letters | Kona Weddings Video Hawaii Weddings Slide Show | Marriage License - Kona Weddings Kris Anderson, Photographer Last modified: 05-May-2004 Sunset time updated daily Email#1 - andersonportraits@yahoo.com - large paid account or #2 andersonphoto@hawaii.rr.com - my cable modem service PH: 808-883-0876 Fax:808-883-0473 Cell:808-989-1847 * I reserve the right to use my favorite cameras for any shoot - based on quality and lighting needs. I am shooting more digital - just like Pro Wedding Photographers all over America. To read the latest about digital wedding photography you can read the same stuff I do every week at: DigitalPhotographers.net One method that works for me is to have 3 cameras. One pro color film, one digital and one backup. This is a slow move to digital. Pro film is still nice with bright highlights - like sunset. Digital images are made availabe on your free web site. I am not substituting to save money on film, it's just that digital is so nice. Actually I am spending lots of money because of the additional cameras, flash and memory cards. Also digital creates endless hours on the computer, but I feel it's worth it now - with the new cameras available. I am always striving to be the very best I can. The prints from digital are made on the same pro photo paper at our lab - made to last 100 years. Digital has arrived and it requires photographers to be computer geeks. I have been editing digital video for years already. Another really great feature about having everything on CD is my ability to edit in some of the best images from the photo shoot when making wedding DVD's - really impressive. Recently we had some bad weather pass by Hawaii. The clouds turned really nice colors after sunset - very very low light and after sunset. With the digital camera I was ready to capture the moment. The scene lasted less than TWO MINUTES. The flexability of digital allowed me dial in the equivelent of ASA 800 film to capture another very special photograph for them - along with the pro film - it's an added benefit that doesn't take away from what I've been doing for many years. This flexability (changing film speed in 10 seconds) is really wonderful. The other benefits of having everything on CD things like cropping and simple retouching at no charge. Also I can make an unlimited number of images. This is great for Photo Journalism style combined with the traditional. Also, if we have everything on CD, magazine style wedding album pages are possible in PhotoShop CS - really cool. Digital cannot be ignored and we are already a digital studio (video).Digital Video is way more complex than Digital Stills. Mention (email me) that you read this and I'll make a free automated website with photographs from your wedding. Available in 1 day. This is nice for family to see your wedding pictures on the net. Usually I email the password once the site is ready. Normally I will leave the site up for 60 days. Should family members want prints they can also order direct. Standard prints including simple retouching and custom cropping are just $10.00 + S/H. I can also host your wedding video on the web - ask for a quote. Video takes much longer to do for the web.