I am the author of the lesson (cannot feel I can objectively rate this), and have taught an abridged version twice, with students who were already familiar with the Hawaiian term "aloha 'āina." I taught a 30 minute version with juniors and seniors that reviews the major concepts of aloha 'āina and figurative language. 40 minutes would be a more comfortable time frame for this lesson. Here's what I did: 1. wrote "aloha" and "'āina" on the board, and asked students to go up and write words or ideas they associate with these terms on the board. For "aloha," students wrote welcoming, greeting, and love. For 'āina, students wrote land, mauka to makai, lāhui, and taro/lo'i. 2. together, we discussed the ideas and then talked about what "aloha 'āina" means and how it might be different from "mālama 'āina." I went over the 2 major definitions of love of the land, and patriotism. 3. we went over the major figurative language terms--I quickly asked the class to define them, since it should be a review. 4. we watched the video, and I asked the students to fill out just 4 questions--the purpose of the song, the audience, the song's definition of aloha 'āina, and any figurative language they noticed. While we didn't have time to go over every single detail of figurative language, students definitely picked up on how the song was action oriented. The purpose of the song was about how love of and for the land is not just expressed, but expressed through physical action. The visuals of the music video helped, and students seemed to appreciate the music and message. If I taught it again, I would use this definition for aloha 'āina, as I find it more comprehensive: https://hilo.hawaii.edu/wehe/?q=aloha+aina. This lesson would be useful for teaching language arts concepts and literary terms with a Hawaiian focus. I could follow up with the sustainable aspects: I would remind us of the definition of aloha 'āina, ask for examples, and ask students to write their own poem.