This template helps to shape instructional ideas into lessons that any teacher can implement with a group

of students. The first link on

the left below leads to New Jersey’s subject and grade-level standards. Most schools use the standards to “anchor” a lesson, then
make sure that all activities align to a very few, sharply focused objective.

VITAL INFORMATION
Author: Elizabeth
Rivera
*Subject(s):
Translating Cultural
Lenses of Fitness To
Wellness and Other
Health Concepts
(Pahsahëman-
Physical Education
and History)
*Grade/Level: 9th-
12th grade

STANDARDS AND OBJECTIVES

Curriculum
Standards &
Objectives: NJ
Student Learning
Standards for all
Subjects/Levels

By the end of this lesson, students will be able to recall the history of Lenni Lenape in New Jersey (who mainly
Student Learning live in areas outside of New Jersey today) and Pahsahëman, evaluate how Pahsahëman would positively or
Goals and negatively affect this community’s overall wellness, and demonstrate their understanding of the game’s rules as
Objectives well as its required physical movements through a few rounds of the game.
 (hint: start with a verb such as “recall” or “explain” or “describe” or “prove” or “find”) Try to focus on 2-4
objectives in a typical 40-minute lesson plan.

The Essential Questions are appropriate, thoroughly aligned with the standards and objectives, and designed
to invite inquiry. Questions require higher levels of thinking. See
https://www.teachthought.com/pedagogy/examples-of-essential-questions/ and
Essential Questions https://beyondclassroom.org/individual-elo-design/examples-of-essential-questions/ for examples.
How can understanding the history of Lenni Lenape and Pahsahëman help us interpret fitness’s connection to
culture as well as overall wellness (physical, mental, and social), exercise, and other health concepts?

INSTRUCTIONAL PROCESS
How will you address all language demands (function, vocabulary, discourse)?
● Function: What words or phrases students need to understand in the discipline or across disciplines in
order to participate in this lesson?
● LIST THOSE WORDS OR PHRASES HERE: respond, analyze, identify, apply, evaluate, justify, cooperate,
record observations, discuss

Examples are: record lab observations, analyze, respond, research, compare/contrast, construct, describe,
evaluate, examine, justify, interpret, identify, locate, apply

● Vocabulary: What words do the students need to know related to the topic you are teaching?
Academic
LIST THOSE WORDS HERE: Native-American, Lenni-Lenape, 1600’s, 1700’s, 1800’s, 21st century,trade, camps,
Language (Oral &
tents, history, sports, football, colonists, reservation, Oklahoma, fitness, health, Missouri, Pennsylvania,
Written)
settlement, purchase, Trail of Tears, cultural genocide, forced removal, Indian Removal Act, President, US
government, Andrew Jackson, Munsee, Unami, Unalachtigo, physical, emotional, mental, cardio, stretching,
running, cooperation, teams, teamwork, focus, discuss, maple syrup, maple sugar, tea, food, plates, spoons,
drinks, napkins, etc.
Sources: Maple_Sugaring_Among_the_Delaware_-_WIEP_2020.pdf (woodlandindianedu.com), The History of
Maple Syrup - Maple Valley Cooperative (maplevalleysyrup.coop), Official Site of the Delaware Tribe of Indians
» Pahsahëman — The Lenape Indian Football Game, Lenni-Lenape | Princeton Magazine, West Philadelphia
Collaborative History - The Original People and Their Land: The Lenape, Pre-History to the 18th Century
(upenn.edu), The History of Sports (thoughtco.com), Pahsahëman - A Native American Game
(scoutermom.com)
 How will you engage student interest related to the standards and objectives of the lesson? How will you link to
past lessons?:
This lesson will start by talking about sports students have enjoyed, or have not enjoyed playing during their PE
sessions, as well as sports they enjoy from different cultures outside of PE (martial arts, lacrosse, esports, etc.). It
will also review students’ current knowledge on American and fitness. The teacher then asks how old do they
think the sports like these they mentioned are, with a focus then being put on American football after. Once
American football’s history from the 1800’s on is briefly explained, the teacher can then ask if they knew that a
sport somewhat similar to both futbol and football existed centuries prior to football with the Lenni Lenape,
leading the teacher to ask if they remember who they are. After hearing students’ answers, the teacher then
Instructional Process:
asks where they think the Lenape’s communities went. After a quick discussion of answers they believe to be
Set/ Motivation
the case, the teacher can quickly explain that the Lenni Lenape in New Jersey had 3 different subsections
(Munsee, Unami, Unalachtigo)living in the current state’s different areas, their interactions with the colonists that
eventually led them to be culturally and physically removed them from New Jersey via the Indian Removal Act,
colonists’ encounters with their “football” (Pahsahëman- Pah-sah-ehh-maan). The teacher then explains that
Pahsahëman is still being played today in Lenni Lenape communities in states such as Oklahoma (where they
mostly live today in reservations), and they will get to try the game today and evaluate after playing it how it
may affect their, and by extension the Lenape community’s overall wellness today.
Consider students’ academic, social, and/or cultural characteristics, as well as their prior knowledge, strengths,
and weaknesses.
Briefly describe the (simplified) history of American football and other sports students may be interested in, and
then discuss the simplified history of the Lenni-Lenape’s communities from pre-colonization to now. Then
describe Pahsahëman, how people played it, and how colonists reacted to it. Afterwards, give students the
chance to predict in groups, how this sport could have positive or negative effects on the Lenape community’s
overall wellness with their in-depth, health knowledge. Next, split students into teams (you can do men vs.
women only if students feel comfortable with doing this due to their feelings on their gender {this helps with
LGBTQIA+ inclusion} and if not, you can do mixed teams), and explain the rules of the game (utilize this as a
Instructional Process: template that can be changed if needed, such as the distance between goals or the environment used to play
Strategies, the sport, depending on the class’s grade level/amount of complex physical movement students are able to
Procedures, Tasks do{this helps create inclusivity for students with motor-skill related disabilities like Autism, amputations, and
scoliosis}). Then encourage cooperation, moments of social interaction, sportsmanship, and analysis of the
body parts and types of complex body movements (ie: hand-eye coordination) being used while playing the
sport during the subsequent matches between the different teams.

Clearly describe your instructional processes in sufficient detail that a substitute teacher could follow your plan.
Make sure your instructional processes align to the standards and objectives. How will you organize content
and delivery of the topic and discipline in innovative and relevant ways that provide clear, appropriate, and
 challenging learning for all students? How will you address students’ academic, social, and/or cultural
characteristics, as well as their prior knowledge, strengths, and weaknesses?

Consider how independent, collaborative, small group, and whole class instruction can be used to effectively
support individual learning.

How will you bring the lesson to a close? How will students verbalize or demonstrate their understanding? How
will you extend the lesson and link to future lessons?

Have the students do some writing (bullet points or a few sentences), drawing, and/or discussion together with
their team to evaluate how their overall health was affected by the game, what complex body movements and
exercises link to performing the sport, and their final thoughts about the game’s affects on how they view fitness
within the lens of cultural history in general. Once they feel they are done, the teacher then can listen to their
group’s thoughts, as well as give their opinion about them. If there are no more talking points, then students can
drink coffee, iced tea with maple sugar, or, for students who may be allergic to tea or are hungry, they can
have maple popcorn to eat before the class ends (the teacher can briefly explained that the Lenni-Lenape
Instructional Process:
discovered as well as made maple syrup first before the colonists did, but mainly utilized the maple syrup’s
Closure
leftover sugar instead for its usefulness as a preservant). The next lesson can suggest other ways not mentioned
by the students ways that playing Pahsahëman could have affected their overall wellness, and connect to the
next lesson by mentioning how the next sport or exercise they’re learning links back to a certain history or
culture, or talk about the Lenni Lenape’s connection to maple syrup (if students are currently learning various
concepts related to PE via a maple syrup based unit). Students can also continue to engage with the sport via a
Pahsahëman tournament that can be either during a series of classes once students improve their ability to
play the game.

Consider your alignment with the standards and objectives, as well as student diversity in terms of academic,
social and/or cultural characteristics; learning styles; prior knowledge; strengths; and weaknesses.
How will you help all students meet the standards and objectives through differentiating the instructional
process, content, and product based upon readiness, learning styles (visual, auditory, kinesthetic, tactile
Meeting Individual
[VAKT]), multiple intelligences, and/or assignments of choice.
Needs/
Differentiating
Categories from Common Classroom Accommodations and Modifications | Understood - For learning and
Instruction
thinking differences
Presentation: The class agenda as well as notes related to the Lenape, and Pahsahëman’s history, can be
printed out so those who learn better with text speech readers, such as those who are hard of sight or have
trouble focusing due to disabilities like ADHD have an easier time understanding what’s going on. Have
instructions of how to play Pahsahëman on a large paper in the gym that will be easy for many students to see
or have a mini booklet of the rules nearby where the teams plan their next move (or outside of the playing
area) that students can quickly refer to when they’re problem-solving situations relating to how teams who went
against certain rules will be penalized or if a team scored or not (this is also useful for aides of students of
disabilities or students with disabilities themselves, who may need the rules to ensure that they’re playing fairly
and correctly), and have simple, quick visual cues (GIFs, videos or photos) that display what you’re trying to
describe on the board (via a Powerpoint Presentation, for example) to help visual learners understand what
you’re saying about Pahsahëman’s rules, the Lenape community’s history up to the 21st century, etc.

Response: Scribes, audio recordings of answers, and word processors along with visual charts that help explain
wellness’s different types, types of physical movements taught in the class so far, and other important topics
utilized during the prediction, evaluation and response phases of the lesson are allowed when students are
trying to figure out how Pahsahëman applies to concepts learned in previous classes. Give tactile learners the
chance to draw a quick graph or visual that shows why their group’s chosen concepts relate to the Lenni-
Lenape’s history and Pahsahëman on their own paper if you want individual participation from the students as
well as group participation for the prediction and evaluation sections of the lesson. Allow auditory learners to
reason out loud their thoughts through their collaborative and (if you so choose) individual evaluation on how
Pahsahëman connects to previously taught concepts and their overall wellness. Allow kinseastic learners to act
out their ideas for what their group’s overall evaluation should be, how they relate to wellness, as well as how
they feel about the experience of playing Pahsahëman overall.

Setting: Allow students who need sensory input to use sensory toys throughout the class(play doh shaped like a
football or a well-sealed bag of maple syrup labeled Munsee Maple Syrup that students can play with are
cheap, an American football stress ball and others are simple examples that are fun to use as well as linked to
the lesson at hand) and while they’re trying to figure out their thoughts during the prediction and evaluation
sections, allow students to sit wherever they want while completing the assignment, and allow students to walk
from group to group to see how each group’s evaluations can be improved.

Timing: Allow students to have a few extra minutes to process the directions or how to improve their evaluations
if needed, allow students to quickly take a break after planning out their team’s plan to win Pahsahëman, or
completing their evaluations, depending on the class’s resources and where everyone’s progress is before the
groups express their evaluations to the teacher.
 Scheduling: Allow students a few classes to complete their evaluations depending on how complicated they
are artistically or in-depth they are. The final presentation for the teacher as well as the consumption of maple
sugar snacks described above courtesy of the teacher (depending on the resources available) can be done
the next time the students and teacher meet.

Organization: Suggest to students to highlight sections of the questions (requirements) and thought process that
they believe are important to their knowledge-based analysis and evaluation, (not only does this help
accommodate students, but this also helps you mark what part of the evaluation process they struggle with as
well as what students misconceive or understand well of the previously taught concepts you wish to connect to
your students). Make clear organization of space (fun graphics/photos dividing sections of the evaluation
instructions and Pahsahëman rules,as well as their evaluation papers-if you want to create them for this
particular project-for instance) to help groups neatly arrange their thoughts, understandings throughout the
class agenda, as well as final evaluations. Tell students who are auditory and/or hard of sight that the next
section of the class has begun very clearly so they know what’s going on. Warn students to try to get their
evaluations done in time either before the end of class or around by the next class since otherwise, a special,
delicious treat for the class may not be able to be offered (tea, popcorn mentioned above).

Consider gifted, ELL, culture and other possible needs, as well as Universal Design for Learning (see
http://www.udlcenter.org/).

Accommodations provide access to course content but do not alter the amount or complexity of the
information taught. Accommodations can include changes in the testing environment, instructional
procedures, or classroom presentation.

LIST THE STUDENT(S) BY PSEUDONYM AND THE ACCOMMODATION(S):

Accommodations/
Modifications for Modifications modify (change) the curriculum and result in the child being taught something different or being
IEPs & 504 Plans taught the same information but with the complexity of the material significantly altered from that being taught
to the child’s age and grade level peers. Modifications can be made to classroom materials and/or
performance expectations of the student.

LIST THE STUDENT(S) BY PSEUDONYM AND THE MODIFICATION(S):

MATERIALS AND RESOURCES
What are the print, non-print, manipulatives and technology you need to organize before teaching the lesson?
Worksheets, pencils/pens, markers, colored pencils for drawings for visual learners, highlighters, paper to write
Materials/ notes on or allowing students to use school computers to write notes (depending on school and their
Resources/ availability and students’ available resources), plates for the students (depending on dietary needs and
Technology resources available school has), spoons, knives, napkins,hot mugs, paper bowls, straws (for people with
disabilities or who like drinking tea that way), maple syrup, maple sugar, maple popcorn, sensory toys, play
doh, etc.

ASSESSMENT
How will students demonstrate understanding or skills? How does your assessment align with your selected
standards, student objectives, and instructional procedures? How will you address accommodations,
modifications, and/or differentiation/ individual needs in your assessment plans?

Assessments will be during the presentation of groups’ evaluations to the teacher about how Pahsahëman
affects wellness, connects to previously discussed PE concepts, and how difficult or easy they felt playing
Pahsahëman (and how other groups comment about aspects of their evaluation, if the class has enough time
Assessment and if the teacher wishes, to do presentations on their evaluations during the class or the next class to present in
front of the entire class), a graded review of their evaluation’s “paper” (acting out the answer, typed answers,
drawn out answers, one-on-one discussions with the teacher about their evaluations and why they came to
their conclusions relating to each of the evaluation’s questions, etc. can be provided as alternative ways of
explaining the answer instead of doing a verbal presentation with the group for certain students), and how
students discuss their overall difficulty with creating their evaluations as well as playing Pahsahëman.

Consider providing options for how students demonstrate mastery.

How will you provide progress monitoring and instructive feedback to students during the instructional process?
How will feedback provide opportunities for student success?

Positive feedback which is inclusive to students’ needs and learning styles will be highlighted, first and foremost,
on the students’ evaluation sheets, with feedback about how well they laid out as well as explained the
Formative
problem (“ I love how well you organized this answer with the highlighters!” “I loved how you used your drawing
to support your answer”, “You explained X part of your evaluation and how this concept relates to Pahsahëman
here fits amazingly with your charades!” “Your teamwork to bolster each other’s sections was awesome when
you presented the evaluation!” “I love the way you utilized the Z method to explain this type of exercise’s
relation to Pahsahëman!”= are examples). They can also be stated verbally(“Your teamwork there when you
 tried to get the goal against the other team was incredible!”, “Nice defense against the other team!”, “Your
effort to get the ball where you wanted it to go was quite courageous!”, “I love your honesty that you used to
make sure the game was being played fairly, even if it favored the other team more than yours with that point!”
= etc. are examples). The constructive feedback can be written in the form in a unique, upbeat pen color like
“next time, try doing x to help improve this aspect of your evaluation”, “I love your justification for this concept’s
connection to Pahsahëman, but here’s a way that you can make X part of it stick more to give it the flavor that I
think you were looking for!” to make constructive criticism less nerve-wracking for students to read. This
feedback can also be verbal, with comments on how to improve offense, defense, sportsmanship, and
inclusivity of all members of the team potential points to draw criticism from.

What evidence of student learning will you collect at the end of the lesson? How will you use the data from
these summative assessments to guide future instruction?-

Summative Have the entirety of each group’s members say something, draw something, or mention something in any way
that relates to their evaluation as well as see how many students agree with their group’s justifications related to
concepts mentioned within the evaluation.

You can include assessment information in several ways: students can hand in a completed assignment, take a
test, conduct a small group discussion, create an illustration or art project, etc. - The group discussion with
supportive drawings, charades, etc. is the non grade-based assessment on how confident students are in
explaining, understanding, analyzing, as well as evaluating the real world connections between P and
Assessment/Rubrics
exercises, wellness, and other topics discussed previously in class. The group’s evaluation and justification
presentations are graded, written/drawn assessments on how well they can utilize concepts relating to
physical, mental, and emotional health as well as other concepts related to P.E. and translate their
understanding of them to their unique presentation. Rubrics can be set to the teacher’s discretion.