Teacher: Cristen Simone

Day: 1 of 1

Grade: 4
Subject: Social Studies

Date: October 16, 2015

Time: 25-35 minutes

Cognitive Level(s) of Lesson: Analysis

Objective:
Students will be able to:
Learning: understand how the Lenape Native Americans lived
Behavior: by doing a packet that has worksheets about the Lenapes and a word search to review
their vocabulary words
Condition: after a class discussion about the Lenape Native Americans and their heritage, way of
living, and religious beliefs

NJCCS Addressed:
6.1.4.D.1
Determine the impact of European colonization on Native American populations, including the
Lenni Lenape of New Jersey.
6.1.4.D.2
Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey
and America, and describe the challenges they encountered.
6.1.P.D.4
Learn about and respect other cultures within the classroom and community.
6.1.4.D.10
Describe how the influence of Native American groups, including the Lenni Lenape culture, is
manifested in different regions of New Jersey

Instructional Strategies:
Opening:
1. The teacher explains to her students that in todays lesson they will learn about the
Lenape Native Americans and their way of life.(Purpose Setting)

2. The teacher starts by going over who the Lenape Native Americans are and the two types
of Lenape groups. (Review)
3. The teacher will ask the students if they remember the two names of the Lenape groups
from a previous lesson. Anticipated Responses: Unami Munsee(Assessment of
Background Knowledge)(Anticipatory Set)
4. The teacher will explain to the students that they will be going over the Lenape people
and their ways of living. After, they will receive a fun packet filled with a word search,
and two worksheets that they will be able to fill-in. They will have some time to start the
packet but can also take it home to review the material and they can discuss theiranswers
next class.
Presentation:
5. The teacher will begin by discussing that the Lenape Native Americans lived throughout
New Jersey in the 1600s, but they also lived in some parts of Delaware, Pennsylvania,
and New York. She will tell the students that the areas in which these Natives live are
called Lenapehoking. (Input)
6. The teacher will tell students that there are two groups of Lenape and will ask If students
remember the two names that they learned from their previous class. Anticipated
Responses: Unami Munsee (Checking for Understanding)
7. The teacher and the students will discuss the Raritan River and will learn which group of
Lenape people lives north and which live south of the river, the Munsee or the Unami
group.
8. The teacher will hold up a map for students and will ask for two students to volunteer,
one at a time. One student will come up to the map and point to where they think the
Munsee group lives and one will point to where they think the Unami group live. The
teacher will label where each group lives so they can have a visual. (Checking for
Understanding) (Modeling) (Input)
9. After the teacher thinks that students understand where the Lenape live and a little about
their people, she will discuss their living conditions.
10. Teacher asks, Do you think the Lenape lived in a house like we do back in the 1600s?
Anticipated Responses: No they live outdoors No they live in huts (Checking for
Understanding)
11. The teacher will explain that since the Lenape lived outdoors they had to use resources in
their environment for food, clothing, and shelter. They also based what resources they
used based on the seasons. (Input)
12. The students and teacher will go over the different seasons and how the Lenape survived
by migrating between the shore and village.

13. The teacher will ask students,Now that we know the Lenape lived outside, hunted, and
planted all of their food, what kind of home did they have? Anticipated responses: A
hut A wigwamA house(Checking for Understanding) (Input)
14. The teacher will talk about the two types of houses that the Lenape groups had. The two
types of houses were called wigwams and longhouses. The class will then go over the
difference between them. (Input)
15. The teacher will hold up apicture of the two types of houses and will go over how they
are built. She will also pass around the picture as they are discussing them. (Input)
(Modeling)
16. The teacher will begin to discuss another aspect in the Lenape way of life, working. She
will discuss the role of the men and woman in the village but also the role of children.
(Input)
17. The teacher will stop and ask, What is one way you think the Lenape Natives had fun if
they always worked? Anticipated Responses: play build things (Checking for
Understanding)(Input)
18. The teacher will discuss the importance of music and dance for the Lenape people. It
was their way to have fun. (Input)
19. The teacher will discuss the importance in oral tradition and will tell students that means
they shared stories from generation to generation. (Input)
20. The teacher and students will move on to discuss the Lenape heritage. The teacher will
explain that heritage means the Lenape history, beliefs, and way of life. (input)
21. The teacher will discuss the Lenape religion, and the spirits they believed in called
Manetu. (Input)
22. After teacher feels like students grasp all the topics they discussed that deal with the
Lenape way of life, she will move on. She will end their discussion by telling students
that the Lenape descendants still live in our area today. There are also towns with Lenape
names, such as Manhatten, Manasquan, and Hackensack. Mountains, lakes, streets, and
rivers also have Lenape related names.
23. The teacher will tell students that they will be given a packet of a few handouts that
review what they have just went over. They will work on it during class until they leave
for gym class. Then they will review and go over their answers during their next history
class.
Guided Practice:
24. The teacher will hand out the packet and will ask all students to work on it individually
but may also work in a group since their desks are already in a group.

25. The packet includes a word search that reviews the vocabulary they went over. It also
has two worksheets about the Lenape people that they can fill-in.
26. The teacher will walk around and see the students progress and will help those who have
a question. If students are struggling she will tell students to take out their history
textbook to write down their vocabulary definitions found in the Lenape chapter to
familiarize themselves with them. (Alternative Strategy)
27. They will go over the packet together next class, Teacher will collect them.

Closure:
28. The teacher will tell students to put their packets and materials away in their desk.
29. The teacher reviews who the Lenape people were and where they lived. (Summary of
Major Points)
30. The teacher tells the student that is it important to know our history about New Jersey and
how our people have changed over time. (Tying Coherent Parts to a Whole)
31. The teacher will ask students what they have learned today. Anticipated Responses:
About the Lenape Natives About the first people of New Jersey
32. Once the teacher hears some student responses she will let them know that they will go
over their packet during next class and then will move on to the next chapter in their
books. Eventually, students will be tested on the Lenape Natives and the vocabulary
they have learned. (Preview of Future Lesson)
Assessment:
Formative: Steps 6,8,10,13,17 show formative assessment by the teacher addressing questions to
check for students understanding throughout the lesson. She also holds up a map and allows
students to point to areas of where the Lenape people live. This gives students a chance to
participate but also allows the rest of the students to visually see the material that the teacher
went over.
Individual Measurability:Step 26 allows the teacher to know how each student understands the
material. Step 24 allows the student to work individually or in a group so they can ask their
peers for help if needed.
Summative:Step 32: Once the students understand all of the material and have gone over their
packets, they will be tested on the material and vocabulary they have learned.

Differentiation:

Varying Content:The teacher is appealing to kinesthetic learners by passing around pictures for
them to hold in steps 8 and 15. The visual learners will also be learning from the map and
picture shown in step 8 and 15 to help them see where the Lenape people lived and what their
home looks like. The auditory learners are being thought of because every new task or topic that
the students will be learned is being explained by the teacher, in steps 5,6,7,9,11,14,16, and steps
20 and 23. (Learning Styles)
All students will benefit by learning the material together with the teacher. In step 1, the
teacher is letting them know they will be receiving a fun packet to do of the material they will be
learning, after they have a class discussion. The packet is given in step 24, and will be a fun
activity for the students to begin working on. This will give students a reason to pay attention
during the lesson because they will have a packet that they have to complete. (Interests)

Varying Process:
Step 24: Students will be able to either work alone or in their groups. (Instructional Grouping)
Step 28: (Classroom Organization)
Step 26: (Varying Input)
Varying Product:
Step 32: Test will be given in the future to test knowledge about the Lenape people and the
vocabulary words they have went over.

Technology: Technology could be used in this lesson by displaying pictures throughout lesson
on projector instead of passing around the pictures.