First Name Last Name Email Date and Time

Kaluhi Kaʻapana kaapana8@hawaii.edu April 7, 2020

Semester and Year Grade Level Subject/Content Area Lesson Duration
Spring 2020 5/6 PE (papa mākau kino) 60 minutes
Title
Pehea e holo ai? (How do we run?)​   

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the
skills and knowledge are important for students to develop. Include prerequisite student knowledge required
to meet lesson outcomes and relationship to future learning. ​(1a: Demonstrating Knowledge of Content
and Pedagogy)
In this lesson, the students in grades five and six will be taking a closer look at a makahiki game, kūkini. The
lesson will begin with a warm-up run and warm-up stretches led byPapa ʻeono. There will be a quick
discussion about pāʻani makahiki (when it is played, the purpose of it, etc), before having students take a
closer look at the manipulative movements of running in kūkini and their running form that would help them
to be successful.

Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to Promote inquiry to discover the enduring
explore and uncover understanding(s)
(1a: Demonstrating Knowledge of Content and (1a: Demonstrating Knowledge of Content and
Pedagogy) Pedagogy)
Our kūpuna used manipulative movements that made Why is form important in running?
them successful in heihei kūkuini.     

Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State
Standards (CCSS) or Hawaii Content & Performance Standards III) that align with the enduring
understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)
Benchmark PE 3-5.1.2
Use manipulative skills in a mature (proper) form
I can demonstrate proper body form in kūkini (running swiftly).

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Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson
and 2)the students’ interests, unique characteristics, and needs.​ ​(1b: Demonstrating Knowledge of
Students)
Content knowledge and skills: The students should be familiar with pāʻani makahiki. Prior to this lesson, the
teacher should review the history and purpose of pāʻani makahiki. Prior to this lesson, the teacher will have
done two readings with the students: Kohala Kuamoʻo and the moʻolelo of Makoa (translated from UH Hilo
website in resources). These two stories talk about two kūkini who were one of the fastest and well known
kūkini in Hawaiʻi. The moʻolelo of Makoa talks about how Makoa prepared himself, in order to be
successful.

Prior academic performance: The students have experience in modern sports, at least half of the class
participates in track and basketball with the PE teacher Most of them should have at least one experience
with pāʻani makahiki.    

Student Learning Objectives/Instructional Goals

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of
multiple lessons.
(1c: Setting Instructional Outcomes)
I can demonstrate proper running form while engaging in the cultural practice of kūkini.

Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is (Techniques that will help students learn the skill)
intended for students to do
automatically)
Running Demonstrating proper form when running and racing through three
criteria: driving the knee forward and two arm techniques.
Collaboration Working with a partner to refine technique

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how
the students have met the student learning outcomes including the evaluation criteria (summative
assessments) and all assessment tools​. ​(1f: Designing Student Assessments)

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The students will learn about how our kūpuna trained and prepared to be successful kūkini. The
pre-assessment is the discussion happening in the introduction. This will give the teacher an idea that the
students know and understand what kūkini is. The teacher formative assessment used to measure student
learning is the students’ evaluation of one another. The teacher summative assessment used to measure
student learning is observation using a checklist of proper form.

Academic Language Demands and Supports

The ways that students will be required to use content area language during the lesson and the instructional
strategies to be used to help the students to meet the language demands. ​(​1a: Knowledge of Content and
Pedagogy​;​ 1b: Knowledge of Students​)
Academic vocabulary:
kūkini, heihei, hoʻopāpā, paʻi a paʻi
Language Supports:
Repetition and demonstration

Lesson Procedures:Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses
clear steps that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered
for multiple modes of participation
Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if
adapting). Be specific, write what you plan to say and include examples of what you will do. Start with an
action verb.
CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if
there are substeps (1a, 1b, 1c)
Instructional Sequence of Activities
component

Classroom kahi, lua, nānā mai (with hand motions)

management attention
getter
1. Introduction ● The instruction will begin in the classroom.
5 minutes ○ The teacher uses attention-getter and waits for 100% of students to
be seated and attentive
● The teacher asks the students to bring out their notes from the two
moʻolelo: Kohala Kuamoʻo and Ke Kaʻao o Makoa

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 ○ The teacher reviews the two moʻolelo and similarities of the two
moʻolelo. The teacher is looking for the students to point out
kūkini; both Naeʻole and Makoa were kūkini.
2. Building ● The teacher reviews the moʻolelo of Makoa, “he aha ia mea he kūkini?”
Background (What is kūkini?)
5 minutes plus ○ This leads to a discussion for the teacher to see what the students
another 5 minutes know about kūkini. The teacher will write their answers on the
for transitioning board. Some of their answers may include:
■ Pāʻani makahiki (makahiki game)
■ Ka heihei holo (running race)
■ Kekahi loea i ka holo ʻana (an expert in running)
■ ke kanaka e holo ana no ke aliʻi (someone appointed by the
chief as a runner)
● The teacher asks, “Pehea ʻo Makoa i lilo i loea i ka holo ʻana? Pehea ʻo ia
i hoʻomākaukau ai kona kino?” (How did Mākoa become an expert in
running? How did he prepare his body?)
○ The students discuss different things mentioned in the moʻolelo
about how Makoa prepared himself to be one of the greatest
kūkini.
○ This discussion will lead to running form.
● The teacher says, “No laila, e hele ana kākou i waho no ka hoʻomaʻamaʻa
ʻana i ka holo ʻana. Akā, ʻoiai kākou e hele nei, e noʻonoʻo i ka hana o
kou kino ke holo ʻoe. Pehea ʻoe e hoʻohana i kou kino no ka lanakila ʻana
i kekahi heihei holo?” (So, we are going to go outside to practice running.
But, while we are walking, think about what you do to your body when
you run. How do you use your body to run and win a race?)
○ The class transitions outside.
■ Allow another 5 minutes for transition
3. Focus/mini lesson ● When we arrive at the big field, the teacher will have set up the cones for
(I do) boundaries prior to this lesson.
10 minutes ○ The rest of the class sits on the grass. The teacher goes over the
boundaries and expectations.
■ Hoʻolohe, makaʻala, pāʻani ma ka wā kūpono, e pane me
kou kino holo ʻokoʻa ke lohe ʻia ka eō mai ke kumu mai
■ Listen, be aware of your surroundings, play only when it is
time to play, and answer with your whole body when you
hear the eō
● The teacher explains, “I kēia lā, e hoʻāʻo ana kākou e hoʻohana pono i ke
kino no ka holo ʻana e like nō me nā meʻe o nā moʻolelo ʻelua. No laila,
ma mua o kēlā, e alakaʻi ana nā keiki papa 6 iā kākou i ka hoʻomaloʻo
kino.” (Today, we are going to try to manipulate our body movements to

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 run just like the characters in the stories we have read. So, before that, 6th
grade students will lead us in warmups.)
○ 6th grade students lead in PE warmup, then students do one lap
around the field.
● Teacher brings students together, “Pehea ʻo Makoa lāua ʻo Naeʻole i
hoʻohana ai ko lāua kino i mea e holo wikiwiki ai?” (How does Makoa
and Naeʻole use their bodies to run so fast?)
○ The teacher is looking for students to say that he started running
using his toes without his heel touching the ground.
○ The teacher goes over what is taught today about other parts of the
body and how to use manipulative movements in running. While
there are a lot of manipulative movements in running, the three
criteria we will focus on are:
■ opposite arm and foot
■ pocket to socket
■ driving your knees forward
○ The teacher will demonstrate
4. Guided practice ● The teacher says, “E kū aʻe kākou, e hoʻāʻo ana kākou a pau me ka ʻole o
(We do) ka holo ʻana penei.” (Stand up, let’s try without actually running, like
5 minutes this…) The teacher demonstrates how the students will practice their form
in place.
● The students practice slowly in place for one minute. Then the teacher
lines the students up to practice running with the new taught criteria of
their form. The teacher does it with the students for the first lap (down
and back), then the teacher watches the students to give feedback.
○ The teacher is also walking around and giving feedback
● After two laps with feedback, the teacher says, “Makemake wau iā ʻoukou
e hoʻāʻo e holo e like me Makoa” (I want you all to try one lap to run like
Makoa)
○ The teacher allows the students to try running on their toes for one
lap.
● The teacher allows half of the class to run with the other half of the class
watching to give feedback, then switch. This is to allow the students to
practice giving feedback and for the teacher to check that they know what
to look for.
5. Collaborative ● The teacher gives the students the three criteria from the checklist that
Group work (You they are being graded on today.
do it together) ● The teacher says, “I kēia manawa, e hoʻāʻo ana ʻoe me kekahi pakanā.
6 minutes Holo kekahi a nānā kekahi i hiki iā ʻoe ke haʻi i kāu pakanā i nā mea
maikaʻi āna e hana nei a nā mea e hoʻoponopono ai.” (Now, you are going
to try with a partner. One of you will run and one will watch so that you
can tell your partner what they did well and what they need to work on.)
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 ○ The teacher models for understanding with another student. “E
holo ana ʻo ia i hoʻokahi manawa a laila ke hoʻi ʻo ia e haʻi ana au
iā ia nā mea maikaʻi a me nā mea e hoʻoponopono ai. A laila na ka
pakanā mua e holo ana no 3 minuke a laila kuapo.” (S/he is going
to run down and when she comes back I am going to tell her what
she did well and what she needs to fix. The first partner will run
for 3 minutes, then we will switch.) The teacher will give an
example.
● The teacher allows the first partner 3 minutes to practice their running
form and get feedback, then switch for another 3 minutes.
6. Independent work ● The teacher uses the attention-getter to gather the students. The teacher
(You do it alone) says, “I kēia manawa, e hana ana kākou i kekahi heihei holo a e nānā ana
5 minutes au iā ʻoukou i kekahi heihei holo me ʻelua kime.” (Now, we are going to
race and I will be watching for the criteria from each one of you. You will
be split into two teams.) The teacher divides the students into two teams.
The teacher will use a checklist to check the criteria as the students run
two at a time. This is their summative assessment.
7. Monitoring Plan ● Rhianalei and Moani can’t run: they can demonstrate the form in place,
they can also help give their peers feedback by walking around with a
checklist and assessing their classmates. This shows me that they know
what to look for.
● Hauʻoli: He has problems with his knees sometimes, it is important for the
teacher to keep checking in on him.
● Kūlani: He will need supervision from his SPED teacher to monitor
behavior and participation.
8. Closure ● The teacher closes by reviewing with the students the criteria of running
2-3 minutes that we learned.
● The teacher asks, “No ke aha kākou i aʻo mai ai i kēia? No ke aha he mea
koʻikoʻi ka hoʻohana pono ana i kou kino no ka holo ʻana?” (Why are we
learning about this? Why is it important to know how to manipulate
movements in running?)
○ The students do one final discussion about the importance of
knowing correct form.
● We transition back to the classroom.

Differentiation According to Students’ Needs

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment
tasks to ensure that all students (e.g., students who have IEPs/504 plans, students who are speakers of other
languages, students who have advanced or emergent proficiency with the content and concepts) have access
to and are able to engage actively in the lesson.
(​1b: Knowledge of Students​;​1e: Designing Coherent Instruction​)
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Use the table below to address specific student needs in your classroom.

UDL Proactive Differentiated Instruction

Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated

Instruction
Representing Content is being demonstrated through verbal explanation and demonstration by
Content teacher and students. The students will also be giving one another feedback through
demonstration.
Engaging Student The activities are engaging because students are able to learn through moving. It is
Interest also relevant to some moʻolelo that will be read.
Demonstrating Students are able to demonstrate the new learned criteria. Students who are injured
Learning may demonstrate in place, without actually running.
Cultural This lesson ties into moʻolelo we will read.
Considerations

Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. ​(​1d:
Demonstrating Knowledge of Resources​)
Resources:
https://hilo.hawaii.edu/rec/HistoryoftheKukini.php
https://www.roadrunnersports.com/blog/proper-running-form/
Materials:
Kohala Kuamoʻo
Moʻolelo: Makoa   
Teacher Assessment Tool

ME MP DP WB

Student is able to Student is able to Student meets at least Student is unable to meet
demonstrate proper demonstrate proper one of the criteria any of the criteria
running form by: running form by:
● Pumping opposite ● Pumping opposite
arm to stepping arm to stepping

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 foot foot
● Pocket to eye ● Pocket to eye
socket form socket form
● Driving knee ● Driving knee
forward forward
● Student also
attempts to run on
toes like Makoa

Student Assessment Data Table

Students’ First Name Benchmark PE 3-5.1.2 Rubric checklist
1. Uʻilani
2. Malia
3. Hauʻoli
4. Kauʻi
5. Kūlani
6. Nahoku
7. Rhianalei
8. Kaʻiwa
9. Kamea
10. Hulali
11. ʻAilana
12. Pōmai
13. Hiʻilani
14. Kaʻimi
15. Milikaʻa
16. Moani
17. Leināʻala
18. Kaikāne
19. Kilinahe
20. ʻAukai
21. Uila
22. Cumorah

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