Lesson Plan Template

(Can be used during coursework, clinical practice and CalTPA Cycle 1)

Grade 9th
Content Physical Education - Yoga
Area
Number of 26
Students

Learning Goal(s) – What level of thinking will be required? Students will be able to demonstrate
5 basic yoga poses, breathe techniques & collaborative skills that improve mental & physical health.

California State Standards: Standard(s) 2.2 Participate in individual & dual activities that promote
or maintain health-related physical fitness. 3.6 Analyze the role of social interaction in the successful
participation in and enjoyment of individual and dual activities.

ELD Standards: 1.6 Examine the physical, emotional, cognitive, and scientific factors that affect
performance and explain the relationship between those factors. 1.12 Demonstrate independent
learning of movement skills. 3.1 Accept personal responsibility to create and maintain a physically
and emotionally safe and nonthreatening environment for physical activity. 3.9 Recognize and
evaluate the role of cooperation and positive interactions with others when participating in physical
activity.

ELD GOALS: Yoga Vocab - Easy Pose, Warrior 1, Mountain, Triangle, and Corpse Pose.
Modified poses for students, props, videos, and visual aids to assist in poses.

Purpose: Becoming an effective teacher takes time, preparation, purposeful planning and
deep knowledge of your students and the content / curriculum. Purposeful lesson planning
supports you in your development as an educator and it works to ensure PK-12 students
are being taught to think and engage with the content area, with the ultimate goal of
transferring that knowledge to global understandings and patterns.

Prompting questions / considerations:

 Identify your instructional strategies and student activities (Pedagogy)
 Why do your students care about this information / learning?
 What are the ways in which you create a positive learning environment? (Refer to Center
for Reaching & Teaching the Whole Child: Social, Emotional and Cultural Anchor
Competencies)
 What have your students learned previously that you are tapping into during this lesson?
 What new vocabulary words will your students need to know if order to assess the
content?
 What strategies have you selected that are student centered?
 How will students be engaged in the learning?

Dr. K. Escalante
  How will you group students during the lesson?
 What higher order thinking skills are being used by the students during this lesson?
(Refer to Critical Thinking Skills sentence frames)
 In what ways is your lesson challenging? How are you making it accessible to students?
(Refer to UDL checklist / Cast.org)
 In what ways will you continually check for understanding from ALL students?
 How will you modify instruction to support the needs of your focus students, as well as
any other students with learning / behavioral needs?

Be clear and detailed allowing for another teacher to teach this lesson without asking you
clarifying questions.

1.Beginning of the lesson (How are you capturing students’ attention and how will you tie
previously learned information to the new learning that will occur? How will you
articulate the goals to the students?)
[ ] Teacher and students will have their yoga mats spread out on the gym floor. Students and
teacher will form a circle with their mats, sit facing inwards. Previous learning is tied in with
students remembering their breathing techniques from prior week.

How will you create a safe environment for learning? – USE SEL strategies
[ ] Performing yoga and breathing techniques increases self-awareness and self-control,
improves focus and concentration, and decreases stress and anxiety. These relationships to the
body, breathing, and practice of physical poses, will help students create a greater sense of
their thoughts, emotions, and physical feelings in their bodies with a greater ability to cope
with their reactions.

2. Introduce new content to your students (What are you doing? What are your students
doing? Why? How will you differentiate instruction?)
[ ] (A video/music of breathing exercises to begin Yoga - 3-5 minutes): 3-Part breath with
guided relaxation. The teacher will be demonstrating the breathing techniques while students
follow along. https://kidshealth.org/en/teens/meditation.html

Instructional strategies / student activities

[ ] 1. Describe various breath techniques such as inhale and extended breathing, Victorious
Breathing, Belly breaths and the effects they have on the body. Define yoga, what it provides
for students, the mental & physical benefits.
2. Students complete yoga practice, start with warm-up poses on the floor, moving to standing
balance poses, & sun salutation. Group poses with the entire class in a circle. Students will
pair up with a partner & will complete 2 partner poses, then create their own partner pose.
Students can make any form they desire only if they are communicating with each other.
Apply individual poses to relax students, then for closing the lesson apply “Shavasana”
finishing resting pose to hold for 2 minutes.

What are the assets and needs of your whole class?

Dr. K. Escalante
 [ ] Each student needs to have a yoga mat. Students will be able to develop strength and
balance over time.

How will you differentiate instruction for different students?

[ ] YouTube videos, visual aid placards, and partners to help with the lesson.

What academic language needs to be taught / addressed / modeled?

[ ] Students will be able to describe different breathe techniques and their purpose. Students
will be able to name and demonstrate at least 5 yoga poses. Sun salutation, Easy Pose, Warrior
1, Mountain, Triangle, and Corpse Pose.

How will you check for understanding throughout the lesson? Provide at least two
informal assessments.
[ ] Teacher: Observe students performing breath techniques.
Observe students performing poses.
Observe students initiating other poses with partner.

Materials / resources needed.

[ ] Yoga mats, pillow and towel. Visual posters of different Yoga poses.
https://youtu.be/6sEittuZ3GA

Middle of the lesson – students should be engaged in the learning (What are you doing?
What are your students doing? Why?)
[ ] Teacher: Stop and ask students to demonstrate 2-3 different poses of their choosing and
breathing techniques to check for depth of knowledge.

What thinking skills are involved?

[ ] What do you (student) “THINK” yoga is? What is the importance of breathing
techniques?
What factors of health-related fitness does yoga focus on?

Dr. K. Escalante
 What UDL strategies have you incorporated into your lesson?
[ ] 1.2 - Offer alternatives for auditory information
1.3 – Offer alternatives for visual information (YouTube Videos & Visual photographs with
explanations.
4 – Provide options for physical action. (Students will perform the yoga poses and breathing
techniques on yoga mat)
8.3 – Foster collaboration & community (Students will partner up with classmates to perform
the poses)
9.3 – Develop self-assessment & reflection (Students can obtain a yoga video (online), try a
class, or find a book that will broaden their yoga knowledge).

Conclusion of the lesson (What are you doing? What are your students doing? Why?
How are you relating this new learning to learning in the future?)
[ ] Students: cleaning up their mats and other materials. Teacher: asking questions while this
is going on. Questions: What yoga poses/practices do you feel comfortable performing? What
are the challenges of doing yoga? Invite students to express their capabilities when it came to
the breathing or the yoga poses.

How will you check for understanding? How will students articulate their understanding
of the learned information through higher order thinking?
[ ] Teacher: check for understanding by giving an oral quiz. The students must partner up
with different set of classmates. The students will talk amongst themselves and raise their
hands to give the answer. The questions that will be given is What is the meaning of Yoga?
What is the importance of Yoga? What were the 5 poses we did today, and can you
demonstrate them (One group will answer and demonstrate at a time)? What is Sun Salutation?
Show the class one breathing technique you learned today.

Reflection –post lesson (What worked well? Why? What would you do differently next
time? Was the lesson student centered? How do you know? What data did you collect
informing you of your students’ understandings in regard to the learning goals?)
[ ] How did students respond to this lesson/exercise? Were they calmer and more centered? If
the students were not adjusting well to the poses maybe try easier ones to start with.

Technology (check all that apply)

Dr. K. Escalante
__SMART Board _X_Teacher laptop __Student computers _X_LCD Projector _X_iPad/tablet __mp3
players __Document camera __Scanner __Digital camera _X_Speakers __Digital microscope
__Webcam __Calculator __FM system __Color printer __Other

Multiple Means of Representation Multiple Means of Multiple Means of Engagement

Action/Expression
__1 – Provide options for __7 – Provide options for
perception _X_4 – Provide options for physical recruiting interest
__1.1 – Offer ways of customizing action __7.1 – Optimize individual
the display of information __4.1 – Vary the methods for choice & autonomy
_X_1.2 – Offer alternatives for response & navigation __7.2 – Optimize relevance, value
auditory information _X_4.2 – Optimize access to tools & authenticity
_X_1.3 – Offer alternatives for and assistive technologies __7.3 – Minimize threats &
visual information __5 – Provide options for distractions
__2 – Provide options for language, expression and communication __8 – Provide options for
mathematical expressions, & __5.1 – Use multiple media for sustaining effort & persistence
symbols communication __8.1 – Heighten salience of
__2.1 – Clarify vocabulary and __5.2 – Use multiple tools for goals/objectives
symbols construction & composition __8.2 – Vary demands & resources
__2.2 – Clarify syntax and structure __5.3 – Build fluencies with to optimize challenges
__2.3 – Support decoding of text, graduated levels of support for _X_8.3 – Foster collaboration &
mathematical notation, & symbols practice & performance community
__2.4 – Promote understanding __6 – Provide options for executive __8.4 – Increase mastery-oriented
across languages functions feedback
__2.5 – Illustrate through multiple __6.1 – Guide appropriate goal __9 – Provide options for self-
media setting regulation
__3 – Provide options for __6.2 – Support planning & strategy __9.1 – Promote expectations &
comprehension development beliefs that optimize motivation
_X_3.1 – Activate or supply __6.3 – Facilitate managing __9.2 – Facilitate personal coping
background knowledge information & resources skills & strategies
__3.2 – Highlight patterns, critical __6.4 – Enhance capacity for _X_9.3 – Develop self-assessment
features, big ideas, & relationships monitoring progress & reflection
__3.3 – Guide information
processing, visualization, &
manipulation
__3.4 – Maximize transfer &
generalization UDL
CAST.ORG

Dr. K. Escalante
 Grading Rubric

Name: First & Last Student Teacher: Mrs. Meschon Lesson: Yoga
Promoting Lifelong Physical Knowledge through purposeful movement
Beginning (1) Developing (2) Accomplished (3) Exemplary (4)
Participation Off task, minimal Puts forth best Gives best effort Consistently gives
Personal to no activity and effort some of the daily, good level best effort daily,
Responsibility requires ongoing time, minimal of participation, models a high level
intervention participation, low displays quality of participation, great
regarding levels of positive movement and on attendance and
participation. interaction. task. Good always prepared for
Consistently late or Inconsistent attendance, almost PE class.
unexcused from attendance and always prepared
class with also prepared for PE for PE class.
being unprepared class.
for PE class
activity.
Performance / Requires ongoing A developing Demonstrates Demonstrates
Psychomotor involvement to level of skill and improvement and consistent excellent
achieve minimal activity understanding of understanding of
levels of activity. development. skills, strategies, skills, strategies, and
Displays minimal Inconsistent and activity value of activity. On
effort to put forth levels of on-task concepts. On task task all the time.
best effort. behavior. most of the time.
Knowledge / Requires Developing Good knowledge Great knowledge of
Cognitive involvement to knowledge of of safety and rules, safety and rules,
achieve minimal rules, limitations, limitations, and limitations, and
knowledge of rules, strategies, and physical activity physical activity
limitations, and physical activity ideas. ideas.
physical activity ideas.
ideas.
Character / Requires ongoing On task and Supportive of all Respectful of all
Affective involvement to follows directions students in class classmates, helps
ensure safe, some of the time. most of the time. others when needed,
respectful Inconsistent Follows directions follows safety rules
interaction attention to and safety rules, regarding equpiment
regarding to rules, safety, rules, and plus equipment and directions,
equipment, and equipment plus safety with being positive attitude, and
others during class. respectful an active listener. models self-control.

Dr. K. Escalante
 interaction with
students.

Dr. K. Escalante
Dr. K. Escalante
Dr. K. Escalante