Unit Title: Advanced Yoga and Pilates

Teacher Name: Mr. Victor Celaya

Date: 01/29/18- 02/09/18

Grade/Class: 8th grade

Space Needed: Gymnasium or dance room with open floor space

California State Model Content Standards to be Addressed

2.1, 2.3, 2.4, 3.1, 3.2, 3.4, 3.5, 3.6, 4.2, 4.3, 4.6, 5.3, 5.7

California Teacher Performance Expectations Addressed

TPE 9a, TPE 9e, TPE 12g, TPE 13b

Equipment Needed:

Yoga mats, floor pads, light weight dumbbells, polyspots, cones, and stopwatch

Provisions for Students with a Disability:

My student who has ASD (autism spectrum disorder) would be strategically placed toward the front of
the class to have access to extra individual attention while practicing techniques throughout unit. This
student will also be provided with additional resources related to anatomy relevant to the unit for study
at home or independently.

Unit Objectives:

Psychomotor

Students will demonstrate adept skill in breath control while completing yoga and pilates exercises.
Students will demonstrate proficiency in advanced yoga balance positions and competency at yoga
positions for muscular endurance. Students will demonstrate proficiency in posture and core
strengthening techniques as defined by Pilates.

How assessed:

Students will be observed during practice and provided with corrective feedback. Students will
participate in an all-skills practical exam in which they will be given task cards with a yoga or pilates
exercise and perform it with good form. Students will have checklists with specific qualities of each
movement listed on them and checks will be provided in a pass/no pass style.

Cognitive:

Students will identify the muscular anatomy involved in posture, core engagement, and various yoga
and pilates positions. Students will identify and explain the differences between breathing methods
associated with yoga and breathing methods associated with pilates. Students will identify the names of
several yoga and pilates poses by visually assessing peers and pictures.

How assessed:

Students will be given quizzes which show specific muscles and ask students to identify the muscle and
identify what poses or exercise this muscle is used for in this unit. Students will have a partner quiz
administered in which one partner will receive a task card and demonstrate the pose or exercise and the
other student will have to accurately identify the pose/ exercise.

Affective:

Students will consider how yoga and pilates could be used as a rehabilitation tool after injury and a
training style to prevent possible future injury and reflect on how they could apply the skills learned in
this unit to their life outside of school. Students will develop a strategy to teach yoga and/or pilates to a
family member and reflect on the experience.

How assessed:

Students will create a digital blog post using, using content from this unit, to talk about an injury that
they or a friend/ family member has experienced and how yoga and pilates movements could be used to
rehabilitate that injury. Students use their journal to respond to the following prompt: What value can
you derive from practicing yoga and pilates, how does this value translate into other aspects of your
life? Students will make another blog post that documents a student planned and taught yoga or pilates
lesson with pictures and explanations of how the lesson was taught. Students will then reflect on the
experience and comment on the posts of their classmates.

Scope and Sequence of Content /or Developmental Analysis

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)
Scope

Advanced yoga and pilates is a logical progression from the previous meditation and yoga unit as it takes
the foundations built in that unit and adds more rigorous expectations and techniques. Students will
learn held yoga positions and advanced balance positions that prepare them for the progression into
pilates which includes activities designed to increase the muscular strength and stability of the core and
allow students to balance while in motion. The pilates section of this unit will cover posture and body
alignment as defined by pilates, stationary core strengthening techniques and eventually moving core
strengthening techniques. This unit is placed months after meditation and yoga to ensure that students
have adequate time to increase their strength, flexibility, and coordination to levels that will allow them
to be successful with the content in this unit. This unit focuses on flexibility and muscular endurance and
thus is directly related to the 5 components of fitness which is written in the state standards. Students
who complete this unit will be less prone to injury in physical activity due to increased coordination and
mindfulness of their movement. Thus this unit is justified logically, standard-wise, and safety-wise.

Advanced Yoga and Pilates Sequence

1. Introduction to Advanced Yoga

a. Baseline assessment of strength and flexibility

b. Types of positions to be covered

c. Class rules for unit

2. Advanced Balance positions

a. Using breath to facilitate movement

I. When to inhale/ exhale

b.. Warrior series

I. Warrior I

II. Warrior II

III. Warrior III

b. Chair pose held

c. Crescent pose

I. Twisting Crescent Pose

 II. Pre-Half Moon pose

III. Half moon pose

d. Full Crow Position

I. Twisting Crow Position

3. Yoga Sequences

a. Astanga Sun Salutation

b. Warrior and Crescent movement pattern

4. Introduction to Pilates

a. History and cultural relevance

b. Core tenants of movement system

c. Musculature involved

5. Pilates movements

a. Spinal alignment exercises

b. Posture for pilates

c. “Sawing” your toes

d. Laying positions

e. Bridge positions

f. Moving positions

I. Rolling like a ball

II. Rolling from standing position

e. Combining skills into circuit

 Unit Block Plan

Name of Unit: Advanced Yoga and Pilates

Monday Tuesday Wednesday Thursday Friday

01/29/18 01/30/18 01/31/18 02/01/18 02/02/18

• Run updated • Review of yoga • Review of Teacher prep day: No • Guided yoga
baseline balance poses breathing students sequence:
assessments for • Introduction to strategies o Previous
Flexibility and yoga held • Astanga Sun balance
muscular positions Salutations poses, new
endurance • Warrior series (I, • Crescent pose held
• Compare results II, and III) series positions,
to previous tests/ • Holding chair and Astanga
discuss possible pose Sun
reasons for Standards: 2.4, 3.4, 3.6, Salutations
difference 4.2, 5.7 • Challenge by choice
Standards: 2.1, 2.3, 2.4, advanced balance
3.4, 5.7 poses: Crow and
Standards: 2.1, 3.1, 3.2, twisting crow
3.5

Standards: 2.1, 2.3, 3.4, 4.2,

4.3, 4.6, 5.3, 5.7
02/05/18 02/06/18 02/07/18 02/08/18 02/09/18

Introduction to Pilates • Exercises to align • Pilates exercises • Pilates exercises • Pilates exercises that
the spine for upper body for lower body require full body
• Muscular • Pilates style core training task circuit training motion and muscular
anatomy of the exercises cards and peer engagement
spine •
• Pilates style teaching Pilates skill practical
• Review of breathing while exam
muscular core moving
anatomy Standards: 2.1, 3.4, 4.3,
• Peer examination 5.7 Standards: 2.1, 3.4, 4.3, Standards: 3.4, 5.3, 5.7
of posture Standards: 2.1, 3.4, 3.6, 5.7
4.2, 4.3, 5.7
Standards: 5.3, 5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 02/07/18

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

2.1, 3.4, 4.3, 5.7

COMMON CORE STANDARDS ADDRESSED:

ELA Reading Standards 4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 12g, TPE 13b

UNIT / THEME: Advanced Yoga and Pilates ACTIVITY: Pilates exercises for upper body
task cards

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Peer Teaching GRADE: 8th grade LESSON #7 OF 9

EQUIPMENT AND FACILITIES: 8 large, thick floor pads, 110 5 lb dumbbells, 55 resistance bands, 55 Pilates rings, 1 white board, markers and
erasers, 1 stopwatch; gymnasium with open court space NUMBER OF STUDENTS: 55
TIME CONTENT & METHOD STRATEGY POINTS
TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives
2.1- Describe and demonstrate how movement skills learned in one physical
activity can be transferred and used to help learn another physical activity.

3.4 - Participate in moderate to vigorous physical activity a minimum of four days

each week.

Students will demonstrate Pilates ring shoulder adduction exercises, supinating

serving position exercises, weighted serving position exercises, two legged table
position, Pilates style bicep curls, and Pilates style tricep presses with competent
technique.

2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:
4.3- Identify ways of increasing physical activity in routine daily activities.

Groups of students will interpret prepared task cards with Pilates exercises,
synthesize the information, develop a plan to teach the exercise to their peers, and
effectively teach the exercises using proper terminology.

Students will identify how the exercises covered in class can be incorporated into
daily activities.

3. CA PE Standards (Affective):
Affective Domain Objectives:

5.7- Model support toward individuals of all ability levels and encourage others to
be supportive and inclusive of all individuals.

Students will demonstrate respect toward their peer teachers and provide positive
corrective feedback to peers while teaching.
Students will reflect on their teaching experience and determine how effective their
methods were.
 Time Sequence of Skill Development / Practice MANAGEMENT CUE WORDS / PROMPTS
Estimate
Beginning with the first What key words will you use
transition, EACH SECTION to help students learn and
(In this section, you MUST DESCRIBE specifically how you will TEACH and should have a defined understand the content?
MANAGE your stated objectives and Arrange the class for each of the management strategy. This can
following lesson components. be described and/or illustrated.

Note:
You cannot simply state what you will be doing during the lesson. You must
describe how you will be teaching and managing each of the following areas:

Lesson Components
(Lesson does not necessarily have to follow this order specifically):

• Transition to Learning Area

Transition
o Students proceed to assigned poly spots
Transition
o Count down from 10
will be used to o Hustle up!
facilitate speedy
transition
9:55-
9:56

Warm up
• Warm up: Provide a list of activities and a description for each
o Students complete the following 5 lb dumbbell exercises for 30 o Instructor will lead
second intervals: warm ups, modelling
proper form and Warm up
▪ Bicep curls
 ▪ Reverse bicep curls speed for exercises to o Joint overextension
▪ Tricep push backs prevent injury and is dangerous here, I
▪ Shoulder flies joint overextension don’t want your
▪ Punching up arms completely
9:56-
▪ Punching down straight when
10:04
▪ Punching straight throwing punches
with dumbbells!

• Transition
o Students place dumbbells to side and sit comfortably
• Introduction
o Students will have the following tasks explained:
▪ In groups of 6, students will pick a task card from a hat
▪ Student groups will read the task card, figure out the
Introduction
upper body Pilates exercise and practice it
▪ Groups will then teach one another the task on the card o Task explanation will
▪ Groups will then have to demonstrate one task picked be pre-written on Introduction
at random to be assessed white board and o Pilates is all about
available as a posture, keep this in
reference for mind as you practice
• Transition students throughout
o Students get into predetermined groups of 6 and go to your assigned tasks!
the lesson.
designated areas for their groups
o Students pick task cards from a hat
• Activity: Practice Phase
o Students will randomly pick one of the following tasks:
1. Seated Tray Serve Position with Dumbbells Transition
10:04- 2. Seated Abducted Bicep Curl maintaining
o Students be grouped
10:10 posture
in a spaced out
3. Sawing your toe with dumbbell
fashion
4. Pilates ring seated arm adduction Transition
Activity I
5. Standing tray serve position with dumbbell curl
6. Standing alternating shoulder flexion and o Instructor will rotate o Keep space between
extension with dumbbell from group to group groups!
 7. Standing shoulder flies with Pilates posture and monitor
8. Seated Pilates Abs with Dumbbell technique
9. Seated Pilates ring shoulder abduction progression as
o Groups will practice their tasks and have their form checked groups practice,
off by instructor offering corrective
feedback when
necessary
10:10- o Instructor will check
10:11 each group off for
form by performing
• Activity II: Teaching Phase a quick visual check
o Groups will pair up and teach their tasks to one another
o Once all groups have worked with one another the activity will
transition
10:11-
10:20 Activity II
o Instructor will rotate
between groups and
monitor teaching
o Proximity control
and stern warning
• Activity III: Demonstration phase will be used to keep
o Groups will have a task picked at random and be asked to students on task
demonstrate the exercise for assessment
o Groups who are not demonstrating are observing for technique
and developing positive corrective feedback
Activity III
o Instructor will draw
a task card from a
Activity I
o Seated Pilates
posture involves
sitting directly on
your bottom with
legs crossed and
spine fully extended,
it’s as if a string is
pulling your head up
o Standing Pilates
posture involves
turned out feet with
heels in contact,
glutes engaged, and
the same imaginary
string pulling your
head up
Activity II
o Be sure to let the
group you are
teaching know the
name of the move!
They will need this
for assessment!
 hat in order to assign Activity III
it to groups
o Silent waiting will be o I want to know the
used to keep non- name of the exercise,
active groups on task what general
as audience members muscles it works on,
and see a
demonstration of it
with good
• Closure (competent) form!
o Students will have a discussion on:
▪ What muscles they felt were most stimulated by todays
10:20- exercises
▪ Difficulties and successes with learning exercises in this Closure
10:35
format
▪ How Pilates posture and exercises differ from other o Closure discussion
postures and weighted exercises we have completed to will be facilitated by
date instructor but driven Closure
by students by using
inquiry style o You can volunteer to
suggestion of topics speak or be
voluntold
o Think about all of
the feelings you
experienced in
today’s lesson!

10:35-
10:40
10:40-
10:45
 Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)

You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):

Students will perform randomly assigned skills and have their form checked
off in a checklist that checks for proper posture, body position, movement
technique, and muscle engagement

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
Students will be quizzed on Pilates terminology and technique with the
following questions:
o What is a Pilates ring? How is it used?
o Describe serving a tray position.
o Define body alignment and spinal extension.
o Describe the muscle engagement of standing Pilates position.

3. Affective Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):
Students will reflect on today’s experience by responding to the following
prompt in their journal:
o What positive teaching methods did you observe during peer teaching?
o How did having peers instead of the instructor teach make you feel?
o What contributions did you or a group member of yours make to
enhancing the teaching experience?

Modifications
 • (Include a method and strategy to modify the activity to include
students with disabilities)
The student with ASD (autism spectrum disorder) would be allowed extra time
to complete the quiz and journal reflection by being pulled out of activity early.
This student will be paired with a student who possesses strong leadership to
provide individual attention to the affected student and monitor his or her
emotional wellbeing. The student will likely not share emotional distress and
thus needs to be monitored to ensure they are not growing frustrated.

• Include a strategy to address the learning needs of an ESL student.

A student who is learning English would be expected to rely primarily on the

visual aids provided on the task cards. These students would ideally be placed
with a speaker of their native language, but if none are available, would be
allowed to use a chrome book to translate instructions and formulate questions.

Alternate Activity

Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

In the event that this lesson could not be taught as intended, class would
instead attend a lecture on the fine muscular anatomy of the arms and upper
back. Students would learn what these muscles do and how they can be
engaged through Pilates. Students would see demonstrations of the moves on
task cards through YouTube if a computer and projector are available.
Unit: Advanced Yoga and Pilates Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student successfully performed assigned task:
0= does not initiate
1= initiates or partially completes task with poor form Student group successfully performed randomly chosen task:
2= partially completes task with proper form
3= completes task with proper form Students maintained correct posture in lesson:

Other Notes:

Unit: Advanced Yoga and Pilates Name:

Cognitive Assessment
Quiz

1. What is a pilates ring? How is it used?

2. Describe serving a tray position.

3. Define body alignment and spinal extension.

4. Describe the muscular engagement of standing Pilates position.

Unit: Advanced Yoga and Pilates Name:

Affective Assessment
Journal Entry
Prompt: What positive teaching methods did you observe during peer teaching? How did having peers instead
of the instructor teaching make you feel? What contributions did you or a group member of yours make to
enhancing the teaching experience?