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EMU Physical Education Teacher Education Lesson Plan Format

SCHOOL OF HEALTH PROMOTION & HUMAN PERFORMANCE with the COLLEGE OF EDUCATION Caring, Professional Educators for a Diverse and Democratic Society
Teacher Grade/Course Lesson # Jade Paron 11th and 12th grade Womens Fitness 4/8 Day/Date Class Length Inclusion Notes Monday 3/24 60 minutes Lesson Focus Class Size Yoga 16

Students will be offered yoga blocks and yoga straps to help with personal needs. Students with or without hearing and/or visual disabilities will be able to hold the tablet when needed. Yoga can be done in chairs or on higher padded mats.

Equipment Needed

Yoga mats, yoga blocks, yoga straps, class set of iPads (8), thicker mats if needed X X X X X X X X

Diagram(s) of Space/Equipment Layout

X X

X X

X X

X X

X Yoga mats spread out, with partner. My location is identified by the color red Set up mats before class where students are a safe distance apart from each other. Go over the Seven Principals of Alignment (SPA) again to help the students keep their bodies safe. Yoga blocks and straps also help to keep students safe.

Lesson Safety Notes

As a result of this lesson, students will be able to:

It will be determined the daily learning objectives were met by this assessment strategy: Daily Learning Objective Assessment Method Observe the translation between seeing the pose on the app and performing it.

Daily Learning Objectives Students will understand how and why the body functions and its relationship to Yoga.

The following NASPE Physical Education standards align with the objective & assessment: NASPE Standard(s) NASPE Standard 1
Demonstrates cognitive competency in motor skills

The following MI expectations align with the objective & assessment: ISTE Standard(s)

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and patterns

Students will develop awareness that tension and stress can be released through exercise. Students will develop appreciation for personal performance.

Performing with poses to their best ability, while learning from adjustments I make for them Work responsibility and respectfully with their partner.

NASPE Standard 2
Demonstrates physical competency in motor skills and patterns.

NASPE Standard 4
Exhibits responsible personal and social behavior that respects self and others.

Work with partner to use the app, Students will work effectively with a partner or group to complete a task or to choose the program, and use the program. While placing the iPad at a achieve a common goal. good distance for both partners

NASPE Standard 4

ISTE Standard 2.a Communication and Collaboration

Interact, collaborate, and publish with peers, employing a variety of digital environments and media

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Time Minutes

Learning Task Name Name of the learning experience

Enter Aerobics studio

Hand out iPads

Transitions, Groups & Teacher Notes How will students get there? If students are grouped, how will this occur? How will equipment get to where it needs to be? Other teacher notes or teacher behaviors go here. I will be standing near my mat while students enter the studio. I will stand near the iPad station and sign out sheet.

Learning Task Procedures Explain/script out what will be taught to the students; what will happen

Assessment of Learning How will you assess this task to know they have learned it?

Critical Elements & Cues Critical elements & cues of the learning task you will be using in instruction & reinforcing during feedback

Hand out work sheets

I will stand near the iPad station and sign out sheet, while the students come and grab a worksheet from me. Locate and learn how to I will grab my iPad and use the Yoga application stand at the front. I will walk around if students need guidance when locating or learning the app.

Come in and find a mat. Sit next to someone you havent yet worked with this term. One of you come up and sign out an iPad. Please sign in both you and your partners name, as well as the iPad ID number. Have the other partner come up and grab a worksheet. You only need one per group -Open the iPads and locate All in Yoga on the home page. -Open the app -Click on Programs -Scroll down and check out the different categories. (beginner, balance, flexibility, strong back, just warm up, breathing exercises, fitness, de-stress, prevention, health) -Scroll back to the top and click on the first program titled Beginner Bala Yoga for Back and Abs -On this screen you will see the

Observation

Observation and sign out sheet

Sit next to someone you have not yet worked with. Keep iPads closed until I give you further instruction Make sure you write both of your names at the top -All in Yoga is a red app on the home screen. -Programs is located in the top/center of the screen. -When in the program, please do not download the program, or edit the program

Work sheet collected at the end of class

Observe how students walk through on the iPad. If they dont know how to use it I will be able to tell during class and off of the worksheet.

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Walk through worksheet

I will be standing at the front on my Yoga mat, or walking around if students have specific questions.

time the program takes, the level, the goal, and a description of the program. -When you are ready to begin a program click start program at the top of the screen. -Your assignment is to choose with your partner one of these programs. -Once you have chosen a program fill out the information needed on the worksheet. (Name of Program, Level, Goal) -I will give a 10 minute warming before class is over. You will then have a few minutes to wrap up your practice, and then fill out your reflection on the program. -Any Questions before we get started?

Work sheet turned in at the end of class

Choose Program

I will be walking around checking for understanding through observation and questions asked. I will be walking around checking for understanding through observation and questions asked. I will be walking around correcting form

Fill out worksheets

-You will have about 3 minutes to choose a program with your partner. -Do your best to find a program that interests both you and your partner -You will have a couple minutes to quickly fill out the top information on your worksheet.

Student observation through walking around asking questions and answering questions Worksheets turned in after class.

-You can choose based off the time, off of the level, off of the goal, or just because it sparked your interest. -I will give you only 3 minutes to choose. We want to spend most of our time practicing Yoga today. -On your reflection, you and your partner may have the same opinion on the experience, or it may be different. Please add both of your opinions in the reflection. -Please choose a level that is appropriate for both you and your partner.

25

Perform Yoga program

-When you are ready, prop your iPad in front of you and your

Walking around helping students find

-This is a good time to ask any questions about things you are unsure about with this app. -Please be courteous of the volume. You do not

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and helping students perform poses to their best abilities. I will be offering suggestions with yoga blocks and straps

partners mats and begin. -I will be walking around helping each of you with poses. -You can always use your blocks and straps if you want or need. -Listen for my 10 minute warning, but until then focus in on your practice and enjoy!

the correct poses, then watching for learned adjustments.

30 seconds

10 minute warning

I will stand on my mat and give the warning

Lesson Closure: Reflection

I will be walking around to hear students talk through their experience with their partners

-You have 10 minutes left of class -Please wrap up your practice in the next few minutes -If you have another side to do (to be even) please move past your program -Please take these last few minutes to fill out your reflection with your partner

Observation

need to volume, but you may use it if you and your partner want. -Remember to let your breaths set your pace to soften your knees if needed to keep your shoulders rolled back and down to keep your core tight to keep your arms and legs engaged through poses (no lazy limbs) -10 minutes -Be even

Work sheet turned in after class

Return iPads and turn in worksheets

I will be standing at the iPad station

-Please return your iPads and sign them back in -Stack your worksheets right next to the sign in sheet.

Sign in sheet and worksheets

Dismiss class

I will be standing at the iPad station, then move

-Once iPads are all returned students will be dismissed

Sign in sheet

-Remember your opinions may be the same or may be different. -I want to hear what how both of your experiences were -Dont forget to sign your initials after the iPad is back in -Dont forget both you and your partners names on the worksheet -Thank you for your work today.

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to my mat

-The light in me honors the light in every one of you. Namaste

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Citation of References & Resources (Include what resources contributed to the planning of this lessonbooks, web links, articles, etc.) All-in-Yoga Application on iPads

Teaching/Implementation Reflection Complete these seven reflection questions AFTER you teach your lesson. Follow the questions prompts to critically analyze your teaching methods/practices from this particular lesson. 1. Based off of your lesson assessments, where is this class in progress towards meeting the daily learning objectives? Class Hour/Name Progress notes in relation to daily learning objectives

2. What elements of the lesson most successful? 3. What elements of the lesson least successful? 4. What elements of the plan would you change or improve to make the above go better/more smoothly next time you teach this lesson a. What changes will you implement the next opportunity you teach this lesson in relation to #4 above? 5. What elements of your actual teaching/teacher behaviors would you change or improve to make the above go better/more smoothly next time you teach this lesson? a. What changes will you implement the next opportunity you teach this lesson in relation to #5 above? 6. Positive critical incidents: Explain what thing(s) stood out about your teaching (and/or planning) of this lesson that was most positive or influential in contributing to student learning? 7. Negative critical incidents: Explain what thing(s) stood out about your teaching (and/or planning) of this lesson that did not contribute to student learning?