Unit Title: Meditation and Yoga

Teacher Name: Mr. Victor Celaya

Date: 09/25/17-10/06/17

Grade/Class 8th grade

Space Needed: Large gymnasium with open floor space or dance room with large floor space

California State Model Content Standards to be Addressed

1.5, 2.1, 2.3, 3.1, 3.2, 3.4, 3.5, 3.6, 4.2, 4.6, 5.2, 5.3, 5.4, 5.7

California Teacher Performance Expectations Addressed

TPE 2b, TPE 2c, TPE 4h, TPE 5c, TPE 6d, TPE 7c, TPE 8a, TPE 10a

Equipment Needed:

Speaker and device to play music, yoga mats, stopwatch

Provisions for Students with a Disability:

My student who has ASD (autism spectrum disorder) will be allocated additional space to accommodate
for their increased sensitivity to personal space. Personal meditation is a highly abstract concept and
may not meet the needs of my student with ASD and thus they will have the option of opting to do
additional guided meditation with use of a listening device and earphones during individual meditation.
During the balance position section of this unit, my student with ASD will be strategically placed toward
the front of the class so to allow them the greatest opportunity to view the poses and focus on their
form.

Unit Objectives:

Psychomotor

Students will become proficient in demonstrating correct body posture and alignment when engaging in
both seated and laying meditation. Students will develop proficiency in the yoga balance poses:
Mountain pose, Tree pose with both dominant and nondominant leg, and chair pose. Students will
develop competent form in the yoga poses: twisting chair, triangle, and twisting triangle. Students will
attempt to approach competency in the advanced yoga balance poses: Royal dancer, standing splits, and
pre-crow pose.
How assessed:

Students will be assessed using skill-based practical demonstration checks in which students are given a
task card which has a body position or yoga pose and they will then be required to demonstrate the
pose to the best of their ability. The quality of their demonstration will be graded based upon visual
references (images) that depict the correct form and will be rated from 1 to 5 where 1 is poor form and
5 is excellent form.

Cognitive:

Students will demonstrate a knowledge of terminology and practice rationale related to guided
meditation and individual meditation. Students will identify long term health benefits related to regular
meditation. Students will identify the names of yoga poses designed for balance and explain why each
pose support balance. Students will define inhale and exhale intervals in breathing.

How assessed:

Students will be administered written and online quizzes which test their knowledge on unit vocabulary,
describing how guided meditation works, and identifying yoga poses based on provided visuals. The
quizzes will increase in difficulty as the unit progresses by adding more specific terminology.

Affective:

Students will introspectively analyze their emotional wellbeing and determine how changes in breathing
patterns, intentional mindfulness, and intervals of deep focus effect their emotional states in and out of
class. Students will identify ways that meditation and yoga can be applied to their daily life and what
intrinsic benefits are offered by engaging in such activities.

How assessed:

The affective domain objectives will be assessed using student journals with very specific activities
attributed to entries. Specific activities will include practicing a yoga pose, guided meditation, individual
meditation, or breathing exercise, identifying how the activity made the student feel, determining value
from those feelings, and considering how different poses and activities could be incorporated into their
daily life. Students will maintain a daily log of their general emotional states, stressors, and how
meditation effects those states, if at all.

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

Meditation and yoga will cover breathing exercises, guided meditation exercises, and yoga balance
positions. This is the third unit of the year because one of the main ideas of this unit is to address the
emotional state of the student and teach methods of calming and focusing the mind of the student. 8th
grade is a transitional period that often includes rapid social changes, changes in responsibilities, and
changes in maturity. Having tools to cope with these changes will help in developing the student from a
holistic approach and better prepare students to participate in more difficult activities as the year
progresses. Along with emotional changes, many students are undergoing rapid physical changes which
can lead to a loss in balance and coordination. The remaining curriculum for the year is challenging and
will require a great deal of coordination and balance and thus it is essential to focus specifically on
developing the balance and coordination of students early in the year to prevent future injury. The
standards also provide that students must develop their 5 components of physical fitness, since
flexibility is addressed by yoga this unit is justified both developmentally and standard-wise.

Meditation and Yoga sequence

1. History and cultural relevance of meditation

a. reasons to meditate

b. how meditation is viewed around the world

2. Types of breathing

a. Chest breathing

b. Belly breathing

c. Deep belly breathing

3. Modified breathing cadence

a. Monitoring time breathing in and out

b. Breathing out longer than breathing in

 c. Somatic effects of breathing cadence

4. Guided meditation

a. Rules for guided meditation

b. Body positions: Laying position (corpse pose) and seated position

c. Performing guided meditation for 5 minutes

d. Performing guided meditation for 10 minutes

e. Performing guided meditation for 20 minutes

5. Individual meditation

a. Visualizing an object in the body

b. Visualizing a sensation in the body

c. Individual meditation for 5 minutes

5. Yoga Preparation phase

a. History and cultural relevance of yoga

b. Rules for yoga in class

c. Strength and flexibility baseline assessments

6. Balance poses in Yoga

a. Mountain pose

b. Tree pose

c. Chair pose

d. Twisting Chair pose

e. Triangle pose

f. Twisting triangle pose

7. Advanced Balance poses in Yoga

a. Royal dancer pose

b. Standing split pose

c. Pre-crow pose
 Unit Block Plan

Name of Unit ____________________________________

Monday Tuesday Wednesday Thursday Friday

09/25/17 09/26/17 09/27/17 09/28/17 09/29/17

Introduction, history, and Breathing analysis Guided meditation Guided meditation II Guided meditation III
cultural relevance of
• Types of • Meditation • Benefits of • Required seated
meditation
breathing positions: corpse regular position
• Cadence of breath and seated meditation • Hand positioning
• Deep breathing • Rules of guided • Breathing to focal while meditating
Standards: 5.3, 5.7 tutorial meditation points in body • Choosing an
• Guided • Guided image or
meditation trial (5 meditation trial sensation to focus
Standards: 4.2, 4.6, 5.3, minutes) (10 minutes) on
5.7 • Debrief of • Debrief of • Guided
experience experience meditation
practical (20
minutes)
Standards: 4.2, 5.3, 5.7 Standards: 4.2, 5.3, 5.7 • Debrief on
experience
 Standards: 2.1, 4.2, 5.3,
5.7

10/02/17 10/03/17 10/04/17 10/05/17 10/06/17

Introduction, history, and Establishing flexibility and Balance poses: Balance task cards: Advanced Balance poses:
cultural relevance of yoga: strength baseline:
• 5 minute guided • Teams of students • 5 minute
• 5 minute guided • Plank form+ meditation complete individual
meditation endurance test • Mountain pose balance/ meditation-
• Muscles for • Hamstring • Chair pose stabilization students free to
balancing and flexibility test • Tree pose exercises or poses choose
stabilizing • Shoulder • Twisting chair based on task meditation
• Exercises for the flexibility test pose cards and teach position and
muscles • Chest flexibility • Triangle pose their collective visualization
test • Twisting triangle cards to one • Royal dancer pose
• Hip flexibility test pose another • Standing splits
Standards: 1.5, 2.1, 2.3, • Pre-Crow pose
3.4, 5.7 • Debrief on
Standards: 1.5, 2.1, 2.3, Standards: 1.5, 2.1, 2.3, Standards: 1.5, 2.1, 2.3,
meditation and
3.1, 3.4, 5.7 3.2, 3.4, 5.3, 5.7 3.4, 3.6, 4.2, 5.2, 5.4, 5.7
yoga

Standards: 1.5, 2.1, 2.3,

3.4, 5.3, 5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 10/03/17

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

1.5, 2.1, 2.3, 3.1, 3.4, 5.7

COMMON CORE STANDARDS ADDRESSED:

ELA standard 1c- Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and
evidence.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 2c, TPE 10a

UNIT / THEME: Meditation and Yoga ACTIVITY: Basline Flexibility and

Strength Assessments

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

TEACHING STYLE: Command style and station teaching GRADE: 8th grade LESSON #7 OF 10

EQUIPMENT AND FACILITIES: 55 polyspots, 35 cones, sit and reach box, stopwatch, 56 yoga mats; gymnasium with open floor 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
1.5- Demonstrate fundamental gymnastic/tumbling skills.

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

each week.

Students demonstrate flexibility and strength assessment exercises applicable to

both yoga and gymnastics using correct technique.

2. CA PE Standards (Cognitive):
Cognitive 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.
3.1- Assess the components of health-related physical fitness (muscle strength,
muscle endurance, aerobic capacity, flexibility, and body composition) by using a
scientifically based

Students will demonstrate knowledge of flexibility and strength assessment

practices. Students will explain how the physical fitness components of flexibility
and muscular endurance can be applied to yoga and other physical activities.

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

2.3 Explain how growth in height and weight affects performance and influences
the selection

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

Students will reflect on their assessment data, determine how bodily changes may
effect this data, and model support toward the varied ability levels of their peers.
 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
• Transition to Learning Area Transition
o Students will go to predetermined poly spots and assume a • Countdown from 10
comfortable seated position will be used to • Hustle up!
9:55- facilitate a speedy
9:56 transition

Introduction

• Introduction
 o Students will be provided with a run-down of the class agenda: • Agenda and test Introduction
▪ Defining muscular endurance and flexibility descriptions will be
▪ Review of relevance to yoga written on white • Remember to refer
▪ Performing baseline muscular endurance and flexibility board prior to to the testing
baseline tests: introduction diagrams on the
• Plank test • Instructor will use board and at the
• Hamstring flexibility test (sit and reach) proximity to keep stations for reference
9:56- • Shoulder Flexibility test (behind the back clasp) students on task • It is crucial to stay
10:06 • Chest Flexibility test (Shoulder Extension max warm throughout
test) the entire activity to
prevent injury!
• Hip Flexibility test (splits test)
o Students will see demonstrations of each testing station

• Warm up
o Students will perform the following exercises in 30 second
intervals:
▪ Burpees
▪ Jump Squats Warm up
Warm up
▪ Wacky Jacks • It is okay to modify
▪ Steam engines • A pre-designated burpees by
▪ Trunk rotation and pivot student leader will performing squats to
▪ Jog in place lead the preplanned the ground stand
warm up sequence standing up straight
• Instructor will again!
• Transition monitor for form
o Students will break off into predetermined groups and line up • Keep going!
in predetermined flexibility testing stations
10:06- Transitions
10:14 Transitions • Hustle up!
• Activity: Flexibility testing
 o Students will engage in flexibility testing by rotating through • Count down from 10
stations used to facilitate
o Students waiting in line for testing will be given task cards with speedy transition
exercises to complete on them
o Students will be told that flexibility testing requires warm
muscles to be effective and prevent injury Activity

• Instructor will rotate • Listen to your body,

• Transitions within activity from station to if it’s hurting you,
o Students will have a water break station available as needed station to ensure stop the activity!
correct form and • I want you to work
guidelines are being within your bodies
10:14- used limitations!
10:15 Transitions
Transitions
• Make water breaks
• Students who abuse brief, only sip water!
water break station
will receive grade
deductions
10:15- • Cool down
10:35 o Independent corpse pose deep breathing meditation

Cool down Cool down

• Instructor monitors • Be silent, breathe,
time and student and use object focus
engagement in meditation like we
meditation by covered in the last
controlling noise few classes!
levels
• Closure
 o Students will interpret testing results
o Students will complete a journal entry to the following prompt:
▪ Did anything surprise you about your experience with Closure Closure
endurance and flexibility testing?
• Proximity and stern • I want to see in
▪ Where did you see the greatest deal of success? Failure?
warning are used to depth writing,
keep students on task complete sentences,
and actual feelings!

Evaluation / Assessment Procedures

10:35-
10:40 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):
10:40-
10:45
Students will measure their test results on a worksheet and mark down what
exercises they completed to stay warm throughout the activity.
 2. Cognitive Assessment Method:
(Include the Assessment Tool to be Used for this Domain Objective):

Students will be given a quiz that asks the following questions:

1) What is muscular endurance?

2) What is flexibility?
3) Why are muscular endurance and flexibility important components of
fitness?
4) What are some tests you can use to measure muscular endurance and
flexibility?
5) How do these skills apply to the practice of yoga?
 3. Affective Assessment Method:
(Include the Assessment Tool to be Used for this Domain Objective):

Students will respond to the following prompt(s) in their journal:

• Did anything surprise you about your experience with endurance and
flexibility testing?
• Where did you see the greatest deal of success? Where can you
improve?
 Modifications

• (Include a method and strategy to modify the activity to include

students with disabilities)
The student with ASD (autism spectrum disorder) will be allowed more time to
examine the board prior to starting their testing circuit. This student will also
have structured exercises assigned to them instead of being expected to come
up with an exercise plan on the spot. This student will also be allowed
additional time to complete their journal entry by being brought in from
activity early.

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

Students who are learning English will have access to visual diagrams of
movement and be grouped with adept movers in order to have competent
models of movement from which to observe. Students will also be paired with a
native speaker of their language if there is one available.
 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 inclement weather or scheduling makes the

gymnasium unavailable, this lesson can be converted to a classroom
lesson that delves more deeply into the definitions of flexibility and
muscular endurance and breaks down the importance of these fitness
components. Students will have the opportunity to then discuss possible
exercise to enhance these components.
Unit: Meditation and Yoga
Name:
Psychomotor Assessment
Plank test (time):

Sit and reach distance:

Shoulder Flexibility: Y/N

Chest Flexibility: Y/N

Hip flexibility: Y/N

Other Notes:

Unit: Meditation and Yoga

Name:
Cognitive Assessment
Quiz

1. What is muscular endurance?

2. What is flexibility?

3. Why are muscular endurance and flexibility important components of fitness?

4. What are some tests you can use to measure muscular endurance and flexibility?

5. How do these skills apply to the practice of yoga?

Unit: Meditation and Yoga

Name:
Affective Assessment
Journal Entry
Prompt: Did anything surprise you about your experience with endurance and flexibility testing? Where did you
see the greatest deal of success? Where can you improve?