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Unit Plan ­ Pilates, Yoga, and Aerobic Dance Level of Sport: Beginner Pilates, Yoga, and Aerobic Dance Grade Level: 9th Number of Students: 28 Part One Introduction Today people are becoming more aware of the importance that physical fitness plays in leading a happy and healthy life. Yet, physical fitness is becoming more challenging to attain. Our bodies have suffered in the last century due to our increasingly less active lifestyles. Therefore, society has been trying to correct this problem with various ways to exercise rather than the traditional running, walking, and bicycling. These methods include Pilates, Yoga and Aerobic Dance. According to Joseph H. Pilates, founder of Pilates, "the problem is that people believe happiness can be attained without that regular disciplined effort required to render out bodies fully mobile, strong and enduring, our bloodstreams pure, and our mind streams continuously refreshed." The Pilates Method of Body Conditioning rebuilds this natural balance. Anyone can use this system whether it is the young, the old, the injured, professional athletes, dancers, etc... A lot of famous celebrities use the Pilates System to stay in shape like, Leonardo DiCaprio, Jessica Lang, Uma Thurman, Bill Murray, Kristi Yamaguchi, Madonna, NBA player Steve Smith, Glenn Close, Julia Roberts, and many more. The exercises stimulate the circulatory system, oxygenate the blood, help with lymphatic drainage (a major component of the immune system) and release endorphins, which are responsible for making you feel good. Pilates helps the immune system by giving it a boost, which provides great resistance against disease and illness as well. Therefore, Pilates is a great exercising method that can be utilized all through out your lifetime. Yoga is one of the oldest forms of healing therapy. It was originated in India about five thousand years ago to increase the body's energy supply, while providing self improvement to attain a person's fullest potential of fitness. This form of exercise is becoming well known in the United States and is seen more and more in health and wellness centers. Although Yoga is offered in public institutions, it can also be done in the comfort of one's own home. Many physicians consider Yoga to help a person who is battling an illness. The body and mind are influenced by Yoga because the postures and breathing, which deal with the body, affect the mind as well. Just about anyone can take part in Yoga and this is why it has many healing and relaxation effects. All types of people, ranging from being physically fit, to obese, to someone with digestive complications, can all benefit from taking part in Yoga activities. Aerobic Dance will not only improve your physical and mental image for a short period of time, but for years to come. The word aerobic and dance tend to scare people because they view it as a strenuous dance class, when aerobic really means "the use of oxygen," which is basically any exercise that gets your heart rate up and uses increased oxygen levels. Aerobic Dance is defined as "choreographed jogging", "running to music" or "exercising to rhythm" and not really dance. Anyone can do Aerobic Dance, young, old, fat, thin, male, or female. It can help combat many health problems and improve

statistics like, "the average American young man has a middle-aged body, and he cannot run a city block, or climb a flight of stairs without becoming out of breath." Statistics like these have really caused a push in methods like Pilates, Yoga, and Aerobic Dance to try and make our futures long-lasting and healthy. Today, Pilates, Yoga and Aerobic Dance are being used worldwide by dance companies, theater groups, students at performing arts schools and universities, professional sports teams, celebrities, spa clients, fitness instructors at health clubs and gyms and the general public. They are all great forms of exercise that everyone can benefit from and enjoy. Most importantly, Pilates, Yoga and Aerobic Dance improve mental and physical fitness for a life time. Terminal Objective Students will have the knowledge and skills to appropriately participate in Pilates, Yoga, and Aerobic Dance and value their lifelong benefits. Unit Goals Psychomotor Domain (30%) NASPE Standards 1 and 2 NJ Core Curriculum Standards 2.5 and 2.6 Performs all skills with competency and proficiency Performs within the target heart rate Performs with proper posture, balance, and body position Cognitive Domain (40%) NASPE Standard 2 NJ Core Curriculum Standard 2.2 Knows and implements positions/balance/guidelines/equipment/safety Understands the importance of proper posture, balance, and body position Social Domain (10%) NASPE Standard 5 NJ Core Curriculum 2.2 Behaves appropriately Displays proper etiquette Cooperates with the teacher and professional instructor Affective (20%) NASPE Standards 4 and 6 NJ Core Curriculum 2.2 Values the importance of Pilates, Yoga, and Aerobic Dance for a healthy lifestyle Differing Abilities and Differentiated Instruction All skill levels will be accommodated according to their proficiency. A student who is highly skilled will be challenged and students who are lesser skilled will be given modifications for the task. Our main goal is for all students to feel confident and become efficient in Pilates, Yoga, and Aerobic Dance. 1. ESL a. Describe and demonstrate everything

b. Make sure ESL student is in front when learning new skills/during activities c. Posters/pictures of Yoga, Pilates and Aerobic Dance poses including translations d. Videos of skills and activities prior to lesson e. Handouts to take home for review f. Partner ESL student with a familiar classmate g. An aid is available in class to translate for ESL student 2. Morbidly obese a. Motivate and encourage b. Provide simple poses first c. Increase exercise slowly to prevent discouragement d. Partner obese student with a helpful classmate e. All movements are categorized in segments, for example in Yoga all sitting poses will be completed before the standing poses are introduced f. Morbidly obese student will be situated so he/she is near the wall to assist them in getting off the floor Part Two Pilates Skills A. Mat 1. The Neck Roll #1 2. Neck Pull #1 3. The Hundred #1 4. The Roll-up #1 5. Spine Stretch Forward #1 6. The Saw #1 7. Criss Cross #1 8. Leg Circles #2 9. Single Leg Stretch #2 10. Single Straight Leg Stretch #2 11. Double Leg Stretch #2 12. Double Straight Leg Stretch #2 13. Single Leg Kicks #2 14. Side Kicks #2 15. Side Kick Series: Up and Down #2 16. Side Kick Series: Small Circles #2 17. Teaser 1 #3 18. Teaser 2 #3 19. Open Leg Rocker #3 B. The Wall 1. The Roll Down #3 2. Sitting on the Chair #3 C. Hula Hoop 1. Standing/Arms #3 D. One Wall Springs

1. Rolling Back #3 2. Chest Expansion #3 3. Squat #3 E. Two Wall Springs 1. Walking #4 2. Beats #4 3. Rond de Jambe #4 4. Leg Circles #4 5. Bicycle #4 6. Boxing #4 7. Shaving the Head #4 8. The Hug #4 Part Three Guidelines A. Concentration #1-6 B. Self control #1-6 C. Strength from center of body #1-6 D. Keep movement fluid #1-6 E. Precise movements #1-6 F. Efficient Breathing #1-6 Equipment 1. Lesson Plan 2. Mats (28) 2. Hula Hoop (28) 3. Television 4. Video 5. Exer-bands (28) 6. Checklists (28) Fitness A. FITT 1. Frequency ­ 6 days 2. Intensityi. Full-range of motion/point of mild discomfort (flexibility) ii. 3 sets of 10 repetitions (muscular strength and muscular endurance) iii. Hold pose for 3 seconds (balance) 3. Time ­ 30 minutes daily 4. Type ­ Muscular strength, muscular endurance, flexibility, and balance Part Four Strategies A. Relaxation #1-6 B. Powerhouse #1-6 C. Navel to spine #1-6 D. Spine to mat #1-6 E. Avoid hypertension #1-6

F. Squeezing the buttock #1-6 G. Rolling down the vertebrae #1, 3-6 H. Posture #1-6 Part Five Skills, Drills, and Activities A. Practice skills individually with a self checklist #1-2 B. Practice skills with a partner where he/she provides feedback #3-4 Part Six Additional Activities 1. Stations 2. Video 3. Professional Instructor Part Two Skills ­ Yoga A. Sitting Poses 1. Corpse Pose #7 2. Wind Relieving Pose #7 3. Forward Bend Pose #7 4. Hand-Foot-Big Toe Pose #7 5. Fish Pose #7 6. Locust Pose #7 7. Restrained Angle Pose #7 8. Lotus #7 9. Adept Pose #7 10. Lion Pose #7 11. Child Pose #8 12. Cobra Pose #8 13. Camel Pose #8 14. Cow face Pose #8 15. Half Spinal Twist #8 16. Hero Pose #8 17. Plow Pose #8 18. Shooting Bow Pose #8 19. Wheel Variation Pose #8 20. Wheel Pose #8 B. Standing Poses 1. Mountain Pose #9 2. Triangle Bow Pose #9 3. Turned Side Angle Pose #9 4. Half Moon Pose #9 5. Salutation Pose #9 6. Tree Pose #9 7. Eagle Pose #10

8. One Legged Pose #10 9. King of the Dance #10 10. Shoulder Stand Pose #10 11. Headstand Pose #10 12. Scorpion Pose #10 Part Three Guidelines 1. Concentrate #7-12 2. Uninterrupted time #7-12 3. Smooth transitions between positions #7-12 4. Body position #7-12 5. Breath properly #7-12 A. Always breathe through nose B. Keep head balanced straight on neck C. Make a steam like sound with breath D. Stop breathing exercise when you feel dizzy E. Wax earplugs will help you concentrate 6. Keep mind focused and quiet #7-12 7. Asan Point #7-12 A. Completely motionless B. Silence C. Clear mind Equipment 1. Lesson Plan 2. Mats (28) 3. Checklists (28) 4. Television 5. Video Fitness A. FITT 1. Frequency ­ 6 days 2. Intensity i. Full-range of motion/point of mild discomfort (flexibility) ii. 3 sets of 10 repetitions (muscular strength and muscular endurance) iii. Holds position for 3 seconds (balance) 3. Time ­ 30 minutes daily 4. Type - Muscular strength, muscular endurance, flexibility, and balance Part Four Strategies A. Rest Poses #7-12 1. Standing Rest 2. Baby Pose 3. Corpse Pose

B. Breathing #7-12 1. Complete Breath 2. Alternate Nostril Breath 3. The Cooling Breath 4. Soft Bellows Breath 5. The Rising Breath C. Relaxation #7-12 Part Five Skills, Drills, and Activities A. Practice skills individually with a self checklist #7-8 B. Practice skills with a partner where he/she provides feedback #9-10 Part Six Additional Activities 1. Stations 2. Video 3. Professional Instructor Part Two Skills - Aerobic Dance 1. Bicycle #13 2. Straddle Jump #13 3. Jumping Jack #13 4. Squat #13 5. Reach #13 6. Jog Circle #13 7. Hop #13 8. Step Close #14 9. Two Step #14 10. Rock #14 11. Slide #14 12. Pony #14 13. Step Kick #14 14. Swing #14 15. Hands to Floor #15 16. Walk Out/Walk Back #15 17. Knee Lift #15 18. Double Knee #15 19. Chain #15 20. Floor Sweep #15 21. Trunk Circle #15 22. Half-Knee Bend #16 23. Twist #16 24. Crazy Kick #16 25. Lunge #16

26. Push Up #16 27. Reverse Push Up #16 Part Three Guidelines 1. Concentrate #13-20 2. Self control #13-20 3. Keep movement fluid #13-20 4. Know your limit/point of discomfort #13-20 5. Spacing #13-20 Equipment 1. Lesson Plan 2. Platforms (28) 3. Assessment Handouts (28) 4. Checklists (28) 5. Television 6. Video Fitness A. FITT 1. Frequency ­ 8 days 2. Intensity i. Reach target heart rate (60-80%) (Cardio respiratory endurance) ii. Full-range of motion/point of mild discomfort (flexibility) iii. 3 sets of 10 repetitions (muscular strength and muscular endurance) iv. Transitions are smooth (balance) 3. Time ­ 30 minutes daily 4. Type - Muscular strength, muscular endurance, flexibility, balance, and cardio respiratory endurance B. Develops stronger heart muscle C. Reduces blood pressure during exercise and at rest D. Reduces heart rate during exercise and at rest E. Lowers blood cholesterol F. Aids in circulation of blood Strategies A. Avoid exercise that places pressure at the ankles #13-20 B. Avoid exercise that brings the calf and back of the thigh together #13-20 C. Avoid exercise that places lateral pressure on the knee #13-20 D. Avoid hyperextension of the knee #13-20 E. Keep knees bent to avoid stress on posterior ligaments #13-20 F. Avoid twisting in the forward bent position #13-20 G. Avoid movements that force the spinal column out of alignment #13-20 Part Five Skills, Drills, and Activities A. Practice skills individually with a self checklist #13-14

B. Practice skills with a partner where he/she provides feedback #15-16 Part Six Additional Activities 1. Video 2. Professional Instructor 3. Student Instructed Dance References Christensen, Alice, 1997, "New Yoga Challenge" Gallagher, Sean P. and Romana Krysanowska, 1999, "The Pilates Method of Body Conditioning" Lagerwerff, Ellen B. and Karen A. Perlroth, 1973, "Mensendieck Your Posture and Your Pains" Jacobson, Phyllis, 1989, "Aerobic Dance" Santosha Shop. "Yoga Postures Step By Step." http://www.santosha.com/asanas/ Sawyer, Phyllis and Pat Thornton, 1981, "Aerobic Dancing a Step at a Time"

Monday 1 - Pilates Introduction: Guidelines and Strategies Skill: Mat #1-7 Strategies: Relaxation, Powerhouse, Naval to Spine, Spine to Mat, Avoid Hyperextension , Squeeze the Buttock, Rolling Down the Vertebrae, Posture Assessment: Self Checklist

Tuesday 2 - Pilates Introduction: Review Skill: Mat #816 Strategies: Relaxation, Powerhouse, Naval to Spine, Spine to Mat, Avoid Hyperextension , Squeeze the Buttock, Posture Assessment: Self Checklist

Wednesday 3 - Pilates Introduction: Review Skill: Mat #1719, Wall #1-2, Hula Hoop #1, One Wall Spring #1-3 Strategies: Relaxation, Powerhouse, Naval to Spine, Spine to Mat, Avoid Hyperextension , Squeeze the Buttock, Rolling Down the Vertebrae, Posture Assessment: Peer Evaluation 8 - Yoga Introduction: Review Skill: Sitting Poses #11-20 Strategies: Rest Poses, Breathing, Relaxation Assessment: Self Checklist

Thursday 4 - Pilates Introduction: Review Skill: Two Wall Springs #1-8 Strategies: Relaxation, Powerhouse, Naval to Spine, Spine to Mat, Avoid Hyperextension , Squeeze the Buttock, Rolling Down the Vertebrae, Posture Assessment: Peer Checklist

6 - Pilates Introduction: Additional Activities: Interact with video and perform skills with Pilates professional instructor Strategies: Relaxation, Powerhouse, Naval to Spine, Spine to Mat, Avoid Hyperextension , Squeeze the Buttock, Rolling Down the Vertebrae, Posture

7 - Yoga Introduction: Guidelines and Strategies Skill: Sitting Poses #1-10 Strategies: Rest Poses, Breathing, Relaxation Assessment: Self Checklist

9 - Yoga Introduction: Review Skill: Standing Poses #1-6 Strategies: Rest Poses, Breathing, Relaxation Assessment: Peer Evaluation

Friday 5 - Pilates Introduction: Review Additional Activity: Stations Strategies: Relaxation, Powerhouse, Naval to Spine, Spine to Mat, Avoid Hyperextension , Squeeze the Buttock, Rolling Down the Vertebrae, Posture Assessment: Teacher Evaluation using a Rating Scale 10 - Yoga Introduction: Review Skill: Standing Poses #7-12 Strategies: Rest Poses, Breathing, Relaxation Assessment: Peer Checklist

Assessment: Focus Holistic Rating Scale 11 - Yoga Introduction: Review Additional Activity: Stations Strategies: Rest Poses, Breathing, Relaxation Assessment: Teacher Evaluation using a Rating Scale

16 ­ Aerobic Dance Introduction: Review Skill: #22-27 Strategies: All 7 Strategies Assessment: Peer Checklist

12 - Yoga Introduction: Additional Activities: Interact with video and perform skills with yoga professional instructor Strategies: Rest Poses, Breathing, Relaxation Assessment: Focused Holistic Rating Scale 17 ­ Aerobic Dance Introduction: Review Additional Activities: Interact with video and perform skills with aerobic dance instructor Strategies: All 7 Strategies Assessment: Teacher Evaluation using a Rating Scale

13 ­ Aerobic Dance Introduction: Guidelines and Strategies Skill: #1-7 Strategies: All 7 Strategies Assessment: Assessment Handout

14 ­ Aerobic Dance Introduction: Review Skill: #8-14 Strategies: All 7 Strategies Assessment: Self Checklist

15 ­ Aerobic Dance Introduction: Review Skill: #15-21 Strategies: All 7 Strategies Assessment: Peer Evaluation

18 ­ Aerobic Dance Introduction: Additional Activity: Groups of four will have to come up with an aerobic dance routine that includes ten dance skills. Each routine will last approximately 4-5 minute long. Strategies: All 7 Strategies Assessment: Teacher Checklist

19 ­ Aerobic Dance Introduction: Additional Activity: Students will teach their aerobic dance routine to their peers Strategies: All 7 Strategies Assessment: Focused Holistic Rating Scale

20 ­ Aerobic Dance Introduction: Additional Activity: Students will teach their aerobic dance routine to their peers Strategies: All 7 Strategies Assessment: Focused Holistic Rating Scale

Physical Education Lesson Plan Name: Kendra Boyd and Jacqui Calabrese Grade: 9 Activity (Unit): Pilates Date: 10/16/07 # of students: 28 Lesson: Mat Exercises

Rationale: Pilates gives the body a total fitness workout including muscular strength, muscular endurance, balance and flexibility. National Standard(s): Standard 1, 4, and 6 NJ Core Curriculum Content Standards: 2.5 and 2.6 I. Performance Objectives A. Psychomotor- At the end of the lesson students will be able to demonstrate proper technique for 9 Pilates stretches while performing them on a mat, and being assessed by the completion of a self checklist. B. Affective- At the end of the lesson students will appreciate the importance of Pilates and the life long benefits it provides. Materials A. Lesson Plan B. Mats (28) C. Checklists (28) D. Pens (28) Differentiated Instruction/Diverse Students 1. ESL A. Describe and demonstrate everything B. Make sure ESL student is in front when learning new skills/during activities C. Posters/pictures of Yoga, Pilates and Aerobic Dance poses including translations D. Videos of skills and activities prior to lesson E. Handouts to take home for review F. Partner ESL student with a familiar classmate G. An aid is available in class to translate for ESL student 2. Morbidly obese A. Motivate and encourage B. Provide simple poses first C. Increase exercise slowly to prevent discouragement D. Partner obese student with a helpful classmate E. All movements are categorized in segments, for example in Yoga all sitting poses will be completed before the standing poses are introduced F. Morbidly obese student will be situated so he/she is near the wall to assist them in getting off the floor Procedure A. Dressing

II.

III.

IV.

5M

B. Roll Call 2M C. New Skill- 9 Pilates Stretches on Mat 1. Introduction- Review 3I Transition: Girls will be called on first to get a mat and spread out in good personal/general space. Boys will follow on command. 30 secs M D. Explanation and Demonstration of Skill(10 Pilates stretches) 18 I/A 1. Leg Circles 2. Single Leg Stretch 3. Single Straight Leg Stretch 4. Double Leg Stretch 5. Double Straight Leg Stretch 6. Single Leg Kicks 7. Side-kicks 8. Side Kick Series: Up and Down 9. Side Kick Series: Small Circles ii. Activity- Practice each move individually while utilizing the self check list. 10 A iii. Safety: Personal/general space Transition: All of the boys put mats away first and line up on line to leave and review. Girls will follow. 30 secs M iv. Student Assessment/Evaluation 1. Domain- psychomotor 2. When performing assessment- in individual and applied situations 3. How performing assessment- self checklist v. Closure- Return self checklists to teacher, review lesson, and introduce upcoming lesson 2 M/I V. References- Gallagher, Sean P. and Romana Krysanowska, 1999, "The Pilates Method of Body Conditioning"

Pilates Review

Leg Circles- lie flat on back, bring leg upright forming a 90 degree angle, keep both hips on mat, and circle legs.

Single Leg Stretch- lie on back, pull right leg toward you while inhaling, switch legs while exhaling.

Single Leg Straight Stretch- lie flat on back, lift one leg into the air and take hold of that leg's ankle with both hands, switch legs (scissor-like).

Double Leg Stretch- lie flat with both legs bent into your chest, keep chin to chest, inhale slowly, reach overhead-extend legs out about 30-60 degrees simultaneously, exhale while circling arms around and drawing legs back into chest again.

Double Straight Leg Stretch- lie on back, hands behind head with shoulders off the ground, pull knees into chest, extend both legs straight up into air, inhale as you lower your legs as far as you can while maintaining a flat back, exhale and return legs back to 90 degree angle.

Single Leg Kicks- lie on stomach, bend arms and place elbows under your shoulders, lift your abdominals, kick right heel while the other leg remains straight, then switch legs.

Side Kicks- lie on side, bend your arm and support your leg, lift top leg to hip height, inhale slowly, swing leg forward as far up as possible, exhale, then swing leg backward reaching as far back as possible.

Side Kick Series: Up and Down- lie on side propped up by elbow, lift top leg straight up to side and inhale, resisting with the inside of the upper thigh press the leg down while exhaling.

Side Kick Series: Small Circles- same position as up and down, lift leg to hip, perform small circles as if you were drawing them with your toes.

Self Checklist Name: _________________________________ Period: _________________________________ Date: __________________________________ Please mark an "X" under YES if you are able to perform the Pilates stretches or mark an "X" under NO if you are unable to perform the stretches. YES Leg Circles Single Leg Stretch Single Straight Leg Stretch Double Leg Stretch Double Straight Leg Stretch Single Leg Kicks Side-Kicks Side Kick Series: Up and Down Side Kick Series: Small Circles Comments: If you put an "X" in the NO section briefly explain what you need to improve on in order to master the specific stretch. NO

Physical Education Lesson Plan Name: Kendra Boyd and Jacqui Calabrese Grade: 9 Activity (Unit): Yoga Date: 10/25/07 # of students: 28 Lesson: Standing Poses

Rationale: Yoga utilizes the mind and body in a way that gives the body a total fitness workout including muscular strength, muscular endurance, balance and flexibility. National Standard(s): Standard 1 and 5 NJ Core Curriculum Content Standards: 2.2, 2.5, and 2.6 I. Performance Objectives A. Psychomotor- At the end of the lesson students will be able to demonstrate proper technique for 6 standing Yoga poses on a mat, and being assessed through peer evaluation. B. Social- At the end of the lesson students will be able to cooperate with their partner and provide appropriate feedback to him/her. Materials A. Lesson Plan B. Mats (28) C. Checklists (28) Differentiated Instruction/Diverse Students 1. ESL A. Describe and demonstrate everything B. Make sure ESL student is in front when learning new skills/during activities C. Posters/pictures of Yoga, Pilates and Aerobic Dance poses including translations D. Videos of skills and activities prior to lesson E. Handouts to take home for review F. Partner ESL student with a familiar classmate G. An aid is available in class to translate for ESL student 2. Morbidly obese A. Motivate and encourage B. Provide simple poses first C. Increase exercise slowly to prevent discouragement D. Partner obese student with a helpful classmate E. All movements are categorized in segments, for example in Yoga all sitting poses will be completed before the standing poses are introduced F. Morbidly obese student will be situated so he/she is near the wall to assist them in getting off the floor Procedure A. Dressing B. Roll Call

II.

III.

IV.

5M 2M

C. New Skill- 6 Standing Yoga Poses 1. Introduction- Review 3I Transition: Girls will be called on first to get a mat and spread out in good personal/general space. Boys will follow on command. 30 secs M D. Explanation and Demonstration of Skill (6 Standing Yoga Poses) 12 I/A 1. Mountain Pose 2. Triangle Bow Pose 3. Turned Side Angle Pose 4. Half Moon Pose 5. Salutation Pose 6. Tree Pose Transition: Students will find a partner and move into their personal space. 30 secs M ii. Activity- Practice each move with a partner while evaluating each other's form. 15 A iii. Safety: Personal/general space Transition: All of the boys put mats away first and line up on line to leave and review. Girls will follow. 30 secs M iv. Student Assessment/Evaluation 1. Domain- psychomotor 2. When performing assessment- with a partner 3. How performing assessment- peer evaluation v. Closure- Review lesson, share feedback, and introduce upcoming lesson 2 M/I V. References 1. Christensen, Alice, 1997, "New Yoga Challenge" 2. Lagerwerff, Ellen B. and Karen A. Perlroth, 1973, "Mensendieck Your Posture and Your Pains" 3. Santosha Shop. "Yoga Postures Step By Step." http://www.santosha.com/asanas/

Yoga Review

Mountain Pose- Stand with both feet touching from the heel to the big toe, keeping the back straight and the arms pressed slightly against the sides with palms facing inward. Slightly tighten or flex the muscles in the knees, thighs, stomach and buttocks maintaining a firm posture. Balance your weight evenly on both feet. 3Inhale through the nostrils and lift the buttocks off the legs arching the back and thrusting the abdomen forward and tilt the head as far back as possible.

Triangle Bow Pose- Stand with the feet together and the arms by your sides. Separate the feet slightly further than shoulder distance apart. Inhale and raise both arms straight out from the shoulders parallel to the floor with the palms facing down. Exhale slowly while turning the torso to the left, bend at the waist and bring the right hand down to the left ankle. The palm of the right hand is placed along the outside of the left ankle. The left arm should be extended upward. Both legs and arms are kept straight without bending the knees and elbows. Turn the head upward to the left and gaze up at the fingertips of the left hand. Inhale and return to a standing position with the arms outstretched. Hold this position for the duration of the exhaled breath then repeat on opposite side.

Turned Side Angle Pose- Stand with the feet together and the arms by your sides. Inhale and spread your legs apart slightly further than shoulder distance. Stretch your arms straight out from the shoulders parallel to the floor with your palms facing down. Exhale slowly and turn your right foot toward the right 90 degrees. Bend your right knee about 90 degrees. Place the palm of your left hand flat on the floor next to the outside of your right foot. Rest the right elbow on the outside of the right knee. Stretch the right arm over your head, parallel with the floor, with the inside of the elbow resting on the ear. Repeat using the other side of the body.

Half Moon Pose- Stand with both feet touching from the heel to the big toe, keeping the back straight and the arms pressed slightly against the sides with palms facing inward. Bring the hands together at the chest with palms lightly pressed against each other. Inhale and raise the arms straight up keeping the palms pressed lightly together. Arch your body backwards keeping your arms alongside your neck and head, tilt the head backward and hold. Keep your knees straight while holding posture. Slowly return to starting position.

Salutation Pose- Begin by sitting back on your heels and placing your knees, legs and feet together. Kneel up on your knees until your back, buttocks and thighs are aligned. Extend your left foot forward bending your left knee at about a 90 degree angle. Place the palms of your hands together at the heart. Raise your arms straight up keeping the palms together while bending the head backward and looking up. Slowly bend backward stretching the arms backward and straightening out the right leg. Hold this position for as long as comfortable while breathing gently through the nostrils. Return to starting position then reverse the posture by alternating legs.

Tree Pose- Stand with the feet together and the arms by your sides. Bend the right leg at the knee, raise the right thigh and bring the sole of the right foot as high up the inside of the left thigh as possible. Balancing on the left foot, raise both arms over the head keeping the elbows unbent and joining the palms together. Repeat using on other leg.

Self Checklist Name: _________________________________ Period: _________________________________ Date: __________________________________ Please mark an "X" under "Yes" if you are able to perform the Yoga positions or mark an "X" under "No" if you are unable to perform the positions. Yes Mountain Pose Triangle Bow Pose Turned Side Angle Pose Half Moon Pose Salutation Pose Tree Pose Comments: If you put an "X" in the "No" section briefly explain what you need to improve on in order to master the specific stretch. No

Physical Education Lesson Plan Name: Kendra Boyd and Jacqui Calabrese Grade: 9 Activity (Unit): Aerobic Dance Date: 10/24/07 # of students: 28 Lesson: 7 Aerobic Dance Moves

Rationale: Aerobic Dance gives the body a total fitness workout including cardio respiratory endurance, muscular strength, muscular endurance, balance and flexibility. National Standard(s): Standard 1 and 2 NJ Core Curriculum Content Standards: 2.5 and 2.6 I. Performance Objectives A. Cognitive ­ At the end of the lesson, students will be able to identify 7 Aerobic Dance moves by matching the move with the corresponding name for the move. B. Psychomotor- At the end of the lesson, students will be able to demonstrate proper technique for 7 Aerobic Dance moves. Materials A. Lesson Plan B. Assessment Handouts (28) C. Pens (28) Differentiated Instruction/Diverse Students 1. ESL A. Describe and demonstrate everything B. Make sure ESL student is in front when learning new skills/during activities C. Posters/pictures of Yoga, Pilates and Aerobic Dance poses including translations D. Videos of skills and activities prior to lesson E. Handouts to take home for review F. Partner ESL student with a familiar classmate G. An aid is available in class to translate for ESL student 2. Morbidly obese A. Motivate and encourage B. Provide simple poses first C. Increase exercise slowly to prevent discouragement D. Partner obese student with a helpful classmate E. All movements are categorized in segments, for example in Yoga all sitting poses will be completed before the standing poses are introduced F. Morbidly obese student will be situated so he/she is near the wall to assist them in getting off the floor Procedure A. Dressing B. Roll Call

II.

III.

IV.

5M 2M

C. New Skill- 7 Aerobic Dance Moves 1. Introduction- Guidelines and Strategies 5I Transition: On cue, students will move into their own personal space. 30 secs M D. Explanation and Demonstration of Skill(7 Aerobic Dance Moves) 15 I/A 1. Bicycle 2. Straddle Jump 3. Jumping Jack 4. Squat 5. Reach 6. Jog Circle 7. Hop ii. Activity- Practice each move individually while utilizing the self assessment handout. 8A iii. Safety: Personal/general space Transition: Students will return checklist and gather in center of gymnasium for review. 30 secs M iv. Student Assessment/Evaluation 1. Domain- Cognitive 2. When performing assessment- in individual situations 3. How performing assessment- self assessment handout v. Closure- Return self assessments to teacher, review lesson, and introduce upcoming lesson 4 M/I V. References 1. Sawyer, Phyllis and Pat Thornton, 1981, "Aerobic Dancing a Step at a Time" 2. Jacobson, Phyllis, 1989, "Aerobic Dance"

Aerobic Dance - Matching Name: _______________________ Period: _______________________ Date: ________________________ Write the letter of the explanation that matches with the corresponding dance move. A. Stand with legs together. Jump to land with legs in 1. Bicycle ______ a straddle position. Jump back to starting position. 2. Straddle Jump ______ B. With legs in straddle position, lower body 3. Jumping Jack ______ toward the floor. Be sure to keep your back straight 4. Squat ______ and heels on the floor. Return to straddle 5. Reach ______ position. C. Stand on one foot. Leave 6. Jog Circle ______ the floor and return landing in the same place. 7. Hop ______ Hops can be done on either the left or right foot. D. Sit on floor with your upper body leaning back, resting on bent arms. Legs are extended while moving in a circular motion, similar to that of riding a bike. E. Start with legs together and arms at side. Jump to straddle position, as arms move upward and touch overhead. Jump back to starting position, with arms returning to side of body. F. Start with arms down at side and in front of body. Swing arms together up and toward the right or left until both are reaching straight. Turn body slightly toward the right or left with a swinging motion.

G. Jog while turning in a small circle.

Physical Education Lesson Plan Name: Kendra Boyd and Jacqui Calabrese Grade: 9 Activity (Unit): Pilates Date: 10/22/07 # of students: 28 Lesson: Interacting with video and Pilates professional instructor

Rationale: Pilates gives the body a total fitness workout including muscular strength, muscular endurance, balance and flexibility. National Standard(s): Standard 1, 4, and 6 NJ Core Curriculum Content Standards: 2.5 and 2.6 I. Performance Objectives A. Affective ­ At the end of the lesson, students will be able to appreciate and value the benefits of a Pilates, and be assessed by a focused holistic rating scale. B. Psychomotor- At the end of the lesson, students will be able to perform an entire workout, with the help of a video and Pilates professional instructor. Materials A. Lesson Plan B. Television C. Video D. Pilates Professional Instructor E. Mats (28) F. Focused Holistic Rating Scale (28) Differentiated Instruction/Diverse Students 1. ESL A. Describe and demonstrate everything B. Make sure ESL student is in front when learning new skills/during activities C. Posters/pictures of Yoga, Pilates and Aerobic Dance poses including translations D. Videos of skills and activities prior to lesson E. Handouts to take home for review F. Partner ESL student with a familiar classmate G. An aid is available in class to translate for ESL student 2. Morbidly obese A. Motivate and encourage B. Provide simple poses first C. Increase exercise slowly to prevent discouragement D. Partner obese student with a helpful classmate E. All movements are categorized in segments, for example in Yoga all sitting poses will be completed before the standing poses are introduced F. Morbidly obese student will be situated so he/she is near the wall to assist them in getting off the floor

II.

III.

Procedure A. Dressing 5M B. Roll Call 2M Transition ­ On cue, students will get into their own personal space, in respect to the television. 30 secs M C. Additional Activity 30 A 1. Students will interact with Pilates video. Transition ­ On cue, students will face the Pilates professional instructor and be in their own personal space. 30 secs M 2. Students will perform with the guidance of a Pilates professional instructor. Transition ­ On cue, students will gather in center of gymnasium for closure. i. Safety: Personal/general space ii. Student Assessment/Evaluation 1. Domain- Affective 2. When performing assessment- in applied situations 3. How performing assessment- focused holistic rating scale iii. Closure- Review lesson and introduce upcoming lesson 2 M/I V. References Gallagher, Sean P. and Romana Krysanowska, 1999, "The Pilates Method of Body Conditioning"

IV.

Focused Holistic Assessment Class/Period: Unit/Activity: Pilates Date: 10/22/07

<60% of the time = 0 points Application of Skill: Performs Pilates poses efficiently Application of Guidelines and Strategies: Understands and implements Personal Responsibility: Values the life long benefits of Pilates Social Responsibility: Cooperates well teacher, classmates, and instructor Total Score: * 8 points= A 7 points= A6 points= B 5 points= B4 points= C 3 points= C2 points= D 1 point= D0 points= F

60-79% of the time = 1 point

80-100% of the time = 2 points

Physical Education Lesson Plan Name: Kendra Boyd and Jacqui Calabrese Grade: 9 Activity (Unit): Aerobic Dance Date: 10/31/07 # of students: 28 Lesson: Aerobic Dance Routines

Rationale: Aerobic Dance gives the body a total fitness workout including cardio respiratory endurance, muscular strength, muscular endurance, balance and flexibility. National Standard(s): Standard 1, 4, and 6 NJ Core Curriculum Content Standards: 2.5 and 2.6 I. Performance Objectives A. Social ­ At the end of the lesson, students will be able to work as a group to coordinate an Aerobic Dance routine to teach to the class, while being evaluated by the teacher through a focused holistic rating scale. B. Psychomotor- At the end of the lesson, students will be able to perform Aerobic Dance routine, taught by their peers Materials A. Lesson Plan B. Platforms (28) C. Focused Holistic Rating Scale (28) Differentiated Instruction/Diverse Students 1. ESL A. Describe and demonstrate everything B. Make sure ESL student is in front when learning new skills/during activities C. Posters/pictures of Yoga, Pilates and Aerobic Dance poses including translations D. Videos of skills and activities prior to lesson E. Handouts to take home for review F. Partner ESL student with a familiar classmate G. An aid is available in class to translate for ESL student 2. Morbidly obese A. Motivate and encourage B. Provide simple poses first C. Increase exercise slowly to prevent discouragement D. Partner obese student with a helpful classmate E. All movements are categorized in segments, for example in Yoga all sitting poses will be completed before the standing poses are introduced F. Morbidly obese student will be situated so he/she is near the wall to assist them in getting off the floor Procedure A. Dressing B. Roll Call

II.

III.

IV.

5M 2M

Transition ­ On cue, students will get into their own personal space, in respect to the group of students who are teaching the Aerobic Dance routine. 30 secs M C. Additional Activity 30 A 1. Students will perform an Aerobic Dance routine for their classmates to learn and follow. Each group will need to include ten dance skills into their 3 minute long routine. Transition ­ On cue, students will gather in center of gymnasium for closure. i. Safety: Personal/general space ii. Student Assessment/Evaluation 1. Domain- Social 2. When performing assessment- in applied situations 3. How performing assessment- focused holistic rating scale iii. Closure- Review lesson and conclude unit 2 M/I V. References 1. Sawyer, Phyllis and Pat Thornton, 1981, "Aerobic Dancing a Step at a Time" 2. Jacobson, Phyllis, 1989, "Aerobic Dance"

Focused Holistic Assessment Class/Period: Unit/Activity: Aerobic Dance Date: 10/31/07

<60% of the time = 0 points Application of Skill: Performs Aerobic Dance moves efficiently Application of Guidelines and Strategies: Understands and implements Personal Responsibility: Values the life long benefits of Aerobic Dance Social Responsibility: Cooperates well classmates Total Score: * 8 points= A 7 points= A6 points= B 5 points= B4 points= C 3 points= C2 points= D 1 point= D0 Points= F

60-79% of the time = 1 point

80-100% of the time = 2 points

#

Question Instruction: Physical Education Written Unit Rubric Total Points: 60 points

ORGANIZATION & PRESENTATION

0 pts - Minimal fulfillment of requirements, sparse curricular material, poor presentation, many errors (>7). 1 pts - Adequate fulfillment of almost all requirements; Presentation problems, > 4 1. errors. 2 pts - All requirements thoughtfully fulfilled. A few errors or presentation problems. 3 pts - Presents unit/content in an exemplary/ organized fashion, no grammar/spelling errors.

OVERVIEW/RATIONALEINTRODUCTION

0 pts - Superficial overview; poor rationale: lack of connection to life/standards. 1 pts - Partially adequate overview. Rationale not entirely convincing: some connection in presentation. 2. 2 pts - Solid overview and rationale; A number of connections demonstrated in representation. 3 pts - Well thought out and thoroughly convincing overview and rationale: Potential for connections to life/standards maximized; Overview of content including background info, fun facts & connection to culture, race, gender, society.

UNIT GOALS/TERMINAL OBJECTIVE

0 pts - Unit goals and essential lack depth. All domains not appropriately addressed, not related to standards/age appropriate. % not provided, missing components. 4 pts - Unit goals clear but not as deep or rigorous as possible. Missing components. 3. 8 pts - Clearly states UGs, high standards for learning, all domains attempted but not completely correct; Standards attempted but off mark. 12 pts - Clearly stated, thought provoking, challenging, age/grade appropriate, standards based. All domains addressed, % provided. All info thoroughly provided, connection between unit & terminal. Created for maximal learning.

DIFFERENTIATED INSTRUCTION/ABILITIES

0 pts - Not addressed. 1 pts - Addressed but with minimal thought to the disability and teaching 4. modifications. 2 pts - Addressed several appropriate teaching modifications indicated. 3 pts - Specified disabilities are thoroughly identified and a spectrum of

appropriate teaching modifications indicated.

CONTENT/ACTIVITIES: SKILLS & SUB-SKILL ANALYSIS RULES/GUIDELINES/STRATEGIES SKILLS/DRILLS/ACTIVITIES & GAMES

0 pts - Insufficient; Missing several key content for comprehensive unit participating; Missing, key skills/subskills, fitness related information, rules, drills, games. 6 pts - Demonstrated limited understanding of the topic; Information inaccurate, or not appropriate for students, not reflective of standards; Inappropriate teaching 5. practices. 12 pts - Demonstrated solid understanding of the topic; Proficiency in content. Most all information provided in a clear, fashion. 18 pts - Demonstrated mastery of content; Content appropriate for age, time, facilities, etc.; List all necessary skills/fitness components, provides a clear breakdown of skills to participate in the sport/activity(ies); Indicated ALL Rules/Guidelines/Strategies; Skills/Drills/Games appropriate for unit (and meet appropriate teaching practices) and revolve around the standards.

CONTENT/ACTIVITIES

0 pts - Content/activities not identified or haphazardly constructed; Unclear, inaccurate progression. 2 pts - Most content/ activities not identified and/or tied to block plan; Number difficult to locate, or inaccurate; Unclear presentation of when content is taught and 6. incorrect progression. 4 pts - Most content activities identifies directly ties to block plan; Numbers easy to locate; Clear presentation of when content is taught and shows good progression. 6 pts - All content/activities identified directly tied to block plan; Numbers provided and easy to locate; Clear presentation of when content is taught and shows good progression.

BLOCK PLAN FORMAT/CULMINATION OF ACTIVITIES

0 pts - Missing major components; Number of days not used ineffectively; All vital information not provided. 2 pts - Missing minor components for several days (3-5); Use the time (most days) effectively: no wasted days (free days, tournament play, skills testing, etc). 7. 4 pts - Missing minor components for a couple of days (2); Use the time (all days) effectively: no wasted days (free days, tournament play, skills testing, etc). 6 pts - Block format expertly created; Included # days; All blocks provided for each day: skill(s), rules/guidelines/strategy, game (modified), assess/eval type; Use the time (all days) effectively: no wasted days (free days, tournament play, skills testing, etc).

LESSON PLANS CREATE 3 SEQUENTIAL LPS

8.

0 pts - LPs not developmental; All LPs did not have different objectives; All

objectives did not match with unit goals; <60 on grading criteria. 3 pts - 2 of 3 LPs were Developmental; All LPs did not have different objectives; Most objectives did not match with unit goals; 60-74 on grading criteria. 6 pts - Developmental LPs; All LPs had different objectives; Most objectives match with unit goals; 75-89 on grading criteria. 9 pts - Developmental LPs; All LPs had different objectives; All objectives match with unit goals; 90 or above on grading criteria.

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