LESSON PLAN

Subject/Grade: P.E. 9
# of Students: 14
School: U of A
Equipment:
Mats

Date: March 6th, 2014

Period: 4
Class Length: 60 min

Topic: Hatha Yoga

Unit: Yoga
Other:

Teacher: Tara Militsala

Lesson: Day 3 of 8
Location: Ed Gym South

References:
www.yogajournal.com
Farhi, D. (2000). Yoga Mind, Body & Spirit: A return to Wholeness. Henry and Holt Company: NY
General
Outcomes

Activities

Specific
Outcomes

Basic Skills

A9-4

Application of
Basic Skills

Benefits Health

Functional
Fitness

A9-13

Body
Image

Cooperation

Wellbeing

Communication

Fair Play

B9-8

Leadership

Do It DailyFor Life

Teamwork

Effort

C9-4

Safety

Goal Setting/
Personal
Challenge

Active Living
In the
Community

D9-3

Lesson Focus:
Introducing Hatha Yoga
-Review poses previously taught
-Add extension by putting them in a sequence with new poses
-Introduce new poses that are slightly more challenging
-Highlight focus on breath connecting the poses together
Lesson Objective (SWBAT):
-Apply and refine the poses previously taught (downward dog, plank, childs pose, cat/cow, cobra, table) with a
high level of accuracy in form, according to the elements of technique provided by the teacher. Students will
try to improve their performance by focusing specifically on their breath patterns, as well as a variety of the
Seven Moving Principles.
-Describe, apply, and monitor a willingness to participate in a supportive environment while being respectful of
those around them when learning new poses
-Select and perform a variety of the Seven Moving Principles while practicing their poses.
-Select and apply rules, routines, and procedures for safety during yoga practice by maintaining their focus on
breath, knowing their limits, and remembering the cues given by the instructor.

Time

Movement Tasks /

Teaching Cues

Organization

Introduction

Content Development & Analysis

0-5
minutes

Set Induction: Today we will be doing a type of

Yoga called Hatha. One of the main focuses of
Hatha Yoga is breathing. Controlling breath can help
improve oxygenation of the body and alleviate stress.
Today Id like you to focus on your breathing as we
perform our postures and try to relax your body to
release stress. Please get a mat each and line them up
in rows so that you have windows to see. Have them
seated in cross-legged position (check-in position).

-The teacher stands in place

and waits for students
attention before giving the
set induction.

-Students meet in the

regular meeting spot in the
gymnasium: on three-point
line facing the teacher

-When students are seated in

the check-in position, this is
their signal that they are
ready.

-Students will place their

non-slip or sticky yoga
mat or gymnastics mats on
the floor in a staggered
formation, allowing
enough room for peripheral
limb movement (2008
Safety Guidelines p. 149)
-Students hair and
clothing should be suitable
for the physical activity,
and they should have bare
feet if possible (2008
Safety Guidelines p. 149)

5
minutes

Warm up: Review downward dog, plank, and

childs pose and then perform them in a review
sequence. Ask students to demonstrate each pose
before the instructor to check for memory, and then
do it all together responding to the instructors cues.

Cue: dog
D- Downward
O- Open Fingers
G- Spine Grows Longer
Cue: plank
-Technique: Straight line,
engage all muscles possible,
legs touching
Cue: childs pose
-Technique: Arms long,
fingers spread, feet tucked
under
Cue: breathe

-Make sure students can

easily see and hear the
instructor from their mat

Lesson Development

15
minutes

Transition (10 seconds): have them stand up on

their mat
Introduce new poses:
1) Mountain pose- demonstrate and then have
them copy
2) Chair pose- demonstrate and then have them
copy. Describe how to enter the pose and
the benefits of it. If they feel any pain
provide guidance to modify the pose.
3) Half moon pose- demonstrate and then have
them copy. Describe how to enter the pose
and the benefits of it. If they feel any pain
provide guidance to modify the pose
4) Tree pose- demonstrate and then have them
copy. Describe how to enter the pose and
the benefits of it. If they feel any pain
provide guidance to modify the pose. Do the
pose on each leg.
5) Repeat all the poses together and guide them
to focus on their breath.

Cue: mountain
-Technique: Spine straight
(alignment), lift kneecaps
Cue: chair
-Technique: Spine straight,
engage the abdominal and
thigh muscles, arms
overhead
Lower back pain from
allowing back to sway-Draw the belly in and up to
support your back, and
deepen the squat further to
maintain frontal support.
Cue: half moon
B- Bend knee to balance
I- Inhale and exhale, breathe
G- Go slow (to enter/exit)

-Students will remain on

their mat for the duration
of the lesson unless the
teacher indicates an
opportunity for a water
break
- Ensure students
understand and can
perform these beginner
poses to build a solid
foundation for next class,
and ensure students are
aware of their personal
limits. Offer suggestions
to help students modify the
pose if necessary (2008
Safety Guidelines p. 149)

Trouble balancing
Practice against a wall and
rest your fingertips lightly
against the wall
Cue: tree left
-Technique: Stand tall and
steady, foot placed either
above or below opposite
knee
Cue: tree right

15
minutes

Transition (45 seconds): give them time to get water

or relax to be ready for another set of poses, focusing
on a different moving principle they have not yet
experimented with. Ask them to remind you of the
Seven Moving Principles as a review.
1) Extended side-angle pose- demonstrate and
then have them copy. Describe how to enter
the pose and the benefits of it. If they feel
any pain provide guidance to modify the
pose
2) Extended triangle pose- demonstrate and
then have them copy. Describe how to enter
the pose and the benefits of it. If they feel
any pain provide guidance to modify the
pose
3) High lunge- demonstrate and then have
them copy. Describe how to enter the pose
and the benefits of it. If they feel any pain
provide guidance to modify the pose
4) Repeat all poses on the other leg
5) Repeat the sequence maintaining the focus
on the breath.

Cue: breathe
Cue: Extended side angle
ESA
E- Extend the top arm
S- Spread your legs
A- Align (Alignment)
Cue: Extended Triangle
-Technique: feet 3.5-4 ft.
apart, chest open, legs
extended with weight
distributed
A pull in the back of the
front knee from collapsing
all the weight onto the heel
of the front footShift
weight forward onto the ball
of the foot and maintain the
weight distribution as you
enter the pose
Cue: High Lunge
-Technique: front knee over
ankle, back knee straight,
hips square
Cue: Switch legs

-Describe how to enter the

pose as you demonstrate
and while students are
entering the pose.
-Talk about benefits as
well as technical elements
to be aware of as students
are holding the pose
-Limit the number of
technical elements listed to
a maximum of three in
order to avoid
overwhelming students
-Modification: Allow
students who have
difficulty concentrating to
write their chosen moving
principle on a small piece
of paper or sticky note and
place it on their mat to
remind them of their focus
principle

15
minutes

Conclusion

5
minutes
(shared
with
wrap
up)

Transition (45 seconds): give them time to get water

or relax to be ready for another set of poses that will
take place starting on all fours. Ask them to remind
you of the Seven Moving Principles as a review
again and then to select another moving principle
they have not yet experimented with, as their focus
for this sequence.
1) Have them demonstrate, without an
example, what they remember for table
pose, cat/cow pose and cobra pose.
2) Go over these poses now so that they can
follow instructors example. Describe how
to enter the pose and the benefits of it. If
they feel any pain provide guidance to
modify the pose.
3) Do all three poses in a sequence with a
partner or a group of three, giving each
other pointers for technique. This is also a
good opportunity to ask the instructor
questions or review other poses that were
difficult.

Closure: Have them return to their check in position.

Open discussion about how focusing on breath helps
with technique and motivation and how it can benefit
other activities, ask them what other activities they
do where breath is important to have optimal
performance
Wrap up/Reminders:
Next class we will learn more advanced poses and
make a full sequence out of the poses that we know.
This will help us to build strength and to target more
muscle groups. We will also focus on our breath
again in order to relax and to carry out more
challenging exercises.

Cue: Breathe
Cue: Table
-Technique: tops of feet in
contact with floor, knees
hip-width apart, hands
shoulder-width apart, flat
back
Cue: Cat
C- Curve (spine)
A- Make an A with your
body
T- Tabletop position
Cue: Cow
C- Curve (spine)
O- Reach your belly button
(O) to the floor
W- Wind (Exhale)

-Student will remain on

their own mat for the
individual sequence
-For the peer feedback
activity in groups of three,
students will gather at one
group members mat to
carry out the task, then
return to their own mat
when finished
-Emphasize the importance
of giving peer feedback
based on the technical tips
provided by the teacher for
each pose (Checklist Style:
Are they doing it or not?)

Cue: Cobra
-Technique: Spine
lengthened, tops of feet in
contact with floor, buttocks
relaxed
Pressure in the lower back
areaWork with UpwardFacing Dog with your hands
on blocks to decrease the
angle in your lower back.
When this is comfortable,
try Cobra again.
Cue: say Namaste to open
the discussion

Clapping as a Thank you

for participating/teaching

-Students will remain on

their mat until directed
otherwise and raise their
hand to offer answers

-Students will move to the

equipment room to place
their mat on the pile

-Tell students to put their mats back neatly

-Time for changing clothes/Dismissal

Assessment:
Observation: Students will perform the poses reviewed and introduced individually. Feedback and correction
will be given by the teacher.
General Safety Considerations:

Review sections in Safety Guideline for P.E. 2008 prior to class: pg. 11-20, & pg. 149
Remove all jewelry and loose objects.
Ensure there are no obstacles/ equipment in the way and that the surface is level

Constant Visual Supervision - Monitoring position should ensure view of all students.
Instructional Considerations:
o Identify and teach beginner poses before proceeding to advanced poses (i.e., inverted postures from the shoulders,
neck, or hands should not be taught until students have acquired sufficient skill and core strength as demonstrated in
prerequisite postures)
o Students should be taught to respect their individual limits and should be encouraged to modify or substitute
postures with those that offer a similar skill challenge

Reflection/Follow-Up: