AUTHORS NAME _Luis Carrillo___________________________ DATE __9/25/2017______

SINGLE SUBJECT LESSON TEMPLATE

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BACKGROUND INFORMATION
1. TITLE OF LESSON: Deep Stretching

2. CURRICULUM AREA & GRADE LEVEL: Exercise Nutrition Science

3. DATE OF LESSON/TIME NEEDED: 9/25/2017 / 90 minutes

4. RESOURCES: Attach materials needed to implement the lesson - e.g., power point presentation, text, graphic organizer
a. Carpet Squares
b. Instructional Video
c. Yoga Mats

CENTRAL FOCUS OF LESSON

5. CA PHYSICAL EDUCATION STANDARDS
Standard 2: Students achieve a level of physical fitness for health and performance while demonstrating
knowledge of fitness concepts, principles, and strategies.

6. CA ELD STANDARD(S):
ELD (English Language Development) Standards: Grades 9-10
Exchanging information / ideas (Bridging level)
Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic
topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent
and well-articulated comments and additional information.

7. BIG IDEA/ENDURING UNDERSTANDING: Why this material is important to teach; how it fits in with the unit
Learning the proper strategies to engage in deep stretching to promote personal wellness.

8. ESSENTIAL QUESTIONS: Open-ended, arguable questions that organize the purpose of learning
a. How do you begin a deep stretch exercise session?
b. What are three elements of proper deep stretching?
c. When is a deep stretch appropriate for your personal wellness?

EVIDENCE OF LEARNING
9. OBJECTIVE(S) OR LEARNING GOAL(S): Choose one: Cognitive, Affective, Psychomotor or Language Development
Cognitive After scholars complete a 30 minute lesson in deep stretching, scholars will be able to identify key elements of a deep
stretching session by answering guided questions as a group, provided by the instructor.

10. ASSESSMENT(S): Choose one: Diagnostic - entry level, Formative - progress-monitoring or Summative evaluative
Diagnostic Scholars will be able to recall the proper elements of deep stretching, and when to apply them appropriately to
enhance their personal wellness. Scholars will provide detailed examples on how the skills can be applied to their lives both in
and out of the classroom, by answering guided group questions provided by the instructor.

INSTRUCTIONAL AND LEARNING TASKS

11. INSTRUCTIONAL TASKS: Teacher Steps
1. Anticipatory Set
1. Instructor asks students what their favorite aspect of the
fall season is and to recall if they have ever participated
in yoga before, and what do they remember from their
experience? (5 minutes)
2. Through-Instruction
2. Instructor will explain the warm-up activity called
12. LEARNING TASKS: Student Steps
1. Anticipatory Set
1. Scholars will discuss what their favorite aspect of fall is
and discuss their past experiences with yoga. (5 inutes)
2. Through-Instruction
2. Scholars will observe the demonstration by the instructor
to ensure how to properly conduct the Magic Carpet relay
 Magic Carpet squad relays. (5-10 minutes) activity. (5-10 minutes)

3. Through-Guided Practice 3. Through-Guided Practice

3. a. Instructor will demonstrate each of the three activities
for the Magic Carpet Relay. (5 minutes)
b. Instructor will go over the rules and etiquette of the
deep stretching activity and how it can translate into
their own lives.
3. a.& b. Scholars will not participate in the guided practice,
they will go ahead and conduct the activity once the
demonstration is completed.

Independent Practice
Independent Practice 4. a. Scholars with participate in the Magic Carpet Relays
4. a. The teacher will begin the Magic Carpet Relay, and with members of their squad. (5-10 minutes)
ensure the correct and safe application of the rules for b. Scholars will participate in deep stretching following
this activity via direct observation. (5-10 minutes) the instruction video guide. (30 minutes)
b. Instructor will play the deep stretching video with the
overhead projector. (30 minutes)
Beyond- Closure
Beyond- Closure 5. Scholars stay in their assigned sitting arrangements and
5. The instructor tells the scholars to maintain their seats answer questions about the skills learned from the
for a quick review of some of the skills learned from the deep stretching exercise. (3 minutes)
deep stretching exercise. (3 minutes)
Beyond - Transfer
Beyond - Transfer 6. Scholars share what they can learn from this challenge
6. Instructor asks, What can we learn from this activity? and how the activity could be adapted for everyday life.
How could you adapt this activity to your everyday life? (3 minutes)
(3 minutes)

REFLECTION AFTER THE LESSON: Overall, how did the whole class achieve the learning goals? In particular, how did your
special needs and English learners achieve the learning goals? To what degree were your assessments helpful in determining
students understanding? To what degree did the lesson engage students? What did you do differently from one class to the next?
What will you do differently next time you teach this lesson?