Lesson Plan #1: Plank
Subject and Generic Physical Education/9-12 grades
Level:
Lesson Focus: Skill to be taught: Plank
Lesson Plan
Components
NASPE Standard(s) Standard 1 The physically literate individual demonstrates
competency in a variety of motor skills and movement patterns.
Standard 2 The physically literate individual applies knowledge of
concepts, principles, strategies and tactics related to movement
and performance.
Standard 3 The physically literate individual demonstrates the
knowledge and skills to achieve and maintain a health-enhancing
level of physical activity and fitness.
Standard 4 The physically literate individual exhibits responsible
personal and social behavior that respects self and others.
Standard 5 The physically literate individual recognizes the value
of physical activity for health, enjoyment, challenge, self-expression
and/or social interaction.
Specific Learning Psychomotor Objective: TSWBAT hold a plank with correct form.
Outcome(s) Cognitive Objective: TSWBAT explain the difference between a
standard plank and a forearm plank.
Affective Objective: TSW take notes on their partners
performance and see what they struggle with and what they do
well.
Focus Statement or I can perform a plank on a yoga mat.
“I Can” Statement I can hold a plank for an extended period of time.
I can verbally time the plank of my partner.
I can exhibit constructive criticism of my partner.
Academic Vocabulary CUES:
(content specific) Belly-side down
Hip width apart
Straight line
Neutral head
Engage muscles
Normal breathing
Procedures Get Ready to Learn
TTW ask students if they are familiar with an exercise called a
plank.
TTW explain the purpose of planks. TTW will also explain the
muscle groups that a plank targets.
TSW sit quietly and listen to the introduction.
TTW pair students in groups of 2 and each will have 2 yoga
mats. For safety, groups will be at least 5 feet apart.
TSW obtain materials needed for the activity. The materials
needed are: worksheet, notebook, and pencil.
Prior to activity, TSW watch the teacher’s demonstration of the
plank exercise.
Instruction
TTW will explain take time to demonstrate correct plank form.
TTW demonstrate the standard plank (high plank) and forearm
plank. TTW will describe their differences and similarities.
TSW ask questions about how to do the planks if needed.
TTW will explain how to fill out the worksheet during activity.
Guided Practice
TTW guide students through a warm-up. This warm-up will
include jumping jacks and arm circles.
TTW also guide the students through a few stretches. The
stretches should target arms and legs.
TSW follow the teacher’s movements and execute the warmup
and stretches at the same time as the teacher.
TTW allow student the appropriate amount of time to
accomplish the standard plank.
Guided Independent Practice
TSW execute the standard plank and the forearm plank.
TTW walk around correcting the student’s form and help
anyone who is struggling.
TSW observe their partner’s plank. After each attempt TSW fill
out the peer assessment sheet.
TSW verbally time their partner’s plank hold.
Closure
TTW ask student’s questions like “which plank did you find to
be the most difficult? And why?”.
TTW encourage students to incorporate these exercises in their
regular workout routine. TTW suggest that students keep
increasing the time of their plank with 5-minute increments. The
form is more important than the time a plank is held.
If time permits, TSW perform a cooldown exercise instructed by
the teacher.
Materials include Materials needed for the lesson include the Resource:
Resource Yoga mats
Pen and notebook/journal
Worksheet
Assessment Observation/Teacher
Peer Assessment
Student Journal/Assessment
Differentiated Enrichment (For those who DO “get it”; then what?
Instruction
TTW show the student more difficult variations of the plank
exercise.
TSW help other students that are struggling.
Accommodation/Modifications (IEP, ELL)
TTW insist that the amount of time the plank is held is not what
is important.
TSW will perform easier core exercises instructed by the
teacher.
Remediation/Reteach/Intervention (For those who DO NOT
“get it”; then what?
TTW work one on one with the student who is struggling.
TSW move to an area where they can see exactly what the
teacher is doing.
Reflection of lesson The bottom portion of the worksheet provides room for the student
taught: to reflect on the lesson.
