The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. English Language Development ELD Standards Special Notes Section: PE.2.1.3.a Throws underhand using a mature pattern. Nebraska Standards: PE.2.1.3 Performs manipulative skills in a variety of environments. For guidance on the implementation of the EEs and MTRs, please visit and select the appropriate B.E.S.T. The student will correctly demonstrate an underhand throwing pattern. Florida educators should intentionally embed these standards within the content and their instruction as applicable. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. (Formative/Summative) Supplemental Information: Modifications: Safety Precautions: Comments (adaptations for various grades/ages, teaching styles, etc.Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards Students will work with partners tossing underhand and trying to catchĪs class proceeds, you can move them further away ifĪsk students to think of what activities you would use an underhand throw or a similar actions (bowling, underhand serve in volleyball). Students can try to keep score to work on addition. Can also increase distance to offer more challenge. Taking turns students try to get their bean bag in the different hoops or targets with different point values by using an underhand toss. Thrower working with a partner Students will work with partners – each person will have twoīean bags. Retrieve the bean bags and try again.Īs class proceeds, you can move the further away from hula hoop to challenge the thrower. Shedeveloped a taskanalysis of balanceactivities, used lots ofdemonstration,physical guidance,music and games andsupported her spokenlanguage with signlanguage. Object is to try to get their bean bag in the hula hoop by using and underhand throw. Thrower working alone Students will have twoīean bags. When there is no throwing-arm finish, it pulls the front shoulder back and creates an open arc when coming down. With an underhand movement: Throw the ball underhand. When throwing correctly, the arm stays close to the trunk this is referred to as having a throwing-arm finish. Sports Executed with the hand brought forward and up from below the level of the shoulder underarm: an underhand pitch. Before releasing students to work on their own would be good to have each student have a bean bag and have class go through each step with you a few times. The major cause of underhanded pitching is the way in which the arm comes back behind the body when throwing. What is the same, what is different? Demonstrate to the group. It is beneficial to also relate and compare this to an overhand throw. Go over correct underhand throwing pattern. instructions, warm-up, lesson, cool-down): _ YES _x_NO Instructional Plan: Anticipatory Set/Pre-Activity: Benefits/Explanation/Real-World Connection:Īctivities (i.e. Hula hoops, fleece balls, small foam balls, bean bags Time Required for Lesson: 30 mins per day Diagram/Setup: Technology Use: (M) Teacher Planning: Equipment/Materials Needed: PE.2.1.3 Performs manipulative skills in a variety of environments. The student will correctly demonstrate an underhand throwing pattern. The lesson plan will show options for students to practice their underhand throw.
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