PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
PLANNED COURSE ADAPTATIONS/MODIFICATIONS
Introduction

PREFACE
PLANNED COURSE CURRICULUM GUIDE (PCCG)
DEFINITIONS

PLEASANT VALLEY SCHOOL DISTRICT

Brodheadsville, Pennsylvania 18322

Brodheadsville, Pennsylvania 18322

PLANNED COURSE ADAPTATIONS/MODIFICATIONS

PLANNED COURSE ADAPTATIONS/MODIFICATIONS

Introduction

Introduction

The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications.

These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same students would not succeed.

Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.

� Peer Support
� Cooperative learning among peers
� Modeling
� Development of Information Organizer
� Development of Graphic Organizer
� Development of structured study guides
� Student selection of instructional material (i.e., reading, writing, math)
� Taped lessons
� Copy notes (peer or teacher)
� Student conferencing
� Combine and vary modes of lesson presentation
� Adjust language level to match the developmental and intellectual levels of students
� Let student practice given examples first. Then assign tasks to be completed.
� Provide opportunity for guided and independent practice in a variety of situations
� Limit number and length of directions
� Have students repeat/review directions (i.e., peer to peer, student to teacher)
� Give feedback that is as immediate, specific, and objective as possible
� Clarify error responses so that students do not make the same errors over and over again
� Reinforce progress towards desired outcomes
� Breakdown complex tasks into smaller, more manageable units
� Use verbal prompts to elicit desired results
� Use manual guidance (i.e., hand over hand) to facilitate correct responses
� Computer assisted instruction
� Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects)

� Extended test time
� Test read to student by teacher or peer
� Oral testing (i.e., student retelling of information)
� Open book/note test
� Alternate testing (any demonstration of a student's understanding of concepts)
� Retesting
� Reduce the number of responses required on tests
� Use of curriculum based assessment
� Vary test format
� Objectively define mastery as related to each task. Tasks should be learned to mastery
� Reduce or remove distracting stimuli
� Use of concrete objects and manipulatives in all stages of instruction and assessment
� Emphasize important information
� Allow extra time to complete assignments/projects
� Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to complete the same number of tasks as the rest of the class
� Use supplemental materials
� Alternate assignments accepted (i.e., modification to homework assignments)
� Flexible grouping/individual assistance
� Seating to accommodate needs
� Teacher proximity
� Use behavioral management techniques (i.e., contracts, time-out, token system, charts)

PREFACE

Users and information seekers should familiarize themselves with the purpose and terminology of this Planned Course
Curriculum Guide (PCCG). We suggest that you first read the following:

• PCCG PURPOSE AND INTENT
• PCCG DEFINITIONS

The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and evaluation of student performance. This sector provides the means to initiate the learning activities to attain the program goal as identified in the course description and intent.

The standards and outcomes are minimal expectations; further embellishment of the course is discretionary with the instructor depending upon the capability of the students.

This PCCG is designed as an ACTIVE document capable of technological modification as required.

The instructional delivery of this curriculum is quality controlled through the lesson plan development of the teacher.

PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT

The Planned Course Curriculum Guide (PCCG) is a multi-purpose document:

• All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum

• A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes]

• Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced and comprehensive basic curriculum

•• Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources

• Staff development areas for curriculum improvement are provided

• The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an administrative document and an instructional guide

• Content and subject format remain flexible and adaptable to modification - an “active” document

• Special Pennsylvania Department of Education [PDE] legislation is identified

• Parents and students are provided with an overview of the instructional program and each course in particular

PLANNED COURSE CURRICULUM GUIDE (PCCG)

DEFINITIONS

• Course Description and Intent: a brief overview of the course and program goals

• Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level

• Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course

• Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as appropriate to help the student attain the rigorous standards of a quality education

• Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards

• Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student must attain

• Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning activities and content

• Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria

Subject Title:	Review
Discipline/Grade Level:	Exploratory Spanish/German grade 8

UNIT LESSON OUTCOME: 1

The learner will demonstrate knowledge of 7^th grade world language curriculum.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 1

� Recognize and pronounce the alphabet. � Demonstrate an understanding of basic classroom commands. � Recognize and discuss history and culture of the target language. � Identify and translate cognates. � Translate numbers 0 – 40. � Solve mathematical expressions using number vocabulary. � Tell time in the target language. � Utilize the days and months in conversation. � Employ vocabulary dealing with weather and seasons. � Use greeting and expressions of courtesy in conversation. � 1.1.5.C � 1.1.8.C,E,F � 1.2.8.A � 1.6.8.A,C,D,E � 1.7.8.A � 2.1.3.A,B,E,G � 2.2.3.A,B,C,D	� Recite and/or sing the alphabet song. � Spell names in the target language. � Have students read aloud given word lists. � Have students write words from teacher dictation. � Have students spell words using the alphabet. � Have students respond to TPR commands. � Students will use commands in the classroom setting. � Discuss key events relative to the target language’s history. � Share current event articles relative to culture. � Discuss music, art, food, holidays, customs, and other culturally significant information. � Define and determine which words are cognates. � Engage in activities such as Bingo or Hangman. � Flash card usage and songs to reinforce vocabulary. � Make and use clocks when telling time. � Make calendars when discussing the days and months. � Have students write and perform dialogues using greetings and expressions of courtesy. � Utilization of trivia games for reinforcement of grammatical and/or cultural facts pertaining to Spanish.	� Portfolios � Oral presentation/ participation � Teacher observation � Question and Answer � Activities which demonstrate knowledge of the concepts being taught. � Teacher/textbook designed tests and quizzes comprised of multiple choice, matching, true/false, translations, and essays. � Oral evaluations � Review games � Student project s � Rubrics	� District approved textbook � Teacher designed packets � Video cassettes � Audio cassettes � Overhead visuals � Magazines � Newspapers � Handouts � Internet � Realia � Resource persons � Exchange students � Target language board games � Target language music � Target language literature (children’s storybooks)

Subject Title:	Classroom Objects
Discipline/Grade Level:	Exploratory Spanish/German grade 8

UNIT LESSON OUTCOME: 2

The learner will demonstrate knowledge of classroom objects and articles in the target language.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 2

� Identify the classroom objects in the target language. � Demonstrate an understanding of basic classroom commands. � Pronounce and spell all vocabulary correctly. � Differentiate between definite and indefinite articles. � Understand and correctly use the definite articles. � Understand and correctly use the indefinite articles. � Determine the number and gender of nouns and articles . � Recognize the relationship that exists between nouns and articles. � 1.1.5.C � 1.1.8.C,E,F � 1.6.8.A,C,D,E	� Label the classroom objects in the target language. � Flash card usage to reinforce vocabulary. � Spell vocabulary words using the target language alphabet. � Listen and repeat various words and phrases, mimicking the teacher or a tape recording of a native speaker. � TPR to initiate responses in classroom commands. � Reinforce and review specific grammatical points via worksheet. � Use pictures to determine number and gender of articles. � Review of grammar through use of games (word searches, concentration, Jeopardy). � Design classroom object poster. Extensions: � Read magazine articles, and discuss school practices in different parts of the world.	� Portfolios � Oral presentation/ participation � Teacher observation � Question and Answer � Activities which demonstrate knowledge of the concepts being taught. � Teacher/textbook designed tests and quizzes comprised of multiple choice, matching, true/false, translations, and essays. � Oral evaluations � Review games � Student project s � Rubrics	� District approved textbook � Teacher designed packets � Video cassettes � Audio cassettes � Overhead visuals � Magazines � Newspapers � Handouts � Internet � Realia � Resource persons � Exchange students � Target language board games � Target language music � Target language literature (children’s storybooks)

Subject Title:	Colors and Clothing
Discipline/Grade Level:	Exploratory Spanish/German Grade 8

UNIT LESSON OUTCOME: 3

The learner will demonstrate an understanding of vocabulary pertaining to the colors and clothing.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 3

� Recognize in written and verbal form all vocabulary pertaining to clothing and colors. � Spell correctly all vocabulary. � Pronounce correctly all vocabulary. � Identify and use clothing and colors when speaking in the target language. � Describe wardrobe using clothing and colors. � Utilize existing rules of number and gender when forming complete sentences. � Understand and correctly use definite articles with new vocabulary. � Understand and correctly use indefinite articles with new vocabulary. � Ask and answer questions dealing with clothing and colors. � 1.1.5.C � 1.1.8.C,E,H � 1.6.8.A,C,D,E � 1.7.8.A	� Flash card usage to reinforce new vocabulary. � Spell vocabulary words using the target language alphabet. � Paint by numbers to practice color vocabulary. � Make drawings from oral commands given by the teacher. � Reinforce and review specific grammatical points via worksheet. � Review of vocabulary through use of games (around the world, concentration) and/or board review. � Describe what other students are wearing. � Describe magazine pictures using new vocabulary. � Write and/or translate sentences containing definite/indefinite articles and vocabulary words. Extensions: � Create word search and/or crossword puzzles. � Create word scramble puzzles. � Create individual flash cards.	� Portfolios � Oral presentation/ participation � Teacher observation � Question and Answer � Activities which demonstrate knowledge of the concepts being taught. � Teacher/textbook designed tests and quizzes comprised of multiple choice, matching, true/false, translations, and essays. � Oral evaluations � Review games � Student project s � Rubrics	� District approved textbook � Teacher designed packets � Video cassettes � Audio cassettes � Overhead visuals � Magazines � Newspapers � Handouts � Internet � Realia � Resource persons � Exchange students � Target language board games � Target language music � Target language literature (children’s storybooks)

Subject Title:	Body Parts
Discipline/Grade Level:	Exploratory Spanish/German Grade 8

UNIT LESSON OUTCOME: 4

The learner will comprehend and use vocabulary pertaining to the parts of the body.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 4

� Recognize in written and verbal form all vocabulary pertaining to body parts. � Spell correctly all vocabulary. � Pronounce correctly all vocabulary. � Identify and use body parts vocabulary when speaking in the target language. � Utilize existing rules of number and gender when forming complete sentences. � Understand and correctly use definite articles with new vocabulary. � Understand and correctly use indefinite articles with new vocabulary. � Recognize commands given to them in the target language. � 1.1.5.C � 1.1.8.C,E,F,H � 1.6.8.A,C,D,E � 1.7.8.A	� Flash card usage to reinforce new vocabulary. � Spell vocabulary words using the target language alphabet. � Make drawings from oral commands given by the teacher. � Reinforce and review specific grammatical points via worksheet. � Review of vocabulary through use of games (around the world, concentration) and/or board review. � Listen and repeat various words and phrases, mimicking the teacher or a tape recording of a native speaker. � TPR of body vocabulary. � Play Simon says to reinforce the new vocabulary. � Sing songs using the parts of the body in the target language. � Design parts of the body poster � Identify parts of the body on a Mr. Potato Head. � Engage in activities such as Hangman or Bingo. Extensions: � Create supplementary vocabulary work sheets.	� Portfolios � Oral presentation/ participation � Teacher observation � Question and Answer � Activities which demonstrate knowledge of the concepts being taught. � Teacher/textbook designed tests and quizzes comprised of multiple choice, matching, true/false, translations, and essays. � Oral evaluations � Review games � Student project s � Rubrics	� District approved textbook � Teacher designed packets � Video cassettes � Audio cassettes � Overhead visuals � Magazines � Newspapers � Handouts � Internet � Realia � Resource persons � Exchange students � Target language board games � Target language music � Target language literature (children’s storybooks)

Subject Title:	Family and Adjectives
Discipline/Grade Level:	Exploratory Spanish/German Grade 8

UNIT LESSON OUTCOME: 5

The learner will develop and utilize a vocabulary relating to family members and descriptions.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6