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

PREFACE
PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT
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:	FAMILY LIVING
Discipline/Grade Level:	FAMILY AND CONSUMER SCIENCES - GRADES 11 AND 12

UNIT LESSON OUTCOME: 1

The learner will describe various types of families and describe their functions within the family unit and in society.

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

� Explain what can be gained by studying about families. � Define and give examples of emotional support. � Explain how emotional support affects self-concept and self-esteem. � Identify and prioritize personal values. � Discuss how a value system is developed and why it is important. � Define culture and give examples of cultural qualities, similarities and differences. � Give examples of how family members meet intellectual, physical, and emotional needs. � Explain the socialization process and why it is important. � Compare the advantages and disadvantages of the different family patterns. � Identify characteristics that contribute to a family's personality and management style.	� Divide the class into cooperative groups. Ask groups to list the advantages there could be in a society with no families. Ask several groups to list the disadvantages of such a society. Discuss. � Survey parents, friends, relatives -- what is one way your family makes a positive difference in your life? Discuss. � Collect and post cartoons related to family life. Discuss how the artists view family life. � Show pictures expressing emotions. Ask students to identify the emotions. � Generate a list of emotions; identify those that are positive and negative. � Rank order a list of 27 values as to individual importance. � Observe families in public places. Discuss values being taught in these observations. � Have students write down examples of family traditions that reflect their cultural heritage. � Describe situations from television or movies where characters experienced culture shock. � Research family history and complete a family tree/family study. � Create posters with pictures that illustrate basic human needs. � Read an "IALAC" story to the class about in the life of an adolescent that illustrates how one's self-worth is influenced by interaction with others. � Read an excerpt from The Diary of Anne Frank. Discuss how her needs were or were not met. Correctives: � Complete section review questions and/or chapter review questions. � Create a flash card review of vocabulary terms. Extensions: � Read case studies throughout the chapter and discuss in cooperative groups. � Design and create a brochure entitled, "Celebrating Your Cultural Heritage". Include background information that explains cultural heritage as well as practical ideas.	� Surveys � Interviews � Case examples � Study guides � Cooperative groups � Rank order � Rubrics � Assignments � Written summaries � Portfolio � Quizzes � Tests � Observation	� Textbook - Families Today; Sasse; 1994 � Magazine pictures � Catalogs � Poster paper, oak tag, markers, etc. � Cartoons from newspapers � Materials for bulletin boards

Subject Title:	FAMILY LIVING
Discipline/Grade Level:	FAMILY AND CONSUMER SCIENCES - GRADES 11 AND 12

UNIT LESSON OUTCOME: 2

The learner will develop communication skills and practice conflict resolution techniques that will enable them to strengthen relationships within the family and society.

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 types of relationships and tell why they are important. � Describe good relationships and how they work. � List danger signals in relationships. � Explain what roles are and how they are learned. � Recognize the inaccuracy and harmful effects of stereotypes. � Explain the relationship between role expectations and role conflict. � Define communication and give examples of verbal and non-verbal communication. � Name and describe the four basic elements of communication. � Distinguish between active and passive listening. � Identify and practice listening techniques that enhance communication. � Identify and describe problems in communication. � Define conflict and describe what causes it. � Give examples of destructive conflict and state how to avoid and correct destructive conflict. � Name and describe the five stages of conflict resolution. � Explain what is meant by negotiation and compromise. � Name and describe five skills important in resolving conflicts. � Describe barriers to resolving conflict. � Describe ways in which conflict can be reduced.	� Survey peers -- what makes their life meaningful? Discuss the responses that mention relationships. � Complete the "self-disclosure" activity from the student workbook -- discuss. � Complete the "Looking at Relationships" activity in the student workbook. � Activity -- "Trust Walk". Blindfold a student in a pair and have the student who is not blindfolded walk along side that person giving instructions as to direction and safety to complete the walk. Discuss signs of trust. � Read case examples to the class. Ask students to identify the costs and rewards in each situation. � Read handouts on "Ending a Relationship". Discuss -- how can you determine when a relationship is not worth repairing and when it is repairable? How can you repair a relationship? � Identify a character in a book or on television that serves as a role model. Explain why and what positive and negative influences these role models have on others. � Ask students to identify a role they play in a relationship. List five things they expect from the other person and five things the other expects from them. Discuss. � Discuss the meaning of several quotes from the teachers' text. � Ask students to observe others and write down non-verbal messages that were communicated. � Collect photos or magazine pictures of people who are communicating. Discuss if a positive or negative message is being communicated and why. � Show video segment without sound. Ask students to try and determine what message is being sent, plot, and conversation. Replay the tape with sound to determine if their guesses were accurate. Discuss misleading behaviors, etc. � Divide students into triads. Assign each student a role (listener, speaker, observer) and ask for them to talk for two minutes on a topic of their choice. The observer will take notes on the speaker and listener. Switch the roles until each student assumes each role. Discuss results as a class. � Given a handout of a maize, one student will give instructions to complete the maize to another that is blindfolded. Discuss the clarity and accuracy of the instructions given. � Listening quiz -- personal listening traits. � Complete the "Active and Passive Listening" activity from the student workbook. � Complete the "I-messages" activity from the student workbook. � Ask students to observe people in various conflict situations and identify if the causes were a result of situational factors, personality factors, or power factors. � Role-play situations that illustrate destructive conflict. Suggest ways to resolve the conflict in a constructive manner. � Read case studies and discuss the following: causes of conflict, setting limits, constructive or destructive and possibilities for negotiation or compromise. � Generate a list of emotions that are likely to occur in conflict. Discuss the impact each might have in working towards resolving the conflict. � Show a tape of a television program conflict or quarrel. Ask students to identify and give examples of skills used in resolving the conflict, how the conflict might have been diffused, and if the conflict was resolved successfully. Correctives: � Use "Reteaching Activities" from the teacher's resource guides for each chapter. � Define vocabulary terms for each chapter and create crossword puzzles. Extensions: � Research the negotiation process when resolving conflict in the work place. � Have students keep a journal of conflicts they experience in a week. Analyze the techniques used or not used to resolve the conflicts.	� Case examples � Cooperative groups � Assignments � Study guides � Observations � Surveys � Portfolio � Journal writing � Tests � Quizzes	� Textbook - Families today - Sasse; 1994 � Student workbook � Teacher's resource binder � Magazines, pictures � Video (segment from movie or TV show) � Maize, blindfolds � Listening quiz/survey

Subject Title:	FAMILY LIVING
Discipline/Grade Level:	FAMILY AND CONSUMER SCIENCES - GRADES 11 AND 12

UNIT LESSON OUTCOME: 3

The learner will develop an awareness of the resources available and coping strategies helpful in dealing with stress, abuse, unemployment, financial problems, physical and mental illness, addictions, and other life changes and crisis situations.

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

� Describe how change affects people's lives. � Explain how people can cope when faced with a move, unemployment, and financial problems. � Define stress and describe how it affects a person physically and psychologically. � Identify available resources and useful strategies in copies with stress. � Demonstrate how people use defense mechanisms as a coping tool. � Define crisis and state the three elements that determine whether a situation is a crisis. � Describe the four stages of reaction to a crisis. � List resources available and useful in a crisis situation. � Explain what intervention is. � Explain how mental and serious physical illness affects family life. � Define addiction. � List common symptoms of people with addictions (alcoholism and drug addictions). � Discuss reasons why women remain in abusive situations. � List and describe five types of child abuse. � Identify warning signs that indicate a person is contemplating suicide.	� Survey students as to their feelings involved with moving to a new town, adjustments financially and adjustments in a new school. � Survey the community for services available to help those who are unemployed. � Invite a guest speaker to discuss options for people experiencing financial problems (lawyer, counseling service, etc.). � Complete activity "Making a Move" from the student workbook. � Complete the activity "Unemployment and Stress" from the student workbook. � Have students complete a "Life Chang Scale" checklist from Pocono Hospital. The checklist evaluates one's life style, health, medical history, and stress factors. The scoring reveals one's readiness to cope with stress. � Read the article "Ten Ways to Cope with Stress." � Role-play situations that show how we use defense mechanisms. Identify the defense mechanisms and discuss the positive and negative aspects of the situation. � Show pictures of a video segment of the devastation of a residential area following a flood, hurricane, tornado, etc. Discuss - Imagine that this is what they see when they arrive home today. What would you do? � Complete the following sentence: "To me, crisis means _______." Discuss types of situations and ask if other students would view it as a crisis. Discuss common reactions to a crisis situation. � Show the movie "The Burning Bed." Discuss the types of crisis situations, abuse, and the lack of resources available to the family. � Research community resources available for crisis situations. Prepare a booklet/pamphlet for parents and the community. � Invite a panel of representatives from community resources and agencies to speak to the class. � Collect articles from the newspaper that discuss a crisis situation such as drug abuse and addiction, alcoholism, child abuse, elder abuse, etc. Discuss possible effects on family members and possible coping strategies. Correctives: � Complete "Reteaching Activities" for each section of each chapter (from teacher's resource binder). � Create posters titled "Stressbusters" that suggest/show ways to reduce stress. � Write a letter to an advice columnist about some aspect in the chapter. In groups, discuss possible advice you would give to the situation. Extensions: � Research unemployment figures for the country, state, and local area. Also age groups, skill level, minorities, and women. Discuss consequences of unemployment for these groups. � Report on the metabolism of alcohol in the body. What effect does alcohol have on the stomach, liver, brain. What causes a blackout, etc.	� Assignments � Surveys � Cooperative groups � Portfolio � Role-play � Quizzes � Tests � Case examples � Role-play rubric	� Textbook - Families Today; Sasse; 1994 � Student workbook � Teachers resource binder � Guest speakers � Magazine articles � Video - "The Burning Bed" � Pictures � Magazine/newspapers

Subject Title:	FAMILY LIVING
Discipline/Grade Level:	FAMILY AND CONSUMER SCIENCES - GRADES 11 AND 12

UNIT LESSON OUTCOME: 4

The learner will discuss dating customs, practices, safety issues, and parental concerns, and describe their roles in modern dating relationships.

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

� List the purposes of dating in society. � Describe stages in dating. � Explain how changes in society have affected dating