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:	ART
Discipline/Grade Level:	CERAMICS I -- GRADES 9 - 12

UNIT LESSON OUTCOME: 1

The learner will be able to identify and apply the creative process of clay making.

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 *Upon completion of teaching-learning activities, students will be expected at minimum to:*	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 *Upon completion of teaching-learning activities, students will be expected at minimum to complete:*	RESOURCES AND MATERIALS
STANDARD 1

� Bring a notebook – record notes periodically. � Maintain a portfolio by recording ideas and drawing examples of projects. � Explain the grading policy requirements: portfolio and production. � Establish daily work habits that incorporate safety procedures. � Identify basic tools and how to use them. � Recognize the intrinsic qualities of clay and manipulative skills needed to alter its form known as Plasticity. � Prepare clay by knead and wedge methods. � Identify the vocabulary and tools.	� Provide chunks of plasticine clay and moist clay and identify the different characteristics of each. � Define plasticity as one quality they both share. � Allow students to experiment with moist pottery clay. � Present works in progress representing the various stages of development as (1) partially formed bowl, (2) air-dried completed bowl, (3) fired bisque ware, and (4) glaze fired finished bowl. � Briefly describe the various storage areas and assign sections to each class. � Identify the kiln and its role in pottery making. � Provide a written syllabus and refer to due dates for projects. � Show the following tools and describe how to use them. Select several students to apply techniques on clay samples. (1) needle for cutting piercing, (2) sponges for applying water, (3) canvas to work on, and (4) plaster slabs to knead/wedge on. � Provide and discuss handouts that illustrate portfolio entries. � Establish lab partners for sharing clean up duties as (1) wash table, (2) clean and return tools, (3) safely wrap and label clay works – place in designated storage. Correctives: � Utilize crossword puzzle to reinforce vocabulary. Extensions: � Have students assist others in mastering techniques.	� Teacher designed tests and quizzes. � Activities that demonstrate knowledge of the concepts taught. � Worksheets designed to demonstrate knowledge of the concepts taught. � Portfolio record sheets that require a self-evaluation of each clay project.	� Clay tools available in the classroom. � Teacher prepared handouts/worksheets. � Library resource including reference materials, periodicals and on-line resources.

Subject Title:	ART
Discipline/Grade Level:	CERAMICS I -- GRADES 9 - 12

UNIT LESSON OUTCOME: 2

The learner will be able to discuss and apply knowledge of clay composition and firing with the kiln.

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 *Upon completion of teaching-learning activities, students will be expected at minimum to:*	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 *Upon completion of teaching-learning activities, students will be expected at minimum to complete:*	RESOURCES AND MATERIALS
STANDARD 2

� Distinguish between clay types as a product of its geographic origin, primary and secondary clay. � Distinguish between clay types as either high fire or low fire. � Distinguish between clay types according to: (a) texture (b) color (c) amount of impurities based on intended purpose. � Realize the need for understanding the firing process. � Recognize the components of the modern electric kiln including the pyrometric cones.	� List the known types of clay as they are found in the soil as: (1) Kaolin/Porcelain (2) Stoneware (2) Earthenware (4) Ball Clay. Earthenware is usually used in the classroom. � Explain the effects of thermal shock as similar to jumping into a cold lake, that a pot is subjected to a sudden change of temperature during heating or cooling. � Illustrate the inside of the kiln and its parts. Identify the interior bricks as being highly Refractory – explain that these firebricks resist high heat and melting. � Show several pyrometric cones and demonstrate how they are used to shut off the kiln when the desired temperature has been reached. � Describe our classroom kiln as a downdraft oxidation firing. Other kilns that do not allow air into the firing chamber are called reduction kilns. Correctives: � Utilize re-teaching activities. Extensions: � Explore magazines and books in search of supporting information.	� Teacher designed tests and quizzes. � Activities that demonstrate knowledge of the concepts taught. � Worksheets designed to demonstrate knowledge of the concepts taught.	� Teacher prepared handouts/worksheets. � The kiln and clay available in the classroom.

Subject Title:	ART
Discipline/Grade Level:	CERAMICS I -- GRADES 9 - 12

UNIT LESSON OUTCOME: 3

The learner will be able to research and document the history of early ceramics and the evolving techniques.

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 *Upon completion of teaching-learning activities, students will be expected at minimum to:*	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 *Upon completion of teaching-learning activities, students will be expected at minimum to complete:*	RESOURCES AND MATERIALS
STANDARD 3

� Identify examples of early ceramic artifacts. � Recognize that the development of agriculture and the domestication of animals brought about the need for functional pottery. � Discern the concept of “Form follows function.” � Acknowledge the contributions of a variety of cultures throughout history to the evolution of ceramics. Possible suggestions are: Ancient, China, Mesopotamia and Greek. � Define “glaze” and understand how first glazes were invented. � Identify a variety of decorative techniques such as glazing, incising and sgraffito. � Discover how the invention of the potter’s wheel evolved and provide the opportunity for students to experience modern day wheel throwing.	� Show slides and photographs that demonstrate inherent styles throughout history. � Refer to ancient pots and utilitarian vessels when describing the concept of “Form follows function.” � Trace a timeline chart of inventions, discoveries and vestiges in chronological order. � Provide written material to read and discuss concerning the history of ceramics. � Show slides and take notes to illustrate glazing techniques of the past and present. � Demonstrate how to apply glaze to bisqueware using techniques of painting, dipping and spraying. � Demonstrate and show examples of incising and sgraffito. � Describe the evolution of the potter’s wheel and it’s importance in the history of ceramics. Correctives: � Audiovisual reinforcement. Extensions: � Research using books and magazines.	� Teacher designed tests and quizzes. � Activities that demonstrate knowledge of the concepts taught. � Worksheets designed to demonstrate knowledge of the concepts taught.	� Teacher prepared handouts and/or worksheets. � Slides � Sample projects � Time-line � Library resources including reference materials, periodicals and on-line resources.

Subject Title:	ART
Discipline/Grade Level:	CERAMICS I -- GRADES 9 - 12

UNIT LESSON OUTCOME: 4

The learner will be able to apply early pottery making skills to the production of a pinch pot and a coil pot.

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 *Upon completion of teaching-learning activities, students will be expected at minimum to:*	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 *Upon completion of teaching-learning activities, students will be expected at minimum to complete:*	RESOURCES AND MATERIALS
STANDARD 4

� Recognize the technique of forming a pinch pot. � Construct a pinch pot. � Develop vocabulary to include: burnish, sgraffito, slip, engobe. � Discover the contribution of coil pottery to American history reinvented by Maria Martinez. � Investigate the technique of coiling through practice and shape a design. � Construct a coil pot. � Adapt individualization to the personal designs applied to their own coil pots. � Complete portfolio self-evaluation grading sheet.	� Demonstrate the technique of making a pinch pot. � Using former students’ works, show possibilities in clay forming and design patterns. � Discuss stages of their work as: greenware -- any pot before first firing: leatherhard – when the pot is firm but still moist enough to carve into. � Demonstrate how to use found objects and modeling tools to make impressions in the clay surface. � Describe a repetitive design as simple shapes that repeat. � Demonstrate and show examples of sgraffito. � Read and study about Maria Martinez – American Hopi Indian – Orally discuss American Indian Art of today – compare to Maria's. � Demonstrate how to make coils or ropes of clay. � Demonstrate how to make slip – clay plus water mix until creamy. Explain that it will function as a glue (between coils) or as a decorative surface paint. � Show and explain an engobe – as ½ clay ½ glaze material to be used in decorating a pot. Correctives: � Use coil press to make coils for pot. Extensions: � Research using books and magazines. � Design a unique project using techniques taught.	� Teacher designed tests and quizzes. � Activities that demonstrate knowledge of the concepts taught. � Worksheets designed to demonstrate knowledge of the concepts taught. � Portfolio record sheet – requires self-evaluation.	� Teacher prepared handouts and/or worksheets. � Clay and other supplies available in classroom. � Library resources including reference materials, periodicals and on-line resources.

Subject Title:	ART
Discipline/Grade Level:	CERAMICS I -- GRADES 9 - 12

UNIT LESSON OUTCOME: 5

The learner will be able to apply the slab technique to construct tiles, boxes and/or other vessels.

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