1. PLEASANT VALLEY SCHOOL DISTRICT
    2. Brodheadsville, Pennsylvania 18322
    3. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
    4. Introduction
  1. PREFACE
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. PURPOSE AND INTENT
  4. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  5. DEFINITIONS


 
 
 

 
 
 
 
 
 
 

 


PLEASANT VALLEY SCHOOL DISTRICT



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)


 
 

 

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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
           â€˘ 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.
 
 
 
 
 

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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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
 
 
 
 
 
 
 

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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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 PERSPECTIVES
 
Discipline/Grade Level: 		 
ART – GRADES 10 - 12
UNIT LESSON OUTCOME: 1
 
The learner will become oriented with the definition, derivations, importance, and uses of the terms “art” and “craft”.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 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
X
9.2
X
9.3
 
9.4
X                            
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      
       
§   Define and distinguish between “art” and “craft”.
§   Recognize the need and urge to create visually.
§   Distinguish between “fine” and “applied” art.
§   Recognize the importance of technical skill in verbal and visual communications.
§   Support the complementary nature of “verbal” and “visual” communication skills.
§   Recognize the three components of the “Creative Formula” and how it functions – inspiration, planning, communication.
 
 
 
 
 
 
 
 
 
  		ˇ   Ask each student to write his/her present conception of the definitions of “art” and “craft”.
ˇ   Discuss and explain the derivation and causes of change in the definitions according to resources on subject.
ˇ   Use visual examples to demonstrate the difference.
ˇ   Using “fine art” examples by both professionals and students, discuss ‘why’ each was done.
ˇ   Introduce “commercial” art by having each student bring to class an example such as a cereal box, magazine ad, or logo design; students analyze and orally explain the message each presents.
ˇ   Discuss the technical aspects used in some of the above examples.
ˇ   Discuss how some of the above examples depend on a certain amount of verbal usage to achieve the desired communication while others do not.
ˇ   Show examples and discuss other areas of “applied” art such as industrial design, product design, and environmental design.
ˇ   Demonstrate and discuss the sequence of the “Creative Formula” – inspiration, planning, communication.
 
Correctives:
ˇ   Group work to discuss and decipher art from craft.
 
Extensions:
ˇ   Create an artwork that can classify as ‘art’.
 
 
 
 
 
  		ˇ   Teacher designed test and/or quizzes.
ˇ   Portfolio and journal assessment.
 
 
 
 
  		ˇ   Art examples and slides.
ˇ   Teacher designed worksheets.
ˇ   A History of Western Art by Laurie Schneider Adams.
ˇ   Art Talk by Rosaline Ragans
ˇ   History of Art by H.W. Janson
ˇ   Creating and Understanding Drawings by Gene A. Mittler and James Howze
 
Materials:
§   Notebook
§   Portfolio
 

 

 
Subject Title: ART PERSPECTIVES
 
Discipline/Grade Level: 		 
ART – GRADES 10 - 12
UNIT LESSON OUTCOME: 2
 
The learner will be able to discuss and recognize visual communication.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
X            
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
X
9.2
X
9.3
 
9.4
X                            
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      
       
ˇ   Describe and point out the difference between the following drawing phases:
ˇ   Sketch (gesture)
ˇ   Line drawing (contour)
ˇ   Rendering
ˇ   Support the premise that mathematics is necessary in the presentation of precise drawing.
ˇ   Practice drawing styles
-  gesture
-  contour
ˇ   List the design elements and principles of design
 
 
 
 
 
 
 
 
 
 
 
 
  		ˇ   Show examples and discuss the usefulness of each drawing phase (example: gestures depicting courtroom activity; contour drawing of a furniture arrangement; rendering of a proposed architectural design.
ˇ   Provide an overview of how mathematics plays a key role in any type of precision drawing (example: textile patterns based on the “hexagon” requires a means of constructing the hexagon as well as understanding terms such as symmetry and proportion).
ˇ   Perspective drawings require the knowledge of a complex formula so that guesswork is eliminated.
ˇ   Draw the analogy that without the proper consideration of design elements, the design would also miscommunicate its message.
ˇ   Activity – set up objects to draw in both styles.
“Charles Demuth - #5” is contour;
Honore Daumier is gestural
 
 
 
 
 
Correctives:
ˇ   Provide labeled examples of a contour, sketch, and rendering.
 
Extensions:
ˇ   Research artists that have used contour drawing within their final artwork. 		ˇ   Teacher designed test and/or quizzes.
ˇ   Portfolio
ˇ   Journal entries
ˇ   Written essay critiquing an artwork
 
 
 
 
 
 
  		ˇ   Art history slides.
ˇ   Visual examples showing design elements and principles..
ˇ   A History of Western Art by Laurie Schneider Adams.
ˇ   Art Talk by Rosaline Ragans
ˇ   Creating and Understanding Drawings by Gene A. Mittler and James Howze
ˇ   Drawing books and other necessary art history books.
ˇ   Art magazines such as Art in America, Art News, or New York Times.
ˇ   Launching the Imagination – A Comprehensive Guide to Design by Mary Stewart
ˇ   Art Fundamentals Theory 7 Practice by OcVirk
Stinson
Wigg
Bone
Cayton
 
 


 
Subject Title: ART PERSPECTIVES
 
Discipline/Grade Level: 		 
ART – GRADES 10 - 12
UNIT LESSON OUTCOME: 3
 
The learner will be able to understand how the Design Element “Line” is used to show movement and mood.
     

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
X            
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
X
9.2
X
9.3
X
9.4
X                            
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      
       
ˇ   Define “point,” “dot,” and “line segment.”
ˇ   Recognize the Design Element “Line.”
ˇ   Differentiate between “horizontal,” “vertical,” “diagonal,” “curve,” and “zigzag” lines in terms of direction and mood implication each generates.
ˇ   Demonstrate movement and mood presented by “line.”
 
 
 
 
 
 
 
 
 
  		ˇ   Discuss and demonstrate the difference between “point” and “dot.” Show that a series of dots creates a “line” segment. Identify the characteristic of each type of line.
ˇ   Show and discuss how line takes the viewer’s eye from one place to another. Discuss how each type of dominant line suggests a specific mood.
ˇ   From individual collages select, share, and discuss with the class stronger examples of each type of line.
 
Correctives:
ˇ   Provide handouts labeled with a variety of line qualities.
 
Extensions:
ˇ   Locate magazine advertisements that demonstrate different line quality and then discuss each.
 
 
 
 
 
  		ˇ   Teacher made tests and quizzes.
ˇ   Write a short essay explaining their reason for studying art.
ˇ   Keep handouts in chronological order.
ˇ   Portfolio.
ˇ   Journal entries.
ˇ   Homework – require students to scan magazine, cut out pictures, and create a collage showing each line in use (class time is provide for assembling collage).
 
 
 
 
 
 
  		ˇ   Teacher designed handouts.
ˇ   Video: Why Man Creates
ˇ   Art Talk by Rosalind Ragans
ˇ   History of Art by H.W. Janson
ˇ   Creating and Understanding Drawings by Gene A. Mittler and James Howze
ˇ   A History of Western Art by Laurie Schneider Adams.
ˇ   National Geographic.
 
Materials:
§   Prints from professional painters
§   Paintings by advanced art students
§   Selection of magazines (for students without any at home)
§   Scissors, paper cement, and construction paper
§   Resources include professional knowledge
 
 
 

 

 
Subject Title: ART PERSPECTIVES
 
Discipline/Grade Level: 		 
ART – GRADES 10 - 12
UNIT LESSON OUTCOME: 4
 
The learner will be able to apply the Design Element “Shape” in visual communication.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
 
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
X
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
X                            
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
X
9.2
X
9.3
X
9.4
X                            
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      
       
ˇ   Recognize geometric shapes.
ˇ   Perform the geometrical constructions necessary to the drawing of any geometric or non-geometric shape accurately.
ˇ   Construct geometric shapes.
ˇ   Recognize that the combination of certain geometric shapes or their parts from the non-geometric shapes.
ˇ   Recognize that the space between shapes is considered negative shape and treated equally to positive shapes.
ˇ   Demonstrate the application of shapes in two dimensional design.
 
 
 
 
 
 
 
 
 
  		ˇ   Explain and demonstrate that “shapes” are two dimensional enclosures of line, line segments, or the outline surface configuration (contour) of an object; and, that certain shapes (geometric) can be easily defined.
ˇ   Provide a list of practical uses for each of the common geometric shapes.
ˇ   Demonstrate the sequential means necessary to construct the geometric shapes (students do them in notebook).
ˇ   How to:
ˇ   Bisect a line segment.
ˇ   Divide any line segment into any number of equal parts.
ˇ   Enlarge or reduce a line segment into any ratio of the original.
ˇ   Construct a perpendicular line to a given line at its bisector.
ˇ   Construct a perpendicular line to a given line at a point other than its bisector.
ˇ   Construct a perpendicular line to a given line from a point off the line.
ˇ   Construct the right, equilateral, and isosceles triangles.
ˇ   Construct the square and rectangle.
ˇ   Construct the octagon.
ˇ   Construct the hexagon.
ˇ   Construct the pentagon.
ˇ   Construct the ellipse
ˇ   Find the center of any circle
ˇ   Demonstrate on the chalkboard or in overlay from that the non-geometric shapes (compound shapes) are actually formed by the
 
Correctives:
ˇ   Provide worksheets.
 
Extensions:
ˇ   Have students work in teams to create a miniature Greek temple in either the Doric, Ionic, or Corinthian order.
ˇ   Divide the students into several teams to write skits illustrating life during Roman times.
 
 
 
 
 
 
  		ˇ   Journal entries
ˇ   Vocabulary lists
ˇ   Teacher designed projects to reinforce artifact study
ˇ   Teacher designed tests
ˇ   Portfolio assessment
ˇ   Assessment of an extension assignment using rubric
  		Ř   History of Art by H.W. Janson
Ř   History of Art For Young People by H.W. Janson
Ř   Art history slides
Ř   A History of Western Art by Laurie Schnieder Adams
Ř   Teacher designed worksheets
Ř   Videos:
Ř   "Art of the Western World" Annenburg
Ř   "Greece, the Golden Age"
Ř   "Rise and Decline of the Roman Empire"

 

 
Subject Title: ART PERSPECTIVES
 
Discipline/Grade Level: 		 
ART – GRADES 10 - 12
UNIT LESSON OUTCOME: 5
 
The learner will apply the Design Element Form through value in creating visual 3-D.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
Mathematics
 
2.1
X
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