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:	BUSINESS EDUCATION
Discipline/Grade Level:	BUSINESS LAW I -- GRADES 11 AND 12

UNIT LESSON OUTCOME: 1 - Ethics and the Law

The learner will apply the ethical decision making process to both hypothetical and real-world situations. The learner will demonstrate the connection between ethics and our legal system by explaining how both consequential and deontological reasoning are reflected in our laws and our government.

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

� Identify terminology related to ethical decision making. � Cite examples of consequential reasoning. � Cite examples of deontological reasoning. � Evaluate the weaknesses of using either type of reasoning exclusively. � Describe the elements of civil disobedience. � Cite examples of how our system of government reflects consequential reasoning. � Identify ethical arguments for obeying the law. � Cite examples of the negative effects of breaking the law.	� Cooperative group research using text to create oral presentations of key legal concepts. � Oral presentations of key concepts. � Discussion and note taking. � Paired problem solving applying concepts to hypothetical situations. � Cooperative triad rotation analysis of actual cases. � Completion of graphic organizer/topic outline. Correctives: � Think, pair, share concepts sheet. Extensions: � Class presentation-demonstrating application of ethical reasoning in school rules/government.	� Diagnostic: 1. Pretest of student prior knowledge. 2. Response to introductory questions. 3. “Ten Things I’d Rather Be Doing” exercise. � Formative: 1. Participation in-group research activity. 2. Oral presentation content and delivery. 3. Note-taking. 4. Written solutions to Vocabulary and Applying The Law assignments. 5. Written solutions to Solving Case Problems assignment. � Summative: 1. Objective format quiz. 2. Subjective format quiz. 3. Portfolio entry.	� Textbook � Cooperative group research questions. � Topics outline � Resource person school disciplinarian, security officer.

Subject Title:	BUSINESS EDUCATION
Discipline/Grade Level:	BUSINESS LAW I -- GRADES 11 AND 12

UNIT LESSON OUTCOME: 2 - Laws and Law Enforcement

The learner will examine the origins of our legal system, explain the characteristics of the major types of law, identify the function of courts and compare criminal and civil law citing major types of crimes and torts.

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

� Describe the ways in which jurisdiction may be determined. � Compare and contrast trials and appeals. � Identify the steps in a civil trial. � Describe the hierarchy of laws. � Identify the parties, procedures and punishments in a civil case. � Identify the parties, procedures and punishments in a criminal case. � Cite the elements of a crime. � Distinguish felonies from misdemeanors from summary offenses. � Cite major types of crimes. � Describe the elements of a tort. � Cite major types of torts. � Compare and contrast crimes and torts.	� Cooperative group research using text to create oral presentations of key legal concepts. � Oral presentations of key concepts. � Discussion and note taking. � Paired problem solving applying concepts to hypothetical situations. � Cooperative triad rotation analysis of actual cases. � Completion of graphic organizer/topic outline. � Field trip to observe a civil trial. � Current events cite crimes and torts in the news. � Debate the pros and cons of plea-bargaining. � List the costs of litigation. Correctives: � Think, pair, share concepts sheet. Extensions: � Class presentation demonstrating court systems.	� Diagnostic: 1. Performance on previous unit. 2. Absence and participation record. 3. Response to introductory questions. 4. “No Vehicles In The Park” exercise. � Formative: 1. Participation in-group research activity. 2. Oral presentation content and delivery. 3. Note-taking. 4. Written solutions to Vocabulary and Applying the Law assignments.	� Textbook � Cooperative Group Research Questions. � Topics outline � Resource person lawyer, probation officer. � Newspapers

Subject Title:	BUSINESS EDUCATION
Discipline/Grade Level:	BUSINESS LAW I -- GRADES 11 AND 12

UNIT LESSON OUTCOME: 3 - Special Laws for Special Groups

The learner will examine special laws for minors, families and consumers. The learner will identify how and why these groups are treated differently by the law. The learner will identify how knowledge of these special laws can affect their daily lives.

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

� Cite examples of how and why minors are treated differently then adults by the law. � Cite examples of special laws regulating marriage and divorce. � Describe the elements of a valid will. � Describe the role of an executor/administrator. � Evaluate the differences between divorce and annulment. � Describe the legal rights and duties of parents with respect to their minor children. � Cite how a minor’s rights as a student differ from those as a citizen outside of school. � Evaluate the problems created by dying without a will. � Evaluate the need for government protection of consumers. � Cite examples of what administrative agencies do for consumers. � Describe how consumer law has changed and continues to change. � Describe the elements of strict product liability.	� Cooperative group research using text to create oral presentations of key legal concepts. � Oral presentations of key concepts. � Discussion and note taking. � Paired problem solving applying concepts to hypothetical situations. � Cooperative triad rotation analysis of actual cases. � Completion o graphic organizer/topic outline. � Current events cite administrative agencies in the news. � Debate the pros and cons of product liability. � Presentation of current technologies which require changes in law. Correctives: � Think, pair, share concepts sheet. Extensions: � Class presentation demonstrating how minority rights have changed.	� Diagnostic: 1. Performance on previous unit. 2. Absence and participation record. 3. Response to introductory questions. 4. “No Hats In The Classroom” activity. � Formative: 1. Participation in-group research activity. 2. Oral presentation content and delivery. 3. Note-taking. 4. Written solutions to Vocabulary and Applying The Law assignments. 5. Written solutions to Solving Case Problems assignment. � Summative: 1. Objective format quiz. 2. Subjective format quiz. 3. Comprehensive Test. 4. Portfolio entry. 5. Homework assignments.	� Textbook � Cooperative Group Research Questions � Topics outline � Resource person lawyer, administrator � Newspapers

Subject Title:	BUSINESS EDUCATION
Discipline/Grade Level:	BUSINESS LAW I -- GRADES 11 AND 12

UNIT LESSON OUTCOME: 4 - Contracts

The learner will examine the importance of the right to contract and its impact on society and their individual lives. The learner will identify the required elements of contracts and the effects of the lack of any of these elements. The learner will examine remedies for breach of contract and how these remedies may be lost.

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

� Identify the elements of valid consideration. � Cite examples of illegal agreements. � Identify the effects of illegality on an agreement. � Describe the elements of “required form”. � Evaluate the effects of “mistake” on the enforceability of contracts. � Cite the most usual remedies for breach. � Describe how remedies for breach may be lost.	� Cooperative group research using text to create oral presentations of key legal concepts. � Oral presentations of key concepts. � Discussion and note taking. � Paired problem solving applying concepts to hypothetical situations. � Cooperative triad rotation analysis of actual cases. � Completion of graphic organizer/topic outline. � Current events cite contracts in the news. � Debate the pros and cons of minor’s incompetency. � Presentation of current technologies which require changes in law. Correctives: � Think, pair, share concepts sheet. Extensions: � Class presentation demonstrating the effect of the internet on contract law.	� Diagnostic: 1. Performance on previous unit. 2. Absence and participation record. 3. Response to introductory questions. 4. “The prom date” activity. � Formative: 1. Participation in-group research activity. 2. Oral presentation content and delivery. 3. Note-taking. 4. Written solutions to Vocabulary and Applying The Law assignments. 5. Written solutions to Solving Case Problems assignment. � Summative: 1. Objective format quiz. 2. Subjective format quiz. 3. Comprehensive Test. 4. Portfolio entry. 5. Homework assignments.	� Textbook � Cooperative Group Research Questions. � Topics outline � Resource person local business owner. � Newspapers � Web sites.

Subject Title:	BUSINESS EDUCATION
Discipline/Grade Level:	BUSINESS LAW I -- GRADES 11 AND 12

UNIT LESSON OUTCOME: 5 - Credit

The learner will examine the legal rights and duties of debtors and creditors in credit agreements and the role of the government in regulating the relationship. The learner will cite the major provisions of debtor protection statutes and the application of them to their individual lives.

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