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

PREFACE
PLANNED COURSE CURRICULUM GUIDE (PCCG)
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)

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:	APPLIED ENGLISH 9
Discipline/Grade Level:	Contemporary Literature and Composition - Grade 9

UNIT LESSON OUTCOME: 1

The learner will develop and use good study skills and review, identify, and incorporate components of grammar/conventions in all writing and oral presentations.

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

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

� Explore test-taking tips and skills. � Review outlining skills. � Practice summarizing information. � Discuss learning styles. � Explore the format of the text. � Point out strategies for understanding textbook material. � Apply study skills in daily assignments. � Apply test-taking strategies when taking a test. � Keep an organized notebook. � Take notes. � Demonstrate effective study skills and organization. � Assess the importance of and correlation between doing homework and mastering course objectives. � Use graphic organizers for note taking, writing, and brainstorming. � Identify all parts of speech � Identify subject and predicate � Differentiate between past, present, and future tenses � Discriminate between active and passive voice � Demonstrate parallel structure � Use proper punctuation and capitalization � Demonstrate subject-verb agreement � Demonstrate proper use of contractions � Detect sentence fragments and run-ons in writing � Demonstrate proper grammar usage within oral presentations	� Discuss test-taking strategies. � Practice writing answers to essay questions. � Practice responding to short answer questions. � Show models of outlines. � Practice summarizing and outlining information. � Practice skimming the text to find information quickly. � Use table of content, glossary, indexes, and footnotes in textbooks. � Use graphic organizers. � Complete daily grammar activities focusing on parts of speech, parallel structure, proper punctuation, and capitalization. � Peer edit classmates’ work focusing on specific grammatical errors � Self edit work focusing on specific grammatical errors Correctives: � Students are provided assistance in organizing and maintaining notebooks by both oral instruction and by worksheets. Extensions: � Students are given opportunities to develop other organizational systems for note taking and to share these with the class.	� Portfolios � Teacher-made tests, subjective as well as objective � Quizzes � Oral and written reports � Teacher and peer evaluation of dramatic presentations � Teacher observations emphasizing development of critical thinking and analytical thinking skills as evidenced by class discussions and written reports � Teacher and peer response on written work � Daily preparation for class as evidenced by written homework and/or participation in classroom activities � Create projects (group and individual) � Evaluation sheets for oral presentations � Notebook check � Homework preparation � PSSA preparation � “Language Workshop” Interactive Multimedia Software CD-ROM worksheet scores � Grammar skills of writing within portfolios � Grammar skills demonstrated within oral presentation � Grammar skills demonstrated within daily class work activities	� Teacher generated materials � Standardized rubrics � Grammar exercises � Language Arts Task Force Research and Assessment Guide � Library Handbook � Books on Tape: Romeo and Juliet � Lord of the Flies, The Outsiders, The Raven � Texts: � Understanding Literature, Prentice Hall Literature Gold � Animal Farm, Great Expectations � Movies: � Lord of the Flies, Romeo and Juliet, The Outsiders, Great Expectations, West Side Story � “Language Workshop” Interactive Multimedia Software CD-ROM � Teacher generated writing and grammar exercises � PSSA Writing Rubric

Subject Title:	APPLIED ENGLISH 9
Discipline/Grade Level:	Contemporary Literature and Composition - Grade 9

UNIT LESSON OUTCOME: 2

The learner will read and interpret various forms of literature including short stories and novels utilizing note taking and study skills.

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

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 plot, setting, character, and theme in literature � Identify conflict, both external and internal � Prepare a notebook with organized background notes of authors and literature � Use footnotes and the glossary to find the meaning of unfamiliar words � Use context clues to identify word meanings � Identify methods of characterization and common stereotypes � Identify dialect and the colloquialisms used within literature � Distinguish between active (comprehending) and passive reading � Draw conclusions and make predictions about literature � Recognize the relationship between the literary work and the students’ life � Identify rhyme, rhythm, repetition, metaphor, personification, free verse, similes, line, and stanza � Define tragedy, comedy, and historical Shakespearean literature. � Recognize basic historical basis of Shakespearean literature � Demonstrate knowledge of graphic organizers for note taking, writing, and brainstorming � Apply test taking strategies when taking literature tests	� Discuss test-taking strategies incorporating course literature � Practice summarizing information within literature � Practice summarizing and outlining information from notes and literature � Practice skimming the text to find information quickly � Use table of content, glossary, indexes, and footnotes in textbooks. � Use graphic organizers for note taking, writing, and brainstorming � Discuss elements of plot, setting, characterization, theme, and point of view. � Use collaborative learning to jigsaw essays, information, and projects � Provide relevant background information and notes about literature � View the film versions of novels and compare/contrast each within an essay � Have students create a resume for the author and/or characters within literature � Write a newspaper article reporting a major event in the novel or story Extensions: � Students are encouraged to read and respond to literature beyond assignments. � In class SSR � Extra credit oral book presentations to class.	� Portfolio � Teacher made summative and formative tests/quizzes � Teacher and peer evaluation � Teacher and peer response on literary based written work � Create projects � Notebook check of background notes and literature notes	� Teacher generated materials � Standardized rubrics � Grammar exercises � Language Arts Task Force Research and Assessment Guide � Library Handbook � Books on Tape: Romeo and Juliet � Lord of the Flies, The Outsiders, The Raven � Texts: � Understanding Literature, Prentice Hall Literature Gold � Animal Farm, Great Expectations � Movies: � Lord of the Flies, Romeo and Juliet, The Outsiders, Great Expectations, West Side Story

Subject Title:	APPLIED ENGLISH 9
Discipline/Grade Level:	Contemporary Literature and Composition - Grade 9

UNIT LESSON OUTCOME: 3

The learner will write persuasive, expository, descriptive, and narrative essays incorporating weekly SAT and career vocabulary.

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

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

� Identify audience � Distinguish between formal and informal writing � Identify words appropriate to each point of view � Gather direct and indirect quotes from sources � Distinguish between reliable and unreliable sources � Form a one sentence thesis statement at the end of the first paragraph � Write an introductory paragraph, body, and concluding paragraph � Select and organize key points utilizing transitional words and phrases to connect ideas � Paraphrase and quote sources using Modern Language Association format � Revise essay for focus maintaining coherence and unity throughout the essay � Revise essay for conventional errors as defined by the PSSA Rubric � Participate in self edits, peer edits, group edits, and teacher conferences. � Edit writing using editorial symbols � Categorize spatial, chronological, and order-of-importance organizational patterns. � Maintain a summative portfolio containing samples of an expository, narrative, and persuasive writing	� Write three to six five-paragraph essays that emphasize the PSSA persuasive essays. � Students will write business letters and memorandums on paper and electronically � Students will write resumes and cover letters on paper and electronically � Employ a pre-writing technique that he/she feels is useful � Participate in peer editing, group editing, and teacher conferences regarding student writing Correctives: � Extra teacher conference time � Use worksheets on editing � Use correct student essays as models � Worksheets on grammar exercises � Worksheets on spelling and usage � Career/business applications and forms Extensions: � Students are encouraged to submit their writing to be published outside of the classroom. � Students are encouraged to help peers during small group editing sessions.	� Portfolio � Teacher, peer, and self evaluation � Daily preparation for class as evidenced by written homework � Notebook check � Creative group project	� PA Writing Assessment training CD ROM � Teacher generated materials and packet on five paragraph theme � Teacher generated overheads � PSSA Writing Assessment Rubric � Teacher generated rubric incorporating principles of PSSA Writing Rubric � Folders � Teacher generated materials � Library Handbook

Subject Title:	APPLIED ENGLISH 9
Discipline/Grade Level:	Contemporary Literature and Composition - Grade 9

UNIT LESSON OUTCOME: 4

The learner will research, develop, and deliver oral presentations that are designed to persuade, inform, and describe.

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

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

� Analyze the major elements of the speech process: visible action, voice, language, and mental activity. � Demonstrate ability to give an impromptu speech � Adapt speaking style according to audience � Gather sources for speech � Organize and clarify key points and subordinate points � Demonstrate knowledge of appropriate introduction and conclusion � Provide peer feedback regarding strengths and weaknesses of speech � Adapt speech to audience criticism � Demonstrate listening skills � Demonstrate ability to extemporize speeches � Demonstrate ability to paraphrase and summarize information � Incorporate MLA format into citation of information within speech � Create source cards and note cards using MLA format � Outline information � Select appropriate audiovisual materials to enhance the oral presentation � Deliver a ten-minute career-focused speech � Demonstrate knowledge of reliable vs. unreliable sources	� Provide a list of suggested careers and have students choose � Deliver informational speech on an aspect of their chosen career � Utilize library handbook MLA format � Model sample note cards and works cited for students � Require students to use at least one scholarly source � Prepare an outline on speech � Practice paraphrasing, direct, and indirect quotes within speeches � View various famous speeches and identify the structure used � Evaluate effective and ineffective speeches Correctives: � Use modified rubric � Watch videos of good speeches to pattern by. � Teacher conferences. Extensions: � Students are encouraged to volunteer to give speeches in school and community. � Students are encouraged to enter public speaking contests.	� Teacher made tests and quizzes � Portfolio � Oral and written reports � Teacher observations emphasizing development of critical thinking and analytical skills as evidenced by class discussions and written reports. � Create project � Notebook check �