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:	FOUNDATIONS OF FAMILY AND CONSUMER SCIENCES
Discipline/Grade Level:	FAMILY AND CONSUMER SCIENCES – GRADES 9 - 12

UNIT LESSON OUTCOME: 1

The learner will construct a garment with attention given to appropriate fabric selection, fit and care.

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 properties of natural and manmade fibers and state the care requirements. � Compare woven, knit and non-woven fabrics. � Take accurate body measurements and determine the correct pattern type and size. � Determine yardage requirements for garment construction. � Select appropriate fabric and notions for a garment. � Follow a pattern layout for a selected garment. � Thread a sewing machine correctly. � Stitch a seam sample with an appropriate finish. � Describe the function or use of pattern symbols. � Interpret and follow the instructions on a guide sheet to complete a garment. � Demonstrate pressing and finishing techniques. � Practice safe use of all equipment used in garment construction.	� View a variety of natural and manmade fabrics and discuss their construction techniques and fabric properties. � View a video on the fiber properties and fabric construction and care. � Demonstrate several fiber characteristics that will help identify the fiber type, construction technique, and possibly care. (Use a magnifying glass to check for “staples” and weaves). � Demonstrate the procedure for taking body measurements. Have students work in pairs to accurately take body measurements and determine the appropriate pattern group and size. � Use the back of a pattern envelope to determine the yardage requirements, suggested fabric types, notions and other necessary items for garment construction � Demonstrate the correct threading of a sewing machine. After practicing, enclose in portfolio. � Prepare several samples of seams and finishes. Explain the fabric and garment suitability. � Have the students prepare a seam sample that is suitable for their particular project and fabric type, and enclose in portfolio. � Show how to use a pattern layout guide for various fabric widths. � Demonstrate several techniques for marking or transferring pattern symbols to the fabric. � Practice pressing techniques for various fabric types. � Complete an individual garment on the sewing machine utilizing proper stitching and pressing techniques. � Complete a checklist evaluation for quality construction and appropriate fit. Correctives: � Create a sample patch pocket incorporating the following techniques: 5/8" seams; 4/8" basting; pivoting and cutting corners; pressing. � Make a poster to depict notions, hand sewing, machine parts, grain lines, and equipment for sewing garments. Extensions: � Design and make an accessory to coordinate with garment using appropriate sewing equipment.	� Teacher designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught � Self-evaluation rubric � Portfolio	� Natural and manmade fabric samples � Video - fabric construction � Microscope, fabric, slides � Charts � Measuring equipment � Size, figure charts � Patterns � Cutting tools � Sewing machines � Sergers � Marking equipment � Pressing equipment � Fabric, patterns and notions for projects

Subject Title:	FOUNDATIONS OF FAMILY AND CONSUMER SCIENCES
Discipline/Grade Level:	FAMILY AND CONSUMER SCIENCES – GRADES 9 - 12

UNIT LESSON OUTCOME: 2

The learner will demonstrate and practice cooking principles, planning nutritious meals, dining etiquette, and the safe handling of food and equipment during preparation.

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

� Define and utilize cooking principles and techniques. � Identify and demonstrate the relationship between nutrition and good health.. � Demonstrate the selections, storage, and preparation of produce. � Identify salads/salad-making principles as part of a meal plan. � Demonstrate and apply the principles of cereal/Whole grain preparation. � Describe a variety of dairy products and their nutritive value � Select and demonstrate appropriate table setting and etiquette. � Plan nutritious and attractive meals	� Participate in a "show and tell" of equipment, its storage, use, and care. � Participate in an equipment hunt. � Demonstrate measuring techniques for various ingredients and have students participate in a "measuring relay". � Read through several recipes and discuss the organization needed to complete a lab in a timely fashion. � Show a video on kitchen safety and sanitation. � Create a list of classroom rules or guidelines for a foods lab situation. � Create posters showing the safe use of kitchen equipment. � Use technology to locate recipes of interest where a variety of preparation techniques will be practiced. � View transparencies of MyPyramid. � Record daily meals and evaluate for nutritive value using the MyPyramid. � Video on Food Safety � Worksheet on food storage and serving foods. � Design poster and a daily, nutrient dense MyPyramid. � Complete worksheet of MyPyramid with groups, servings and exercise. � Compare and contrast nutritive value using actual food labels. Complete a study guide. � Create posters using current media on nutrition labels and nutrition facts. � Prepare charts of the Dietary Guidelines for Americans. � Individual student work on weight control, emphasis with BMI. � Show a video on Garnishing/Presentation. � Brainstorm a list of all the fruits/vegetables known. Discuss where and when they grow and group into categories. � Identify selection of various forms of produce and the cost per serving. � Discuss nutrition, storage, selection and preparation of all forms. � Discuss commonly used vegetables for acidity or alkali. � Complete a study guide and discuss Produce. � In cooperative groups prepare vegetable recipes with an emphasis on color, flavor, and texture. � Discuss and demonstrate proper handling of fresh fruits (enzymatic browning). � In cooperative groups prepare fruit recipes with an emphasis on color, flavor, and texture. � Compare various types of greens used in salads. � Discuss and identify the various categories of salads (vegetable, protein, fruit, gelatin, and pasta). � Identify various healthy salad dressings. � Prepare a variety of salads and serve as part of a meal. � Complete a study guide on cereals/Whole grains after reading about mixing techniques, function of ingredients, baking, and storage. � Identify grains and their characteristics (gelatinization, etc.). � Complete worksheet on mixing methods for cereals/Whole grains. � In cooperative groups, prepare cereals/Whole grains for quick bread and /or yeast bread preparations. � Complete study guides and worksheets on dairy and cheese selections � Demonstrate a roux, to prepare a while sauce. � In cooperative groups prepare a lowfat milk/dairy product. Use a roux to make a medium white sauce for a cream soup. � In cooperative groups select, and prepare a lowfat dairy selection (cheese). � Complete recipes for portfolio. � Demonstrate the proper use of tableware. � Create posters of table setting for individually designed menus. Correctives: � After viewing a video, make a variation of a baking powder biscuit. Prepare using proper measuring and utensils (ex. Buttermilk, cornmeal, etc.) Extensions: � Interview a supermarket chain manager. Give a presentation of stock refurbishing techniques and display procedures.	� Teacher designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught � Portfolio � Lab evaluation rubrics � Checklist score sheets	� Textbook � Videos � Small appliances � Kitchen equipment and utensils � Food supplies � Cleaning supplies � Poster board, construction paper, blue, markers, magazines, etc. � Computers; printers � Internet access

Subject Title:	FOUNDATIONS OF FAMILY AND CONSUMER SCIENCES
Discipline/Grade Level:	FAMILY AND CONSUMER SCIENCES – GRADES 9 - 12

UNIT LESSON OUTCOME: 3

The learner will describe and demonstrate the principles of home decorating to enhance one's living space.

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

� List the functions of a home. � Define personal space. � Discuss a sharing room. � Draw a floor plan of a bedroom. � Arrange furniture using templates and graph paper according to guidelines. � Give examples of home accessories. � Identify the elements of design as applied in room decorating. � Compare and contrast interior features used in decorating. � Describe ways to make home safe. � Identify conservations of resources in the home.	� Discuss the many functions of a home and how individual needs are satisfied through location, style, and space.. � Show several floor plans and discuss the meaning of the symbols. � Draw a scale drawing of student's bedroom; add templates and illustrate traffic pattern(s). Evaluate efficiency for busy time period(s). � Create a list of guidelines for arranging furniture. � Discuss the use of color in decorating and the effects of color on one's personality and mood. � Following a demonstration on the formation of a color wheel, students will create the color wheel using only the primary colors. � Create tints, shades and neutrals. � Discuss color schemes and the guidelines for creating color schemes. Display pictures of the various related and complementary color schemes or color pictures of rooms representing the various color schemes. � Discuss various types of wall, floor, and window coverings. Display pictures of. � Make a poster of various window treatments. � Describe accessories for specified color scheme. � List and discuss cleaning agents and equipment. � Discuss safety in the home (falls, electrical, fires, and security). � In cooperative groups, describe ways to reduce energy waste. � Discuss ways to save energy at home. Correctives: � Create examples of the five types of rhythm used in design. � Describe two applications of lighting and appropriate uses of each. � Give two examples of accessories for functional use and two for decorative use in the home. Extensions: � Interview a real estate representative. Give a presentation on housing prices, housing conditions, and sales relationships.	� Teacher designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught � Posters of interior features � Portfolio	� Magazines � Transparencies � Videos � Photographs � Floor plans � Graph paper, rulers � Furniture templates � Crayons or paint � Samples of: wall coverings, floor coverings, window coverings � Community resources: business owners or employees of home interior shops � Boxes, fabric samples, glue, floor coverings, wallpaper, paint samples, etc. � Community resources � Guest speakers

Subject Title:	FOUNDATIONS OF FAMILY AND CONSUMER SCIENCES
Discipline/Grade Level:	FAMILY AND CONSUMER SCIENCES – GRADES 9 - 12

UNIT LESSON OUTCOME: 4

The learner will apply the positive personal and relationship skills to self-development.

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

� Describe specific individual social, physical, emotional, and intellectual differences. � Describe methods of responsibility and independence. � Define peers and state their importance on personality development. � Recognize the various influences on self-development. � Define defense mechanisms and state how they are used in protecting the self. � Identify individual strengths and positive peer pressure. � Discuss forms of verbal and nonverbal communication to enable students to resolve conflicts. � Describe qualities of good employee/student.	� Read handout/text on positive relationships. � Describe ways to develop a positive self-esteem and a positive self-concept. � Participate in an activity where students must state their position of long term and short term golas. � Complete an activity on emotions from worksheets. � Write an autobiography. � Create a personal collage focusing on individual differences and incorporating positive concepts taught. � Role-play situations using verbal and non-verbal communication skills. � Draw/create a personal coat-of-arms. � In cooperative groups, role play problem solving in peer pressure situations. � Describe responsibilities at home, school and/or career. � Participate, in cooperative groups, methods and examples to resolve conflicts. � Using question and answer format, appropriately resolve conflicts. Correctives: � Describe a person with a positive self-concept. � Compare/contrast relationship between self-esteem and self-concept. � List four ways a person could develop socially respons