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. 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
           • 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
 
 
 
 
 
 
 

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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
 
Discipline/Grade Level: 		 
AP ART HONORS -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 1
 
The learner will present a composite of existing studio art production to assess entry level capabilities.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
 
1.3
X
1.4
 
1.5
X
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
X
3.4
 
3.5
 
3.6
 
3.7
X
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
X
13.4
X                            


 
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 specific portfolio requirements as established by college admissions offices.
  Define terminology in grading rubric.
  Analyze and synthesize the critical examination processes of works in the arts as directed in PA standards 7.3.12 critical response.
 
 
 
 
 
 
 
  		  Provide copies of portfolio requirements from several colleges. Compare and discuss students' examples. Establish authentic assessment.
  Provide graph to be used in assessment scoring for art production as:
  Below basic
  Basic
  Proficient
  Advanced
As evaluated in PA State standards as:
  Aesthetic response
  Critical response
  Historical, cultural context
  Produce/perform/exhibit
  Compare and contrast student work and selected professional/famous artworks: analyze, interpret, form and test hypotheses, evaluate for judgments.
  Practice critiquing works that are 2-D, 3-D, and various types of unconventional media.
 
Correctives:
  Use a question and answer worksheet that leads the student through the critical response steps to evaluations. Peer discussion of a work to formulate a judgment.
 
Extensions:
  Visit a local art gallery exhibit and write a critical review for the school newspaper.
 
 
 
 
 
 
 
 
 
 
 
 
  		  Keep a journal 1) outline individual strengths and weaknesses in essay form, 2) list artworks to be included in final portfolio.
  Maintain a notebook to file all handouts, worksheets.
 
  		  Various college prepared lists of portfolio requirements.
  "Art Criticism in Four Simple Steps". School Arts magazine September 1997.
  Creating and Understanding Drawing by Gene A. Mittler and James Howze.
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: ART
 
Discipline/Grade Level: 		 
AP ART HONORS -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 2
 
The learner will prepare a collection of two-dimensional drawings in notebook form.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
 
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
2.3
X
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9 X 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 2      
       
  Create a vast collection of pencil/pen/charcoal renderings performed outside of class.
  Develop a written composite of ideas for subsequent art projects.
  Observe and record in detail a variety of subject matter to represent an investigative study of:
  An object (realism)
  Light and shadow affects
  Simulated texture
  Style and technique
  Medium to use 2H to 8B pencil India ink, ink wash, rapidograph
  Charcoal
  Conte' crayon pencil, blending sticks.
  Perform drawing studies of human anatomy in whole or partial or multiples in composition.
 
 
 
 
 
 
 
 
  		  Describe what constitutes an acceptable notebook 1) size - no less than 9 x 12, 2) quality - unlined paper.
  Show examples of various drawings by students.
  Discuss and provide copies of rubric.
  Demonstrate:
  How to use materials
  How to set up objects with a single or multiple light source
  Drawing techniques to be practiced such as cross-hatch, smudging, stippling, gesture, contour, cross-contour, value scale
  How to alter the drawing for visual exploration
  Explain how these drawings can be used as a springboard for a major project.
  Demonstrate the application of drawing systems acceptable for practical studies:
  Organizational lines refer to Myron Barnstone Studios and Leonardo DaVinci circle with a square
  Gesture style
  Basic shapes representing form (ellipses for arms and legs, circles for joints) (cubes as torso).
 
Correctives:
  Visit an airport, a factory, and a gym and assemble a collection of drawings of the same object.
 
Extensions:
  Assign practice pages of different mark-making repeating with each drawing instrument.
 
 
 
 
 
 
 
  		  Weekly progress check using rubric (point system) minimum of 5 drawings or sketches per week. Each attempt does not need to be complete, but should be of high quality.
  		  Teachers Guide to advanced placement courses in Studio Art.
  Creating and Understanding Drawings by Gene A. Mittler and James Howze.
  Drawing a Contemporary Approach by Claudia Betti/Teel Sale 3rd Edition.
  The Natural Way to Draw by Nicolaides
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: ART
 
Discipline/Grade Level: 		 
AP ART HONORS -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 3
 
The learner will execute two and three dimensional domain projects to fulfill portfolio requirements.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
 
1.3
X
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
2.3
X
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9 X 2.10   2.11    
Science & Technology
 
3.1
 
3.2
X
3.3
X
3.4
 
3.5
 
3.6
 
3.7
X
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      
       
  Present a series of domain projects that will demonstrate advanced mastery in the following categories:
1.  Area of concentration - creative within their own style or that of a famous artist, or to focus on problems derived from cultural, political, or social issues producing a series of sequential visual images or thematic study.
2.  Area of breadth - exhibit a variety of experiences in the formal, expressive, and technical means.
 
 
 
 
 
 
 
 
  		  Provide handouts entitled "Think Sheets" that ask students to list personal likes, dislikes, favorite memories of people, places and events to generate student centered project ideas. A preplanned set of goals and objectives set by the student and teacher forms the basis of each student's body of work. A written contract prepared by the student should address the nature of the work and a description of the source and development of this work (thematic approach).
  Assignment sheets may be used to "trigger" artistic responses such as:
1.  Self-portrait -- reflected in an object; abstracted, fractured as in a broken mirror; surrealistic image.
2.  Depth and space as two-point perspective -- exaggerated foreshortening.
3.  Proportion and scale -- size relationship.
4.  Color/black and white applications -- the use of or lack of in a series of like images or within the same framework.
5.  Art for Art's Sake -- fine art approach for art appreciation and enrichment.
6.  Advertising Design/Illustration/Computer Graphics/Animation -- logo design, commercial advertising for area business, contests, marketing, packaging, toy design.
7.  3-D design/culture/claymation -- any 2-D design may be translated into form - additive, subtractive methods of sculpture in a variety of mediums - wire, screening, clay, plaster, assembled and built.
  Demonstrations by the teacher or guest artists should precede exploration by the student in the following categories:
1.  Drawing - both traditional and unconventional tools should be experimented with drawing pencils (graphite), watercolor pencils, conte' crayons, colored pencils, pastels, oil pastels, craypas, charcoal, vine charcoal, India ink, markers.
2.  Painting - tube watercolors, goache, oil, acrylic, gel mediums, modeling paste.
3.  Sculpture - foamcore board, cardboard, sculpture wire, screening.
4.  Printmaking - silk screen, monotype, woodblock, linotype, embossing.
5.  Mixed media - assemblage, collage, computer-generated images may be combined with any other medium as well as photographs taken by the student, access to "Rhinoscerus" or "Metacreations" programs.
 
Correctives:
  Give specific assignments (teacher designed) that relate a project in small, simpler steps.
 
Extensions:
  Design and execute a large scale work that connects historical or cultural threads within the composition (other topics may connect school subjects, places or events). Any painting medium may be used.
 
 
 
 
 
 
  		  Self-evaluation form (rubric) for each domain project.
  Teacher designed rubric and assessment.
  Oral critiques. 		  Any art book, how-to book, art history book, reference, internet, actual museum visit, guest artist.
  Life observation.
 
 
 
 

 

 
Subject Title: ART
 
Discipline/Grade Level: 		 
AP ART HONORS -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 4
 
The learner will assemble a slide portfolio of his/her best works for presentation and evaluation.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
 
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
                             
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
X
13.2
X
13.3
 
13.4
X                            


 
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      
       
  Select the ten best pieces of art produced through a process of open critique.
  Photograph with slide film all acceptable works and assemble in slide sleeve.
  Present to class slide portfolio with written documentation.
  Write a formal critical response to one work by any other student.
  Visit a portfolio review day held at any college campus (showing their portfolios).
 
 
 
 
 
 
 
 
   		   Provide an Art Department camera and lighting fixtures to photograph 21-D and 3-D artworks (film may be professionally developed).
  Arrange slides in order from average works to best work last.
  Prepare document that lists in order:
1.  Title of each work
2.  Dimensions
3.  Media used
4.  Inspirational reference
Must be typed or computer generated.
 
Correctives:
  Teacher-assisted, peer coaching to aid in picture taking.
 
Extensions:
  Mat and frame best works for exhibition in school showcase, local bank, local gallery.
 
 
 
 
 
 
 
  		  Effective use of design principles.
  Artwork shows original thinking.
  Effective use of media.
  Portfolio shows breadth in media and problem solving.
  Majority of artwork is complete. 		  Examine quality of professional slide samples.
  Photography textbooks from library resources.
 
 
 
 
 
 
 
 
 
 
 
 
 

 

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