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)


 
 

 

Back to top


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.
 
 
 
 
 

Back to top


PLANNED COURSE CURRICULUM GUIDE (PCCG)

Back to top


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
 
 
 
 
 
 
 

Back to top


PLANNED COURSE CURRICULUM GUIDE (PCCG)

Back to top


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: 		 
ART EXPLORATION – GRADES 9 - 12
UNIT LESSON OUTCOME: 1
 
The learner will be able to cite ways in which art effects everyone, differentiate between media processes, and develop a visual art vocabulary in order to make aesthetic judgments about artworks.

 
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
 
3.7
 
3.8
  3.9 X        
Environment & Ecology
 
4.1
 
4.2
X
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9 X        
Civics & Government
 
5.1
X
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
X
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
                             


 
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      
       
ˇ   List several factors to identify art.
ˇ   State conclusions for “how art affects man.”
ˇ   Differentiate between analytical and critical thinking.
ˇ   Critique art using the following steps:
ˇ   Description
ˇ   Analysis
ˇ   Interpretation
ˇ   Judgment
ˇ   Describe and identify the elements and principles of design.
ˇ   List vocabulary words used when discussing artworks.
ˇ   Complete required handouts and notes.
ˇ   Decipher media types and how to identify the differences.
 
 
 
 
 
 
 
 
 
 
 
  		ˇ   Provide textural examples of artworks and discuss how to identify a work of art (Fine art vs. Applied art).
ˇ   Define analytical thinking as a method of breaking down into parts; methodically examining something.
ˇ   Define critical thinking as adding judgment to an analysis.
ˇ   Read and review lessons 1 and 2 of Chapter 1, “Art and You” from text.
ˇ   Discuss how you talk about artworks without first reviewing vocabulary.
ˇ   Read and complete teacher generated handouts containing information from Chapter 2, lessons 1 and 2 of text.
ˇ   Show examples of artworks and then discuss each applying a visual vocabulary.
ˇ   Demonstration and individual instruction on completing a ‘Design Chart’.
ˇ   Discuss and have students’ record information from Chapter 3, lessons 1 and 4 of text.
ˇ   Show examples of different artworks and have students work in groups to identify media processes.
 
Correctives:
ˇ   Provide worksheets and give definitions.
 
Extensions:
ˇ   Read articles in art critique magazines such as Art in America, Art News, New York Times. Write an essay.
 
 
 
  		ˇ   Written essay describing what art is and how it can be identified.
ˇ   Keep a journal and record notes.
ˇ   Teacher generated handouts.
ˇ   Teacher designed quizzes.
ˇ   Portfolio assessment.
ˇ   Assessment of an extension assignment using rubric.
ˇ   Studio: Relief sculpture (tie in with Egypt).
ˇ   Assessment of an extension assignment using rubric.
 
 
 
 
 
 
 
 
 
 
 
 
 
  		Ř   History of Art by H.W. Janson
Ř   Art history slides
Ř   A History of Western Art by Laurie Schneider Adams
Ř   Art in Focus by Gene A. Mittler
Ř   Video: ‘Elements and principles of Art’
 
Materials:
ˇ   Balsa foam and clay tools
 
 
 
 
 
 
 
 
 

 

 
Subject Title: ART
 
Discipline/Grade Level: 		 
ART EXPLORATION -- GRADES 9 - 12
UNIT LESSON OUTCOME: 2
 
The learner will be able to recognize, evaluate, and discuss Egypt’s influences on the art world.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
 
1.3
 
1.4
X
1.5
 
1.6
X 1.7  
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
 
3.7
 
3.8
  3.9 X        
Environment & Ecology
 
4.1
 
4.2
X
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9 X        
Civics & Government
 
5.1
X
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
X
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   Name the earliest civilizations and cite their major contributions to art:
ˇ   Egypt
ˇ   Mesopotamia
ˇ   Complete a relief sculpture.
 
 
 
 
 
 
 
 
 
 
  		ˇ   List the events that took place to promote colonization and the development of city/states.
ˇ   Present examples of Egyptian life through their art, architecture, painting, hieroglyphs, culture, and their obsession with the after life.
ˇ   Discuss the implications of social structure.
ˇ   Define characteristics of each civilization: Assyrians, Babylonians, Sumerians, and Persians.
ˇ   Compare technological advancements to Mesopotamia.
ˇ   Present slides and visual images of Mesopotamian dwellings, ritual objects, sculptures, architecture, etc. Correlate the types and styles of workmanship, which gives evidence to the type of people they were.
ˇ   Read and evaluate Chapter 7 – Lessons 1 and 2 from text.
ˇ   Demonstration and individual instruction on how to construct a relief sculpture.
 
Correctives:
ˇ   Provide pictorial worksheets and outlines.
Extensions:
ˇ   Paint or draw a self portrait in the Egyptian style. Include a statement about yourself in hieroglyphics. 		ˇ   Journal entries.
ˇ   Teacher designed test and handouts.
ˇ   Portfolio assessment.
 
 
 
 
 
 
 
 
 
 
 
  		Ř   History of Art by H.W. Janson
Ř   Art history slides
Ř   A History of Western Art by Laurie Schneider Adams
Ř   Teacher designed worksheets
Ř   Slides
Ř   Text - Art in Focus by Gene A. Mittler
 
 
 
 
 
 

 
Subject Title: ART
 
Discipline/Grade Level: 		 
ART EXPLORATION -- GRADES 9 - 12
UNIT LESSON OUTCOME: 3
 
The learner will be able to describe the artistic achievements of the Greek civilizations and discuss how they are illustrated throughout today’s society.
 

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
 
1.3
 
1.4
X
1.5
 
1.6
X 1.7  
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
 
3.7
 
3.8
  3.9 X        
Environment & Ecology
 
4.1
 
4.2
X
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9 X        
Civics & Government
 
5.1
X
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
X
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
                             


 
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   Describe the civilizations of Crete and Mycenae by comparing their dwellings, and technical advancements and art.
ˇ   Cite contributions of Greek civilization including philosophy, art, architecture, city planning, government, and mathematics.
ˇ   Describe the developments of art and architecture made during the rise and fall of the Roman Empire.
ˇ   Identify Greek styles in art:
ˇ   Archaic
ˇ   Classical
ˇ   Hellenistic
ˇ   Identify differences between the Greek orders of architecture:
ˇ   Doric
ˇ   Ionic
ˇ   Corinthian
ˇ   Design a painting using an analogous color scheme.
 
 
 
 
 
 
 
 
 
 
 
 
  		ˇ   Outline the Aegean civilization highlighting the Minoan, Cycladic and Mycenaean cultures.
ˇ   Discuss the legend of the Minotaur and the Palace of Minos.
ˇ   Show slides of Frescoes, palaces, wasp-waisted figures, and pithoi jars.
ˇ   Identify the Mycenaeans as he mainland forerunners to the Greeks showing slides of beehive tombs, dwellings, and artifacts.
ˇ   Read excerpts of the philosophical writings of some famous Greeks such as Plato. Show video and slides that compare the Greek and Roman works of art.
ˇ   Define the development of Greek art as a reflection of its ideals through:
ˇ   Archaic art with Kore and Kouros statues.
ˇ   Classical sculpture with its use of contrapposto.
ˇ   Hellenistic art with emotional and exaggerated forms.
ˇ   Show examples of Greek architecture in ancient times as well as modern time; distinguish between Doric, Ionic, and Greek orders.
ˇ   Read and discuss Chapter 8, Lessons 1 and 2.
ˇ   Design a picture composed of architectural elements; then paint using an analogous color scheme.
ˇ   Show video #1, part 1.
 
Correctives:
ˇ   Provide worksheets.
 
Extensions:
ˇ   Have students work in teams to create a miniature Greek temple in 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 tests.
ˇ   Portfolio assessment.
ˇ   Studio: Painting Using Analogous Colors.
 
 
 
 
 
 
 
 
 
  		Ř   History of Art by H.W. Janson
Ř   Art history slides
Ř   A History of Western Art by Laurie Schneider Adams.
Ř   Teacher designed worksheets
Ř   Slides
Ř   Videos: ‘Art of the Western World’ Annenburg.
 
 
Materials:
§   Text – ‘Art in Focus’ by Gene A. Mittler
§   Drawing/sketch paper, pencil, tempera or acrylic paint, brushes, mixing tray and water containers.
 
 
 
 
 
 

 
Subject Title: ART
 
Discipline/Grade Level: 		 
ART EXPLORATION -- GRADES 9 - 12
UNIT LESSON OUTCOME: 4
 
The learner will be able to relate and differentiate between Roman and Greek art.
 

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
 
1.3
 
1.4
X
1.5
 
1.6
X 1.7  
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
 
3.7
 
3.8
  3.9 X        
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9 X        
Civics & Government
 
5.1
X
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
X
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   List the Roman contributions to the art world.
ˇ   Recognize the influences that the Greeks had on Roman art and architecture.
 
 
 
 
 
 
 
  		ˇ   Discuss the power of the Roman Empire and it’s contributions such as roads, concrete, keystone, vaulting, naturalistic portraits, domes, basilicas, the Pantheon, the Coliseum, and aqueducts.
ˇ   Read, discuss, and evaluate Chapter 8 – lessons 1 and 2.
ˇ   Read, discuss, and evaluate Chapter 9 – lessons 1 and 2.
ˇ   Address the comparison between Greek and Roman accomplishments.
ˇ   Highlight the developments of Etruscan art and architecture; explain its connection to later Roman art and architecture.
ˇ   Show video #1, part 2.
 
Correctives:
ˇ   Provide handouts and utilize peer teaching.
 
Extensions:
ˇ   Peer teaching and/or have student design his or her own version of a Roman temple.
 
  		ˇ   Journal entries
ˇ   Vocabulary lists
ˇ   Teacher designed handouts and tests
ˇ   Portfolio assessment
ˇ   Assessment of an extension assignment using rubric
 
 
 
  		Ř   History of Art by H.W. Janson
Ř   A History of Western Art by Laurie Schneider Adams
Ř   Teacher designed worksheets
Ř   Text- ‘Art in Focus’ by Gene A. Mittler
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
 
Discipline/Grade Level: 		 
ART EXPLORATION -- GRADES 9 - 12
UNIT LESSON OUTCOME: 5
 
The learner will be able to identify the developments and influences of India, Native America, and Africa.
 

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
 
1.3
 
1.4
X
1.5
 
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
X
2.2
 
2.3
 
2.4
 
2.5
 
2.6