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)


 
 

 

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
           • 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
 
 
 
 
 
 
 

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: Alphabet / Cognates
 
Discipline/Grade Level: 		 
World Language Grade 7
UNIT LESSON OUTCOME: 1
 
The learner will acquire and develop knowledge of the phonetics, diction, and intonation of the target language.

 
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      
       
  Recognize and pronounce the alphabet.
  Identify each letter through auditory recognition.
  Identify extra letters of the language.
  Apply proper rules for correct accentuation.
  Identify strong and weak vowels.
  Translate cognates.
  Explain the existence of cognates.
  Give definition of a cognate.
  1.1.3 C, D, E , F, H
  1.1.5 C, D, E, F, H
  1.1.8 C, D, E, F, H
  1.2.3 B
  1.2.5 B
  1.6.3 A, B, C, D, E
  1.6.5 A, B, C, D, E
  1.6.8 A, B, C, D, E
  1.7.3 A
  1.7.5 A, B
  1.7.8 A 		  Recite and/or sing the alphabet.
  Spell word in the target language.
  Have students write words from teacher dictation.
  Have students read aloud given word lists.
  Define and determine which words are cognates.
  Engage in alphabet games.
  Flash card usage to reinforce target language letters.
  Make posters incorporating alphabet and/or cognates.
  Record students' recitation.
 
Extensions:
  Create supplementary vocabulary work sheets.
 
  		  Portfolios
  Oral presentation/participation
  Teacher observation
  Question and answer
  Activities which demonstrate knowledge of the concepts being taught.
  Teacher/textbook designed tests and quizzes comprised of multiple choice, matching, true/false, translations, and essays.
  Oral evaluations
  Review games
  Student projects
  Rubrics
 
 
 
 
 
 
 
 
 
 
 
 
  		  District approved textbook
  Teacher designed packets
  Video cassettes
  Audio cassettes
  Overhead visuals
  Magazines
  Newspapers
  Handouts
  Internet
  Realia
  Resource persons
  Exchange students
  Target language board games
  Target language music
  Target language literature
(children's storybooks)
 
 
 
 
 
 
 
 
 
 
 
 
 


 
Subject Title: Basic Classroom Commands and Greeting/Expressions of Courtesy
 
Discipline/Grade Level: 		 
World Language Grade 7
UNIT LESSON OUTCOME: 2
 
The learner will employ commands and greetings in meaningful conversations.

 
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      
       
  Respond to spoken commands.
  Recognize and translate written commands.
  Demonstrate an understanding of basic classroom commands.
  Use greetings and expressions of courtesy in conversation.
  Write dialogues using the greetings and expressions of courtesy.
  Translate dialogues in the target language.
  Distinguish between the formal and informal: tu and usted (Spanish).
  1.1.3 C, E, F, H
  1.1.5 C, E, F, H
  1.1.8 C, E, F, H
  1.5.3 A, B, C, D, F
  1.5.5 A, B, C, D, F
  1.5.8 A, B, C, D, F
  1.6.3 A, C, D, E
  1.6.5 A, C, D, E
  1.6.8 A, C, D, E
  1.7.3 A
  1.7.5 A
  1.7.8 A 		  Have students respond to TPR commands.
  Have students write and perform dialogues in front of the class
  Students will use commands in the classroom setting.
  flash card usage to reinforce vocabulary.
  Engage in activities such as Bingo or Hangman.
  Students use command vocabulary to direct teacher's actions.
  Utilization of trivia games for reinforcement of grammatical and/or cultural facts pertaining to Spanish.
 
Extensions:
  Create word search and/or crossword puzzles.
  Create word scramble puzzles.
  Create individual flash cards.
  		  Portfolios
  Oral presentation/participation
  Teacher observation
  Question and answer
  Activities which demonstrate knowledge of the concepts being taught.
  Teacher/textbook designed tests and quizzes comprised of multiple choice, matching, true/false, translations, and essays.
  Oral evaluations
  Review games
  Student projects
  Rubrics
  		  District approved textbook
  Teacher designed packets
  Video cassettes
  Audio cassettes
  Overhead visuals
  Magazines
  Newspapers
  Handouts
  Internet
  Realia
  Resource persons
  Exchange students
  Target language board games
  Target language music
  Target language literature
(children's storybooks)

 
 
 
 
 
 
 
Subject Title: History and Culture
 
Discipline/Grade Level: 		 
World Language Grade 7
UNIT LESSON OUTCOME: 3
 
The learner will understand and appreciate the history and culture of the native land.

 
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      
       
  Identify and discuss important people from the country's history.
  Recognize and discuss history and culture of the target language.
  Compare and contrast the culture of the target language and that of our own.
  Discuss famous artists, musicians and authors.
  Explore regional cuisine.
  Break down stereotypes that exist between cultures.
  Discuss the geographical positioning of the target language.
  1.1.3 G, H
  1.1.5 G, H
  1.1.8 G, H
  1.2.3 A, B
  1.2.5 A, B
  1.2.8 A
  1.4.3 A, B, C
  1.4.5 C
  1.4.8 C
  1.6.3 A, B, C, D, E, F
  1.6.5 A, B, C, D, E, F
  1.6.8 A, B, C, D, E , F
  		  Discuss key events relative to the country's history.
  Bring in current event articles to discuss current trends, problems, etc.
  Utilization of trivia games for reinforcement of cultural facts.
  Group discussion of the culture. Compare and contrast.
  Read and complete activities about people, places, and things important to the target language.
  Prepare regional cuisine.
 
Extensions :
  Discuss familial and selected relationships and their significance within the culture. 		  Portfolios
  Oral presentation/participation
  Teacher observation
  Question and answer
  Activities which demonstrate knowledge of the concepts being taught.
  Teacher/textbook designed tests and quizzes comprised of multiple choice, matching, true/false, translations, and essays.
  Oral evaluations
  Review games
  Student projects
  Rubrics
 
 
 
 
 
 
 
 
 
 
 
  		  District approved textbook
  Teacher designed packets
  Video cassettes
  Audio cassettes
  Overhead visuals
  Magazines
  Newspapers
  Handouts
  Internet
  Realia
  Resource persons
  Exchange students
  Target language board games
  Target language music
  Target language literature
(children's storybooks)
 
 
 
 
 
 
 
 
 
 
 
 
 


 
Subject Title: Numbers (0-100) and Telling Time
 
Discipline/Grade Level: 		 
World Language Grade 7
UNIT LESSON OUTCOME: 4
 
The learner will translate numbers 0 -100 and use them correctly to tell time and solve mathematical problems.

 
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      
       
  Recognize numbers 0 - 100 in the target language.
  Spell correctly the numbers 0 - 100.
  Solve and translate mathematical problems in the target language.
  Use the numbers correctly to express telephone numbers.
  Tell time in the target language.
  Understand cultural differences with respect to time.
  1.1.5 C
  1.1.8 C
  1.6.8 A, C, D, E
  1.7.8 A
  2.1.3 A, B, E, G
  2.2.3 A, B, C, D 		  Count from 0 to 100 in the target language.
  Make and use clocks when telling time.
  Engage in activities such as Bingo, board games, or Caracoles.
  Flash card usage to reinforce vocabulary.
  Write out mathematical problems in the target language.
  Have the students line up in order of birthdays to reinforce number vocabulary.
  Sing songs utilizing number vocabulary.
 
Extensions:
  Create supplementary vocabulary work sheets.
  Create supplementary grammar exercises.
  Discuss time concepts and their significance within the culture.
Correctives:
  Utilize reteaching activities.
  Utilize audiocassettes to reinforce the spoken language as well as students' listening skills. 		  Portfolios
  Oral presentation/participation
  Teacher observation
  Question and answer
  Activities which demonstrate knowledge of the concepts being taught.
  Teacher/textbook designed tests and quizzes comprised of multiple choice, matching, true/false, translations, and essays.
  Oral evaluations
  Review games
  Student projects
  Rubrics
  		  District approved textbook
  Teacher designed packets
  Video cassettes
  Audio cassettes
  Overhead visuals
  Magazines
  Newspapers
  Handouts
  Internet
  Realia
  Resource persons
  Exchange students
  Target language board games
  Target language music
  Target language literature
(children's storybooks)
 

 

 
Subject Title: Days, Months, and Date
 
Discipline/Grade Level: 		 
World Language Grade 7
UNIT LESSON OUTCOME: 5
 
The learner will ask and answer questions dealing with the days, months, and date in the target language.

 
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