1. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
      2. Introduction
  1. PREFACE

  
 
 
 
 

 
 
 
 
 
 

 

PLEASANT VALLEY SCHOOL DISTRICT
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
§   Give examples. Let students practice doing 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)
   
 

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.
 
 
 
               
 

 
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: ENGLISH
 
Discipline/Grade Level: 		 
BRITISH/WORLD LITERATURE/COMPOSITION - GRADE 12 HONORS/ADVANCED PLACEMENT
UNIT LESSON OUTCOME: 1
 
The learner will read, analyze, and respond critically to novels from the summer reading list. These may change each year.

 
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
 
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
 
6
                     
                                             
                                             
PLEASANT VALLEY SCHOOL DISTRICT TRANSITIONAL OUTCOME BY GRADE LEVEL (Indicate Page Number of Transitional Outcomes)
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
  6                      

 

 
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      
       
·   Evaluate the plot, theme, setting, and dialogue of each novel on the summer reading list.
·   Explore the nature of each novel's protagonist.
·   Explore the background of each author.
·   Compare and contrast the writing styles of the representative authors from the required reading list.
·   Relate skills and life experiences in oral or written format to literary works.
·   Participate in seminar discussions about themes and literary ideas gleaned from reading.
·   Participate in group projects.
·   Develop a foundation or base for further work in preparation for the AP exam.
·   List key passages, which illuminate the entire work.
·   Develop the ability to process efficiently "survey reading" such as first reading of a novel, background material on literary time periods, criticism, and other miscellaneous reading.
·   Develop the ability to do "close reading," such as thematic analysis or rhetorical analysis.
·   Demonstrate an understanding of the motif for this unit.
·   Compare and contrast the tone, style, diction, syntax, and key literary elements often tested on the AP exam, as these relate to the summer titles.
·   Enumerate several improvements in individual writing techniques and style.
·   Develop an individual style in exposition.
·   Acquire an understanding of structure in composition.
 
  		·   Examine the writing style of each author from the reading list.
·   While reading these books, take notes on the major elements such as plot, characters, style, structure, diction, syntax, tone, and other points of reference and interest.
·   Analyze each work for literary merit, using a teacher provided prompt as a starting point.
·   Write critical response essays of 500 words.
·   Use teacher feedback to make necessary changes in analyzing technique, writing technique, and any other shortcomings.
·   Participate in group discussions.
 
 
Subject Content:
The possible themes or motifs are many, such as multicultural literature, African-American Studies, "of and by" women, Victorian authors, new perspectives in English literature, and so on. For instance, one summer's list included the following titles:
 
 
 
Advanced Placement Summer Reading 2004
·   Beowulf – Burton Raffel or Seamus Heaney edition     
·   Grendel – John Gardner
·   Crime and Punishment – Fyodor Dostoyevsky
·   Heart of Darkness – Joseph Conrad
·   Portrait of the Artist as a Young Man – James Joyce
·   Mytholody – Edith Hamilton
 
 
Correctives:
·   Utilize reteaching activities.
·   Create word/character/event games.
·   Work in pairs to quiz content.
·   Recite excerpts from the novels.
·   Act out scenes from the works.
·   Peer edit and evaluate speeches and presentations.
 
Extensions:
·   Generate student activities.
·   Act out scenes from the works.
·   Create passages modeled on the famous works.
·   Read supplemental articles reinforcing key concepts.
·   Create artwork representing the elements of the literature.
·   Read works of authors of the same literary period.
·   Write a sequel or new ending to one of the novels.
 
 
 
 
 
 
 
   		 ·   Teacher and peer response on written work.
·   Teacher designed tests and quizzes.
·   Activities, which demonstrate knowledge of the concepts, taught.
·   Participation and contribution to seminar discussions.
·   Writing portfolios.
·   Development of critical thinking skills as evidenced by class participation and writing assignments.
·   Written and oral response to literary prompts.
·   Student self-assessment.
·   Practice advanced placement exams.
·   Planned and impromptu in-class and out-of-class essays.
·   Reader response journals.
·   Creative projects (group and individual)
·   Oral presentations.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  		Ř   A variety of novels selected by the instructor and recommended by the Advanced Placement.
 
 
 
 
 
 
 

 

 
Subject Title: ENGLISH
 
Discipline/Grade Level: 		 
BRITISH/WORLD LITERATURE/COMPOSITION - GRADE 12 HONORS/ADVANCED PLACEMENT
UNIT LESSON OUTCOME: 2
 
The learner will read, analyze and respond to questions and writing prompts of poetry. Students will study poems from the 17 th , 18 th , 19 th , 20 th , and 21 st centuries.

 
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
 
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
 
6
                     
                                             
                                             
PLEASANT VALLEY SCHOOL DISTRICT TRANSITIONAL OUTCOME BY GRADE LEVEL (Indicate Page Number of Transitional Outcomes)
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
  6                      

 

 
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      
       
·   Become familiar with literary terms associated with poetry.
·   Become familiar with different meters and their names
·   Understand rhyme scheme and be able to scan poetry.
·   Become familiar with the different poetic line lengths and their names.
·   Keep a reader's journal in which the learner reacts daily to the poetry read.
·   Understand how the poet’s use of language determines the reader’s perception of poem.
·   Examine the difference between writing poetry and writing prose.
·   Identify the characteristics of the two types of sonnet.
·   Identify the characteristics of the villanelle.
·   Identify other poetic forms such as ballad, lyric, ode, elegy and dramatic monologue.
·   Understand how poetic elements, such as language, structure, imagery and point of view convey meaning in a poem.
·   Understand the difference between literal and figurative language.
 
 
 
 
 
 
 
  		·   Read a variety of poetry every day.
·   Compare poems with similar themes by different poets.
·   Examine multiple selections by the same poet.
·   Write to poetry prompts from AP exams.
·   Practice answering multiple choice questions about poetry.
·   Practice writing multiple choice questions about poetry.
·   Work in small groups to dissect poems.
·   Write an explication of a poem.
·   Write a journal entry from the viewpoint of an Anglo-Saxon.
·   Create a collage of pictures that are metaphors for you (the student). Share the visual with the class.
·   Engage oneself in analysis tasks, which involve breaking some things down into its component parts and then examining the parts to determine their relationships to each other and to the whole.
 
Correctives:
·   Use student flashcards.
·   Utilize crossword puzzles and/or word searches to reinforce meaning and spelling.
·   Use reteaching activities.
·   Create word games.
·   Work in pairs to generate ideas, listen, and evaluate presentation
·   Peer-edit and evaluate speeches and presentations.
·   Work in pairs to quiz content.
·   Use model papers
 
Extensions:
·   Prepare an audiovisual tape of a student written poem
·   Write a sonnet
·   Write a villanelle.
·   Generate student activities.
·   Read supplemental articles reinforcing key concepts.
·   Create artwork representing the elements of the literature.
·   Use teacher classroom resources.
·   Write stories or essays using new vocabulary words.
·   Research the history of new words.
 
 
  		·   Teacher and peer response on written work.
·   Teacher designed tests and quizzes.
·   Activities, which demonstrate knowledge of the concepts, taught.
·   Participation and contribution to seminar discussions.
·   Writing portfolios.
·   Development of critical thinking skills as evidenced by class participation and writing assignments.
·   Written and oral response to literary prompts.
·   Student self-assessment.
·   Practice advanced placement exams.
·   Planned and impromptu in-class and out-of-class essays.
·   Reader response journals.
·   Creative projects (group and individual)
·   Oral presentations.
 
 
 
 
 
 
  		Ř   Perrine’s Literature: Structure, Sound and Sense, by Heinle & Heinle, 2002.
Ř   The Norton Anthology of English Literature by W.W. Norton and Company, Volume 1, Fifth Edition, 1986.
Ř   The Norton Anthology of English Literature by W.W. Norton and Company, Volume 2, Fifth Edition, 1986.
Ř   Advanced Placement English: Practical Approaches to Literary Analysis by The Center for Learning, 1998.
Ř   Advanced Placement English: In-depth Analysis of Literary Forms by The Center for Learning, 1998.
Ř   Advanced Placement Writing 2: Strategies for Honors, Gifted and AP by The Center for Learning, 1997.
 
 
 
 
 
 
 
 
 

 

 
Subject Title: ENGLISH
 
Discipline/Grade Level: 		 
BRITISH/WORLD LITERATURE/COMPOSITION - GRADE 12 HONORS/ADVANCED PLACEMENT
UNIT LESSON OUTCOME: 3
 
The learner will read, interpret, and respond analytically and critically to various literary genres with a focus on close reading in preparation for the AP exam.

 
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
 
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
 
6
                     
                                             
                                             
PLEASANT VALLEY SCHOOL DISTRICT TRANSITIONAL OUTCOME BY GRADE LEVEL (Indicate Page Number of Transitional Outcomes)
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
  6                      

 

 
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      
       
·   Distinguish the characteristics of effective writing (such as those listed in the Pennsylvania Writing Assessment Holistic Scoring guide).
·   Produce essays that demonstrate a sharp, distinct focus through an awareness of audience and task, clear purpose, sustained single point of view, and clarity of ideas.
·   Write essays employing obviously controlled and/or subtle organization. Examples of this organization include:
·   Logical order or sequence is maintained
·   Paragraphs deal with one subject
·   Logical transitions are made within sentences and between paragraphs
·   Introduction and conclusion are evident
·   Create an individual style with the writer's voice apparent in tone, sentence structure, precise language and effective word choice.
 
·   Respond directly and efficiently to questions that require a timed essay, organizing quickly and clearly, focusing on major points that provide a competent response to the questions as asked and developing each major point fully.
·   Use the conventions of standard written English.
·   Maintain a written record (i.e. portfolio) organized by theme or topic, which includes activities, coursework, honors, and interests.
·   Write a personal resume.
·   Present and/or defend written work for publication when appropriate.
 
 
  		·   Write short critical and analytical responses to the literature read.
·   Read and respond to a variety of short stories, plays and essays as assigned by the teacher.
·   Reflect upon writing in response groups, to provide feedback about one's writing.
·   Respond to direct writing instruction on a prescriptive basis - example, examining the lack of unity in a written piece.
·   Attend teacher/student conferences to review written work.
·   Write short (2-3 pages in length) research supported critical papers.
·   Engage in peer editing.
·   Write "planned" in-class essays, for which one can rehearse information already read and/or discussed.
·   Write "impromptu" essays, for which one cannot formally prepare.
·   Compose out-of-class essays, for which the teacher provides the topic or prompt.
·   Compose out-of-class essays, for which the student must generate an individual topic, frame a thesis, marshal evidence for it, and present it as effectively as possible.
·   Participate in the various stages of the writing process by using techniques such as brainstorming, listing, jotting, clustering and mapping, writing a rough draft, editing, conferencing, proofreading, writing a final draft, and sharing the writing with others.
·   Write critical reviews modeled on reviews found in literary magazines.
·   Imitate each type of writing studied.
·   Publish in a variety of methods: writing contests, submission to school writing activities such as newspaper, yearbook, or literary magazines.
 
Correctives:
·   Work in pairs to generate ideas, listen, and evaluate writing.
·   Use reteaching activities.
·   Peer-edit and proofread work.
·   Utilize model papers written by peers.
·   Use checklist of good writing techniques.
 
Extensions:
·   Make use of teacher classroom resources.
·   Create charts of various speech elements.
·   Generate student activities.
·   Read supplemental articles on good writing.
·   Write on current issues, literary themes, on self-selected reading. 		·   Teacher and peer response on written work.
·   Teacher designed tests and quizzes.
·   Activities, which demonstrate knowledge of the concepts, taught.
·   Participation and contribution to seminar discussions.
·   Writing portfolios.
·   Development of critical thinking skills as evidenced by class participation and writing assignments.
·   Written and oral response to literary prompts.
·   Student self-assessment.
·   Practice advanced placement exams.
·   Planned and impromptu in-class and out-of-class essays.
·   Reader response journals.
·   Creative projects (group and individual)
·   Oral presentations.
  		Ř   Perrine’s Literature: Structure, Sound and Sense 8 th Edition, by Heinle & Heinle, 2002.
Ř   The Norton Anthology of English Literature by W.W. Norton and Company, Volume 1, Fifth Edition, 1986.
Ř   The Norton Anthology of English Literature by W.W. Norton and Company, Volume 2, Fifth Edition, 1986.
Ř   Advanced Placement English: Practical Approaches to Literary Analysis by The Center for Learning, 1998.
Ř   Advanced Placement English: In-depth Analysis of Literary Forms by the Center for Learning, 1998.
Ř   Advanced Placement Writing 2: Strategies for Honors, Gifted and AP by The Center for Learning, 1997.
Ř   Major Modern Essayists, Gilbert H. Muller, ed., Prentice Hall, 1991.