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:	ART
Discipline/Grade Level:	ADVANCED ART I --GRADES 10-12

UNIT LESSON OUTCOME: 1

The learner will review the Age of Humanism, the central theme of the Renaissance Period of Art through readings and activities.

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

� List and know the key influences that lead to the Renaissance during the fifteenth century 1. Discovery of Perspective � Describe how Art became a symbol of status and power. � Outline the architectural elements developed by Brunelleschi. Describe the foundation of European painting as the birth of geometric or linear perspective, linking Art & Mathematics by Brunelleschi. � Describe the use of “chiaroscuro” by Massaccio,. Apply the technique in a figurative drawing � Name Johannes Gutenburg as the inventor of the printing press � Draw sketchbook assign #1-LINE Series � Draw sketchbook assign. #2: Create a value scale. Draw hands & feet in gesture and contour style. � Studio: Draw architectural elements and/or objects in a composition using charcoal & conte in the style of Ora Lerman.	� Start a journal to record art history notes, sketches of examples and new ideas � Sketchbook assign #1: draw parallel lines to create the illusion of depth by varying their width, light to dark character, and direction with a rectangle. Have students describe the visual effects as perspective terms. Complete the line drawing series-Shape, overlapping, scale diminution. Read Design Basics pages 32 – 35, Unity; 46-49, Gray Value;114-127 Line; 136-137 Shape; 178-179 Overlapping; 218-219 Gray Scale. � Skim Chapter 16, A History of Western Art Outline the causes of the new Renaissance as: interest in individual fame; wealthy patrons competed for political and financial power. Name The Medici bankers as the most famous of patrons � Show slides of the Florence Cathedral by Brunelleschi. Discuss the construction of 1. the dome 2. system of geometric perspective-lines of vision � Show and discuss “The Holy Trinity” by Masaccio: uses a single vanishing point, architectural elements invented by Brunelleschi, how he included the donor in the painting � Masaccio first used chiaroscuro to model forms rather than outlines, as seen in Brancacci Chapel � Sketchbook assign. #2: Value scale. Then make several drawings of your hands & feet. Apply shading techniques of cross-hatch, parallel lines, and stippling, smudging. � Show examples by Sandro Botticelli. Relate that real oil painting began in Italy around 1500, around 1400 in Northern Europe � Domain Project #1: Create a charcoal drawing on colored charcoal paper using chiaroscuro. Save picture for later. � Record in notebook the various drawing approaches used to render an object: � Sketch - gesture � Line drawing - sighting organizational line � Rendering - precision mechanical, geometric, � atmospheric perspective	� Journal assignment #1- make 10 sections within the rectangle and vary lines to create converging & contouring, to simulate a typography map � Oral Critiquing of famous art work, write a paragraph from one of these � Charcoal drawing –use sharp contrast to shade images. Objects represent high degree of realism and breaks the format. � Written tests on history of art & artists Correctives: � Offer guidelines and study sheets ahead of time. Repeat process for practice. Collect more visual examples from this period Extensions: � Define allegory -- describe how it exists in a painting and create your own allegorical figure in pencil and colored pencil	� Slides of art � Handouts � A History of Western Art by Laurie Schneider Adams � Technical drawing books � The Art of Ora Lerman by � Hidden Symbols in Art – The 19^th & 20^th centuries by Sarah Carr-Gomm � Caravaggio by Scala � Charcoal, conte charcoal papers � Videos on the subject � Videos on Design Elements and Principles � Drawing Video-Ted Rose-Part I

Subject Title:	ART
Discipline/Grade Level:	ADVANCED ART I --GRADES 10-12

UNIT LESSON OUTCOME: 2

The learner will identify the contributions of the High Renaissance, its artists, and the global effect upon modernity.

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
Check these

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

� Identify the most famous artists of the High Renaissance and describe their contributions � Read Design Basics for technical knowledge supporting each activity. Directly apply the following: 1. Proportion & scale of the figure 2. Balance by value & color 3. Positive/Negative shapes 4. Chiaroscuro & shading � Domain Project #2: Draw a large scale figure/ portrait on brown craft paper. � Domain Project #3:Draw and paint drapery in a complimentary color system. � Practice old masters techniques of drawing using accent line and vignette � Sketchbook assign. #3: Draw several portraits & self-portraits	� Read Art in Focus p. 367-375 the High Renaissance. Study Leonardo da Vinci, Michelangelo, Raphael, and list their contributions. Compare their works from paintings to sculpture, including architecture. � Read A History of Western Art p. 279-304 by groups taking it in sections. Highlight the following: The Last Supper, Mona Lisa, The Sistine Chapel, Scientific Illustration, the pyramid in compositional paintings, allegories and the inclusion of landscapes, The School of Athens. � Explain how the circle was important because of its link to God, the heavens, and nature. It came from both the Greek influence and Vetruvious’s books on architecture.Show examples of da Vinci’s Vitruvian Man, circular buildings and the many domes. � Sketchbook assign. #3: Draw several portraits & self-portraits in the style of the old masters. � Domain Project #2: Demonstrate the use of soft pastels and Neocolor II water-soluble crayons. Draw a portrait & consider the negative space of the background. Use large sheets of brown craft paper. � Read Design Basics text pages: 60 – 61 Intro to proportion; 68-69 Scale; 76-77 Balance; 86-87 Balance by Value & color 152-155 Pos/Negative; 224-227 Chiaroscuro and Shading; 250-263 Color. � Demonstrate the use of colored pencils and how to layer them, working light to dark in fine strokes. 9 x 12. (See Drawing from Observation) � Sketchbook assign. #4: Select an object to render in da Vinci’s grid. Morph the object by geometrically adding and eliminating parts. � Trace the final form of the object and add colored pencil. (Ex. Draw the bicycle and vignette the bike-use trammel to draw ellipses) � Domain Project #3: Draw a striped fabric wrapped on a chair. Paint with tempera or acrylic paints using a complimentary color scheme.	� Written test on history of art & artists � Group critiques � Rubric on craftsmanship and aesthetic success of each project � Rubric assessment on sketchbook assignments. Corrections: Provide a study packet with pictures of one artist. Draw and color a copy of one painting like the apprentices did. Extensions: Research additional biographies on any one of the High Renaissance artists. Create a work of art that departs from their style and incorporates your own modern translation.	� Scholastic art magazines � Art in Focus by Mittler � A History of Western Art by Laurie Schneider Adams � Art History reference books � Design Basics by Lauer & Pentak � Frames of Reference Art, History, and the World by Janet Marquardt & Stephen Eskilson � Drawing from Observation by Brian Curtis � A Guide to Drawing,sixth edition by Mendelowitz, Wakeham, and Faber

Subject Title:	ART
Discipline/Grade Level:	ADVANCED ART I –GRADES 10-12

UNIT LESSON OUTCOME: 3

The learner will demonstrate basic knowledge of descriptive geometry and design elements and principles through the study of Renaissance painting in Northern Europe.

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

� Discover the origins of oil painting and the achievements of Jan van Eyck. � Study the Merode Alterpiece by Robert Campin. � Create two word webs using the features students identify in Renaissance and International style painting. � Identify painting mediums: 1. Tempera 2. Gesso 3. Goauche 4. Binders 5. Pigments 6. Varnishes � Read Design Basics Textbook-Intro to Rhythm, Texture, and Pattern and apply techniques � Study the modern styles of mixing your own paints used by Ora Lerman. � Domain Project #4: create an egg tempera painting on wood panel. � Study the most famous works by Rogier van der Weyden � Identify innovations introduced by Hugo van der Goes. � Sketchbook assign. #5: Draw the sky with different cloud formations.	� Read Chapter 17in Art in Focus Fifteenth Century Art in Northern Europe � Describe what we know about Robert Campin as one of the first artists to use the new oil paints; created the Merode Alterpiece; one of the first to break away from the International style, and was known as the Master of Flamalle. � List on the chalkboard that Italian artists studied classical art of ancient Greece and Rome, while Northern Europeans were interested in the International style. � Name two characteristics of the International style used widely by northern European artists as precise details and items of symbolic meaning. � Describe Jan van Eyck as the most prominent painter of the early fifteenth century in Flanders. List his accomplishments as: 1. one of the first self-portraits of the Renaissance 2. The Ghent Alterpiece, demonstrate how this 21-panel polyptych opens 3. Arnolfini Wedding Portrait –allegories � Identify the works by Rogier van der Weyden used the high degree of realism, but also emphasized the emotional impact of his subject matter. Describe a triptych as a painting on three hinged panels. � Hugo van der Goes altered nature and the proportions of people or objects when those changes added to the emotional impact of the picture. Show the importance of textiles and clothing of the time as indicators of wealth and trade. � Sketchbook assign. #5: Go outside and make a contour drawing of the sky with cloud formations. Shade with parallel lines. Make several studies of different types of clouds. � Assign reading in Design Basics pages 100-101; 158, 168-169. � Domain Project#4: Demonstrate the various painting mediums and surfaces used. Display examples of oil painting, tempera painting, etc.Transfer the same composition made earlier in charcoal to create an egg-oil tempera on masonite panel 5” x 8” in the style of Ora Lerman	� Drawing standards rubric � Rubric for egg tempera painting, application of gesso to quality of painting style, craftsmanship and neatness. � Written test on artists and the Northern Renaissance period. � Mid-Term Examination � Correctives: Assign a study partner. Create an outline using pictures of the artworks. � Extensions: Design a piece of textile and construct it. Further investigate any one of the above artists and showing more obscure examples of their artworks.	� Actual demonstrations of painting techniques � Art in Focus textbook by Mittler � A History of Western Art by Laurie Schneider Adams � Renaissance Painting, The golden age of European painting by Barrons � Design Basics by Lauer & Pentak � Art School, A Complete Painters Course by Monahan, Seligman, & Clouse � Light and Shade, A Barrons Handbook � Materials for painting: oil paints, gouache, eggs, oils and varnishes, stiff brushes, and masonite panels

Subject Title:	ART
Discipline/Grade Level:	ADVANCED ART I --GRADES 10-12

UNIT LESSON OUTCOME: 4

The learner will discover how Art of the Sixteenth Century deviates from the Renaissance and explores Mannerism.

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

� Study the characteristics of The Art of Venice � Research the causes that contributed to the development of the style of Mannerism. � Compare the works by Mannerist artists: 1. Marnigianino 2. Tintoretto 3. El Greco 4. Palladio-Architect � Explain how the spread of the Renaissance ideals were finally adopted by Northern European artists 1. Matthias Grunewald 2. Albrecht Durer 3. Hieronymus Bosch 4. Pieter Bruegel 5. Hans Holbein � Domain Project #5: Assign printmaking project to create a black field print on plexiglass � Sketchbook assign. #6: Draw one object repeatedly, gradually getting larger and turning in space	� Read Chapter 18 in Art in Focus-The Art of Venice. Describe the Byzantine influence and how it differs from the art of Rome and Florence. Investigate the styles by: Giorgione de Castelfranco and Titian. � State that Titian’s style was a painterly technique, which involves creating forms with patches of color rather than with hard, precise edges. � Explain that: Mannerism is considered a deliberate revolt by artists against the goals of the Renaissance. Discuss the attitude of the church and the Protestant Reformation and cultural disorder. � Describe each of the artist’s works and what they have in common: figures that are slender, elegant, and graceful, impossible poses, and unreal proportions that slanted toward less natural and more supernatural. � Critque that painting The Burial of Count Orgaz by El Greco and compare to some of his later works. � Read pages 312-315 in A History of Western Art. Focus on the style of architecture designed by Palladio and his interest in the Pythagorean philosophy. � State that this time period had a preoccupation of death. Pieter Bruegel was influenced by Bosch long after Bosch’s death. � Define a parable as a story that contains a symbolic message. �