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 II -- GRADES 10 - 12

UNIT LESSON OUTCOME: 1

The learner will be able to identify new styles popular in nineteenth-century art, and compose and create an original painting.

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

� Cite the basic course goals and objectives. � Review the grading system and course requirements. � Read Chapter 21: A History of Western Art-Neoclassicism-The Late Eighteenth and Early Nineteenth Centuries � Reference chapter 21-Neoclassism in Art in Focus � Read and apply techniques from Design Basics textbook � Sketchbook Assign. #1: figurative drawings � Assign Domain Project #1: Practice formulating a composition in pencil that includes figures and architecture, then render it realistically in oil paints � Introduce the Metmuseum online, visit the PVHS Library to visit museum sites	� Provide handouts (packet): � Course requirements; explain "domain project" � List at least eight verbs to alter any design dynamically: transformation, multiplication, substitution, reversal, minimize, distortion, fragmentation, magnification. � Discuss how Paris became the undisputed center of the Western art world, but Rome was still a significant force. � Study the art of Jacques-Louis David and other artists commissioned by Napoleon. Show slides of the Borghese Palace in Rome. Compare the work of Jean-Auguste-Dominique Ingres particularly his Grande Odalisque to that of Velasquez, and other artists’ versions. � Develop a timeframe parallel to Thomas Jefferson’s architectural achievements in America. � Reading Assignment Design Basics pages: 20-21, 24-27, proximity, 50-53, emphasis by isolation, 128-129 line in painting, and 176-177, depth, 230-239, color. � Use CD-ROM from A History of Western Art to study, create printable flash cards for A Fine Art Game. � Sketchbook assign. #1:Create a composition from self-portrait and figure study in-and- out of the classroom. Show on overhead the body and facial proportions. Draw from live models. Studies may include a collection of objects. Show video Discovering Drawing by Ted Rose. Classroom assignment will focus on “painting out” a drawing in charcoal/pencil on tempera/acrylic prepared illustration board or cardboard. � Create architectural images in order to place the figures. Assign Domain Project #1:Create an oil painting on medium-sized canvas board, or masonite panels. Demonstrate the use of linseed oil, stand oil, and turpinoid. Demonstrate brush techniques.	� Teacher-designed packet � Written quizzes and tests from textbook readings. (Use questions from CD-ROM and Online learning Center) � Rubric for domain project #1: 1. Completed sketches of figures 2. Completed sketches of architectural elements 3. Draft an overlay to combine and compose using one of the arrangements from Design Basics reading. (e.g. radial) 4. Show students how to access teacher museum site @ mymetmuseum.org to associate selected works related to each unit Correctives: Study with a computer buddy for sample questions to prepare for quiz. Simulate a famous painting from the textbooks. Copy to canvas board. Extensions: Further investigate large-scale paintings of the French Revolution and complete a larger scale painting.	� A History of Western Art fourth edition, by Laurie Adams Schneider � Design Basics by Lauer and Pentak � Art in Focus by Gene A. Mittler � The Art of Seeing, fifth edition by Zelanski and Fisher � Launching the Imagination, A Comprehensive Guide to Basic Design by Mary Stewart � American Artist magazines � References for drawing techniques � Discovering Drawing Video by Ted Rose � Register online museum visits, specifically the Metropolitan Museum of Art & the Philadelphia Museum of Art � Pertinent Scholastic Art magazines � Use CD-ROM for A History of Western Art by Laurie Schneider Adams for quiz questions

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

UNIT LESSON OUTCOME: 2

The learner will be able to understand the Age of Revolution, how social and political rights affected art of the 1800’s, and create a landscape composition.

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

� Read chapter 22 in A history of Western Art –Romanticism � Explore cross-curricular events recorded in paintings, music, and poems � Identify the two major English landscape painters of the period and compare their works. � Read chapter 21-Romanticism and Realism in Art in Focus � Find the connection between the work of William Blake and thirteenth century illuminations and Romantic poets. � Define the Salon in France. � Identify the works of the following artists: 1. Delacroix 2. Gericault 3. Goya 4. John Constable 5. William Turner 6. Thomas Cole 7. Gustave Courbet 8. Edouard Manet 9. Rosa Bonheur � Read Design Basics textbook to apply Design Elements & Principles � Assign Sketchbook #2: Practice contour style drawing � Assign Domain Project #2: Create a drawing to complete in watercolor/watercolor soluble colored pencils	� Define Romanticism and discuss some of the works created by artists associated with this style, refer to Chapter 22 in A History of Western Art. � Show slides of work from the 1800’s, compare and discuss � Explain how early watercolors were used to determine colors for a later oil painting, and not considered art in itself. � Read pages 471 to 479 in Art in Focus and list the inventions and conventions of the time period. Trace the effects of the Industrial Revolution and examples of animal paintings. � Reading assignment in Design Basics text pages: 30-35; 64-65; 78-79; 182-183; 220-221; 248-249 � Assign Sketchbook #2: Sketch objects and redraw edges with contour strokes of black ink or markers � Classroom project: watch video on “Landscape Painting of America” and refer to exercises in kit � Assign Domain Project #2: research personal homeland geography, colored photographs from vacation spots, etc. to develop a landscape scene. Discuss the intrinsic value of the environment and things included in the picture. Write a paragraph on how the picture tells a story. Draw and color a landscape picture. Correctives: Make several sketches of what you see from your back porch, enlarge it and add colored pencil. Extensions: Investigate early American land development or specifically Monroe County and farms of Brodheadsville. Include written documentation of land sales into the colored pencil painting. Paint over land maps of the area.	� Teacher designed written quizzes and tests � Rubric for assessing the preliminary drawings for the watercolor painting � Rubric for completed watercolor painting and successful use of the following: 1. Pre-planned color palette 2. Proper use of color wash and dry brush 3. Effective composition and use of white paper 4. Any use of other techniques, such as alcohol spray and salt 5. Reference to Americana and values of land ownership	� A History of Western Art fourth edition, by Laurie Adams Schneider � Design Basics by Lauer and Pentak � Art in Focus by Gene A. Mittler � The Art of Seeing, fifth edition by Zelanski and Fisher � Launching the Imagination, A Comprehensive Guide to Basic Design by Mary Stewart � American Artist magazines � References for drawing techniques � “Creative Painting Series: FORM” by Barron’s � Land & Landscape-Views of America’s History and Culture from the series America Past and Present (Boxed Edition) � Pertinent Scholastic Art magazines � Use CD-ROM for A History of Western Art by Laurie Schneider Adams for quiz questions

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

UNIT LESSON OUTCOME: 3

The learner will be able to study Nineteenth-Century Realism and study color composition

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

� Read chapter 23 in A History of Western Art � Define Realism and identify some artists associated with this style of painting. � Recognize the trademark style of Honore Daumier, and the use of lithography � Examine the paintings by Edouard Manet in relation to the Avant-Garde. � Recognize popular structures such as the Eiffel Tower common to the period � Outline what effects the invention of photography had on painting & composition � Assign Sketchbook Assign. #3: draft several compositions that capture the models in spontaneous act & divide the picture plane like letters of the alphabet � Assign Domain Project #3: Create compositions with color harmony and balance. � Mid-term exam	� Describe Impressionist artists who started out as a Realist. � Read chapter 23 in A History of Western Art-Nineteenth century Realism. � Understand that the invention of photography forever altered how artists saw and painted � Investigate how the European market’s exposure to Japanese woodblock prints affected Impressionism. � Read Design Basics pages: 28-29; 62-63; 92-93; 102-103; 130-133; 150-151; 160-161; 184-185; 214-215. � Sketchbook Assign. #3: Practice drawing exercises eliminating the foreground like Degas, or capturing the odd views from the camera, using the viewfinders. Explain that the camera captured the moment. Use pencils and fine tip markers. � Include the individual study of such artists as: Claude Monet, Pierre Auguste Renoir, Gustave Caillebotte, Edgar Degas, Mary Cassatt, Berthe Morisot, Auguste Rodin, Honore Daumier, Joseph Paxton, Louis Sullivan. � Demonstrate how the letters of the alphabet were used to divide the picture plane for good composition, such as H, I, E, O, T, Y, etc. refer to notes by Alice Laputka. Show video on Composition. � View slides of work by Thomas Eakins and discuss his use of the camera to perfect his paintings. � Domain Project #3: Design a composition to be rendered in Lithocoal, first in black and then add colors. Redesign the same image and then produce in soft pastel on prepared paper. � Provide a review packet for the Mid-Term examination	� Written quizzes � Continuous drawing in the sketchbook to reviewed periodically � Completion of Sketchbook assignment in soft pastel to fill the page, overlap colors to produce layers and texture, and show evidence of stippling, smudging and diverse effects. � Completion of Domain Project #3: to complete a composition through the printmaking process using a coordinated color scheme and a multiple color drop. � Rubric for assessing a print with authentication. � Written Mid-term examination � Correctives: Require only one drawing of people. Select a photograph to copy. � Extensions: Create several images in a series that follows through the action captured on camera. Render a high degree of realism. Show evidence of experimentation with materials.	� A History of Western Art by Laurie Schneider Adams � Design Basics by David A. Lauer & Stephen Pentak � Art in Focus by Gene A. Mittler � Drawing Space, Form, and Expression by Wayne Entice & Melody Peters � Videos-Composition by Sax Arts & Crafts � Other slides and videos appropriate to the lesson, including packet on Thomas Eakins, Philadelphia Realist artist. � Pertinent Scholastic Art magazines � Use CD-ROM for A History of Western Art by Laurie Schneider Adams for quiz questions

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

UNIT LESSON OUTCOME: 4

The learner will be able to understand the goals of Impressionism and investigate the printmaking process.

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

� Read chapter 24 in A History of Western Art � Read Art in Focus pages 480 to 490 � List all of the characteristics of Impressionism � Read Design Basics textbook pages: 64-67; 82-85; review 88-89; review 136-137; 150-151; � Sketchbook Assign. #4: create several pictures that implement two or three of the above techniques. � Assign Domain Project #4: Design either a scene or a still life image to print using either linoleum block or silk-screen process.	� Explain how many artists started out as a Realist before becoming an Impressionist painter, such as Edouard Manet � State that the Impressionist goal was to depict “a slice of life”, or cropped view. � Discuss the vocabulary including En-pleine-aire, painting out of the studio. � After reading chapter 24, work in groups to itemize tricks and techniques made famous during the Impressionist period. � Assign Sketchbook Assign. #4: Select an object, such as buttons, seashells, or multi-colored rocks to render showing depth, fill the page. (e.g., A jar of hot peppers close up)