MR. KEANE'S CLASS EXPECTATIONS (Grades 11 & 12: Regular and Advanced Classes)
This document can be found on line at http://keanesoutline.blogspot.com/
This document can be found on line at http://keanesoutline.blogspot.com/
(For Parents and Students)
Name:___________________ Doc. No. _____
PLEASE NOTE BLOG URLs:
Grade 11: Mr. Keane's American Authors: A Visual Feast
http://keanesclasses.blogspot.com (link)
Grade 12: Monsters in Literature
http://monsterliterature.blogspot.com (link)
CLASS EXPECTATIONS:
REGULAR AND ADVANCED ENGLISH
Grade 11: American Literature and Advanced American Literature
Grade 12: Advanced English
Welcome to Mr. Keane's eleventh and twelfth grade classes.. These courses emphasize reading, especially reading aloud in class. Writing will account for 30% of the semester grade. To that end students will study the thesis/exposition/recapitulation (TER) essay form, after practicing components of this form in preliminary assignments. Vocabulary development and use of the multiple intelligences will round out the course. technology is emphasized through the use of Flipcamera(s),Photo Story, Blogger, Wikispaces, and Polleverywhere.
Assignments are tailored to grade level by depth and intellectual rigor.
Assessment: The Core Standards (below)
Three types of assessment will be used to see how well you are progressing: Embedded (informal); Formative (during the process); Summative (formal). See list below (Assessments by Type) for a breakdown of these types of assessment.
ABSENCES:
Work missed is recorded as zero in the grade book.
Students may make up work for a full grade when absent. One day is allowed for make-up work for each day absent. If absent three days, the first day's make-up work is due one day after returning to class, the second day's make up work is due the second day, and so forth. Work not made-up in the allowed time period will REMAIN ZERO in the grade book.
NOTE: Marking-period-long assignments (notebook, term paper, triptych) are due on time. No extensions are granted , since preparation has been ongoing for weeks.
NOTE: Marking-period-long assignments (notebook, term paper, triptych) are due on time. No extensions are granted , since preparation has been ongoing for weeks.
IT IS THE STUDENT'S RESPONSIBILITY TO CONTACT THE TEACHER AFTER CLASS TO OBTAIN MAKE-UP WORK.
Attendance:
Attendance is crucial to successful completion of my course since students will read aloud in class several great works of literature selected from the following lists (American Literature classes):
Our Town, Death of a Salesman, A Raisin in the Sun, The Catcher in the Rye, The Crucible and Inherit the Wind. Macbeth, Moby Dick,Uncle Tom’s Cabin will be treated through a variety of learning techniques. Advanced sections will have fifteen to twenty pages of reading per night in works including Song of Solomon, Narrative of the Life of Frederick Douglass, Black Boy, The Great Gatsby, The Old Man and the Sea, etc.;
(Advanced English 12 classes): The Metamorphosis, Frankenstein, The Strange Case of Dr. Jekyl and Mr. Hyde, Heart of Darkness, Inherit the Wind, The Skin of Our Teeth, Hamlet
DAILY HOMEWORK:
Notebooks will be used for the final exam. Your daily assignment as homework is to save every paper handed out in my class, including rough drafts and notes composed during class, for inclusion in your notebook.
Complete notebooks can raise or lower a marking period average significantly depending on their quality.
Missing or incomplete notebooks can lower a marking period average drastically since this has been a daily assignment for the entire marking period.
NOTE: Students will be given time in class at the end of the marking period to assemble their notebooks with a working table of contents so that teacher can assess students’ abilities to work under pressure and to organize chaotic material.
Mr. Keane’s English 11 classes utilize and maintain a blog which connects visitors instantly with images related to the works of seventy-three American authors. (See link above: Mr. Keane's American Authors: A Visual Feast)
Detentions:
First detention = 20 minutes Second detention = 40 minutes
I have read and understand the above Class Expectations.
Attendance:
Attendance is crucial to successful completion of my course since students will read aloud in class several great works of literature selected from the following lists (American Literature classes):
Our Town, Death of a Salesman, A Raisin in the Sun, The Catcher in the Rye, The Crucible and Inherit the Wind. Macbeth, Moby Dick,Uncle Tom’s Cabin will be treated through a variety of learning techniques. Advanced sections will have fifteen to twenty pages of reading per night in works including Song of Solomon, Narrative of the Life of Frederick Douglass, Black Boy, The Great Gatsby, The Old Man and the Sea, etc.;
(Advanced English 12 classes): The Metamorphosis, Frankenstein, The Strange Case of Dr. Jekyl and Mr. Hyde, Heart of Darkness, Inherit the Wind, The Skin of Our Teeth, Hamlet
DAILY HOMEWORK:
Notebooks will be used for the final exam. Your daily assignment as homework is to save every paper handed out in my class, including rough drafts and notes composed during class, for inclusion in your notebook.
Complete notebooks can raise or lower a marking period average significantly depending on their quality.
Missing or incomplete notebooks can lower a marking period average drastically since this has been a daily assignment for the entire marking period.
NOTE: Students will be given time in class at the end of the marking period to assemble their notebooks with a working table of contents so that teacher can assess students’ abilities to work under pressure and to organize chaotic material.
Mr. Keane’s English 11 classes utilize and maintain a blog which connects visitors instantly with images related to the works of seventy-three American authors. (See link above: Mr. Keane's American Authors: A Visual Feast)
Detentions:
First detention = 20 minutes Second detention = 40 minutes
I have read and understand the above Class Expectations.
Student signature: ___________________________
Parent signature: ____________________________
_________________________________________________________________________
Eleventh Grade English
Twelfth Grade English
(Regular and Advanced sections differ in depth and length of assignments, discussion expectations, independence of reading, and analysis of literature.)
Assessment types (see list below): Embedded (informal); Formative (during the process of learning); Summative (after learning has occurred)
Note: Assignments referred to below may change in duration and/or depth as new technology opportunities present themselves for classroom use.
English Department Core Standards
Students will have the opportunity to:
1. expand their vocabulary attack skills.
WHS:3, RHS:3, RHS:5
Students transcribe from teacher’s dictation and from xeroxed handouts, 200 SAT vocabulary words. Assessment occurs through spelling and definition quiz formats of 20 words each, also in daily journals, and in writing assignments, including the term paper.
2. practice various comprehension strategies while reading literary and informational texts appropriate to high school level.
RHS:4, RHS:8, RHS:9, RHS:17, RHS:12
In harmony with, but far in advance of, the National Endowment for the Humanities’ 2007 challenge to “promote a culture of daily reading”, students in Mr. Keane’s classes have for more than 20 years (since 1987) been reading aloud daily from great works of literature, including, but not restricted to, Death of a Salesman, The Catcher in the Rye, Macbeth, A Raisin in the Sun etc.,with discussion of literary techniques and analysis as an ongoing accompaniment to the reading. Assessment occurs in daily journals, Photo Story creations, the term paper and oral and written quizzes. Readings freshly culled from the Op-ed Page of the New York Times are also read aloud and analyzed in class discussions.
3. practice making and supporting analytical and interpretive judgments about literary and informational texts appropriate to the high school level.
RHS:6,RHS:10,RHS:11,RHS:13,RHS:14, RHS:15, WHS:5,WHS:6
Students practice daily, excerpting quotations from texts read in class, demonstrating proper citation technique (parenthesis notes) in preparation for the term paper. Discussion and oral quizzing preps students for supporting analytical and interpretative judgments with evidence from the text, using primarily New Criticism techniques of mounting evidence from analysis of the text itself rather than from outside sources, techniques which are expected by the Advanced Placement Exam and SAT Exam evaluators. The term paper and final exam serve as summative assessments here.
4. learn and practice the conventions of the English language (GUM,spelling,sentence and paragraphs).
WHS:2, WHS:3, WHS:4
Daily corrections made on student journals, timed writing assignments, Photo Story
Editing, the term paper, and the final exam, provide opportunity for review and assessment of the conventions of the English language.
5. discover their writing process while writing focused essays.WHS:1, WHS:4, WHS:5, WHS:6 ,WHS:7, RHS:13 ,RHS:14, RHS:15, RHS:19
After responding to several preparatory writing prompts and editing assignments (including Photo Story script editing) students will prepare a term paper on three works of literature treated in the course, using thesis / exposition/ recapitulation essay style to mount evidence from the texts to support a thesis common to the three literary works. This summative assessment comes near the end of the semester when techniques practiced in the course can be mobilized in this universally accepted essay style, mastery of which is fundamental to all college writing challenges.
6. think about new ideas and concepts while being exposed to competing voices
differing points of view. RHS:10 ,RHS:14, RHS:15, WHS:4, WHS:7
Daily discussions of texts read; Op-ed pieces encountered; New, Traditional, Feminist, and Freudian literary criticism identified; ROT words defined and exemplified; and the use of Hyde Park free speech opportunities from behind the lectern; all conspire to give students the opportunity to think about new ideas and the competing voices behind them. Assessment occurs observationally, formatively and summatively in daily discussions, journals, writing prompts and the term paper and final exam.
________________________________________________________________________
ASSESSMENTS BY TYPE
EMBEDDED:
Observation
Habit Building
Five-Minute Drill
Question & Answer (spoken)
Computer Assisted Learning
Hit List
Brainstorming Session
Problem Solving
FORMATIVE:
Performance in Process
Peer Conference or Edit
Parent Conference or Edit
Teacher Conference or Edit
Journal
Quiz
Hit List
Interim Demonstration
Triangulation (Observe Process, Talk w/Students, Collect Products)
Cooperative Activities
Procedural Activities (Model, Shape, Internalize)
Assign an Activity to Raise a Grade
Teacher/Student Demonstrate Care about Quality Performance
Graphing of Performance
Map Criteria/Timeline
Contingency Planning
Benchmarks
Multiple Intelligence Graphing
Peer Critique (With Offer of Help)
Vision Statements
SUMMATIVE:
Term Paper
Test /Final Project Evaluation
Final Draft Notebook/Folder Assessment
Final Demonstration Rubric
Checklist Published Work
Holistic/Task Specific, Analytical/Task Specific
Compare with Exemplar Reflective Self-assessment
Multiple Choice/Right-Wrong Answer
_________________________________________________________________________
Eleventh Grade English
Twelfth Grade English
(Regular and Advanced sections differ in depth and length of assignments, discussion expectations, independence of reading, and analysis of literature.)
Assessment types (see list below): Embedded (informal); Formative (during the process of learning); Summative (after learning has occurred)
Note: Assignments referred to below may change in duration and/or depth as new technology opportunities present themselves for classroom use.
English Department Core Standards
Students will have the opportunity to:
1. expand their vocabulary attack skills.
WHS:3, RHS:3, RHS:5
Students transcribe from teacher’s dictation and from xeroxed handouts, 200 SAT vocabulary words. Assessment occurs through spelling and definition quiz formats of 20 words each, also in daily journals, and in writing assignments, including the term paper.
2. practice various comprehension strategies while reading literary and informational texts appropriate to high school level.
RHS:4, RHS:8, RHS:9, RHS:17, RHS:12
In harmony with, but far in advance of, the National Endowment for the Humanities’ 2007 challenge to “promote a culture of daily reading”, students in Mr. Keane’s classes have for more than 20 years (since 1987) been reading aloud daily from great works of literature, including, but not restricted to, Death of a Salesman, The Catcher in the Rye, Macbeth, A Raisin in the Sun etc.,with discussion of literary techniques and analysis as an ongoing accompaniment to the reading. Assessment occurs in daily journals, Photo Story creations, the term paper and oral and written quizzes. Readings freshly culled from the Op-ed Page of the New York Times are also read aloud and analyzed in class discussions.
3. practice making and supporting analytical and interpretive judgments about literary and informational texts appropriate to the high school level.
RHS:6,RHS:10,RHS:11,RHS:13,RHS:14, RHS:15, WHS:5,WHS:6
Students practice daily, excerpting quotations from texts read in class, demonstrating proper citation technique (parenthesis notes) in preparation for the term paper. Discussion and oral quizzing preps students for supporting analytical and interpretative judgments with evidence from the text, using primarily New Criticism techniques of mounting evidence from analysis of the text itself rather than from outside sources, techniques which are expected by the Advanced Placement Exam and SAT Exam evaluators. The term paper and final exam serve as summative assessments here.
4. learn and practice the conventions of the English language (GUM,spelling,sentence and paragraphs).
WHS:2, WHS:3, WHS:4
Daily corrections made on student journals, timed writing assignments, Photo Story
Editing, the term paper, and the final exam, provide opportunity for review and assessment of the conventions of the English language.
5. discover their writing process while writing focused essays.WHS:1, WHS:4, WHS:5, WHS:6 ,WHS:7, RHS:13 ,RHS:14, RHS:15, RHS:19
After responding to several preparatory writing prompts and editing assignments (including Photo Story script editing) students will prepare a term paper on three works of literature treated in the course, using thesis / exposition/ recapitulation essay style to mount evidence from the texts to support a thesis common to the three literary works. This summative assessment comes near the end of the semester when techniques practiced in the course can be mobilized in this universally accepted essay style, mastery of which is fundamental to all college writing challenges.
6. think about new ideas and concepts while being exposed to competing voices
differing points of view. RHS:10 ,RHS:14, RHS:15, WHS:4, WHS:7
Daily discussions of texts read; Op-ed pieces encountered; New, Traditional, Feminist, and Freudian literary criticism identified; ROT words defined and exemplified; and the use of Hyde Park free speech opportunities from behind the lectern; all conspire to give students the opportunity to think about new ideas and the competing voices behind them. Assessment occurs observationally, formatively and summatively in daily discussions, journals, writing prompts and the term paper and final exam.
________________________________________________________________________
ASSESSMENTS BY TYPE
EMBEDDED:
Observation
Habit Building
Five-Minute Drill
Question & Answer (spoken)
Computer Assisted Learning
Hit List
Brainstorming Session
Problem Solving
FORMATIVE:
Performance in Process
Peer Conference or Edit
Parent Conference or Edit
Teacher Conference or Edit
Journal
Quiz
Hit List
Interim Demonstration
Triangulation (Observe Process, Talk w/Students, Collect Products)
Cooperative Activities
Procedural Activities (Model, Shape, Internalize)
Assign an Activity to Raise a Grade
Teacher/Student Demonstrate Care about Quality Performance
Graphing of Performance
Map Criteria/Timeline
Contingency Planning
Benchmarks
Multiple Intelligence Graphing
Peer Critique (With Offer of Help)
Vision Statements
SUMMATIVE:
Term Paper
Test /Final Project Evaluation
Final Draft Notebook/Folder Assessment
Final Demonstration Rubric
Checklist Published Work
Holistic/Task Specific, Analytical/Task Specific
Compare with Exemplar Reflective Self-assessment
Multiple Choice/Right-Wrong Answer
