a High School English Teacher
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Additional Posts in English & Language Arts Teachers
I’m a 7th grade ELA teacher in Texas!
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The content and skills should be the same. What distinguishes my honors from standards is the pace and amount of independent work.
Yes , I agree !
Our honors class focuses more on what you’d see at the college level, whereas our regular class focuses on skills needed to get to that level as well as job skills.
CHOICE. Give honors students more choice, and standard more guidance. I have a culminating project for my classes where students pick a short story, then pick the project they want to do. My accelerated class has a choice between 5 different stories and 5 projects, while my LS class reads the same story together and then chooses between 2-3 projects, all of which have templates and examples. Everyone gets a similar experience, but LS students aren't overwhelmed (and if someone in my LS class HATES the story, I have for 4 more locked and loaded that will work for the same project-- but they have to do some extra reading!). Honors students could even do 3+ projects or multiple stories and create a portfolio, or design their own project (pending teacher approval). The prep/grading can get overwhelming, and having assignments ready to scale up or down as needed really helps!
I agree with Massachusetts. When I finally got to teach honors classes after several years, I was ecstatic and made them write-- a lot (pretty much every grade was either discussion or an essay of some sort). I still taught regular level classes though, and after a year, it dawned on me, what is the difference? It seemed like a lot of teachers just lowered their expectations for regular classes instead of raising them. Many of the students simply don't want to be challenged, but they're certainly capable of doing great work.
So I would suggest looking at it a few different ways: one, just holding a bit higher standard in some grading things, like grammar and mechanics, for example, on the honors class; two, as MA suggested, giving and expecting more independent work done by honors classes; three, ask your colleagues who've taught both; four, survey the students and see what their expectations are, at least to give you some real context based on their previous classes; five, simply add a few more"things," like another novel or a couple extra units that are more condensed (ie. my regular 12 classes would read at least three novels, but honors might read four or five, though some may be short as well, like Candide, or The Prince); find out if/where they're going to college and what they want to do and base things on their responses.
Good luck. Enjoy, but remember, even honors classes these days will have lazy kids, and regular level classes will have amazing kids, and all of them can usually do more than they let on, so keep your bar high.
Analysis vs analysis and synthesis
Remember .. it's not MORE work...just different work. Try to vary regular comprehension questions with deeper level thinking! 🙂 It's not too bad to prep because it's the little tweaks that go a long way!
Often I am covering the same material, but my assignments/tests are more rigorous in the upper-level class. I hold them to a higher standard, but I don't beat myself up trying to teach a completely different lesson.
Eleven years ago, I converted our 11th Grade Honors (Brit Lit) English course into AP English Language & Composition, which is typically taught to juniors. Preparing students for the rigor of the exam + assigning more challenging reading (Brave New World, 1984, etc.) would drastically differentiate your honors/AP course from your typical college prep. course.