Anonymous wrote:It's nice to see this included on page 2 as a required element, but is it just lip service?

Differentiated instruction to ensure all students have access to grade-level texts and tasks and to meet the needs of those requiring scaffolds, supports, enrichment, and extension

Welcome to MCPs!

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Anonymous wrote:In most schools it is only Honors English 9A. A few schools may still have the on-level course, but that's rare. And there are no standards for what constitutes the honors version of the course. A kid could take it and read mostly below-grade level texts.

I wish I could figure out 9A vs H9A. My kid is in Bridge and he is enrolled in 9A and I’ve been told no H9A. I want someone to explain the difference. What is going on in the H9A class that warrants the extra .5 gpa bump? More in depth text analysis, more writing, higher expectations?

My kid has already complained that English is silly and it’s very easy. For now, I’m looking at outside tutoring.

Ugh, I'm sorry. There is no guidance as to how honors is different from regular. It's completely up to individual teachers. And given that people are saying that honors classes are including graphic novels, it doesn't sound like it's rigorous at many schools. Can you meet with the department head at your school to ask that he move up to honors?

Let’s not demonizes a book format that you clearly don’t understand. Just because a book is a graphic novel doesn’t mean it’s not worthy of inclusion in a honors class.

The graphic novel in question, the Magic Fish, has a Lexile level of 400HL. https://hub.lexile.com/find-a-book/book-details/9781984851598

HL is intended to be high-interest books for struggling readers. And yet MCPS is offering this to kids who were in CES and humanities magnets in 9th grade "honors" English, with no guidance to say that this should not be available in honors sections. Says all you need to know about MCPS.

Just because a book has HL attached to its Lexile, doesn’t mean it can or should only be read by struggling reading. It just means it will be appropriate for struggling readers. The content of the book can and likely is of interest and appeal to a particular audience which in this case is Middle School. And it can be used to illustrate both visually and in language a particular theme or idea that is being explored in the English class.

Should it be paired with other texts? yes. Should additional work be given? Yes. But again, it being a graphic novel doesn’t make it not worthy of the class. Further, the PP didn’t specify a particular graphic novel, they made a generalization that because a graphic novel was included in the curriculum it couldn’t be on grade level. That generalization is wrong as there are lots of graphic novels that cover an array of topics and themes that are perfectly in grade level. That generalization would be like saying because a story is delivered in film format it can’t possibly have as much value as a book.

You may enjoy both graphic novels and films, but these are not media that will develop the difficult human skills of reading comprehension, synthesis of written sources and writing. Those are the focus of English class, not just "telling a story." - English teacher

Interesting. So if I gave someone a graphic novel and the images didn’t convey the text it wouldn’t be confusing? When we read we never create images in our minds of what is happening? Editorial cartoons or Political cartoons don’t require comprehension of the image, text, and potentially understanding of the time/environment of which they are written? Comprehension and synthesis is absent?

There’s no possibility of comparing and contrasting the message and intent of a text with that of an image? Films aren’t visual interpretation of a text?

Yes, they are a visual interpretation of a text, but we have a crisis where kids do not and cannot read actual text. Those are the priority. A one day video in order to compare it to a scene in Shakespeare? Yes. Graphic novels where kids can discern the story through pictures like a 1st grader? Umm... no.

No one said that text shouldn’t be included in a class nor should students stop reading them. It was indicated that just because graphic novels are included in the curriculum that it doesn’t automatically disqualify the class from being Honors level. It’s what’s done with the medium that is important.

I AM the one saying that graphic novels have no place in high school English classes. - same English teacher above

And thats your opinion. Which you are entitled to possess. Us with more open minds who understand how different mediums (including graphic novels) can be beneficial to study and analysis just hope you aren’t an English teacher for our kids.

DP, but another English teacher.

I suppose you don’t want me to teach your children, either. I also don’t believe high school English classes should be using graphic novels. *IF* we are going to use one, it would be merely as a genre comparison as you mention above. But as the sole text for a unit? Nope, and I want more for my own children. I know they are capable of more.

If we are talking about the IB Lang and Lit curriculum that incorporates various forms of media in conjunction with complex novels, my response would be favorable. But that’s not what you’re going to get in a 9 or 10 curriculum.

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Anonymous wrote:In most schools it is only Honors English 9A. A few schools may still have the on-level course, but that's rare. And there are no standards for what constitutes the honors version of the course. A kid could take it and read mostly below-grade level texts.

I wish I could figure out 9A vs H9A. My kid is in Bridge and he is enrolled in 9A and I’ve been told no H9A. I want someone to explain the difference. What is going on in the H9A class that warrants the extra .5 gpa bump? More in depth text analysis, more writing, higher expectations?

My kid has already complained that English is silly and it’s very easy. For now, I’m looking at outside tutoring.

Ugh, I'm sorry. There is no guidance as to how honors is different from regular. It's completely up to individual teachers. And given that people are saying that honors classes are including graphic novels, it doesn't sound like it's rigorous at many schools. Can you meet with the department head at your school to ask that he move up to honors?

Let’s not demonizes a book format that you clearly don’t understand. Just because a book is a graphic novel doesn’t mean it’s not worthy of inclusion in a honors class.

The graphic novel in question, the Magic Fish, has a Lexile level of 400HL. https://hub.lexile.com/find-a-book/book-details/9781984851598

HL is intended to be high-interest books for struggling readers. And yet MCPS is offering this to kids who were in CES and humanities magnets in 9th grade "honors" English, with no guidance to say that this should not be available in honors sections. Says all you need to know about MCPS.

Just because a book has HL attached to its Lexile, doesn’t mean it can or should only be read by struggling reading. It just means it will be appropriate for struggling readers. The content of the book can and likely is of interest and appeal to a particular audience which in this case is Middle School. And it can be used to illustrate both visually and in language a particular theme or idea that is being explored in the English class.

Should it be paired with other texts? yes. Should additional work be given? Yes. But again, it being a graphic novel doesn’t make it not worthy of the class. Further, the PP didn’t specify a particular graphic novel, they made a generalization that because a graphic novel was included in the curriculum it couldn’t be on grade level. That generalization is wrong as there are lots of graphic novels that cover an array of topics and themes that are perfectly in grade level. That generalization would be like saying because a story is delivered in film format it can’t possibly have as much value as a book.

You may enjoy both graphic novels and films, but these are not media that will develop the difficult human skills of reading comprehension, synthesis of written sources and writing. Those are the focus of English class, not just "telling a story." - English teacher

Interesting. So if I gave someone a graphic novel and the images didn’t convey the text it wouldn’t be confusing? When we read we never create images in our minds of what is happening? Editorial cartoons or Political cartoons don’t require comprehension of the image, text, and potentially understanding of the time/environment of which they are written? Comprehension and synthesis is absent?

There’s no possibility of comparing and contrasting the message and intent of a text with that of an image? Films aren’t visual interpretation of a text?

Yes, they are a visual interpretation of a text, but we have a crisis where kids do not and cannot read actual text. Those are the priority. A one day video in order to compare it to a scene in Shakespeare? Yes. Graphic novels where kids can discern the story through pictures like a 1st grader? Umm... no.

No one said that text shouldn’t be included in a class nor should students stop reading them. It was indicated that just because graphic novels are included in the curriculum that it doesn’t automatically disqualify the class from being Honors level. It’s what’s done with the medium that is important.

I AM the one saying that graphic novels have no place in high school English classes. - same English teacher above

And thats your opinion. Which you are entitled to possess. Us with more open minds who understand how different mediums (including graphic novels) can be beneficial to study and analysis just hope you aren’t an English teacher for our kids.

I'm not the English teacher above, but we are talking here about Honors English. Graphic novels can be great and fine and illuminating, but an Honors English class at the high school level should push kids to read at a higher level than they would for pleasure, and to evaluate more complex themes.

So, yes, hypothetically that could be achieved by reading a super dense graphic novel but we also know those aren't the books being chosen. The readings are *below* grade level, not even at grade level.

My issue is just that they read so little that each text is elevated to having more importance. So imagine if the anchor text was something like 1984, but then they also read Night and Maus and an excerpt from The Gulag archipelago and maybe the Akhmatova poem Requiem and something more recent like I Must Betray You. That is also totally do-able for a quarter for a honors English class.

I think I love you.... Akhmatova in HSAs English. My favorite poet, and can be tied in so well with history class.

Anonymous wrote:Grouping kids by ability is not a problem. Tracking and gate keeping of courses is the problem. Students should be allowed to try a more challenging class if they feel up to the challenge and are willing to do the work.

The bold - and this is not just an "honors" problem. At our HS, kids used to be able to take AP Lang in 10th grade. Not many did, but the dozen or so that did really needed it. My DD was one of them. My DS was one who did not because he wasn't ready. Teachers and admin used to select who was ready, but TBH there were often wrong and rejected people who were qualified. I know because I know 3 highly able kids who were rejected. Instead of acknowledging that the selection process was screwed up, the teachers and admin just ended access to AP Lang for all 10th graders for "equity" reasons.

Equity would be ending gatekeeping, not ending advanced opportunities.

My DD said Eng 9H was torture - the teacher spent classroom time reading aloud assigned books. A 100 page novella was assigned for an entire semester. When the teacher noticed DD needed "challenge" she gave DD a "harder" book that was about 250 pp long (in addition to her regular work). She read it in one evening and returned it the next day. The teacher didn't believe she could read it so quickly and had a conversation with her to verify that she did. That was the extent of "differentiation for highly able learners" - an extra book and a 15 minute convo.

Meanwhile, the teacher missed that 2 of DD's friends were equally able learners. One was so bored she kept falling asleep in class (head down on her desk). Teacher viewed her as insubordinate and unmotivated, when she was really brilliant. Another kid, read King Lear under his desk, and the teacher never noticed - just kept yelling at him for "not paying attention".

Honestly, the stereotypes that teachers have about who is smart and who is not - it's mind-boggling how wrong they are.

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Anonymous wrote:How can it be honors if they are reading grade level texts?

They aren't even reading grade level texts. A bunch of them are well below grade level. It's not even an on-grade level class.

On that list, which texts do you consider well below grade level?

Anonymous wrote:Just read the Bethesda Mag article on MCPS. It touches on the variations and guidance as opposed to a curriculum for English.

Can someone recommend a tutoring program that will have my 9th grader read a full book and write 10-12 pages essays as the authors DD does in her private school? I can afford tutoring but not private school tuition.

Catholic school is the cost of a vacation or two. You can afford it

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Anonymous wrote:In most schools it is only Honors English 9A. A few schools may still have the on-level course, but that's rare. And there are no standards for what constitutes the honors version of the course. A kid could take it and read mostly below-grade level texts.

I wish I could figure out 9A vs H9A. My kid is in Bridge and he is enrolled in 9A and I’ve been told no H9A. I want someone to explain the difference. What is going on in the H9A class that warrants the extra .5 gpa bump? More in depth text analysis, more writing, higher expectations?

My kid has already complained that English is silly and it’s very easy. For now, I’m looking at outside tutoring.

Ugh, I'm sorry. There is no guidance as to how honors is different from regular. It's completely up to individual teachers. And given that people are saying that honors classes are including graphic novels, it doesn't sound like it's rigorous at many schools. Can you meet with the department head at your school to ask that he move up to honors?

Let’s not demonizes a book format that you clearly don’t understand. Just because a book is a graphic novel doesn’t mean it’s not worthy of inclusion in a honors class.

The graphic novel in question, the Magic Fish, has a Lexile level of 400HL. https://hub.lexile.com/find-a-book/book-details/9781984851598

HL is intended to be high-interest books for struggling readers. And yet MCPS is offering this to kids who were in CES and humanities magnets in 9th grade "honors" English, with no guidance to say that this should not be available in honors sections. Says all you need to know about MCPS.

Just because a book has HL attached to its Lexile, doesn’t mean it can or should only be read by struggling reading. It just means it will be appropriate for struggling readers. The content of the book can and likely is of interest and appeal to a particular audience which in this case is Middle School. And it can be used to illustrate both visually and in language a particular theme or idea that is being explored in the English class.

Should it be paired with other texts? yes. Should additional work be given? Yes. But again, it being a graphic novel doesn’t make it not worthy of the class. Further, the PP didn’t specify a particular graphic novel, they made a generalization that because a graphic novel was included in the curriculum it couldn’t be on grade level. That generalization is wrong as there are lots of graphic novels that cover an array of topics and themes that are perfectly in grade level. That generalization would be like saying because a story is delivered in film format it can’t possibly have as much value as a book.

You may enjoy both graphic novels and films, but these are not media that will develop the difficult human skills of reading comprehension, synthesis of written sources and writing. Those are the focus of English class, not just "telling a story." - English teacher

Interesting. So if I gave someone a graphic novel and the images didn’t convey the text it wouldn’t be confusing? When we read we never create images in our minds of what is happening? Editorial cartoons or Political cartoons don’t require comprehension of the image, text, and potentially understanding of the time/environment of which they are written? Comprehension and synthesis is absent?

There’s no possibility of comparing and contrasting the message and intent of a text with that of an image? Films aren’t visual interpretation of a text?

Yes, they are a visual interpretation of a text, but we have a crisis where kids do not and cannot read actual text. Those are the priority. A one day video in order to compare it to a scene in Shakespeare? Yes. Graphic novels where kids can discern the story through pictures like a 1st grader? Umm... no.

No one said that text shouldn’t be included in a class nor should students stop reading them. It was indicated that just because graphic novels are included in the curriculum that it doesn’t automatically disqualify the class from being Honors level. It’s what’s done with the medium that is important.

I AM the one saying that graphic novels have no place in high school English classes. - same English teacher above

And thats your opinion. Which you are entitled to possess. Us with more open minds who understand how different mediums (including graphic novels) can be beneficial to study and analysis just hope you aren’t an English teacher for our kids.

Of course, it's my opinion. But you said "no one" said that text shouldn't be included, and I disagree. You would be happy to have me as an English teacher, even if you don't think so.

Just read the Bethesda Mag article on MCPS. It touches on the variations and guidance as opposed to a curriculum for English.

Can someone recommend a tutoring program that will have my 9th grader read a full book and write 10-12 pages essays as the authors DD does in her private school? I can afford tutoring but not private school tuition.

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:In most schools it is only Honors English 9A. A few schools may still have the on-level course, but that's rare. And there are no standards for what constitutes the honors version of the course. A kid could take it and read mostly below-grade level texts.

I wish I could figure out 9A vs H9A. My kid is in Bridge and he is enrolled in 9A and I’ve been told no H9A. I want someone to explain the difference. What is going on in the H9A class that warrants the extra .5 gpa bump? More in depth text analysis, more writing, higher expectations?

My kid has already complained that English is silly and it’s very easy. For now, I’m looking at outside tutoring.

Ugh, I'm sorry. There is no guidance as to how honors is different from regular. It's completely up to individual teachers. And given that people are saying that honors classes are including graphic novels, it doesn't sound like it's rigorous at many schools. Can you meet with the department head at your school to ask that he move up to honors?

Let’s not demonizes a book format that you clearly don’t understand. Just because a book is a graphic novel doesn’t mean it’s not worthy of inclusion in a honors class.

The graphic novel in question, the Magic Fish, has a Lexile level of 400HL. https://hub.lexile.com/find-a-book/book-details/9781984851598

HL is intended to be high-interest books for struggling readers. And yet MCPS is offering this to kids who were in CES and humanities magnets in 9th grade "honors" English, with no guidance to say that this should not be available in honors sections. Says all you need to know about MCPS.

Just because a book has HL attached to its Lexile, doesn’t mean it can or should only be read by struggling reading. It just means it will be appropriate for struggling readers. The content of the book can and likely is of interest and appeal to a particular audience which in this case is Middle School. And it can be used to illustrate both visually and in language a particular theme or idea that is being explored in the English class.

Should it be paired with other texts? yes. Should additional work be given? Yes. But again, it being a graphic novel doesn’t make it not worthy of the class. Further, the PP didn’t specify a particular graphic novel, they made a generalization that because a graphic novel was included in the curriculum it couldn’t be on grade level. That generalization is wrong as there are lots of graphic novels that cover an array of topics and themes that are perfectly in grade level. That generalization would be like saying because a story is delivered in film format it can’t possibly have as much value as a book.

You may enjoy both graphic novels and films, but these are not media that will develop the difficult human skills of reading comprehension, synthesis of written sources and writing. Those are the focus of English class, not just "telling a story." - English teacher

Interesting. So if I gave someone a graphic novel and the images didn’t convey the text it wouldn’t be confusing? When we read we never create images in our minds of what is happening? Editorial cartoons or Political cartoons don’t require comprehension of the image, text, and potentially understanding of the time/environment of which they are written? Comprehension and synthesis is absent?

There’s no possibility of comparing and contrasting the message and intent of a text with that of an image? Films aren’t visual interpretation of a text?

Yes, they are a visual interpretation of a text, but we have a crisis where kids do not and cannot read actual text. Those are the priority. A one day video in order to compare it to a scene in Shakespeare? Yes. Graphic novels where kids can discern the story through pictures like a 1st grader? Umm... no.

No one said that text shouldn’t be included in a class nor should students stop reading them. It was indicated that just because graphic novels are included in the curriculum that it doesn’t automatically disqualify the class from being Honors level. It’s what’s done with the medium that is important.

I AM the one saying that graphic novels have no place in high school English classes. - same English teacher above

And thats your opinion. Which you are entitled to possess. Us with more open minds who understand how different mediums (including graphic novels) can be beneficial to study and analysis just hope you aren’t an English teacher for our kids.

I'm not the English teacher above, but we are talking here about Honors English. Graphic novels can be great and fine and illuminating, but an Honors English class at the high school level should push kids to read at a higher level than they would for pleasure, and to evaluate more complex themes.

So, yes, hypothetically that could be achieved by reading a super dense graphic novel but we also know those aren't the books being chosen. The readings are *below* grade level, not even at grade level.

My issue is just that they read so little that each text is elevated to having more importance. So imagine if the anchor text was something like 1984, but then they also read Night and Maus and an excerpt from The Gulag archipelago and maybe the Akhmatova poem Requiem and something more recent like I Must Betray You. That is also totally do-able for a quarter for a honors English class.

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In most schools it is only Honors English 9A. A few schools may still have the on-level course, but that's rare. And there are no standards for what constitutes the honors version of the course. A kid could take it and read mostly below-grade level texts.

I wish I could figure out 9A vs H9A. My kid is in Bridge and he is enrolled in 9A and I’ve been told no H9A. I want someone to explain the difference. What is going on in the H9A class that warrants the extra .5 gpa bump? More in depth text analysis, more writing, higher expectations?

My kid has already complained that English is silly and it’s very easy. For now, I’m looking at outside tutoring.

Ugh, I'm sorry. There is no guidance as to how honors is different from regular. It's completely up to individual teachers. And given that people are saying that honors classes are including graphic novels, it doesn't sound like it's rigorous at many schools. Can you meet with the department head at your school to ask that he move up to honors?

Let’s not demonizes a book format that you clearly don’t understand. Just because a book is a graphic novel doesn’t mean it’s not worthy of inclusion in a honors class.

The graphic novel in question, the Magic Fish, has a Lexile level of 400HL. https://hub.lexile.com/find-a-book/book-details/9781984851598

HL is intended to be high-interest books for struggling readers. And yet MCPS is offering this to kids who were in CES and humanities magnets in 9th grade "honors" English, with no guidance to say that this should not be available in honors sections. Says all you need to know about MCPS.

Just because a book has HL attached to its Lexile, doesn’t mean it can or should only be read by struggling reading. It just means it will be appropriate for struggling readers. The content of the book can and likely is of interest and appeal to a particular audience which in this case is Middle School. And it can be used to illustrate both visually and in language a particular theme or idea that is being explored in the English class.

Should it be paired with other texts? yes. Should additional work be given? Yes. But again, it being a graphic novel doesn’t make it not worthy of the class. Further, the PP didn’t specify a particular graphic novel, they made a generalization that because a graphic novel was included in the curriculum it couldn’t be on grade level. That generalization is wrong as there are lots of graphic novels that cover an array of topics and themes that are perfectly in grade level. That generalization would be like saying because a story is delivered in film format it can’t possibly have as much value as a book.

You may enjoy both graphic novels and films, but these are not media that will develop the difficult human skills of reading comprehension, synthesis of written sources and writing. Those are the focus of English class, not just "telling a story." - English teacher

Interesting. So if I gave someone a graphic novel and the images didn’t convey the text it wouldn’t be confusing? When we read we never create images in our minds of what is happening? Editorial cartoons or Political cartoons don’t require comprehension of the image, text, and potentially understanding of the time/environment of which they are written? Comprehension and synthesis is absent?

There’s no possibility of comparing and contrasting the message and intent of a text with that of an image? Films aren’t visual interpretation of a text?

Yes, they are a visual interpretation of a text, but we have a crisis where kids do not and cannot read actual text. Those are the priority. A one day video in order to compare it to a scene in Shakespeare? Yes. Graphic novels where kids can discern the story through pictures like a 1st grader? Umm... no.

No one said that text shouldn’t be included in a class nor should students stop reading them. It was indicated that just because graphic novels are included in the curriculum that it doesn’t automatically disqualify the class from being Honors level. It’s what’s done with the medium that is important.

I AM the one saying that graphic novels have no place in high school English classes. - same English teacher above

And thats your opinion. Which you are entitled to possess. Us with more open minds who understand how different mediums (including graphic novels) can be beneficial to study and analysis just hope you aren’t an English teacher for our kids.

I'm not the English teacher above, but we are talking here about Honors English. Graphic novels can be great and fine and illuminating, but an Honors English class at the high school level should push kids to read at a higher level than they would for pleasure, and to evaluate more complex themes.

So, yes, hypothetically that could be achieved by reading a super dense graphic novel but we also know those aren't the books being chosen. The readings are *below* grade level, not even at grade level.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In most schools it is only Honors English 9A. A few schools may still have the on-level course, but that's rare. And there are no standards for what constitutes the honors version of the course. A kid could take it and read mostly below-grade level texts.

I wish I could figure out 9A vs H9A. My kid is in Bridge and he is enrolled in 9A and I’ve been told no H9A. I want someone to explain the difference. What is going on in the H9A class that warrants the extra .5 gpa bump? More in depth text analysis, more writing, higher expectations?

My kid has already complained that English is silly and it’s very easy. For now, I’m looking at outside tutoring.

Ugh, I'm sorry. There is no guidance as to how honors is different from regular. It's completely up to individual teachers. And given that people are saying that honors classes are including graphic novels, it doesn't sound like it's rigorous at many schools. Can you meet with the department head at your school to ask that he move up to honors?

Let’s not demonizes a book format that you clearly don’t understand. Just because a book is a graphic novel doesn’t mean it’s not worthy of inclusion in a honors class.

The graphic novel in question, the Magic Fish, has a Lexile level of 400HL. https://hub.lexile.com/find-a-book/book-details/9781984851598

HL is intended to be high-interest books for struggling readers. And yet MCPS is offering this to kids who were in CES and humanities magnets in 9th grade "honors" English, with no guidance to say that this should not be available in honors sections. Says all you need to know about MCPS.

Just because a book has HL attached to its Lexile, doesn’t mean it can or should only be read by struggling reading. It just means it will be appropriate for struggling readers. The content of the book can and likely is of interest and appeal to a particular audience which in this case is Middle School. And it can be used to illustrate both visually and in language a particular theme or idea that is being explored in the English class.

Should it be paired with other texts? yes. Should additional work be given? Yes. But again, it being a graphic novel doesn’t make it not worthy of the class. Further, the PP didn’t specify a particular graphic novel, they made a generalization that because a graphic novel was included in the curriculum it couldn’t be on grade level. That generalization is wrong as there are lots of graphic novels that cover an array of topics and themes that are perfectly in grade level. That generalization would be like saying because a story is delivered in film format it can’t possibly have as much value as a book.

You may enjoy both graphic novels and films, but these are not media that will develop the difficult human skills of reading comprehension, synthesis of written sources and writing. Those are the focus of English class, not just "telling a story." - English teacher

Interesting. So if I gave someone a graphic novel and the images didn’t convey the text it wouldn’t be confusing? When we read we never create images in our minds of what is happening? Editorial cartoons or Political cartoons don’t require comprehension of the image, text, and potentially understanding of the time/environment of which they are written? Comprehension and synthesis is absent?

There’s no possibility of comparing and contrasting the message and intent of a text with that of an image? Films aren’t visual interpretation of a text?

Yes, they are a visual interpretation of a text, but we have a crisis where kids do not and cannot read actual text. Those are the priority. A one day video in order to compare it to a scene in Shakespeare? Yes. Graphic novels where kids can discern the story through pictures like a 1st grader? Umm... no.

No one said that text shouldn’t be included in a class nor should students stop reading them. It was indicated that just because graphic novels are included in the curriculum that it doesn’t automatically disqualify the class from being Honors level. It’s what’s done with the medium that is important.

I AM the one saying that graphic novels have no place in high school English classes. - same English teacher above

And thats your opinion. Which you are entitled to possess. Us with more open minds who understand how different mediums (including graphic novels) can be beneficial to study and analysis just hope you aren’t an English teacher for our kids.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:In most schools it is only Honors English 9A. A few schools may still have the on-level course, but that's rare. And there are no standards for what constitutes the honors version of the course. A kid could take it and read mostly below-grade level texts.

I wish I could figure out 9A vs H9A. My kid is in Bridge and he is enrolled in 9A and I’ve been told no H9A. I want someone to explain the difference. What is going on in the H9A class that warrants the extra .5 gpa bump? More in depth text analysis, more writing, higher expectations?

My kid has already complained that English is silly and it’s very easy. For now, I’m looking at outside tutoring.

Ugh, I'm sorry. There is no guidance as to how honors is different from regular. It's completely up to individual teachers. And given that people are saying that honors classes are including graphic novels, it doesn't sound like it's rigorous at many schools. Can you meet with the department head at your school to ask that he move up to honors?

Let’s not demonizes a book format that you clearly don’t understand. Just because a book is a graphic novel doesn’t mean it’s not worthy of inclusion in a honors class.

The graphic novel in question, the Magic Fish, has a Lexile level of 400HL. https://hub.lexile.com/find-a-book/book-details/9781984851598

HL is intended to be high-interest books for struggling readers. And yet MCPS is offering this to kids who were in CES and humanities magnets in 9th grade "honors" English, with no guidance to say that this should not be available in honors sections. Says all you need to know about MCPS.

Just because a book has HL attached to its Lexile, doesn’t mean it can or should only be read by struggling reading. It just means it will be appropriate for struggling readers. The content of the book can and likely is of interest and appeal to a particular audience which in this case is Middle School. And it can be used to illustrate both visually and in language a particular theme or idea that is being explored in the English class.

Should it be paired with other texts? yes. Should additional work be given? Yes. But again, it being a graphic novel doesn’t make it not worthy of the class. Further, the PP didn’t specify a particular graphic novel, they made a generalization that because a graphic novel was included in the curriculum it couldn’t be on grade level. That generalization is wrong as there are lots of graphic novels that cover an array of topics and themes that are perfectly in grade level. That generalization would be like saying because a story is delivered in film format it can’t possibly have as much value as a book.

You may enjoy both graphic novels and films, but these are not media that will develop the difficult human skills of reading comprehension, synthesis of written sources and writing. Those are the focus of English class, not just "telling a story." - English teacher

Interesting. So if I gave someone a graphic novel and the images didn’t convey the text it wouldn’t be confusing? When we read we never create images in our minds of what is happening? Editorial cartoons or Political cartoons don’t require comprehension of the image, text, and potentially understanding of the time/environment of which they are written? Comprehension and synthesis is absent?

There’s no possibility of comparing and contrasting the message and intent of a text with that of an image? Films aren’t visual interpretation of a text?

Yes, they are a visual interpretation of a text, but we have a crisis where kids do not and cannot read actual text. Those are the priority. A one day video in order to compare it to a scene in Shakespeare? Yes. Graphic novels where kids can discern the story through pictures like a 1st grader? Umm... no.

No one said that text shouldn’t be included in a class nor should students stop reading them. It was indicated that just because graphic novels are included in the curriculum that it doesn’t automatically disqualify the class from being Honors level. It’s what’s done with the medium that is important.

I AM the one saying that graphic novels have no place in high school English classes. - same English teacher above

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Anonymous wrote:In most schools it is only Honors English 9A. A few schools may still have the on-level course, but that's rare. And there are no standards for what constitutes the honors version of the course. A kid could take it and read mostly below-grade level texts.

I wish I could figure out 9A vs H9A. My kid is in Bridge and he is enrolled in 9A and I’ve been told no H9A. I want someone to explain the difference. What is going on in the H9A class that warrants the extra .5 gpa bump? More in depth text analysis, more writing, higher expectations?

My kid has already complained that English is silly and it’s very easy. For now, I’m looking at outside tutoring.

Ugh, I'm sorry. There is no guidance as to how honors is different from regular. It's completely up to individual teachers. And given that people are saying that honors classes are including graphic novels, it doesn't sound like it's rigorous at many schools. Can you meet with the department head at your school to ask that he move up to honors?

Let’s not demonizes a book format that you clearly don’t understand. Just because a book is a graphic novel doesn’t mean it’s not worthy of inclusion in a honors class.

The graphic novel in question, the Magic Fish, has a Lexile level of 400HL. https://hub.lexile.com/find-a-book/book-details/9781984851598

HL is intended to be high-interest books for struggling readers. And yet MCPS is offering this to kids who were in CES and humanities magnets in 9th grade "honors" English, with no guidance to say that this should not be available in honors sections. Says all you need to know about MCPS.

Just because a book has HL attached to its Lexile, doesn’t mean it can or should only be read by struggling reading. It just means it will be appropriate for struggling readers. The content of the book can and likely is of interest and appeal to a particular audience which in this case is Middle School. And it can be used to illustrate both visually and in language a particular theme or idea that is being explored in the English class.

Should it be paired with other texts? yes. Should additional work be given? Yes. But again, it being a graphic novel doesn’t make it not worthy of the class. Further, the PP didn’t specify a particular graphic novel, they made a generalization that because a graphic novel was included in the curriculum it couldn’t be on grade level. That generalization is wrong as there are lots of graphic novels that cover an array of topics and themes that are perfectly in grade level. That generalization would be like saying because a story is delivered in film format it can’t possibly have as much value as a book.

You may enjoy both graphic novels and films, but these are not media that will develop the difficult human skills of reading comprehension, synthesis of written sources and writing. Those are the focus of English class, not just "telling a story." - English teacher

Interesting. So if I gave someone a graphic novel and the images didn’t convey the text it wouldn’t be confusing? When we read we never create images in our minds of what is happening? Editorial cartoons or Political cartoons don’t require comprehension of the image, text, and potentially understanding of the time/environment of which they are written? Comprehension and synthesis is absent?

There’s no possibility of comparing and contrasting the message and intent of a text with that of an image? Films aren’t visual interpretation of a text?

Yes, they are a visual interpretation of a text, but we have a crisis where kids do not and cannot read actual text. Those are the priority. A one day video in order to compare it to a scene in Shakespeare? Yes. Graphic novels where kids can discern the story through pictures like a 1st grader? Umm... no.

No one said that text shouldn’t be included in a class nor should students stop reading them. It was indicated that just because graphic novels are included in the curriculum that it doesn’t automatically disqualify the class from being Honors level. It’s what’s done with the medium that is important.

Anonymous wrote:What is meant by an anchor text? It is defined online as a hyperlink. More MCPS-speak!

In the document linked by the OP, it explains: "Each anchor text will have a set of companion texts developed around it, representing multiple views on the topic/time period of the anchor text. Companion texts will include informational text, poetry, speeches, and other media. Teachers will choose at least one anchor text per unit and are also encouraged to incorporate literature circles in each marking period."

https://docs.google.com/document/d/14XsG7HxnXcr5tO7u7HpE7I28XTur-dKuQmAkJ1T0z_I/edit

What is meant by an anchor text? It is defined online as a hyperlink. More MCPS-speak!