Middle School English Language Arts 7A
Course Description:
This is the first segment of a two semester course. By examining powerful literary and nonfiction texts by a wide array of authors, students in this course build upon their foundational knowledge of reading, writing, and speaking using engaging mentor texts and scaffolded opportunities. Students also fine tune their writing by planning and producing effective narratives, argumentative essays, and expository essays using guided practice and exemplar texts. These opportunities to plan, draft, revise, and edit their written work ensures that students will find their "voice" in writing. Students dive into the world of rhetoric by exploring important historical texts, demonstrating proficiency in identifying effective rhetorical appeals and ineffective fallacious reasoning that weakens communication. The authentic assessment opportunities provided in this course meet the needs of students while providing engaging and interesting learning opportunities.
Course Details:
| Course Title (District): |
Middle School English Language Arts 7A |
| Course Title (NCES SCED) : |
Language Arts (grade 7) |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
Common Core State Standards |
| Alignment Document : |
https://drive.google.com/file/d/1RUNITTnky42kpJA4Hb7jcLuYPNWky4T_/view?usp=sharing |
| Academic Terms : |
Semester |
| NCES SCED Code : 01035 |
| Subject Area : |
English Language and Literature |
| Course Identifier : |
Language Arts (grade 7) |
| Course Level : |
Elem/Middle School (Prior to Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost Description:
Students will select one short story or novel to read from the choices below:
- "Lob's Girl" by Joan Aiken
- Esperanza Rising by Pam Muñoz Ryan
- "Scout's Honor" by Avi
- The Long Road to Gettysburg by Jim Murphy
- The Twenty-One Balloons by William Pene du Bois
- The Watsons Go to Birmingham by Christopher Paul Curtis
- "Tuesday of the Other June" by Norma Fox Mazer
All short stories can be easily found online. Novels may be checked out from a local library or purchased from a bookstore or online retailer.
Upon completion of this course, students will be able to...
- Demonstrate understanding and use of appropriate and effective vocabulary
- Identify literary elements
- Demonstrate understanding of how authors develop theme within writing
- Employ effective reading strategies within informational texts
- Write an effective introduction
- Engage in responsible research
- Organize information in writing
- Effectively support claims in writing
- Apply revision techniques
- Identify fallacies in argumentative writing
- Compare differing viewpoints
- Explain allusions in literary passages
- Demonstrate effective use of punctuation and grammar, including hyphens, semicolons, colons, and sentence structure
NSQ National Standards for Quality Online Courses: Third Edition (2019)
|
Rating
|
Comments |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
Fully Met
|
|
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
Fully Met
|
|
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
Fully Met
|
|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Fully Met
|
|
| D2. Valid course assessments measure learner progress toward mastery of content. |
Fully Met
|
|
|
Rating
|
Comments |
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
Fully Met
|
|
| E2. The online course design facilitates readability.* |
Fully Met
|
|
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
Fully Met
|
|
| E4. Course multimedia facilitate ease of use.* |
Fully Met
|
|
| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
Fully Met
|
|
|
Rating
|
Comments |
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Fully Met
|
|
| F2. The online course tools support the learning objectives or competencies.* |
Fully Met
|
|
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Fully Met
|
|
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
Partially Met
|
Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. Additionally, the learning management system permits online accommodations including text-to-speech tools, extended testing time, provision of multiple attempts, and scoring exemptions for extenuating circumstances. Course content is designed, however, to meet state and national content standards alignment and provide a guaranteed and viable curriculum to all enrolled learners, and therefore there are restrictions on instructor permissions to modify the scope and sequence of course assessments. |
| F4. The course allows instructors to control the release of content.* |
Partially Met
|
Michigan Virtual provides for flexible pacing and asynchronous delivery of its online course offerings. In order to maximize these opportunities for personalized learner preferences and flexibility concerning frequency or timing of individual learner availability or participation in courses during academic terms, with few exceptions, all course content is made available at all times throughout the term, and generally only midterm or final exams are password protected. Conditional release of content is intentionally avoided or used sparingly within Michigan Virtual course design and instructional delivery models. |
|
Rating
|
Comments |
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Fully Met
|
|
| G2. The online course is reviewed to ensure that the course is current. |
Fully Met
|
|
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Fully Met
|
|
|
Rating
|
Comments |
| A1. A course overview and syllabus are included in the online course |
Fully Met
|
|
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
Fully Met
|
|
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
Fully Met
|
|
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Fully Met
|
|
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
Fully Met
|
|
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Fully Met
|
|
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
Fully Met
|
|
| A8. Learners are offered an orientation prior to the start of the online course. |
Fully Met
|
|
|
Rating
|
Comments |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
Fully Met
|
|
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
Fully Met
|
|
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
Fully Met
|
|
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
Fully Met
|
|
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
Fully Met
|
|
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
Fully Met
|
|
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
Fully Met
|
|
| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
Fully Met
|
|
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Fully Met
|
|
| B10. Documentation and other support materials are available to support effective online course facilitation.* |
Fully Met
|
|
|
Rating
|
Comments |
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
|
Fully Met
|
|
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Fully Met
|
|
| C3. The online course is organized by units and lessons that fall into a logical sequence. |
Fully Met
|
|
| C4. The online course content is appropriate to the reading level of the intended learners.* |
Fully Met
|
|
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
Fully Met
|
|
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Fully Met
|
|
| C7. The online course provides regular opportunities for learner-learner interaction. |
Fully Met
|
|
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
Fully Met
|
|
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Fully Met
|
|
Review Conducted By: Michigan Virtual
Date of Review:
06/21/2024
NSQ National Standards for Quality Online Courses: Fourth Edition (2025)
|
Rating
|
Comments |
| A1: A course overview and syllabus are included in the course. |
Fully Met
|
|
| A2: Minimum computer skills and digital literacy skills expected of the learner are clearly stated. |
Fully Met
|
|
| A3: The instructor’s biographical information and information on how to communicate with the instructor are provided. |
Fully Met
|
|
| A4: Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Fully Met
|
|
| A5: Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided. |
Fully Met
|
|
| A6: Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Fully Met
|
|
| A7: The course instructions articulate or link to a clear description of the technical support offered and how to obtain it. |
Fully Met
|
|
| A8: Learners are offered an orientation prior to the start of the course. |
Fully Met
|
|
|
Rating
|
Comments |
| B1: The course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course. |
Fully Met
|
|
| B2: Where applicable, the course content is aligned with accepted state and/or other accepted content standards. |
Partially Met
|
Course provider's standard alignment chart shows correlations between content standards and lessons or assessment activitites. Alignment to learning objectives and instructional materials and tools are not disclosed. |
| B3: Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
|
|
| B4: Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned with the content delivered. |
Fully Met
|
|
| B5: The course content and supporting materials reflect different perspectives and provide non-stereotypical forms of representation. |
Fully Met
|
|
| B6: The course materials (e.g., textbooks, primary source documents, Open Education Resources “[OER])” that support course content standards are accurate and current. |
Fully Met
|
|
| B7: The course is free of adult content and avoids unnecessary advertisements. |
Fully Met
|
|
| B8: Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Fully Met
|
|
| B9: Documentation and other support materials are available to support effective online course facilitation. |
Fully Met
|
|
|
Rating
|
Comments |
| C1: The course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. |
Fully Met
|
|
| C2: The course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Partially Met
|
Course provider's standard alignment chart shows correlations between content standards and lessons or assessment activitites. Alignment to learning objectives and instructional materials and tools are not disclosed. |
| C3: The course is organized by units and lessons arranged in a logical sequence. |
Fully Met
|
|
| C4: The course content is appropriate to the reading level of the intended learners. |
Partially Met
|
Both reviewers noted that there is a large variation in reading level of course material. Several spot checked sections scored at a level beyond 7th grade, often scoring in the upper high school range. Also, some content is not common to most 7th grade language arts curriculum (i.e. rhetorical strategies). |
| C5: The course design includes introductory assignments or activities to engage learners within the first week of the course. |
Fully Met
|
|
| C6: The course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Fully Met
|
|
| C7: The course provides regular opportunities for learner-learner interaction. |
Partially Met
|
All courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. Expectations for learner interactions are provided in the discussion instructions and rubric. |
| C8: The course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress. |
Fully Met
|
|
| C9: Course instructional materials and resources present content in an effective, engaging, and appropriate manner. |
Fully Met
|
|
|
Rating
|
Comments |
| D1: Learner assessments align with stated course, unit, or lesson-level objectives or competencies. |
Partially Met
|
Course provider's standard alignment chart shows correlations between content standards and lessons or assessment activitites. Alignment to learning objectives and instructional materials and tools are not disclosed. |
| D2: Valid course assessments measure learner progress toward understanding of content. |
Fully Met
|
|
| D3: Assessment practices provide frequent and varied opportunities for self-monitoring and reflection of learning. |
Fully Met
|
|
| D4: Assessment materials provide the learner with the flexibility to demonstrate their understanding in a variety of ways. |
Fully Met
|
|
| D5: Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners. |
Fully Met
|
|
|
Rating
|
Comments |
| E1: Course navigation is logical, consistent, and efficient from the learner’s point of view. |
Fully Met
|
|
| E2: The course design facilitates readability. |
Fully Met
|
|
| E3: The course provides accessible course materials and activities to meet the variable needs of learners, following Universal Design for Learning principles. |
Fully Met
|
|
| E4: Multimedia in the course is easy to use. |
Fully Met
|
|
| E5: Vendor accessibility statements are provided for all technologies required in the course. |
Fully Met
|
|
|
Rating
|
Comments |
| F1: All technologies and tools included for use as part of the course ensure that learner privacy is protected in accordance with the Acceptable Use Policy and applicable law. |
Fully Met
|
|
| F2: The course tools further the learning objectives and course competencies. |
Partially Met
|
Course provider's standard alignment chart shows correlations between content standards and lessons or assessment activitites. Alignment to learning objectives and instructional materials and tools are not disclosed. |
| F3: The course technology allows for customization and personalization. |
Partially Met
|
Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external or personally authored resources both within lesson folders and the Teacher Feed announcement forum on the class homepage. Instructors may also customize individual students' pacing due dates and to add automated communications based on learner behavior as well as accommodations such as extended testing time, multiple attempts, and scoring exemptions for extenuating circumstances. The primary course content is desgined by the content provider, however, to align to state and national content standards and provide a guaranteed and viable curriculum to all learners, and therefore there are restrictions on instructor permissions to modify content or the scope and sequence of course assessments. |
| F4: The course operates within a platform to score and record assessments and calculate earned course points or grades. |
Fully Met
|
|
| F5: Courses utilize emerging technologies that can enhance the learning experience, prioritizing learners and outcomes. |
Fully Met
|
|
|
Rating
|
Comments |
| G1: The course uses multiple methods and sources of input for assessing course effectiveness. |
Fully Met
|
|
| G2: The course is regularly reviewed to ensure that the course is current and relevant. |
Fully Met
|
|
| G3: The course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Fully Met
|
|
Review Conducted By: Michigan Virtual
Date of Review:
08/25/2025
Module 1: Back to Basics
Module 2: Immersed in Information
Module 3: Analyze This
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
09/05/2025 |
08/22/2025 |
01/09/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
09/12/2025 |
08/29/2025 |
01/16/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
09/19/2025 |
09/05/2025 |
01/23/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
09/26/2025 |
09/12/2025 |
01/30/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
10/03/2025 |
09/19/2025 |
01/30/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
10/10/2025 |
09/26/2025 |
01/30/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
10/17/2025 |
10/03/2025 |
01/30/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
10/24/2025 |
10/10/2025 |
01/30/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
10/31/2025 |
10/17/2025 |
01/30/2026 |
100 |
$350 |
|
|
Semester |
04/01/2025 |
10/24/2025 |
07/01/2025 |
11/07/2025 |
10/24/2025 |
01/30/2026 |
100 |
$350 |
|
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Michigan Virtual has established that enrollments earning 60% or more of the total course points are considered a course completion. |
Semester |
04/01/2025 |
10/24/2025 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/
Lightweight devices such as Apple iPads, Google Chromebooks, and tablets have limited support for Java or Flash which still appear in a small percentage of our catalog. While FLVS does not offer technical support for these devices, FLVS is working to remove Flash from their remaining course content. Students will need extra work-around steps or alternate browsers to engage with some portions of those courses. FLVS recommends students have a Windows or Mac based computer available to complete coursework in the event that your selected mobile device does not meet the needs of the course. Fully supported Operating Systems for FLVS courses include Windows (10 or higher) and MacOS (11 or higher). Supported Browsers include the most recent versions of Microsoft Edge, Mozilla Firefox, Google Chrome, and Apple Safari on devices that support Java and HTML5. Browsers need to be up to date, and some FLVS courses may require installation or enabling of the following Plug-ins: JavaScript enabled, Cookies enabled, Java installed. https://www.flvs.net/student-parent-resources/more/system-requirements
