Language Arts
My approach to language arts is through a balance of reading, writing, speaking and listening. 
READING - The curriculum used to support reading is based in the ScottForesman Seventh Grade Literature and Integrated Studies Textbook.  The textbook is used as the primary source for the short story unit that covers the majority of first semester. 
The first novel unit is tied to our field trip to the Children's Theatre.  We are fortunate to be attending the world premier production of Pam Munoz Ryan's Esperanza Rising.  We will be reading this novel in class as we only have a class set and as a transition from the study of elements of literature via short stories to the study of elements of literature in a novel.

The next two novel units will be addressed through literature circles.

The second novel unit is titled Exploration through Science Fiction.  Together, the class will read The Giver by Lois Lowry as a foundation for the study of science fiction.  Then students will be allowed to select from the following titles aimed at reaching a broad range of reading levels.  By mid-January, you should be able to browse a  PowerPoint presentation to inform your choice:
  The third novel unit is titled Children in America's Past.  Under teacher guidance, all students will read from Mark Twain's The Adventures of Tom Sawyer.   Students individual reading levels will determine what portion(s) of the novel will be read.  Upon completion of Tom Sawyer, students will be allowed to select from the following list (which may be changed at teacher discretion):
•  My Antonia by Willa Cather
 •  Out of the Dust by Karen Hesse
 •  Dovey Coe by Frances O'Roark Dowell
 •  A Day No Pigs Would Die, by Robert Newton Peck
As with the science fiction unit, for detailed information on these choices, including a summary of the novel, bibliographic information about the author and a quick FAQ sheet on each title, please see the companion PowerPoint presentation when it becomes available.
In addition to these required novel units, students will self-select at least one book (150 pages or greater) each quarter to read.  These self-selections are sometimes guided.  Students are responsible for entering and maintaining a reading contract throughout the school year.  Please click on the reading contract/coupon link on the home page for more information.
WRITING - Written work is expected during this year.  There will be frequent, three paragraph (seven sentences per paragraph) writing assignments.  Early in the year, the writing assignments are a mix of creative writing and reader-response essay assignments.  Additionally, there are daily thoughts for the day that encourage students to explore a variety of grammar elements, rules and exceptions.  Throughout the year, students will be creating an electronic portfolio that allows students to describe and reflect on their projects and assignments in all of their courses.  Helping students become editors and aware of writing as a process are key writing goals for this year.
SPEAKING - Salt and peppered throughout the course, a variety of speaking opportunities for all students will be provided.  Students will participate in a minimum of three book talks that reflect their pleasure reading.  More specific guidelines will be provide in class.  Book talks are typically scheduled sometime during the last ten days of each quarter.  Now that the Accelerated Reader program has been introduced, students may opt out of a book talk by reading, taking, and passing an Accelerated Reader test.
Students will be called upon to participate as readers throughout the course and there will also be role-play and group presentation opportunities.  Speaking with volume and confidence are goals for this area.
LISTENING - This is an area of continual focus as we help learners to become more aware, respectful and discerning listeners. 
GRADING SYSTEM:  The seventh grade language arts teachers are in agreement that we divide the language arts grade into four key areas: reading, writing, daily work/homework, and tests/projects.  Each area is worth twenty-five percent of the overall grade.  Major projects, unless readily identifiable as reading or writing, will be graded as tests. 

DAILY WORK – Changes from quarter to quarter.  I communicate with weekly e-mail updates to help keep you current on daily assignments. 

SEVENTH GRADE LANGUAGE ARTS COLLEAGUES:  Mrs. Tamara Hodgins at Chaska Middle School West, Mrs. Cina Chapman and Ms. Mandy Lentz at Chaska Middle School East.
READING SPECIALISTS:  Mrs. Barbara Green and Mr. George Peoples at Chaska Middle School West and Mrs. Janet Williams (on leave first quarter) at Chaska Middle School East.

PROGRAM FOR ACADEMIC CHALLENGE (PAC) COORDINATOR:  Mrs. Lucy LeMay at Chaska Middle School West and Mrs. Tracy Benson at Chaska Middle School East.