Grade 7 Curriculum
MA State Standards Overview
These guides to the Massachusetts learning standards help families understand what students are expected to know and be able to do by the end of each grade in English Language Arts and literacy, mathematics, science and technology/engineering, and history and social science. Designed by DESE to help families and teachers work together to support learning, the guides are available in English, Spanish, Brazilian Portuguese, and Simplified Chinese.
Grade 7
English Language Arts & Literacy
- Grade 7 English Language Arts - Curriculum by Unit
- State Education Curriculum Overview & Frameworks
- Dedham Program Development and Implementation Timelines
Grade 7 English Language Arts - Curriculum by Unit
Each grade level is broken up into units. Units define the content and skills that students will focus on during a given period of time during the school year. Each unit overview is articulated in a table as follows:
Unit #
Unit Name
Approximate Timeframe
Essential Questions:
Essential questions are tools that educators use in the development of curriculum. Essential questions are broad questions that get at the fundamental skills and concepts that students should gain and develop during any course or unit of study.
Massachusetts (2017) English Language Arts and Literacy Frameworks:
The content standards state specifically what students will learn about in any given course or unit of study. The content standards provide the context for developing and practicing the English and language arts skills that students practice throughout the entirety of the 6-12 ELA program.
- Unit 1: Writing About Reading
- Unit 2: Dystopian Book Clubs
- Unit 3: The Art of Argument
- Unit 4: Poetry
- Unit 5: The Outsiders
- Unit 6: Writing Realistic Fiction
- Unit 7: Historical Fiction Book Clubs
- Unit 8: Lore
Unit 1: Writing About Reading
Essential Questions:
How can I use my knowledge of a text to help other readers understand a work of literature?
How can I write about what I read?
Demonstration Texts & Read Alouds:
“The Stolen Party” by Liliana Heker
Students also select their own companion books to read as models for craft writing
Massachusetts (2017) English Language Arts and Literacy Frameworks:
Key ideas and details (RL7.1, RL7.2, RL7.3)
Craft and structure (RL7.6)
Integration of knowledge and ideas (RL7.10)
Text types and purposes (W7.2, W7.2.a, W7.2.b, W7.2.d, W7.2.e)
Production and distribution of writing (W7.4, W7.5.a., W7.5.b, W7.6)
Research to build and present knowledge (W7.9)
Range of writing (W7.10)
Presentation of knowledge and ideas (SL7.4, SL7.5)
Conventions of Standard English (L7.1, L7.2)
Knowledge of language (L7.3)
Vocabulary acquisition and use (L7.6)
Unit 2: Dystopian Book Clubs
Essential Questions:
What are the elements of societies in dystopian fiction?
What can fictional dystopian societies reveal about our own?
Texts:
“Ponies” by Kij Johnson
"This Is Just to Say" by Williams Carlos Williams
Scene from The Hunger Games
“That’s So Raven” from Seventeen Magazine
"Harrison Bergeron" by Kurt Vonnegut
Independent Reading:
Students choose from the following list of texts for independent reading:
- The Maze Runner Series by James Dasher,
- The Hunger Game Series by Suzanne Collins,
- The Interrogation of Ashala Wolf series by Ambelin Kwaymullina,
- Legend series by Marie Lu, Across the Universe series by Beth Revis,
- Ship Breaker series by Paolo Bacigalupi, The Selection Series by Kiera Cass,
- Divergent Series by Veronica Roth, Unwind Series by Neal Shusterman,
- Shatter Me Series by Tehereh Mafi,
- The Giver by Lois Lowry,
- Uglies series by Scott Westerfeld,
- Life As We Knew It series by Susan Beth Pfeffer,
- Among the Hidden series by Margaret Peterson Haddix,
- The Hunt series by Andrew Fukuda, Want series by Cindy Pon,
- An Ember in the Ashes series by Sabaa Tahir,
- Prisoners of Peace series by Erin Bow
Massachusetts (2017) English Language Arts and Literacy Frameworks:
Key ideas and details (RL7.1, RL7.2, RL7.3)
Craft and structure (RL7.4, RL7.5, RL7.6)
Integration of knowledge and ideas (RL7.7, RL7.9, RL7.10)
Unit 3: The Art of Argument
Essential Questions:
How can I share my opinion through my writing?
How can I write about a topic I’m passionate about?
Demonstration Texts & Read Alouds:
Students read from text sets on the following topics: competitive sports, bottled water, child labor, eco carbon footprint, green energy, pets in the classroom, whaling.
Massachusetts (2017) English Language Arts and Literacy Frameworks:
Key ideas and details (RI7.2, RI7.2, RI7.3)
Craft and structure (RI7.4, RI7.5, RI7.6)
Integration of knowledge and ideas (RI7.7, RI7.9)
Range of reading and level of text complexity (RI7.10)
Text types and purposes (W7.1.a, W7.1.b, W7.1.c, W7.1.d, W7.1.e)
Production and distribution of writing (W7.4, W7.5, W7.5.a, W7.5.b, W7.6)
Research to build and present knowledge (W7.7, W7.8)
Range of writing (W7.10)
Comprehension and collaboration (SL7.1, SL7.2, SL7.3)
Presentation of knowledge and ideas (SL7.5, SL7.6)
Conventions of Standard English (L7.1, L7.2)
Knowledge of language (L7.3, L7.3.a, L7.3.b)
Unit 4: Poetry
Unit 5: The Outsiders
Essential Questions:
How do we maintain an individual identity while also being part of a group and society?
How do stereotypes impact behavior?
Texts:
The Outsiders by S.E. Hinton
Massachusetts (2017) English Language Arts and Literacy Frameworks:
Key Ideas & Details (RL7.1, RL7.2, RL 7.3)
Craft and Structure (RL 7.4)
Text Types and Purposes (W7.1 a, b, c, d W7.2, W7.3)
Production and Distribution of Writing (W7.4, W7.5, a, b)
Range of Writing (W7.10)
Comprehension and Collaboration (SL 7.1, a, b, c, d)
Presentation of Knowledge and Ideas (SL 7.4, SL 7.5, SL 7.6)
Conventions of Standard English (L 7.1 a, L 7.2, a, b)
Knowledge of Language (L 7.3, a, b)
Vocabulary Acquisition and Use (L 7.4, a, c, d, L 7.6)
Unit 6: Writing Realistic Fiction
Essential Questions:
How can I write a story that sounds like real life?
Demonstration Texts & Read Alouds:
“Thirteen and a Half” by Rachel Vail
Massachusetts (2017) English Language Arts and Literacy Frameworks:
Text types and purposes (W7.3, W7.3.a, W7.3.b, W7.3.c, W7.3.d, W7.3.e)
Production and distribution of writing (W7.4, W7.5, W7.5.a, W7.5.b, W7.6)
Comprehension and collaboration (SL7.1.a, SL7.1.b, SL7.1.c, SL7.1.d, SL7.2)
Presentation of knowledge and ideas (SL7.4, SL7.5, SL7.6)
Unit 7: Historical Fiction Book Clubs
Essential Questions
What kind of world do we want to live in? How do we get there?
What hope, if any, can be found in a time of hopelessness?
How can working with someone else increase our level of understanding?
What does reading closely mean?
Demonstration Texts & Read Alouds:
“Patrol” by Walter Dean Meyers
“Muffin” by Susan Cooper
Independent Reading Texts:
Students choose from the following list of texts for independent reading: The Devil’s Arithmetic by Jane Yolen, When My Name Was Keoko by Linda Sue Park, Code Talker by Joseph Bruchac, The Book Thief by Marcus Zusak, The Night Diary by Veera Hiranandani, Fever, 1793 by Laurie Halse Anderson, Ground Zero by Alan Gratz, A Night Divided by Jennifer A. Nielsen, The Wednesday Wars by Gary Schmidt
Massachusetts (2017) English Language Arts and Literacy Frameworks:
Key Ideas and Details (RL7.1, RL7.2, RL7.3)
Craft and structure (RL7.4, RL7.5, RL7.6)
Integration of Knowledge and Ideas (RL7.7, RL7.9)
Text types and purposes (RL7.10)
Comprehension and collaboration (SL7.1.a-d, SL7.2, SL7.3)
Unit 8: Lore
Essential Questions
Where do stories come from?
Demonstration Texts & Read Alouds:
“How the Rhinoceros Got His Skin” by Rudyard Kipling
“How the Leopard Got His Spots” by Rudyard Kipling
Article: “Of Witches and Dinosaurs”
Paintings: “The Salem Martyr” and “Examination of a Witch”
Video: NBC News Learn: The Salem Witch Trials (supports deeper understanding of the article)
Excerpts from The Crucible by Arthur Miller
Primary Source: A Brief and True Narrative
Podcast: Making A Mark
Podcast: Black Stockings
Stories: New England Witch Folklore
Massachusetts (2017) English Language Arts and Literacy Frameworks:
Integration of knowledge and ideas (RL.7, RL.9)
Integration of knowledge and ideas (RI.7, RI.9)
State Education Curriculum Overview & Frameworks
The Massachusetts Department of Elementary and Secondary Education (DESE) updated its standards for English Language Arts and Literacy in 2017. The 2017 ELA & Literacy standards expand upon the 2011 frameworks by adding a set of “Content Literacy” standards that cross over into the History and Social Studies, as well as Science and Career and Technical Subjects.
Guiding Principles for English Language Arts & Literacy
Guiding Principle #1: Students should receive explicit instruction in skills, including phonics and decoding. Explicit skill instruction is especially important in narrowing opportunity gaps.
Guiding Principle #2: To become successful readers, students need to develop a rich academic vocabulary and broad background knowledge.
Guiding Principle #3: Educators should help students develop a love of reading by: Selecting high-quality works of literature and nonfiction; Reading aloud in class; Providing students with ample opportunity and encouragement for sustained independent reading, both for school and on their own.
Guiding Principle #4: Students should be exposed to complex and challenging texts at their grade level and above, with extra support and scaffolding as needed, reflecting high expectations for all students.
Guiding Principle #5: Students should read a diverse set of authentic texts balanced across genres, cultures, and time periods. Authentic texts are intact and unadapted texts in their original complexity; they are texts composed for purposes other than being studied in school.
Guiding Principle #6: Students should have frequent opportunities for discussing and writing about their readings in order to develop critical thinking skills and to demonstrate understanding.
Guiding Principle #7: Reading well-crafted texts is an essential foundation for developing effective writing skills.
Guiding Principle #8: Developing the ability to write well demands regular practice across multiple forms and genres of writing and opportunities to write for a variety of audiences, including expository, analytical, persuasive, narrative, and creative writing, as well as explicit instruction in vocabulary and standard English conventions.
Guiding Principle #9: Educators and families should view each other as resources who are both invested in supporting students’ skills in reading, writing, speaking and listening.
Guiding Principle #10: Social and emotional learning can increase academic achievement, improve attitudes and behaviors, and reduce emotional distress. Students should practice recognizing aspects of themselves in texts (self-awareness), struggling productively with challenging texts (self-management), tailoring language to audience and purpose (social awareness), grappling vicariously with choices faced by others (responsible decision making), and collaborating respectfully with diverse peers (relationship skills).
Guiding Principle #11: Educators should select works of fiction and nonfiction that instill in students a deep appreciation for art, beauty, and truth, while broadening their understanding of the human condition from differing points of view. Reading, discussing, and writing about high-quality prose and poetry should also help students develop empathy for one another and a sense of their shared values and literary heritage, while learning about who they are as individuals and developing the capacity for independent, rigorous thinking.
Skills For College, Career, and Civic Participation
Students who meet the standards set out by the 2017 ELA & Literacy Frameworks can be described as follows:
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They demonstrate independence.
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They build strong content knowledge.
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They respond to the varying demands of audience, task, purpose, and discipline.
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They comprehend as well as critique.
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They value evidence.
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They use technology and digital media strategically and capably.
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They come to understand other perspectives and cultures.
Dedham Program Development and Implementation Timelines
DESE’s 2017 ELA & Literacy standards provide a framework for programming and course design at the local level. While there is a clear progression of skills that spiral through the grades, districts have the autonomy to choose and design curriculum that both addresses the standards and meets the needs of their student population. During the 2017-2018 school year, the district’s curriculum leadership team conducted an in depth review of the revised standards. The primary goals of this review included (a) gaining insight into and understanding of the scope and magnitude of the differences between the 2011 and 2017 standards, (b) evaluating the degree to which the district’s current K-12 curriculum was aligned to the revised standards and (c) structuring a plan to re-align all necessary district curriculum to the revised standards, purchase necessary materials and provide robust teacher training in the 3-5 years to follow.
One of the major findings of this review was that the English Language Arts curriculum for Grades 6-8 required realignment to incorporate more opportunities for informational, opinion, and narrative writing as well as more opportunities for students to engage with a broader range of texts.
During the 2018-2019 school year, teachers in Grades 6-8 each piloted one new unit of study, designed by the Teachers College Reading & Writing Project (TCRWP). This curriculum aligns with the K-5 program of study for reading and writing, offering students access to the same language to describe reading and writing. By 2019-2020, the curriculum was further aligned with the K-5 program of study and Grades 6-8 teachers committed to teaching three new writing units (opinion, informational, narrative), as well as new reading units of study. Each of these units were developed by TCRWP and are outlined below. In spite of the onset of COVID-19, middle school English Language Arts & Literacy teachers are continuing to implement new curriculum, abbreviating units when needed and adapting them for hybrid learning. The curriculum leadership team continues to monitor implementation and efficacy carefully and is already working on adjusted plans for implementation and training in the 2021 - 2022 school year.
During the 2018-2019 school year, teachers in grades 9-12 critically examined curriculum units and core text offerings for a balance of genre, cultures, and time periods. Each grade level developed course themes and essential questions for each unit and conducted research to select new texts that reflect the course themes and align with the guiding principles of the state standards. During the summer of that year, teachers met to revise existing argument, synthesis, and narrative writing rubrics to align with the 2017 MA Frameworks. During the 2019-2020 school year, each grade level developed one new unit with a new core text with full implementation following in 2020-2021.
Health & Wellness
- Grade 7 - Health & Physical Education - Curriculum by Unit
- State Education Curriculum Overview & Frameworks
- Dedham Program Development and Implementation Timelines
Grade 7 - Health & Physical Education - Curriculum by Unit
Each grade level is broken up into units. Units define the content and skills that students will focus on during a given period of time during the school year. Each unit overview is articulated in a table as follows:
Unit #
Unit Name
Essential Questions:
Have been created in previous work and will be available for review.
[Content Area] Content Standards
The content standards state specifically what students will learn about in any given course or unit of study.
The content standards provide the context for developing and practicing the Health and Physical Education skills that students practice throughout the entirety of the 6-12 Wellness program.
Student Learning Objectives:
The student objectives state specific and detailed descriptions of what students will be able to do by the end of a learning activity. The student objectives provide specific information for collecting data on student success in achieving the Health and Physical Education skills addressed in the curriculum.
The student objectives are related to intended outcomes, rather than the process for achieving those outcomes and are specific and measurable, rather than broad and intangible.
Student Assessments:
The student assessments are specific and measurable means used to gather evidence and assess student growth.
The student assessments identified should be directly linked to the content standards and student objectives addressed in the curriculum.
Grade 7: Health
- Unit 1: Introductions & Routines for Success
- Unit 2: Emotions: Anger, Rejection & Stress
- Unit 3: Nutrition
- Unit 4: Mental Health; Anxiety, Depression, and Sleep
- Unit 5: Gender & Sexuality, Sexual and Gender Harassment
- Unit 6: Substance Abuse; Vaping, Marijuana and Alcohol
Unit 1: Introductions & Routines for Success
Essential Questions:
How can establishing routines contribute to our overall well-being and academic success?
What strategies can we use to create and maintain effective routines that align with our goals and values?
How can routines help us manage stress, improve time management, and enhance our productivity?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will be able to:
Establish classroom rules and norms, learn why it is important to get to know each other, and work to figure out how we can build a classroom community.
Student Assessments:
Students have participated in the get to know you games and have turned in exit tickets with thoughts
Students will be active in discussions of classroom rules and norms
Students will provide personal private feedback and information directly to the teacher
Unit 2: Emotions: Anger, Rejection & Stress
Essential Questions:
How can we identify and understand our own emotions, and how do they influence our thoughts and behaviors?
What are healthy ways to express and manage anger, rejection, and stress?
How can we build resilience and develop a positive mindset to overcome challenges and maintain our well-being?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will be able to recognize a variety of emotions, including anger, sadness, joy, and fear.
Students will be able to describe the physical and emotional sensations associated with different emotions.
Students will be able to express their emotions in a healthy and constructive way.
Students will be able to identify the causes of anger and rejection.
Students will be able to develop healthy coping strategies for managing anger, such as deep breathing, physical activity, or talking to a trusted adult.
Students will be able to build resilience and self-esteem to cope with rejection.
Students will be able to identify common sources of stress, such as academic pressure, peer pressure, and family conflicts.
Students will be able to practice stress-reduction techniques, such as mindfulness, relaxation exercises, and time management.
Students will be able to prioritize self-care and promote overall well-being.
Student Assessments:
Unit 3: Nutrition
Essential Questions:
How does nutrition impact our overall health, growth, and development?
What are the essential nutrients our bodies need, and how can we ensure we are getting enough of them through our diet?
How can we make informed choices about the foods we eat and the impact they have on our health and the environment?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will be able to identify the six essential nutrients and their functions.
Students will be able to explain the importance of a balanced diet and portion control.
Students will be able to read food labels and understand nutritional information.
Students will be able to identify healthy and unhealthy food options.
Students will be able to create a balanced meal plan.
Students will be able to make informed choices when eating out.
Students will be able to practice healthy eating habits, such as eating breakfast, drinking plenty of water, and avoiding sugary drinks.
Students will be able to recognize the impact of nutrition on their physical and mental health.
Students will be able to set and achieve personal nutrition goals.
Student Assessments:
Unit 4: Mental Health; Anxiety, Depression, and Sleep
Essential Questions:
What is mental health, and how can we recognize and support our own and others' mental well-being?
How can we identify and manage feelings of anxiety and depression, and what resources are available for those who need help?
How does sleep affect our mental health, and what strategies can we use to improve our sleep habits?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will be able to identify common mental health conditions, including anxiety and depression.
Students will be able to describe the symptoms and effects of these conditions.
Students will be able to recognize the importance of seeking help for mental health issues.
Students will be able to identify healthy coping strategies for managing anxiety and depression, such as relaxation techniques, physical activity, and social support.
Students will be able to practice these coping strategies and integrate them into their daily routines.
Students will be able to recognize the importance of self-care and prioritize their mental health.
Students will be able to identify the benefits of quality sleep.
Students will be able to establish a consistent sleep schedule.
Students will be able to create a relaxing bedtime routine and avoid activities that can interfere with sleep.
Student Assessments:
Unit 5: Gender & Sexuality, Sexual and Gender Harassment
Essential Questions:
What is gender identity and gender expression, and how do they differ from biological sex?
What is sexual harassment, and how can we recognize and prevent it?
How can we create a safe and inclusive environment for all individuals, regardless of their gender identity, gender expression, or sexual orientation?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will be able to define gender identity, gender expression, and sexual orientation.
Students will be able to recognize the diversity of gender identities and sexual orientations.
Students will be able to demonstrate respect for all individuals, regardless of their gender identity or sexual orientation.
Students will be able to define sexual and gender harassment.
Students will be able to recognize examples of sexual and gender harassment.
Students will be able to report incidents of harassment and seek support from trusted adults.
Students will be able to define consent and its importance in healthy relationships.
Students will be able to obtain and respect consent in all situations.
Students will be able to identify unhealthy relationship dynamics and seek help if needed.
Student Assessments:
Unit 6: Substance Abuse; Vaping, Marijuana and Alcohol
Essential Questions:
What are the short-term and long-term health consequences of using substances such as vaping, marijuana, and alcohol?
How do peer pressure, advertising, and other social factors influence people's decisions about using substances?
What are the resources and support available for individuals and families struggling with substance abuse?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will be able to identify the short-term and long-term health risks associated with vaping, marijuana, and alcohol.
Students will be able to explain the effects of these substances on the brain, body, and behavior.
Students will be able to recognize the potential legal and social consequences of substance abuse.
Students will be able to identify common peer pressure tactics.
Students will be able to develop effective refusal skills.
Students will be able to make informed decisions about substance use and prioritize their health and well-being.
Students will be able to recognize the signs of substance abuse in themselves or others.
Students will be able to identify resources for help, such as counselors, therapists, and support groups.
Students will be able to seek help and support for substance abuse issues.
Student Assessments:
Grades 6-8: Physical Education
- Unit 1: Rules and Routines for Success
- Unit 2: Cooperative Skills
- Unit 3: Soccer
- Unit 4: Flag Football
- Unit 5: Basketball
- Unit 6: Floor Hockey
- Unit 7: NitroBall
- Unit 8: Volleyball
- Unit 9: Badminton
- Unit 10: Wiffle Ball
- Unit 11: Mat Ball
- Unit 12: Ultimate Frisbee
Unit 1: Rules and Routines for Success
Essential Questions:
How can establishing routines contribute to our overall athletic performance and success?
What strategies can we use to create and maintain effective pre-game and post-game routines?
How can routines help us develop a positive mindset and overcome challenges in sports?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will exhibit responsible, personal and social behavior that respects self and others.
Students will identify, describe and follow the rules, routines and procedures for safety in a variety of activities.
Student Assessments:
Post assessment of students' questions and answers on why rules are important.
Teacher observation of students demonstrating these concepts.
Unit 2: Cooperative Skills
Essential Questions:
How can cooperative games help us develop important social and emotional skills, such as teamwork, communication, and empathy?
What specific skills and strategies are essential for success in cooperative games, and how can we improve our abilities in these areas?
How can we apply the skills and strategies learned in cooperative games to other areas of our lives, such as teamwork, problem-solving, and conflict resolution?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will identify and demonstrate respectful communication skills appropriate to various physical activities.
Students will describe and demonstrate practices that contribute to teamwork.
Student Assessments: Group discussion .
Student effort and participation .
Teacher observation of student's questions and answers to check for understanding of the activity and related concepts.
Teacher observation of cooperation and teamwork.
Unit 3: Soccer
Essential Questions:
What are the fundamental skills and techniques necessary for playing soccer effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of soccer to play the game competitively and fairly?
How can we work together as a team to achieve our goals in soccer, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives: Students will demonstrate the basic skills of soccer: dribbling, passing, shooting, goalkeeping, and sportsmanship.
Students will apply basic skills into game situations
Students will demonstrate knowledge of the rules of a soccer game.
Student Assessments:
Students will be assessed in the beginning of the unit to see what they already know about soccer skills.
Later there will be other skill assessments that show which specific cues the students have learned and can perform in the different skill lessons and games.
Written Assessment on Soccer Soccer Google Form
Unit 4: Flag Football
Essential Questions:
What are the fundamental skills and techniques necessary for playing flag football effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of flag football to play the game competitively and fairly?
How can we work together as a team to achieve our goals in flag football, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will demonstrate the ability to pass the football, catch the football, run with the football, and defend against the pass through playing a flag football game.
Students will demonstrate the correct technique of catching a football with and without a defender.
Students will demonstrate the importance of teamwork when playing zone coverage by working together as a team and communicating to achieve a goal.
Students will demonstrate through participation in a game situation a level of control in passing, catching, flag pulling, and running the ball.
Student Assessments:
Observations of skills demonstrated by students.
Verbal assessments of proper techniques/ coaching points used in the game of Flag Football.
Verbal Assessment about Flag Football Unit: questions, comments or concerns
Written Assessment Flag Football Quiz (Google Form).
Unit 5: Basketball
Essential Questions:
What are the fundamental skills and techniques necessary for playing basketball effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of basketball to play the game competitively and fairly?
How can we work together as a team to achieve our goals in basketball, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will demonstrate proper ball handling, passing, shooting, and dribbling techniques.
Students will execute effective layups, jump shots, and free throws.
Students will show an understanding of defensive principles, such as man-to-man and zone defense.
Students will explain basic basketball strategies, such as offensive sets and defensive formations.
Students will make informed decisions about when to pass, shoot, or drive to the basket.
Students will work effectively as a team to achieve common goals.
Students will improve their cardiovascular fitness through running and jumping drills.
Students will enhance their agility, coordination, and quick reflexes.
Students will develop upper body strength and endurance through shooting and rebounding.
Student Assessments:
Written Assessment on Basketball Basketball Google Form
Unit 6: Floor Hockey
Essential Questions:
Observations of skills demonstrated by students.
Skills Assessment - Students will complete dribbling and shooting assessments.
Students will dribble through a set of cones and participate in relay races.
Students will shoot at a goal to determine their skill level with the different types of shots they have learned in class.
Verbal assessments of proper techniques/ coaching points used in the game of Floor Hockey
Verbal Assessment about Floor Hockey Unit: questions, comments or concerns
Written Assessment Floor Hockey Quick Write (Google Form).
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives: Students will increase their knowledge regarding parts of the hockey stick.
Students will increase their knowledge of basic rules and strategy in floor hockey.
Students will increase their ability to handle a puck while dribbling around an obstacle course and in game play.
Students will increase their ability to pass and shoot as needed in a floor hockey game and activities.
Student Assessments:
Observations of skills demonstrated by students.
Skills Assessment - Students will complete dribbling and shooting assessments.
Students will dribble through a set of cones and participate in relay races.
Students will shoot at a goal to determine their skill level with the different types of shots they have learned in class.
Verbal assessments of proper techniques/ coaching points used in the game of Floor Hockey
Verbal Assessment about Floor Hockey Unit: questions, comments or concerns
Written Assessment Floor Hockey Quick Write (Google Form).
Unit 7: NitroBall
Essential Questions:
What are the fundamental skills and techniques necessary for playing nitroball effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of nitroball to play the game competitively and fairly?
How can we work together as a team to achieve our goals in nitroball, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will demonstrate the basic skills of nitroball: bump (pass), set, spike, serve.
Students will experience authentic Nitroball game play.
Students will demonstrate knowledge of the rules of Nitroball.
Student Assessments:
Teacher observation of student’s demonstration of a variety of skills relating to the game of Nitro ball.
Students questions and answers to check for understanding of the game.
Group discussion of strategies relating to Nitro ball and how they prove effective during gameplay.
Unit 8: Volleyball
Essential Questions:
What are the fundamental skills and techniques necessary for playing volleyball effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of volleyball to play the game competitively and fairly?
How can we work together as a team to achieve our goals in volleyball, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will demonstrate the basic skills of volleyball: bump (pass), set, spike, serve.
Students will demonstrate knowledge of rules, procedures, and safety concepts and apply effectively as an observer and participant in skills and games.
Students will demonstrate the ability to perform both offensive and defensive strategies in game situations.
Students will demonstrate knowledge of the rules of a volleyball match.
Student Assessments:
Group discussion .
Student effort and participation .
Student preparation .
Teacher observation of student's questions and answers to check for understanding of the activity and related concepts. .
Written Assessment Volleyball Google Form
Unit 9: Badminton
Essential Questions:
What are the fundamental skills and techniques necessary for playing badminton effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of badminton to play the game competitively and fairly?
How can we work together as a team to achieve our goals in badminton, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will demonstrate proper grip, stance, and footwork.
Students will execute accurate forehand and backhand strokes.
Students will perform effective overhead clears, drop shots, and smashes.
Students will explain the rules of badminton, including scoring, serving, and faults.
Students will follow the rules of the game and show good sportsmanship.
Students will make strategic decisions based on the rules and the opponent's play.
Students will improve their cardiovascular fitness through shuttlecock rallies.
Students will enhance their agility, coordination, and quick reflexes.
Students will develop upper body strength and endurance through racket strokes.
Student Assessments:
Unit 10: Wiffle Ball
Essential Questions:
What are the fundamental skills and techniques necessary for playing wiffle ball effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of wiffle ball to play the game competitively and fairly?
How can we work together as a team to achieve our goals in wiffle ball, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will increase their knowledge of basic rules and strategy in Wiffle Ball/ Baseball/ Softball.
Students will demonstrate throwing and catching techniques in Wiffle Ball / Baseball/ Softball using correct form so that they can catch the ball and throw it to another player or target.
Students will know the throwing and catching cues so that they will be able to comprehend the rules of the game.
Students will apply teamwork, sportsmanship, and attitude to work together in achieving a goal such as getting an out or achieving a high batting average.
Student Assessments:
Observations of skills demonstrated by students.
Verbal Assessment about Wiffle Ball/ Baseball/ Softball Unit: questions, comments or concerns.
Written Assessment Wiffle Ball/ Baseball/ Softball Quick Write (Google Form).
Unit 11: Mat Ball
Essential Questions:
What are the fundamental skills and techniques necessary for playing mat ball effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of mat ball to play the game competitively and fairly?
How can we work together as a team to achieve our goals in mat ball, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will increase their knowledge of basic rules and strategy in Mat Ball (Kickball and Wiffle Ball)
Students will demonstrate kicking/ swinging at, throwing and catching the Kickball/ Wiffle Ball.
Students will apply teamwork, sportsmanship, and attitude to work together in achieving a goal such as getting an out or achieving a high batting average.
Student Assessments:
Observations of skills demonstrated by students.
Verbal Assessment about Mat Ball Unit: questions, comments or concerns.
Written Assessment Mat Ball Quiz (Google Form).
Unit 12: Ultimate Frisbee
Essential Questions:
What are the fundamental skills and techniques necessary for playing ultimate frisbee effectively, and how can we practice and improve these skills?
How can we understand and apply the rules and strategies of ultimate frisbee to play the game competitively and fairly?
How can we work together as a team to achieve our goals in ultimate frisbee, and what qualities are essential for successful teamwork?
Content Standards
2023 MA Comprehensive Health and PE Framework
1999 Massachusetts Comprehensive Health Framework
National HE Standards
Student Learning Objectives:
Students will be able to accurately throw a frisbee to a target within a specified distance.
Students will be able to catch a frisbee with one or two hands.
Students will understand and apply basic frisbee strategies, such as cutting, leading, and stalling.
Students will be able to explain the rules of the game, including the objective, scoring, and fouls.
Students will be able to demonstrate proper sportsmanship and fair play during games.
Students will be able to make informed decisions about strategy based on the rules of the game.
Students will improve their cardiovascular fitness through running and sprinting.
Students will enhance their agility and coordination by performing drills and exercises.
Students will develop upper body strength and endurance through throwing and catching the frisbee.
Student Assessments:
State Education Curriculum Overview & Frameworks
Health and Wellness Guiding Principles
- Comprehensive Health education teaches students fundamental health concepts and skills that foster healthy habits and behaviors for the individual and others through sequential and coordinated teaching of health education, physical education, and family and consumer sciences education at each grade level, prekindergarten through grade 12.
- Comprehensive Health education teaches students to use fundamental health concepts to assess risks, to consider potential consequences, and to make health enhancing decisions.
- Comprehensive Health education teaches skills that assist students to understand and communicate health information clearly for self-management and health promotion.
- Comprehensive Health education contributes to the capacity of students to work in a positive manner with families, school staff, peers, and community members to enhance personal health and create a safe and supportive environment where individual similarities and differences are acknowledged.
- Comprehensive Health education is strengthened through collaboration and partnerships among all components of the coordinated school health program and other subjects.
Massachusetts Comprehensive Health Education Guiding Principles
I. Sequential, PreK–12, Coordinated Teaching of Health, Physical Education, and Family and Consumer Sciences
II. Assessment of Risks, Consideration of Consequences, and Making Healthy Decisions
III. Communication of Health Information
IV. Acknowledgment of Similarities and Differences to Create a Safe and Supportive Environment
V. Collaboration Among Components to Strengthen the Coordinated School Health Program
The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
- To pursue a lifetime of healthful physical activity, a physically literate individual*:
- Has learned the skills necessary to participate in a variety of physical activities.
- Knows the implications and the benefits of involvement in various types of physical activities.
- Participates regularly in physical activity.
- Is physically fit.
- Values physical activity and its contributions to a healthful lifestyle.
Physical Health |
Social & Emotional Health |
Safety & Prevention |
Personal & Community Health |
Standards
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Standards
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Standards
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Standards
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National Health Education Standards
- Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
- Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
- Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.
- Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
- Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.
- Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
- Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
- Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
National Physical Education Standards
- Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
- Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
- Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
- Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
- Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Curriculum Links:
Comprehensive Health Curriculum Frameworks
2023 Massachusetts Comprehensive Health and PE Framework
National Health Education Standards
Dedham Program Development and Implementation Timelines
Dedham Public Schools has used a combination of frameworks and standards to inform the wellness curriculum used to educate students in grades 6-12. The Massachusetts Department of Elementary and Secondary Education (DESE) first released standards for the Comprehensive Health Curriculum Frameworks (CHCF) in 1999. These standards have been revievisited by DESE to guide curriculum and instruction across the Commonwealth to best prepare all students for success in life and are updated in the 2023 Massachusetts Comprehensive Health and PE Framework. The skills based National Health Education Standards and National Physical Education Standards & Grade-Level Outcomes for K-12 Physical Education originally published in 1995, were last revised in January 2007 and 2014 respectively. The update acknowledged the impact and strength of the original documents in order to reinforce the positive growth of one's overall health and wellbeing. The combination of frameworks, standards, data collected by the district, most recently in the form of the MetroWest Adolescent Health Survey have all played significant roles in establishing a comprehensive curriculum to best meet the needs of our students in the Dedham Public Schools.
To quote author Dr. David Perlmutter, “For many, health may not be the most important thing in life, but without it, nothing else matters.” As health educators, it is our responsibility to instil the significance one's health has on an individual's future.
The Dedham Public Schools comprehensive health education courses address concepts every student needs to ensure they have the fundamental knowledge necessary to promote a healthy lifestyle. Through health literacy, healthy self-management skills, and health promotion, a comprehensive health education curriculum teaches fundamental health concepts, promotes habits and conduct that enhance health and wellness, and guides efforts to build healthy families, relationships, schools, and communities.
Fundamental health knowledge and skills need to be taught starting in pre-kindergarten and early elementary years, and reinforced and expanded regularly in subsequent grades. A planned, sequential curriculum addresses a variety of topics with increasing degrees of complexity appropriate to students’ developmental levels as they move from early to middle childhood and then into adolescence. Such a program ensures thorough, balanced coverage of health content areas, and its success relies on skilled teachers who readily adapt to incorporate emerging health topics.