Long-Term Planning
Each summer, I delve into the updated curricular resources from Eureka Math. One of the many strengths of this curriculum is its explicit alignment with the Common Core state standards. My long-term planning begins with a thorough examination of the Curriculum Overview documents for each of my subjects. These documents contain a color-coded curriculum map that shows what content should be taught at various times of the year and then describe the various modules through which learning standards are introduced and taught. I refer back to this document throughout the year as I plan for specific units; it is always essential to understand the full set of standards that will be addressed during a given module of study.
Curriculum Overview for Grades 6-8. See page 3 for the color-coded curriculum map that helps to inform my instructional pacing and keeps me on track to teach my students all of the required grade-level standards by the end of the year. Note also the two-page annual summaries and module sequencing rationales for each grade. These concise descriptions of the year-long trajectory that a class should follow are invaluable as I structure my plans for the year, draw connections between modules, and think about how I will inspire my students about the math they are learning.
I also rely heavily on the Common Core State Standards Checklist for each grade-level. This document provides visual synopses of when various standards are covered within grade-level curricula. I find it very useful to see which standards are covered only once during the year and which will be “spiraled” into later modules. For example, the sixth-grade checklist indicates that each cluster is designed to be taught through only one module. Thus, even if a student has not fully mastered the standards about ratios and proportional relationships at the end of the first module, there is no plan for him or her to see these standards again later in the year. In contrast, the seventh-grade checklist shows a fair degree of spiraling. Although some clusters of standards are discussed in only one module, others (including ratios and proportional relationships) are covered at multiple times during the year. This has a significant impact on my instructional planning. If my sixth graders struggle to grasp a ratio concept during Module 1, I have to find ways to weave the topic into subsequent lessons so that they can get more practice with it. If my seventh graders face similar a similar challenge during Module 1, I know that they will have additional opportunities to overcome it later in the year (during Module 4). This sort of distinction is tremendously important as I create unit plans for later stages of the year and decide where I can adjust activities and alter assignments to improve mastery of standards from earlier quarters.
CCSS Checklists for sixth grade (left) and seventh grade (right). Note that the sixth-grade document shows no repetition of standards as one moves from left to right through the modules, but that the seventh-grade document spirals numerous standards—especially those concerning ratios and proportional relationships, expressions and equations, and geometry—into multiple modules. This has a substantial impact on my instructional choices for the two grades. If a sixth grader fails to master a proportionality concept at the beginning of the year, for example, I have to find time for specific remediation or allow the deficit to persist until the next school year. In contrast, if a seventh grader is confused about some types of proportional relationships after the first module, I can much more easily choose to move on other topics with that student in the short term because I know that we will have opportunities to correct lingering misunderstandings during Module 4.
I also maintain a monthly instructional pacing calendar that explains what each of my classes will be learning about on any given day. I share this document with the middle school special educator, math interventionist, and my instructional coach so that they can all see what is happening in my classroom. This helps us to plan collaborative lessons, identify topics to cover during pull-out times, select test dates, etc.
September pacing calendar. Dark shading represents a day on which the class does not meet. Yellow shading represents an assessment. In addition to helping supporting educators plan their instruction based on what students are learning in my classroom, this document keeps me accountable for staying on pace to explore all of the grade-level learning standards with my students over the course of the year. I update this calendar at least once per month and keep a record of how many days ahead or behind I am compared to the curriculum-recommended pace.