Graphing Emotions in a Narrative

English Language Arts & Mathematics/Allison

Kikkert & Alyssa Migler

Introduction/Overview of Experience
In this five day interdisciplinary experience, students will be creating
their own narrative about an experience or specific events/chain of
events that have happened in their lives and how it made them feel
emotionally. In addition to that, the students will be working with
graphing and creating their own graph that corresponds with their
narrative. They will be allowed to choose their event/chain of events
that will be on their specific axis. This will help the students turn their
written narrative into a visual that they will use as their final project to
explain their event/s in their lives to the class and be able to document
their “highs and lows” of that event. Students will reflect on their
responses to both the graph and narrative.

Standards (include ELA and Content)

Standards (Math):

A1.F-IF.C.7

● Graph functions expressed symbolically and show key features of the graph, by hand in
simple cases and using technology for more complicated cases.

6.EE.C.9

● Use variables to represent two quantities that change in relationship to one another to
solve mathematical problems and problems in real-world context. Write an equation to
express one quantity (the dependent variable) in terms of the other quantity (the
independent variable). Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation.

Standards (English):
● 6.W.3: Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well‐structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another. d. Use precise words and
phrases, relevant descriptive details, and sensory language to convey experiences and
events.
e. Provide a conclusion that follows from the narrated experiences or events.

ELA Standard

(6.W.4): Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade ‐specific expectations
for writing types are defined in standards 1–3 above.

(AZ.6.W.4): a. Produce clear and coherent functional writing (e.g., formal letters,
recipes, experiments, notes/messages, labels, timelines, graphs/tables, procedures,

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invitations, envelopes, maps, captions) in which the development and organization are
appropriate to the task, purpose, and audience.

Learning Outcomes
English:

Day 1: SW be able to recall a memory of an event to write about for their narrative and
be able to record their memory/features of it on a Google Form answering all provided
guiding questions.
Day 2: SW be able to identify and discuss the features of a model text narrative and
determine distinguishing definitions of emotion words through a vocabulary task with
90% accuracy.
Day 3: SW be able to apply features of a narrative and construct their own by reviewing
sample texts to create their first paragraph via a Google Document and complete a
signal words activity with a proficient score.
Day 4: SW be able to analyze the writing of a peer during editing and construct valid
and useful feedback using the self/peer editing checklists and completing all grading
criteria.
Day 5: SW conclude their narrative by interpreting their emotions on a graph and
present these findings to the class while meeting at least 80% of the grading criteria.
Overall Objective: SW be able to explain and interpret their memory in the format of a
narrative and display this in a final draft of three paragraphs (minimum).

Math:

Day 1: Students will be able to correctly define and identify parts of graphs(data,
line graph, title, label, scale, point, etc) using their prior knowledge with 90%
accuracy.

Day 2: Given online graphing examples and timelines and using their own
measurements, students will be able to examine line graph examples and
analyze their parts to translate into their own provided timeline with 5-10 data
points.

Day 3: Given the procedure for constructing a line graph, students will be able to
examine the procedure from a given set of data and describe the procedure for
constructing a line graph using their own data with no errors.

Day 4: Students will be able to graphically represent important life events using
their knowledge of parts of a graph using both online graphing tools and paper
with 80% accuracy.

Day 5: Students will be able to present and explain their graph and how it relates
to the event/s in their life using their online representation of their graph FIX THIS

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Overall objective: By the end of the lesson, students will be able to describe and
create a portfolio that displays multiple evidences of mastery in regards to
analyzation of line graphs, creation of timelines, and the procedure for
constructing a line graph from their personal set of data.

Texts/Text Types (list, describe use, include images)

English-

Day 1: SW use the class Scavenger Hunt to fill out emotional buzzwords regarding

the two sample videos (Ms. Kikkert and Ms. Migler’s) they watched. At the end of

class, SW fill out this short Google Form Exit Ticket that will help the teacher gauge if

students are on the right track for choosing a memory for their narrative. Students

will complete the Day 1 Document homework after watching the Think Aloud

regarding the breakdown of Ms. Migler’s memory video and submit to the class

Wakelet.

Day 2: SW use this narrative infographic to help develop their own narrative. This

will be used as a checklist to essentially make sure students have all parts required

and understand what’s expected of them. (image included is small, but is in day 3 of

the digital learning experience scavenger hunt)

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SW view Example Narratives to notice the features of them. Students will use these

examples to guide them in what’s expected of the development of their own

narrative. SW complete the Vocab Task (viewed through this Vocabulary Task

Walkthrough) and complete the assignment using the Word Gradient Templates I

provide them.

Day 3:

SW complete the Writing to Learn Strategy of signal words as a pre-writing warm up

activity. Within the strategy, students will collaborate on the Narrative Signal Words

document. Once they are done, SW independently complete the Signal Words

Activity until there is half of class time left.

Day 4: Before peer editing a partner’s rough draft narrative, students will view their

own using this Narrative Checklist to help save time while peer editing. When peer

editing, SW will complete the Peer Editing Checklist to review their classmate’s

narrative and provide feedback.

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Day 5: SW create the presentation of their narrative through Screencastify and view

two of their peers following this Rubric. When viewing classmates’ presentations,

each student will fill out this Peer Screencastify Reflection reflection form.

Math-

Day 0:

SW use the class Scavenger Hunt to fill out emotional buzzwords regarding the two

sample videos (Ms. Kikkert and Ms. Migler’s) they watched. SW also watch this

Graphing video and write in the comments some key takeaways. At the end of class,

SW fill out this short Google Form Exit Ticket that will help the teacher gauge if

students are on the right track for choosing a memory.

Day 1:

SW construct timelines of both teacher’s memories. SW Use the Timeline Tool to

create timelines for both Ms. Migler and Ms. Kikkert’s videos. SW make a copy of My
Personal History, and save it to their Google drive folder Project. Following this,
save your file and submit it to the class Wakelet in the Day 1 section.

Day 2:

Students will navigate through the Vocabulary Activity presentation and post their
completed version of the activity to the class Wakelet. SW then watch Ms Migler’s Think
Aloud Video on Ms Kikkerts memory and write their notes or thoughts on the notes
section of the class Wakelet. Things for the students to think about: what will I choose
as the specific events from Ms Kikkert’s memory? What buzzwords will I choose to
represent Ms Kikkert’s emotions? How will I scale my graph? The students will then
start creating their own versions of graphs for both Ms. Migler and Ms Kikkert’s
memories on GeoGebra. SW start brainstorming their first memory and complete the
Google Form Exit Ticket to help them culminate their ideas for their first memory.

Day 3:

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Students will be assigned a partner in which they will complete the Partner Interview
Questions to help them break down their ideas to decide on a first memory/event for their
graph. SW practice creating their graph using the Graphing Tool and make sure to submit a
screenshot in their portfolio folder. SW begin creating their own graph on GeoGebra
pertaining to their own memory.

Day 4:

After coming to class with their rough draft of your graph, students will complete
the Graphing Checklist individually. After students complete their own graphing
checklist for 5 minutes or so, they will peer review at least two other classmates’
graphs using this Graphing Checklist, This should take about 25-30 minutes total
(10-15 minutes for each peer). Once students have completed the peer editing
document(s), they will submit both peer edited links to the class Wakelet under Day
4 submissions.

Day 5:

Students will come to class with their completed graph. Direct students to open up
Google Chrome and open the browser extension for Screencastify. This is where
they will present their graph using the screencast feature. Students will have half
the class period to construct their Screencastify. Students will have half of the class
period to compose their Screencastify. Once they are done, they will submit their
link into this Link Sharing Document. Students will have the ability to choose which
two students Screencastify video they’d like to review with the remaining class time.
When students are viewing their classmates’ presentations, they will submit a Peer
Editing Checklist. (2 total). Before class is over, remind students to have their final
draft of their graph AND their Screencastify link submitted to the Day 5 area of the
class Wakelet. Submit your completed work from the week lesson that you have in
your Project Folder on Google Drive to the class Wakelet as your final submission.
Make sure you have your completed graph and narrative in your folder as well.

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 Lesson One: Ask A Compelling
Question

Inquiry Question :

How can an event in one’s life sustain a mood?

*** Share this Scavenger Hunt with students. This will be the medium
that they refer to to complete this cross disciplinary project with links
to activities, texts, and assignments. ***

Directions

Hook:
● Ask the compelling question to the students and give them a few moments to think
and process it (just internally). What do students think “sustain” means? Clarify this
word to students.
● The teacher will ask student volunteers to share some examples of
buzzwords surrounding emotions: happy, sad, angry, frustrated, etc., while
writing these examples on the board. The teacher will elicit a few examples
of times (or when) it’s appropriate to feel a certain emotion. (i.e. “So if I was
frustrated about something, what could be a possible scenario for that
emotion?”) A student may answer with a response such as “You may feel
frustrated if your favorite basketball team lost the game by one point.”
● Students will then view both teacher videos of their memories and pick out
buzzwords or specific emotions that their teachers were feeling during their
event/memory.
● Ms. Migler's Memory
● Ms. Kikkert's Memory

Activity

Day 0:

Watch Ms. Migler's Memory and Ms. Kikkert's Memory .

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 a. Identify buzzwords/emotions in each video and write these in the “Notes”
section of this document.
Math:
1. Create a Google Drive folder for each teacher’s video
b. Label “Ms. Migler’s Memory” and “Ms Kikkert’s Memory”

2. Watch for Math: https://www.youtube.com/watch?v=n2YkbdNORp8

c. in the “Notes” section of this document, write down key takeaways
and information regarding parts of graphs

For English:
1. Have students create a Google Drive folder titled “Project”. This is where you will
have students compile information to write their narrative.

Day 1:

For Math,
SW Use the Timeline Tool to create timelines for both Ms. Migler and Ms.
Kikkert’s videos
a. Save file to their Project folder in Google Drive
SW make a copy of My Personal History, and save it to their Google drive
folder Project.
● SW Begin thinking about their first experience graphing, just as they came up
with your first memories.
● Use the above google document to freely write about your graphing
experiences, buzzwords that come to mind, and things you want to learn
more about.
● Following this, save your file and submit it to the class Wakelet in the Day 1
section.

For English:
1. Think of your one memory. This could be a day or a particular event. Think
back to the two teacher examples. This memory could be a happy, fun, or
silly story. Write your memory/jot down ideas either on the “Notes” section,
or a new document in your Google Drive folder titled “Project”.

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 2. View this Think Aloud when you’ve finished thinking of your memory. Pause
where needed to question your own memory. Does your memory elicit these
kinds of emotions? (Remember, BUZZWORDS). If it doesn’t, consider
choosing a different memory.
3. When finished, complete this short Google Form Exit Ticket that will be a nice
checklist for you.
a. Your homework: Day 1 Document (make a personal copy of this
before editing)

Be sure to complete this and submit to the class Wakelet under the Day 1 section by

tomorrow.

English:

● Students will discuss specific buzzwords they picked from Ms. Migler’s and Ms.

Kikkert’s videos (on their memory) and add them to the classroom Scavenger Hunt

○ Write buzzwords on the “Notes” section in Day 0.

● Prior to starting, have the students create Google Drive folder titled “Project”

● Provide students with 5 minutes or so to think of their own memory. This could be a

day, a particular event, etc. (Remind students of teacher examples; this could be a

happy/fun/silly moment.) They may write this memory/jot down ideas on the

“Notes” of the scavenger hunt or on a new document in their “Project” Google Drive

folder. This is low stakes and simply a time for them to just think.

○ Remind students of the buzzwords in the two example videos they watched

and wrote on the Scavenger Hunt. Does their memory elicit feelings of

emotion?

● After 5 minutes, the teacher will instruct students to view the Think Aloud. This will

assist students to dissect their own memory, asking questions such as, (i.e. “So

Sandy said that she fell and hurt her knee. How might someone feel or react to

hurting their knee?”)

○ Students will watch the think aloud video to help them dissect Ms. Migler’s

video, and then will be instructed to complete the dissection of Ms. Kikkert

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 independently for homework. I attached the homework assignment titled

Day 1 Document that students are instructed to complete for homework and

turn into the Day 1 section of the class Wakelet.

● At the end of class, students will be asked to full out this short Google Form Exit

Ticket that will help the teacher understand where students are in relation to

the development of their memory.

Closing

English:

The teacher will ask students if they have any questions relating to their memory and what

it needs to encompass as well as reminding students that they need to come to class

tomorrow with a decided memory in mind to continue the process of writing a narrative.

Math:

Ask a guardian for a memory and practice brainstorming buzzwords and how we can show

these memories/enets in a graphical analysis.

Questions to ask: What emotions were similar? How would you describe these emotions in

your own words? What differences do you see in the data? Did you put different emotions

on the y axis for their different memories?

Lesson Two: Brainstorming & Creation

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Hook :

For English:

1. With a partner or individually, SW choose one of the narratives to read from

these Example Narratives. These narratives were written by 6th grade
students. Direct students to keep in mind the dialogue and language that is
utilized.
2. Have students look at this infographic to see the key aspects of a narrative.
(Have them refer back to this when developing their own narrative later on!
Ask: Does their narrative have all these characteristics?)

Activity

For English:

1. Once students have viewed the sample narratives and gone over the
infographic, they will view this Vocabulary Task walkthrough video. This video
was created based off of this document. This video discusses the Latin root
words that are part of the word “enraged”. The purpose of this is to
demonstrate how we can break down complex words into simpler ways of
understanding.
2. Once students have watched the video, they will complete these Word
Gradient Templates either individually or with one or two partners. Direct
students to: “Be sure to make a copy of this document (File -- Make a Copy)
before editing. To fill in words in the text box, click on the word gradient

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 you’re completing, then click Edit. This will allow you to fill in your words. You
may use Google to help you, but try your best to develop these words on
your own!”

SW be able to complete the Word Gradient Worksheet based on the

Vocabulary Task video they’ve watched.

3. Students should try to complete by the end of class. Whatever they don’t
complete will be homework due by tomorrow’s class.
4. When done, SW submit to the class Wakelet under Day 2 submissions.

For Math:
● Students will navigate through the Vocabulary Activity presentation and post their
completed version of the activity to the class Wakelet
● SW then watch Ms Migler’s Think Aloud Video on Ms Kikkerts memory and write
their notes or thoughts on the notes section of the class Wakelet
○ Things for the students to think about: what will I choose as the specific
events from Ms Kikkert’s memory? What buzzwords will I choose to
represent Ms Kikkert’s emotions? How will I scale my graph?
● The students will then start creating their own versions of graphs for both Ms.
Migler and Ms Kikkert’s memories on GeoGebra
For homework,
Finish your two graphs and make sure to save your files on Geogebra and
Submit them to the class Wakelet under Day 2 section
SW start brainstorming their first memory and complete the Google Form Exit
Ticket to help them culminate their ideas for their first memory.

Lesson Three: Graph Creation &

Signal Words

For English:

1. SW brainstorm some signal words that can be used when writing a narrative
and write them in the notes section on Day 3 of this document.

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 “Refer back to the infographic), but signal words are words that describe
something, show sequence, compare/contrast two or more things, or can
show cause and effect. ex. “To begin with”, “first”, “on the other hand”, and
“this leads to”

2. Once students brainstormed signal words and phrases and wrote them in
the notes section, direct students to copy and paste your answers into the
class collaborative Narrative Signal Words document and answer the
questions in the second table.

3. Once students have copied and pasted their signal words and phrases into
the Narrative Signal Words Document, direct students to open up the Signal
Words Activity and:

“Make a copy (File -- Make a Copy) for your own use. Read the directions by
selecting one purpose and beginning to write a paragraph on the topic with
that purpose in mind relating to your OWN memory. This is the start of
transforming your memory into a narrative.”

4. “Whatever you have completed of the activity (even if it’s not 100% done),
submit to the class Wakelet under Day 3 submissions. This is a participation
based assignment, so as long as I see effort and all parts completed, you will
receive full credit for this activity.”

5. Once there is half of class time left, students will have the rest of the time to
start/continue on your narrative.

“Remember to start writing in the Google Drive folder titled “Project” that
you’ve already created. If you are stuck, refer to the infographic we saw in
Day 2. Remember your narrative should have a beginning, middle, and an
end. You can break down your narrative into three paragraphs this way. We
will be peer editing tomorrow so come into class with at least 2 paragraphs
done as your rough draft. Follow this Rubric (attached in the scavenger hunt)
when writing. (This is what I’ll be grading you on!)”

For Math:

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 Students will be assigned a partner in which they will complete the Partner Interview
Questions to help them break down their ideas to decide on a first memory/event
for their graph
Practice creating your graph using Graphing Tool and make sure to submit a
screenshot in your portfolio folder

begin creating their own graph on GeoGebra pertaining to your own memory.

Homework: “For next class, you need to come with your completed graph of your
memory/event for peer editing. “

Lesson Four : Peer Editing & Revision

For English:

1. After coming to class with at least 2 completed rough draft paragraphs,

students will first take a look at their own narrative draft and complete this
Narrative Checklist.

“Anything you’d like to change/edit you can do now OR take note of any
changes you’d like to make in the notes section here for today.”

2. After students complete their own narrative checklist for 5 minutes or so,
they will peer review at least two other classmates’ narratives using this
Narrative Peer Editing Checklist. This should take about 25-30 minutes total
(10-15 minutes for each peer).

“Make a copy of this document for each narrative you review, and make sure
to share the link with the person whose narrative you edited.”

3. Once students have completed the peer editing document(s), they will
submit both peer edited links to the class Wakelet under Day 4 submissions.
4. If you have time afterwards, you may continue to edit your own narrative.

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 5. You must come to class tomorrow with your completed and final draft 3
paragraph narrative.

For Math:
● After coming to class with your rough draft of your graph, students will
complete the Graphing Checklist individually

○ “Anything you’d like to change/edit you can do now OR take note of

any changes you’d like to make in the notes section here for today.”
● After students complete their own graphing checklist for 5 minutes or so,
they will peer review at least two other classmates’ graphs using this
Graphing Checklist, This should take about 25-30 minutes total (10-15
minutes for each peer).

○ “Make a copy of this document for each graph you review, and make
sure to share the link with the person whose graph you edited.”
● Once students have completed the peer editing document(s), they will
submit both peer edited links to the class Wakelet under Day 4 submissions.
● If you have time afterwards, you may continue to edit your own graph.
● You must come to class tomorrow with your completed and final graph

Lesson Five : Create, Present, & Share

For English:

1. Students will come to class with their completed, 3 paragraph narrative.

2. Direct students to open up Google Chrome and open the browser extension
for Screencastify. This is where they will present their narrative using the
screencast feature. Students will have half the class period to construct their
Screencastify.

“You will be presenting your final draft by reading your narrative via
Screencastify. Open up the Screencastify extension on your Google Chrome

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 browser by clicking the puzzle piece icon located on the upper right corner.
Click Screencastify. Once Screencastify is open and before recording, make
sure you select “Webcam only” making sure both your microphone and
embedded webcam are enabled. Once you’re ready, click record. Once you’re
done recording, the video will be automatically saved to your Google Drive
folder.”

3. Students will have half of the class period to compose their Screencastify.
Once they are done, they will submit their link into this Link Sharing
Document. Students will have the ability to choose which two students
Screencastify video they’d like to review with the remaining class time.
4. When students are viewing their classmates’ presentations, they will submit a
Peer Screencastify Reflection Google Form. (2 total).
5. Before class is over, remind students to have their final draft of their
narrative AND their Screencastify link submitted to the Day 5 area of the
class Wakelet.

For Math
● Students will use the notes section to add any final questions or comments
pertaining to the submission.
● Students will come to class with their completed graph.
● Direct students to open up Google Chrome and open the browser extension
for Screencastify. This is where they will present their graph using the
screencast feature. Students will have half the class period to construct their
Screencastify.

● “You will be presenting your final draft by explaining your graph via
Screencastify. Open up the Screencastify extension on your Google Chrome
browser by clicking the puzzle piece icon located on the upper right corner.
Click Screencastify. Once Screencastify is open and before recording, make
sure you select “Webcam only” making sure both your microphone and
embedded webcam are enabled. Once you’re ready, click record. Once you’re
done recording, the video will be automatically saved to your Google Drive
folder.”
● Students will have half of the class period to compose their Screencastify.
Once they are done, they will submit their link into this Link Sharing
Document. Students will have the ability to choose which two students
Screencastify video they’d like to review with the remaining class time.
● When students are viewing their classmates’ presentations, they will submit a
Peer Editing Checklist. (2 total).

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 ● Before class is over, remind students to have their final draft of their graph
AND their Screencastify link submitted to the Day 5 area of the class Wakelet.
● Submit your completed work from the week lesson that you have in your
Project Folder on Google Drive to the class Wakelet as your final submission.
Make sure you have your completed graph and narrative in your folder as
well.

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