Interdisciplinary Experience Unit:

Math & Language Arts

Ms. Migler & Ms. Kikkert

Introduction
For our project, we will be having the students create 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.
How can an event in
one’s life sustain a
mood?
Standards
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
English:

(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, invitations, envelopes, maps, captions) in
which the development and organization are appropriate to the task, purpose, and audience.
Learning Objectives-English
English:

Day 1: SW be able recall a memory of an event to write about for their narrative. SW be able to record
their memory.
Day 2: SW be able to identify and discuss the features of a model text narrative.
Day 3: SW be able to apply to features of an narrative and begin to construct their own narrative.
Day 4: SW be able to analyze the writing of a peer during editing and construct valid and useful
feedback.
Day 5: SW conclude their narrative by interpreting their emotions on a graph.
Week 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).
Learning Objectives- Math
Math:

Day 1: Students will be able to define and identify parts of graphs(data, line graph, title, label, scale,
point, etc)

Day 2: Students will be able to examine line graph examples and analyze their parts.

Day 3: Students will be able to examine the procedure for constructing a line graph from a given set of
data and describe the procedure for constructing a line graph.

Day 4: Students will be able to graphically represent important life events.

Day 5: Students will be able to present their graph in how it relates to the event/s in their life and explain
their reasoning to the class.

Overall objective: By the end of the lesson, students will be able to describe and create the procedure
for constructing a line graph from a given set of data with 80% accuracy.
Day 1
Inquiry Question - How does the sequence of events in a narrative affect your mood over time in a line
graph?

Directions-

Hook:

Activity-

Closing-
Language Arts Click this video to view Ms.
Kikkert’s memory!
Think of your first memory or an
event you can vividly remember.

1. Who was there?

2. What was said?

3. Where were you?

4. What was going on?

5. Happy? Sad? Exciting? Neutral? Angry?

● Fill out this Google Form at the end of class.

Google Forms Exit Ticket


Mathematics
1. Ask students to think of graphs that they
have seen in the real world. For what
purposes were they used? Have students
hunt for examples in books, in magazines,
on the Internet, in newspapers, and in
business documents.
2. Have students draw timelines and navigate
through the interactive ones to brainstorm
ideas for their events
Discuss timelines and ways we can
represent real life
events/experiences on graphs.
http://www.readwritethink.org/files/resources/interactives/g
raphicmap/
http://www.readwritethink.org/files/resources/interactives/ti
meline_2/
Video explaining line graphs:
https://www.youtube.com/watch?v=n2Ykbd
NORp8
Have students write key takeaways and things
they recognized and didn’t recognize from the
video (then discuss with a partner)
 Math text options -Alyssa
Worksheet ideas
Online graphing tools

https://www.scholastic.com/content/
dam/teachers/sponsored-content/A
ctuarial/17-18/af_les3_rep3-line.pdf
https://www.mathworksheets4kids.com/linear-equation/two
-points/graphing-1.pdf
These worksheets will be incorporated through the lesson
and students will work on these individually and then
compare with their partners and peer edit their work.
https://www.geogebra.org/geometry
https://www.desmos.com
Both of these tools will be used for practice when students are
navigating through graphing points and creating a line graph.
(if time permits) I will have the students calculate slope both using
these online tools and on paper
Other ideas for math multimedia text set
This is a “create your graph” online tool where
students can choose their x and y axis labels and
scale of graph
https://nces.ed.gov/nceskids/createagraph/defau
lt.aspx?ID=3ec7f2c71657477bbb805c77c98cae
63
These are online graphing worksheets
https://www.education.com/worksheet/article/o
rdered-pairs/
This is a cool coordinate challenge treasure hunt
for students to get more comfortable working
with ordered pairs before they create their
graphs
https://www.education.com/worksheet/article/c
oordinate-challenge-treasure-hunt/
Day 2
Language Arts
Choose one short narrative to
read and notice the features of
● https://msmcclure.com/?page_i
the text.
d=945
● What kind of dialogue?
● Is there a sequence of events?
● A climax?
● A resolution?
 This is a cool coordinate challenge treasure
hunt for students to get more comfortable
working with ordered pairs before they create
their graphs
https://www.education.com/worksheet/article
/coordinate-challenge-treasure-hunt/

Mathematics These are online graphing worksheets

https://www.education.com/worksheet/article
Introduce parts of graphs /ordered-pairs/

units/scale Practice for students getting used to graphing

points
Have students do interview questions
and peer examples of what they will
choose as their event/timeline (can
also use google survey/form ) This will help us as teachers see the
connection between their narrative
idea and the scaling for their graph
http://www.readwritethink.org/files/resources/lesson_images/l
esson1021/PossibleInterviewQuestions.pdf and help students think back to their
http://www.readwritethink.org/files/resources/lesson_images/l
experiences
esson1021/PartnerChecklist.pdf
Day 3
Language Arts
As you begin to develop your narrative,
keep these traits in mind.

Does your narrative have all these

elements?

Don’t worry about perfection… write from

the heart!

*This is practice
Mathematics
Students will begin to create their graphs and think about how they want to label
their axis, and scaling for their specific event/s. (Using Geogebra/Desmos to
construct their graph)

They will work with the online tools provided in determining their specific parts of
their graph.

This is a “create your graph” online tool where students can choose their x and y axis labels and scale of
graph

https://nces.ed.gov/nceskids/createagraph/default.aspx?ID=3ec7f2c71657477bbb805c77c98cae63
Day 4
 Language Arts
Before peer editing, go through your own
narrative. Does your narrative have
everything provided on this checklist?

Narrative Checklist.pdf

When peer editing your classmate’s

narrative story, follow this checklist.

Peer Editing Checklist

Mathematics
Students will finish their graphs and
Day 5
Language Arts
● I will insert a Screencast of my
previously shared Six Flags story
into the format of a narrative tp
model for students.
 Mathematics
1. Students will present their graph with
explanation and reasoning as to why they
chose their event/s and how it shows the
distribution and layout of their timeline