Think Aloud Planning Sheet

Directions for Full Credit: Use the think aloud strategy planning sheet below to plan your strategy instruction. Please submit
this completed template to Canvas with the reflection.

Here is my Think Aloud Video

Name: Alyssa Migler
Strategy: Graphing emotions using Geogebra
Content Area and ELA Standards:
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.

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

Objective:
Students will be able to graphically represent both teachers' important life events using
their knowledge of parts of a graph using online graphing tools with 80% accuracy.

:*You may use bullet points if desired in the blue sections below*

Strategy Awareness & Explanation (Purpose for selecting the strategy)

How will provide students with a clear picture of the why and how?
● By having the students graph the emotions felt during both teacher’s memories,
they can understand relationships between events and feelings.
● They will be able to express these relationships and changes using online
graphical representation
 ● This helps students use real life examples to create graphs and focus on specific
parts of graphs in order to show these changes
● Using GeoGebra also helps students use a different online tool and allows them to
use their own thinking and personal connections to create this graphical
relationship
● I also left some events out of my representation so I can gauge how much the
students analyzed the video

Strategy Demonstration & Modeling (Think Aloud)

How will you model, explain, practice, and reinforce the rules or procedures of the strategy?

What the Text Says What I Say What Comprehension Strategy

I Model

“A new leader came into power in
1933. He was head of the National
Socialist, or Nazi party.
“This part makes me ask all sorts of Asking questions
questions. Was Hitler elected the
head, like we elect presidents? Or was
he born into a family of leaders like a
king and queen.”

“Me and my family took a trip
to Six flags Great America”
“When Ms Kikkert got to Six Graphical relationships
Flags, I felt as if her emotions
were excited and on my graph I
labeled this specific event to
have a relationship with
excitement.”

“Our first ride we went on was
the giant drop”
“At this point in Ms Kikkert’s Graphing points/differentiation
story, I associated this with the
emotion anxious and when
creating my point, i decided to
place it here”

“On the ride, my green croc fell
of and I only had one shoe”
“This is a turning point that I Creating points to graph
see in Ms Kikkert’s trip, she
sadly lost her shoe so I created
my own point to connect that
to the emotion upset/sad.”

“I went to the gift shop and got “Here we can see a change in Coordinating changes in data
a new pair of shoes” the emotions that Ms Kikkert points
 felt that she was hopeful and
the day can go on, so i decided
to put my point here on the
graph”

“The next ride we went on was
the log ride, I knew I was going
to get splashed, but not to the
extent”
“When Ms Kikkert went on the Connecting events on the x axis
log ride, I thought she was to emotions felt on the y axis
feeling anticipation for when
the water would splash her, so
I created a point here and
connected this event to her
emotion.”

“On the ride home, I fell asleep “Let's create our line segments Creating line segments
and overall had a really fun to represent the changes that
day” we have seen so far on Ms
Kikkert’s trip to six flags”

Guided Practice
How will you have students practice the strategy with support?

● The students will practice this graphing with both teacher videos
● This gives them an introduction into graphing using an online tool and helps them
navigate through different online resources that they can use in the future
● The student will be submitting their completed graph for their day one and begin
to show their progression of knowledge on graphing emotions

Strategy Application
How will students apply the strategy independently?
● Students will be using the strategy to create two of their own graphs for both of
the teacher’s memories
● Further, they will end up using GeoGebra to create their own graph on their
 memory that they chose
● This shows a progression of knowledge using both their prior knowledge, and the
think aloud in order to further their graphing skills and relate it to real life events.

Reflection Write a 2-3 paragraph detailed reflection about your teaching experience based off your
own self-assessment.
● How did the structure (awareness & explanation, demonstration & modeling, guided practice,
application) help support your instruction and student learning?
● How does this strategy support learning in your discipline specifically?
● What were your strengths, and areas for growth (please consider both your planning and your
instruction of the strategy).

I think that my think aloud can be beneficial for students as an intro and also something to look back
on when creating graphs. The reason I chose to do my specific think aloud and focus on the graphical
representation was to have students start thinking about the ways in which our real life (or anything in
the real world) can be represented in a graphical analysis. By modeling using GeoGebra, it helps
students navigate through the tools and allows them to create their own versions of the graph that
they will be developing off of their specific buzzwords they chose. I think that this helps in my discipline
specifically to focus on turning real life into math and also fostering these coinciding relationships that
they can see in both the video and represented on the graph. I also chose to do my co-teachers video
to represent on the graph to have students see the buzzwords I chose and emphasize how I analyzed
the video and created my graph as a way to impact student thinking.

I think some of my strengths during this think aloud is properly teaching the students to navigate
through the online graphing tool and showing them different differentiation strategies that they can
incorporate in their graphs. I focused on differences that may arise when analyzing the videos and also
some mistakes that can occur to make me more personable and show them how to resolve these
technical issues. Some areas for growth would be making sure that the students fully understand what
is expected of them when going through the think aloud along the lines of each graph will be different
and it is dependent on their specific emotions and events they picked out from the videos. I also did
not go into too much depth on the specific parts of a graph because I wanted them to use their prior
knowledge of graphing to create theirs so there may be some fundamental mistakes that could be
made in the process.