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You Do · Students practice on their own

Analysis Chart

An Analysis Chart has students organise evidence, examples or steps into columns that make a pattern visible. TeacherHero generates it as an independent You Do task and produces the graphic organizer itself, with columns derived from the lesson's learning target rather than from a generic template.

Organize evidence, examples, or steps in an analysis chart.

Real generated output

You Do: Independent Setting-to-Limit Analysis Chart

The You Do phase of a Grade 6 ELA lesson, as TeacherHero generated it. Planned for 14 minutes.

  1. The prompt

    How do two different conditions in the harbour setting limit what Ada is able to do? Select evidence from the fresh passage excerpt and explain the different pressures each condition creates.

  2. Directions

    • Read the fresh passage excerpt independently. Mark two different time, place, or surrounding conditions that affect Ada’s choices.
    • Complete both analysis rows. For each row, copy one exact quotation from the excerpt and place quotation marks around it.
    • Name a specific action the setting makes unsafe, impossible, or time-limited. Do not describe only Ada’s feelings or traits.
    • Explain what choice or available action remains and why the setting creates that limit.
    • Use obligation and at least one of resolve, conceal, or falter accurately in your explanations. Show how these words describe Ada’s response rather than the setting itself.
    • Reread each quotation against the passage before submitting the chart.

  3. While you monitor

    • Minutes 0–2: Confirm that every student has marked two distinct setting conditions before beginning the chart. Redirect any student who marks only resolve, fear, or obligation.
    • Minutes 3–7: Check the quotation column. If wording is inaccurate, direct the student to compare the quotation word by word with the passage and revise it.
    • Minutes 8–11: Look for a specific action in each limit column. Give task-level feedback such as, “Name the action Ada cannot take,” rather than accepting “she is in trouble.”
    • Minutes 12–14: Check that explanations connect evidence to a setting-based limit and that obligation plus at least one additional vocabulary word are used to analyze Ada’s response.

  4. Success criteria

    • I selected two distinct setting conditions from the passage.
    • I copied one exact quotation per row.
    • I identified a specific action Ada cannot safely, fully, or indefinitely take.
    • I explained how each quotation proves the setting-based limit.
    • I distinguished the setting’s pressure from Ada’s obligation, resolve, concealed fear, or refusal to falter.
    • I used at least two lesson vocabulary words accurately in my analysis.

  5. Student checklist

    • I analyzed two different setting conditions, not two character traits.
    • Each row contains one exact quotation from the passage.
    • My quotation supports the specific limit I named.
    • I explained what the setting makes difficult and what choice or action remains.
    • I used obligation and at least one additional lesson word to explain Ada’s response.
    • My explanations show cause and effect rather than only retelling events.

  6. If a student is stuck

    Teacher support only: Ask the student to identify a time, place, or surrounding condition; then ask what action that condition makes risky or impossible. Have the student return to the excerpt and copy only the exact words that show the condition.

  7. For early finishers

    Add a third row using a setting condition you did not choose. Use a different exact quotation and explain why its effect on Ada’s available action differs from one of your first two rows.

Why the coach chose it here — Analysis Chart is the best fit because Grade 6 students must independently transfer the setting-to-limit model from the earlier phases into the lesson’s final product: a completed analysis chart with one quotation per row. Students select two distinct setting conditions, choose exact evidence, identify a specific action each condition limits, and explain the cause-and-effect relationship. This fades the guided slots and collaborative comparison used earlier while preserving grade-level analysis. The strategy uses elaboration by requiring students to explain how each setting condition changes Ada’s available choices and how her obligation, resolve, concealment, or refusal to falter differs from the setting itself.

Frequently asked questions

What decides the columns?

The lesson the chart sits in. A chart whose columns do not match what students have to produce collects the wrong evidence neatly, so TeacherHero generates the structure with the learning target and final product in context, the same context every other phase receives.

Is a chart independent work or a scaffold?

Both, depending on the phase. In the You Do phase it is the task — students decide alone what belongs where. Earlier phases run the same structure with you or with a group, so the chart is familiar by the time a student fills one on their own.

What happens to the chart afterwards?

It usually feeds the week's final product. Because TeacherHero plans a week as a thread and passes each day's sections into the next day's prompt, an organizer completed on Tuesday can be the evidence a Thursday paragraph is built from.

Strategies that pair with it

Analytical Paragraph

You Do · Write a claim-evidence-reasoning paragraph.

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Claim-Evidence-Reasoning

You Do · Construct an independent claim supported by evidence and reasoning.

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Constructed Response

You Do · Answer a target-aligned question independently.

See the example

Vocabulary Application

You Do · Use key vocabulary accurately in a new context.

See the example
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