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Y’all Do · Students practice in groups

Collaborative Graphic Organizer

This is the organizer completed in groups rather than as a class or alone — the step where students negotiate what belongs in a cell before they have to decide by themselves. TeacherHero runs it in the Y'all Do phase and generates it to feed the independent product that follows it.

Complete a shared organizer that feeds the independent product.

Real generated output

Small-Group Chart: Revise the Courage Explanation

The Y’all Do phase of a Grade 6 ELA lesson, as TeacherHero generated it. Planned for 9 minutes.

  1. The task

    Work in a small group to build one paragraph plan. Compare the two candidate explanations, then revise one shared connection sentence. Use both complete story sentences and the article evidence from Student worksheet: Independent Two-Text Paragraph. Begin your shared explanation with: Since ___, I think ___ because ___.

  2. Grouping

    Groups of three or four students.

  3. Roles

    • Reader: reads source evidence aloud.
    • Evidence checker: checks every quotation against the source.
    • Connector: explains how both texts support the claim.
    • Recorder: writes the group’s shared chart.

  4. Teacher directions

    • [0:00–1:00] Form groups of three or four, assign roles, and direct students to open their earlier two-text paragraph work.
    • [1:00–2:30] Require students to begin with the item labeled Fresh article evidence in Student worksheet: Independent Two-Text Paragraph. Tell groups to copy the exact article evidence they already recorded, without inventing a quotation.
    • [2:30–4:00] Direct groups to read the fresh story evidence and compare Response A with Response B. Emphasize the new question: What does Ada’s silence reveal before her later action? The I Do explained the woman’s offer and Ada’s nonresponse; this phase examines what the silence reveals about fear and choice.
    • [4:00–6:30] Ask groups to complete Shared paragraph plan. Require a new claim, both complete story sentences, earlier article evidence, and a connection sentence using obligation and resolve.
    • [6:30–8:00] Ask each group’s connector to defend the stronger response with one discussion stem. Listen for students explaining why not faltering does not prove fear is absent.
    • [8:00–9:00] Have evidence checkers verify every quotation and recorders leave the chart visible. Direct students to use the shared chart as a starting point for their independent paragraph.

  5. Student directions

    • Form groups of three or four students.
    • Assign reader, evidence checker, connector, and recorder.
    • Open Student worksheet: Independent Two-Text Paragraph.
    • Start with the item labeled Fresh article evidence.
    • Read the fresh story evidence and candidate responses.
    • Copy both complete story sentences into the chart.
    • Compare the responses, and explain which reasoning is stronger.
    • Use the discussion stems when you defend your choice.
    • Revise the stronger reasoning into one shared connection sentence.
    • Complete Shared paragraph plan with your group.
    • Leave the chart visible for the independent paragraph.

  6. Discussion stems

    • I prefer Response ___ because the evidence shows ___.
    • Response ___ misses ___ because the article evidence shows ___.
    • Our connection sentence links ___ and ___ because both texts show ___.

  7. What to look for

    • Students copy the complete dialogue and Ada did not answer. without cutting either source sentence.
    • Students reject the idea that not faltering proves Ada feels no fear.
    • Students explain that silence can reveal pressure, concealment, or a difficult decision.
    • Students use earlier article evidence rather than inventing an article quotation.
    • Students revise the stronger explanation so both texts support the group’s claim.
    • Students connect obligation and resolve to Ada’s choice instead of merely retelling events.

  8. Success criteria

    • Our chart states a clear claim about courage during fear.
    • Our chart copies both complete story sentences accurately.
    • Our chart uses exact article evidence from earlier notes.
    • Our explanation distinguishes concealed fear from absent fear.
    • Our chart uses obligation and resolve to explain Ada’s choice.
Why the coach chose it here — A Collaborative Graphic Organizer fits this lesson because groups must synthesize story evidence and earlier article evidence into a shared plan for the independent body paragraph. It deliberately follows the I Do model and We Do rehearsal without repeating either artifact. Students compare two interpretations of Ada’s silence, explain which interpretation is stronger, and co-construct a new connection sentence. The strategy uses the learning-science lever of elaboration because students explain, contrast, and connect evidence to a claim. It also matches the teacher-planned small-group chart and differs from yesterday’s think-pair-share structure.

Frequently asked questions

How is this different from the shared version?

The shared organizer is completed by the whole class with you leading, in the We Do phase. This one is completed in small groups with you monitoring, one release step later. The structure is the same; who is deciding what goes in a cell is not.

Does it feed the independent work?

That is what it is for. TeacherHero generates the phases in order and passes each into the next one's prompt, so the You Do task is written knowing this organizer exists and what students collected in it, rather than asking them to gather the same evidence twice.

What keeps one student from filling it in alone?

Named roles, which the discussion cards carry. A group of four with one organizer and no roles is one student writing and three watching. The plan assigns a job per student and supplies what to look for while you circulate.

Strategies that pair with it

Collaborative Error Analysis

Y’all Do · Diagnose and correct a flawed response together.

See the example

Compare Two Responses

Y’all Do · Evaluate two possible responses against the criteria.

See the example

Partner Writing

Y’all Do · Co-construct a response while explaining writing decisions.

See the example

Think-Pair-Share

Y’all Do · Rehearse independently, compare with a partner, then share.

See the example
Example free · generation with Pro

One move out of six phases.

A TeacherHero lesson generates all six with your course, unit, week and text in context, so the Y’all Do phase continues the one before it instead of starting over.

Explore a whole example lesson