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We Do · You practice it together

First Chart Row

First Chart Row is a We Do move: the class fills the next row of an analysis chart together, using new evidence, before students complete a row on their own. TeacherHero generates the chart, the questions that lead the shared row and the misconceptions to expect, so the release from teacher to student happens one row at a time.

Complete the first row of an organizer together.

Real generated output

We Do: Build a New Setting-Analysis Row

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

  1. Teacher directions

    • Display the Student Setting-Analysis Chart and have students keep their completed model from I Do visible.
    • Remind students that the new evidence comes from Paragraphs 2–3, not the sentence used in the model.
    • Model the first row in one minute by naming the rail, thinning crowd, and nearby woman as setting conditions.
    • Ask students to complete the second row with their groups on whiteboards, using the quotation and the sentence frame.
    • Circulate and prompt groups to explain what Ada cannot do because the setting creates pressure.
    • Have students complete the third row independently on their whiteboards, then hold boards up for a quick check.
    • Mark whether each board includes a setting condition, a complete quotation, a limited choice, and an explanation using obligation or resolve.

  2. Student directions

    • With your group: fill the second row from the supplied quotation, then explain how the setting limits Ada and use the sentence frame. Then, on your own, fill the third row and hold up your whiteboard.
    • Begin with: “Because the setting ___, Ada cannot ___, so her obligation or resolve ___.”

  3. Questions to ask

    • Which setting condition makes Ada’s choice harder in the second row?
    • What can Ada not do because the crowd and the woman’s warning create pressure?
    • How does the third-row evidence show Ada’s resolve rather than conceal her decision?

  4. Misconceptions to expect

    • Students may name Ada’s fear as the setting. Redirect them to the ferry, crowd, gangway, dusk, or other physical conditions.
    • Students may say the woman forces Ada to leave. Ask whether the woman gives Ada permission instead of physically controlling her.
    • Students may copy a quotation without explaining the limit. Ask what action the setting makes harder or impossible.
Why the coach chose it here — First Chart Row fits the lesson because students extend the completed setting-analysis model to a fresh passage moment before independent writing. The organizer keeps the final evidence-bank product visible while support fades from a teacher model to group reasoning and then individual completion. It uses successive relearning by repeating the same setting-pressure, quotation, limited-choice, and meaning sequence from the I Do phase with new evidence.

Frequently asked questions

How is this different from the I Do model?

The evidence changes. The model in I Do used one sentence; the shared row uses a new passage, so students cannot copy the model's answer. The teacher leads with questions rather than a think-aloud, and the third row is left to students working on their own whiteboards.

What misconceptions does the example plan for?

Treating a character's feeling as the setting, and reading a suggestion from another character as force. Each comes with a redirect question, so the teacher has something to ask rather than a correction to announce, and students fix the row themselves.

What kind of chart does it use?

Whatever organizer the lesson is building toward — here, a setting-analysis chart linking a physical condition to what the character cannot do. The sentence frame on the page gives the row its shape, so every student's row can be read against the same structure.

Strategies that pair with it

Guided Practice

We Do · Complete a parallel task with decreasing teacher support.

See the example

Hinge Questions

We Do · Pause at key decisions to check the whole class.

See the example

Revise a Weak Example

We Do · Improve a weak response through guided revision.

See the example

Shared Annotation

We Do · Annotate a new excerpt through sequenced teacher prompts.

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 We Do phase continues the one before it instead of starting over.

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