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We Do · You practice it together

Guided Practice

Guided Practice is the phase where you and the class do it together — you still hold the pen, but students are supplying the moves. TeacherHero writes it for the We Do phase with the checks for understanding built in, and produces a student worksheet that carries the work forward into the independent task.

Complete a parallel task with decreasing teacher support.

Real generated output

We Do: Guided Practice on a New Setting-to-Limit Row

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

  1. Teacher directions

    • 0:00–1:00 — Distribute the Student worksheet. Have students read the selected lines and underline two setting details: where Ada and Tomas are and what is changing around them. Ask all students to show one underlined detail.
    • 1:00–3:00 — Guide the first two slots with prompts: “Where is Ada? Where is Tomas?” and “What does the thinning crowd and approaching departure make harder?” Students complete the setting and pressure slots. Confirm that these are setting conditions, not merely Ada’s feelings.
    • 3:00–4:30 — Fade support. Students complete the limit slot independently, then compare with a partner. Ask: “What specific action can Ada no longer take because Tomas is still in the market?” Listen for an action, not a vague statement such as “she is in trouble.”
    • 4:30–6:00 — Students select and copy one exact quotation from the worksheet lines. Prompt them to check that every word comes from the passage and that the quotation supports the limit they named.
    • 6:00–7:30 — Partners explain the connection using the class frame. Ask them to include Ada’s obligation to Tomas. Then ask the quick reasoning check: “Ada can conceal her fear and does not falter. Does that remove the setting’s limit?”
    • 7:30–8:30 — Students independently complete the link slot, naming the setting, the limited action, and the resulting choice. Scan every worksheet for all three parts and give process feedback: name the missing part and the next move.
    • 8:30–9:00 — Invite one student to read the completed link, then transition: “You will now compare and build another analysis with less prompting.”

  2. Student directions

    • Read the selected lines from The Ferry at Dusk. Underline a detail about the setting and circle the action the setting makes difficult.
    • Complete the new chart row in order. The teacher will guide the first two slots; you will take more responsibility for the limit, quotation, explanation, and link.
    • Use this sentence frame for your explanation and partner reasoning: “Because the setting ___, Ada cannot ___, so ___.”
    • Use obligation to explain why finding Tomas matters. Use conceal and falter to explain why hiding fear or acting firmly does not change the setting itself.

  3. Questions to ask

    • Which setting details show that Ada and Tomas are separated and that time is changing?
    • What specific action does this setting prevent or make difficult for Ada?
    • Which exact quotation best supports the limit you named?
    • How does Ada’s obligation to Tomas interact with the setting?
    • Ada can conceal her fear and does not falter. Why does that not remove the setting’s limit?

  4. Misconceptions to expect

    • A student names fear, resolve, or obligation alone as the setting. Redirect: identify a time, place, or surrounding condition first.
    • A student writes “Ada cannot be brave” instead of naming a limited action. Redirect: complete “Ada cannot ___” with a specific action from the scene.
    • A student copies a paraphrase as a quotation. Redirect: compare each word with the worksheet lines and add quotation marks around only exact words.
    • A student claims that because Ada does not falter, the setting no longer limits her. Clarify that character resolve affects how she responds; it does not remove the time, distance, or departing ferry.
Why the coach chose it here — Guided Practice best fits this 9-minute phase because students have just watched a complete setting-to-limit analysis in the I Do and now need to complete a genuinely new, parallel chart row before moving toward more independent work. The teacher can guide the first decisions about the market, ferry, and thinning crowd, then fade prompts as students name the limited action, select an exact quotation, and explain the effect on Ada’s choice. This uses successive_relearning by requiring students to retrieve and reuse the same analysis sequence—setting, pressure, limit, evidence, explanation, and link—on a new part of the passage. The completed row directly advances the final product: an analysis chart with one quotation per row.

Frequently asked questions

What makes We Do different from I Do?

In the I Do phase you are demonstrating and students are watching. In We Do, students supply the thinking and you hold the structure — asking which evidence fits, taking a wrong answer and working out where it came from. The release has started but has not finished.

What does the teacher get to run it?

A student worksheet, the task written out, and checks for understanding placed at the points where the class is most likely to divide. The example on this page shows the whole thing as the model produced it inside a real Grade 6 lesson.

How does it connect to the independent work?

Directly. TeacherHero feeds every generated section into the prompts for the ones that follow, so the You Do task asks for the same move on new material rather than a different move entirely — which is the most common way a lesson quietly loses its thread.

Strategies that pair with it

Shared Graphic Organizer

We Do · Complete part of an organizer with decreasing support.

See the example

Do Now

Warm-Up · Complete a short review or readiness task.

See the example

Ready, Set, Vocabulary

I Do · Run the same per-word card for every term: definition, synonyms and antonyms, the sentence from the text, and a use-it move.

See the example

Transfer Prompt

Exit Ticket · Apply today's learning to a new miniature example.

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.

Explore a whole example lesson