TeacherHero
We Do · You practice it together

Shared Graphic Organizer

A Shared Graphic Organizer is completed as a class before anyone completes one alone — you populate the first rows together, naming why each entry belongs where it does. TeacherHero builds it in the We Do phase and produces the organizer itself, with the same columns the independent task will use.

Complete part of an organizer with decreasing support.

Real generated output

Setting-Analysis Chart: Parallel Practice

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 — Have students open the Day 1 “Choice and Evidence Chart.” Direct them to begin with “Group: Ada’s uneven obligations” in the “Evidence from the passage” column, then distribute the parallel-practice chart.
    • 1:00–3:30 — Guide the class through the row labeled “Class: Ada and Tomas.” Ask what obligation appears in the quotation, what condition presses on Ada, and what action becomes difficult. Prompt students to complete the three analysis cells on group whiteboards, then copy the agreed wording into the chart.
    • 3:30–6:00 — Move to “Group: Ada and the woman.” Point only to the three unfinished cells and let groups use their whiteboards to complete the row. Require students to use resolve when explaining the decision, then quickly check each group’s conclusion.
    • 6:00–7:30 — For “Independent copy: Ada at the rail,” have students copy the model’s setting pressure, limit, and conclusion onto individual whiteboards. This uses the same source sentence and reaches the same conclusion as the model; it is practice, not a new assessment.
    • 7:30–9:00 — Scan whiteboards for a setting condition, an action limit, and a causal conclusion. Correct answers that name only fear, then direct students to keep the chart for the next collaborative phase.

  2. Student directions

    • With your group: open your Day 1 “Choice and Evidence Chart” and start with “Group: Ada’s uneven obligations” in “Evidence from the passage.”
    • Fill the analysis cells on your group whiteboard, beginning with: “Because ___, Ada cannot ___, so she ___.”

  3. Questions to ask

    • Which obligation does Paragraph 1 place on Ada, and how does the setting make that obligation difficult?
    • How does the ferry setting limit Ada’s choice after the woman’s advice?
    • What must a complete conclusion explain about the setting and Ada’s action?

  4. Misconceptions to expect

    • Students may name Ada’s fear as the setting pressure. Redirect them to the ferry, the market, the thinning crowd, or the boarding moment.
    • Students may treat an obligation as the setting. Ask whether the obligation is a place, time, or condition pressing on Ada.
    • Students may claim that the woman forces Ada to leave. Clarify that the woman gives advice while the ferry setting creates the limited choice.
    • Students may copy only part of a quotation. Remind them that the evidence cell requires the complete sentence printed in the chart.
Why the coach chose it here — A shared graphic organizer fits the learning target because students repeatedly connect a setting pressure to an action the setting limits. It continues the modeled chart work while using two fresh sentences from the passage. The sequence fades support from teacher prompts, to group whiteboards, to a brief independent copy of the model. This uses successive relearning, the selected strategy’s learning-science lever, while producing evidence rows for the lesson’s body-paragraph evidence bank.

Frequently asked questions

Why fill an organizer together first?

Because an empty organizer is an instruction students cannot follow until they know what belongs in a cell. Doing the first rows as a class makes the column headings mean something. The independent phase then reuses the same structure rather than introducing a new one.

What is the organizer for?

Holding evidence in a shape the next task needs. TeacherHero contracts the We Do phase for this strategy to produce a graphic organizer, generated with the lesson's learning target and final product in its context, so the organizer can collect what the final product requires.

Do students keep it?

That is the intent — the shared organizer feeds the independent product. Because each phase's prompt carries the sections generated before it, the You Do task is written knowing what students already have in front of them rather than asking them to start from nothing.

Strategies that pair with it

First Chart Row

We Do · Complete the first row of an organizer together.

See the example

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
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