1:1 Devices

4 Class Periods with ThinkCERCA

This video will guide you through using ThinkCERCA across four sessions.


Session 1

Ask the class to pull up the Direct Instruction lesson on their Student View and follow along on their device. Watch the lesson as a whole group, pausing frequently to elaborate or expand upon the key skills and concepts being taught.

Ask students to complete the five multiple choice items following the Direct Instruction lesson to gauge their comprehension of the key skill or concept.

After submitting their work, encourage students to look back at the multiple choice questions they got wrong and ask, “Why was my answer incorrect?” (Refer to our Error Analysis guide for tips and downloadable resources.)

Session 2

In Session 2, students will begin working on the Writing Lesson that corresponds to the Direct Instruction lesson they completed in Session 1. To get started, review the topic and Class Discussion Question from the Writing Module.

Using their devices, have students write a response to the short answer prompt in Step 1 of the Writing Lesson. Their answers can be referenced later when writing their formal essay in Step 6.

Next, ask students to break up into three stations for the following activities. (Tip: If possible, set stations up before class to save time.)

  • Close Reading and Writing Station – Students complete Steps 2-3 of the Writing Lesson independently (connecting with, reading, and engaging with the text).

  • Vocabulary Practice Station – Students work on vocabulary from the lesson using an activity from ThinkCERCA’s Vocabulary Routines resource.

  • Socratic Discussion Station – Students engage in a teacher-led Socratic discussion using the Class Discussion Question from the Writing Module.

Have students rotate through two stations in Session 2 (20 to 25 minutes each).

Session 3

Set up the same stations from Session 2 and have students rotate through the ones they have not completed. Each station should take 20 to 25 minutes.

Assign Step 4 of the Writing Lesson (summarizing) as homework. If students are new to summarizing, ask them to use our built-in sentence stems for scaffolded support. Over time, set the expectation that students rely less and less on these stems. This step can be completed with or without technology depending on your students’ at-home technology access.

Session 4

Have students share the summary that they completed as homework with a partner from across the room. After sharing, students can take 3 to 5 minutes to revise and type their work into the platform under Step 4.

Ask students to outline their essay in Step 5 using our Argument Builder tool. Visit each student and provide any scaffolding necessary to help them structure their argument. Encourage students to use our built-in sentence stems if they need help getting started.

Next, have students complete Step 6—writing their CERCA essay. Show exemplars and set expectations so students know exactly what you are looking for. Circulate around the room to provide each student with additional support.

After completing a draft of their essay, ask students to do a self- or peer-assessment using our built-in rubric. If any parts of the evaluation criteria are missing, ask them to rework their essay before submitting. Consider giving students additional time at home to rework their essay.