1:1 Devices

6 Class Periods with ThinkCERCA

SUGGESTED SCHEDULE

Session 1

Introduce or review a key skill or concept using a Direct Instruction lesson. 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 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. Review student performance to inform instruction and remediation.

Next, students will begin working on the Applied Reading & Writing lesson that corresponds to the Direct Instruction lesson. To build background knowledge, ask students to read the topic overview independently, think about a personal connection to it, and share their thoughts with a peer. Ask them to write about their personal connection in Step 1 of the Applied Reading & Writing lesson.

Session 2

Introduce vocabulary related to the Applied Reading & Writing lesson to bridge the personal connection to the content they will be reading about. Use one of ThinkCERCA’s Vocabulary Routines as a way to support all learners, especially those who may be at various levels of acquiring English.

Have students read the text independently in Step 2. Be sure to set aside enough time for personal reflection and comprehension.

Session 3

For Session 3, arrange students in small groups homogeneously by readiness level to facilitate easier collaboration throughout the lesson.

Next, ask students to discuss the text in their small groups. This is a great time to circulate the room, visit each group, and check for understanding.

Ask students to work together to determine the correct answers to the five multiple choice items in Step 2 of the Applied Reading & Writing lesson. Have students submit their answers to gauge their overall comprehension.

Session 4

In pairs or small groups, have students engage with the text in Step 3. Suggest that students split up the text for highlighting and annotating so they can work independently before sharing their learnings. Set explicit expectations for how much highlighting they should do and rotate the classroom to provide additional support to students.

With students still arranged in small groups by readiness level, have them work together to summarize the text in Step 4 of the Applied Reading & Writing lesson.

Session 5

Ask students to take a position on the writing prompt by outlining 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.

Time permitting, have students discuss or debate the CERCA Set Essential Question as a whole group, in small groups, or in pairs. Remember that a talkative classroom is key.

Check out our resources on Socratic discussion and ThinkCERCA's Debate Game for ideas on how to get started!

Session 6

In the final session, students will use the outline they developed in the prior session to draft a formal argument in Step 6. Circulate the room to provide personalized feedback to students on their writing.

If there is enough time, provide opportunities for students to share their writing with peers for feedback.