1 of 29

1

1+ weeks of instruction—fully ready to present and easy to edit. Do your thing!!

CERCA Slides

How might Frederick Douglass's newspaper, The North Star, have fuelled the anti-slavery movement?

2 of 29

CERCA Slides are…

Research-based practices that lead to accelerated reading and writing growth.

2

Teacher Guide

A guide for you to understand how to best use this resource (yellow slides).

GO

Online Lessons

A set of lessons students enjoy on Learn.ThinkCERCA.com platform.

GO

Student Guide

Supporting note-taking tools you

can curate for your class.

GO

Class Presentation

A student-facing presentation you can

edit for a hybrid, fully online, or fully

in-person class (blue slides).

GO

T E A C H E R G U I D E

Try This Lesson! Log in first. Then click here to link to module preview assignment page.

3 of 29

3

What will students know, understand, �and be able to do through this lesson?

Knowledge

Who Frederick Douglass was; what role the press played in the abolitionist movement; how the North Star might have fuelled the anti-slavery movement.

Understanding

In the past and present, mass media has provided a platform for people to share ideas, and empowers individuals and groups to shape public opinion.

Skills

Synthesize information to create new understanding; analyze primary and secondary sources; write a response to a series of informational texts.

Skills Lesson: Thinking Like a Historian

Close Reading & Writing: Frederick Douglass and The North Star

T E A C H E R G U I D E

4 of 29

4

How do the CERCA Slides help �me facilitate a lesson?

Content

We provide all of the best practice ingredients: presentation slides, reading materials, assignments, activities, and discussion topics. Think of it like an all-you-can-teach buffet.

Customizable

As a facilitator, you add, subtract, multiply, and divide the suggested steps based on your student’s preferences. That’s why it is editable!

Teachers Guide

Class Presentation

T E A C H E R G U I D E

Coaching Tip: As fellow teachers, we know you don’t take anything out of the box and use it the way it was handed to you; that’s what makes you an awesome teacher!

We’re with you. Go ahead and Frankenstein this content based on your classroom’s needs.

We made this editable so you can add your touches right into this presentation. We want YOU to make these presentations your own. Again, the choice is yours!

Before you begin, assign the appropriate lessons to your groups. There are a number of student tools suggested along the way. Make copies of those tools to make them editable. Have your students make copies of them based on your copy.

Click on the lesson links once you are logged in to access the skills lesson “Thinking Like a Historian” and “Frederick Douglass and the North Star.”

5 of 29

5

Thinking Like a Historian Frederick Douglass and The North Star
SKILLS FOCUS	CLOSE READING AND WRITING LESSON
SESSION 1 40 minutes	STEP 1 40 minutes	STEP 2, 3, 4 40 -80 minutes	STEP 5 40-80 minutes	STEP 6 60 minutes
Direct instruction Lesson Check your Comprehension	Overview and Connect	Close Reading Multiple Choice Highlighting and Annotating Summarizing	Build Your Argument	Finalize �Your Draft
Pre-Work: Vocabulary Cornell Notes: Thinking Like a Historian	Finding Purpose for Learning Think-Pair-Share	Read w/SEL (Optional) Test Prep Strategy: K-W-L (Optional)	Pre-Writing Discussion (Optional)	Peer Editing (Optional) Inquiry to Research (Optional) Roundtable Discussion (Optional)

What’s in this CERCA Slides?

ThinkCERCA Platform (Online)

ThinkCERCA Student Guide Tools (Off-app)

Activities can be completed asynchronously for hybrid or remote learning.

ThinkCERCA Student Guide Tools (Optional)

T E A C H E R G U I D E

6 of 29

6

C3 Framework

D2.Civ.10.9-12; D2.Civ.14.9-12; D2.His.4.9-12; D2.His.6.9-12; D2.His.16.9-12

What standards will this lesson �help students practice?

CCSS

CCSS.RI.11-12.1; CCSS.RH.11-12.1; CCSS.RI.11-12.2, CCSS.RH.11-12.2; CCSS.RH.11-12.2, CCSS.RI.11-12.4, CCSS.RH.11-12.4

CCSS.W.11-12.2

TEKS

TEKS.ELAR.12.5(C); TEKS.ELAR.12.5(D); TEKS.ELAR.12.5(F), TEKS.ELAR.12.8(A); TEKS.ELAR.12.8(B); TEKS.ELAR.12.11(F)

CASEL Framework

SEL.Self-Awareness 1=Identifying personal, cultural, and linguistic assets; SEL.Social Awareness.6=

Identifying diverse social norms, including unjust ones; SEL.Relationship Skills.1=Communicating effectively; SEL.Self-Management.6=Showing the courage to take initiative

Learning for Justice Social Justice Standards

SJS.DI.9-12.10, SJS.JU.9-12.13, SJS.JU.9-12.15

T E A C H E R G U I D E

7 of 29

Begin Student Lesson

Use writing to improve learning not just prove learning!

7

8 of 29

8

How might Frederick Douglass's newspaper, The North Star, have fuelled the anti-slavery movement?

Try This Lesson! Log in first. Then click here to link to module preview assignment page.

9 of 29

9

Frederick Douglass and The North Star

How might Frederick Douglass's newspaper, The North Star, have fuelled the anti-slavery movement?

Date	Focus/Step	On ThinkCERCA (Online)	Student Guide Tools (Offline)
X/XX	Pre-Work: Vocabulary	Preview “Topic Overview” and Vocabulary list	Vocabulary: Vocabulary Cards
X/XX	Skills Focus: Direct Instruction�	Review Slide Show and Check Your Comprehension	Cornell Notes: Thinking Like a Historian
X/XX	Step 1: Connect	Read Topic Overview; Write a personal reflection in Connect	Finding Your Purpose for Learning Think-Pair-Share
X/XX	Step 2: Read	Close Reading, Multiple Choice Questions	Close Reading Test Prep: K-W-L (Optional)
X/XX	Step 3: Engage with the Text	Highlight and Annotate
X/XX	Step 4: Summarize	Write your summary
X/XX	Step 5: Build an argument	Draft an outline and review with peers	Pre-Writing Discussion (Optional)
X/XX	Step 6: Create your CERCA	Complete final drafting	Peer Editing (Optional) Inquiry to Research (Optional) Roundtable discussion (Optional)

10 of 29

10

2

1

Vocabulary Pre-Work

View in ThinkCERCA

Open Student Guide

Student Guide

Vocabulary: Vocabulary Cards

learn.thinkcerca.com

Read “Overview”
Preview Vocabulary

See Synchronous Lesson Tips and Asynchronous Below

Talking Point: As students preview the lesson by way of the “Overview,” they can also examine the vocabulary they will encounter in the reading. This pre-work will provide a solid foundation on which to build domain-specific vocabulary.

Gradual Release of Responsibility Model:

I Do It: Read the “Overview” aloud to the class. As you read, hover on bolded vocabulary terms to show students the linked definitions. Explain to students that these words are specific to the reading, and will be important to understanding the content.
We Do It: After reading the “Overview,” collectively complete the vocabulary activity. You can model the activity for one vocabulary word in whole-class instruction.
You Do It Together: Have students work in pairs or small groups to complete the vocabulary activity in the student guide.
You Do It Alone: Individually, each student completes the vocabulary activity in the student guide.

Coaching Tip: After students complete the vocabulary activity, have them share and compare their work with in pairs.

11 of 29

11

1

2

Direct Instruction

View in ThinkCERCA

Open Student Guide

Student Guide

Cornell Notes: Thinking Like a Historian

learn.thinkcerca.com

Complete “Thinking Like a Historian”
Check Your Comprehension

See Synchronous Lesson Tips and Asynchronous Below

Talking Point: As we begin our study, we’ll start with a focus on skills. In this lesson, we will focus on developing your skills as a historical thinker.

Synchronous (30-40 minutes)

Coaching Tip: Students will need at least 15 minutes to complete the audio-supported lesson independently.

Provide the Cornell Notes for students to take notes.

You’ll need to make your own copy of the organizer if you want to further tailor it to your students’ needs.

Gradual Release of Responsibility Model:

I Do It: You can project the lesson and the organizer and complete the first part of the graphic organizer with the first 3 slides.
We Do It: Have students work with you to complete the next three slides, taking notes in the organizer.
You Do It Together: Have students work in pairs or small groups to complete the rest of the lesson.
You Do It Alone: Individually, each student summarizes their learning and completes the quiz in ThinkCERCA.

Coaching Tip: Collect answers from students and record them on a Class Copy of the Student Guide of the Cornell Notes. This can be used for later reference as a digital anchor chart and provided for diverse learners who need additional support.

Asynchronous Model:

You Do It Alone: Whether you introduce the lesson in a brief in class overview or not, individually, each student can review the lesson with audio support, summarize their learning, and complete the quiz in ThinkCERCA.

12 of 29

12

Step 1

1

2

View in ThinkCERCA

Open Student Guide

Student Guide

Complete Finding Your Purpose for Learning
Complete Think-Pair-Share

learn.thinkcerca.com

Read Topic Overview
Complete Connect Quick Write

Coaching Tip: Have students read the Overview and complete the Finding Your Purpose for Learning reflection in the Student Guide. You’ll need to make your own copy of the Student Guide if you want to further tailor the document to your students’ needs and create a class master copy to use with diverse learners who may require note-taking accommodations.

Optional Coaching Tip: If this is the first time students have learned how to generate questions before reading the text, you can model the process with them. After reading the Overview, have the students complete the Finding Your Purpose For Learning section of the Student Guide using the Gradual Release of Responsibility Model.

Gradual Release of Responsibility Model:

I Do It: You can share questions you have about the essay, the author, etc.
We Do It: Have students work with you to generate a list of questions, taking notes in the organizer.
You Do It (Together): Have students work in pairs or small groups to generate more questions together.
You Do It (Alone): Individually, have each student generate questions.

Talking Point: Engaging with text is really all about connecting text to one’s self, to others, and to the world. As we continue to build our community of learning together, it’s important to take time to learn more about each other and discover your own purpose for learning. Complete the Connect step of the lesson. pair with another to share your experiences and use the Think-Pair-Share worksheet to support your collaboration. Students will need 10 minutes to share and collaborate before the larger group debrief if you choose to bring the whole class together for a discussion.

Coaching Tip: Provide the Student Guide after this Connect step has been completed. Students will need at least 3-5 minutes to complete the activity.

Gradual Release of Responsibility Model:

I Do It: You can share questions you have about the essay, the author, etc. Use the optional slides that follow to guide the experience of questioning the text.
We Do It: Have students work with you to generate a list of questions, taking notes in the organizer.
You Do It: Together: Have students work in pairs or small groups to generate more questions together.
You Do It: Alone: Individually, have each student generate questions.

Asynchronous Model:

You Do It Alone: Individually, have each student read the Overview, generate questions using the Finding Your Purpose for Learning section of the Student Guide, and complete the Connect step.

13 of 29

13

Step 2

1

2

View in ThinkCERCA

Open Student Guide

Student Guide

Complete Asking Questions of Text
Complete Pause and Reflect
Test Prep Strategy

learn.thinkcerca.com

Read Selection
Check Your Comprehension

Coaching Tip: Students will need at least 30 minutes to complete the reading. “Pause and Reflect” Questions appear throughout the text. Students can use the annotation tool to write answers to these questions. You may choose to have students work together and to collaborate in discussion around the Pause and Reflect prompts using the Student Guide. Each of these questions is designed to help students make disciplinary and personal connections to the text.

Coaching Notes: To incorporate test preparation into your everyday great instruction, you can ask students to complete a K-W-L chart. See K-W-L Activity in the Student Guide.

Asynchronous Model:

Preview the essay with students, pointing out the “Pause and Reflect” questions. Encourage students to independently read the essay at their own pace and to use the annotation tools to actively read and respond to the questions.

14 of 29

14

Step 3

1

View in ThinkCERCA

Open Student Guide

Student Guide

learn.thinkcerca.com

Highlight and Annotate the Text

Coaching Note: If students are learning highlighting, annotation, and other disciplinary literacy strategies for the first time, they can benefit from many times “at-bat” and the modeling and guidance that the gradual release of responsibility model provides. Here is a sample script of what that might look like.

Gradual Release of Responsibility Model:

I Do It: Project the reading. Follow the highlighting and annotation prompts in the first paragraph, providing a think-aloud that explains why you are selecting a piece of the text and what you think when you read it. “I am highlighting ...;” “I am going to add a note that explains that...makes me think...,” etc.
We Do It: Have students work with you to complete the next paragraph, taking notes in the text in the teacher preview.
You Do It Together: Have students work in pairs or small groups to complete the next several paragraphs or the rest of the lesson.
You Do It Alone (options): Students can continue highlighting and annotating for the last several paragraphs.

Asynchronous Model:

You Do It Alone (options): After observing teacher modeling, students can independently highlight and annotate the remainder of the text.

Alternatively, after highlighting, each student can demonstrate their own achievement by summarizing the reading in Step 4. If they haven’t already completed it, they can also complete the quiz in Step 2 in ThinkCERCA.

15 of 29

15

Step 4

1

View in ThinkCERCA

Open Student Guide

Student Guide

learn.thinkcerca.com

Summarize the Reading

16 of 29

16

Step 5

1

View in ThinkCERCA

Open Student Guide

Student Guide

Complete Pre-Writing Discussion

learn.thinkcerca.com

Build Your Argument

Coaching Note: The planning step involves a solo or collaborative experience of outlining an argument. Developing a draft claim is the first step. Students then support the claim with reasons, and provide evidence to support their reasoning. After students present a supporting reason+evidence, they should also include an explanation of how the evidence links back to the reason, making their thinking visible. Together the reason-evidence-reasoning sandwiches make up the supporting paragraphs in an argument. During this time, you should circulate to review student writing and provide feedback in real-time. This real-time feedback and encouragement will be far more effective than the grade a student might receive weeks after their final submission. It will also save you a great deal of time in the final grading process.

Gradual Release of Responsibility Model:

I Do It: Project the argument-builder step in the teacher preview. Show the claim stem in the Claim box.
We Do It: Have students work with you to complete the sample claim stem. Then ask contributors to improve the claim by making it more specific or general as needed and encourage students to use more formal language to capture the specific and debatable ideas they have about the essay’s structure.
You Do It Together: Have students work in pairs or small groups to complete the rest of the argument building or the rest of the lesson, analyzing the major ideas of the text and the details the author uses to support them. Remind students they can arrange and rearrange the argument as they go. Encourage students to test their ideas and share throughout the drafting process.
You Do It Alone (options): Students can refine their final argument during the actual formal drafting step in the lesson.

17 of 29

17

Step 6

1

2

View in ThinkCERCA

Open Student Guide

Student Guide

Complete Peer Editing Activity
Inquiry to Research
Roundtable Discussion

learn.thinkcerca.com

Create Your CERCA
Complete self-assessment in Rubric section of Step 6

Coaching Note: The final step involves creating a fully fleshed out draft. Student will drop their argument builder outlines into the draft space and use sentence starters to fully flesh out the ideas of their more formal piece of writing.

Gradual Release of Responsibility Model:

I Do It: Project the contents of an argument-builder step in the teacher preview. Drop the outline into the text box. Model how you move from a single statement to a full introduction. You might begin by using the personal connect as a hook and the summary as a transition in order to develop an introduction with significance and a strong claim. Show students how to build the argument’s support using the reason->evidence->reasoning approach, so each point is stated in the reason, supported by evidence, and has a reasoning statement that links the evidence to the overall paragraph and/or argument.
We Do It: Have students work with you to complete an introduction and or a support together.
You Do It Together: Have students work in pairs or small groups to complete another supporting section. Encourage students to test their ideas and share throughout the drafting process.
You Do It Alone (options): Students can refine their final argument on their own before engaging in peer editing.

18 of 29

Preview the Teacher’s Guide �to see how each session might �be facilitated to maximize engagement and growth.

18

19 of 29

19

How might Frederick Douglass's newspaper, The North Star, have fuelled the anti-slavery movement?

Try This Lesson! Log in first. Then click here to link to module preview assignment page.

20 of 29

20

Where do I find the CERCA Slides and other Teacher Resources in the platform?

T E A C H E R G U I D E

In Module Preview

Click on Lesson Supports

1

2

21 of 29

21

S K I L L S F O C U S

Thinking Like a Historian

Teachers can lead students through the lesson, or have students collaborate to complete lessons.�(Optional Gradual Release of Responsibility Scripts included.)

SKILLS INSTRUCTION ~ 30-45 minutes

A lesson matched to the core focus of the tasks in the close reading or writing lesson.

View in ThinkCERCA

T E A C H E R G U I D E

Open Student Guide

Student Guide

Cornell Notes: Thinking Like a Historian

learn.thinkcerca.com

Teacher introduces lesson
Students work independently
Whole class review

See Synchronous Lesson Tips and Asynchronous Below

Talking Point: As we begin our study, we’ll start with a focus on skills. In this lesson, we will focus on developing your skills as a historical thinker.

Synchronous (30-40 minutes)

Coaching Tip: Students will need at least 15 minutes to complete the audio-supported lesson independently.

Provide the Cornell Notes for students to take notes.

You’ll need to make your own copy of the organizer if you want to further tailor it to your students’ needs.

Gradual Release of Responsibility Model:

I Do It: You can project the lesson and the organizer and complete the first part of the graphic organizer with the first 3 slides.
We Do It: Have students work with you to complete the next three slides, taking notes in the organizer.
You Do It Together: Have students work in pairs or small groups to complete the rest of the lesson.
You Do It Alone: Individually, each student summarizes their learning and completes the quiz in ThinkCERCA.

Coaching Tip: Collect answers from students and record them on a Class Copy of the Student Guide of the Cornell Notes. This can be used for later reference as a digital anchor chart and provided for diverse learners who need additional support.

Asynchronous Model:

You Do It Alone: Whether you introduce the lesson in a brief in class overview or not, individually, each student can review the lesson with audio support, summarize their learning, and complete the quiz in ThinkCERCA.

22 of 29

22

S T E P 1

Overview and Connect

Students make personal connections to the text and share their reflections on the key themes they will �explore in the lesson. Then they generate their own questions that they can explore as they read. �This step is critical in social and emotional development and helps to build community.

CLOSE READING ~ 30-40 minutes

T E A C H E R G U I D E

Frederick Douglass and The North Star

Overview and Connect

View in ThinkCERCA

Open Student Guide

Student Guide

Finding Your Purpose
Think-Pair-Share

learn.thinkcerca.com

Overview
Connect

Coaching Notes: The time you spend on community building is time invested in student engagement and social and emotional learning. We strongly encourage you to do both of these steps, as research shows that determining your own purpose of learning and Think-Pair-Share are research-based best practices that increase student achievement.

Coaching Tip: Have students read the Overview and complete the Finding Your Purpose for Learning reflection in the Student Guide. You’ll need to make your own copy of the Student Guide if you want to further tailor the document to your students’ needs and create a class master copy to use with diverse learners who may require note-taking accommodations.

Optional Coaching Tip: If this is the first time students have learned how to generate questions before reading the text, you can model the process with them. After reading the Overview, have the students complete the Finding Your Purpose For Learning section of the Student Guide using the Gradual Release of Responsibility Model.

Gradual Release of Responsibility Model:

I Do It: You can share questions you have about the essay, the author, etc.
We Do It: Have students work with you to generate a list of questions, taking notes in the organizer.
You Do It: Together: Have students work in pairs or small groups to generate more questions together.
You Do It: Alone: Individually, have each student generate questions.

Talking Point: Engaging with text is really all about connecting text to one’s self, to others, and to the world. As we continue to build our community of learning together, it’s important to take time to learn more about each other and discover your own purpose for learning. Complete the Connect step of the lesson. Pair with another student to share your experiences. Use the Think-Pair-Share worksheet to support your collaboration. Students will need 10 minutes to share and collaborate before the larger group debrief if you choose to bring the whole class together for a discussion.

Coaching Tip: Provide the Student Guide after this Connect step has been completed. Students will need at least 3-5 minutes to begin the Think-Pair-Share. An optional whole class debrief is a great way to set up a focus on themes and allow you to transition into the reading.

23 of 29

23

CLOSE READING ~ 30-40 minutes

T E A C H E R G U I D E

Frederick Douglass and The North Star

Overview and Connect

View in ThinkCERCA

S T E P S 2 , 3, 4

Read, Engage with the Text, and Summarize

Students review the CERCA question. They read closely, highlighting, annotating, and �answering multiple choice questions. They also summarize the text.

Open Student Guide

Student Guide

Test Prep Strategy

learn.thinkcerca.com

Read (with audio support and in-text vocab)
Highlight and annotate
Summarize
Answer multiple choice questions

Coaching Note: The reading, highlighting and annotating and summarizing steps are all about deepening learning and critical thinking. Needless to say, there are many great opportunities to practice comprehension and disciplinary literacy skills. Some teachers have students wait until they have done the highlighting and annotating and even summarizing before they have the students answer multiple-choice questions.

Coaching Tip: Students will need at least 30 minutes to complete the reading. “Pause and Reflect” Questions appear throughout the text. Students can use the annotation tool to write answers to these questions. You may choose to have students work together and to collaborate in discussion around the Pause and Reflect prompts using the Student Guide. Each of these questions is designed to help students make disciplinary and personal connections to the text.

Coaching Notes: To incorporate test preparation into your everyday great instruction, you can ask students to complete a K-W-L chart. See K-W-L Activity in the Student Guide.

Asynchronous Model:

Preview the essay with students, pointing out the “Pause and Reflect” questions. Encourage students to independently read the essay at their own pace and to use the annotation tools to actively read and respond to the questions.

24 of 29

24

S T E P 5

Build an Argument

Students review the CERCA question and plan drafts based on the evidence they have found in their close reading. Discussion and collaboration throughout this process clarifies thinking and improves support and organization.

CRITICAL THINKING ~ 40-80 minutes

T E A C H E R G U I D E

Frederick Douglass and The North Star

Overview and Connect

View in ThinkCERCA

Open Student Guide

Student Guide

Pre-Writing Discussion

learn.thinkcerca.com

Build an argument
Pull from evidence and reasoning from highlighting and annotation
Workshop outlines with peers

Coaching Note: At this point, students can begin planning their own essay. Chatting with peers will allow them to test their thoughts, challenge each other to consider alternative viewpoints, and engage in the deeper learning that is the hallmark of critical thinking. You may want your students to research additional sources. Use the Inquiry to Research handout to delve deeper.

Have students discuss their drafts. There are several possible options.

Have students collaborate to find evidence.
Have students work independently for 15 minutes or more, then pair up to compare.
Have students generate at least one counterargument for each other to encourage discussion and critical thinking. You can determine later when or not you want students to include the counterargument in their final piece.

25 of 29

25

S T E P 6

Creating Your CERCA

In the final step, students will find their personal connection could make a great hook, and their summary �helps them transition to their claim. Then they can pull the rest of their work over and use more �custom sentence stems to flesh out the rest of the essay!

WRITING ~ 40 minutes (plus optional extensions)

T E A C H E R G U I D E

Frederick Douglass and The North Star

Overview and Connect

View in ThinkCERCA

Open Student Guide

Student Guide

Peer Editing (optional)
Inquiry to Research (optional)
Roundtable Discussion (optional)

learn.thinkcerca.com

Create the final draft of your CERCA
Complete the self-reflection in the Rubric section

26 of 29

26

Share Feedback

There are often many more papers to give feedback on than there are hours in the day. �Use our quick score and find two positive things to say. Also choose one area �of growth. You can return the essay with or without a score.

WRITING

T E A C H E R G U I D E

Praise the Positive and Use our Growth Focus Tool to Personalize Learning

View in ThinkCERCA

Open Student Guide

Student Guide

learn.thinkcerca.com

Use student self-assessment tool for conferencing
Assign a growth focus
Assign Skills Lesson for targeted development

27 of 29

27

Quick Set-up Tips

You’ll want access to our coaching tips, lesson prep work, and links to resource materials that take place outside this slide deck. Make sure your Speaker Notes are visible in your presentation mode or on a second screen.

If you don’t see the Coaching Tip content below, �go to View > Show Speaker Notes

T E A C H E R G U I D E

28 of 29

28

Turn on Presenter View to allow students to ask questions when you’re presenting

Use the Google Slides Q&A �Tool to Keep a Pulse on your Students

T E A C H E R G U I D E

29 of 29

We Want Your Feedback

29

Teachers, feel free to share student feedback with us too!

Can you take this survey to help us serve you better? �3-5 Minutes tops….promise.

Complete Survey