1 of 23

STUDENT GUIDE

California Just Ran on 100% Renewable Energy, but Fossil Fuels Aren’t Fading Away Yet

How does the author use details and visuals about the California model to appeal to the audience in this argument for using clean energy?

View this lesson at ThinkCERCA

2 of 23

thinkcerca.com

Table of Contents

Skills Focus

Build Your Vocabulary: Frayer Model
Cornell Notes: Determining and Tracing a Central Idea Through Details

Overview and Connect

Find Your Purpose for Learning
Share Your Personal Connection

Read and Check

Share Your Reflections
Test Prep Strategy: Prediction (Optional)

Analyze / Engage with the Text

Highlight and Annotate

Summarize

Write a Summary

Develop / Build Your Argument

Share Your Argument Builder

Draft and Review / Create your CERCA

Peer Editing Activity
Reflect on Your Writing

3 of 23

thinkcerca.com

Extension Activities

Class Debate: The Debate Game
Inquiry to Research: Asking Questions of the Texts

4 of 23

Definition	Facts and Characteristics___
Examples	Non-examples___

Vocabulary Word:�RENEWABLE SOURCES OF ENERGY

thinkcerca.com

SKILLS FOCUS

Build Your Vocabulary: �Frayer Model — Renewable Sources of Energy �

The Frayer Model helps you learn vocabulary from different angles.

Look for the vocabulary word in the center circle of the graphic organizer below.
In the “examples” box, list examples or synonyms of the word.
In the “non-examples” box, write non-examples or antonyms.
Next, add facts and characteristics about the word.
Finally, write your own definition, or look one up!�

Frayer Model

5 of 23

thinkcerca.com

SKILLS FOCUS

Cornell Notes: Determining and Tracing a Central Idea Through Details

What is a central, or main, idea?	A main idea is..
How do readers find a main idea?	To find a main idea...
What is a supporting detail?	A supporting detail is…

Instructions: Take notes on the Direct Instruction lesson using the organizer below. Then summarize and reflect on the next page.

Complete the Direct Instruction lesson online at learn.thinkcerca.com

6 of 23

thinkcerca.com

SKILLS FOCUS

Cornell Notes: Determining and Tracing a Central Idea Through Details

Summarize and Reflect

In your own words and in complete sentences, write a 3–4 sentence summary of this Direct Instruction lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.

Record your summary here:

7 of 23

OVERVIEW AND CONNECT

Find Your Purpose for Learning

Instructions: When you have finished reading the Overview for this lesson, answer the following questions in the space below:

What more would you like to learn about the the pros and cons of renewable energy sources? What would you like to know about the kinds of energy that communities use?

thinkcerca.com

Read the Overview provided at learn.thinkcerca.com

8 of 23

OVERVIEW AND CONNECT

Share Your Personal Connection

thinkcerca.com

Complete the Connect section for this selection at learn.thinkcerca.com

Instructions:�

Think: On your own, think about your experiences related to the topic.
Pair & Share: With a partner, group, or a trusted listener, share the parts of your response that you feel comfortable sharing.
Reflect: If time permits, reflect on your experience. What ideas did others share that you hadn't considered? How were your ideas alike?

9 of 23

READ

Share Your Reflections

Instructions: During or after you have finished reading, find the questions in the text marked Pause and Reflect. These questions may help you understand the text, or they may help you connect the text to yourself, to other texts, or to the world around you.

Use the space on the left below to answer the reflection questions. Then discuss your answers, noting how they were similar or different.

Record “Pause and Reflect” answers here:

Record discussion reflections here:

thinkcerca.com

Refer to the Pause and Reflect questions within the Read section of the lesson at learn.thinkcerca.com.

10 of 23

thinkcerca.com

CHECK

Test Prep Strategy: Prediction

One way to prepare for assessments is to practice looking for the answers in the text before looking at the answer choices. Use prediction strategies as an opportunity to read a text more carefully.

Read each multiple choice question. In your own words, record your prediction of the correct response in the chart below.

Question on ThinkCERCA	What is the question asking you to do?
Example: Which of the following statements best explains how the passage is structured?	Look for details on the order of ideas in the passage, like order of importance, or cause and effect.

Refer to the multiple choice questions for this lesson at learn.thinkcerca.com.

11 of 23

thinkcerca.com

ANALYZE / ENGAGE WITH THE TEXT

Highlight and Annotate

In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.

Read the text again, highlighting and annotating important details. ��Follow the prompts provided. The highlighting prompts will help you with the final writing task. ��You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives and poetry. The evidence you highlight will be available when you begin building your draft in the next step.

If time permits, pair and share your highlights and annotations with a classmate. Pay close attention to this conversation! Your thinking is important reasoning that you may include in your final draft.

Return to learn.thinkcerca.com to complete A nalyze / Engage with the Text.

12 of 23

thinkcerca.com

SUMMARIZE

Write a Summary

Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.

Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.

Use the sentence stems provided in the online lesson to summarize the text. Your summary should:
Be brief
Include the main idea and key details
Represent these ideas fairly and accurately �
If time permits, pair and share with a classmate. Read each other’s summary, and discuss how they are similar or different. What did you say were the main idea and key details? Were your summaries fair and accurate? Why?

Return to learn.thinkcerca.com to complete Summarize.

13 of 23

thinkcerca.com

DEVELOP / BUILD YOUR ARGUMENT

Share your Argument Builder

When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions, and give feedback to help strengthen your partners’ reasons and evidence.

How does the author use details and visuals about the California model to appeal to the audience in this argument for using clean energy?
Share Your Argument	Listen and Record Others
1.
2.
3.

Complete Develop / Build Your Argument to begin building your argument at learn.thinkcerca.com

14 of 23

DRAFT AND REVIEW / CREATE YOUR CERCA

Peer Editing Activity

Do a self-assessment of your CERCA. Use the online rubric for the lesson on learn.thinkcerca.com, checking each box where you find evidence that you have achieved the criteria.�
Next, collaborate with a classmate to read each other’s drafts. Again, use the rubric to evaluate each other’s work.�
Share insights into what might make your pieces stronger. Find two positive attributes and one area of growth for each draft you review.�
Revise your piece using what you learned from your self-assessment and the feedback from your peers.

Complete your Draft at learn.thinkcerca.com

thinkcerca.com

15 of 23

DRAFT AND REVIEW / CREATE YOUR CERCA

Reflect on Your Writing

Before you submit your final CERCA, write a brief reflection describing your experience.

An area for growth for me on this piece or in my writing in general is…

The strongest areas of this piece of writing are…

thinkcerca.com

Through self-assessment and/or peer editing, I learned…

16 of 23

Extension Activities

The following activities can be used as extensions to this lesson.

17 of 23

thinkcerca.com

OPTIONAL EXTENSION : CLASS DEBATE

The Debate Game

Part 1: Understand How It Works

You’re having a class debate! A debate is a structured discussion between two teams: the “yes” side of an issue, and the “no” side. These are also called the affirmative and negative positions. Each team presents an argument and later offers a rebuttal of the other side.

What do you do in a debate? Review these guidelines for participating in a classroom debate.

Prepare	To win the debate, you must prepare a strong argument. You must also predict in advance your opponent’s position, so you can be more convincing with your own points.This means you must be very familiar with both sides of an issue.
Listen	Good listening is really important! In the debate, you will rebut the other team’s strongest points.The only way to win is to listen carefully to your opponents. Also, you can only help teammates if you listen to them and understand which points might appeal most to the audience.
Take Notes	Note-taking helps you remember your main reasons and evidence, and it helps you plan a better rebuttal by responding to the specific points that the opponent made. It also helps you turn the debate into a piece of writing later.
Speak Respectfully	You might be on opposing sides, but you can still express your ideas nicely. Even competitive debate teams are guided by respect, calm, and reason. The only way to win is through reason!

18 of 23

thinkcerca.com

OPTIONAL EXTENSION : CLASS DEBATE

The Debate Game (continued)

Part 2: Prepare to Play

Which side of the issue are you on? Team up with the other members of your class who took the same position. Appoint a group moderator who can ensure that all voices are heard.
Use the “Debate Notes” T-chart to prepare for the debate. List all of the points for the “yes” and “no” sides. Make sure that these points are grounded in strong evidence and reasoning.
Anticipate counterarguments that the other side will make. Record those potential counterarguments and your responses to them.

Part 3: Time to Debate!�Follow this timed format to ensure that each side gets time to present its arguments, counterarguments, and rebuttals.

2 minutes: Affirmative (“yes”) side of argument — present a claim, reasons, text evidence, and reasoning.
2 minutes: Negative (“no”) side of argument — present a claim, reasons, text evidence, and reasoning.
1 minute: Both sides — Prepare a rebuttal for the points heard from the opposing side.
1 minute: Negative — Rebut and close.
1 minute: Affirmative — Rebut and close.

19 of 23

thinkcerca.com

OPTIONAL EXTENSION : CLASS DEBATE

Debate Notes

Debate Question:

Affirmative: Reasons and evidence supporting a yes answer to the question	Negative: Reasons and evidence supporting a no answer to the question
Reason 1 and evidence	Reason 1 and evidence
Reason 2 and evidence	Reason 2 and evidence
Reason 3 and evidence	Reason 3 and evidence
Rebuttal Notes
Closing Argument Notes

20 of 23

thinkcerca.com

OPTIONAL EXTENSION : CLASS DEBATE

Post-Debate Reflection

As a whole class, discuss: Which arguments were the strongest on both sides during the debate? Which evidence? Then, individually, reflect on the debate by answering the questions below.

Debate Reflection Strongest Points
Affirmative (yes arguments)	Negative (no arguments)
Did your opinion on the subject change? If so, how? If not, why do you think it �did not?
Did you learn more about the subject? If so, what did you learn? If not, what �might have helped you learn more? ��

21 of 23

thinkcerca.com

OPTIONAL EXTENSION : INQUIRY TO RESEARCH

Ask Questions of the Texts

As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.

Approaches	Example
Questions about the author	Is the author an authority on this topic? What was the author’s motivation in writing this piece?
Questions about the audience, purpose, and occasion of the text	Why was this article written? Why was it published at this time?
Questions about civics, economics, geography, and history	What are the pros and cons of renewable energy sources?
Questions about concepts and ideas	How might our habits change if and when we switch to using only renewable energy?
Questions about self and community reflections	What kinds of energy should communities use?

22 of 23

thinkcerca.com

OPTIONAL EXTENSION : INQUIRY TO RESEARCH

Ask Questions of the Texts (continued)

Use the table below to record questions about the text you read.

Approaches	Questions
Questions about the author
Questions about the audience, purpose, and occasion of the text
Questions about civics, economics, geography, and history
Questions about concepts and ideas
Self and Community Reflections

1 of 23

2 of 23

3 of 23

4 of 23

5 of 23

6 of 23

7 of 23

8 of 23

9 of 23

10 of 23

11 of 23

12 of 23

13 of 23

14 of 23

15 of 23

16 of 23

17 of 23

18 of 23

19 of 23

20 of 23

21 of 23

22 of 23

23 of 23