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Writing Workshop Curricular Calendar

Essential Questions –

What are Sunspots?


What is the Solar Wind?
Are there visible signs that the Sun and the Earth are connected?
What can auroras tell us about the Sun-Earth Connection?”

Unit 9 (3 weeks) Mini lessons


Writing as a Part of a Thematic Study (Based on assessments)

“The Sun Has Spots!”

Drawing on Prior • Feature Article Study –


Unit 5
Knowledge of • Persuasive Writing Study
Non-narrative Writing – Unit 6
• Writing for Social Action

Content Area Research Internet sites • Read many texts on the


• Sun-Earth Day 2003 topic
(Science) • Use non-fiction strategies
Print materials to gather information
“The Sun Has Spots!” • Tools for Thought by Jim • Teacher will model ways
Burke of taking notes.

Writing in Order to Teach • Writers will integrate


their own ideas with new
information they learn.
• Students will learn to
plan, to draft and to
revise a variety of short
non-fiction texts related
to a topic of study.

Adapted by J. K. and O. K., Whittier School, Long Beach Unified School District, 8/2002
From Teachers College Reading and Writing Project, Writing Curricular Calendar 2002-3
Writing Workshop Curricular Calendar
Essential Questions –

What are Sunspots?


What is the Solar Wind?
Are there visible signs that the Sun and the Earth are connected?
What can auroras tell us about the Sun-Earth Connection?”

Reading Within a Non-fiction reading materials: Students will learn to read at


Thematic Study • “Galileo,” from Pioneer various levels of depth:
Astronomers by Navin • skimming,
Sullivan • then focusing on selected
(Parallel Unit in • “Telescopes” from The materials,
Reading Workshop) Way Things Work by David • then reading and re-
Macaulay reading those to learn
• Stars by Simon Seymour what the author is trying
• Space Songs, a collection to say.
of poems, by Myra Cohn Students will:
Livingston • compare ideas and
• The Sun by Herbert Zim conclusions presented in
one reading to those from
Internet sites: other readings.
• Materials from “Live from • discuss how to
the Aurora,” 2003 differentiate sources that
Educators Guide for Sun- are relevant and useful
Earth Day from those that are less
so.
http://sunearth.gsfc.nasa.go Students will:
v/sunearthday/2003/educato • separate fact from
rs_guide2003/index1.html opinion.
• learn new strategies to
http://www.auroraalive.com negotiate difficult text.

Adapted by J. K. and O. K., Whittier School, Long Beach Unified School District, 8/2002
From Teachers College Reading and Writing Project, Writing Curricular Calendar 2002-3