T introduces a GIF image (with movement) of a black hole simulation and asks the OC what it is. T says: - Let's test how much science we know. What is this? - Can we see this on Earth or far far away? - Is this a comet, a meteorite, who knows? - Is it close or far from Earth? - What is a light year? Is it what I pay for electricity all year long? T sends students to BoR to talk about stories they could imagine about black holes 6 min. BOARD 1

Two or three Ss tell the fantasy stories they have come up with. Then. T presents his own invented story on the shared screen. T asks one of the best students to read it for everybody. Ss read off the shared screen and listen to the story. 7 minutes. SAME LINK - BOARD 2

T uses guided discovery to introduce value of: Variety of sentence styles, - Do you write all the story in the same or in different sentence styles? Proper grammar - Is proper grammar important for a writer? Proper spelling - What impression do you get from a writer with a lot of spelling mistakes? Punctuation - Is this the same as this? I love cooking, dogs and children. - I love cooking dogs and children - I'm sorry I love or, I'm sorry, I love you! Sequencing and transition words - Adverbs anyone? "ly" so first got: What? Primarily? Second? Final? 7 Minutes SAME LINK BOARD 3

Ss go to BoR in pairs and write their own story about black holes and space exploration. T says - Everyone has "Word" or a program to write letters? - In BoR you will write a 35 to 40 word story about space exploration or black holes. - I will be visiting the rooms. SAME LINK SLIDE 4

When students come back, T makes them correct one another's texts in BoR using checklist. SAME LINK BOARD 5 T addresses DEC