Glover, a literacy consultant and former principal, and Berry, a teacher and literacy consultant and former literacy specialist and instructional leader, show elementary teachers how to think through, or project, how a unit of study in a writing workshop could unfold, and be more flexible and responsive in their teaching by creating their own units, rather than following a set of plans or units created by someone else. They consider the importance of responsive teaching, differences between projecting and planning, organizing teaching into units of study, how projecting a unit prepares teachers to support writers, the projecting process, and each of its steps: choosing units, studying mentor texts and finding teaching possibilities, determining primary and secondary goals, projecting mini-lessons and anticipating issues, and responding and reflecting during and after a unit. They provide an example unit throughout. There is no index. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)