First Grade Writing Plans Unit 1

Lesson 1

Topic: Friendship

Read Aloud: The Lion and the Mouse

Anchor Story: What is a Pal?

Companion Piece: Friends Forever

Essential Question: What is important about being a friend?

Target Skills: Main Idea and Details, Informational Text, and Summarizing First Grade Writing Plans Lesson 1

Day 1: Writing in response to the read aloud, The Lion and the Mouse

Comprehension Skill Addressed in Writing: Main idea and details

Before Reading: This week we will be reading several stories about friendship.

 Today, we’re going to read a fable, and in fables, the characters often learn a lesson.

 As I read this story, I want you to listen to see what the lion learns about friendship and being a friend.

 Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners)

After Reading: Your job as I read was to listen to find out what lion learned about being a friend through this story. You can guide them to this by prompting them. To get them thinking you could ask the following questions.

What did lion think about mouse at first? How did he feel about mouse in the end?

If they are having difficulty, you can model your thinking.

Model: “I think the lion learned that if you help others, they will help you.” Writing Activity: The lesson that lion learned is the main idea of this story. Now I want you to think about what happened in the story that shows us that if you help others, they may help you.

 Ask: How did the lion help the mouse? - Students can respond to their partner using the sentence stem, “The lion helped the mouse by…” After they have shared, you can record responses on chart- see sample below

 Ask: How did the mouse help the lion? - Students can respond to their partner using the sentence stem, “The mouse helped the lion by…” After they have shared, you can record responses on chart- see sample below

Sample Chart:

Lion Helped Mouse By… Mouse Helped Lion By…

Now you are going to write about how the lion was helpful and how the mouse was helpful.

I’ll give you the topic sentence, “In the Lion and the Mouse, the lion learned that if you help others, they will help you.” (Have this preprinted on the students’ paper)

You could provide a sentence stem after the topic sentence. Example: The lion helped the mouse by… and The mouse helped the lion by… (These sentence stems could also be preprinted on their papers and they could just complete the sentence stems)

 For students who struggle to write this, you could have them illustrate how the lion helped the mouse and how the mouse helped the lion. First Grade Writing Plans Lesson 1

Day 3: Writing in response to What is a Pal?

Comprehension Skill Addressed in Writing: Main idea and details

Before Reading: Today we are going to read a story about friends. Another word for a friend is a pal and that is the term that the author uses in our story today.

 As I read, I want you to listen for some things that pals or friends do.

 Turn and tell your partner what you are listening for as I read.

After Reading: What is one thing that the author says about pals in our story?

You can model the first one. “In our story, the author tells us that pals help each other.”

 Have students share with their partners, they can start their answer with, “The author says that pals ______.”

 You may have to go back and reread after they hear your model so they can come up with a detail from the story.

As the students respond, create a chart with the different things we learned about pals from the story. (see sample) Sample Chart:

 Help each other

 Play together

 Can be a pet

 Can be a dad

 Can be with you

 Are fun to be with

Writing Activity:

 Give students the topic sentence, Pals do many things. (This could be preprinted on their paper or students could write if able)

 The students will write at least 2 things from the story that pals do.

To Differentiate:

 Students can illustrate what pals do.

 Students can complete a sentence stem. Example: Pals ______each other. Pals can also ______.

 Students who are ready can write the topic sentence and at least 2 other sentences describing what pals can do. First Grade Writing Plans Unit 1

Lesson 2

Topic: Weather

Read Aloud: Susie and the Bandits

Anchor Story: The Storm

Companion Piece: Storms

Essential Question: What happens during a storm?

Target Skills: Understanding Characters; Infer/Predict First Grade Writing Plans Lesson 2

Day 1: Writing in response to: Susie and the Bandits

Comprehension Skill Addressed in Writing: Understanding Characters

Before Reading: (Pre-teach the Oral Vocabulary) Today we are going to read about a group of characters. Remember that characters are “people” or “animals” in a story.

 As I read the story, I want you to listen to see how the bandits change from the beginning of the story to the end.

 Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners).

After Reading: Your job as I read was to listen to find out how the bandits changed from the beginning of the story until the end. You can guide them to this by prompting them.

To get them thinking, you could ask the following questions:

What behaviors did the bandits have in the beginning of the story?

The bandits were trying to eat as much food as possible from the neighbor’s garbage cans.

How did the bandits behave differently at the end of the story?

They agreed that it takes more bravery to find their own food and they stopped eating from the neighbor’s garbage can.

If they are having difficulty, you can model your thinking.

Model: “I think the bandits learned that it takes more bravery to find their own food instead of taking food that belongs to others”. Writing Activity: The bandits changed in the story from the beginning to the end. Now I want you to think about what happened in the story that shows how the bandits changed.

 Ask: How did the bandits behave in the beginning of the story? Students can respond to their partner using the sentence stem. “In the beginning, the bandits were ….” (eating as much food as they can from the neighbor’s garbage cans).

(Record student responses on chart paper).

 Ask: How did the bandits behave at the end of the story? Students can respond to their partner using the sentence stem, “In the end, the bandits behaved differently by… “. (promising (or agreeing) to find their own food).

(Record student responses on chart paper).

Now you are going to write about how the bandits changed from the beginning of the story to the end.

I’ll give you the topic sentence,

“In Susie and the Bandits, the bandits’ behavior changed. In the beginning, the bandits were …. In the end, the bandits behaved differently by…

To Differentiate:

 For students who struggle to write this, you could have them illustrate how the bandit’s behavior was in the beginning and how the bandits behaved differently at the end.

 For advanced students, provide only the topic sentence. First Grade Writing Plans Lesson 2

Day 3: Writing in response to The Storm

Comprehension Skill Addressed in Writing: Understanding Characters

Before Reading: Today we are going to read about characters that are related and how they care for each other. Remember that characters are “people” or “animals”.

 As I read the story, I want you to listen and look at the pictures for clues on how Tim and Pop feel about each other.

 Turn and tell your partner what you are going to be listening and looking for as we read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners).

After Reading:

How do Tim and Pop feel about each other? (they care about each other)

What details from the story and the pictures show us that they care about each other?

You can model the first one:

I know they care about each other because Tim ran to Pop when he arrived

Use chart paper to list the various student responses. Have students share with their partners, one way that they can tell Tim and Pop care about each other. They can start their sentence with, “Tim and Pop care about each other because…”

They may have to go back and reread after they hear your model so they can come up with specific details from the story. Add their responses to the chart. (see sample below)

Tim and Pop Care for Each Other…

 have fun together  give each other hugs  Pop calms Tim during storm  Pop reads to Tim

Writing Activity:

Give students the topic sentence, Tim and Pop care for each other.

The students will write at least 2 things from the story that Tim and Pop do. (Leave up chart paper for students to refer to.)

To Differentiate:  For students who struggle to write this, you could have them illustrate how Tim and Pop care for each other.  Students can complete a sentence stem. Example: Tim and Pop ______. Tim and Pop also ______.  For advanced students, provide the topic sentence and add one additional way they cared for each other. First Grade Writing Plans Unit 1

Lesson 3

Topic: School

Read Aloud: Stone Stew

Anchor Story: Curious George at School

Companion Piece: Schools Long Ago

Essential Question: Why is going to school important?

Target Skills: Sequence of Events First Grade Writing Plans Lesson 3

Day 1: Writing in response to Curious George at School

Comprehension Skill Addressed in Writing: sequence of events; story structure

Before Reading: Today we are going to talk about Curious George’s day at school.

 As we read this story I want you to listen to find out what Curious George does throughout the day.

 Pay attention to what he does in the beginning of the story, in the middle, and at the end.

 Turn and tell your partner what you are going to be listening for as we read.

(If they difficulty with this, explain again and then have them share the purpose for listening with their partners.)

After Reading: Your job as I read was to listen to see what Curious George did throughout the day at school.

 Create a chart with students.  What are some things Curious George did at the beginning of the story? Go back to the text and reread if needed. You may also need to model.

 What are some things he did at the middle of the story?

 What are some things he did at the end?

Beginning Middle End  He helps  Mixes paints  He is sad  Sings and plays  Makes a mess  Kids help clean up  Finds a mop the mess

Model how you would use the information in the chart to sequence several events.

Example: When George first got to school he helped a lot. Next, he sang and played.

Writing Activity: Have the students to write 3 sentences.

Now you are going to write about Curious George’s day at school.

I’ll give you the topic sentence

Curious George did many things at school.

First,______

Next______

Last,______

To Differentiate:

 Below: Students can illustrate events from the beginning, middle, and end of the story.

 Below: Students can just fill in the sentence stems. First, Curious George ______and ______. Next, Curious George ______and ______. Last, He ______. First Grade Writing Plans Lesson 3

Day 2: Writing in response to School Long Ago

Comprehension Skill Addressed in Writing: Compare and Contrast; Using details to support

Before Reading:

 Today we are going to read an informational text about school.

 As we read, I want you to listen for what school was like long ago.

After Reading:  Turn and tell your partner one thing that was different about school long ago.

 If having trouble, guide students by asking the following questions:

How did children get to school? How did they carry their books to school?

Then Now Students wrote on slates Students write on paper Walked Ride the bus Carried books in their arms Carried their books in their backpacks

Writing activity:

Now you are going to write your opinion.

I want you to write one sentence about whether or not you would want to go to school long ago or now and why.

You must use details from our chart or the text to explain your reason.

 I would like to go to school long ago because ______.

 I would not like to go to school long ago because______. Extension:

Students could write a compare/contrast paragraph. You could provide the topic sentence and they could fill in the paragraph frame.

Schools long ago were very different than schools today. For example, students long ago ______and students today ______. Long ago students ______and today students ______. Last but not least, students long ago ______and today students ______.

Lesson 4

Topic: Neighborhoods

Read Aloud: Painting Word Pictures

Anchor Story: Lucia’s Neighborhood

Companion Piece: City Mouse, Country Mouse Essential Question: Who can you meet in a neighborhood?

Target Skills: Sequence of Events

First Grade Writing Plans Lesson 4

Day 1: Writing in response to Lucia’s Neighborhood

Comprehension Skill Addressed in Writing: Text and graphic features and details in the text

Before Reading: This week we will be reading about neighborhoods.

 As I read the story today, I want you to listen to find out some of the places that Lucia visits in her neighborhood.

 Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners) After Reading:

Ask: What are some of the places that Lucia visited in her neighborhood?

Start you answer with, “One place that Lucia visited was ______.” Have each partner share.

Create a chart from the responses given. See sample below. (Where she visits)

Use details from the text to list a brief description of what she does at each place. See sample below. (What She Does)- To do this, have the students go back and use the illustrations and the text to identify what she does at each place. (they are using the text and the text features when they do this)

Lucia Visited Many Places in her Neighborhood

Where She Visits What She Does Bakery Gets doughnuts or pastries Pet shop Looks at pets Plant shop Gets a plant Street Talks to worker Garage Meets the man who fixes cars Firehouse Tries on the uniform Library Sits and looks at book Home Sees her family

Writing Activity:

Students will receive the topic sentence,

Lucia visited many places in her neighborhood. (You could have this preprinted on their paper or students can write on their own)

They will complete the sentence stems with at least 2 places that she visited.

Example: One place she visited was the ______. Another place in the neighborhood was ______. (Have printed out for students to complete the stem) or if able, the students can write on their own.

To Differentiate:  Below: Students can illustrate the places that she visited and include a label for each place

 Above: Students can write an additional sentence telling what Lucia did at the places they listed.

Example: At the library, Lucia sat and read books.

Day 3 and Day 4: Writing in response to City Mouse, Country Mouse

Comprehension Skill Addressed in Writing: Using details from the text; Compare and Contrast

Before Reading:

 In our reader’s theater, we will read about a City Mouse and a Country Mouse. As we read, I want you to think about how their homes are different.  Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners)

After Reading:

What was life like in the city? Have students find details from the text that show what life was like in the city. Record their responses.

*You may need to guide them to this.

What was life like in the country? Have students find details from the text that show what life was like in the country. Record their responses.

*You may need to guide them to this.

City Country

 eat like kings  does not have fine food  lots of yummy food  home is safe  there are cats

Writing Activity:

Students will use the information from the chart to provide their opinion to the following:

If you were a mouse, would you rather visit Country Mouse or City Mouse? Use information from the story to tell why.

To Meet Expectation students should:

 Identify whether they would rather visit City Mouse or Country Mouse

 Tell why using a detail from the story *If students provide a detail that is not in the story, they are not meeting the expectation.

Example: I would rather visit Country Mouse because I can sleep in a barn. Although this may be true, this information is not in the text.

To Differentiate:

 If students are able, let them write out on their own, I would rather visit _____ because…”

 You can provide a sentence stem, “I would rather visit _____ because…”

 Below: If students are unable to write, have them illustrate their reasons why they would rather visit City Mouse or Country Mouse.

Lesson 5

Topic: At the Zoo

Read Aloud: Training Around the Town Anchor Story: Gus Takes a Train

Companion Piece: City Zoo

Essential Question: What happens on a train?

Target Skills: Story Structure and Fantasy Genre

Day 2: Writing in response to Gus Takes the Train

Comprehension Skill Addressed in Writing: Genre

Before Reading: Today we will be reading a fantasy story. A fantasy is a story that cannot happen in real life. It often has animals that act like people.  As we read, “Gus Takes the Train”; I want you to think of the events that could not really happen.

After Reading: Turn and tell your partner one thing that happened in our story that could not happen in real life.

Provide a sentence stem, “One thing that could not happen in real life is _____.”After students have shared, you could chart their responses on the chart paper.

Sample:

 Gus the cat rides on a train

 Gus pulls a bag with him

 Gus sings and plays with Peg

 Gus takes a sip out of a cup

Writing Activity: Students will write at least 2 reasons why this story is a fantasy.

They can start their answers with, “Gus Takes the Train” is a fantasy because…

You could have them turn and talk first to get their thoughts down before they have to write. They can refer back to the chart as needed.

To Differentiate:

Below: For students who have difficulty writing, they can illustrate 2 events that show it is a fantasy.

Day 3: Writing in response to Gus Takes the Train

Comprehension Skill Addressed in Writing: Story Structure, Sequence of Events Before Reading: All fictional stories have the same structure. They all have characters, a setting, and events that happen which is the plot.

 As we reread, “Gus Takes the Train”; I want you to think about the characters, the setting, and the main events in the story.

After Reading:

Complete the chart to identify the characters, setting, and events in the story.

Prompt students by asking guided questions: Who is the story about?

Where did the story take place?

What happened in the story?

You can reference the retelling cards to prompt them (As students respond, you can record these on the chart) - to encourage active engagement, they can respond to partners

Characters Setting Events  Peg On a train  Gus catches the  Gus train  Gus meets a friend  They sing and play  They share a drink  They get off train at the zoo

Writing Activity:

Students will recall the events in the story to summarize. You can provide a paragraph frame for them to use if needed. Example:

Gus goes on an adventure in the story, Gus Takes the Train. To begin with, ______. Next, ______. Then, ______. Finally, ______.

To Differentiate:

Below: Students could illustrate and write a sentence about each story event.

Below: Students could provide only 2 events that happened during the story.

Day 4: Writing in response to City Zoo Comprehension Skill Addressed in Writing: Compare and Contrast

Before Reading: Today, we are going to read a piece of informational text. Informational texts can be a story, a magazine article, a newspaper article, a map, or even a brochure.

 As we read, I want you to think about how this brochure about the zoo is similar to and different from Gus Takes the Train.

After Reading:

Discuss the features found in this text (map, key, and bulleted information)

Have students share the one way that this is similar to the story, Gus Takes the Train. They can share with their partners by using the following stem, “City Zoo” is similar to Gus Takes the Train because they both ______.”(both go to the zoo)

Have students share how the stories are different. They can start their answers with, “They are different because ______.” (If students have difficulty, model one)

Example: They are different because one provides a map of the zoo.

After students have shared, you can complete a chart. (you can use a Venn diagram also)

Same Different In both stories, people go to the zoo. One is a fantasy, the other real One provides a map of the zoo One gives facts about the zoo Writing Activity:

Students can write to tell how the stories are similar or Students can write to tell how the stories are different.

You can provide the following sentence stems for them to use.

“The stories are alike because they both ______.”

“The stories are different because ______.