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First Grade Writing Plans Unit 1Lesson 1Topic: FriendshipRead Aloud: The Lion and the MouseAnchor Story: What is a Pal?Companion Piece: Friends ForeverEssential Question: What is important about being a friend?Target Skills: Main Idea and Details, Informational Text, and SummarizingFirst Grade Writing Plans Lesson 1Day 1: Writing in response to the read aloud, The Lion and the MouseComprehension Skill Addressed in Writing: Main idea and detailsBefore 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 belowAsk: 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 belowSample 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 1Day 3: Writing in response to What is a Pal?Comprehension Skill Addressed in Writing: Main idea and detailsBefore 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:PalsHelp each otherPlay togetherCan be a petCan be a dadCan be with youAre fun to be withWriting 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 1Lesson 2Topic: WeatherRead Aloud: Susie and the BanditsAnchor Story: The StormCompanion Piece: StormsEssential Question: What happens during a storm?Target Skills: Understanding Characters; Infer/PredictFirst Grade Writing Plans Lesson 2Day 1: Writing in response to: Susie and the BanditsComprehension Skill Addressed in Writing: Understanding CharactersBefore 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 2Day 3: Writing in response to The StormComprehension 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 togethergive each other hugsPop calms Tim during stormPop reads to TimWriting 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 1Lesson 3Topic: SchoolRead Aloud: Stone StewAnchor Story: Curious George at SchoolCompanion Piece: Schools Long AgoEssential Question: Why is going to school important?Target Skills: Sequence of EventsFirst Grade Writing Plans Lesson 3Day 1: Writing in response to Curious George at SchoolComprehension Skill Addressed in Writing: sequence of events; story structureBefore 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? BeginningMiddleEndHe helpsSings and playsMixes paintsMakes a messFinds a mopHe is sadKids help clean up the messModel 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 3Day 2: Writing in response to School Long AgoComprehension 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.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: 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?ThenNowStudents wrote on slatesStudents write on paperWalkedRide the busCarried books in their armsCarried their books in their backpacksWriting 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 ___________________________________________________.First Grade Writing Plans Unit 1Lesson 4Topic: NeighborhoodsRead Aloud: Painting Word PicturesAnchor Story: Lucia’s NeighborhoodCompanion Piece: City Mouse, Country MouseEssential Question: Who can you meet in a neighborhood?Target Skills: Sequence of EventsFirst Grade Writing Plans Lesson 4Day 1: Writing in response to Lucia’s NeighborhoodComprehension Skill Addressed in Writing: Text and graphic features and details in the textBefore 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 NeighborhoodWhere She VisitsWhat She DoesBakeryGets doughnuts or pastriesPet shopLooks at petsPlant shopGets a plantStreetTalks to workerGarageMeets the man who fixes carsFirehouseTries on the uniformLibrarySits and looks at bookHomeSees her familyWriting 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 placeAbove: Students can write an additional sentence telling what Lucia did at the places they listed. Example: At the library, Lucia sat and read books.First Grade Writing Plans Lesson 4Day 3 and Day 4: Writing in response to City Mouse, Country MouseComprehension Skill Addressed in Writing: Using details from the text; Compare and ContrastBefore 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.Cityeat like kingslots of yummy food there are catsCountrydoes not have fine foodhome is safeWriting 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 MouseTell 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. First Grade Writing Plans Unit 1Lesson 5Topic: At the ZooRead Aloud: Training Around the TownAnchor Story: Gus Takes a TrainCompanion Piece: City ZooEssential Question: What happens on a train?Target Skills: Story Structure and Fantasy GenreFirst Grade Writing Plans Lesson 5Day 2: Writing in response to Gus Takes the TrainComprehension 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. 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: 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 trainGus pulls a bag with himGus sings and plays with PegGus takes a sip out of a cupWriting 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. First Grade Writing Plans Lesson 5Day 3: Writing in response to Gus Takes the TrainComprehension Skill Addressed in Writing: Story Structure, Sequence of EventsBefore 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.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: 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 partnersCharactersSettingEventsPegGusOn a trainGus catches the trainGus meets a friendThey sing and playThey share a drinkThey get off train at the zooWriting 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.First Grade Writing Plans Lesson 5Day 4: Writing in response to City ZooComprehension 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.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: 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)SameDifferentIn both stories, people go to the zoo.One is a fantasy, the other realOne provides a map of the zooOne gives facts about the zooWriting 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 ____________________________________. ................
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