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First Grade Writing Plans Unit 3

Lesson 11

Topic: Marine Habitats

Read Aloud: The Piano Lessons

Anchor Story: At Home in the Ocean

Companion Piece: Water

Essential Question: What kinds of plants and animals would you find in the ocean?

Target Skills: Author’s Purpose

First Grade Writing Plans Lesson 11

Day 2: Writing in response to: At Home in the Ocean

Comprehension Skill Addressed in Writing: Main Idea and Details; Responding to essential question

Before Reading: This week we are going to be reading several informational texts. The author writes informational text to give us information and facts about a topic. (author’s purpose)

• Today we are going to read an informational story about the ocean.

• As I read the story, I want you to use the text and the photos to find out what types of plants and animals live in this habitat. (You can briefly tell them what a habitat is, this is a great opportunity to introduce this term)

• 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 the different types of plants and animals that live in the ocean.

What is one animal that lives in the ocean? Have each partner provide a response when they turn and talk.

They can start their responses with, “One animal that lives in the ocean is…” (add responses to chart as they share- make sure the responses given are from the text- written information and photos)

Using the photos and the text, what is one type of plant that lives in the ocean?

They can start their answers with, “One type of plant that lives in the ocean is…” (continue adding the responses to the chart)

Sample Chart: (your chart should look similar to this after the students have responded)

|Plants |Animals |

|seaweed, kelp |dolphins, whales, sharks, krill, penguins |

| |manatees, turtles, sea otter, jellyfish, fish |

Writing Activity: Students will respond to the following question:

What types of plants and animals live in the ocean?

You could provide the topic sentence and have students provide the details. They should include one plant and one animal that are found in the ocean.

Example: The ocean is home to many plants and animals.

To Differentiate:

• For students who struggle to write this, you could have them illustrate and label the different plants and animals.

• You could use the paragraph frame below to assist those that need the structure.

• For advanced students, provide only the topic sentence. They can also provide a conclusion if able. They could also write about more than one plant or animal.

Sample Paragraph Frame:

The ocean is home to many plants and animals. One plant that lives in the ocean is __________________________. An animal that lives in the ocean is _______________.

First Grade Writing Plans Lesson 11

Day 3: Writing in response to: At Home in the Ocean

Comprehension Skill Addressed in Writing: Using details from the text

Before Reading: Details are facts and other bits of information. They tell you more about a topic.

• Today as we reread At Home in the Ocean, we will be looking for details that tell us about the animals and plants in the ocean. These can be found in the words and pictures.

• 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 for details that described the plants and animals in the ocean.

Model:

If I wanted to use details to describe the ocean, I would look through the text to find all information about the ocean.

Example: (you could display this on the board or chart to show students how you are using specific pages from the text to find the information)

Ocean

• Big and blue (pg. 16)

• Cold (pg. 20)

• Warm (pg. 22)

I could then take the information and model how to write it in a sentence.

Sample Sentences: The ocean is big and blue. It can be both cold and warm.

Writing Activity:

Select a plant or animal that you would like to describe using details from the photos and the text.

Steps:

Select plant or animal

Go back to text and read about that plant or animal

Write a sentence or sentences about the plant or animal

To Differentiate:

• For students who struggle, have them illustrate the plant or animal and then write the details below.

• You may want to work with a small group of students and do one with them before they do one on their own.

• You can find the details about a specific plant or animal, then have the students write the sentence.

• For advanced students, they can use details to describe a plant and an animal.

First Grade Writing Plans Lesson 11

Day 4: Writing in response to: At Home in the Ocean

Comprehension Skill Addressed in Writing: Main Idea and Details

This week we have read about animals and plants that live in the ocean. Today, we are going to add details from the story to make our paragraphs more interesting.

Writing Activity:

Using the paragraph that was written on Day 2, the students will add additional details about the plant or the animal.

Sample Paragraph Including Details:

The ocean is home to many plants and animals. One plant that lives in the ocean is kelp. An animal that lives in the ocean is a blue whale. Blue whales are the biggest animals in the ocean. They eat krill.

To Differentiate:

• For students who illustrated the animals and plants found in the ocean, they could write a complete sentence about that plant or animal using details from the text.

• For advanced students, they can add details about the plant and the animal.

First Grade Writing Plans Lesson 11

Day 5: Writing in response to: Water

Comprehension Skill Addressed in Writing: Using details from the text

Before Reading: Details are facts and other bits of information. They tell you more about a topic.

• Today we are going to read an informational text about water. As we read, I want you to listen to find out what water is like as a liquid and what water is like as a solid.

• 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 for to find out what water is like as a liquid and as a solid.

Go back and reread page 35 starting with “Water comes in different forms.” Tell the students that as you reread, to listen to find out details about liquids and solid. Reread page 35 only.

Let’s create a chart using details from the text to describe liquids and solids.

|Liquids |Solids |

|water is a liquid |ice and snow are solids |

|it flows |has its own shape |

|takes the shape of the container it’s in | |

Turn and tell your partner one thing you learned about a liquid. (after they have shared their responses, record information on the chart)

Turn and tell your partner one thing you learned about a solid. (after they have shared their responses, record information on the chart)

Writing Activity:

This could be done as a modeled/shared writing. Write a paragraph describing the 2 forms of water.

Example:

From this text, I learned that water can be a liquid or a solid. As a liquid, it flows. When water is a solid it has its own shape.

Lesson 12

Topic: Jungle Animals

Read Aloud: Turtle, Frog, and Rat

Anchor Story: How the Leopard Got It’s Spots

Companion Piece: Rain Forest

Essential Question: How are jungle animals different from animals on a farm?

Target Skills: Sequence of Events

First Grade Writing Plans Lesson 12

Day 1: Writing in response to How Leopard Got His Spots

Comprehension Skill Addressed in Writing: Story Lesson

Before Reading: Today we are going to read a folktale. A folktale is an old story that people have told for many years. A folktale can also teach us a lesson.

• As we read this story I want you to listen for what lesson is being taught in this story.

• Turn and tell your partner what you are going to be listening 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: Your job as I read was to listen for the lesson in the story.

• Turn and tell your partner what you think the main lesson in the story is? (Partners take turns discussing what they think the main lesson is.)

• Record student responses on chart paper.

|Lesson Learned |Details to support |

|Be kind to others so they will be nice to |Len helps Fred out of the plants. |

|you. |They became friends. |

|Treat others the way you want to be treated.|Since someone was kind to him, Fred paints |

| |stripes and spots on the other animals. |

| |Since Hal tricked Fred, Fred treated Hal the|

| |same way. |

Writing Activity: Have the students write about the central message of the story.

Model: Think aloud “We just talked about the central message in our story, so now we are going to write 2 details to support the message.”

• Give students the stem- In the folktale How Leopard Got His Spots, we learned ____________.

• Students will write 2 details to support the central message.

To Differentiate:

Struggling students only need to write 1 detail sentence to support the message.

First Grade Writing Plans Lesson 12

Day 2: Writing in response to The Rain Forest

Comprehension Skill Addressed in Writing: Key details from a text; Main idea

Before Reading: When we read informational text, we often learn facts and information about a topic. As we read this selection about the rain forest, you will hear many facts and details about the rain forest.

• As we read, I want you to listen for details about each layer of the rainforest.

• 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:

• After reading about the canopy layer: Turn and tell your partner one detail about the canopy layer- after students have shared, record details on chart

• After reading about the understory: Turn and tell your partner one detail about the understory- after students have shared, record details on chart

• After reading about the forest floor: Turn and tell your partner one detail about the forest floor-after students have shared, record details on chart

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

What are some things that live in that layer? What do the leaves and branches do in that layer? Where is that layer located?

|Canopy Layer |Understory Layer |Forest Floor |

|Top layer |In between the ground and canopy |Not much sunlight |

|Leaves and branches keep the |layer |Tapirs, jaguars, beetles, and |

|sunlight off the layers below |Young bushes and trees grow there|anteaters live here. |

|Eagles, sloths, and monkeys live|Frogs, birds, and snakes live | |

|here |here. | |

Writing activity: Students will write an informative paragraph about the rainforest. Their writing will include a topic sentence, at least 3 detail sentences, and a closing sentence.

Model: “We are going to write an informative paragraph to show what facts we learned about the rain forest.” Review what a topic sentence is. Ask students for some possible topic sentences and record them on the board. Do the same for closing sentences.

Topic sentences may include:

• There are 3 different layers in the rainforest.

• There are many things that live in the different layers of the rainforest.

• The rainforest is an exciting place.

Closing sentences may include:

• These are the things that live in the different layers of the rainforest.

• These are the things that make the rainforest exciting.

Differentiated Instruction:

• Higher level students can include more than one detail for each layer or they can elaborate.

• Lower level students can be provided with the topic sentence and sentence stems to fill in. They can include fewer details.

Writing Checklist:

|Student Peer | |

| |Punctuation |

| |Capital Letters |

| |Finger spaces |

| |Topic sentence |

| |3 details about the rainforest |

| |Closing sentence |

First Grade Writing Plans Unit 3

Lesson 13

Topic: Seasons

Read Aloud: The Prickly Pride of Texas

Anchor Story: Seasons

Companion Piece: Four Seasons for Animals

Essential Question: What changes do the different seasons cause?

Target Skills: Cause and Effect, Visualizing

First Grade Writing Plans Lesson 13

(On day 1 or 2, read “Seasons” and begin to make a chart for each season listing facts from the story. After reading “Four Seasons for Animals”, Day 3, add new facts to this list. This will be used on Day 5 for an informative writing).

Day 3: Writing in response to Four Season for Animals

Comprehension Skill Addressed in Writing: Cause and Effect

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

• As I read the story today, I want you to listen to find out things that happen during each season and why they 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:

Chart: Have the “Effect” side completely filled in prior to students’ responses for the “Causes”.

To guide them through understanding the causes you can prompt them-

On the “Effect” side we will see some facts about what happens during the seasons.

Guide students to the cause: The story said that new plants grow in spring. What causes the new plants to grow?

Turn and tell your partner and start your answer with, “New plants grow in spring because…”

You can continue to guide them through each one by stating the effect or what happens during the season, and then ask why it happens or what causes that to happen and record their responses on the left side of chart.

| Cause (Why it happened?) | Effect (What happens?) |

|It rains in the spring. |New plants grow. |

|It can get very hot in summer. |Animals cool off in the shade. |

|Food is scarce in the winter. |Animals gather food in the fall. |

|Winter can be very cold and wet. |Many animals hibernate. |

Writing Activity:

Model using the information from the chart to write about some of the cause/effect relationships shown in the story. You will create a chart or add to the bottom of the other.

You can model the first one. Tell them that you will be using cause/effect signal words to help you combine the information to make one sentence. Record on chart as you model.

• Model: In the spring it rains, so new plants grow. Point out that “so” is a signal word that tells you what happens.

I could also say- New plants grow in spring because it rains. “because” is also a signal word that tells you why something happens.

• Scaffold the next one by giving them part of the sentence and having them fill in the rest. Record the sentence on chart.

Example: It can get very hot in the summer, so _______________________. Have them use it with the word because too- Animals cool off in the shade because ______________________. (This teaches them use of the signal words and also how to vary their sentences)

• Have the students try and tell their partner a sentence about fall using the information from the chart and using the word “so” or “because” - Listen to make sure they are using them correctly. Record a sentence on chart.

• Have the students try and tell their partner a sentence about winter using the information from the chart and using the word “so” or “because” - Listen to make sure they are using them correctly. Record a sentence on chart.

You will now have sentences about some things that happen during each season and why they happen.

To Differentiate: You could have those who are able, take the 4 sentences and write a paragraph about the seasons. They could come up with a topic sentence or you could provide one such as, “Many things happen as the seasons change.

First Grade Writing Plans Lesson 13

Day 4: Writing in response to: Seasons and Four Seasons for Animals

Comprehension Skill Addressed in Writing: Informative writing

Before Reading: This week we have read two stories about seasons and created a chart listing facts and information about each season.

|Spring |Summer |Fall |Winter |

|Plant new seeds |Flowers bloom |Leaves change colors |Very cold and wet |

|Green buds grow |Insects buzz |Leaves fall off trees |Animals hibernate |

|Eggs hatch |Very hot |Animals gather nuts |Play in the snow |

|Spring brings rain |There is no school |Leaves crunch |No leaves on trees |

Writing Activity: Brainstorm a topic sentence with students. Example: I learned a lot about ____________. Students will use the displayed chart to write 3 sentences about one of the four seasons. Brainstorm a closure sentence and record it on the white board so students can copy it. Example: These are the facts that I learned about _______.

To Differentiate:

• Below: Students will copy the topic sentence and write 2 sentences using the facts from the chart.

• Above: Students will copy the topic sentence or come up with their own and write 4 sentences using the facts from the chart and a closure sentence.

First Grade Writing Plans Unit 3

Lesson 14

Topic: Citizenship

Read Aloud: The Tortoise and the Hare

Anchor Story: The Big Race

Companion Piece: Rules and Laws

Essential Question: Why is it important to have rules?

Target Skills: Conclusions, Infer/Predict

First Grade Writing Plans Lesson 14

Day 1: Writing in response to The Tortoise and the Hare

Comprehension Skill Addressed in Writing: Drawing Conclusions; Theme

Before Reading: Today we are going to read a fable about a tortoise and a hare. Fables are stories that have been retold over and over again and often teach us a lesson.

• We can often find out about the characters based on how they act. The author won’t always come right out and tell us they are kind or funny for example, but we will be able to see that based on what they do and say or details that show their actions. As we read this story I want you think about what conclusions we can make about Tortoise and Hare based on how they act. In this story, I want you to listen for details about how Tortoise acts in the race and also details about how Hare acts in the race. Alternative: You could have boys listen for details about Hare and girls listen for details about Tortoise.

• 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 for details about Tortoise and Hare

• Have students turn and share one thing that Tortoise did or said during the story. Record response on chart. If they have trouble, model. Example: “Tortoise raced against Hare even though Hare was much faster. If he did this, he must not be afraid of the challenge.” You could also have the details listed and then have them try to find the conclusion.

• Record responses on chart paper.

(See sample below)

Sample Chart:

|Details about Tortoise and Hare |Conclusion /Inference We can Make |

|Tortoise ran the race even though Hare was faster. |Tortoise isn’t afraid of a challenge. |

|Hare stopped to take a nap. |Hare was sure of himself and very confident. |

|Tortoise was slow and steady and won the race. |Tortoise was determined and didn’t give up easily. |

Ask: What lesson was this story trying to teach us? What can we learn from Tortoise? If they have difficulty with this, take them back to the last few sentences.

First Grade Writing Plans Lesson 14

Days 2-3: Writing in response to The Big Race and The Tortoise and the Hare

Comprehension Skill Addressed in Writing: Drawing Conclusions

Before Reading: Today we are going to read a fantasy. A fantasy is a story that could not happen in real life and often has animals take on human characteristics.

• We can often make conclusions about characters in the story based on their actions. As we read this story I want you think about what conclusions we can make about red lizard based on how he acts in the story. So you will be listening for what red lizard does and how he acts.

• 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 for details about red lizard- what he does and how he acts.

• Model an example of something that red lizard does in the story. Example: Red lizard continues to run even when his friends drop out of race. If someone doesn’t let things get in their way, we would say they are determined to accomplish their goal or finish. So my conclusion would be that he is determined to reach goal.

• I’m going to give you another detail about red lizard, “he shares the cake he wins with his friends.” What can you say about red lizard based on his actions? Turn and tell your partner. You can start your answer with, “Red lizard shares his cake with his friends, so I think he is _______.

• Record student responses on chart paper.

|What Red Lizard Does |Conclusion /Inference We can Make |

|Continues to run even when friends drop out |Determined to reach goals |

|Shares cake with his friends |Giving/Generous/Kind |

Writing Activity: Yesterday we read The Tortoise and the Hare and we discussed conclusions we made about Tortoise and Hare based on their actions. Now that we’ve read The Big Race and made conclusions about Red Lizard, I want you to think about how Red Lizard and Tortoise are similar.

Have students turn and tell one way that these characters are the same. They can start their answers with, “Tortoise and Red Lizard are similar because they both….” Look back at the charts we made to help if needed.

After they have discussed, you can create a shared writing or they can write about how they are similar. If needed, you can use the sentence stems below.

Sample:

Tortoise and Red Lizard were similar because they both ___________________________________________________________. In the tale, The Tortoise and the Hare, Tortoise _________________________________. In The Big Race, Red Lizard also _____________________________________________.

First Grade Writing Plans Lesson 14

Day 4: Writing in response to Rules and Laws

Comprehension Skill Addressed in Writing: Cause and Effect

Before Reading:

• As we read, I want you to listen for details about why rules are important.

• 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 reason why rules or laws or important. (Continue to do this with each partner giving a reason).

Some examples are: They keep us safe. They keep us healthy. They make us good citizens. They help us learn. They help us have fun. (Make sure they provide details from the text)

Writing activity: Students will write to explain why rules are important. Their writing will include a topic sentence, at least 2 sentences containing details from the text, and a closing sentence.

Model: “We’ve just read and talked about rules and laws and now we are going to write to explain why rules and laws are important.”

Review what a topic sentence is. Ask students for some possible topic sentences and record them on the board. Do the same for closing sentences.

Topic sentences may include:

• It is important to have rules and laws.

• Rules are important for several reasons.

Closing sentences may include:

• That’s why rules are important.

• These are a few reasons why rules are important.

They will use their writing checklist below after to help check/revise their writing.

Differentiated Instruction: Higher level students can write 3 reasons. Lower level students can be provided with the topic sentence and sentence stems.

Writing Checklist:

|Student Peer | |

| |Punctuation (. ? !) |

| |Capital Letters |

| |Finger spaces |

| |Topic sentence |

| |2 details that support their opinion |

| |Closing sentence- Restates topic sentence. |

First Grade Writing Plans Unit 3

Lesson 15

Topic: Animal Groups

Read Aloud: The Dancing Wolves

Anchor Story: Animal Groups

Companion Piece: Animal Picnic

Essential Question: What makes birds different from mammals?

Target Skills: Compare and Contrast

First Grade Writing Plans Lesson 15

Day 1: Writing in response to: Animal Groups

Comprehension Skill Addressed in Writing: Using details from the text; Text and Graphic Features

Before Reading: This week we are going to be reading several texts about animals. Today we will be reading a selection about different animal groups.

• As we read this story, I want you use the text features and the information I read to find out the different animal groups. (if you need to, explain that text features are things such as headings, labels, and photographs)

• 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 we read was to find out the different animal groups.

What is one animal group that we read about? Turn and tell your partner.

They can start their responses with, “One animal group we read about is …”

Continue until students have shared all 5 animal groups.

After they have shared with their partners, you can start a chart like the one below.

|Animal Groups |Characteristics |

|Fish | |

|Reptiles | |

|Amphibians | |

|Birds | |

|Mammals | |

First Grade Writing Plans Lesson 15

Day 2: Writing in response to: Animal Groups

Comprehension Skill Addressed in Writing: Using details from the text; Text and Graphic Features

Before Reading: Today we will be rereading the story Animal Groups to find out characteristics or details about each group of animals.

• As we read this story, I want you think about the characteristics of each animal group. Example: what types of animals are in that group, where they live, and other physical characteristics

• 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 we read was to find out characteristics about each animal group.

Jigsaw Activity:

Divide students into 4 groups (you will model one animal group). Assign each group a certain animal group. As a group, they should read about that group of animals and identify any characteristics about the group. You could provide them with a note taking sheet to record their information. (see below)

To make sure students understand, you can model one group and complete as a class.

Example: Put this on chart paper and leave this up for students to refer back to as they are completing their note taking sheets

Animal Group: Fish

Where they Live: Fish live in water.

Other details or physical characteristics: Fish breathe through gills. Fish have fins and tails to help them swim.

Examples of animals in this group: clown fish, angel fish

After groups have finished their information sheets, they can select a student to share the information with the class. As they share, you can record on the chart that was started on Day 1.

|Animal Groups |Characteristics |

|Fish |Live in water; have gills to breathe; have fins and a tail to help swim |

|Reptiles | |

|Amphibians | |

|Birds | |

|Mammals | |

Save this chart to use in compare/contrast writing on Day 3

Sample Note Taking Sheet:

Animal Group:_____________________________

• Where they live: _________________________

• Other details and physical characteristics:

• Examples of animals from this group (found in the text)

First Grade Writing Plans Lesson 15

Day 3-4: Writing in response to: Animal Groups

Comprehension Skill Addressed in Writing: Compare and Contrast

Today we will be using the information we learned to compare and contrast the animal groups. When we do this, we see how they are similar to each other and see how they are different from each other.

Model:

I will use the information to compare and contrast fish and birds.

[pic]

Writing Activity: You will write several sentences explaining how 2 animal groups are alike and how they are different.

Model:

Birds and fish are alike and different. For example, they are both animals and they both have eyes. However, many birds can fly and most fish swim. Birds also live on land and water and fish must live in the water. Birds have feathers and wings and fish have fins and tails.

Now have students select 2 other animals to compare and contrast. They can use one of the animals you modeled as long as they select another one.

-----------------------

Details from the text

Both

Have feathers and wings

Many can fly

Some run or swim

Hatch from eggs

Can live in water or land

Must live in water

Have gills

Have fins and tails

Can be many shapes and sizes

Animals

Have eyes

Fish

Birds

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