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First Grade Writing Plans Unit 5Lesson 21Topic: GardensRead Aloud: Grandpa’s TreeAnchor Story: “The Garden” from Frog and Toad TogetherCompanion Piece: Garden Good GuysEssential Question: What grows in a garden?Target Skills: Story Structure; RepetitionFirst Grade Writing Plans Lesson 21Day 2: Writing in response to the teacher read aloud, Grandpa’s TreeComprehension Skill Addressed in Writing: Story StructureBefore Reading: The stories that we read have certain elements that make up the structure of the story. They have characters, events in the story that usually involve a problem, then there is often a solution to the problem. As I read this story, I want you to listen to find out the characters, the main problem in the story, and how they solved the problem. After we finish, we will identify each of these elements on a chart. 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) OR you could ask them to share one thing they will be listening for as you read, then take turns until they have shared each of the elements.After Reading: Your job as I read was to listen to find out the characters, the main problem in the story, and how they solved the problem. Turn and tell your partner who the characters were in the story. After they have shared, you can have them share their responses and record the information on the chart. (like the sample below)Continue sharing following the same format until they have identified the problem as well as the solution. Sample Chart:CharactersProblemSolutionJustinTaraDadGrandpaGrandpa feels he can’t do anything because he has a broken leg. He is grumpy and doesn’t talk much. The children encouraged Grandpa to help them build a birdhouse so he’d forget about his leg. *Leave the chart up to refer back to when referencing story structure throughout the week. First Grade Writing Plans Lesson 21Day 3-4: Writing in response to the anchor story, “The Garden” from Frog and Toad TogetherComprehension Skill Addressed in Writing: Story StructureBefore Reading: Yesterday, we identified the elements of a story in the read aloud, Grandpa’s Tree. Today as we read “The Garden” we will be listening to identify the same elements or the structure of the story. As we read this story, I want you to listen to find out who the characters are, the problem they encountered in the story, and how they tried to solve the problem. 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) OR you could ask them to share one thing they will be listening for as you read, then take turns until they have shared each of the elements.After Reading: Your job as I read was to listen to find out the characters, the main problem in the story, and how they solved or attempted to solve the problem. Turn and tell your partner who the characters were in the story. After they have shared, you can have them share their responses and record the information on the chart. (like the sample below)Ask students to turn and tell their partners what the main problem was in the story. After they have shares, record their response on the chart. Have students go back and find the different ways that Toad tried to solve the problem in the story. When they have located the information in the story, have them share with a partner. Record the possible solutions on the chart like the sample below. After students have shared Toad’s possible solutions, have them identify the solution to Toad’s problem. Sample Chart:CharactersProblemTried to Solve by…SolutionFrogToadToad wanted the seeds to grow, but thought they were afraid. Toad gave them lightHe sang songs He read the seeds a storyHe read a poem to the seedsHe played music for the seedsToad realized the seeds would grow if he just gave them time.Writing Activity:Students will write a paragraph describing the steps Toad took to solve his problem.They should include:A topic sentenceAt least 2 things that Toad did to make his seeds grow.Transition wordsA sentence describing how Toad’s seeds finally begin to grow.Example: Toad did many things to make his seeds grow. First, __________. Later he _________. Finally, ________.First Grade Writing Plans Unit 5Lesson 22Topic: AnimalsRead Aloud: How Bat Learned to FlyAnchor Story: Amazing AnimalsCompanion Piece: The Ugly DucklingEssential Question: Why do some animals have spots or stripes?Target Skills: Conclusions; Using ContextFirst Grade Writing Plans Lesson 22Day 2-3: Writing in response to Amazing AnimalsComprehension Skill Addressed in Writing: Identifying key details in text; using various text features to get information from textWriting Standard: LAFS.1.W.1.2Before Reading: Today we are going to read about some amazing animals. Each animal that we will read about has a special feature (such as size or color) or body part that helps it in some way. As we read, I want you to use the text and the photographs to find out the special features or body parts that help each animal. Turn and tell your partner what you are listening for as I read. After Reading: As we read, I asked you to use the text and the photographs to find out what special features or body parts help each animal. Ask the following questions to guide them and gather information that will be used in their writings. “What was one amazing animal that we read about?” Turn and talk to your partner- students can start their answers with, “One amazing animal we read about was …”- have both partners share one. After students have shared, you can create a chart (like the one below) with the names of the different animals in the story. Think about the amazing animal you shared with your partner. “Look back and find that animal in the text and tell your partner what special feature or body part helps that animal to survive.” Example: If you said polar bear, you would look on the page about the polar bear and find out what feature or body part helps the polar bear to survive. (thick, white fur)If students aren’t ready for this, you can guide them through by discussing each animal and charting the animals’ special features and body parts as you discuss.Animal NameSpecial Features or Body PartsPolar bearThick fur to keep warm; fur looks white to blend in with snowWriting Activity:Select one animal from the story, Amazing Animals and write a few sentences about the animal. Be sure to include information on the special feature or body part that make them unique or special. Model: You can select an animal and model writing a few sentences about the animal. Show them how to take information from the chart, or the text, to include in your writing. Sample Writing: Polar BearsPolar bears have special features that help them survive. They have thick fur that looks white.? The thick fur helps them to stay warm.? The color helps them to hide in the snow. These features help make polar bears amazing animals. (leave this up as a model)First Grade Writing Plans Unit 5Lesson 23Topic: PetsRead Aloud: Around the World in a DayAnchor Story: Whistle for WillieCompanion Piece: Pet PoemsEssential Question: How can you take good care of a pet?Target Skills: Cause and effect First Grade Writing Plans Lesson 23Day 1: Writing in response to The Best Pet (attached)Writing Standard: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Before Reading: This week we will be reading several stories and poems about pets. Today, we are going to read a story titled, The Best Pet. In this story, the owners of the pets both feel that they have the best pet. The story explains why they feel their pets are the best.As we read the story aloud, I want you to listen to find out why each owner thinks their pets are the best. (you could also divide the class and have half of the students listen for what the story tells us about cats and the other half could listen to find out what the story tells us about dogs) Tell them that after we read, you will record the information about each pet on a chart.Turn and tell your partner what you are listening for as I read. After Reading: (Display story on document camera so students can refer back to)What is one reason that Fluffy’s owner feels that cats are better pets than dogs? Have students turn and talk to their partner. After students have shared, have them share responses and you can record the information on the chart- making sure you include only details that you read about. See chart below for sample responses.Why does Ann feel that dogs are better pets? (Follow same procedures as above) CatsDogsQuiet- don’t barkClean themselves with their tongueUse litter box- don’t have to walk themCan play with them- happy to see you (wag tail)Can do tricks – roll over and speakProtect their ownersDay 2: Writing in response to The Best Pet (attached)Writing Standard: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Before Reading: Yesterday, I read The Best Pet and we discussed why the characters each felt their pets were the best. (refer back to chart) As I reread this story, I want you to think about which animal (cat or dog) that you would like to have for a pet and why. Turn and tell your partner what you are thinking about as I read.After Reading:Have students think about which pet they would like to have (cat or dog) and why. Then have them turn and talk to their partners, starting their answers with, “I would like to have a ____ for a pet because…” Make sure each partner has a chance to share. Writing Activity:What kind of pet is best for you, a cat or a dog? Why?Your response should include:A topic sentenceProvide at least 1 reason why you would like this type of petSome type of conclusion*Model a response first to show them how you can use the information from the story chart to help you with your reasons.Example: I think a dog would be the perfect pet for me. I would take the dog for walks and even teach them some tricks. It would be fun to watch them roll over and speak. Dogs can be great pets. *You may provide a copy of the story for each student or display on document camera if they would like to refer back to the storyGrade 1, Prompt for Opinion WritingCommon Core Standard R.1(Passage should be read aloud by the teacher)The Best PetMy friend Ann says her pet is better than mine! I have a brown cat named Fluffy. Ann has a black and white dog named Spot. We each think our pet is the best.I told Ann that cats are better pets because they are clean, quiet and very cute. Cats wash themselves with their tongues. You don’t have to walk them. They use a litter box. Also cats are sweet and quiet. I think dogs are too noisy! They bark a lot. They don't clean themselves or use a litter box. Dogs need someone to give them baths, train them and walk them. Dogs are more work.? Ann says that cats are no fun! She says that dogs are better to play with. Spot always wags his tail when he sees her. He can even do tricks. He barks when she says, “Speak”. He knows how to roll over! Ann says dogs are also better because they protect their owners. Spot always barks when there is someone at the door. It makes Ann feel safe. So, Ann thinks dogs are best. I guess Ann’s dog is pretty cool, but so is Fluffy. Maybe different kinds of pets are good for different people.First Grade Writing Plans Unit 5Lesson 24Topic: Life CycleRead Aloud: Visiting ButterfliesAnchor Story: A Tree Is a PlantCompanion Piece: Grow, Apples, Grow!Essential Question: What happens to a tree as it grows?Target Skills: Sequence of EventsDay 1: Writing in response to A Tree is a PlantComprehension Skill Addressed in Writing: Sequence of eventsBefore Reading: Today we are going to read about an apple tree’s life cycle. As I read this story, I want you to listen for the sequence of how an apple tree grows.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 how does an apple tree start to grow?Writing Activity: You will complete a chart with the students on the sequence of the apple tree’s growth. Be sure to include details about each stage of growth. Leave the chart posted in the room so the students can refer to it when they write independently. Encourage the students to use transitional words to explain the different stages of the life cycle. Some examples of transitional words:next, last, then, finally, at first, second, soon, before long, finallyLife cycle of an apple tree DetailsSeedSome are planted Some come from an appleYoung planthas a few leaveshas no applesLittle treegrows little taller each yearFull grown treehas blossoms on it will start to grow fruit Sample: An apple tree grows in a life cycle. It begins as a seed and grows into a young plant. Some seeds are planted and some come from apples that fall to the ground. Young plants have few leaves and no apples. Then it grows into a little tree and gets a little taller each year. After seven years, it will have blossoms and start to grow apples. The apple tree’s life cycle takes many years.To differentiate: Have the struggling students write four sentences. One sentence for each stage of growth. Have your higher students write about each stage of the life cycle and give details about stages with a topic and a concluding sentence.Day 2:Opinion WritingWriting Standard: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Brainstorm a list with your students about what they like about both art and P.E. Help the students come up with a sentence that states their opinion about their favorite class. Model some examples.Examples: In my opinion, ____________ is the most amazing class in first grade. _____________ is the best class in the school. Things We Like To Do in P.E. Class:? Play fun games? Run races? Play with the parachute? Use the jump ropes? Play basketball? Do fun exercises? Play kickball? Play soccerThings We Like To Do in Art Class:? Learn how to draw things? Use colored pencils and markers? Learn about the color wheel? Paint pictures? Use clay to make things? Learn about primary colors? Use colored chalkHave the students write an opinion paragraph including the following. Topic sentence that clearly states opinion Provide at least 1 reason All sentences have correct capitalization.All sentences have correct punctuation.Concluding sentence that reinforces the opinionExample:I watch the clock until it’s time to go to P.E because it’s the best class in school. I love to play soccer at P.E. Sam and I always score a goal. Sometimes we play basketball in the gym. My favorite thing about P.E. is running races because I’m a really fast runner. P.E. is the greatest class in first gradeFirst Grade Writing Plans Unit 5Lesson 25Topic: Learning About Our CountryRead Aloud: Senor Coyote, the JudgeAnchor Story: The New FriendCompanion Piece: Symbols of Our CountryEssential Question: What can you learn from someone who is from another country? Target Skills: Understanding CharactersDay 1: Writing in response to Senor Coyote, the JudgeComprehension Skill Addressed in Writing: Understanding characters Before Reading: Today we are going to read a story about some different characters and their character traits. Character traits are how characters behave in the story. While listening to the story, see what kind of character traits Senor Rattlesnake and Senor Rabbit show us.As I read this story, I want you to listen for the character traits of Senor Rattlesnake and Senor Rabbit.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 character trait of Senor Rattlesnake.Turn and tell your partner one character trait of Senor Rabbit.Create a list of character traits and examples for Senor Rattlesnake and Senor Rabbit with the students. CharacterCharacter traitExamples of how the character showedthe character traitSenor RattlesnaketrickyRattlesnake lied to Senor Coyote about crawling under the stone. He said he was going to give Rabbit a reward but he really was going to eat him.Senor RabbitkindRabbit helped Rattlesnake get out from under the stone. Rabbit didn’t want a reward. He was glad to help Rattlesnake. *If students are having trouble remembering, you can go back in the text and read a sentence from the story to help support them. Writing Activity: Model a paragraph with the students help using the information from the chart. Example: Senor Rattlesnake was tricky in the story Senor Coyote, the Judge. First, he said he was going to give Senor Rabbit a reward but he was really going to eat him for supper. Then Senor Rattlesnake lied to Senor Coyote about crawling under the stone. In the story, Senor Rattlesnake was tricking the animals to get what he wanted. Day 2:The students will write their own paragraph about Senor Rabbit and his character trait. Display the chart where students can see it and use the information for their paragraph. A student checklist is listed below. Checklist for studentsSentences must begin with a capital letter.Sentences must end with a punctuation mark.First sentence states the character and character trait.Give two examples of how the character showed the character traitA closing sentence (reword the first sentence)To differentiate: Sentences must begin with a capital letter.Sentences must end with a punctuation mark.First sentence states the character and character trait.Give one example of how the character showed the character traitA closing sentence (reword the first sentence) ................
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