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First Grade Writing Plans Unit 2

Lesson 6

Topic: TalesRead Aloud: Night of the WolfAnchor Story: Jack and the BeanstalkCompanion Piece: Three PigsEssential Question: What lessons can we learn from story characters?Target Skills: Understanding Characters, Summarizing

First Grade Writing Plans Lesson 6

Day 1: Writing in response to Jack and the Wolf

Comprehension Skill Addressed in Writing: Story Message or Lesson; Sequencing

Before Reading: Today we are going to read a fable. In fables the characters often learn a lesson.

As we read this story I want you to listen to see what lesson Jack learns in the story.

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: To identify the lesson Jack learns, we are going to retell the main events of the story. I’m going to create a chart with you.

Think about what Jack did at the beginning of the story. (Teacher Model: “At the beginning of the story, Jack is bored and yelled “Wolf” for fun.”)

1. Jack is bored and yelled wolf for fun.2. Friends came but there was no wolf3. Jack yelled4. Friends came again but there was no wolf5. The wolf came6. Jack yelled and ran7. Friends did not come8. Jack said he would be good and not trick anymore.

Lead students to determine the theme of the lesson: Based on what happed to Jack, what do you think he learned? Prompt if needed.

Writing Activity: Have the students to write 2 sentences.

At first, Jack __________________________________. At the end, Jack learned ________________________.


Day 2: Writing in response to The Three Little Pigs

Comprehension Skill Addressed in Writing: Retelling; Summarizing

Before Reading:

Today we are going to read a Fairy tale. A fairy tale is a story with characters that can do amazing things. These stories have been retold for many years. They often start with, “Once upon a time…”

As we read, I want you to think about what each of the pigs do and how the wolf responds to each one.

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:

Guide students to identify what each pig does in the story and how the Wolf responds or what the Wolf does. This is also retelling the main events in the story and will help them summarize the story.

Model the first two- use questions to prompt them. Record their responses on the chart.

What did the first pig do? What did the wolf do? or How did the Wolf respond?

What did the second pig do? What did the wolf do? or How did the Wolf respond?

First Next Then FinallyThe first pig made his

house of straw.The second pig

made his house of sticks.

The Three Pigs…

The Wolf blew it down.

The Wolf blew it down.

Writing activity: The students will complete the chart by writing the next two events that happened in the story.

They can make their own chart or you could have one preprinted for them.

If time, you could then create a modeled/shared paragraph summarizing the story (see example below)

Example: In the beginning the first pig built a house of straw and Wolf blew it down. Then, the second pig made his house of sticks, but Wolf blew it down. Next, the third pig built his house of brick and Wolf couldn’t blow it down, so he went away. The three little pigs lived happily ever after. (you could also use this as a modeled writing to show them how to write a summary)

To Differentiate: If needed use additional sentence stems to scaffold students with chart

such as “The third pig_____. The Wolf _________.” and “The three pigs________.”

For struggling students, you could have them illustrate the main events from the story and write what is happening in each picture.

Extension: The students could respond to one of the following:

What lesson did the little pigs learn in the story?

What lesson did the Wolf learn in the story?


Lesson 7

Topic: Animal CommunitiesRead Aloud: Prairie DogsAnchor Story: How Animals CommunicateCompanion Piece: Insect MessagesEssential Question: How do animals communicate?

Target Skills: Main Idea and Details, Infer/Predict

First Grade Writing Plans Lesson 7Day 1 and Day 2: Writing in response to: Prairie Dogs

Comprehension Skill Addressed in Writing: Main Idea and Details

Before Reading: (Pre-teach the Oral Vocabulary) Today we are going to read about a Prairie Dogs. This is an informational text which means you will be learning a lot of information and facts about Prairie Dogs. (Inform students that facts are things that are true and not made up).

As I read the story, I want you to listen to how the prairie dogs look, what they eat, and how they are like humans.

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 prairie dogs look, what they eat, how they communicate and how they are like humans. You can guide them to this by prompting them. To get them thinking you could ask the following questions:

(Note: Write student responses on 2 pieces of chart paper)

What do prairie dogs look like?

have short, strong legs.

brown stubby tails sharp toenails

What do prairie dogs eat? grass roots seeds insects spiders

How do prairie dogs communicate? High –pitched bark They have different warning sounds for different enemies.

How are prairie dogs like humans? they live in groups feed, kiss and groom each other pups are playful parents watch them closely

If they are having difficulty, you can model your thinking. “Prairie dogs are brown” so I’m going to write brown under the heading, “what do prairie dogs look like?”

Writing Activity: Prairie Dogs were the main idea of this story. Now I want you to think about the details you learned and listed about them.

Ask: How do prairie dogs look? Students can respond to their partner using the sentence stem. “Prairie dogs ….” (brown, short, strong legs, stubby tails, sharp toenails). Students can respond to their partner using the sentence stem, “Prairie dogs look ___________.

Ask: What do prairie dogs eat? (grass, roots, insects, seeds, spiders). Students can respond to their partner using the sentence stem. “Prairie dogs eat __________.”

Ask: How do prairie dogs communicate? (high-pitched barks, different warning sounds for enemies.) Students can respond to their partner using the sentence stem. Prairie dogs communicate by using __________.”

Ask: How are they like humans? (they live in groups, they feed, kiss and groom each other, pups are playful and parents watch them closely. Students

can respond to their partner using the sentence stem, “Prairie dogs are like humans because __________

Model: This will be our topic sentence today as we write. “I learned many new facts about prairie dogs.”

Remember that a topic sentence is one sentence that tells the reader what you are writing about.

You will now write at least 3 details/facts from the text (they can use the charts to support) about prairie dogs.

To Differentiate: For students who struggle to write this, you could have them illustrate how

the prairie dogs look, what they eat, how they communicate and how they act like humans.

You may also provide sentence stems for those who need more support after the topic sentence. Example: To begin with, prairie dogs are __________________. They also _______________.

For advanced students, they can provide more details and facts about prairie dogs, and/or provide a concluding sentence.


Day 4: Writing in response to: Insect Messages

Comprehension Skill Addressed in Writing: Main Idea and details

Before Reading: Today we are going to read Insect Messages. This is an informational text in which you will be learning a lot of information and facts about Insects.

As we read the story, I want you to listen for how insects send messages to other insects.

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: Based on the text, what is one way that insects send messages?

You can model the first one: “Insects can send messages through touch.”

Have students share with their partners, they can start their answer with “Insects can send messages through _______.” (touch, sound, light).

They may have to go back and reread after they hear your model so they can come up with specific details from the story.

Writing Activity: Give students the topic sentence, Insects send each other messages in several ways. The students will write at least 2 details from the story of how insects send messages.

To Differentiate: For students who struggle to write this, provide a sentence stem. Example:

“Ants can send messages through _______.” (touching other ants) Crickets send messages by __________. (making sounds with their front legs.)

For advanced students, provide their own topic sentence and add one additional way insects send messages. (fireflies flash light).


Lesson 8

Topic: MusicRead Aloud: The NeighborsAnchor Story: A Musical DayCompanion Piece: DrumsEssential Question: How is music a part of your everyday life?Target Skills: Sequence of Events


Day 1: Writing in response to The Neighbors

Comprehension Skill Addressed in Writing: Sequence of Events; Story Structure; Summarizing

Before Reading:

A good story has a beginning, middle, and end. As I read this story today, I want you to pay attention to what happens at the beginning, in the middle, and at the end of the story.


After Reading: This can be a modeled writing for how to sequence events in a story to summarize.

Have students turn and talk about what happened at the beginning of the story. Start your answer with, “At the beginning of the story…” (this will be who the story was about and the problem the neighbors had)

After students have shared what happens at the beginning, start completing the chart below.

Then have students turn and tell their partners what happened in the middle of the story. “In the middle of the story…” (think about what Chen did to try and solve the problem and how Li responded) add to chart

Have students think about how the story ended and turn to their partner and share. “In the end…” Complete the story chart.

BeginningLi disturbed Chen -played flute and family sang and dancedMiddleChen gave Li a box of coins; Li started worrying about the money and didn’t play flute or talk with familyEndLi returned the money and was happy again

Take the information from the chart and MODEL writing a summary.

This story is about two neighbors, Chen and Li. Li often disturbed Chen by playing his flute. Chen decided to give Li a box of coins so he would have money to move away to a larger home. Li became more worried about having the money and spent less time playing the flute and visiting with his family. Finally, Li decided to return the coins because he said it didn’t make him happy.

Topic Sentence

(This doesn’t have to be color coded, but it may help them to see that you wrote about the beginning, middle, and end)

*Leave this up so they could refer back when they are writing about the next story*


Day 2 and Day 3: Writing in response to A Musical Day

Comprehension Skill Addressed in Writing: Sequence of Events; Story Structure; Summarizing

Before Reading:

As we read the story, “A Musical Day”, we are going to think about what happened at the beginning, the middle, and the end of the story just as we did when I read “The Neighbors.”


After Reading:

Have students turn and talk about what happened at the beginning of the story. Start your answer with, “At the beginning of the story…”

After students have shared what happens at the beginning, start completing the chart below.

Then have students turn and tell their partners what happened in the middle of the story. “In the middle of the story…” Add to chart.

Have students think about how the story ended and turn to their partner and share. “In the end…” Complete the chart.

*You may have to take them back to the text and model how you pull out the information for each section* (You could also use the retelling cards to guide you)

Sample:

BeginningMom and dad go on a trip and Aunt Viv comes to keep the kids;MiddleThe kids are happy to see Aunt Viv; she plays music and has a surprise for themEndFriends join them and the kids make a band and dance and sing with Aunt Viv’s instruments

Writing Activity:

Students will complete a shared writing with you as you use the events from the chart to summarize.

As you prompt them, they could help you complete the sentences. See Sample Below

Sample Summary:

Everyone enjoyed their day in the story, “A Musical Day.” It all started when Mom and Dad went on a trip and Aunt Viv came to stay with the kids. They were happy to see her and enjoyed the music she played. After their friends arrived,

Topic Sentence

Conclusion

Aunt Viv had a special surprise. The kids all selected their own instrument and made their own band. It definitely was a musical day.

To Differentiate:

Below: Students could illustrate the main events of the story to show sequencing of events.

Extension:

If the students are reading a narrative text during small group, they can complete a “Beginning, Middle, and End” chart.

For those who are ready, they can take that information and write a few sentences about the story.

Leave the charts that you’ve completed together up so students can refer back to them as a guide.


Day 4: Writing in response to A Musical Day

Comprehension Skill Addressed in Writing: Main Idea and Details

Before Reading:

This week we read the story, “A Musical Day.” Sometimes the title of the story gives us an idea about the whole story, or helps us understand the main idea of the story.

As I reread the story, “A Musical Day”, I want you to think about why this is a good title for this story. What details in the story show us that it was in fact a musical day?

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

After Reading:

Turn and tell your partners one detail from the story that shows us that this was a “musical day”

Start your answer with, “The author shows us it was a musical day because…”

Chart responses:

It was a musical day…

Aunt Viv played piano Kids clapped, hopped, and sang Aunt Viv brought instruments for kids Kids made their own band

Writing Activity:

Have students write at least 2 reasons why this story was called “A Musical Day.”

They can start their writing with, “This story was called A Musical Day for several reasons.” Then have them use details from the chart to write at least 2 sentences showing why this was called A Musical Day.

Sample:

This story was called “A Musical Day” for several reasons. To begin with, Aunt Viv played the piano and the kids sang. Also, the kids played their own instruments and made a band.


Lesson 9

Topic: Dr. SeussRead Aloud: The Little Red HenAnchor Story: Dr. SeussCompanion Piece: Dr. Seuss PoemsEssential Question: What makes a story or poem funny?Target Skills: Text and Graphic Features


Day 1: Writing in response to the Teacher Read Aloud The Little Red Hen

Comprehension Skill Addressed in Writing: Character Traits

Before Reading:

As we read, I want you to listen to see how the characters in the story act.


After Reading:

We can often determine a character trait of a character by thinking about what they said or how they acted in the story.

Think about the pig in the story. I know he wouldn’t help cut the wheat but he wanted to eat the bread. If he acted like that, how would you describe him? Turn and tell your partner. “I would describe Pig as ________.”

If they are having difficulty, you can model it for them. Model: If Pig didn’t want to help cut the wheat but he wanted to eat it, I would describe him as selfish.

Characters trait Example 1 Example2Pig

Hen

Selfish

Hard working

Pig would not help cut the

wheat.

Hen planted, cut and ground

the wheat.

Pig wanted to eat the bread

Hen baked the bread.

Model: Pig was very selfish. Pig would not help Hen cut the wheat. He only wanted to eat the bread that Hen made. He did not help, so he was very selfish.

Writing Activity:The students can now use your model as a guide and write about Hen. They can use the information from the chart that was created.

You can give come up with the topic sentence together.

Example: In the story, “The Little Red Hen,” Hen was showed that she was a hard worker.

They could write at least 2 details that proved that she was a hard worker.


Day 2: Writing in response to Dr. Seuss

Comprehension Skill Addressed in Writing: Identifying key details

Before Reading: Today we are going to read a biography about Dr. Seuss. A biography tells about events in a real person’s life and why they are important.

As we read this story I want you to listen for facts about Dr. Seuss. 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: When we read a biography, we learn facts about someone’s life. Your job as we read this story was to listen for facts about Dr. Seuss’ life.

Turn and tell your partner one fact about Dr. Seuss that you learned from the story.

Model: I learned that Dr. Seuss was called Ted by his parents and friends. So I’m going to add that to my chart.

As students share with partners and respond, you can record their facts on the chart paper. If they give you a fact that was not in the story, you can tell them and although that may be true, we want to stick to facts we found out from the story. Create a chart with students on chart paper.

Dr Seuss

was called Ted was a funny man drew pictures wrote stories wrote the Cat in the Hat wrote many other books would write rhymes still a big hit with kids today

Writing Activity: Using the chart we just created, have the students write 3 sentences about Dr.Seuss.

Model: Think aloud “We just learned many facts about Dr. Seuss.”

So our topic will be: There are many interesting facts about Dr. Seuss. Or After reading about Dr. Seuss, I learned many interesting facts.

Students will continue to add to this, creating a paragraph about Dr. Seuss.

To Differentiate:

Struggling students can only write 2 detail sentences. You can work with them in small group to get them started and provide sentence stems if necessary. “Dr. Seuss __________.” “He also __________.”

For more advanced students, they can also write a conclusion in their paragraphs.


Lesson 10

Topic: FeelingsRead Aloud: Chipper Chips InAnchor Story: A Cupcake PartyCompanion Piece: Happy TimesEssential Question: How can you show a friend that you care about him or her?Target Skills: Story Structure, Visualizing

First Grade Writing Plans Lesson 10Day 1: Writing in response to: Chipper Chips In

Comprehension Skill Addressed in Writing: Story Structure

Before Reading: (Pre-teach the Oral Vocabulary) A story consists of characters, a setting, and events. The characters sometimes encounter a problem and when they do, there is often a solution.

Today we are going to read a story about some chipmunks. The chipmunks encountered several problems in the story.

As I read the story, I want you to listen for 2 things: First, I want you to listen to find out the problems that Chipper and the other chipmunks have.

Next, I want you to listen to find out how these problems are solved. 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 the problems that Chipper and the other chipmunks had and how these problems were solved. (You can guide them to this by prompting them. To get them thinking you could ask the following questions).

What problem did Chipper have in the beginning of the story? (Turn and Talk with partner)

She wanted to collect seeds but her brothers thought she was too small.

What problem did the group of chipmunks have? (Turn and Talk with partner)

The frost was coming and they did not have enough seeds and nuts.

How were these problems solved in the story? (Turn and Talk with partner)

The chipmunks needed extra help collecting seeds so they asked Chipper to help them. With the extra help, the chipmunks had enough food for the whole winter plus some to share and Chipper got to collect seeds just like she wanted.

Writing Activity: Construct a modeled/shared writing on the following:

In the story, “Chipper Chips In” the characters encountered several problems. Explain how they all worked together to solve the problems.

Writing Checklist: (you can place this up to prompt students as they are helping you construct your response)

Title

Topic Sentence Problem that Chipper had Problem that other chipmunks had How each problem was solved Have correct capitalization and punctuation

Sample Model: In the story “Chipper Chips In” the characters worked together to solve their problems. In the beginning, Chipper wanted to help collect seeds but her brothers thought she was too small. The chipmunks soon found out that the frost was coming sooner and they did not have enough seeds and nuts to last. All the chipmunks, including Chipper, worked together to collect what they needed for the winter while the blue jays watched for predators. By working together, they collected enough seeds and nuts for the winter and they learned that Chipper was able to help after all. They even collected enough to share.

First Grade Writing Plans Lesson 10Day 2: Writing in response to: A Cupcake Party

Comprehension Skill Addressed in Writing: Story Structure; Responding to essential question

Before Reading: We can often understand the characters in the story by thinking about what they say and do.

As we read the story, A Cupcake Party, I want you to think about what Fritz says and does to show his friends that he cares or what he does that makes them feel special.

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

After Reading: Your job as I read was to think about what Fritz says and does in the story to make his friends feel special.

Turn and tell your partner one thing that Fritz does or says that would make his friends feel special. (Have each partner share one thing) They can go back to the text if needed or you can model one

Example: “Fritz misses his friends and decides to throw a party for them- I think by doing this, he will show them he cares about them and it will make them feel special.”

After the students have shared, construct a chart listing the things that Fritz says or does in the story (see sample below)

Fritz…

throws a party for his friends invites each one of them in person makes cupcakes puts their picture on the cupcake

Writing Activity: Have students respond to the following:

How does Fritz show his friends that he cares about them?

You can come up with a topic sentence as a class such as:

Fritz shows that he cares about his friends in several ways.

Then talk students through the checklist to model what you expect in their paragraphs.

Your modeled paragraph from Day 1 should still be up so they can refer back to.

Writing Checklist: (you can place this up to prompt students as they are helping you construct your response)

Title Topic Sentence Include at least 2 ways from the story that Fritz shows he cares for his friends Have correct capitalization and punctuation

To Differentiate:

For struggling students, you can have them illustrate several ways that represent or show he cares for his friends and write a sentence for each.

You could provide sentence stems to help them complete the paragraph.

Example: He shows them he cares by _______________________________.

For advanced students, they could include more than 2 ways that he shows them he cares for them and/or even a concluding sentence.

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