First Grade Writing Plans Unit 4
Lesson 16
Topic: Astronauts
Read Aloud: One Giant Leap
Anchor Story: Let’s Go to the Moon!
Companion Piece: Mae Jemison
Essential Question: What do astronauts do?
Target Skills: Main Idea and Details and Author’s Purpose
First Grade Writing Plans Lesson 16
Day 2: Writing in response to Let’s Go to the Moon
Comprehension Skill Addressed in Writing: Main idea and details
Before Reading: Today we are going to read a story about an astronaut’s trip into
outer space.

As I read this story, I want you to listen for some things that the
astronaut does on their journey into space.

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 some things the astronauts do
on a trip into outer space.

Turn and tell your partner one thing the astronaut does.

Start your sentence with, “One thing an astronaut does is _____.” Have
each partner share something they learned from the text about what an
astronaut can do in outer space.
*If students are having trouble remembering, you can go back and model.
Example: “I learned from the text that astronauts take pictures.”
After the students have shared, let them share some of their responses and you
can create a chart with the information. (See sample below)
In space, astronauts:

wear space suits

take pictures

collect rocks

carry tools

ride in the space ship

walk on the moon

drive the lunar rover
Writing Activity: Have the students write at least 2 sentences telling what an
astronaut may do in space.
To differentiate: You could provide a sentence stem, “Astronauts ________ in
space.” You could have them only write one sentence if they are struggling.
For those who are able, they can write a topic sentence, or you could help them
with a topic sentence such as, “Astronauts do many things in space.” Then they
could continue with 2 or more sentences about things astronauts do.
First Grade Writing Plans Lesson 16
Day 4: Writing in response to Mae Jemison
Comprehension Skill Addressed in Writing: Main idea and details
Before Reading: Today we are going to read a biography about a famous
astronaut, Mae Jemison. During her life, she has accomplished many things.

As I read, I want you to listen for some of the things she has
accomplished or done.

Turn and tell your partner what you are listening for as I read.
After Reading: What is one thing that Mae has accomplished or done? Have
students turn and share with a partner. Let each partner share.
*If students are having trouble remembering, you can go back the first paragraph
and model.
Example: “Mae Jemison studied hard and became a doctor.”
After the students have shared, let them share some of their responses and you
can create a chart with the information. (See sample below)
Mae Jemison

studied hard

became a doctor

went to Africa to help sick people

flew in the space shuttle

became an astronaut

started her own company
Writing Activity: Have the students write a paragraph about Mae Jemison. Come
up with a topic sentence, such as “Mae has accomplished many things.” Or “Mae has
done many things in her life.” The students can now select 2-3 things from the list
and write them in sentences to add details that support the topic sentence.
To differentiate: You could provide a sentence stem, “Mae Jemison_________
and ________.
For those who are able, they can write the paragraph and add a conclusion such as,
“After learning about science, Mae accomplished many things in her life.”
First Grade Writing Plans Unit 4
Lesson 17
Topic: Ways to Travel
Read Aloud: The Rainy Trip
Anchor Story: The Big Trip
Companion Piece: Lewis and Clark’s Big Trip
Essential Question: What are some different ways to travel?
Target Skills: Compare and Contrast
First Grade Writing Plans Lesson 17
Day 2: Writing in response to The Big Trip
Comprehension Skill Addressed in Writing: Identifying details from text
Before Reading: This week we are going to be reading about some different ways
to travel.

As I read this story, I want you to listen for the different ways that Pig
wants to travel.

Turn and tell your partner what you are listening for as I read.
After Reading: Pig suggested many ways to travel on his big trip.

Turn and share with your partner one way that he suggested or wanted to
travel. They can start their sentences with, “One way pig wanted to
travel was by …”

After students have shared, record a list on the board.
Pig could travel by:

car

bike

train

hot air balloon

ship

donkey cart
Writing Activity: 2 of the suggestions were to travel by car or bike. Write an
opinion piece stating which you think is the best way for Pig to travel and explain
why you think that way is the best. (Teacher’s Edition p. 149)
To differentiate: Provide a sentence stem. “I think Pig should travel by ____
because _______.”
For those who are ready, they can write a topic sentence, state their opinion and
why, and write a conclusion.
First Grade Writing Plans Lesson 17
Day 4: Writing in response to The Big Trip and Lewis and Clark’s Big Trip
Comprehension Skill Addressed in Writing: Compare and Contrast
Before Reading: Earlier this week we read the story, The Big Trip. Today, I’m
going to read another story about a trip, titled, Lewis and Clark’s Big Trip.
Unlike
The Big Trip, this is an informational story, which means it is a true story that
contains facts and information.

As I read this story, I want you to think about how this story is similar to
the story The Big Trip and how it is different.

Turn and tell your partner what you are listening for as I read.
After Reading: We are going to create a Venn diagram to show how these stories
are the same and how they are different.

Have students share with their partners one way that the stories are alike.
Now have them share one way that they are different.

After the students have shared, let them share some of their responses and
you can fill in the information on the Venn diagram. (See sample responses
below)
Same: both about trips, both talked about traveling by horse and ship
Different: Lewis and Clark really happened and The Big Trip is made up
Writing Activity: Using the Venn diagram, students can write and explain how the
stories are alike and how they are different.
You can provide them with the sentence stems, “The two stories are alike because
_______.” And “The two stories are different because ______.”
For those who are able, they can write the paragraph with a topic sentence such
as, “The Big Trip and Lewis and Clark’s Big Trip are similar and different.”
First Grade Writing Plans Unit 4
Lesson 18
Topic: Agriculture
Read Aloud: The Three Wishes
Anchor Story: Where Does Food Come From?
Companion Piece: Jack and the Beanstalk
Essential Question: What do farmers need to grow food?
Target Skills: Author’s Purpose and Summarizing
First Grade Writing Plans Lesson 18
Day 2: Writing in response to Where Does Food Come From
Comprehension Skill Addressed in Writing: Identifying details from text
Before Reading: As we read this story, we’re going to find out where some of the
foods we all enjoy come from.

I want you to listen and be able to tell me where some of the foods you
enjoy come from.

Turn and tell your partner what you are listening for as I read.
After Reading: We were listening to find out where some of the foods we all
enjoy come from.

Share with your partner about one of the foods you learned about in the
story.

You can start your answer with, “I learned that _____ comes from
_______.”
Writing Activity:
After students have shared their responses, come up with a topic sentence that
describes where all the foods come from.
Example: All foods come from plants and animals.
Students will now add at least 2 details to support the topic sentence.
They can look back in the text and write sentences about 2 different foods.
To differentiate: Students that struggle can just write one sentence and you
could give them a sentence stem.
Example: “I learned that _______ comes from __________.”
First Grade Writing Plans Lesson 18
Day 4: Writing in response to Jack and the Beanstalk
Comprehension Skill Addressed in Writing: Sequence of Events, Story
Structure, Summarizing
Before Reading: Narrative stories all contain the same story structure. They
have characters, a setting, and main events that happen.

As we read the story, Jack and the Beanstalk, I want you to listen for the
main things that happen to Jack and his mom.

Turn and tell your partner what you are listening for as we read.
After Reading: Let’s make a list of the main events in the story.

When we think about the events, we want to think back to what happened at
the beginning so we can write them in order.

Prompt students through your questioning to find the main events of the
story. See sample chart below.
Sample chart:

Jack and his mom had no food

Someone took their goose

Jack traded the cow for some beans

Jack’s mom threw the beans out the window

Jack found his goose in the castle at the top of the beanstalk

Jack took the goose

Jack climbed down the beanstalk and chopped it down

Jack and his mom had their goose back and lived happily ever after
Writing Activity:
Students will now write a summary of the main events in the story.
Have them use the chart above to write about the main events in Jack and the
Beanstalk.
They should try and use transitional words. (You may want to create a chart of
common transitional words such as: In the beginning, first, next, as the story
continues, finally, last)
To differentiate: For students that struggle, you could give them sentence stems
and have them fill in the main events.
Example:
In the beginning ___________________. Next, _________________.
Then _________________________________. Finally,
__________________________________________________________.
First Grade Writing Plans Unit 4
Lesson 19
Topic: History
Read Aloud: Christina’s Work
Anchor Story: Tomas Rivera
Companion Piece: Life Then and Now
Essential Question: Why is it important to learn about people
from the past?
Target Skills: Sequence of Events
First Grade Writing Plans Lesson 19
Day 2: Writing in response to Tomas Rivera
Comprehension Skill Addressed in Writing: Sequence of Events; Retelling
Before Reading: Our topic this week is history and when we think of history, we
think about things that happened in the past. In our story today, we will read
about a man named Tomas Rivera. The author will tell us about his past, what he
was like as a little boy and then what his life was like as an adult.

As I read this story, I want you to listen for what Tomas did as a young
boy and what he did as an adult.

Turn and tell your partner what you are listening for as I read.
After Reading: We are going to create a chart of the events that took place in
Tomas’s life.

Turn and share with your partner the first thing we learn about Tomas.
“The first thing we learned about Tomas was that he…” (record on
chart)

Continue prompting until the students have shared the main events that took
place in his life that led him to be a teacher who reads and writes stories.
(see sample below)
Tomas Rivera

Tomas worked in the fields picking crops

Grandpa would tell him stories

Grandpa took Tomas to the library

Tomas read lots of books

Tomas began writing his own stories

Tomas became a teacher

Tomas got his name on a library
Writing Activity:

Students will retell the story using the events from the chart.

They should select events (3-4) that tell what happened when he was young
and what happened when he was an adult. (They should be using transitional
words)

Before writing, the students can verbalize to their partners what they will
write about.
To differentiate:
Below: Provide sentence stems and have students complete using the information
from the chart.
Sample:
When Tomas was young he ___________. Later, he __________________. He
also enjoyed _____________ as a boy. As an adult, Tomas ________________.
Above: Students can write a topic sentence and a conclusion.
First Grade Writing Plans Lesson 19
Day 3: Writing in response to Tomas Rivera
Comprehension Skill Addressed in Writing: Using details from a text to support
a main idea
Before Reading: Yesterday, we read a story about Tomas Rivera. We learned that
reading and writing were very important to him.

Today as I reread this story, I want you to listen for some details that
show us that reading and writing were important to Tomas.

Turn and tell your partner what you are listening for as I read.
After Reading:
Turn and tell your partner one way that you can tell that reading and writing were
important to Tomas.
Start your answer with, “I can tell reading and writing were important to
Tomas because…”
Writing Activity:
Students will be constructing a written response that shows their
understanding of using details from the story to support a theme or main idea.
After students have verbalized their responses with a partner, they can write
their responses.
If needed, you can provide a topic sentence and they will use details from the
story to support.
First Grade Writing Plans Unit 4
Lesson 20
Topic: Folktales, lessons learned
Read Aloud: Chicken Little
Anchor Story: Little Rabbit’s Tale
Companion Piece: Silly Poems
Essential Question: How can you help a friend who feels sad?
Target Skills: Cause and Effect
First Grade Writing Plans Lesson 20
Day 2: Writing in response to Chicken Little
Comprehension Skill Addressed in Writing: Cause and effect
Before Reading: We will be learning about cause and effect this week.
Sometimes one event makes another event happen. The first thing that happens is
the cause (what happened?) The effect is what happened next. In our story today,
we will read about Chicken Little and the events that cause other things to happen.

As I read this story, I want you to listen for what happens to the
characters and why it happens.

Turn and tell your partner what you are listening for as I read.
After Reading: We are going to create a Cause and Effect chart.

Turn and share with your partner what Chicken Little did after the apple fell
on his head. (record on chart)

Continue prompting until the students have come up with two cause and
effect events in the story.
What happened?
(Cause)
An acorn fell on
Chicken Little’s head.
The friends went
with Chicken Little to
tell the king.
Foxy Loxy told the
animals to follow him.
The King gave
Chicken Little an
umbrella.
Linking or
Signal
Words
so…
then...
because…
so that…
Outcome or Effect
(What happened
next?)
Chicken Little thought
the sky was falling.
They met Foxy Loxy
on the path.
He wanted to take
them to his foxhole.
Chicken Little would
not have another
acorn hit her head.
Linking or signal words- because, so, therefore, since, if, then, before, after
Writing Activity:

Model two sentences from the chart pointing out the signal or linking words.
Keep this modeled writing for future cause and effect writings.
Example: An acorn fell on Chicken Little’s head, so he thought the sky was falling.
Example: Foxy Loxy told the animals to follow him because he wanted to take them
to his foxhole.
First Grade Writing Plans Lesson 20
Day 4: Writing in response to Little Rabbit’s Tale
Comprehension Skill Addressed in Writing: Cause and effect
Before Reading:

As I read this story, I want you to listen for what happens to the
characters and why it happens.

Turn and tell your partner what you are listening for as I read.
After Reading:

Turn and share with your partner why did the King give Little Rabbit an
umbrella.

List the events in the “what happened” column. Then have to the students
provide the outcomes and record them on the chart.
What happened?
(Cause)
An apple fell on Little Rabbit’s
head.
Little Rabbit told Goose the sky
is falling.
Goose tells Beaver that the sky is
falling.
Beaver tells Turtle the sky is
falling.
Little Rabbit tells his mother the
sky is falling.
All the friends didn’t get to do
the things that they wanted to
do.
Outcome or Effect?
(What happened next?)
Little Rabbit thought the sky was
falling.
Goose went with Little Rabbit to
tell Beaver.
Beaver goes with Little Rabbit and
Goose to tell Turtle.
All the animals run to tell Little
Rabbit’s mother the sky is falling.
An apple hits his head and his
mother tells him that the sky is
not falling.
Little Rabbit and Mother Rabbit
invited the friends to eat with
them.
Writing Activity:
Model one sentence with the cause/effect information stressing the use of linking
words. (because, so, therefore, since, if, then, before, after)
Example: An apple fell on Little Rabbit’s head, therefore she thought the sky was
falling.
Have the students create 3 or 4 sentences from the chart. Remind the students
to use signal or linking words.
To differentiate:
For those who are ready, they can write a topic sentence, retell the story using the
cause and effect sentences and write a conclusion.
*If your students have difficulty with cause and effect, here is a matching game
from Florida Center for Reading Research.
http://www.fcrr.org/studentactivities/c_020b.pdf