First Grade Writing Plans Unit 1
Lesson 1
Topic: Friendship
Read Aloud: The Lion and the Mouse
Anchor Story: What is a Pal?
Companion Piece: Friends Forever
Essential Question: What is important about being a friend?
Target Skills: Main Idea and Details, Informational Text,
and Summarizing
First Grade Writing Plans Lesson 1
Day 1: Writing in response to the read aloud, The Lion and the
Mouse
Comprehension Skill Addressed in Writing: Main idea and details
Before 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 below
 Ask: 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 below
Sample 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 1
Day 3: Writing in response to What is a Pal?
Comprehension Skill Addressed in Writing: Main idea and details
Before 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:
Pals
 Help each other
 Play together
 Can be a pet
 Can be a dad
 Can be with you
 Are fun to be with
Writing 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 1
Lesson 2
Topic: Weather
Read Aloud: Susie and the Bandits
Anchor Story: The Storm
Companion Piece: Storms
Essential Question: What happens during a storm?
Target Skills: Understanding Characters; Infer/Predict
First Grade Writing Plans Lesson 2
Day 1: Writing in response to: Susie and the Bandits
Comprehension Skill Addressed in Writing: Understanding Characters
Before 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 2
Day 3: Writing in response to The Storm
Comprehension 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 together
give each other hugs
Pop calms Tim during storm
Pop reads to Tim
Writing 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 1
Lesson 3
Topic: School
Read Aloud: Stone Stew
Anchor Story: Curious George at School
Companion Piece: Schools Long Ago
Essential Question: Why is going to school important?
Target Skills: Sequence of Events
First Grade Writing Plans Lesson 3
Day 1: Writing in response to Curious George at School
Comprehension Skill Addressed in Writing: sequence of events; story structure
Before 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?


Beginning
He helps
Sings and plays



Middle
Mixes paints
Makes a mess
Finds a mop


End
He is sad
Kids help clean up
the mess
Model 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 3
Day 2: Writing in response to School Long Ago
Comprehension 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?
Then
Students wrote on slates
Walked
Carried books in their arms
Now
Students write on paper
Ride the bus
Carried their books in their
backpacks
Writing 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 1
Lesson 4
Topic: Neighborhoods
Read Aloud: Painting Word Pictures
Anchor Story: Lucia’s Neighborhood
Companion Piece: City Mouse, Country Mouse
Essential Question: Who can you meet in a neighborhood?
Target Skills: Sequence of Events
First Grade Writing Plans Lesson 4
Day 1: Writing in response to Lucia’s Neighborhood
Comprehension Skill Addressed in Writing: Text and graphic features and
details in the text
Before 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 Neighborhood
Where She Visits
Bakery
Pet shop
Plant shop
Street
Garage
Firehouse
Library
Home
What She Does
Gets doughnuts or pastries
Looks at pets
Gets a plant
Talks to worker
Meets the man who fixes cars
Tries on the uniform
Sits and looks at book
Sees her family
Writing 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 place

Above: 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 4
Day 3 and Day 4: Writing in response to City Mouse, Country Mouse
Comprehension Skill Addressed in Writing: Using details from the text;
Compare and Contrast
Before 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.
City



eat like kings
lots of yummy food
there are cats
Country


does not have fine food
home is safe
Writing 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 Mouse

Tell 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 1
Lesson 5
Topic: At the Zoo
Read Aloud: Training Around the Town
Anchor Story: Gus Takes a Train
Companion Piece: City Zoo
Essential Question: What happens on a train?
Target Skills: Story Structure and Fantasy Genre
First Grade Writing Plans Lesson 5
Day 2: Writing in response to Gus Takes the Train
Comprehension 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 train

Gus pulls a bag with him

Gus sings and plays with Peg

Gus takes a sip out of a cup
Writing 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 5
Day 3: Writing in response to Gus Takes the Train
Comprehension Skill Addressed in Writing: Story Structure, Sequence of Events
Before 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 partners


Characters
Peg
Gus
Setting
On a train





Events
Gus catches the
train
Gus meets a friend
They sing and play
They share a drink
They get off train
at the zoo
Writing 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 5
Day 4: Writing in response to City Zoo
Comprehension 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)
Same
In both stories, people go to the zoo.
Different
One is a fantasy, the other real
One provides a map of the zoo
One gives facts about the zoo
Writing 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 ____________________________________.