First Grade Writing Plans Unit 5
Lesson 21
Topic: Gardens
Read Aloud: Grandpa’s Tree
Anchor Story: “The Garden” from Frog and Toad Together
Companion Piece: Garden Good Guys
Essential Question: What grows in a garden?
Target Skills: Story Structure; Repetition
First Grade Writing Plans Lesson 21
Day 2: Writing in response to the teacher read aloud, Grandpa’s Tree
Comprehension Skill Addressed in Writing: Story Structure
Before 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:
Characters
Justin
Tara
Dad
Grandpa
Problem
Grandpa feels he can’t do
anything because he has a
broken leg. He is grumpy
and doesn’t talk much.
Solution
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 21
Day 3-4: Writing in response to the anchor story, “The Garden” from Frog
and Toad Together
Comprehension Skill Addressed in Writing: Story Structure
Before 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:
Characters
Frog
Toad
Problem
Toad wanted the
seeds to grow, but
thought they were
afraid.
Tried to Solve by…
Toad gave them
light
He sang songs
Solution
Toad realized the
seeds would grow if
he just gave them
time.
He read the seeds a
story
He read a poem to
the seeds
He played music for
the seeds
Writing Activity:
Students will write a paragraph describing the steps Toad took to solve
his problem.
They should include:
 A topic sentence
 At least 2 things that Toad did to make his seeds grow.
 Transition words
 A 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 5
Lesson 22
Topic: Animals
Read Aloud: How Bat Learned to Fly
Anchor Story: Amazing Animals
Companion Piece: The Ugly Duckling
Essential Question: Why do some animals have spots or
stripes?
Target Skills: Conclusions; Using Context
First Grade Writing Plans Lesson 22
Day 2-3: Writing in response to Amazing Animals
Comprehension Skill Addressed in Writing: Identifying key details in text; using
various text features to get information from text
Before 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 Name
Polar bear
Special Features or Body Parts
Thick fur to keep warm; fur looks white to blend
in with snow
Writing 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 Bears
Polar 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 5
Lesson 23
Topic: Pets
Read Aloud: Around the World in a Day
Anchor Story: Whistle for Willie
Companion Piece: Pet Poems
Essential Question: How can you take good care of a pet?
Target Skills: Cause and effect
First Grade Writing Plans Lesson 23
Day 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)
Cats
Quiet- don’t bark
Clean themselves with their tongue
Use litter box- don’t have to walk them
Dogs
Can play with them- happy to see you (wag tail)
Can do tricks – roll over and speak
Protect their owners
Day 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 sentence
Provide at least 1 reason why you would like this type of pet
Some 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 story
Grade 1, Prompt for Opinion Writing
Common Core Standard W.CCR.1
(Passage should be read aloud by the teacher)
The Best Pet
My 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 5
Lesson 24
Topic: Life Cycle
Read Aloud: Visiting Butterflies
Anchor Story: A Tree Is a Plant
Companion Piece: Grow, Apples, Grow!
Essential Question: What happens to a tree as it grows?
Target Skills: Sequence of Events
Day 1: Writing in response to A Tree is a Plant
Comprehension Skill Addressed in Writing: Sequence of events
Before 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, finally
Life cycle of an apple
tree
Seed
Details
Some are planted
Some come from an apple
Young plant
has a few leaves
has no apples
Little tree
grows little taller each year
Full grown tree
has 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 Writing
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.
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 soccer
Things 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 chalk
Have 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 opinion
Example:
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 grade
First Grade Writing Plans Unit 5
Lesson 25
Topic: Learning About Our Country
Read Aloud: Senor Coyote, the Judge
Anchor Story: The New Friend
Companion Piece: Symbols of Our Country
Essential Question: What can you learn from someone who is
from another country?
Target Skills: Understanding Characters
Day 1: Writing in response to Senor Coyote, the Judge
Comprehension 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.
Character
Senor
Character
trait
tricky
Rattlesnake
Examples of how the character showed
the character trait
Rattlesnake lied to
He said he was going to give
Senor Coyote about
Rabbit a reward but he
crawling under the
really was going to eat him.
stone.
Senor
Rabbit
kind
Rabbit helped
Rabbit didn’t want a reward.
Rattlesnake get out
He was glad to help
from under the
Rattlesnake.
stone.
*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 students





Sentences 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 trait
A 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 trait
A closing sentence (reword the first sentence)