First Grade Writing Plans Unit 6
Lesson 26
Topic: Visual Arts
Read Aloud: The Art Contest
Anchor Story: The Dot
Companion Piece: Artists Create Art
Essential Question: What are some different ways to make
art?
Target Skills: Compare and Contrast; Figurative Language
First Grade Writing Plans Lesson 26
Day 1: Writing in response to the teacher read aloud, The Art Contest
Comprehension Skill Addressed in Writing: Story Structure
Before Reading: This week we will read several stories about art. Today, I am
going to read a selection titled, “The Art Contest.” We know that fictional stories
contain characters and these characters usually have some type of problem that
gets solved through the story.

As I read this story, I want you to listen for 2 things: First, I want you
to listen to find out the problem that the main character, John, has in
the story.

Turn and tell your partner the first thing 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)

Next, I want you to listen to find out how his teacher helped him solve
his problem.

Turn and tell your partner the next thing you are going to be listening for as
I read.

After I read, we will create a chart that contains this information.
After Reading: Your job as I read was to listen to find out the main problem that
John had in the story and how his teacher helped him solve it.

Turn and tell your partner the main problem that John had in the beginning
of the story. After they have shared, you can have them share their
responses and record the information on the chart. (like the sample below)

Now turn and tell your partner how his teacher helped him solve his problem.
(if they have difficulty, you can go back and reread that section, then have
them discuss)

How did John feel about his artwork at the end of the story? How do you
know? (you may have to prompt them- you can also go back and reread the
end)

After they have shared, you may record their answers on the chart (see
sample)
Sample Chart:
Story
Main
Character
Problem
How the Teacher
Helped Solve the
Problem
The Art
Contest
John
John couldn’t think
of anything to draw
for the contest.
Told them to close
their eyes and
think of something
beautiful.
How Did
Character Feel
About Art at
End of Story
John was pleased
with his work.
He even thought
he might win a
prize.
*You will use this same chart for the next story, so leave it up so you can add
to it.
Day 2: Writing in response to the anchor story, The Dot!
Comprehension Skill Addressed in Writing: Story Structure; Compare and
Contrast
Before Reading: Yesterday, we identified the problem and solution in the read
aloud, The Art Contest. Today as we read The Dot! our main character will have a
similar problem.

As we read this story, I want you to listen to find out the problem that
Vashti, the main character, encountered in the story. I also want you
to listen to find out how her teacher helped her 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 both.
After Reading: Your job as I read was to listen to find out the problem that
Vashti had and how her teacher helped her solve her problem.

Turn and tell your partner the main problem that Vashti had in the beginning
of the story. After they have shared, you can have them share their
responses and record the information on the chart. (like the sample below)

Now turn and tell your partner how her teacher helped solve her problem. (if
they have difficulty, you can go back and reread that section, then have
them discuss)

Now I want you to think about how Vashti felt at the end of the story. How
has she changed? How do you know?

After they have shared, add their answers onto the chart (see sample)
Sample Chart:
Story
Main
Character
Problem
The Art
Contest
John
The Dot!
Vashti
John couldn’t
think of
anything to
draw for the
contest.
Vashti felt she
couldn’t draw.
How the Teacher
Helped Solve the
Problem
Told them to close
their eyes and think
of something
beautiful.
How Did Character
Feel About Art at End
of Story
John was pleased with
his work.
He even thought he
might win a prize.
The teacher framed
Vashti’s dot and made
her feel like an artist.
She continued to
create new pictures.
She even encouraged
someone else to draw.
Writing Activity:
Explain how The Art Contest and The Dot! are similar. Use details from each story
to support. If needed, this could be a modeled or shared writing.
They should include:

A topic sentence

At least 2 ways that the stories are similar

Transitional words

Closing/concluding sentence
Model:
The Art Contest and The Dot are similar stories. To begin with, they both
relate to art in some way. Also, the characters both have trouble thinking of
something to draw. Finally, in each story, the teachers encourage them to create
something. John and Vashti were both proud of their work and felt like artist.
Student Writing Activity:
Explain how John and Vashti are similar. Use details from the stories to support.
If needed, you could provide a paragraph frame:
John and Vashti are similar. For example, they both ___________________.
They also both ___________________.
First Grade Writing Plans Unit 6
Lesson 27
Topic: Trying Hard
Read Aloud: The Shoemaker and the Elves
Anchor Story: What Can You Do?
Companion Piece: The Wind and the Sun
Essential Question: Why is it important to try your best?
Target Skills: Author’s Purpose
First Grade Writing Plans Lesson 27
Day 1: Writing in response to the teacher read aloud, The Shoemaker and
the Elves
Comprehension Skill Addressed in Writing: Character Traits
Before Reading: Today we will read a story called the The Shoemaker and the
Elves. I want you to listen for how the Shoemaker and his wife behave in the story.
We call these behaviors character traits. Remember we talked about character
traits when we read Senor Coyote, the Judge. Turn and tell your partner what you
will be listening for.
After Reading: Your job as I read was to listen for the character traits of the
Shoemaker and his wife.

Turn and tell your partner one character trait that the shoemaker and his
wife displayed in the story. After they have shared, you can have them
share their responses and record the traits on the chart.

Now, let’s write down all the character traits you mentioned and examples of
how they demonstrated them.

If students are having trouble with the character traits, go back in the text
and reread parts of the text to help prompt them.
Create a list of character traits and examples.
Character Traits
Example
hard working
-cut out leather before they went to bed
enjoyed their work
-loved making shoes
grateful
-wanted to give thanks to who was making the
shoes
kind or thoughtful
-made special shoes for the elves
First Grade Writing Plans Lesson 27
Writing Activity:
The students will write their own paragraph about the
Shoemaker and his wife and their character traits. Display the chart where
students can see it so the students can use the information for their paragraph. A
student checklist is listed below.
Example:
In the story, the shoemaker and his wife showed several character traits.
They were hard workers in their small shoe store. The shoemaker and his wife
loved making shoes so they enjoyed working in their store. Wanting to show how
thankful they were, the shoemaker and his wife made shoes for the elves. The
Shoemaker and his wife showed they were kind, thankful, and hard working.
Checklist for students






Sentences must begin with a capital letter.
Sentences must end with a punctuation mark.
Topic sentence (telling me what you are talking about)
Give two character traits
Give an example of one of the character traits
A closing sentence (reword the first sentence)
To differentiate:
If a paragraph is too difficult, the students could write two or three sentences
using the information from the chart.
Lesson 27
Day 3: Writing in response to the anchor text, What Can You Do?
Comprehension Skill Addressed in Writing: Main Idea
Before Reading: Today we will read a story called What Can You Do?. As I read I
want you to listen for all the different things that the children in the story can do.
Turn and tell your partner what you will be listening for.
After Reading: In the story, the author tells us about all kinds of things children
can do. Turn and tell your partner one activity that children in the story could do.
Let’s list some of them on our chart.
Things children can do:
Ski
Swim
Read
Spell
Write stories
Play soccer
Ride a two-wheeler
Fix things


Turn and tell your partner something you are good at doing.
Turn and tell your partner one reason you are good at it.
Writing Activity:
The students will write their own paragraph about what they
are good at doing.
Example:
I love to play soccer all year round. I play on the Red Rocket team.
Goalie is my favorite position because I am good at blocking shots. I am
also good at passing the ball. Soccer is my favorite sport.
First Grade Writing Plans Unit 6
Lesson 28
Topic: Weather
Read Aloud: A Hopeful Song
Anchor Story: The Kite from Days with Frog and Toad
Companion Piece: Measuring Weather
Essential Question: How can weather change your day?
Target Skills: Story Structure; Fantasy Genre
First Grade Writing Plans Lesson 28
Day 1: Writing in response to the teacher read aloud, A Hopeful Song
Comprehension Skill Addressed in Writing: Main Idea
Before Reading: Today we’re going to read about a man who made a difference in
the lives of many people.

As I read this story, I want you to listen to find out how Ray Barnett
made a difference in the lives of many African children.

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 Ray made a
difference in the lives of many African children.

Why did Ray feel the need to help the African children? What problems
were they facing? (go back and reread if needed) – record on chart after
they share

The text says that “Ray was determined to do something.” How did Ray try
and solve the problem? (if they have difficulty, you can go back and reread
that section, then have them discuss)

We learned that Ray’s project was a success. How has it helped the families
and children in Africa? (you may have to prompt them)

After they have shared, you may record their answers on the chart (see
sample)
Sample Chart:
Problem
Ray’s Solution
How this Helps
Many African children
He started an African
Raises money so they can
were hurt by war- sick;
Children’s Choir to raise
attend school; gives them
couldn’t go to school;
money for the children
an opportunity to grow up
separated from families
and families.
healthy
Writing Activity:
Explain how Ray Barnett makes a difference in the lives of the African
children. Use details to support.
Be sure to include:

A topic sentence

At least 2 ways that he makes a difference or ways that he helps them

A conclusion
To Differentiate:
Students can write a topic sentence, then illustrate at least 2 pictures that
demonstrate the difference Ray Barnett made for the African children (or ways
he helped them).
**Below you will find a more challenging assignment, but it is another way to
assess students’ understanding of the main idea.
Why is “A Hopeful Song” a good title for this story?
Be sure to include:

A topic sentence

At least 2 reasons why this is a good title

A conclusion
If you need to, you can do this as a modeled writing activity.
First Grade Writing Plans Unit 6
Lesson 29
Topic: Insects
Read Aloud: A Stone Goes to Court
Anchor Story: Hi! Fly Guy
Companion Piece: Busy Bugs
Essential Question: How can insects be helpful?
Target Skills: Understanding Characters
First Grade Writing Plans Lesson 29
Day 2: Writing in response to the anchor story, Hi! Fly Guy
Comprehension Skill Addressed in Writing: Main Idea and details
Before Reading: Today we’re going to read the story Hi! Fly Guy. As I read this
story, I want you to listen for why Fly Guy would make a good pet. 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: In the story, the author gives us many reasons why Fly Guy would
be a good pet. Turn and tell your partner one reason why he would make a good
pet. Now, let’s list them on our chart.
Why was the Fly Guy a good pet?
Reasons
Smart
Knew the boy’s name
Fancy flying
Can do tricks
Knew his own name
Knew the jar was his home
Writing Activity: You are going to write a paragraph explaining why Fly Guy would
make a good pet.
Be sure to include:

A topic sentence

2 reasons why Fly Guy would make a good pet

Use transitional words

A conclusion
Example:
Throughout the story, Fly Guy displays that he would be a good pet. He first
shows Buzz that he is smart by saying his name. Then Fly Guy did some tricks and
fancy flying. Lastly, he flew right into his jar because he knew it was his home. At
the end of the story, everyone knew that Fly Guy was a good pet.
Transitional Words
first, next, after, before, as soon as, finally, meanwhile, afterward, later, above all,
then, lastly, at the end
To Differentiate:
Create a topic sentence with the students and have them complete the rest of the
writing independently. Below is a modified checklist.

A topic sentence (together)

1 reasons why Fly Guy would make a good pet

Use transitional words

A conclusion
Day 4: Writing in response to a Read Works article, Insects on the Move
(ReadWorks.org is a free website with lots of passages for all grade levels. Just
create an account and you will have access to many passages.)
Comprehension Skill Addressed in Writing: Main Idea and details
Before Reading: When we read the story Fly Guy, we read about a make-believe
insect that could do special tricks. Now we are going to read about real insects
that can do special things. I want you to listen for the facts about the interesting
insects. Turn and tell your partner what you will be listening for.
After Reading: In the article, the author gives us lots of information about some
amazing bugs. Turn and tell your partner one insect that really amazed you and
why. (If they have difficulty with this, explain again and model with a student.)
We are going to write down these interesting insects and facts about each.
Sample Chart:
Insects
Grasshopper
Facts
Can jump more than 20 times the length of their body,
more than 3 feet
Dragonfly
Fastest insect, 35 miles per hour
Acrobatic
Flies backwards and forwards
Can hover or hang in the air
Monarch Butterfly
Can fly long distances
Diving Beetle
Expert swimmer
Has a bubble on his back that fills with oxygen
Can swim under water
Australian Tiger Beetle
Fastest runners
Long legs
Runs up to 5 ½ miles per hour
Writing Activity: You are going to write an informative paragraph about one or
two of the insects we have read about. You will need to provide details about the
insect(s) in your paragraph.
Checklist for students






Sentences must begin with a capital letter.
Sentences must end with a punctuation mark.
Topic sentence
Write about one or two insects
Give details about the insect(s)
A closing sentence
Sample Paragraph:
Dragonflies are amazing insects. They are one of the fastest flying insects
in the world. Thirty-five miles per hour is their top speed when flying through the
air. Flying backwards and forwards is also a special trick they can do. Dragonflies
can hover and hang in the air like a helicopter. They are really fun to watch
because of their flying abilities.
First Grade Writing Plans Unit 6
Lesson 30
Topic: Teamwork
Read Aloud: The Parts of the House Have a Fight
Anchor Story: Mia Hamm Winners Never Quit
Companion Piece: Be a Team Player
Essential Question: Why is teamwork important in school or
sports?
Target Skills: Main Idea and Details
Day 2: Written response to the anchor story, Mia Hamm Winners Never Quit!
Comprehension Skill Addressed in Writing: Summarizing
Before Reading: We are going to read a story about Mia Hamm, a famous soccer player.

As we read this story, I want you to think about the events in the story that
lead up to Mia changing her attitude about quitting.

Turn and tell your partner what you are listening for as we read.
After Reading: Have students list the sequence of events that led up to the conclusion.
Remind the students that there are many events in the story but you want to focus on the
ones that led up to Mia changing her mind about quitting.
Mia played soccer with her brothers and sisters.
Sometimes she scored a goal and sometimes she didn’t.
When she didn’t score goals, she quit and stomped into the house.
The next day Garrett would not let her play soccer because she was a quitter.
Mia realized that playing soccer was more important than winning.
Writing Activity: Ask students to retell the story using events that led up to Mia
changing her mind about quitting in their own words.
Checklist for Writing:

Tell what happened at the beginning of the story

Give at least two events that led to Mia changing her mind about being a
quitter

Tell what happened at the end of the story

Make sure all sentences begin with a capital letter and end in the correct
form of punctuation
Sample Paragraph: (change to suit your needs)
Mia loved playing sports especially soccer. She played with her brothers and
sisters. She really liked scoring goals but she quit the game when she stopped
scoring goals. Her brother and sister wanted her to keep playing but Mia stomped
into the house. Mia went outside the next day to play soccer but her brother said
she couldn’t play. He told her that “quitter can’t play on my team”. Mia learned
that she couldn’t quit because she was losing the game. She loved soccer and that
was more important than winning.
To Differentiate: Have students write 3 sentences. One sentence about how
Mia’s felt at the beginning, the middle and the end of the story.
1. In the beginning of the story, Mia loved soccer and played with her brothers
and sisters.
2. In the middle of the story, Mia got mad because she missed some goals and
she quit the game.
3. At the end of the story, Mia realized that it was more important to play the
game she loved than to always win.
Day 4: Written response to Be a Team Player
Comprehension Skill Addressed in Writing: Main Idea
Before Reading: As we read this short informational text, listen for what
characteristics make up a good team player. Turn and tell your partner what you
are listening for as we read.
After Reading: Now let’s list the characteristics of a good team player.
Good Team Player
Don’t feel sorry if you lose.
Do your best.
Have fun!
Pay attention to the coach.
Follow the rules.
Don’t quit.
Writing Activity: This might be a great writing activity to assign to partners or small
groups of students.
A coach is looking for some new soccer players for his team. He is creating a flier or
poster for the new players. Pretend you are the coach and create a flier to encourage the
new players to come to the try outs.
Student Checklist:

Your poster or flier must include at least 3 characteristics that the coach is
looking for in his new players.

List when and where the players need to try out.

Decorate the poster to get the players attention.
Example:
Enjoy soccer? Love having fun?
If you are…
Hard working
A good listener
Try your best
Not a quitter
Like having fun
Then come try out for the Lakeside Lions Soccer Team.
June 6th at 3:00 p.m.
Create an Acrostic poem with the students using the word teamwork.
Here’s a sample.
TEAMWORK
Treating
others with respect
Everyone following
Always
the rules
doing your best
More listening
Working
together
Overcoming
things that are hard
Recognizing
each other’s strengths
Keeping
a good attitude