Second Grade Writing Plans Unit 1
Lesson 1
Topic: Animal Traits
Read Aloud: The Perfect Pet
Anchor Story: Henry and Mudge
Companion Piece: All in the Family
Essential Question: What is a perfect pet like?
Target Skills: Sequence of Events; Author’s Word
Choice; Infer/Predict
Second Grade Writing Plans Lesson 1
Day 1: Writing in response to teacher read aloud, “The Perfect Pet”
Comprehension Skill Addressed in Writing: Using details from the text;
inferring
Before Reading: This week we are going to be reading several stories about pets.
In the story I’m about to read, you will learn about Carla’s search for the perfect
pet.

As I read this story aloud, I want you to listen to find out why Sadie is
the perfect pet for Carla (this sets the purpose for reading and listening)

Turn and tell your partner what you will be listening for as I read this aloud.
(If they are unable to do this, simply explain the purpose again and then
have them tell their partners)
After Reading:

As I read this story, I asked you to listen to find out why Sadie was the
perfect pet for Carla. To help us better understand why Sadie was the
perfect pet for Carla; let’s look at some of the animals that were not the
perfect pets for Carla.

We’re going to create a chart that lists the different animals she looked at
and why Carla felt these animals were not the perfect pet for her.

Listen as I reread paragraphs 5-11. (reread to students)
Model: First, Carla saw a row of glimmering fish, but she didn’t want a fish
because she couldn’t play with a fish. I’m going to add that to my chart.
Now I want you to turn and tell your partner another animal Carla looked at. You
can start your answer with, “Carla also looked at a _______.” Continue until they
have identified all the animals she looked at.

Now I want us to think about why these animals we listed are not the
perfect pet for Sadie. I’ve already modeled why the fish isn’t the perfect
pet, but I want you and your partner to discuss why the bunny, dog, and
puppy are not the perfect pets.

Have them share and record information on the chart.
Sample Chart
Animals
Fish
Bunny
Dog
Puppy

Not the Perfect Pet because…
you can’t play with a fish
you can’t hug a bunny that hops away
she didn’t want an animal that drooled
it would grow to be over 80 pounds
If Carla didn’t want the fish, bunny, dog, or puppy because she couldn’t play
with them, or she couldn’t hug them, or they drooled, or they were too big,
then why was Sadie the perfect pet for her? You may have to model, “Sadie
was the perfect pet for Carla because she could play with her and hug her
and she wasn’t too big.”
Explain to students that one way to demonstrate their understanding of what
they read is talk about it; the other is to write about it. As we read this
year, we will be writing in response to what we’ve read. Some I will do with
you, to model, some, we will do together, and some you will do independently.
For each writing that we do, you will have a checklist that will let you know
exactly what you are to include in your writing.
Writing Activity: Today, in response to “The Perfect Pet,” I am going to model a
written response that shows that Sadie was the perfect pet for Carla.
Checklist for Writing: (I would include this on the board or on a piece of chart
paper and refer back to it as you write to show students how to use a checklist or
guide as they are writing to ensure they have all the necessary parts)

Indent first word of paragraph

Include the name of the story

Include a topic sentence

Identify at least 2 reasons that Sadie was the perfect pet for Carla

Use information from the story to support the reasons

Make sure all sentences begin with a capital letter and end with the correct
punctuation
Sample Paragraph: (go back after writing and identify each of the components
above) Leave this sample up throughout the week. Feel free to change this- it is
just an example.
Topic
Sentence
Name of story
indent
In the story, “The Perfect Pet,” Carla realized that Sadie, Mrs. Steven’s cat,
was the perfect pet for her. Carla wanted a pet she could play with and she always
took Sadie outside and played with her favorite string toy. She also wanted a pet
she could hug. Every day before she left Mrs. Steven’s house, she gave Sadie a hug
and scratched under her chin. When Mrs. Stevens found out she couldn’t keep
Sadie, Carla gladly accepted her, since she was her perfect pet.
Conclusion
Second Grade Writing Plans Lesson 1
Day 2: Writing in response to main selection, Henry and Mudge
Comprehension Skill Addressed in Writing: Using details from the text
Before Reading: Today we are going to read another story about a character that
wants a pet.

As we read this story, I want you to listen to find out why Mudge is the
perfect pet for Henry (this sets the purpose for reading and listening)

Turn and tell your partner what you will be listening for as I read this aloud.
(If they are unable to do this, simply explain the purpose again and then
have them tell their partners)
After Reading:

As we read this story, you were asked to find out why Mudge was the
perfect pet for Henry. In the text it said that Henry wanted a dog, “but
not just any dog.”
Model: The text said that Henry didn’t want a short dog.
Ask: What else did Henry say about the dog he wanted?

If you are having difficulty remembering, go back and find it in the text.
Once you have found it, turn and tell your partner one other feature that
Henry was looking for in his pet. Start your answers with, Henry wanted a
dog that…”

Once students have discussed with their partners, have them share their
responses. You could create a chart and then use the same chart to write
paragraph on.
Henry wanted a dog that was:
not short; wasn’t curly; and didn’t
have pointed ears
Writing Activity: Yesterday I modeled a paragraph about Carla’s perfect pet and
today, I’m going to let you help me write a paragraph about Henry’s perfect pet.
You can come up with the topic sentence and then you can allow them to help you
identify the reasons and information from the story to support.
Checklist for Writing: (I would include this on the board or on a piece of chart
paper and refer back to it as you write to show students how to use a checklist or
guide as they are writing to ensure they have all the necessary parts)

Indent first word of paragraph

Include the name of the story

Include a topic sentence

Identify at least 2 reasons why Mudge was the perfect pet for Henry

Use information from the story to support the reasons

Make sure all sentences begin with a capital letter and end with the correct
punctuation
Sample Paragraph: (go back after writing and identify each of the components
above) As you write, refer to previous sample to show students how to use the
ones you have to collect thoughts and ideas. (feel free to change- this is just an
example)
Topic
Sentence
Name of story
indent
In the story, Henry and Mudge, Henry wants a special dog that is just for him
and Mudge turned out to be the perfect pet. To begin with, Henry wanted a dog
that wasn’t curly and Mudge’s hair was straight. He also wanted a dog without
pointed ears and Mudge had big floppy ears. Last but not least, Henry didn’t want
a short dog. As a puppy, Mudge started out short, but soon grew to be 3 ft tall
and 180 pounds! Mudge was the perfect match for Henry.
Conclusion
Second Grade Writing Plans Unit 1
Lesson 2
Topic: Family Time
Read Aloud: More than a Best Friend
Anchor Story: My Family
Companion Piece: Family Poetry
Essential Question: What are some things that
families like to do together?
Target Skills: Compare and Contrast; Reading
Informational Text
Second Grade Writing Plans Lesson 2
Day 1: Writing in response to the teacher read aloud, More than a Best
Friend
Comprehension Skill Addressed in Writing: Main idea and details
Before Reading: Last week we read several selections about pets. Today, as I
read this story, you will learn about two special types of dogs.

As I read this story, I want you to listen to find out what is unique or
special about each of these dogs. (this sets the purpose for reading and
listening) *If you want, you could split your kids or do boys/girls and have
half listen to find out what is unique about guide dogs and the other half
listen to find out what is unique about hearing dogs)

Turn and tell your partner what you will be listening for as I read this aloud.
(If they are unable to do this, simply explain the purpose again and then
have them tell their partners)
After Reading:

As we read this story, you were asked to listen to find out what is unique or
special about guide dogs and hearing dogs.
Ask: What was unique or special about the guide dog? (help people who are
blind; helps them cross the road, they give them freedom to visit people and go
places) *Add answers to chart
What was unique or special about the hearing dog? (they help people who are
deaf; alert them when the phone is ringing, when someone is at their door, or on
their porch) *Add answers to chart (save chart for lesson 3- to use with
“Helping Paws”)- see note below about the writing suggestion
Writing Activity: Using the information from the chart, construct a modeled
response to the following:
Use information from the story, More than a Best Friend, to explain how guide
dogs and hearing dogs can be helpful.
Checklist for writing:

Indent first word of paragraph

Include the name of the story

Include a topic sentence

Identify at least 2 reasons why each dog is helpful

Make sure all sentences begin with a capital letter and end with the correct
punctuation
Sample: (feel free to change)
In the story, “More than a Best Friend,” we learned about two types of dogs
that are much more than pets. Not only are these dogs smart and loyal, they are
also very helpful. Guide dogs help people who are blind. They can help them cross
a busy street or just give them the freedom to go places, like visiting a relative, or
visiting friends. Hearing dogs help people who are deaf. They can alert them when
the phone rings or even let them know when someone is at the door. Dogs can be
much more than pets, they can be very helpful and a valuable resource to those in
need.
Suggestion:
*In lesson 3, there is a paired selection titled, Helping Paws. You
may want to wait and do the writing after reading that since it
contains information on the same topic and that would allow them
to use 2 pieces of text to draw information for their writing.
Second Grade Writing Plans Lesson 2
Day 2: Writing in response to the main selection, My Family
Comprehension Skill Addressed in Writing: Main idea and details
Before Reading: Our main story this week is about families and the things they do
together.

As we read this story, I want you to find out some of the things that this
family likes to do together.

Turn and tell your partner what you will be listening for as I read this aloud.
(If they are unable to do this, simply explain the purpose again and then
have them tell their partners)
After Reading:

As we read this story, you were asked to find out some of the things that
this family likes to do together. We’re going to create a chart listing some
of the things that this family does together.
Model: One of the things I noticed this family doing together was cooking
meals. The daughter, Camila, likes to help her mom cook dinner. I’m going to
add that to our chart.
What are some other things that you noticed this family doing together?
Turn and discuss with your partner.

Have students share out after they have discussed. Add their responses to
the chart. If they give you one that is not from the text, you can say, “Yes,
families do that together, but what is something that we saw this family
doing together.”
Sample Chart:
This family…








cooks together
sings songs
plays games
goes to church
plays instruments
goes fishing
paints together
tells funny stories
Writing Activity: Create a shared writing on the following, using the information
from the story:
Camila’s family likes to do many things together. Use details from the story to
explain some of the things they like to do.
Checklist for writing:

Indent first word of paragraph

Include the name of the story

Include a topic sentence

Identify at least 3 things the family likes to do together

Make sure all sentences begin with a capital letter and end with the correct
punctuation
Extension Ideas:
Compare and Contrast: Explain how your family is similar and or different from
Camila’s family. Use information from the text to support.
Opinion Writing:
Do you think Camila’s family enjoys spending time together? Why or why not? Use
information from the text and the photographs to explain your opinion.
Second Grade Writing Plans Unit 1
Lesson 3
Topic: Animal Traits
Read Aloud: Choosing a Pet
Anchor Story: Dogs
Companion Piece: Helping Paws
Essential Question: What do pets need to be healthy
and happy?
Target Skills: Author’s Purpose; Compare and
Contrast
Second Grade Writing Plans Lesson 3
Day 2: Writing in response to the main selection, Dogs
Comprehension Skill Addressed in Writing: Using details from the text
Before Reading: This week as in previous weeks we will be reading about pets,
specifically dogs. Today we will be reading an informational piece that gives facts
and information about a specific topic.

As we read this story, I want you to use the headings and information we
read to identify what is needed to care for a dog.

Turn and tell your partner what you will be listening for as I read this aloud.
(If they are unable to do this, simply explain the purpose again and then
have them tell their partners)
After Reading:

As we read this story, you were asked to think about what is needed to care
for a dog. Turn and tell your partner one thing you must do if you have a dog
for a pet.

If students have difficulty with this you can model one such as, “One thing I
would need to do to take care of a dog is to provide the dog with a place to
sleep.”

After students have discussed with their partners, have them share their
responses and you could create a chart identifying what is needed to care
for a dog.
Writing Activity:
Having a dog for a pet can be fun, but it is also a big responsibility. Use
information from the story, Dogs, to explain what you would have to do if you were
to have a dog for a pet.
Checklist for Writing:

Indent first word of paragraph

Include the name of the story

Include a topic sentence

Identify at least 2 things you need to provide or do for a dog when it is your
pet

Make sure all sentences begin with a capital letter and end with the correct
punctuation
This could be done as a shared or modeled writing.
Sample: (feel free to change)
Having a dog for a pet is fun, but it is also a big responsibility. In the story,
Dogs, the author gives some important information on how to take care of a dog
once it arrives at your home. To begin with, you need to make sure the dog has a
place to sleep. This can be a special bed, or they could even sleep in your bed.
Dogs also need special food, which can be canned or dried. It is also good to
provide a bone for them to chew on to keep their teeth clean and strong. Finally,
you need to make sure you get your dog a collar and nametag. This will help you
find them if they ever wander away. With a little preparation, your pet will be well
cared for.
Second Grade Writing Plans Lesson 3
Day 4: Writing in response to the paired selection, Helping Paws
Comprehension Skill Addressed in Writing: Using details from the text; gaining
meaning from informational text features
Before Reading: Last week the teacher read aloud was about dogs who are more
than just pets, they are helper dogs. Today, you will read another selection about
helper dogs, but it will provide you with more details about these types of dogs.
When we read informational text, we use not only the words in the story, but also
the text features such as the photos, captions, sidebars, charts, headings, and so
forth to help us understand and make meaning from the text.

As we read this story, I want you to use the text features such as the
captions and photographs and sidebars to identify how guide dogs and
hearing dogs are helpful

Turn and tell your partner what you will be listening for as I read this aloud.
(If they are unable to do this, simply explain the purpose again and then
have them tell their partners)
After Reading:
Informational text is full of facts and information about a topic.

Turn and tell your partner one thing you learned about hearing dogs after
reading this text. Start your answer with, “I learned that …”

Repeat with what they learned about guide dogs.

Add any additional information to the chart you already started with the
read aloud, “More than a Best Friend” from week 2.
Writing Activity:
Helper dogs can be a valuable resource to people who are blind or deaf. Use details
from “More than a Best Friend” and “Helping Paws” to explain why they are an
important resource.
*Make sure they are including details from each selection. This will get them
used to going back and drawing information for their writing from multiple
selections.
Checklist for Writing:

Indent first word of paragraph

Include the names of the story

Include a topic sentence

Identify at least 4 reasons why guide dogs and hearing dogs are an
important resource (make sure you use information from both stories)

Make sure all sentences begin with a capital letter and end with the correct
punctuation
This could also be done as a shared or modeled writing, depending on the need of
your students.
To provide additional support, you could use a paragraph frame such as the
one below.
In the stories “More than a Best Friend” and “Helping Paws,” we learned that guide
dogs and hearing dogs can be a valuable resource to people who are blind and deaf.
Guide dogs can _____________________________. They can also
____________________. Hearing dogs assist people who are deaf by
____________________________________________. They also
_____________________________________. Having a helper dog such as a
guide dog or a hearing dog can help them lead a more normal life despite their
disabilities.
Second Grade Writing Plans Unit 1
Lesson 4
Topic: Getting Along with Others
Read Aloud: Bats: Beastly or Beautiful?
Anchor Story: Diary of a Spider
Companion Piece: A Swallow and a Spider
Essential Question: How do good friends act?
Target Skills: Cause and Effect; Summarizing;
Figurative Language
Second Grade Writing Plans Lesson 4
Day 1: Writing in response to the teacher read aloud, Bats: Beastly or
Beautiful?
Comprehension Skill Addressed in Writing: Using details from the text, drawing
conclusions; opinion writing
Before Reading: Today I will be reading a story aloud about bats titled, “Bats:
Beastly or Beautiful?” If something is beastly, it is monstrous or scary. So I’m
thinking the author wants us to draw a conclusion about bats- do we think they are
beastly or beautiful? Most of us typically think bats are scary, but as I read I
want you to listen for a different purpose.

As I read this story, I want you to listen for reasons that bats would be
considered beautiful or helpful rather than beastly. When you hear a
reason that bats could be helpful, give me a small thumb up so I know
you are paying attention as I read.

Turn and tell your partner what you will be listening for as I read this aloud.
(If they are unable to do this, simply explain the purpose again and then
have them tell their partners)
After Reading:

As I read this story aloud, I asked you to listen to find out why the author
might think bats are beautiful or helpful rather than beastly.

Turn and tell your partner one way that bats are helpful. Start your answer
with, “One way that bats are helpful is...” If they have difficulty with this,
simply model a response such as:
Sample Modeled Response: “In the story, the author mentioned that bats can eat
more than 1,200 mosquitos in an hour. When they eat mosquitos, it helps to get rid
of those pesky insects which can bite us. “
If needed, reread paragraphs 3-6 or display on document camera.

After students have discussed with a partner, have them share some of
their responses, making sure each one came from the text.

You might want to keep a chart titled, “Bats: Beastly or Beautiful?” and then
after you have listed each piece of information, the students can categorize
it as beastly or beautiful.

They should be able to draw the conclusion that since the author told so
many ways that bats could be helpful, that they should be considered
beautiful rather than beastly.
Writing Activity:
Use details from the story, “Bats: Beastly or Beautiful?” to explain why bats should
be considered beautiful rather than beastly.
Checklist for Writing:

Indent first word of paragraph

Include the name of the story

Include a topic sentence

Identify at least 2 reasons why bats can be helpful or should be considered
beautiful

Elaborate or provide examples from the text to support the reasons

Make sure all sentences begin with a capital letter and end with the correct
punctuation
This could be a shared/modeled response:
(As you model this with them, talk about how you provide a reason and then go
back and identify a specific example to support- this models the expectation
that is being set for them of providing information and details to support)
Sample: (feel free to change)
Many people consider bats to be beastly creatures, but I think that is rather
harsh. After hearing the story, “Bats: Beastly or Beautiful?” I feel that bats
should be considered to be beautiful rather than beastly. To begin with, the bats
that hang out in our backyards and neighborhoods protect us from blood-thirsty
insects. They can eat more than 1,200 mosquitos in an hour! Bats also help the
environment. Bats that eat nectar help to spread sticky pollen from plant to plant
which helps them to bloom. Last but not least, vampire bats, although they look
scary, are helpful to other bats. They often share their food with orphaned bats
and other group members. So, take it easy on these “beautiful” creatures, they
have been given a bad rap!
*If you think your students are ready, you could model the set up and then
one reason and details to support then let them identify the others on their
own- if you choose to do this, you would need to provide the students access
to the text through the document camera or some other means.
Possible Extension: (or you could do this another day as a modeled/shared
writing)
How do you think the author of this text feels about bats? Use details from the
text to support your answer. (This assesses their understanding of the author’s
point of view and why the author wrote this piece, author’s purpose)
Second Grade Writing Plans Lesson 4
Day 2 or 3: Writing in response to the main selection, Diary of a Spider
Comprehension Skill Addressed in Writing: Understanding characters;
Responding to essential question / theme; inferring
Before Reading: Today we will be reading a story about a unique friendship
between a spider and a fly. This story is written as a diary so you will notice each
diary entry has a date at the top- this represents the days that Spider wrote in
his diary. In a diary you record the things that happen to you, maybe write about
how you feel or even your thoughts.

As we read this story, I want you to think about how Spider and Fly act
towards each other and what that says about their friendship.

Turn and tell your partner what you will be listening for as I read this aloud.
(If they are unable to do this, simply explain the purpose again and then
have them tell their partners)
After Reading:
Ask: What is unique about a friendship between a spider and a fly? (you wouldn’t
typically think they could be friends since spiders eat flies)
What are some things that Spider and Fly do together? (Example: play together,
go to each other’s “houses”, and spend time together)- If they have trouble
identifying, have them look back in text for the purpose of finding what Spider and
Fly do together. You can always model one and then have them look for others.
(this question should lead them to the conclusion that Spider and Fly do things that
typical friends do)
How does Spider feel about his friendship with fly and how do you know? (cares
about fly, he sticks up for him, takes care of him, )
Writing Activity:
Our essential question this week is “how do good friends act?” Based on the story,
Diary of a Spider, what can we learn about friendship based on how Spider and Fly
act towards one another? Use specific details from the story to support.
Checklist for Writing:

Indent first word of paragraph

Include the name of the story

Include a topic sentence

Identify at least 2 details from the story that show Spider and Fly are good
friends

Elaborate or provide examples from the text to support the reasons

Make sure all sentences begin with a capital letter and end with the correct
punctuation
*This could be done as a modeled/shared writing or you could provide your
students with a paragraph frame.
Sample: (feel free to change)
Diary of a Spider is a story about the unique friendship between a spider and
a fly. We can learn several things about friendship based on how Spider and Fly
treat each other. For example, we can see that true friends spend time together.
Spider and Fly are always playing and hanging out with each other and even visit
each other’s homes. True friends are also loyal. Spider attempts to stand up to
Daddy Longlegs and wants to give him a “piece of his mind” and Fly defends Spider
when he shows up to his house wrapped in web, saying, “It wasn’t his fault, mom.”
Finally, true friends aren’t quick to judge. Spider took the time to really get to
know Fly and, in the end, discovered that he enjoyed being around him.
ExtensionAlternative Writing Activity: What does Spider mean when he says, “I
wish that people wouldn’t judge all spiders based on the few spiders that bite. I
know if we took the time to get to know each other, we would get along just fine.
Just like me and Fly.” Use details and examples from the story to support your
answer.
(You may choose to do this and focus more of the lesson we can learn from the
story)
Second Grade Writing Plans Unit 1
Lesson 5
Topic: Places Around Town
Read Aloud: Lester
Anchor Story: Teacher’s Pets
Companion Piece: See Westburg by Bus!
Essential Question: How is a school like a community?
Target Skills: Story Structure; Visualizing; Author’s
Word Choice
Second Grade Writing Plans Lesson 5
Day 1: Writing in response to the teacher read aloud “Lester”
Comprehension Skill Addressed in Writing: Story Structure (problem/solution)
Before Reading: Explain that when you read a fictional story, it will contain
certain elements or parts. It will have characters, who or what the story is about,
a setting, which is when or where the story takes place, and a plot which consists
of the main events in the story as well as the problem the characters have and the
solution- or how they solved the problem. All of these elements make up the
structure of a story. Today we will be focusing on the plot of the story, specifically
the problem and solution.

As I read this story aloud today, I want you to listen to figure out the
problem in Mrs. Carpenter’s class and how they solved 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)
After Reading:
What was the problem in Mrs. Carpenter’s class? Have students share with a
partner. They can start their answer with, “The problem was______.” (If they
have difficulty identifying the problem you can lead them to it by going back and
rereading or model)
How did they solve the problem? Have them share by starting their answer with,
“They solved the problem by…” (If they have difficulty identifying how they solved
the problem, you can go back and reread the section in which the problem was
solved)
Writing Activity:
The problem and solution are an important part of the structure of a story.
Now that we have discussed the problem and solution, we are going to respond to
the following: What was the main problem in the story and how was it solved? Use
information from the story to explain.
Checklist for writing:

Indent the beginning of the paragraph

Begin with a topic sentence

Include the name of the story

Name the problem

Identify the solution

End with a conclusion sentence

Begin sentences with capitals and end with correct punctuation
Sample: (After writing, go back and identify each item from the checklist)
In the story, “Lester”, Mrs. Carpenter’s second grade class came to school
one morning to discover some devastating news. Their pet lizard, Lester, was
missing! At first, the class began to panic until Mrs. Carpenter had an idea. They
would leave Lester’s cage open in case he decided to come back and go about class
as usual. The next day, the class returned to discover that Lester was back in his
cage and he brought a lovely lady lizard with him! Mrs. Carpenter’s idea had worked
and everyone was happy, even Lester and his new friend Lizzy.
Alternative Writing Activity: (comprehension skill: understanding characters)
How can you tell that Lester was important to the students in Mrs.
Carpenter’s class? Use details from the story to support. (they should be
able to tell Lester was important based on how the children reacted when he
was missing, they can give examples to support)
Second Grade Writing Plans Lesson 5
Day 2: Written response to the main selection, Teacher’s Pets
Comprehension Skill Addressed in Writing: Using details from text to support an
opinion
Before Reading:


As we read this story, I want you to think about what it would be like to
be in Miss Fry’s class.
Turn and tell your partner what you will be listening for and thinking about
as we read.
After Reading:
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Think about what it must have been like to be in Miss Fry’s class with all of
those animals. Would you want to be in her class? Why or why not?
Turn and tell your partner 1 reason why you would or would not like to be in
Miss Fry’s class and why. You can start your answer with, “I would like to be
in Miss Fry’s class because… or I would not like to be in Miss Fry’s class
because…”
**you can model this for them: “I would not like to be in Miss Fry’s class,
because Jerry brought his boa constrictor and I am terrified of snakes!”
Writing Activity: Students will respond to the following opinion writing prompt:
Would you want to be a student in Miss Fry’s class? Why or why not? Use
details and examples from the story to support your opinion.
You can model one for the students (see sample writing on following page) and
then they can complete one with a partner or on their own.
Checklist for Writing:
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Indent the beginning of the paragraph
Include a topic sentence that states your opinion
Provide 1st reason and detail to support
Provide 2nd reason and detail to support
Conclusion sentence: restate your opinion
Make sure all sentences begin with a capital letter and end with correct
punctuation
Sample Writing: (leave up for them to refer to) –feel free to write your own
paragraph or change this one
I would prefer not to be in Miss Fry’s class with all of those crazy pets! One
reason I wouldn’t like to be in this class is because Alia brought her pet goat. If
the goat ate her sister’s homework it would probably eat mine too! Another reason
Miss Fry’s class isn’t the place for me is that I would always be distracted. For
example, I would probably pay more attention to what all of the animals were doing
and not pay attention to my teacher. That is why I wouldn’t want to be in Miss Fry’s
class.
(The students can complete their own- they can refer back to yours as a
guide)
Alternative Writing Activity: (comprehension skill: understanding characters
and drawing conclusions)
What can we conclude about Miss Fry based on how she interacted with the
pets in the classroom? Use details from the story to support your answer.
(they should be able to infer that Miss Fry loves animals- she feeds them and
cares for them and is sad when they leave)