Second Grade Writing Plans Unit 2
Lesson 6
Topic: Animal Homes
Read Aloud: City Life is for the Birds
Anchor Story: Animals Building Homes
Companion Piece: Whose Home is This?
Essential Question: What are animal homes like?
Target Skills: Text and Graphic Features; Using
Context Clues
Second Grade Writing Plans Lesson 6
Day 1: Writing in response to the teacher read aloud, “City Life is for the Birds”
Comprehension Skill Addressed in Writing: Story Structure
Before Reading: This week we will be reading several stories about animal homes. Today,
I’m going to read about two red-tailed hawks and their home in the city.

As I read this story aloud, I want you to listen to find out the problem Pale Male
and Lola had with their home and how the citizens and bird experts helped them
solve their problem. (this sets the purpose for reading and listening)- If you want,
you can have the students grouped and have one group listen for the problem and
one listen for solutions. (boys/girls; A/B partners, etc..)

Turn and tell your partner what you will be listening for as I read this aloud.
(Explain again if necessary and then have them tell their partners)
After Reading:

Where did Pale Male and Lola live? What type of home? Students can turn and
share with their partners, “Pale Male and Lola lived…” (in a nest in the city or in a
nest on a tall apartment building)

What problem did Pale Male and Lola encounter when they tried to rebuild their
nest? Students can turn and talk to a partner and start their answer with, “The
problem they had when they tried to rebuild was…”

Have the other partner share how the citizens and bird experts helped solved their
problem.

If students have difficulty, go back to the text and reread the portion that
provides that information.
Writing Activity: Complete a modeled/shared writing based on the following question:
“How do the citizens and bird experts help Pale Male and Lola solve their problem?”
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 for guide as they are
writing to ensure they have all the necessary parts)

Indent first word of paragraph

Include the name of the story

Name the problem

Identify solutions from text

Concluding sentence

Make sure all sentences begin with a capital letter and end with the correct
punctuation
Sample: (leave this up for them to refer back to) – feel free to change this
In the story, “City Life is for the birds,” Pale Male and Lola were two red-tailed hawks
trying to rebuild their nest that had been removed from a tall apartment building in New
York City. Some of the people who lived in the building did not like it when twigs, sticks
and bird droppings fell past their windows onto their sidewalks. First, when the bird lovers
saw that Pale Male and Lola were unable to rebuild because the metal spikes that kept the
nest from blowing away had been removed, they wrote to newspapers and wildlife groups.
Then, they protested with signs. Finally, with help from bird experts, workers were able to
hang a steel cradle that would keep the nest in place. Everyone was satisfied, and Pale
Male and Lola had their home back.
Day 2: Writing in response to the main selection, Animals Building Homes
Comprehension Skill Addressed in Writing: Using details from the text and graphic
features.
Before Reading:

As you read this selection, tell students to listen to find out about the different
types of homes animals build and how these homes are helpful to the different
animals.

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: Have students and their partner take turns sharing about the different
kinds of homes animals build. They should be able to tell what type of homes different
animals build and why they are not all the same. You can prompt them by asking the
following questions:
What is one type of home an animal builds? Start your answer with, “One type of home
that a ___ (name of animal) builds is a ___.”
How is this home helpful or why is it important? The _____’s (name of animal) home is
important because it…”
Model an example: “One home we read about is the beaver lodge. The beaver’s lodge is
important because it gives beavers a safe, warm place to stay.” (you can do this first then
have them share)
Writing Activity: “Use graphic features and details from the story, Animals Building
Homes to explain how different animals build different kinds of homes to live in and why.”
After going over the checklist below, students can complete this independently while you
start a small group.
If your students aren’t ready for this, you can do it as a shared writing.
If needed, you may pull a group that struggles and get them started with the writing.
Checklist for Writing:

Indent the first word of the paragraph

Include a topic sentence

Provide at least 2 kinds of homes that animals build and why this home is important
or helpful

Conclusion

Make sure all sentences begin with a capital letter and end in the correct form of
punctuation
Additional Writing Extensions/Activities:

After reading Animals Building Homes you could write a paragraph describing how
animal homes and homes that people build are similar.
Sample:
Homes built by people and homes built by animals have several similarities. To begin with,
they are both built for safety and protection. Whether it’s from the rain, snow, or hot
sun, homes provide both animals and people with shelter. They are also similar because
they both offer a place to raise offspring or children. Last but not least, they both have
to be constructed or built in some way. As you can see, homes are useful and necessary
for both animals and humans.
This could be used as a model since the writing for Armadillos Sleep in Dugouts (a
suggested teacher read aloud) is to describe or explain how all animal homes are similar
using details from this story and the main selection.

Another idea is to use the “write about reading” on page 209 in the TE. It asks the
students to write 2 facts that they learned about animal homes. They are to use
text evidence such as words and pictures to help. (This allows them to use the text
and graphic features)
Second Grade Writing Plans Unit 2
Lesson 7
Topic: Agriculture
Read Aloud: Trouble in the Lily Garden
Anchor Story: The Ugly Vegetables
Companion Piece: They Really Are Giant!
Essential Question: What can we learn from planting a
garden?
Target Skills: Drawing Conclusions; Story Structure
Second Grade Writing Plans Lesson 7
Day 1: Writing in response to the teacher read aloud, “Trouble in the Lily Garden”
Comprehension Skill Addressed in Writing: using details from the text; drawing
conclusions
Before Reading: When the author doesn’t give us all of the information, we have to
sometimes draw our own conclusions. We often use clues, such as what the characters do
and say, to draw conclusions about the story events and characters.

As I read this story aloud, I want you to listen for clues that make Lia concerned
about the lilies in the garden

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 are some things Lia saw or heard that made her concerned about the other
lilies in the garden? If they have trouble, you can model one -Example: “It says
that Lily thought she saw Sam the Slug creeping by with a wrinkled petal
dragging behind him”- she was concerned because she had heard that slugs eat
holes in plants

What other clues in the story signal that the other lilies may be in trouble?

Turn and tell your partner another thing that made Lia concerned. (create a chart
to refer back to when you write)
Sample chart: Story Clues… (here are some possible responses)

Mr. Ramos threw dead flowers in compost

Lilies quietly answered when she called the 1st time

Saw Sam the Slug with wrinkled petal

Saw more slugs

Lilies never answered when Lia called the next time

Saw Sam and his pal sliding out of the north garden
Writing Activity: Complete a modeled/shared writing of the following: Use the story
clues from the read aloud, “Trouble in the Lily Garden,” to draw a conclusion about what
happened to the lilies in the end.
Checklist for Writing:

Indent the first word of the paragraph

Include a topic sentence

State the conclusion we can draw from the story

Include at least 3 clues that support that conclusion

Conclusion

Make sure all sentences begin with a capital letter and end in the correct form
of punctuation
Sample Writing: (put on chart paper and leave up) – feel free to change and use
your own sample.
In the story, “Trouble in the Lily Garden,” the author leads us to believe that the lilies
on the north end of the garden are in danger of being eaten by the slugs. To begin with,
Mr. Ramos, threw dead flowers in the compost pile. When Lia called out to the other
flowers in the garden to check on them, she only heard a faint cry from the lilies, which
alerted her to a problem. Lia also saw Sam the Slug creep by, dragging what she thought
was a piece of wrinkled petal behind him, and she knew that was not good. Moe the
Mosquito had even seen Sam and the other slugs silently slipping out of the north end.
Based on these clues, I think that the lilies were under attack.
Day 2: Writing in response to the main selection, The Ugly Vegetables
Comprehension Skill Addressed in Writing: Story Structure (understanding characters):
Sequence of Events
Before Reading:

As we read the story, The Ugly Vegetables, I want you to think about how the little
girl’s feelings about the garden she and her mother are growing change from the
beginning of the story to the end. (this also addresses sequence of events by
identifying what happened at the beginning, middle, and end)

Turn and tell your partner what you will be listening for as we read.
After Reading: Ask students to turn and talk in response to the following questions:
How did the little girl feel about her garden at the beginning of the story? How do
you know?
How did the little girl feel at the end of the story? How do you know?
Writing Activity: Explain how the little girl’s feelings about the garden she and her
mother were growing changed throughout the story. Use details and the sequence of
events from the text to support. Students can refer back to the story.
Checklist for Writing:

Indent the first word of the paragraph

Include a topic sentence

Tell how the character (the little girl) felt at the beginning of the story and use an
event or detail from the story to prove

Tell how the character (the little girl) felt at the end of the story and use an event
or detail from the story to prove

Conclusion

Make sure all sentences begin with a capital letter and end in the correct form of
punctuation
Additional Writing Extension

After reading The Ugly Vegetables you could model a response to the following
prompt.
What lesson do you think the narrator in the story learned and why? Use details from
the text to support.
Sample Response: (Feel free to change)
I think the narrator learned that you can’t always judge something that you don’t know
about or understand. In the story, she thought her mother’s garden wasn’t as nice as the
neighbors because the vegetables looked ugly compared to the pretty flowers they had
planted. Her mother told her their garden would be better, but she didn’t agree. After
mother cooked the vegetables, her soup was a huge hit with the neighbors and it tasted
delicious. The next year everyone planted the Chinese vegetables along with the pretty
flowers.
Day 4: Response activity after reading the weekly leveled reader, “The Community
Garden” This writing activity can be an extension to your small group.
Comprehension Skill Addressed in Writing: Story Structure (understanding characters);
Sequence of Events
Before Reading:

As we read this leveled reader think about how Luz’s feelings about their move to
the new apartment building changed from the beginning to the end of the story.

Turn and tell your partner what you will be listening for as we read this leveled
reader.
After Reading: Have students discuss in small group how Luz felt in the beginning about
their move to the new apartment building and use evidence in the text to support. Then
have students discuss the sequence of events that took place to change how Luz felt at
the end of the story. By sharing and verbalizing their responses, they will have more
confidence in writing about it.
Written Response Activity: Have the students return to their desk or writing center and
complete a written response to the following:
At the beginning of the story, Luz was not very happy about their move to the new
apartment building. By the end of the story, her feelings have changed. Imagine you are
Luz. Write a letter to a friend. Tell about the move and your work at the community
garden. Explain why your feelings about moving have changed. Use evidence from the text.
Checklist for Writing:

Include a greeting and closing

Indent the first word of the paragraph in the letter

Include a topic sentence

Tell how you first felt when you had to move to the apartment building and why.

Tell about 2 events that happened while working at the community garden that
helped change how you felt about moving.

Conclusion

Make sure all sentences begin with a capital letter and end in the correct form of
punctuation
Second Grade Writing Plans Unit 2
Lesson 8
Topic: Weather
Read Aloud: Floods: Dangerous Water
Anchor Story: Super Storms
Companion Piece: Weather Poems
Essential Question: How can some storms be
dangerous?
Target Skills: Main Ideas and Details; Cause and
Effect
Day 1: Writing in response to teacher read aloud, "Floods: Dangerous Water"
Before Reading: This week we will be reading several selections about weather
and dangerous storms. A flood is one type of hazardous storm that can occur.
As I read this selection aloud, I want you to listen for some ways that a
flood can start. (this sets purpose for reading and focuses on the main idea/
detail target skill for the week)
 Turn and tell your partner what you will be listening for as I read aloud. (If
they have trouble identifying the purpose for listening, retell them and then
have them share with their partners)
After Reading:

Ask- What is one way that a flood can start? They can start their answers
with, “One way a flood can start is…” If they have difficulty, reread that
paragraph and then ask them again.
 Continue until the students have shared several ways that a flood can begin.
 Record their responses on a chart or on the board so you can refer back to
in the modeled writing.
Writing Activity:

You will complete a modeled/ shared writing based on the following question: "What
are some ways floods can start?"
Writing Checklist:

Indent first word of paragraph

Include the name of the story

Identify at least 2 ways that floods can start

Concluding sentence

Make sure all sentences begin with a capital letter and end with the correct
punctuation
Sample Paragraph: (put on chart paper and leave up to refer back to) (Feel free
to change)
Floods can be dangerous to people and property. When rivers, lakes, and
oceans overflow onto land, this is called a flood. There are several ways a flood can
start. When there are many days of rain or when there is a lot of melting snow,
lakes or rivers can overflow their banks. Strong storm winds or the winds of a
hurricane can cause pounding waves and the ocean may get too high and flow onto
land. People who live near rivers, lakes, or oceans need to know that floods can be
caused in many ways.
Day 2: Written response to the main selection, Super Storms
Before Reading: Today we are going to be reading about several dangerous types
of storms.


As we read the story, Super Storms, I want you to listen for the different
storms that the author describes in the story.
Turn and tell your partner what you will be listening for as I read aloud. (If
they have trouble identifying the purpose for listening, retell them and then
have them share with their partners)
After Reading:
Ask- What is one type of storm that we read about? They can start their
answer with, “One type of storm that we read about is…” After students
have shared with their partners, have them share out.
 You can create a chart with the names of the different storms.
 Have students work with a partner or in groups. Assign each group one type
of dangerous storm (tornado, thunderstorm, hurricane, blizzard). Have each
group look back in the text and read about their assigned severe storm and
find details that tell why the storm is dangerous.
 After the groups have read about and discussed the various storms, have
the groups share about what they've found and you can add the information
to the chart.
Writing Activity:

Complete a modeled/shared response to the following: What are the ways
different types of storms can be dangerous? or respond to essential question- How
can some storms be dangerous?
Writing Checklist:

Indent first word of paragraph

Include the name of the story

Identify at least 2 storms and explain the dangers

Concluding sentence

Make sure all sentences begin with a capital letter and end with the correct
punctuation
Sample Writing: (Feel free to change)
In the book Super Storms, we learn that storms are sudden, violent changes in
weather. There are several types of storms, and each is dangerous in their own way. For
example, thunderstorms have lightning, which can destroy property or start fires.
Thunderstorms can sometimes cause hail which can destroy crops. Tornados are another
type of dangerous storm. The winds inside a tornado are very fast and can lift cars off the
ground or tear people's homes apart. Another example of a dangerous storm is a hurricane.
Hurricanes kill many people with their strong winds, pounding waves, and flooding. A final
severe storm is a blizzard. Blizzards are huge snowstorms with strong winds. The falling
and blowing snow during a snowstorm make it hard to see and people can get into traffic
accidents. Storms can be very dangerous. When the weather changes suddenly or
violently, it is important to be safe.
Day 4: Written response to paired writings "Weather Poems"
Before Reading: Explain to students that we will be reading some poems about weather.
Encourage students to listen for words or phrases that are repeated. Remind them to
listen for phrases that make them feel or see something.
After Reading: Have students write a poem about weather. This can be done in several
ways. They can choose a phrase to describe a certain weather aspect and repeat it every
other line. They can choose a word to describe weather and make an acrostic out of it.
ex.
A warm summer day
A gentle breeze blows
The best time to play
A gentle breeze blows
Up in the sky
A gentle breeze blows
The clouds glide by
A gentle breeze blows
ex:
Sudden strong winds
Thunder rolls
Off go the lights
Rain falls loudly
Maybe it will end soon
Second Grade Writing Plans Unit 2
Lesson 9
Topic: Traditional Tales
Read Aloud: On Thin Ice
Anchor Story: How Chipmunk Got His Stripes
Companion Piece: Why Rabbits Have Short Tails
Essential Question: How can stories help you learn a
lesson?
Target Skills: Understanding Characters; Author’s
Word Choice; Summarizing
Day 1: Writing in response to main selection How Chipmunk Got His Stripes
Before Reading: Tell students that this week we will be reading several folktales. A
folktale is a story where animals talk and act like people, and they often teach a lesson or
tell how something came to be.


While we are reading this story, pay attention to how Bear acts and the beginning
of the story and how he acts at the end and also what lesson Bear learns by the
end. (this sets a purpose for reading)
Turn and tell your partner what you will be listening for as we read.
After Reading:



Ask: How did Bear act at the beginning of the story? They can start their answers
with, “At the beginning of the story, bear…”
What did Bear realize when the sun rose the next morning? Start your answers
with, “When the sun rose the next morning, Bear realized…”
Think about the lesson that Bear learned from this experience. Share with your
partner, “I think Bear learned that…”
Writing Activity:
Create a modeled writing to the following, "Describe how Bear changes from the beginning
of the story till the end and the lesson he learns in the process.” This will allow students
to focus on the target skill of understanding characters.
Writing Checklist:

Indent the first word of the paragraph

Include a topic sentence and name of the story

Identify how Bear acted or felt at the beginning of the story

Provide an example to support

Identify how Bear acted or felt at the end of the story

Provide an example to support

State the lesson that Bear learns in the story

Make sure all sentences begin with a capital letter and end in the correct form of
punctuation.
Sample Paragraph: (Feel free to change)
In the folktale How Chipmunk Got His Stripes, the character Bear learns a valuable
lesson. In the beginning of the story, Bear is very proud of himself. He brags that he is
the biggest, strongest, and loudest of all the animals. He believes that he can do anything.
Brown Squirrel asks Bear if he can stop the sunrise. Bear says he can, and he orders the
sun not to come up tomorrow. After the sun came up, Bear was very grumpy. In his anger,
he tried to catch Brown Squirrel, and scratched his back when Brown Squirrel ran away.
After the winter hibernation, Bear and Brown Squirrel, who was now Chipmunk, came out to
see the sun was up. Bear had learned his lesson that no one, not even Bear, can do
everything.
Day 2: Written response to paired selection: Why Rabbits Have Short Tails
Before Reading: Explain to students that we will be reading a traditional tale, or a tale
that has been told for many years. Remind students that the moral of a story is the lesson
that a character learns.
 As we read this story, think about the lesson Rabbit learns.
 Turn and tell your partner what you will be listening for as we read.
After Reading:
Ask- What lesson does Rabbit learn in the story? They can start their answers with,
“Rabbit learned that…”
How did Rabbit learn this valuable lesson? Start your answer with, “Rabbit learned this
lesson because…”
Written Response Activity:
Create a modeled/shared response to the following question: "What lesson did Rabbit
learn in the story? Use details from the text to explain.”
Writing Checklist:

Indent the first word of the paragraph

Include a topic sentence and name of the story

Explain what happened to Rabbit that caused him to have a short tail

State the lesson that Rabbit learns in the story

Make sure all sentences begin with a capital letter and end in the correct form of
punctuation.
Sample Paragraph:
In the traditional tale Why Rabbits Have Short Tails, Rabbit learns an important
lesson. Rabbit once had a very long, beautiful tail. He also liked to brag and tell everyone
how clever he was. He did not like to admit that there were things he could not do. One
day on a family trip, Rabbit and his family came to a stream. Instead of admitting that he
could not swim, he tricked a family of turtles into helping them cross the stream. Turtle
did not like it, and grabbed Rabbit's tail. Rabbit got away, but his long tail snapped off and
never grew back. Rabbit learned that it is not a good idea to trick other people.
Another suggested activity:
Place several strips of paper into a bucket. On each strip give a title for a traditional tale. Examples
are How the Peacock Got His Feathers, How the Leopard Got His Spots, How the Elephant Got his
Trunk, How the Monkey Got His Tail, How the Giraffe Got His Long Neck, etc. Allow students to
draw a strip out of the bag and write their own traditional tale. Encourage them to be creative, and
allow them to illustrate their story.
Second Grade Writing Plans Unit 2
Lesson 10
Topic: Ocean Life
Read Aloud: Sharks on the Run
Anchor Story: Jellies: The Life of a Jellyfish
Companion Piece: Splash Photography
Essential Question: What is special about animals that
live in the ocean?
Target Skills: Fact and Opinion; Author’s Purpose
Second Grade Writing Plans – Lesson 10
Day 1: Written response to the teacher read aloud, Sharks on the Run!
Before reading: This week, we will be reading texts about animals that live in the ocean.


As I read this aloud, listen for reasons the author gives that explain why we should
protect and respect sharks rather than harm them.
Turn and tell your partner what you will be listening for as I read. (If they have
difficulty, repeat the purpose, then ask them to share)
After reading:




What is one reason that we need to protect and respect sharks rather than harm
or kill them? Have students share with a partner- each partner can share a reasonthey can start their answer with, “One reason we need to respect sharks is…”
After students have shared with their partners, call on a group to share their
responses. As they do you can create a chart like the one below.
Model for students how to then go back and find a detail to support the reason- you
can reread that particular section and have them listen for a detail that supports
each reason
This selection contained several reasons why we should protect and respect sharks
rather than harm them. What was the author’s main reason or purpose for writing?
(sample responses-to convince people that sharks are not as bad as we think- give
us reasons to protect them)
Sample Chart:
Reason to Protect Sharks
 not as dangerous as we
think
 they help keep oceans
healthy


Details to Support
more people die from bees, dogs, snakes,
even lightning bolt
sharks eat weak or sick fish- this controls
fish population
Writing Activity:
Use details from the read aloud to explain why sharks should be respected rather than
harmed or killed.
Checklist for Writing:






Indent the first word of the paragraph
Include a topic sentence
Include at least 2 reasons why sharks should be respected instead of killed.
Provide support for each reason
Conclusion
Make sure all sentences begin with a capital letter and end in the correct form of
punctuation.
Sample Writing: (leave this up for them to refer back to) feel free to change.
Sharks have lived for millions of years and are incredible creatures that need to be
respected instead of killed. I would like to list some important reasons why people need to
respect sharks and not kill these amazing predators. To begin with, sharks have an
important job to do in our ocean waters. They are the ocean’s vacuum cleaners by eating
weaker or sick fish. This helps the healthier fish populations to stay strong! Second,
sharks have been given a bad name as terrifying killers. Did you know that more people are
killed each year by bees, elephants, dogs, snakes, and lightning bolts than sharks!!!!
Unbelievable! We should all try and give these amazing animals more respect for the
important job they do.
Second Grade Writing Plans – Lesson 10
Day 2: Response activity after reading the main selection The Life of a Jellyfish
Before reading: This week we’ve been reading about creatures that live in the ocean.
Today, we are going to read about another fascinating creature, the jellyfish.


As you read this selection, think about what makes the jellyfish unique or special.
Turn and tell your partner what you will be listening for as we read this story.
After reading:


Have students share with their partner- what is one thing that is unique about a
jellyfish? The can start their answer with, “One thing that is unique about a
jellyfish is…”
After students have shared with their partners, have them share out and create a
chart of unique features that the students will be able to refer back to in their
writing.
Written Response Activity: Use details from the story, The Life of a Jellyfish to create
a paragraph about jellyfish. Go over the checklist below and if needed complete as a
modeled/shared writing.
To scaffold, you could give them the topic sentence and have the students find details
from the story to support. Example: Jellyfish are unique creatures that live in the ocean.
(their facts should all prove that jellyfish are unique or special)
Checklist for Writing:





Indent the first word of the paragraph
Include a topic sentence
Provide at least 3 facts about jellyfish.
Conclusion
Make sure all sentences begin with a capital letter and end in the correct form
of punctuation.