First grade

English Language
Arts - Writing
20 minutes each day
Differentiation:
Students will be broken up into three groups by ability.
The groupings will be represented by pencil color. I will
explain to each group as they come up to get their writing
paper how many sentences they are expected to write. For
example, when the green pencil group comes up to get
their papers, explain to them that they need to write at
least 8 sentences to have a full story. This way, each
student is at the appropriate level and is being challenged
as well. Also, by explaining their expectations in small
groups, there won’t be arguments about who has to write
more or less.

Day 1: I’m excited for February because…

Materials:
 Writing prompt paper
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 Assessment checklist
 Writing checklist
  List of things happening in February

Standard:
CCSS.ELA-LITERACY.W.1.1 – 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.

Objective:
 I can write an opinion piece with an introduction, an opinion, a reason
for my opinion, and a sense of closure.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all four components in
their piece. (See checklist)

Introduction:
 Teacher will meet with students at the writing carpet to explain the new
unit we will be doing called February Writing.
 The teacher will explain that we are writing an opinion piece.
o What does opinion mean?
 We will be writing about why we are excited about February.
o What are some things that happen in February?
o Give students a list of things that happen in February (ex:
holidays, breaks, etc.)
 Remind students that they must COMPLETE their writing before they
begin drawing a picture.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Provide the checklist for the students as well so that they can check for
the four key components included in their writing.
 Students will turn in their writing at the end of the time.

Closure:
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.
Opinion Writing Checklist: Total: ______/12

Objective: 3 – Great work 2 – Almost 1 – Needs work

Student introduces
the topic
Student states an
opinion
Student supplies a
reason for their
opinion
Student provides
closure

My opinion-writing checklist!

I introduced my topic. ______

I wrote down my opinion. ______

I gave a reason for my opinion. ______

I wrapped up my story. ______

I used capital letters to start my sentence. ______

I used . ? ! at the end of my sentence. ______

Fun in February!

100th day of school

Winter break
Valentine’s Day
Groundhog Day
President Lincoln’s Birthday
President’s Day
2018 Winter Olympics begin
National Pizza day
Day 2: My favorite place in the whole wide world is…

Materials:

 Ability pencils
 Writing prompt paper
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist
 Teacher modeling example writing
 Teacher pictures of Disney World (My Favorite Place Video PPT)

Standard:
CCSS.ELA-LITERACY.W.1.8 – With guidance and support from adults, recall
information from experiences or gather information from provided sources to
answer a question.

Objective:
 I can remember a place I have been to and write about why it is my
favorite place.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the students are writing about a place
they have been. The students should have at least four sentences in
their story and includes details.

Introduction:
 I will begin the lesson by showing the students a summary of a vacation
that I took. (Ex: Pictures from Disney World last May) I will write for
them on the projector an example story about my trip to Mexico.
 Explain to students that they need to WRITE and paint a picture with
their words. After they have completed their story they may draw a
picture.
Steps in the lesson:
 Allow students to pick a place in the classroom where they can write and
concentrate.
 Send students to work with their pencil color expectations (see
differentiation)
 If students complete their writing early, they can do a free write of their
choice for the rest of the time.
 Students must give their finished work to the teacher when they are
finished.

Closure:
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.

Writing Checklist: Total: ______/9

Objective: 3 – Great work 2 – Almost 1 – Needs work

Ability group:

________________

Student included
______ sentences in
their writing.
Student uses
punctuation.
Student uses capital
letters at the
beginning of the
sentence.

Powerpoint:
Day 3: If you could be any sweet treat, what would you be
and why?

Materials:
 Writing prompt paper
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist

Standard:
CCSS.ELA-LITERACY.W.1.8 – With guidance and support from adults, recall
information from experiences or gather information from provided sources to
answer a question.

Objective:
 I can imagine that I am a sweet treat and write a story about why I
would choose to be that treat.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see if students have completed the required
number of sentences according to their pencil group.

Introduction:
 To begin the lesson ask students:
o What are some of your favorite sweet treats?
o Can you think of why you like that treat so much?
o Why would you choose to be that treat?
 Explain that today they will be writing a piece about what sweet treat
they would choose to be if they could. Help them imagine what it would
be like to be that treat. Remind them that they could talk about the
smell and the taste of this treat in their writing.
 Remind students that they can draw a picture of their sweet treat after
they have written their story.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Ask the students:
 o Who chose to be a cookie as their sweet treat?
o A brownie? A piece of cake?
o What other sweet treats did we have?
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.

Day 4: What I love most about school is…

Materials:
 Writing prompt paper
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist

Standard:
CCSS.ELA-LITERACY.W.1.8 – With guidance and support from adults, recall
information from experiences or gather information from provided sources to
answer a question.
Objective:
 I can write about the thing I love the most about school.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see if students have completed the required
number of sentences according to their pencil group.

Introduction:
 To begin the lesson, explain to the students that they will be writing
about their favorite part of school.
 Give the students some examples of things they could write about:
o Math
o Writing
o Logic of English
o Recess
o Gym
o Art
o Music
o Playing with friends
o Learning
 Explain to the students that they must talk about WHY they love this
part of school the most.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.
Writing Checklist: Total: ______/9

Objective: 3 – Great work 2 – Almost 1 – Needs work

Ability group:

________________

Student included
______ sentences in
their writing.
Student uses
punctuation.
Student uses capital
letters at the
beginning of the
sentence.
Day 5: February 2nd is Groundhog Day. Do you think the
groundhog will see his shadow?

Materials:
 Writing prompt paper
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist
 Mentor text: Go to Sleep Groundhog! By Judy Cox
 **Live video of groundhog seeing his shadow

Standard:
CCSS.ELA-LITERACY.W.1.1 – 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.

Objective:
 I can predict and write my opinion on if the groundhog will see his
shadow.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see if students have completed the required
number of sentences according to their pencil group.

Introduction:
 Read students the book Go to Sleep Groundhog! By Judy Cox.
o Option 1: read the story right before writing and then allow
students to write
 o Option 2: read the ‘About Groundhog Day’ excerpt to the students
before reading and read the whole story in the morning during
story time.
 After talking about Groundhog Day


Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.
Writing Checklist: Total: ______/9

Objective: 3 – Great work 2 – Almost 1 – Needs work

Ability group:

________________

Student included
______ sentences in
their writing.
Student uses
punctuation.
Student uses capital
letters at the
beginning of the
sentence.

Day 6: The best snow day ever!

Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
  Narrative assessment checklist
 Snow writing paper
 **Temporal words mini-lesson

Standard:
CCSS.ELA-LITERACY.W.1.3 – Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what
happened, use temporal words to signal event order, and provide some sense
of closure.

Objective:
 I can write about a fun snow day I had using detail and temporal words.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all four components in
their piece. (See checklist)

Introduction:
 The teacher will introduce a mini-lesson about temporal words earlier
in the day so that students know how to use them appropriately in their
story.
 To begin the lesson, remind the students of temporal words and how to
use them. Explain that in their story they should use at least (x) number
of temporal words depending on their writing level.
 Tell students to close their eyes:
o Think about a time you had a snow day.
o What did you do on your snow day?
o How did the day start?
o What happened next?
o What happened last?
 Once students have brainstormed, send them back to their desks to
write down their thoughts on the best snow day ever.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
(Length AND number of temporal words)
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
  Have students find a partner and read their story to a friend. (if time
allows)
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.

Narrative Assessment Checklist: Total: ______/9

Objective: 3 – Great work 2 – Almost 1 – Needs work

Ability group:

________________

Student included
______ sentences in
their writing.
Student uses
punctuation.
Student uses capital
letters at the
beginning of the
sentence.
Student included
_____ temporal
words in their
writing.

Temporal Words – Mini-lesson

Standard:
CCSS.ELA-LITERACY.W.1.3 – Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what
happened, use temporal words to signal event order, and provide some sense
of closure.

Objective:
 I can use temporal words to signal event order.

Assessments:
 Formative: Students will arrange a group of sentences into the correct
order by using the given temporal words.

Introduction:
 Ask students if they might know what a temporal word is
 Explain that a temporal word is used to signal event order in a story or
writing.

Steps in the lesson:

 Show a piece of writing on the board and read it aloud to the students.
The writing should have no temporal words in it.
  Then read aloud the same passage with temporal words in it and ask the
students if they notice a difference.
 Explain that in order for our stories to flow we must use temporal words
so that the reader knows what order things happened in.
 Next, have the students put a story in order using temporal words
together as a whole group.
Closure:
 After completing this activity, the students will do the same thing
independently and turn in their work.

Grandma’s House

I had the best day at my grandma’s house! We ate donuts

together while watching cartoons. We went down the
street and played at the park. We went home and made cut
out cookies together. My Grandma makes the best cookies.
We colored in coloring books. I made a picture for my
mom. My mom came and picked me up and I hugged my
Grandma goodbye.

Grandma’s House

I had the best day at my grandma’s house! First, we ate

donuts together while watching cartoons. Then, we went
down the street and played at the park. After that, we
went home and made cut out cookies together. My
Grandma makes the best cookies. Later, we colored in
coloring books. I made a picture for my mom. Last, my
mom came and picked me up and I hugged my Grandma
goodbye.
Put the story in the correct order. Put the number next to
the sentence in the order it should go in.

Today I played on the playground. _____________

Then, I went down the slide.

_____________

Last, I played hopscotch.

_____________

First, I went on the swings.

_____________
Name ________________________________
Put the story in the correct order. Put the number next to
the sentence in the order it should go in.

On the way someone gave me five dollars.

_________

After, I shared it with my brother.

_________

One day, I went to the store.

_________

Later, I bought candy.

_________

Add a temporal word to complete the story.

I had a great day at school. _________ I did my morning

work. _________ I had a yummy lunch. __________ we had

recess. ________ I went home!

Temporal words:

First Then

Next Finally

Last Before

While Second

Third After

Today Yesterday

This morning Tomorrow

Day 7: It’s the 100th day of school! If you could have 100 of
anything, what would you like to have?
Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist
 Writing prompt paper

Standard:
CCSS.ELA-LITERACY.W.1.8 – With guidance and support from adults, recall
information from experiences or gather information from provided sources to
answer a question.

Objective:
 I can write about what I would have if I could have 100 of anything.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all components in their
piece. (See checklist)

Introduction:
 To introduce the lesson, the teacher will remind the students that it is
the 100th day of school.
 The teacher will then ask the students to close their eyes and think of
what they would like to have if they could have 100 of anything.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Allow students to share out what they chose to have 100 of!
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.
Writing Checklist: Total: ______/9

Objective: 3 – Great work 2 – Almost 1 – Needs work

Ability group:

________________

Student included
______ sentences in
their writing.
Student uses
punctuation.
Student uses capital
letters at the
beginning of the
sentence.
Day 8: February is National Dental Month. Write about why
it’s important to brush your teeth.

Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 Explanatory writing assessment checklist
 Writing prompt paper
 https://www.youtube.com/watch?v=aOebfGGcjVw

Standard:
CCSS.ELA-LITERACY.W.1.2 – Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and provide some sense of
closure.

Objective:
 I can write about why it is important to brush your teeth by naming my
topic, supplying facts, and providing closure.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all components in their
piece. (See checklist)
Introduction:
 To introduce the lesson, students will watch the video called Why Do We
Brush Our Teeth?
 The video gives a lot of reasons and details about why it is important to
brush our teeth.
 After the video is over, discuss with the students:
o What are some things we learned from the video?
o What are some reasons that we should be brushing our teeth?
 Explain that in their writing, they must introduce their topic, supply
facts, and then wrap up their writing.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.
Explanatory Writing Assessment Checklist:

Objective: 3 – Great work 2 – Almost 1 – Needs work

Student introduces
the topic
Student supplies
facts about the topic
Student provides
closure
Day 9: How does an elephant brush his teeth?

Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist
 Writing prompt paper (blank)
 Elephant toothpaste experiment

Standard:
CCSS.ELA-LITERACY.W.1.1 – 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.

Objective:
 I can write about how an elephant might brush his teeth by introducing
the topic, stating my opinion, supplying a reason for my opinion and
providing closure.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all components in their
piece. (See checklist)

Introduction:
 Students need to have participated in the science experiment activity
called ‘elephant toothpaste.’ (https://sciencebob.com/fantastic-foamy-
fountain/)
 To introduce the lesson, ask students to recall the experiment that they
did with elephant toothpaste. (My students did this activity last Friday
with a special guest)
 Ask the students to close their eyes and imagine what it might be like for
an elephant to brush their teeth.
 Allow students to share with a partner what they think it might be like.
 Remind students what an opinion is. (i.e. anchor chart, I’m excited it’s
February because…)
 Explain that they will be writing their opinion about how an elephant
brushes his teeth. In their writing they need to include their topic, their
opinion, a reason for their opinion, and their closure.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
  Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.

Opinion Writing Checklist: Total: ______/12

Objective: 3 – Great work 2 – Almost 1 – Needs work

Student introduces
the topic
Student states an
opinion
Student supplies a
reason for their
opinion
Student provides
closure
Day 10: National Inventor’s Day is February 11th. Write
about something you’d like to invent.

Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 Explanatory writing assessment checklist
 Writing prompt paper
 https://www.youtube.com/watch?v=75okexRzWMk

Standard:
CCSS.ELA-LITERACY.W.1.2 – Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and provide some sense of
closure.

Objective:
 I can write about something I’d like to invent by naming my invention,
supplying facts about my invention and including some closure.

Assessments:
  Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all components in their
piece. (See checklist)

Introduction:
 To begin the lesson, have students watch the video called How To Be An
Inventor! By Kid President.
 Students will be inspired by the video because it is from the perspective
of a kid just like them!
 After watching the video, have students close their eyes and imagine an
invention that they would like to create.
 Have students share out some of their ideas.
 Be sure to remind students to WRITE first, then draw.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Share as a class some of the awesome inventions that the class came up
with!
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.
Explanatory Writing Assessment Checklist:

Objective: 3 – Great work 2 – Almost 1 – Needs work

Student introduces
the topic
Student supplies
facts about the topic
Student provides
closure
Day 11: Write about someone you love very much.

Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist
 Writing prompt paper
 Example writing piece

Standard:
CCSS.ELA-LITERACY.W.1.8 – With guidance and support from adults, recall
information from experiences or gather information from provided sources to
answer a question.

Objective:
 I can write about someone I love very much.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all components in their
piece. (See checklist)

Introduction:
 Remind the students that tomorrow will be Valentine’s Day!
 Explain that Valentine’s Day is a day to share how much you love your
friends and family.
 Put an example writing piece up on the doc cam and read aloud for the
students.
o Point out punctuation and capital letters.
o Point out the number of sentences.
o Point out the details.
 Remind students that they can write about a number of different
people:
o Parents
o Grandparents
o Cousins
o Aunts/Uncles
o Siblings
o Classmates
o Teachers
 o Friends
o Etc.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.

Writing Checklist: Total: ______/9

Objective: 3 – Great work 2 – Almost 1 – Needs work

Ability group:

________________

Student included
______ sentences in
their writing.
Student uses
punctuation.
Student uses capital
letters at the
beginning of the
sentence.
Day 12: What does the word ‘love’ mean?
Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist
 Writing prompt paper (blank)
 https://www.youtube.com/watch?v=Nqk_0ns9API

Standard:
CCSS.ELA-LITERACY.W.1.8 – With guidance and support from adults, recall
information from experiences or gather information from provided sources to
answer a question.

Objective:
 I can write about someone I love very much.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all components in their
piece. (See checklist)

Introduction:
 Remind the students that today is Valentine’s Day!
 Explain to the students that love can mean different things to different
people.
 Explain that today, you would like the students to give their definition
for what love is.
 Show the students the video of other first graders talking about what
love means to them. This should give them some inspiration on what to
write about.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
 Later during the day, read the different definitions of what love is
aloud for the whole class!
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.
Writing Checklist: Total: ______/9

Objective: 3 – Great work 2 – Almost 1 – Needs work

Ability group:

________________

Student included
______ sentences in
their writing.
Student uses
punctuation.
Student uses capital
letters at the
beginning of the
sentence.

Day 13: I’m excited for winter break because…

Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 General assessment checklist
 Writing prompt paper (blank)

Standard:
 CCSS.ELA-LITERACY.W.1.8 – With guidance and support from adults,
recall information from experiences or gather information from provided
sources to answer a question.
Objective:
 I can write about why I am excited for winter break.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Students will turn in their completed writing piece. The
teacher will check to see that the student has all components in their
piece. (See checklist)

Introduction:
  Explain to the students that next week is winter break and there will be
no school for 1 week!
 Ask the students:
o What are some things you did over Christmas break?
o Do you remember some things you did over winter break last year?
o What are some things you hope to do over this winter break?
 Discuss these questions as a group to get their creativity going.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.
Closure:
 Select one star student to share their work as an example for the rest of
the class.
 This student’s work will be posted on the board so that students can look
at it throughout the unit.
Writing Checklist: Total: ______/9

Objective: 3 – Great work 2 – Almost 1 – Needs work

Ability group:

________________

Student included
______ sentences in
their writing.
Student uses
punctuation.
Student uses capital
letters at the
beginning of the
sentence.
Day 14: My favorite part of February was…

Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 Writing prompt paper (blank)

Standard:
 CCSS.ELA-LITERACY.W.1.8 – With guidance and support from adults,
recall information from experiences or gather information from provided
sources to answer a question.

Objective:
 I can write about my favorite part of February.

Assessments:
 Formative: Observe and conference with students as they write.
 Summative: Final writing piece will be turned in for a grade.

Introduction:
 Introduce the lesson by telling students that this is the last week of
February.
 Explain that for today’s writing, they will be writing about what their
favorite part about February was.
 Remind the students of some things that happened:
o 100th day of school party
o Valentine’s Day
o Groundhog Day
o Winter break
 Explain to the students that this piece of writing will be our final piece
of writing.
 After completing this writing piece, we will be editing our writing to
make it our best writing piece of the unit!

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Break students into their pencil color groups to explain expectations.
 Allow students time to quietly work.
 Students will turn in their writing at the end of the time.

Closure:
  As students finish up their writing, conference with them and help them
edit their writing.

Day 15: My favorite part of February was… (cont.)

Materials:
 Writing supplies (crayons, pencils, erasers, folders, etc.)
 Writing prompt paper (blank)

Standard:
  CCSS.ELA-LITERACY.W.1.5 – With guidance and support from adults,
focus on a topic, respond to questions and suggestions from peers, and
add detail to strengthen writing as needed.

Objective:
 I can listen to suggestions from peers and teachers and add detail to
strengthen my writing as needed.

Assessments:
 Formative: Conference with students and help them edit their stories.
 Summative: Students will turn in their finished writing piece.

Introduction:
 Explain to the students that they will be editing and rewriting their
papers today.
 Teachers will walk around and help them edit their writing.
 Once they have their first piece edited, they can copy their edited piece
onto their final paper.

Steps in the lesson:

 Allow students to pick a place in the classroom where they can write and
concentrate.
 Allow students time to quietly work.
 Conference with students to help improve their writing piece.
 Students will turn in their writing at the end of the time.
Closure:
 Students will hand in their completed work at the end of this day. Those
who do not finish will do so at a later time during the day.

Day 16: My favorite part of February was… (cont.)

Materials:
 Final writing piece
 Graham cracker pencils (snack)
o https://www.frugalcouponliving.com/graham-cracker-pencils/
 Share chair

Standard:
 CCSS.ELA-LITERACY.SL.1.4 – Describe people, places, things, and events
with relevant details, expressing ideas and feelings clearly.

Objective:
  I can share my final writing piece with the class.

Assessments:
 Formative: Listen to student’s ability to read what he/she wrote on
paper. Do the words spoken, match what the student wrote down?
 Summative: Students will turn in their finished writing piece.

Introduction:
 Explain that the students will be presenting their writing pieces to the
class today.

Steps in the lesson:

 Students will share their writing either in small groups or as a whole
class so that they can present their writing to their peers and listen to
the ideas of classmates.
 During this time, students will be able to snack on their final writing
snack (graham cracker pencils)

Closure:
 After everyone has shared, the teacher will select the final star writer to
post on the bulletin board.