•Thank you for your purchase!

I hope that these lessons and materials

are extremely useful in your classroom.

•Each writing lesson is meant to be a week long, but of course timing

may vary based on your class.

•All lessons include a 1 page summary of what to do each week by day,

1-2 pre-writing worksheets, rough draft paper, and final draft paper.
The rough and final draft paper come in larger and smaller writing line
versions.

•Many lessons also include different versions of the pre-writing papers

(marked A and B) so that you can pick the version that meets your
students’ needs.

•At the end of the document there are also many of the pre-writing
webs, four squares, and story maps for you to use in anyway you see fit.

•If you have any questions or concerns, please feel free to contact me.

Happy Writing!
Martha Moore 

Credits:
Cover graphics from: mycutegraphics.com
©MarthaMoore2012
 Letter to the Teacher
Portfolio Covers
Considerate Compliments Poster
Gracious Guidance Poster
Editing Marks Reference Sheet
Week One- I Like Writing
Week Two- My Pet
Week Three- Family Time
Week Four- I SENSE it is Fall
Week Five- Autobiography
Week Six- How-To
Week Seven- My Robot
Week Eight- If I Were a Snowflake
Week Nine- Snowy Day
Week Ten- Friendship
Week Eleven- Superheroes!
Week Twelve- Locked in School
Week Thirteen- Awesome Aliens
Week Fourteen- Teacher for the Day
Week Fifteen- Awesome Advice
Extra/Blank Webs and Story Maps
©MarthaMoore2012
 ___________________’s

______________ Grade

Writing Portfolio
20__-20__

©MarthaMoore2012
________________’s

___________ Grade

Writing Portfolio
20__-20__
 ___________________’s

______________ Grade

Writing Portfolio
20__-20__

©MarthaMoore2012
•You have beautiful handwriting!

•You remembered capitals and

periods!

•I love your descriptive writing!

•My favorite sentence was ______.

•It was creative when you wrote

______.

•I smiled/laughed when you

wrote ________.
©MarthaMoore2012
•You are missing some capitals and
periods.

•It was difficult to read ____________.

•I was confused when you wrote

______________.

•If you add a few more adjectives, it

would be even better!

•Next time you can try to _________.

•I would have loved to hear more

about _______________.
©MarthaMoore2012
 Add a period-

Insert a word or words-

Capitalize a letter-

Make a letter lowercase-

©MarthaMoore2012
 Week One- I Like
Day One- Discuss different things that the class likes. Make a
class list. Model how to fill out the Pre-Writing 1 Four Square.
Give students the Pre-Writing 1 Four Square and have students
draw one thing that they like in each box. You can designate a
certain type of item for each box (food, person, game, sport) or
simply have them pick any four things that they like.

Day Two- Model using your pictures (or the sample) to fill out the
Pre-Writing 2 Four Square. Emphasize the need for capitals and
periods. Have students complete the sentences on the second
four square using their pictures.

Day Three- Model transposing the sentences from the I Like Pre-
Writing 2 onto the I Like Rough Draft paper, or use the sample.
Pass out the I Like Rough Draft paper and have students transpose
their four square to a rough draft copy.

Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. The extra space on the rough draft paper allows the
teacher to add editing marks and words above the lines.

Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. They should write their title on the top line. A simple
title could be “Things I Like”. When all students have finished, put
students in partners to share their writing with each other.
©MarthaMoore2012
I Like Pre-Writing 1 Name _____________________________
Directions: Draw 1 thing you like in each box.

©MarthaMoore2012
I Like Pre-Writing 1 Sample Name _________________________

Directions: Draw 1 thing you like in each box.

©MarthaMoore2012
I Like Pre-Writing 2 Name _____________________________

I like ______________ I like ______________

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

I like ______________ I like ______________

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

_____________________ _____________________

©MarthaMoore2012
I Like Pre-Writing 2 Sample Name _____________________

I like to eat I like to play

apples. with my cat.

I like to play I like my fun

soccer. family.

©MarthaMoore2012
I Like Rough Draft Name ________________________________
I Like Rough Draft Name ________________________________
I Like Final Draft Name ________________________________
I Like Final Draft Name ________________________________
 Week Two- My Pet
Day One- Discuss pets that students have at home, or if students
don’t have pets, discuss what pets they would like. Make a class
pet list. Have students draw a picture of their pet (or if students
don’t have a pet, the pet they would like) and write the pet’s
name on the My Pet Pre-Writing 1 sheet.
Day Two- Have students look at their pictures from yesterday and
discuss things that pets can do and things they do with their pets.
Introduce them to the writing web (My Pet Pre-Writing 2). Model
how to write the pet’s name in the middle circle, and then model
how to fill out the rest of the web (see sample). One possible
format is: 1- Describe pet, 2- explain what the pet can do, 3-
Explain what you do with your pet, 4- why you love your pet.
Have students complete their webs. Choose the web that fits your
students’ skill level.
Day Three- Model transposing the sentences from the web onto
the My Pet Rough Draft paper. Pass out the My Pet Rough Draft
paper and have students transpose their web to a rough draft
copy.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. The space above each line on the Rough Draft paper
allows the teacher to fix errors.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to the Final Draft Paper making
sure to fix errors. When all students have finished, gather in a
circle and allow each student to read his or her writing to the
class.
©MarthaMoore2012
My Pet Prewriting 1 Name __________________________

Directions: Draw a picture of your pet or the pet you

would like to have.

My pet’s name is ____________________________.

©MarthaMoore2012
My Pet Prewriting1 Sample Name __________________________

Directions: Draw a picture of your pet or the pet you

would like to have.

My pet’s name is Fluffy the dog.

©MarthaMoore2012
My Pet Pre-Writing 2 Name _________________________________
1 2
My pet is __________ It can ______________
____________________ ____________________
____________________ ____________________
__________________
3
4
I love it because ____ We like to __________
____________________ ____________________
____________________ ____________________
©MarthaMoore2012
My Pet Pre-Writing 2 Name _________________________________
1 2
____________________ ____________________
____________________ ____________________
____________________ ____________________
__________________
3
4
____________________ ____________________
____________________ ____________________
____________________ ____________________
©MarthaMoore2012
My Pet Pre-Writing 2 Sample Name ______________________________
1 2
My pet is a fluffy, It can run, bark, and
brown dog. jump.
Sparky
3
4
I love it because he
We like to play fetch
always makes me
together.
smile.
©MarthaMoore2012
My Pet Rough Draft Name ______________________________
My Pet Rough Draft Name ______________________________
My Pet Final Draft Name____________________________
My Pet Final Draft Name ________________________________
 Week Three- Family Time

Day One- Discuss family members with students and make a list
of things students do with their family members. Have students
pick one family member they enjoy spending time with and have
them draw three pictures of activities they do with that person
using Family Time Pre-Writing 1. Model your own sheet for them,
or show the example that is provided.
Day Two- Model using the Family Time Pre-Writing 1 page to fill
out the Pre-Writing 2 sheet (both lined and unlined versions are
included. Have students write the person they are writing about
and their name in the top box as their title and have them
complete the opening sentence. In the next three boxes, they
should write the three activities they drew yesterday, and in the
final box, have them write about why they enjoy spending time
with them. See the sample for a guide. Encourage higher level
students to add more details.
Day Three- Before modeling how to transpose from the Pre-
Writing 2 sheet to the Rough Draft Paper, have students reread
their webs. Have students copy their pre-writing to a rough draft.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, put students in
partners to share their writing with each other.
©MarthaMoore2012
Family Time Pre-Writing 1 Name ____________________

I enjoy spending time with

_____________________________.

©MarthaMoore2012
Family Time Sample Name ____________________

I enjoy spending time with

_____my brother Joey______.

©MarthaMoore2012
Family Time Pre-Writing 2A Name ____________________

©MarthaMoore2012
Family Time Pre-Writing2 Sample Name ____________________

Joey and Me

I love to spend time with

my brother Joey.
We play We jump We play
ball rope hide-and-
together. together. go seek.

Joey is the best brother because he

always makes me laugh and smile!

©MarthaMoore2012
Family Time Pre-Writing 2B Name ____________________

_____________________________________________

_____________________________________________

_________________ _________________ _________________

_________________ _________________ _________________

_________________ _________________ _________________

_________________ _________________ _________________

_________________ _________________ _________________

________________________________________________________

________________________________________________________

________________________________________________________

©MarthaMoore2012
Family Time Rough Draft Name ______________________________
Family Time Rough Draft Name ______________________________
Family Time Final Draft Name____________________________
Family Time Final Draft Name ________________________________
 Week Four- I SENSE it is Fall
Day One- Read Look, Listen, Taste, Touch, and Smell: Learning
About Your Five Senses by Hill Nettleton or do a smell or taste
test. Discuss how we can use senses to tell about the world and
make our writing more interesting. Using chart paper, write down
the five senses and make a list of describing words for each sense.
(See Example list)
Day Two- Review senses with the class and reread the class list of
describing words from yesterday. Tell students that today they will
be using their senses to write an awesome story about fall.
Display the I SENSE it is Fall picture prompt. Discuss things that
students do, foods they eat, and places they go in the Fall. Give
students the I SENSE it is Fall Prewriting paper, and have them
write one or two sentences or ideas down for each sense based
on this they experience in the fall. (See sample).
Day Three- Before modeling how to transpose from the Pre-
Writing 2 sheet to the Rough Draft Paper, have students review
their work one last time. Have students copy their pre-writing to a
rough draft.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. This is a good time to have students work on Literacy
Centers.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have each student read their story to
the class. Pick one student to give a compliment to each reader.
©MarthaMoore2012
 Week Four- I SENSE it is Fall

Taste Touch
Delicious Hot
Fruity Soft
Fresh Smooth
Juicy Bumpy
Crunchy Slimy
Sweet Rough

Smell Hear
Stinky Loud
Flowery Musical
Sweet Silent
Sugary See Squeaky
Minty Bright Deep
Spicy Orange Raspy
Clear
Flat
Dusty
Shiny
©MarthaMoore2012
I SENSE it is Fall Picture Prompt
I SENSE it is Fall Pre-Writing A Name _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________
________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
©MarthaMoore2012
I SENSE it is Fall Pre-Writing B Name _______________________
________
©MarthaMoore2012
I SENSE it is Fall Pre-Writing Sample Name _______________________
I hear the swishy
I feel the sound of the
crunchy leaves wind blowing
under my feet. through the
trees.
I see the bright
I can sense that orange
it is fall! Fall pumpkin on my
step.
I smell apple pie
I taste the sweet
baking in the
apple pie. Yum!
oven.
©MarthaMoore2012
I SENSE Fall Rough Draft Name ______________________________
I SENSE it is Fall Draft Name ______________________________
I SENSE Fall Final Draft Name____________________________
I SENSE it is Fall Final Draft Name _____________________________
 Week Five- Autobiography

Day One- Read some simple autobiographies or write and read

your own autobiography (students love this because they always
find their teacher’s lives interesting). Have students use the
Autobiography Pre-Writing 1 Sheet to get their ideas flowing.
After they finish, have them get in pairs or groups of three and
talk about their pictures.
Day Two- Model using your pictures to fill out the Autobiography
Pre-Writing 2 Sheet. Choose the version that matches your
student’s skills, A or B. Have students complete their own Pre-
Writing Sheet. Emphasize the need to capitalize special names
(months, places etc.)
Day Three- Model transposing the information from the Pre-
Writing 2 Sheet to the Rough Draft paper. Pass out the Rough
Draft paper and have students transpose their pre-writing to a
rough draft copy.

Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. This is a good time to have students complete literacy
centers or small reading groups.

Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, allow each student to
share their autobiography with the class. Discuss the similarities
and differences of their lives.
©MarthaMoore2012
Autobiography Pre-Writing 1 Name _______________________
My Family and I

My School My Favorite Subject

Favorite Sport or Activity

©MarthaMoore2012
Autobiography Pre-Writing 1 Sample Name_________________
My Family and I

My School My Favorite Subject

Favorite Sport or Activity

©MarthaMoore2012
Autobiography Pre-Writing 2A Name _______________________

1. Birthday: _______________________________________________

2. People I live with:_______________________________________

__________________________________________________________

3. School and grade: _____________________________________

__________________________________________________________

4. Favorite subject and why: ______________________________

__________________________________________________________

5. Favorite sport or activity and why : ______________________

__________________________________________________________

__________________________________________________________

6. What I want to be when I grow up: ______________________

__________________________________________________________

__________________________________________________________

7. Why I like my life: _______________________________________

__________________________________________________________
©MarthaMoore2012
Autobiography Pre-Writing 2B Name _______________________

1. My name is _____________________________ and my

birthday is _______________________________________________.

2. I live with ______________________________________________

_________________________________________________________.

3. I go to _________________________________________________

and I am in _______________________________ grade.

4. My favorite subject is ___________________________________

because ________________________________________________.

5. My favorite thing to do is _______________________________

__________________ because ______________________________

_________________________________________________________.

6. When I grow up I want to be ____________________________

because _________________________________________________

7. I love my life because __________________________________

__________________________________________________________________________.

©MarthaMoore2012
Autobiography Rough Draft Name ___________________________
Autobiography Rough Draft Name ___________________________
Autobiography Final Draft Name_________________________
Autobiography Final Draft Name __________________________
 Week Six- How-To Writing
Day One- Ask your students the question: “How do you get ready
for school?” After sharing some answer, ask your students if it
matters what order you do thing. Can you brush your teeth
before you get out of bed? Can you put your shoes on before
your socks? Explain that this week you will be writing a how to
which tells you how to do something. Discuss the importance of
doing it in the correct order. Model how to draw a smiley face
making sure you use transition words as you draw. Have students
complete PB&J worksheet.
Day Two- Review that a how-to tells you the steps of how to do
something. Read how-to directions for a simple craft,
emphasizing transition words. Model Using Pre-Writing Sheet 1 to
draw the steps of a how to (or use example). Have students think
of something they know how to do and complete Pre-Writing
Sheet 1 and 2.
Day Three- Model transposing the information from the Pre-
Writing 2 Sheet to the Rough Draft paper. Pass out the Rough
Draft paper and have students transpose their pre-writing to a
rough draft copy.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Also, encourage them to add details to their steps. This
is a good time to have students complete literacy centers or small
reading groups.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, allow each student to
share their how-to writings with the class.
©MarthaMoore2012
PB&J Worksheet Name _______________________

How-to Make a PB and J Sandwich

Directions: Cut out the pictures on the dotted line
and glue them in the correct order.

First Next
1 2

Then Last

3 4

©MarthaMoore2012
How-to Pre-Writing 1 Name __________________________________
First Second
Next Then

©MarthaMoore2012
Last
How-to Pre-Writing 1 Sample Name __________________________________
First Second
Next Then

©MarthaMoore2012
Last
How-to Pre-Writing 2A Name __________________________________
First_________________________ Second_____________________
_____________________________ _____________________________
_____________________________ _____________________________
Next________________________ Then________________________
_____________________________ _____________________________
_____________________________ _____________________________
Last_________________________

©MarthaMoore2012
_____________________________
_____________________________
How-to Pre-Writing 2B Name __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________

©MarthaMoore2012
__________________________________
__________________________________
How-to Pre-Writing 2 Sample Name __________________________________
First you get two slices of Second you spread the
bread. peanut butter on the bread
with a knife.
Next you spread the jelly on Then you put the two sides
the other side. together.

©MarthaMoore2012
Last you eat your yummy
peanut butter and jelly
sandwich!
How-to Rough Draft Name ______________________________
How-To Rough Draft Name ______________________________
How-to Final Draft Name____________________________
How-To Final Draft Name ____________________________
 Week Seven- My Robot
Day One- Read My Robot by Eve Bunting or another book about
robots. Have your students imagine what it would be like to have
their own robot. Create a list of things their robot would do and
things they would do together. Show them the sample pictures of
robots to give them different ideas. Have students draw an
illustration of the their robot on the My Robot Pre-Writing 1
paper. Also have them name their robot. Remind them to
capitalize its name as it is a proper noun.

Day Two- Model using your picture to fill out the My Robot 4
square. Depending on the age or skill of your students, you can
either assign them specific characteristics for each square (1st
square- describe robot, 2nd square- what it does for them, 3rd
square- what they do together, 4th square why they love their
robot) or have them complete it as they want to.

Day Three- Model transposing the information from the My

Robot 4 square to the Rough Draft paper. Pass out the Rough
Draft paper and have students transpose their pre-writing to a
rough draft copy.

Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Encourage them to add details to their writing.

Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, put students in groups
of three and have them share their robot stories.
©MarthaMoore2012
 Robot Samples

©MarthaMoore2012
 My Robot Pre-Writing 1 Name ________________________

Directions: Draw a picture of your robot and give it a name.

My robot’s name is ____________________________.

©MarthaMoore2012
 My Robot Four Square Name ________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

___________________________ ___________________________

©MarthaMoore2012
 My Robot Four Square Sample Name _____________________

My robot’s name is Shinybot. Shinybot helps my mom do

He is shiny and blue. the dishes. He also helps me

Shinybot has a triangle face clean up my room when it

and a round body. gets messy.

Shinybot
Shinybot and I like to ride I love Shinybot because we

my bike together. I pedal play together and he

and he sits in my basket. always makes me laugh

and smile.

©MarthaMoore2012
My Robot Rough Draft Name ______________________________
My Robot Rough Draft Name ____________________________
My Robot Final Draft Name____________________________
My Robot Final Draft Name ____________________________
Week Eight- If I Were a Snowflake
Day One- Read The Little Snowflake and/or Little Snowflake’s Big
Adventure by Steve Metzger. Discuss how snowflakes start off in
the cloud, fly down, are blown around by animals, people, and
the wind, and then land somewhere. Discuss where Little
Snowflake wanted to land in the story and make a list of possible
places a snowflake could land. Have your students close their
eyes and pretend they were a snowflake. Have them use the
Snowflake Pre-writing 1 to illustrate the things that happen to
them. You can use the sample to help them think of ideas.
Day Two- Review the path snowflakes take with your students.
Have them use their drawings from yesterday on the Pre-Writing
1 sheet to fill out the Pre-Writing 2 Story Map. Use the sample as
a model or you can create your own. Remind them to use details
and describing words to paint a picture in the readers head.
Day Three- Model transposing the information from the Pre-
Writing 2 Sheet to the Rough Draft paper. Pass out the Rough
Draft paper and have students transpose their pre-writing to a
rough draft copy.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Also, encourage them to add details to their story as
you edit it.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, you can have them
pick a snowflake to represent the snowflake in their story. They
can draw a face on it, color it, cut it out, and then attach it to their
final draft.
©MarthaMoore2012
 Snowflake Pre-Writing 1 Name ________________________

Directions: Draw 4 things that would happen if you were a

snowflake and where you would land.

1 2

3 4

©MarthaMoore2012
 Snowflake Pre-Writing 2 Name ________________________

Directions: Write about the 4 things that would happen if

you were a snowflake and where you would land.

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

__________________________ __________________________

__________________________

__________________________

__________________________

__________________________
©MarthaMoore2012
 Snowflake Pre-Writing 2 Sample Name___________________

Directions: Write about the 4 things that would happen if

you were a snowflake and where you would land.

If I were a snowflake, it As I fall, I would bump right

would be awesome. First I into an airplane’s wing.

would fall from the cloud. Ouch!

__________________________ __________________________

Next, I would fall down, Then I would land on a

down, down until a little Bright orange swing.

brown dog’s tail swishes

me into a park.

Finally, a little girl would

pick me up and say, “Oh,

how pretty!”

©MarthaMoore2012
Snowflake Rough Draft Name ______________________________
Snowflake Rough Draft Name ______________________________
Snowflake Final Draft Name___________________________

Attach
Snowflake Here
Snowflake Final Draft Name ________________________________

Attach
Snowflake Here
 Snowflake Writing- Design your Snowflake

©MarthaMoore2012
 Snowflake Writing- Design your Snowflake

©MarthaMoore2012
 Snowflake Writing- Design your Snowflake

©MarthaMoore2012
 Week Nine- Snowy Day
Day One- Read The Snowy Day by Ezra Jack Keats, Snow Day! by
Barbara Joosse, or Snow Day by Betsy Maestro. Discuss activities
that children can do in the snow and make a list. Review senses
and ask students to think about how it would feel, look, smell,
sound, and what things they might taste. Have students complete
the Snowy Day Pre-Writing 1 Sheet by drawing three activities
they would like to do on a snow day.
Day Two- Read Let it Snow by Maryann Cocca-Leffler or White
Snow, Bright Snow by Alvin Tresselt. Review using your senses to
write. Explain that students are going to use their pictures from
yesterday to pre-write. Encourage them to use their senses to
describe each thing they would do in the snow. Show students
the sample and then have them complete the Snow Day Pre-
Writing 2 Web.
Day Three- Model transposing the information from the Pre-
Writing 2 Story Map to the Rough Draft paper. Pass out the Rough
Draft paper and have students transpose their pre-writing to a
rough draft copy.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Also, encourage them to use their senses to add
details to their story as you edit it.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, put them in partners.
Have the students switch papers and read their partners paper.
Ask them to tell their partner 2 things they did well and 1 thing to
work on for next time.
©MarthaMoore2012
 Snowy Day Pre-Writing 1 Name ________________________

Directions: Draw 3 activities you would do on a snow day.

©MarthaMoore2012
 Snowy Day Pre-Writing 2A Name
________________________
Directions: Describe the 3 activities you would do on a snow
day.

©MarthaMoore2012
 Snowy Day Pre-Writing 2B Name ________________________

Directions: Describe the 3 activities you would do on a snow

day.

©MarthaMoore2012
 Snowy Day Pre-Writing 2 Sample Name _________________

Directions: Describe the 3 activities you would do on a snow

day.

1
make a huge snowman with

a black hat and a big, orange carrot nose

2
wiggle my arms and legs to

make a beautiful snow angel

build a cozy, little igloo to sit in

©MarthaMoore2012
Snowy Day Rough Draft Name ______________________________
Snowy Day Rough Draft Name __________________________
Snowy Day Final Draft Name___________________________
Snowy Day Final Draft Name __________________________
 Week Ten- Friendship
Day One- Discuss friendship and have students think, pair, and
share about what they do with their friends. Discuss How friends
can often have disagreements and problems. Have students
again, think, pair, share about problems two friends could have.
Make a class list of possible problems. Explain that students are
going to write a story about two friends who have a problem.
Have student complete Friendship Pre-writing 1 by drawing a
picture of their characters, problem, and solution.

Day Two- Model using your pictures to fill out the Friendship Pre-
writing 2 Web. Remind students that the problem and solution
should match, or make sense together. Have students complete
their own webs.

Day Three- Model transposing the sentences from the Friendship

Pre-Writing 2 to the Friendship Rough Draft. Have Students
complete their rough draft using their webs.

Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Encourage students to add details to their story.

Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, put students in
partners to share their writing with each other.
©MarthaMoore2012
 Friendship Pre-Writing 1 Name ________________________

Characters
Friend 1 Friend 2

Plot

Problem Solution

©MarthaMoore2012
Friendship Pre-Writing 1 Sample Name ______________________

Characters
Friend 1 Friend 2

Plot

Problem Solution

©MarthaMoore2012
 Name
Friendship Pre-Writing 2A
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First Second

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Finally Problem
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©MarthaMoore2012
Friendship Pre-Writing 2 Sample Name _____________________

First Second

Chris and Jim They went to the

were best friends park to play.

who always played

together.

Finally Problem
____________________

Stacy, Jim, and Stacy asked Chris

Chris all because to play basketball

Solution
best friends. and Jim was

Stacy and Chris jealous.

Asked Jim to play

with them too.

©MarthaMoore2012
Friendship Pre-Writing 2B Name ____________________________

First Second

Finally Problem
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Solution

©MarthaMoore2012
Friendship Rough Draft Name ______________________________
Friendship Rough Draft Name ____________________________
Friendship Final Draft Name___________________________
Friendship Final Draft Name ____________________________
 Week Eleven- Superheroes!

Day One- Read Dex: The Heart of a Hero by Caralyn Buehner or

SuperHero ABC by Bob McLeod and discuss how superheroes
help people and have super powers. Have students discuss their
favorite superheroes and make a list of possible super powers.
Have students complete Superhero Pre-Writing 1 by drawing and
naming their own original super hero. Encourage students to be
creative.
Day Two- Model using your superhero picture to complete the
Superhero Prewriting 2 story map. Discuss how superheroes
always need to help people solve a problem. Have students
complete the Superhero Pre-Writing 2 Story Map. Choose the
version that best suits your students.

Day Three- Model transposing the sentences from the Superhero

Pre-Writing 2 to the Superhero Rough Draft. Have Students
complete their rough draft using their story maps. Remind them
to make sure that their problem and solution make sense.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Encourage students to add details to their story.

Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, let each student share
their original picture of their superhero as they read their story to
the class.
©MarthaMoore2012
 Superhero Pre-Writing 1 Name ________________________
Directions: Fill in the blanks and draw a picture of your
superhero.

My superhero’s name is __________________________________.

Super power: _____________________________________________

Picture of my Superhero

©MarthaMoore2012
 Superhero Pre-Writing 1 Sample Name __________________
Directions: Fill in the blanks and draw a picture of your
superhero.

My superhero’s name is _fireman__________.

Super power: __shoots fireballs____________________

Picture of my Superhero

©MarthaMoore2012
 Superhero Pre-Writing 2A Name ________________________

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©MarthaMoore2012
 Superhero Pre-Writing 2 Sample Name __________________

saves people in the town of Blueville

Hunts for bad guys one hot summer night

Dr. Spider traps Lana Lovely in his sticky web

Fireman fights Dr. Spider

Fireman uses fireballs to rescue Lana Lovely

©MarthaMoore2012
 Superhero Pre-Writing 2B Name ________________________

First___________________________________________________________
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Second______________________________________________________
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Next_________________________________________________________
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Then_________________________________________________________
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Finally________________________________________________________
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©MarthaMoore2012
Superhero Rough Draft Name ______________________________
Superhero Rough Draft Name ____________________________
Superhero Final Draft Name___________________________
Superhero Final Draft Name ____________________________
 Week Twelve- Locked in School

Day One- Tell students that this week they will be imagining to
create their writing. Tell them that they are going to imagine what
they would do if they were locked in school for the night. Have
them brainstorm things they would do since no one is around,
and make a list of ideas. Have students complete Locked In Pre-
Writing 1 and draw a picture of 4 things they would do if they
were locked in school.

Day Two- Have students gather in a circle and share their Pre-
Writing from yesterday. Explain to them that they would need to
get out of school somehow. Have students brainstorm ways they
could get out. Have students complete the Locked In Pre-Writing
2 Web (both lined and unlined versions are available).
Day Three- Model transposing the sentences from the Locked In
Pre-Writing 2 to the Locked In Rough Draft. Have Students
complete their rough draft using their webs. Remind them to add
details as they write.

Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Encourage students to add details to their story.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, put students in small
groups and have them read their stories to their groups. Have
groups discuss the similarities and differences in their stories.
©MarthaMoore2012
 Locked In Pre-Writing 1 Name ________________________
Directions: Draw four things you would do if you were
1 locked in school by yourself.
2

3 4

©MarthaMoore2012
 Locked In Pre-Writing 1 Sample Name ___________________
Directions: Draw four things you would do if you were
1 locked in school by yourself.

©MarthaMoore2012
Locked In Pre-Writing 2A Name ____________________________

First Second

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Last Next
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______________________ Then ______________________

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©MarthaMoore2012
Locked In Pre-Writing 2 Sample Name ______________________

First Second

Play basketball Play computer

with my games

homework

Last Next
____________________

Sneak out the Eat all of the

back window Then pizza in the

cafeteria

Take a nap on

two desks

©MarthaMoore2012
Locked In Pre-Writing 2B Name ____________________________

First Second

Last Next
____________________

Then

©MarthaMoore2012
Locked In Rough Draft Name ______________________________
Locked In Rough Draft Name ____________________________
Locked In Final Draft Name___________________________
Locked In Final Draft Name ____________________________
 Week Thirteen- Awesome Alien

Day One- Read Aliens Love Underpants by Claire Freedman or The

Aliens have Landed at our School by Kenn Nesbitt. Discuss how
aliens are make believe creature from outer space. Show students
the Alien Sample Page. Have Students draw their own alien and
name their alien’s planet by completing Alien Pre-Writing 1.
Day Two- Have students meet with a partner to discuss their alien
pictures. As a whole class, discuss some different things that the
aliens could be doing in their stories. Remind them to be creative
and remember that the aliens are in outer space on their strange
planets. Model complete the Alien Pre-Writing 2 Story Map and
then have students complete their own.

Day Three- Model transposing the sentences from the Alien Pre-
Writing 2 to the Alien Rough Draft. Have Students complete their
rough draft using their story maps. Remind them to make sure
that their problem and solution make sense.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Encourage students to add details to their story using
their senses.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, have them meet with
a partner, swap stories, and read. After they finish, have them
share 2 compliments and one thing to work on.
©MarthaMoore2012
©MarthaMoore2012
 Alien Pre-Writing 1 Name ________________________
Directions: Fill in the blanks and draw a picture of your
alien.

My alien’s name is _______________________________________.

It lives on planet _________________________________________.

Picture of my Alien on Its Planet

©MarthaMoore2012
 Alien Pre-Writing 1 Sample Name ________________________

Directions: Fill in the blanks and draw a picture of your

alien.

My alien’s name is Blooper____________________.

It lives on planet _Polka Dotron_______________________.

Picture of my Alien on Its Planet

©MarthaMoore2012
 Alien Pre-Writing 2A Name ________________________

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©MarthaMoore2012
 Alien Pre-Writing 2 Sample Name_______________________

Hops in his spaceship to go to the store

Goes into Polka Dot Market and buys space milk

Spaceship won’t take off

Uses cheese fuel to power spaceship

Flies back home and drinks space milk and eats

cheese cookies

©MarthaMoore2012
 Alien Pre-Writing 2B Name ________________________

First___________________________________________________________
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Next_________________________________________________________
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Then_________________________________________________________
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Finally________________________________________________________
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©MarthaMoore2012
Alien Rough Draft Name ______________________________
Alien Rough Draft Name ____________________________
Alien Final Draft Name___________________________
Alien Final Draft Name ____________________________
Week Fourteen- Teacher for the
Day
Day One- Ask students, “Have you ever wished you could be in
charge?” “What would you do if you we’re in charge at school?”
Have students discuss the questions and then explain that this
week they will be writing about what they would do if they were
the teacher for the day. Have students discuss what they would
have their students do. Complete Teacher Pre-Writing 1.
Day Two- Have students get into pairs and share their Teacher
Pre-Writing 1 sheets. Model how to use the Pre-Writing 1 to
complete the Teacher Pre-Writing 2 Web. Have students complete
their webs. Choose whichever one is most appropriate for their
skills. When they finish, have them get in partners again, review
their partners web, and make sure it makes sense.

Day Three- Model transposing the Pre-Writing 2 web to create

the Teacher Rough Draft. Have Students complete their rough
drafts. Remind them to add details and describing words to make
their writing more interesting.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Encourage students to add details to their story using
their senses.
Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, have them meet with
the same partner from early, swap stories, and read. After they
finish, have them share 2 compliments and one thing to work on.
©MarthaMoore2012
 Teacher Pre-Writing 1A Name ________________________
Directions: Draw a picture of the four things you would
do with your students if you were the teacher for the
day.

©MarthaMoore2012
 Teacher Pre-Writing 1 Sample Name ____________________
Directions: Draw a picture of the four things you would
do with your students if you were the teacher for the
day.

©MarthaMoore2012
 Teacher Pre-Writing 1B Name ________________________
Directions: Draw a picture of the five things you would
do with your students if you were the teacher for the
day.

©MarthaMoore2012
 Teacher Pre-Writing 2A Name ________________________

©MarthaMoore2012
 Teacher Pre-Writing 2 Sample Name ___________________

Teach how to write a Do interesting science

story experiments

Teacher for
the Day

Have three hours of Read our favorite

recess books

©MarthaMoore2012
 Teacher Pre-Writing 2B Name ________________________

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©MarthaMoore2012
 Teacher Pre-Writing 2C Name ________________________

©MarthaMoore2012
 Teacher Pre-Writing 2D Name ________________________

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©MarthaMoore2012
Teacher Rough Draft Name ______________________________
Teacher Rough Draft Name ____________________________
Teacher Final Draft Name___________________________
Teacher Final Draft Name ____________________________
Week Fifteen- Awesome Advice
Day One- Ask students to think about how they felt on the first
day of school. Have students share. Ask student think about how
they feel about school now. Have students complete the Advice
Pre-Writing 1 and then have each student share their pictures.
Have students think about what they would have liked to know on
the first day of school to help them get comfortable in their new
grade. Tell students that this week they will be writing advice for
next years new class. Brainstorm and make a list of things they
want to share with the new class.
Day Two- Review the list of awesome advice the students created
yesterday. Model completing Advice Pre-Writing 2 and then have
students complete their own Pre-Writing 2. Remind them to
think about what would have helped them out at the beginning of
the year.
Day Three- Model transposing Advice Pre-Writing 2 to create the
Advice Rough Draft. Have students complete their rough drafts.
Remind them to add details so their advice is clear.
Day Four- Meet with students individually to edit their writing for
errors such as missing capitals and periods, spacing, and
neatness. Have students think about whether or not their advice
is helpful and makes sense.

Day Five- Model writing a final draft from the rough draft. Have
students rewrite their rough draft to a final draft, making sure to
fix errors. When all students have finished, have them get in a
circle and share their advice. Discuss similarities and differences.
Save or photocopy their writings to share with incoming students
next year.
©MarthaMoore2012
 Advice Pre-Writing 1 Name ________________________

First Day of School Now

©MarthaMoore2012
 Advice Pre-Writing 1 Sample Name ___________________

First Day of School Now

©MarthaMoore2012
 Advice Pre-Writing 2A Name ________________________

©MarthaMoore2012
 Advice Pre-Writing 2 Sample Name_____________________

Try your best.

Listen to whoever is speaking.

You will have lots of fun!

Practice reading everyday.

Use capitals and periods in

your sentences.
©MarthaMoore2012
 Advice Pre-Writing 2B Name ________________________

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©MarthaMoore2012
Advice Rough Draft Name ______________________________
Advice Rough Draft Name ____________________________
Advice Final Draft Name___________________________
Advice Final Draft Name ____________________________
 Extra/Blank Resources
The pages below are blank versions of all of the webs and
story maps.

There are also blank rough draft and final draft sheets.

Thank you very much for your download!

This packet is copyrighted- ©MarthaMoore2012.

The original purchaser of this document is granted permission to
reproduce the pages in needed quantities for the purchaser's classroom
only.

Duplication for other classes or by other teachers or for use in wide

distribution as within a school district or on the internet in any form is
strictly forbidden.

Violations are subject to the penalties of the Digital Millennium

Copyright Act.
For more resources by Martha Moore check out:
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©MarthaMoore2012
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©MarthaMoore2012
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©MarthaMoore2012
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©MarthaMoore2012
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©MarthaMoore2012
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©MarthaMoore2012
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First Second
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©MarthaMoore2012
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©MarthaMoore2012
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©MarthaMoore2012
 Name ______________________________

1 2

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©MarthaMoore2012
 Name ______________________________
Directions: Draw four things you would do if you were
1 locked in school by yourself.
2

3 4

©MarthaMoore2012
 Name _______________________________

First Second

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©MarthaMoore2012
 Name ______________________________

First Second

Last Next
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Then

©MarthaMoore2012
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©MarthaMoore2012
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©MarthaMoore2012