Many studies have used Soloway's Rainfall problem to explore plan composition and programming errors by novice programmers. Few of these have explored students from CS1 courses that use functional programming. The concepts and programming styles commonly taught in such courses give CS1 students more viable plan-composition options than in traditional imperative CS1 courses. Using data from five functional-language CS1 courses at four schools, we show that our students choose different high-level structures and make fewer low-level errors compared to results of other Rainfall studies. We discuss the potential role of language in these results and raise various questions that could further explore these effects.