Purpose: The purpose of this writing unit is to provide students with examples and instruction on word choice. After analyzing several mentor texts and working through a writing sample together, students will create their own story, focusing on precise word choice.

Grade Level: 4th

CCSS: CCSS.ELA-LITERACY.W.4.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely.

CCL Goals: Write various kinds of fiction by studying mentor texts. Show rather than tell how characters feel.

Mentor Texts: Dear Daisy Dunnington by Mathilde Stein, Illustrated by Chuck Groenink This text contains letters from all over the world and from all different types of people. The variety of voices allows for many different types of words to be chosen. I chose this text because of its wide variety of letters, the word choices are all very different and provide students with more models of word choice. I have chosen three different letters from the text that I will pause to discuss with the students about. There is rich vocabulary in this text and it serves as a great model for how to include more precise language in ones writing. Grandfathers Journey Written and Illustrated by Allen Say This text describes the life of the narrators grandfather and how he traveled back and forth from Japan to California. Because there are so few words per page, the language has to be precise and descriptive to convey the message. I chose this text to show students that using precise and descriptive language can be done without a lot of words. I have pre-planned three different pages from the text with words/phrases highlighted that I would point out and discuss with students. The Little Red Pen by Janet Stevens, Illustrated by Susan Stevens Crummel This text is a cute story about objects used by teachers to correct papers (red pen, pencil, ruler, eraser, stapler, etc.). Each object has a unique voice and therefore uses distinct language when speaking. Onamonapia is also very prevalent in the story and adds another level of meaning to the text. I decided to use this text as a mentor because it gives students an excellent model for how to include those precise descriptive words for sounds that make the meaning stronger for the reader.

Daily Plan: Day One Topic: What is Word Choice? Teacher Actions: Read aloud Dear Daisy Dunningham, emphasizing new vocabulary and good word choice (descriptive words, precise language, etc.) Facilitate class discussion on word choice, using the book as a guide Explain the activity with word choice Walk around the room and provide help to students Student Actions: Listen to Dear Daisy Dunningham Participate in class discussion on word choice Complete the word choice activity Resources: Dear Daisy Dunningham by Mathilde Stein, illustrated by Chuck Groenink Replace the Boring Word worksheet (included in the back) Day Two Topic: All About Onamonapia Teacher Actions: Lead brief discussion on word choice to activate prior knowledge from Day Ones activities Read aloud The Little Red Pen, focusing on the onamonapia Facilitate class discussion on what onamonapia is and why it is important to include in writing (when appropriate) Give directions for the onamonapia activity Walk around the room and help students as needed Student Actions: Participate in the discussion about Day Ones content Listen to The Little Red Pen Participate in the class discussion on onamonapia Complete the onamonapia activity Resources: The Little Red Pen by Janet Stevens, illustrated by Susan Stevens Crummel Onamonapia activity worksheet (included in the back) Day Three Topic: Lets Brainstorm! Teacher Actions: Recap with the class what has been discussed during Day One and Day Two (word choice and onamonapia) Begin brainstorming on the white board possible topics to write about only include a few suggestions (model stage of GRR) After a few suggestions are up, ask students to help create more ideas to include in the brainstorming web (we do stage of GRR) Ask students to come up with two-three more ideas to add to the class web by discussing in small groups/partners (you do together stage of GRR) Explain that students will be writing a short story as a part of our word choice unit and that the focus is on word choice and onamonapia. Provide students with their own brainstorming sheet for writing topics and give them time to work on it independently. Student Actions: Participate in the discussion about Day One and Day Two Listen and observe to how the teacher models the brainstorming web Participate in the we do and you do together stages of the GRR with brainstorming writing topics Fill out their own brainstorming web about short story topics Resources: Brainstorming Web (included in the back) Day Four Topic: Precise Words, Less Writing Teacher Actions: Ask students to T-P-S about how word choice makes a difference in writing. Read aloud Grandfathers Journey and point out that precise words cut down on the amount of writing needed. Facilitate a discussion on using precise words and how they can have a deeper meaning. Begin modeling on the board how to start writing the short story, keeping in mind the elements of precise word choice and onamonapia. Have students help add to the short story with their ideas. Student Actions: Participate in T-P-S Listen to Grandfathers Journey Participate in the class discussion on using precise words to cut down on the amount of words needed in ones writing Observe and participate in the GRR of how to write a short story, focusing on word choice and onamonapia Resources: Grandfathers Journey written & illustrated by Allen Say Day Five Topic: Writing Our Story Teacher Actions: Ask students to discuss in small groups what we were writing about the previous day get students back into the mindset of our writing. With teacher help, have a few students add some more ideas to the piece. Let students add more to our class writing in small groups, then have the groups share out and finish the piece. Leave the model up for students to refer too and send them to their seats to begin writing their own short story. Remind them about focusing on precise word choice and onamonapia (go over the rubric with them before giving them the OK to begin writing) Walk around the class to offer help/support to students. Student Actions Discuss with small groups about the class writing piece Add more ideas to the class piece Listen to the expectations for the short story and acknowledge the rubric. Begin writing on the short story individually Resources: None all materials are handmade/students have individually Day Six Topic: Writing Our Story continued Teacher Actions: Ask students to get out their stories and webs and have a few students share what they are writing about. Give students a suggested time for how long they should continue to write before having a friend proof-read it & fill out the checklist. (If students need more time, allow this class period to be solely writing time and have proof-reading be the next day.) Remind students to highlight their precise words in one color and their onamonapia in another color. Walk around and conference with students. Student Actions: Share writing ideas with the class Finish writing the short story Highlight precise words and onamonapia in their own paper. Swap stories with a friend to proof-read & fill out the checklist Turn in the story when finished with self-assessment of writing Resources: None students will use their own notebooks/pencils to write with

Assessment Peer Assessment: When students swap with a peer, the peer will fill out a short checklist to make sure that the paper includes a name, a title, at least three precise words, and at least one onamonapia. The checklist will also include a place for positive feedback (attached at the end). Self-Assessment: After students receive their short story back and have made any revisions necessary, they will write a short paragraph describing their writing process and how their short story includes precise words and onamonapia. This, along with the peer assessment will be turned in with the students short story (attached at the end). Teacher Assessment: A rubric will be used to grade the students short stories. Stories will be graded on including precise word choice and onamonapia (attached at the end).

Differentiation Extend Skills: Students that need extension with word choice will have the opportunity to pick what type of writing they would like to do (ie: poem, pamphlet, persuasive essay, informative, etc.) and will have to find creative ways to incorporate both precise word choice and onamonapia. In addition, they will have the option to include illustrations that may enhance the creativity of their product and meaning to the reader. Reinforce Skills: Students that need more practice with word choice may spend a few extra days on thinking about how to replace boring words with better descriptive words. This could be done through word choice flash cards or small group work with the teacher.

Change the Word!

Name:

Directions: Replace the boring word (in bold) with words that have a similar meaning but are more precise. For the last two, create your own boring word and follow the same pattern.

FUN

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NICE

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GOOD

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SAD _____________________________

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Boring Word: ______________________

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Boring Word: ______________________

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Whats That Noise? - Onamonapia

Name:

Directions: For each image that you see, write two words that sound like a noise the object could make. Create your own images and onamonapia for the last two boxes. The first one is completed as an example for you.

______ping_______________

______thwack___________

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Brainstorming Web

Name: