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: 4
th


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
o 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
o 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
o 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
o Topic: What is Word Choice?
o 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
o Student Actions:
Listen to Dear Daisy Dunningham
Participate in class discussion on word choice
Complete the word choice activity
o Resources:
Dear Daisy Dunningham by Mathilde Stein, illustrated by Chuck
Groenink
Replace the Boring Word worksheet (included in the back)
Day Two
o Topic: All About Onamonapia
o 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
o 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
o Resources:
The Little Red Pen by Janet Stevens, illustrated by Susan Stevens
Crummel
Onamonapia activity worksheet (included in the back)
Day Three
o Topic: Lets Brainstorm!
o 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.
o 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
o Resources:
Brainstorming Web (included in the back)
Day Four
o Topic: Precise Words, Less Writing
o 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.
o 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
o Resources:
Grandfathers Journey written & illustrated by Allen Say
Day Five
o Topic: Writing Our Story
o 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.
o 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
o Resources:
None all materials are handmade/students have individually
Day Six
o Topic: Writing Our Story continued
o 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.
o 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
o 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.


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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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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Name: