During this class, students will 
- write evocative sentences and 
- compose a descriptive story 
- utilize details from their observation notes to describe a story

- What impact do language conventions and grammar have on written and spoken communication? 
- What is the purpose? 
- How can we differentiate between effective and clear writing? 
- What strategies can be used to make the message more appealing to the audience? 
- Who is the intended audience? 
- What motivates authors to write?

- Adjective: A word that describes a noun. 
- Descriptive Words: Words that describe or give details about something, some places, or someone. 
- Noun: A word that names a person, place, or thing. 
- Sentence: A group of words that is a complete thought as a statement, question, or exclamation.

- pictures or illustrations of the nouns as described in the class story
- Story Paper (LW-1-1-3_Story Paper)
- paper and pencils
- crayons

- While students are writing sentences, it is important to watch over and provide assistance and support as needed. 
- It is also important to collect and evaluate the writing assignment for the first lesson and offer constructive feedback to the students. 
- During the writing time, make sure to have one-on-one writing conferences with each student. 
- Once the students have finished writing, they can share their work with the class using the author's chair.

Explicit instruction, modeling, scaffolding, and active engagement 
W: The students will receive a checklist that includes the requirements for the assignment. They need to write a story that consists of seven sentences, and must also include illustrations. The purpose of this assignment is to demonstrate that they are capable of writing engaging stories using a variety of sentences and adjectives.
H: During the class, the teacher acts out the story from the previous lesson with the help of pictures or drawings held up by the students. Then, the students share their own experiences from a walk and write about them.
E: Students use descriptive sentences and an example from the previous lesson to create an illustrated story. 
R: After receiving feedback from a partner on their opening and closing sentences, students revise and provide feedback on each other's writing to produce a final draft. They also read their final drafts aloud to themselves and make revisions.
E: Students will meet with you and their partners to consider revisions after crafting their narrative.
T: Students progress from whole-group to partner exercises to individual writing, guided by instruction, before revising.
O: This lesson's exercises build on the previous two lessons about descriptive writing and adjectives. They conclude with a brief narrative that demonstrates the students' newly acquired knowledge.

Focus Question: Why is it important to use description in your stories?

Part 1

Read the story you created with your students in the previous lesson. If possible, use the photographs you took (or simple drawings of the items) to illustrate your class story. Feel free to stand up and act out the story, with students holding up the proper image as you read it. "Today, I illustrated the class story that we wrote in the previous lesson."

For this unit's performance evaluation, use the writing assignment that follows.

"Each of you is going to write an illustrated seven-sentence story about your walk today."

To assist students, post the following expectations on the board:

one opening sentence
five descriptive sentences
one final sentence
logical transition words and a diversity of sentences

For ideas for sentences, students should refer to their observation chart.

"First, consider your introduction. Recall that this sentence can be an exclamation, a question, or a statement. Jot down the first sentence. Once you're done, pair up with someone and exchange your sentences. What kind of sentence did your companion select? Does the person's sentence represent a whole idea? Should he or she make any changes? Tell them what you did and why.' Keep an eye on this process by moving around.

"Using the adjectives you noted for each noun, write five descriptive sentences, one for each of the five nouns on your chart, using your chart as a guide once you have a strong opening statement. These sentences may also be questions, exclamations, or statements." Track the development of your students. Students can meet with you or check in with a partner if necessary.

Remind students to go back and add transition words after they have completed these sentences. Make a chart with the options for students who require review.

Jot down a concluding statement. Once more, this could be an assertion, a query, or an exclamation. Once you're done, find a partner and exchange your concluding remarks. Which sentence format did your partner select? Does the person's sentence represent a whole idea? Should he or she make any changes? Tell them what you did and why." Keep an eye on this process by moving about.

Gather their writing and go over each story to make sure there aren't any big mistakes or miscommunications. Before the following class, meet with the students to make any necessary adjustments.

Part 2

Ask students to go back over their writing and make sure all of the punctuation, capitalization, and spelling are correct.

Assign every student a partner. Students should first read aloud their stories to their partners before reading the partner's story to themselves. Ask, "Do you believe your partner needs to make any changes? Have you found any errors in your partner's account? Discuss your plans for editing your story with your partner and make a note of them."

After they've finished, ask the students to write a final draft on Story Paper (LW-1-1-3_Story Paper). Note that you can print this resource on both sides. Give your students a single sentence to write on each page, along with an illustration that goes with it. Showcase the pictures you were able to take so the students could use them to inspire their illustrations.

Give students time to add illustrations to their stories. If necessary, the illustration can be completed on a different day.

Extension:

To create a classroom picture book, students can illustrate the writing that has been generated in class.
Each student can copy a sentence from the board, circling the adjectives and underlining the noun.
One student can start a description of an object (noun) in a guessing game, and another student has to finish the description by using a sensory word.