During this class, learners will 
- write sentences that explain the events of the story 
- employ transitions to illustrate a story's order
- go over the words in a sentence
- use adjectives, which are descriptive words, to clarify their sentences.

- What distinguishes effective and clear writing? 
- What will appeal to the audience the most? 
- Who is the target audience?

- Adjective: A word that describes a noun. 
- Descriptive Words: Words used to 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. Its first word is capitalized, and it has an appropriate end mark.) 
- Sentence Variety: Using a variety of sentence lengths and types. 
- Transitions: Words or phrases that help a reader move from one idea to the next. For example, next, and then, in the end, another reason for, after that, and on the other hand are all transitions.

- paper, pencil, and crayons
- clipboards or something firm for students to use as they write outside
- copies of the Descriptive Writing Chart, one per student, plus class viewing copy or chart paper (LW-1-1-1_Descriptive Writing Chart)
- copies of the Transition Words document, a class copy or one per student (LW-1-1-2_Transition Words)

- Pay attention to how students respond as they describe objects to the class. 
- Assess their understanding of nouns and adjectives by reviewing their completed graphic organizers.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Students will be taught how to use a graphic organizer to record observations, and will practice writing comprehensive descriptive sentences through a shared writing exercise. 
H: After a nature walk, students create a list of things they hear, smell, and see. They will use this list to practice writing whole sentences with adjectives.
E: To help students write a class narrative, each student will identify and describe several objects they discovered during their walk. 
R: Allow students to discuss their observations and collaboratively construct engaging and thorough sentences for their class narrative.
E: Ensure comprehension of a complete sentence with a noun and two adjectives by paying attention to student's answers.
T: If students are having difficulty with their sentences, guided questions can be helpful to encourage them to think about their writing differently.
O: Students work independently to record observations on a graphic organizer. They learn to write engaging and varied sentences through a shared writing exercise.

Focus Question: What elements are required to write an engaging and understandable sentence?

Part 1

"We're going to describe our classroom today. List a few of the things that are in our classroom." Make a note of these things for the class. Ask for more items until you have five in total. "Now, I want you to describe these things using your senses." Ask students to respond, then record their responses in the first column of the Lesson 1 Descriptive Writing Chart (LW-1-1-1_Descriptive Writing Chart), which can be found on chart paper or the class viewing copy. This is a good way to demonstrate taking observation notes. Instruct the students that there are only nouns listed. Encourage them to describe each noun using descriptive or adjective words. Remind the students that adjectives are words that describe a noun by appealing to one or more of the five senses: taste, touch, smell, sound, and sight. Record their responses in the appropriate columns on the class viewing copy or chart paper. Ask them to help you add some adjectives to your list of nouns. You may need to prompt them with questions like these:

"What color is it?"
"How big or tall is it?"
"Is it silky, velvety, or coarse?"
"What scent does it have?"
"What noise does it produce?"

Ensure that every student has a pencil, a copy of the Lesson 1 Descriptive Writing Chart (LW-1-1-1_Descriptive Writing Chart), and a clipboard or something sturdy to write on.

"Let's learn how to complete our chart first, and then head outside to record some observations. During our stroll, I would like each of you to list five things (nouns) that you observe. After that, kindly fill out your chart with as much information as you can about each item." Take your students for a walk around the playground or another outdoor area in the neighborhood. While the students make observations, assist them by answering questions and providing guidance.

If you have the necessary equipment, taking pictures of what students see can be helpful. Later, they can use these pictures as a reference when creating illustrations or to help recall specific details from their observations.

The students should maintain their observation logs for both this lesson's second part and lesson three.

Part 2

Assign students to bring their observation records to the gathering spot. "We're going to write a narrative about our walk today using the observations we made. To begin with, I need each of you to name and explain one thing you observed so I can put it on the observation chart." Either on chart paper or an enlarged copy of the descriptive writing chart, record the student responses (a list of nouns and their adjectives). "It is important to use enough adjectives to describe a noun to make it easy for someone to visualize it. Identify the noun from the given list that needs more adjectives." Once students have sufficiently described each noun with adjectives, use the data from the completed chart to create descriptive sentences and teach them how to do the same.

"Let's use our observations to guide our narrative about our walk. We'll begin with a clear start, a detailed middle, and a satisfying end with descriptive sentences in between." Write the story's first sentence on the board (or the class viewing copy, or the chart paper). Write something like, "Today we went outside for a walk."

Discuss the meaning of a sentence with the students. (A sentence is a collection of words that expresses a whole idea.) "Keep in mind that sentences have an exclamation point, period, or question mark at the end and should start with a capital letter."

If the students can think of another way to start the story, ask them. After you've written these sentences down, ask if the story could begin with an exclamation or a question. "Can you give an example of both an exclamation and an opening question?" Provide examples of each of these sentence forms to the students. Emblazon a few choices onto the board. Ask students to choose a sentence and explain why they think it would be the best way to start the story.

Next, provide an example of a descriptive sentence with an item from the class chart. If you were writing about a tree, you may say, "The first thing I saw was a giant, twisted oak tree that had red and brown leaves."

Discuss with students the opening (transition) words that assist the reader in moving from one idea to another and provide additional context for "when." To help students remember their options, it is suggested to share the Transition Words document (LW-1-1-2_Transition Words) by posting or printing it. During the exercise, identify the nouns and the adjectives in the sentence by highlighting them in different colors through underlining, circling, or staring at them. Also, highlight the transition word. After this, ask the students if they would like to add any more descriptive words to the sentence.

As you continue writing your story, ask your students to volunteer and come up with more detailed sentences. If they're unable to describe something, they can refer back to the observation list for assistance.

Make sure to ask your students to identify the noun they're describing, the adjectives that follow each sentence, and the transitional word that helps the reader move from one idea to another. They should label all the different kinds of words in each sentence.

Encourage your students to come up with interesting opening words to help with sequencing, or have them turn some statements into questions or exclamations to create a variety of sentences. When finishing, ask students to read to the class. Ask students if the story includes: 

an opening sentence
intriguing expressions of description.
a range of sentence forms, including questions, exclamations, and statements.
transitions that advance the narrative.
an ending sentence.
use proper punctuation.

Let students retain the Lesson 3 Descriptive Writing Chart once they have completed it.

Extension:

Distribute the descriptive writing charts to the students and ask them to separate the squares. Then, instruct them to join their squares with those of a partner. Together, they should segregate the nouns into one pile and the adjectives into another. Encourage them to use interesting combinations of nouns and adjectives to create amusing sentences. While each sentence should contain only one noun and several adjectives, they are encouraged to be creative and use absurd combinations, such as "I have a prickly, soft, round kazoo."