Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Travel Brochures: Highlighting the Setting of a Story

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Travel Brochures: Highlighting the Setting of a Story

Grades 6 – 8
Lesson Plan Type Standard Lesson
Estimated Time Five 50-minute sessions
Lesson Author

Lisa Storm Fink

Lisa Storm Fink

Urbana, Illinois

Publisher

National Council of Teachers of English

 

Student Objectives

Session One

Session Two

Session Three

Session Four

Session Five

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

  • learn what makes a good travel brochure by examining commercial brochures.

  • think critically about text details from a text they have read.

  • create a travel brochure that incorporates research skills and text details.

back to top

 

Session One

  1. Ask students to share their experiences with traveling:

    • Where did they go?

    • How did their families decide to go to these places?

    • What kinds of brochures, travel guides, books, and/or advertisements did their families explore before traveling?
  2. If students have experience with travel guides and travel brochures, invite them to share what they remember about them.

  3. Explain that the class is going to create travel brochure about one of the texts that students have read, focusing primarily on the setting of the story.

  4. Display a variety of travel brochures. Provide time for students to look through the brochures, in groups, pairs or individually. Ask them to pay attention to layout, the highlighted features, illustrations, and the style of the included text.

  5. After the students have had some time to look through the brochures, ask them to share more about what they saw in the brochures. The following questions can guide the discussion:

    • Are there maps? photos? diagrams? other illustrations?

    • What kind of language and vocabulary is used?

    • How is text presented? paragraphs? bulleted lists?

    • Are there specific places highlighted? What kind?
  6. Ask the students if they would like to visit any of the places in the brochures. If the students answer affirmatively, ask them to share what in the brochures made them want to visit. If students answer negatively, ask them to share why they would not like to visit that locale.

  7. Have students brainstorm what make an effective travel brochure. Record their responses on the board or on chart paper. Some answers may be the pictures, the supporting text, the quotes from visitors, and so forth.

  8. Explain that while the pictures and photos are added bonuses on travel brochures, the text plays an important role in persuading people to visit a certain place.

  9. Review persuasive writing with students: In a persuasive writing piece, students begin by determining their goal or thesis. They then identify three reasons to support their argument, and three facts or examples to validate each reason. The Persuasion Map Planning Sheet makes a good visual for the students.

  10. Brainstorm the kinds of information students need to include in their travel brochure. Record this information on the board. You can also refer to the Things to Include in a Travel Brochure handout.

  11. Show the students the Travel Brochure Rubric so they know the requirements for the project.

  12. Once students know the expectations for the assignment, ask them to choose a text for their brochures. Try not to have too many students using the same text. This lesson plan uses Al Capone Does My Shirts by Gennifer Choldenko as the example.

back to top

 

Session Two

  1. When all of the students have selected a text for the project, invite them to revisit the text to look for examples and passages about the setting.

  2. Demonstrate how to use the Recording the Setting Bookmark to note the examples from the text. Display the example bookmark and discuss the details that are included.

  3. Pass out copies of the Recording the Setting Bookmark for students to use.

  4. Give students the rest of the session to collect details from their books.

  5. As students examine their texts for examples, circulate through the room. This is a good time to take observational notes or ask students questions as they are working.

back to top

 

Session Three

  1. Once students have found examples from their text about the setting, explain that it’s time for them to conduct research on the setting using the Internet, reference materials, magazines, newspapers, etc. Students can visit Notes from the Road and Travel & Cultures for information on many areas of the world. If the students are using a Science Fiction or Fantasy text, they may have a more difficult time with the research. In that case, they should rely more on their findings in the text.

  2. Invite students to record their research findings on the Things to Include in a Travel Brochure handout. Share with them the example research notes.

  3. As students are researching, help as needed.

  4. Briefly demonstrate the Printing Press for students. Show the students how they can use the tool to create their finished product. Place students’ emphasis on thinking about the content for the brochures and flyers, as the Printing Press will make the process of making the final product a simpler one.

  5. You can also share with the students an example setting brochure of a book that the class has read so they can see what they can include in their own brochures.

back to top

 

Session Four

  1. After students have gathered clues from their texts as well as completed research on their setting, they are ready to begin working on creating their travel brochures, highlighting the setting of a text using the Printing Press.

  2. Assist students as needed.

  3. Remind students that they cannot save their work on the Printing Press so they will need to work diligently on their project.

back to top

 

Session Five

  1. Once all of the students have completed their brochures using the Printing Press, allow time for the students to share their brochures with the rest of the class.

  2. Assess the students work using the rubric.

back to top

 

EXTENSIONS

  • Instead of making a travel brochure about their setting, students could design a postcard highlighting one of the locations mentioned in their text. Students can publish this postcard using the Postcard Creator.

  • Pairing the brochures with the text they accompany would make a good classroom or library display.

back to top

 

STUDENT ASSESSMENT/REFLECTIONS

  • For formal assessment, use the rubric. Additionally, you can ask students to freewrite on the following reflective question: After completing this activity, what role do you think the setting plays in a text? Will you pay more attention to the setting now that you have completed this activity?

  • Informal assessment can come from observations, interviews, and examination of the students' bookmarks and notes.

back to top