LESSON FIVE: Brochure Writing
LESSON DESCRIPTION
Student creates a graphic organizer explaining the purpose or benefit of three text features found in a brochure.
GRADE-LEVEL EXPECTATIONS
o R3A Using nonfiction text, student will identify, analyze, and evaluate the author’s use of text features to clarify meaning in multiple primary and/or secondary sources.
LESSON MATERIALS
Sources of Literature
o None
Supplies
o Sample brochures
o Scoring guide for formative assessment
Handouts provided
Words to know
o graphic organizer
FORMATIVE ASSESSMENT
Students choose three text features from one of the teacher supplied brochures. Assign students to create a graphic organizer that explains the purpose or benefit of each feature. Scoring guide provided.
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Suggestion |
Discuss/review various types of graphic organizers students may choose for the formative assessment. See Lesson One for suggestions on text features. |
LEARNING ACTIVITIES
1. Discuss with the class the functions of a brochure and when you would be most likely to find them. Discuss how text features differ in a brochure than in an article as discussed in Lesson One.
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Questions for Students |
What are some examples of text features? What are some text features that you might find in a typical brochure? How do text features differ in different types of publications? |
2. Hand out two or three sample brochures. Discuss the various components found in the brochure. Also discuss how the information found in brochures differs from other types of information.
3. In pairs, students choose a topic for which they might create a brochure. Then students brainstorm the most likely or possible sections to be included. Student pairs share their list of sections with the class.