|Lesson Plan ID:
Creating State Brochures
Students will work in pairs to research online and/or in print a chosen state and create a travel brochure incorporating the information gathered.
|ELA(3) ||10. Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates. |
|ELA(3) ||12. Demonstrate retrieval skills needed to research a topic. |
|ELA(4) ||10. Apply mechanics in writing, including capitalization of business and friendly letter parts and envelope addresses and use of punctuation, including apostrophe with contractions; underlining or italicizing of book titles; and commas to separate items in a series and in a physical address. |
|ELA(4) ||12. Organize information on a specific topic obtained from grade-appropriate reference materials. |
|ELA(5) ||9. Apply mechanics in writing, including capitalization of first word in a direct quotation and use of punctuation, including quotation marks and comma with direct quotations, colon to introduce a list, and commas after introductory words, with a noun of direct address, and in a compound sentence. |
|ELA(5) ||10. Demonstrate knowledge of grammar and usage concepts, including subject-verb agreement with a compound subject; present, past, and future verb tenses; forms of adjectives; forms of nouns; and subject, object, and possessive pronouns. |
|ELA(5) ||11. Use search strategies in the research process to identify reliable current resources and computer technology to locate information. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|TC2(3-5) ||10. Use digital environments to collaborate and communicate. |
|TC2(3-5) ||12. Create a product using digital tools. |
|ELA2013(3) ||29. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8] |
|ELA2013(3) ||38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2] |
|ELA2013(4) ||29. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8] |
|ELA2013(4) ||39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2] |
|ELA2013(5) ||29. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8] |
|ELA2013(5) ||39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2] |
|Primary Learning Objective(s):
Students will research information about one of the fifty states. Students will demonstrate correct grammar, mechanics, and spelling in finished projects. Students will work cooperatively to organize material for a presentation.
|Additional Learning Objective(s):
Students will create a travel brochure using the information gathered online and/or from printed reference material. Students will insert graphics downloaded from the Internet or obtained from software into the travel brochure.
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Copies of requirements for travel brochure (see attached), samples of travel brochures
|Technology Resources Needed:
Computers with Internet access, color printer, Microsoft Publisher or other software designed for desktop publishing, disks for saving student work
Students should already be familiar with basic computer operations and Internet search techniques. (or review The Boolean Machine )
Review inserting graphics and downloading appropriate pictures.
1.)Ask students if they have ever been to another state on vacation or to visit relatives. Explain that they will be researching a state of their choice and creating a travel brochure about it. Discuss brochures and show examples.
2.)Divide students into pairs and allow them to select a state. Hand out copies of the information sheets to all students (attached).
3.)Direct students to the Alabama Virtual Library to begin their research. Help students employ Google (or other search engines ). Always monitor all searches for information. Show children how to save the URL of the sources they use. Instruct their citing of sources.
(Alabama Virtual Library
)Resources for all topics.
5.)Allow computer time for students to complete their information sheets and to save images to their disks. Students may find graphics for their brochures in Microsoft Publisher
, clip art, software such as Print Shop
and the Internet, etc.
)Good source of graphics for each state's flower, flag, tree, bird, etc.
6.)Allow computer time for students to type the required information into the brochure and insert their saved graphics. Assist where needed. Encourage students to proofread each other's work.
7.)Print all brochures in color if possible.
8.)Allow time for pairs to plan a report to their classmates about what they learned about the state they researched. Provide a place for students to display their brochures for the class. Devote a subsequent class period to oral reports by each pair.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
State Brochure Form.doc
Brochures must include all information listed on the requirements sheet (see attached), appropriate graphics, and correct spelling and grammar. A rubric will be used for assessment (sample attached).
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: