ALEX Lesson Plan


Come to My City!

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  This lesson provided by:  
Author:Samantha Bonner
Organization:Alabama Department of Youth Services
  General Lesson Information  
Lesson Plan ID: 33219


Come to My City!


Students will create a travel brochure for either their hometown, a city they would love to visit, or move to as soon as possible. This activity will help them learn to research and document information in appropriate spaces.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (6)
30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.6.10]
ELA2015 (7)
26. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7]
ELA2015 (7)
29. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.7.10]
ELA2015 (8)
26. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7]
ELA2015 (9)
26. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
ELA2015 (9)
30. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 9 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

Local/National Standards:


Primary Learning Objective(s):

Following instructions the students will be able to:

1. Conduct research on a city they choose.

2. Answer specific questions to complete their brochure.

3. Present their findings to the class.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Paper and writing utensil


Technology Resources Needed:

Computer with Internet access

Computer with Microsoft Office


Students should be familiar with manipulating the Internet and using Microsoft Office tools.


Day One:

1.  As students enter class, the bellringer will be on the board. The bellringer simply asks, "Where is somewhere you would like to visit?"

2. After two-three minutes, allow students to share their answers.

3. At this point, students will be given the explanation for the upcoming assignment.

4. Teacher states: You will create a travel brochure that will entice people to visit your city. This brochure must include the following:

a. Title

b. Nice pictures that represent your city

c. Specific highlights from the city (i.e. main tourist attractions, famous restaurants)

d. Personal narrative (3-5 sentences) welcoming guests to your city.

5. Students and teacher will review the rubric that will be used for grading this project. Sample rubric:

6. At this time, students must decide what city they want to use for their project and submit to the teacher.

7. Exit slip/homework: Students will begin jotting down ideas for their brochure. Tomorrow they will visit the computer lab to begin the research portion of their assignment. 

Day Two:

1. Students will report to the computer lab (if there is no computer access in the classroom).

2. Once students are assigned a seat, the teacher will review the rubric for completing the brochure, as well as, computer lab rules (if necessary).

3. Students will be directed to the website where they can download a brochure template. Website:

4. At this time, students will begin researching and creating their brochures. On the note paper provided the students will jot down notes for the completion of their brochure.

5. Exit slip: Students will submit one fact that they learned about their city.

Day Three:

1. Students will return to the computer lab to complete the brochure.

2. Teacher will remind students of the requirements and due date.

3. As students work, teacher will walk around to assist as needed.

4. At the end of class, teacher will allow students to print their brochures and prepare them for presentation, he/she will allow the students to submit the following day if more time is needed at home.

Day Four:

1. As students enter, they will answer the following question, "What other city would you like to visit? Why?"

2. After brief sharing of answers, students will draw numbers to see the order in which they will present.

3. Students should have been familiar with the rules for presenting information to the class. If not, the following website can be used as a guide:

4. The remaining time will be dedicated to presentations.

5. Exit Slip: Who's city would you like to visit?


Assessment Strategies

Formal Assessments


For the more advanced student, they can create a postcard (poster) for their city. It will provide more information than the brochure and it will have more details. They will also create a 10-slide PowerPoint showcasing their city.


Extended time in the lab will be provided for those who need extra time.

Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.