ALEX Lesson Plan


Creating State Brochures

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  This lesson provided by:  
Author:Cassandra Scott
System: Covington County
School: Straughn Elementary School
  General Lesson Information  
Lesson Plan ID: 9433


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.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
2. Use various technology applications, including word processing and multimedia software.
  • Using navigational features commonly found in technology applications
  • Identifying digital file types
  • TC2 (3-5)
    8. Collect information from a variety of digital sources.
    Examples: online libraries, multimedia dictionaries
  • Using technology tools to organize information
  • Demonstrating efficient Internet search strategies
  • Example: keyword search
  • Evaluating electronic resources for reliability based on publication date, bias, accuracy, and source credibility
  • TC2 (3-5)
    10. Use digital environments to collaborate and communicate.
    Examples: publishing online journals, sharing presentations, contributing to online discussions, communicating with experts
  • Producing digital works collaboratively
  • Examples: developing shared writing projects and group multimedia projects
    TC2 (3-5)
    12. Create a product using digital tools.
    Examples: products—digital story, podcast, digital artwork
    ELA2015 (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]
    ELA2015 (3)
    38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2]
    a. Capitalize appropriate words in titles. [L.3.2a]
    b. Use commas in addresses. [L.3.2b]
    c. Use commas and quotation marks in dialogue. [L.3.2c]
    d. Form and use possessives. [L.3.2d]
    e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [L.3.2e]
    f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f]
    g. Write legibily in cursive. (Alabama)
    h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.3.2g]
    ELA2015 (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]
    ELA2015 (4)
    39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]
    a. Use correct capitalization. [L.4.2a]
    b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]
    c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]
    d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]
    ELA2015 (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]
    ELA2015 (5)
    39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
    a. Use punctuation to separate items in a series.* [L.5.2a]
    b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]
    c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]
    d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]
    e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]

    Local/National Standards:


    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.

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    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.

    (Research and Style Manual)
    Examples of proper citing of resources.

    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.
    (50 States)
    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.

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    Assessment Strategies

    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 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.