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Brochure

Activity

Brochure

Grade Levels

7th Grade, 8th Grade

Course, Subject

World Languages, English Language Arts
Related Academic Standards
CC.1.4.7.A CC.1.4.7.A
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.7.S CC.1.4.7.S
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.8.A CC.1.4.8.A
Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.8.S CC.1.4.8.S
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
12.3.1.S3.B 12.3.1.S3.B

Generate spontaneous oral and written role-plays and interviews in a culturally competent manner.

  • Expressions of emotion
  • Conversations with speakers of the target culture
  • Negotiating everyday business routines (e.g., bank, service station)
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Authors

CDOS Writing Team, Authors of Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum.

Description

Objective: Students will develop knowledge of courses and activities that are required / recommended for their chosen career.

  • After brainstorming, each student makes a list of his/her top career choices.
  • From that list, students pick one career to research. Before deciding on a career, students should ask themselves which one they are most qualified for and which one they enjoy doing.
  • Students develop a list of interview questions regarding the career they have selected. Questions should focus on what curricular and cocurricular activities are required to successfully enter the field of their choice.
  • Students research and develop a list with a minimum of three to five people with whom they could set up an interview. (School guidance counselors may be a good resource for students to access.)
  • Students may conduct their interview, using a variety of resources. They may do any of the following:
    • Online interview
    • Phone interview
    • Personal interview
    • Written response to a formal business letter
  • Once students have established the method of interviewing, they set up the interview and share that method with the person being interviewed.
    • They request written permission for the interview to be taped, if necessary.
  • Once students have completed the interview, they create a brochure that clearly outlines the curricular and cocurricular activities that will best prepare them for entry into their chosen field. Criteria for the brochure must be established with the students before they begin this activity.
  • Completed brochures should be displayed in a career center for student use.

Essential Questions

How is work important to me?
Why do the choices I make now matter to my future?

Duration

long-term project

Assessment

  • Assessment of brochure is based on teacher/student-developed rubric.
  • Teacher conducts ongoing evaluation of classroom participation.

Materials / Resources

  • Interview questions
  • Tape recorder
  • Computer
  • Phone
  • Desktop publishing program
  • Journal

Comments / Modifications

  • Students may have an adult coach them through the entire process.
  • Brochures of superior quality should be displayed as a resource for other students to use in the school guidance office.
  • Students could assist younger students with the networking process and help them to establish human resources outside the school.
  • Students should use a desktop publishing program to create their brochure.

Source

CDOS Writing Team. “Brochure.” In Career Development and Occupational Studies (CDOS) Resource Guide with Core Curriculum. New York State Department of Education, 97.
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