The Writing Process: How to Write a Brochure
The Writing Process: How to Write a Brochure
Objectives
In this unit, students learn how to write a brochure. Students will:
- learn how to write an effective brochure.
- use the writing process to create their own brochure.
- write informational text using text features appropriately.
- self-evaluate their writing.
- demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
Essential Questions
How do grammar and the conventions of language influence spoken and written communication?
What is the purpose?
What makes clear and effective writing?
What will work best for the audience?
Who is the audience?
Why do writers write?
- What makes clear and effective writing?
- Why do writers write? What is the purpose?
- Who is the audience? What will work best for the audience?
- How do grammar and the conventions of language influence spoken and written communication?
- How does one best present findings?
- What does a reader look for and how can s/he find it?
Vocabulary
- Abstract Noun: A noun that is an idea, something that you cannot touch or see.
- Advertisement: The public announcement of something such as a product, service, business, or event to get people interested in it.
- Audience: The intended readers of a particular piece of writing.
- Brochure: A small booklet or pamphlet, often containing event, location, or product information.
- Descriptive Writing: The detailed description of people, places, objects, or events. A good description will have enough details to give the reader a correct sense of the subject. Details used usually describe what the writer sees, hears, smells, touches, and tastes.
- Informational Text: Text that gives factual information about any topic.
- Purpose: The reason or reasons that a person creates a piece of writing. The eleven different types of purpose include to express (or voice), to describe, to explore/learn, to entertain, to inform, to explain, to argue, to persuade, to evaluate (or judge), to problem solve, and to mediate (or settle differences). Writers often combine purposes within a piece of writing.
- Text Features: The parts of printed items that help the reader find and learn information easily: print features, organizational aids, graphic aids, and pictures/illustrations.
Duration
60–90 minutes/2–3 class periods
Prerequisite Skills
Prerequisite Skills haven't been entered into the lesson plan.
Materials
- chart paper/chalkboard/interactive whiteboard
- Text Features handout (LW-3-1-2_Text Features.docx), one per student
- 5 Ws worksheet (LW-3-1-2_The 5 Ws.doc), one per student
- Brochure Template (LW-3-1-3_Brochure Template.doc), two per student
- Student Self-Evaluation Checklist (LW-3-1-3_Student Self-Evaluation Checklist.doc), one per student
- scrap paper
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
- chart paper/chalkboard/interactive whiteboard
- Text Features handout (LW-3-1-2_Text Features.docx), one per student
- 5 Ws worksheet (LW-3-1-2_The 5 Ws.doc), one per student
- Brochure Template (LW-3-1-3_Brochure Template.doc), two per student
- Student Self-Evaluation Checklist (LW-3-1-3_Student Self-Evaluation Checklist.doc), one per student
- scrap paper
Formative Assessment
Suggested Instructional Supports
Instructional Procedures
Related Instructional Videos
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Instructional videos haven't been assigned to the lesson plan.
Final 05/10/2013