view a plan
This activity involves creating Travel Brochures
Language Arts, Social Studies
Title: Travel to Beautiful ________!!!
Grade Levels: Second and third grades
Length: Two 45-Minute sessions.
Performance Expectations:
view a plan
This activity involves creating Travel Brochures
Language Arts, Social Studies
Title: Travel to Beautiful ________!!!
Grade Levels: Second and third grades
Length: Two 45-Minute sessions.
Performance Expectations: The student will research a country, region, or state and construct a travel brochure or poster for that place.
Materials: Travel brochures and posters, (these are available from a local travel agency.)
Books and reference materials.
White construction paper, (12×18); scissors, (For each student); markers, crayons, colored pencils; magazines that can be cut up; colored construction paper
1. Introduction: Begin by showing the class some examples of effective travel brochures and posters. On the overhead or chalkboard, write the requirements of the project. They should include information about the people, places of historical and cultural significance, the landscape and climate, and some of the foliage and fauna that are in that area.
2. Development: The second day, the students should continue research and working on their posters or brochures. Encourage the students to use a variety of media in their projects. They can use the magazines by cutting out pictures, the in-class computer to make text, and the crayons, markers and colored pencils to depict the important aspects of the area they are doing. Help to motivate the students to do their best work by reminding them you will be displaying their work in the hall.
3. Closure: If possible, you could get travel materials for the United States from another English speaking country. You could discuss with students that all the information about a country could not possibly be covered in a few posters or brochures. Remind them to not stereotype a people because of the outward appearance of their surroundings. Invite students to share their posters/brochures with the class and even to possibly bring or make an object to show or something to wear.
Assessment: Use a rubric to grade the required elements and give students a chance to resubmit their work after corrections have been made.
Adaptation: It may be that you want to use this lesson as an n assessment tool after your class completes a unit on a certain country or region. Some students may require a different (higher or lower) number of required elements based on their ability. Some students with physical challenges may need help with the construction portion of the assignment. This help can come from a personal assistant or from other students.
References: Sara Broughton., (1997). [on-line].
Adapted by: Jordan Sicht, 1997