Students learn how to write a brochure in this unit. Students are going to: 
- discover how to create a brochure that works.
- utilize the composition process to produce their pamphlet.
- compose informative texts with the right text features. 
- assess their writing. 
- exhibit a command of the capitalization, punctuation, spelling, and grammar rules of standard English.

- What is the impact of grammar and language conventions on written and spoken communication? 
- What is the objective? 
- What distinguishes effective and clear writing? 
- What will appeal to the audience the most? 
- Who is the target audience? 
- What motivates writers to write? 
- What is the most effective way to present findings? 
- How can a reader find what they are looking for?

- 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 expressing (or voicing), describing, exploring/learning, entertaining, informing, explaining, arguing, persuading, evaluating (or judging), problem-solving, and mediating (or settling 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.

- chart paper/chalkboard/interactive whiteboard 
- Text Features handout (LW-3-1-2_Text Features), one per student 
- 5 Ws worksheet (LW-3-1-2_The 5 Ws), one per student 
- Brochure Template (LW-3-1-3_Brochure Template), two per student 
- Student Self-Evaluation Checklist (LW-3-1-3_Student Self-Evaluation Checklist), one per student 
- scrap paper

- This lesson aims to introduce and develop students' knowledge of writing a brochure. Evaluate each student's progress by observation and anecdotal notes. 
- Using the following standards, evaluate students' compositions using the brochures they have received: 
+ numerous textual features. 
+ answers to the five Ws. extra details that people might want to know before visiting the location or event. 
+ concise, accurate writing that provides the reader with information rapidly.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Students analyze a brochure's textual elements and use what they learn to make their brochures. 
H: Give an example of how to generate ideas for content for a brochure. 
E: As you demonstrate to the students how to create an impactful brochure and self-assessment of work, they watch. After that, the students write their brochures through the writing process. They also go through the process of self-evaluation. 
R: Students distribute their pamphlets to fellow students. After talking with you and their peers, they can assess and make changes to the text features and information in their brochures. 
E: Students are able to evaluate their grasp of the process of creating a brochure using group discussions and revisions of their own work. Students can develop their critical thinking abilities through the Extension exercise. 
To make sure they understand how to create an informative brochure, students are given the chance to see real-world examples, talk with a partner about their ideas, and work independently. 
O: After completing an introductory exercise, a large-group lesson (which is modeled), and an independent activity, students get to share their findings with their peers. 

Focus Question: How can we write a brochure using the writing process?

Part 1

Inform the students, "We're going to write a brochure today. We will discuss an event and its five Ws, and I will walk you through the writing process so you can see how to take an idea and turn it into a compelling brochure. After that, you will write your brochure by following the writing process."

As you write down the results on the board, encourage the class to brainstorm ideas for a school event. Remind the students to consider the essential and beneficial information for the intended purpose and audience when answering the 5 Ws (Who, What, Where, When, and Why). Discuss any additional details that someone might need or want to know before the event.

Guide the students on using the ideas they came up with to create a rough brochure about the school event. When you're deciding on what information to include and how to present it using text features, make sure to explain your thought process. You should already have a plan in place for the details the students will provide you and how you'll use them to create the brochure. Being prepared for the modeling process is crucial. It's important to involve the students in selecting the images, photos, and/or graphics to be used in the brochure.

Remember to continue working on the composition process. Additionally, plan out a schedule for editing and revising your work during class. Make sure to clearly articulate your thoughts as you progress through each step.

To demonstrate how to self-evaluate your brochure, use the Student Self-Evaluation Checklist (LW-3-1-3_Student Self-Evaluation Checklist). If you haven't already, print out and display the anchor chart on chart paper in the classroom for students to use.

Why is a brochure successful?

A successful brochure

targets a particular group of people.
has an obvious goal.
explains the Who, What, Where, When, and Why of the Five Ws.
gives more details if needed.
makes use of accurate and detailed language.
makes use of numerous text features.
has been proofread for spelling, grammar, punctuation, and capitalization.

Part 2

Please distribute a sheet of paper to each student. Instruct them to think about a nearby location or activity. As a class, create a list of locations to choose from to aid in sparking ideas. Assign each student a location to prevent wasting time on indecision. Then, ask the students to determine the targeted audience and goal of their brochure. Finally, ask them to jot down everything that comes to mind when describing the chosen location.

Language Skills Mini-Lesson

Say to the students after they have completed their writing, "Many of you are likely creating a brochure about a fun place or event. Actually, your brochure will most likely contain the word "fun." What part of speech is 'fun?'" (A noun) "What does a noun mean?" (a subject, object, place, or idea) "Which of these categories does 'fun' fit into?" (an idea) Yes, it cannot be seen, smelled, tasted, heard, or touched. You would think that nobody would give you "fun" if you walked into a Six Flags theme park. However, you could consider it; you could recall an instance in which you were enjoying yourself. The reason this kind of noun is known as an abstract noun is that it is an idea. Make sure that you are using the words as nouns, not verbs." Write two examples of the same word used as a verb and as a noun on the board. For instance, "we cherish one another" (verb) and "we expressed our love by hugging" (noun).

Ask the question, "Which sentence uses 'love' as a verb?" to the group. The answer is "We cherish one another." Then ask, "In which sentence is 'love' used as a noun?" and the answer is, "To express our love, we hugged."

"Finally, work with a partner and create a sentence using an abstract noun from the board. Make sure your partner checks that you are not using the word as a verb. Let me know if you have any questions."

Part 3

"We're going to continue using the five Ws for your brochures, but I'm going to challenge you to use an abstract noun in your brochure somewhere other than 'fun.'"

Distribute copies of the "5 Ws" worksheet (LW-3-1-2_The 5 Ws) to students, so they can use it to organize the data for their brochures. It is important to remind students to include all the necessary information, such as pricing, operating hours, fees, etc. If required, students may need to consult their parents or use the Internet to gather all the required information.

Additionally, provide a copy of the brochure template (LW-3-1-3_Brochure Template) to students to create a preliminary draft. Note that the template provided is just an example, and you should modify it to suit the needs of your students based on the circumstances in your classroom. Feel free to give the students two or three templates to choose from so they can create their brochures.

To assign a task to students, provide them with a copy of the handout on text features (LW-3-1-2_Text Features). This will help them organize their work and present their information in a well-structured manner. Encourage them to use a range of text features such as descriptive language, superlative or comparative adjectives, and correct capitalization for titles. They can consult the chart that the class made if they are still unsure.

Part 4

Invite students to meet with a partner to edit their work after they have finished the rough draft of their brochure. Students should review each other's work to make sure all pertinent details have been included.

The students should be advised to discuss any unanswered questions they may have with their partner regarding the information in the brochure. They should assess each other's work using the 'What Makes an Effective Brochure' anchor chart. Once the rough drafts are completed, the students can make edits and revisions to their work. At this point, you can have a quick conference with each student to ensure they are on the correct track.

Once the students are satisfied with their work and believe they have created an informative brochure that will provide readers with all the necessary details about the subject, they can start working on the final copy of the brochure. To finish the final copy, they will need one more copy of the brochure template (LW-3-1-3_Brochure Template).

After students have finished the final draft, meet with them to go over the Student Self-Evaluation Checklist (LW-3-1-3_Student Self-Evaluation Checklist). Note: Depending on what you and your students decide defines an effective brochure, this checklist might need to be revised.

Extension:

Help students come up with the 5 Ws if they're having trouble making a brochure, and offer more details if necessary. After that, ask them to compile the data into a brochure format.

Ask students to picture a local fair, summer camp, amusement park, or other well-known attraction. Request that students draw a picture of their creation and include all the pertinent details that guests should know. To promote their new invention, students can make a brochure.