LESSON SIX: Expository Writing (Informational Brochure)
Students connect previous learning about human migration by creating a brochure encouraging people to move to an area they have chosen. Students work independently to create the brochure and a three-paragraph persuasive essay demonstrating an understanding of the causes and effects of human migration.
W3C write expository and persuasive paragraph (including cause/effect) with a strong controlling idea; supporting and concluding sentences; appropriate logical sequence; relevant details, facts and/or examples from one or more sources; multi-paragraph essays
§Sources of literature
o Assorted drawing materials
o Two examples of persuasive essays
o Two sample travel brochures
§Words to know
o persuasive writing
o figurative language
Students create a brochure that includes a three-paragraph essay persuading people to come to their community of choice. Scoring guide provided.
1. By now, students have an understanding of the content of the unit, including why people migrate. Begin a discussion that brings up this knowledge to connect previous learning to today’s lesson.
2. Explain to students that because many areas depend on the migration of others to support their economies, many towns and communities encourage people to settle there. Tell students communities often create brochures that persuade people to move there, by focusing on what’s good or important about that place.
3. Students create a brochure encouraging people to come to a particular area. Explain requirements for the brochure. The brochure should contain at least a three-paragraph essay demonstrating understanding of causes and effects of human migration.
What area will you focus on for your brochure?
What things are special or important about your area that might make people want to move there?
What facts might the audience of your brochure need to know when looking for a new place to live?
What illustrations or pictures could you use in your brochure to represent the best points of interest to the audience of the area?
What encouraged people to originally settle in the location you have chosen?
What would encourage people today to settle in the location you have chosen?
What key words help you identify a cause – effect relationship in text?
Students may select either their local area or another area to use for their brochure. Research may be needed if the student writes the multi-paragraph essay on an unfamiliar area.
The three-paragraph essay should include the following items:
§ a restatement of the question or prompt
§ information that catches reader attention
§ subtopic sentence(s) with supporting details
§ revisit the topic sentence
§ summarize main ideas, make conclusions, or clearly express opinions
4. Share with students the handout samples of a persuasive essay. Instruct students to write a three-paragraph essay for their brochure that includes those things listed on the scoring guide. Make sure students understand the format of the three-paragraph persuasive essay. In the essay, students will include a summary of why people come to the area. Students should include at least two cause and effect statements showing their understanding of the push/pull or attraction/repelling factors of their area.
5. Using a graphic organizer students begin their writing. Students then continue the writing process of prewriting, drafting, revising, editing, and publishing.
6. Students begin drafting the essay for their brochures. Allow adequate time for students to complete a rough draft with revision and a final product. As students follow the writing process, demonstrate how to put the writing in brochure form. Show handouts of travel brochures.
10 Points: A well-written three paragraph persuasive essay demonstrating understanding of causes and effects of human migration
(5 points): cover of the brochure includes name of city and state (1 point) and an illustration (1 point), history of the city (1 point), climate/geography (1 point), and two nearby tourist attractions are identified (1 point).
Any omission of the above components would result in not receiving the appropriate allocated points.
Teacher may add or subtract graded components of the brochure. (i.e., neatness, use of white space, text features, etc.)