Through this creative activity, students create a travel brochure advertising the key features of the physical setting of a story they are writing or reading. It encourages them to isolate the most important distinguishing features of the physical setting.
- Choose the text or portion of text you would like students to focus on.
- Find some examples of travel brochures to show to students. Try to find ones that represent a range of styles and formats.
- Students read the text, individually or in pairs or groups.
The text can be read in the days preceding this activity, for homework or in class.
- Teacher displays a range of sample travel brochures. Students explore them. Teacher leads class in discussion of what a travel brochure is, what its function is, and what elements are usually included in such a brochure.
This portion of the activity can be nice as either a gallery walk, or a passing activity in which each student gets a designated amount of time to examine each exemplar, and has a chance to take notes on features they notice.
- In groups or individually, students consider the physical setting of the text, identifying the key distinguishing features of the physical setting. Students create paragraphs and images that reflect these key elements.
During this step you can circulate among students, listening to their retellings, and gauging their level of understanding.
- Either electronically or on paper, students plan a layout for the elements of their travel brochures.
Students should be encouraged to include only the most critical elements of the setting, since some will be tempted to include everything they know. Ask them to identify what the distinguishing characteristics of this place are, and what about the setting has the largest impact on the plot or main idea.
- Either electronically or on paper, students create travel brochures advertising the physical setting of the text.Depending on how polished you want the finished product to be, this may be an activity students complete in a class period, or across a longer period of time.You may consider allowing students to create online or multimedia travel brochures as well.
- Students share their travel brochures with classmates. This works nicely as a gallery walk, or through mini-presentations.
Consider offering students structured ways to respond to each other’s work.
- Students reflect on their learning process either in writing or discussion.
Students should respond to questions such as:
- How did creating this brochure help you to appreciate this setting better?
- How do you think the setting affects the meaning of the text?
- How might this strategy help you in a different class or context?