Picnic Planning and Travel Brochure
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Picnic Planning and Travel Brochure

Grade 7Foreign Language2 days
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4.0 (1 rating)
The 'Picnic Planning and Travel Brochure' project guides 7th-grade students in creating an engaging travel brochure that communicates the cultural and historical significance of a location to a target audience using descriptive language. Throughout the project, students decode riddles to identify locations, analyze existing brochures to uncover essential elements, and employ audience analysis to tailor content effectively. The culmination of their activities results in a completed travel brochure that showcases their skills in content organization, use of language, creativity, and audience awareness, all evaluated through a comprehensive rubric.
Travel BrochureDescriptive LanguageCultural SignificanceAudience AnalysisPersuasive WritingCreative Design
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design an engaging and informative travel brochure that effectively communicates the cultural and historical significance of a location to our target audience, using descriptive language?

Essential Questions

Supporting questions that break down major concepts.
  • What are the essential components of a well-crafted travel brochure?
  • How can language effectively convey the cultural and historical significance of a location?
  • What strategies can be used to engage and persuade an audience in written form?
  • How does understanding the target audience impact the design and content of a brochure or plan?
  • In what ways can descriptive language enhance the reader's experience and understanding of a travel destination?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will learn to design and create an engaging travel brochure that effectively communicates the cultural and historical significance of a location.
  • Students will develop skills in using descriptive and persuasive language to enhance the reader's experience.
  • Students will understand the importance of audience analysis in designing content and utilizing language appropriate for the target audience.
  • Students will improve their ability to organize content clearly and coherently in written form.
  • Students will expand their vocabulary related to travel and cultural topics.

World Languages (K-12)

WL.K12.IM.4.1
Primary
Present information on academic topics using a series of sentences and connected sentences. Reason: Creating a travel brochure requires presenting information on a destination, which aligns with the standard of presenting academic topics.
WL.K12.IM.7.3
Primary
Write using a limited range of vocabulary on previously studied topics. Reason: Developing the brochure involves writing about studied topics, such as cultural significance, using appropriate vocabulary.

Common Core Standards

CCSS.ELA-LITERACY.W.7.2
Secondary
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Reason: A travel brochure project focuses on creating informative texts about a location, aligning with this standard.
CCSS.ELA-LITERACY.W.7.4
Primary
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Reason: The project requires students to produce writing that matches the task and audience for a travel brochure, aligning with this standard.

Entry Events

Events that will be used to introduce the project to students

Mysterious Adventure Letter

Students receive a mysterious letter filled with riddles and clues hinting at a hidden picnic spot or travel destination. They must use their English skills to decode the messages and figure out the location. This will spark curiosity about travel and language arts as they work to solve the mystery.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Riddle Solvers: Mastering Clues

Students will decode riddles and clues from a mysterious letter to identify a picnic spot or travel destination, practicing their English skills in comprehension and deduction.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Read the mysterious letter filled with riddles and clues about a hidden picnic spot or destination.
2. Analyze each riddle or clue by identifying keywords and their meanings.
3. Collaborate with peers to discuss and deduce the location hinted in the riddles.
4. Confirm the identified location and find additional information about it.

Final Product

What students will submit as the final product of the activityA correctly identified location based on clues, with a collection of evidence gathered during the decoding process.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with WL.K12.IM.4.1, focusing on presenting information and using English skills to understand academic content.
Activity 2

Brochure Elements Exploration

Students research and identify essential components of a travel brochure, including headlines, images, and descriptive texts. They will learn how these elements communicate the historical and cultural significance of a destination.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research various travel brochures and identify common elements used.
2. Analyze how headlines, images, and descriptive texts convey information about a location's culture and history.
3. Discuss findings with peers and compile a comprehensive list of essential brochure elements.
4. Write notes on how each element can effectively engage and inform the audience.

Final Product

What students will submit as the final product of the activityA detailed list of essential travel brochure components annotated with their purposes and examples.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with WL.K12.IM.7.3, as it involves using vocabulary and concepts previously studied to analyze brochure content.
Activity 3

Drafting Descriptive Language

Students practice writing descriptive paragraphs about the chosen location, using persuasive and engaging language, to communicate cultural and historical aspects effectively.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a specific cultural or historical aspect of the identified location.
2. Use sensory details and descriptive language to draft a paragraph that vividly describes this aspect.
3. Share drafts with peers for feedback and suggestions for improvement.
4. Revise the paragraph to enhance clarity, engagement, and persuasive appeal.

Final Product

What students will submit as the final product of the activityA revised draft of a descriptive paragraph about a cultural or historical aspect of the location, incorporating peer feedback.

Alignment

How this activity aligns with the learning objectives & standardsAligned with CCSS.ELA-LITERACY.W.7.2, focusing on writing informative texts using organized content and descriptive details.
Activity 4

Target Audience Analysis Workshop

Students will learn to assess and understand their target audience to tailor the content and language of their travel brochure effectively to its interests and expectations.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify the intended target audience for the travel brochure.
2. Research the preferences and expectations of the identified audience in travel literature.
3. Develop a profile of the target audience based on findings, including demographics, interests, and preferred language style.
4. Discuss how these insights will shape the design and content of the travel brochure.

Final Product

What students will submit as the final product of the activityA detailed target audience profile document outlining audience preferences, traits, and implications for brochure design.

Alignment

How this activity aligns with the learning objectives & standardsThis activity supports CCSS.ELA-LITERACY.W.7.4 by ensuring writing style and content are appropriate for the task, purpose, and audience.
Activity 5

Final Brochure Creation

Students compile all their research, analysis, and draft writing into a complete, engaging travel brochure that successfully communicates the location's significance to the target audience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Organize all researched content, drafts, and audience analysis into a cohesive structure for the brochure.
2. Design the brochure layout, incorporating images, headlines, and text effectively.
3. Write and edit the full brochure content using clear and coherent language appropriate to the audience.
4. Peer-review the brochure design and content, and make final revisions based on feedback.
5. Prepare the final version of the travel brochure for presentation or distribution.

Final Product

What students will submit as the final product of the activityA professionally designed travel brochure that features clear, organized content with engaging visuals and well-crafted descriptive language.

Alignment

How this activity aligns with the learning objectives & standardsThis aligns with both WL.K12.IM.4.1 and CCSS.ELA-LITERACY.W.7.4, supporting skills in organization, coherent writing, and presentation of information through structured sentences.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Travel Brochure Design Assessment Rubric

Category 1

Content Organization

Assessment of how well students organized their researched content and insights into a coherent structure for the travel brochure.
Criterion 1

Coherent Structure

Evaluates the logical flow and organization of ideas in the brochure.

Exemplary
4 Points

The brochure is expertly organized, with a seamless and logical flow of ideas that guide the reader through content effortlessly.

Proficient
3 Points

The brochure is well-organized, with a clear and logical flow of ideas that guide the reader through content with ease.

Developing
2 Points

The organization of the brochure shows some logical flow, but there are occasional lapses that disrupt content accessibility.

Beginning
1 Points

The brochure is poorly organized, with little logical flow, making it difficult for readers to follow the content.

Criterion 2

Informative Content

Evaluates the inclusion of accurate and relevant historical and cultural information.

Exemplary
4 Points

The brochure contains comprehensive, accurate, and relevant information that enriches the reader's understanding of the location's significance.

Proficient
3 Points

The brochure contains accurate and relevant information that provides a good understanding of the location's significance.

Developing
2 Points

The brochure contains some relevant information but lacks comprehensiveness and depth in depicting the location's significance.

Beginning
1 Points

The brochure contains minimal relevant information and lacks depth in discussing the location's significance.

Category 2

Use of Language

Assessment of students’ use of descriptive and persuasive language to engage the audience and convey the location’s significance.
Criterion 1

Descriptive Language

Evaluates the use of vivid and sensory language to describe cultural and historical aspects effectively.

Exemplary
4 Points

The use of descriptive language is outstanding, creating vivid imagery and a strong connection to the cultural and historical context.

Proficient
3 Points

The brochure uses descriptive language effectively, creating clear imagery that enhances understanding of the context.

Developing
2 Points

The use of descriptive language is inconsistent, with some imagery that fails to fully engage or clarify the context.

Beginning
1 Points

The brochure has minimal use of descriptive language, offering little imagery or engagement with the context.

Criterion 2

Persuasive Techniques

Evaluates the ability to persuade and engage the target audience effectively.

Exemplary
4 Points

The brochure uses persuasive techniques masterfully to engage the target audience and convey significance compellingly.

Proficient
3 Points

The brochure uses persuasive techniques effectively, engaging the target audience and conveying significance.

Developing
2 Points

The use of persuasive techniques is variable, with some engagement with the target audience.

Beginning
1 Points

The brochure exhibits minimal persuasive strategies, offering little engagement with the target audience.

Category 3

Creativity and Design

Assessment of the creativity, aesthetic appeal, and overall presentation of the travel brochure.
Criterion 1

Visual Appeal

Evaluates the aesthetic quality and creativity in the design of the brochure.

Exemplary
4 Points

The brochure’s design is visually stunning, highly creative, and enhances the brochure’s impact significantly.

Proficient
3 Points

The brochure’s design is aesthetically pleasing and enhances the overall content effectively.

Developing
2 Points

The brochure’s design is basic and does not significantly enhance the content.

Beginning
1 Points

The brochure is poorly designed, lacking creativity and aesthetic appeal, which detracts from the content.

Criterion 2

Integration of Elements

Evaluates how well different elements (text, images, headings) are integrated into the brochure to form a cohesive piece.

Exemplary
4 Points

The integration of text, images, and headings is seamless, creating a coherent and impactful brochure.

Proficient
3 Points

Text, images, and headings are integrated effectively, contributing to a cohesive and informative brochure.

Developing
2 Points

The integration of elements is inconsistent, with occasional lapses affecting coherence.

Beginning
1 Points

Elements within the brochure are poorly integrated, leading to a disjointed and ineffective presentation.

Category 4

Audience Awareness

Assessment of how well the brochure’s content and style are tailored to the identified audience’s interests and expectations.
Criterion 1

Audience Analysis

Evaluates the accuracy and depth of audience understanding reflected in the brochure content.

Exemplary
4 Points

The brochure reflects an in-depth and insightful analysis of the audience, with content and style expertly tailored to meet their interests.

Proficient
3 Points

The brochure reflects a clear analysis of the audience, with appropriately tailored content and style.

Developing
2 Points

The audience analysis is basic, with some attempt to tailor content and style, but lacks depth.

Beginning
1 Points

The brochure shows minimal understanding of the audience, with content and style poorly suited to their interests.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on the process of creating the travel brochure. What did you find most challenging, and how did you overcome these challenges?

Text
Required
Question 2

How effectively do you think your travel brochure communicates the cultural and historical significance of the location to the target audience?

Scale
Required
Question 3

What strategies did you find most useful in engaging the target audience through your travel brochure?

Multiple choice
Required
Options
Using descriptive language
Including vivid images
Crafting engaging headlines
Structuring information clearly
Question 4

In what ways has your understanding of audience analysis impacted the choices you made in designing your travel brochure?

Text
Required
Question 5

Rate your personal growth and skills development from this project in terms of using descriptive and persuasive language.

Scale
Required