Plan and Research Know your target audience. Determine the target audience. Who do you expect to read your health materials?
Who, What, Where, When, Why. Part 2 Give each student a piece of paper. Ask students to think about a local event or place to visit. Help students brainstorm by creating a list of places as a class from which they can choose.
To avoid wasting time on indecision, assign a place to each student. Have students determine the audience and the purpose for their brochure.
Then have students write all of the information they can think of about the place. But you can think about it; you can think of a time when you were having fun. This type of noun is called an abstract noun, because it is an idea. Could you put these words into groups?
Listen for the abstract noun in my sentence. Make sure you are using the words as nouns, not verbs. We hugged to show our love. Your partner should double-check to make sure you are not using it as a verb.
If you have a question, let me know. Remind students to include important additional information such as cost, hours, fees, etc. Students may need to use the Internet or talk to their parents to find all of the information that they need.
The template provided is a sample that students can use.
Depending on the needs in your classroom, adjust the template to make it appropriate for your students. You may give two or three different templates students can choose from to make their brochures.
Have students work on creating their brochures. Explain that they should use descriptive words to give information to the person reading the brochure. Remind students to use correct capitalization in their titles and use comparative or superlative adjectives, referring to the chart the class made if they need to.
Part 4 When students have completed the rough draft of their brochure, have them meet with a partner to revise their work. After students are satisfied with their work and feel they have written an effective brochure that is going to inform readers of the important information on the topic, they can start completing a final copy of the brochure.
This checklist may need to be revised based on the criteria that you and your students come up with about what makes an effective brochure. If students are having difficulty creating a brochure, help them generate the 5 Ws and provide additional information if needed.
Then have them put the information together in the format of a brochure. Have students imagine their own amusement park, summer camp, fair, or other familiar attraction.
Ask students to sketch a picture and write all of the important information that visitors would need to know about their creation. Students can create a brochure to advertise their new creation. Related Instructional Videos Note: Video playback may not work on all devices.Buy Write Strategy Fact Sheet What is a Buy Write Strategy?
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The names of groups that serve as authors (e.g. government bodies or organisations) are spelled out each time they are cited.
If the name is long and the abbreviation is well known, you may use the abbreviation in second (and additional) citations. The ultimate goal of a brochure is to spread the word by using as few words as possible. Using Microsoft Publisher is a simple way to write and design a brochure and offers many options.
It provides many brochure templates to help you decide how the brochure should look and what it should include.