OBJECTIVES
- STUDENTS WILL BE ABLE TO:
- Identify grammatical features of persuasive writing typical of a travel brochure.
- Analyze
written text and video to determine their relationship to one
another and to their audience. (intertextual analysis)
- Demonstrate control of the grammatical features of persuasive writing by creating their own travel brochure.
PACE MODEL
Presentation:
- Activate students' background knowledge about traveling by having them fill out a Questionnaire
about what they like to do when they're visiting a different place, and
how they get information about a place they want to visit.
- Have students read their answers to the class.
- Engage the class in a conversation about why they chose their
favorite place that they've visited. Encourage students to describe
their favorite place in detail to each other and to talk about the
different things that are possible to do there.
- Encourage students to ask each other questions about their favorite place.
- Ask students if it's important to them to have informaton about a place they're traveling to before they go.
Attention to form:
- Have students scan the travel brochure with enhanced input of Verona, Itlay.
- Read the text together drawing attention to the highlighted features.
- Read the 4 features and have students follow along.
- Model pronunciation of vocabulary and tell students that they can refer to the glossary for a recorded version.
Co-Construction:
- Have students go the the Guided Grammar Pages for Features 1 & 2 and for Features 3 & 4.
- Work with students to help them gain control of the grammatical features and their meaning in relation to persuasive writing.
- Then, have students watch the video "Travel Destinations: Verona Italy".
- Have students complete the intertextual analysis:
- Students identify the similar features in the two texts as reinforcement of the persuasive features of a travel brochure.
Extention:
- Students create and write a travel brochure about their hometown.
- Have students follow the planning guide to draft their brochure.
- Students will then create their final writing project using the template provided.
- Students share their final projects with the class in an "art gallery" style.
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