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Grades level iconsGrades 3–6
Session time icon3 Sessions: 40 Minutes Each
Genre information iconInformational, Memoir
Resource type iconProjects

All About You Brochures

1. Step 1: Planning and Drafting
2. Step 2: Drafting and Revision
3. Step 3: Publishing and Presenting
Students create brochures to showcase several meaningful parts of their identities.
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SESSION 1 OF 3
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Step 1: Planning and Drafting

In this session, students take a look at brochures and begin to plan and draft a brochure that will showcase their lives.
What Your Students Will Learn

Students design character portraits with detailed descriptions.

Common core standards
CCSS.ELA-LITERACY.W.3.4 Download Resourse Icon
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.3.5 Download Resourse Icon
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
CCSS.ELA-LITERACY.W.3.10 Download Resourse Icon
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.4.4 Download Resourse Icon
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.4.5 Download Resourse Icon
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
CCSS.ELA-LITERACY.W.4.10 Download Resourse Icon
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.5.4 Download Resourse Icon
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.5.5 Download Resourse Icon
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.5.10 Download Resourse Icon
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.W.6.4 Download Resourse Icon
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.6.5 Download Resourse Icon
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCSS.ELA-LITERACY.W.6.10 Download Resourse Icon
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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What Your Students Will Produce

Students write the first portions of their brochures: character descriptions of themselves.

What You Will Need

Brochures to Showcase YOU! — Handout

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