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Subject-specific learning materials
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Resource 1 - Finding the Features of a Brochure
Steps:
- Working in pairs look carefully at the brochures supplied for
you. Read the text.
- Re-read the brochure. As you do so, tick on the sheet supplied
to you, the features you see. (Teachers, the 'Features
of a Brochure Checklist' is featured below.)
- Join with another pair and compare your findings.
- Questions to ask.
- Did either group miss any features?
- Are the brochures similar or different? In what ways?
- When you produce your own brochure which features could
you use?
- Are there any features of the brochures you could not re-produce?
(eg bright glossy photos) How could you over come this? (e.g.
print coloured photos from a digital camera)
- Do both brochures include all the features?
- Discuss why you are producing a brochure. Once you have
agreed on your purpose and audience discuss which features
would appeal to them the most.
- Return to your original pair. Cut out the features and glue
them, in the appropriate places (e.g. the word bullets near an
example of bullets) onto the brochure you have been given. When
you write and publish your own brochure refer to this model to
make sure you are producing a piece of writing which has the features
required.
Features of a Brochure Checklist
Text Features:
- Commands (See us now)
- Second person (you, your)
- Descriptive words (historic, fascinating)
- Phrases (only in Mt Morgan)
- Persuasive language (a unique opportunity)
- Everyday language (only 20 minutes from Rockhampton)
- Questions (where would you want to visit?)
Layout Features:
- Underlining
- Bold
- Italics
- Boxes or frames
- Shading
- Illustrations
- Diagrams
- Maps
- Bullets
- Numbering
- Logo or symbol
- Lists
- White space
- Different spacing between text
- Left alignment
- Central alignment
How many different fonts can you see?
How many different sizes of text can you see?
In the list below, circle 4 reasons why brochures are produced:
- For information
- To persuade people to do something
- To entertain the reader
- To be eye catching
- For children to read
- For the general public to read
- To get the attention of people
In the list below, circle any places you think brochures would
be found:
- news agents
- an information centre
- library
- supermarket
- book store
- travel agents
- school office
- childcare centre
- tourist sites
- cafes
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Resource 2 - Reports on Historic Sites around Mt Morgan including
assessment criteria
Your Task - Your task is to choose a site or object from
those listed below. Then write a report, using the headings supplied,
for the brochure we will be producing for the general public, to
inform them about the interesting things to see in Mt Morgan.
- The cemetery
- The Linda Memorial
- The Hayes Memorial
- The Chinese “Heuung Lew” or Prayer Oven
- The Catholic Church
- The museum
- The railway station
- The Mt Morgan High School
- The mine
- The dam and Dee River
- The Mafeking Bell
- The Coronation Light
- Pubs
- The Cutter and Cutter Lane
Headings
- Where it is found
- Times it's open
- Costs, if any, to visit the site
- What can be seen at the site
- Why the site is important. Its history. Dates.
- Why it is interesting to visit
Steps
- Defining - Make sure you understand what you have to
do. Read this instruction sheet carefully.
- Locating - Gather any resources you can find or have
been given on the site, including books, brochures, web sites
and illustrations. We will be adding extra information when we
visit the site so observe carefully and listen to the speakers
on our trip.
- Analysising - Skim your resources, including the contents
and index and choose the most user friendly.
- Synthesising - Take notes under the headings supplied.
Add the extra information from our visit to Mt Morgan.
- Creating - Re-read the brochures we have studied and
create you information in a similar way using sentences, lists
and phrases. Type your work and add an illustration.
- Presenting - Join with the rest of your team to complete
a brochure of 2 to 4 sites.
Complete the Research Criteria Sheet
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Activity
|
High Achievement
|
Sound Achievement
|
Improvement Required
|
| Following the 6 research
steps |
All 6 steps were followed
according to the instructions |
Between 4 and 5 steps
were followed |
3 or less steps were
followed |
| Main Idea of each paragraph |
All paragraphs kept to
the main idea |
More than half the paragraphs
kept to the main idea |
Less than half the paragraphs
kept to the main idea |
| Note taking |
All notes had enough
detail but not too much. They included only relevant information. |
Most notes had enough
detail but not too much. They included only relevant information. |
There was not enough
information. Some of it was not relevant. |
| Sentences |
All the information from
the notes was included. No extra information was added. |
All the information from
the notes was included. No extra information was added |
Some information from
the notes was included. |
| Spelling, punctuation,
paragraphs and grammar |
All spelling, punctuation,
paragraphs and grammar |
Less than 4 errors in
spelling, punctuation, paragraphs and grammar |
Spelling, punctuation,
paragraphs and grammar errors made the work difficult to read |
| Sentence structure |
Sentences were mostly
simple sentences using formal language |
Sentences were mostly
suitable for factual writing |
Sentence structure made
reading difficult |
| Presentation |
Creative, attractive,
easy to read. Contained information, illustrations, bibliography
and your name. It suited the topic. |
Attractive, easy to read.
Contained information, illustrations, bibliography and your
name. It suited the topic. |
Untidy, difficult to
read. Did not have illustrations, bibliography and your name. |
| Time management |
Work completed to a high
standard in the time set. Kept to timeline. |
Work was completed in
the time set. |
Work was not completed. |
| Effort |
Best possible effort
showing knowledge of work taught in class and transfer of skills. |
Good possible effort
showing knowledge of work taught in class |
Little effort made. Little
knowledge of work taught in class. |
| Understanding the topic |
Thorough understanding
of the topic. |
Good understanding of
the topic |
Little understanding
of the topic |
Name _________________
Signatures
Student ___________________ Parent ____________________Teacher _________________
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