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CCSS.ELA-Literacy.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

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The instructions of the travel brochure will be shared with the class as a whole. integrated in that instruction the class will be lead to create a travel brochure together led by the teacher.
We will come up with information as a team to make an informational brochure of San Diego considering it is our residing location.
Students will then be instructed to create a brochure based on their ethnic background or a country they have interest in visiting and learning more about.

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Having the students present their brochure to the class allows for the student to affirm their knowledge and ability to gather information and share it in an organized way.
Presentations also allow for a student answer questions from ones peers sharing further on their research.

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Students will have a lesson on how to organize information from a reading using color cordination through sticky notes.

Students will work in groups of four to read through informational text and sort information by color based on categorical concepts.

An example lesson would be reading about the four seasons of the  year. The students will then divide a paper into four sections with each section representing a specific season. Students will then use specific colored sticky notes to document information pertaining to it's relevant season.
This assignment will help students work as a team to organize information in a way that can be more effectively expressed through writing.

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Students will respond to a writing prompt asking them to share about an interesting animal and facts they know about the animal.

This assessment provides an understanding of where the students writing ability is at, in particular when writing about informational content. The assessment can be referenced back to when assessing students later in the year to compare the results to identify growth.

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A variety of magazines will be provided so that students with physical limitation are able to chose images to have cut out to represent their visual representation of the information that they selected to share in their brochure.

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ELL students will be given extra time to complete the assignment.
Depending on if the student has grade level comprehension of their native language, I would modify the third section of the brochure so that the student can express this information in their native language.

Within the color coding note taking, ELL students could incorporate drawings in their sticky notes for ideas they are having trouble expressing in written form. They can also be paired with students who come from a similar cultural background that can provide social and translation support.

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Student groups will split up the writing by having each group member will have one season to write out the information they gathered together.

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Students will be provided with multi-sensory representation when reading and learning the information. Visual, auditory and kinesthetic approaches to learning will be utilized.