Ask students to bring in materials from national or theme parks or other attractions they've visited with their families. Bring extras, especially from local destinations, so no one will be left out. Review the types of information that are common among the brochures. Invite students, individually or in groups of three or four, to select either a place they've been or a place they'd like to go and create their own brochures to tell other children their age what they will enjoy by visiting that place.
Whether your town is large or small, the National Council of Teachers of English suggests teaching informational writing by having students collect and assemble information about it similar to that in a travel brochure. Have the whole class collaborate on a single brochure or booklet, or have individual students or small groups assemble separate pages about the parks on their streets, their favorite places to eat out, or other points of interest.
Invite students to process a history lesson into a travel-style brochure about another time. Review the common elements of a travel brochure, perhaps using real-life examples: In what kind of residence will the time traveler live? What activities will be available, whether for the traveler to participate in, or as performances by the natives? How will the visitor travel around the area? What kinds of food will be available, and how do the natives dress?
Have students write book reports in the style and format of a travel brochure. Discuss how authors create imagined environments and draw readers into them. Ask students how they can help someone who hasn't read that book to see how interesting it is. For example, a child who has read, alone or with the class, one of Laura Ingalls Wilder's "Little House" books or Patricia MacLachlan's "Sarah, Plain and Tall" might include both time and place information. Even a fairy-tale picture book might yield a brochure advertising vacations at the castle.