Courseversity

Lesson

Posters

Primary EducationGrade 2English & Language ArtsCV-PRI-G02-ELA-U10-L0345–60 min

You will learn

  • Say what a poster is for.
  • Plan a poster.
  • Use a clear title and message.
  • Use pictures and words together.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. Choose a clear message.
  2. Write a big title.
  3. Add pictures that match.
  4. Use few, clear words.

Words to know

poster
a large sign with pictures and words
message
what you want people to know
audience
the people who will read it
persuade
to convince someone

1. Discover: Keep our school clean

Ama’s class makes a poster. The title says KEEP OUR SCHOOL CLEAN. A picture shows a smiling bin. Below it says: Put litter in the bin. Everyone can read it from far away.

Think: What is the message? Who is the audience?

2. Understand: Making posters

Idea 1: Purpose

A poster gives a message to an audience: inform, advertise or persuade.

Idea 2: Parts

Use a big title, a matching picture and a few clear words. Do not use too much text.

Idea 3: Make it clear

Use large letters and bright colours. Leave space. Check that people can read it from far.

Remember: A poster has a clear message, a big title, matching pictures and few words, made for an audience.

3. Worked examples

Example 1 (I show you): Message

What is the message?

  1. What should people know?

Answer: Put litter in the bin.

Example 2 (We do it together): Audience

Who is the audience?

  1. Who reads it?

Answer: students and visitors

Example 3 (You try): Improve

How can you make it clearer?

Show the steps and answer
  1. Bigger letters.

Answer: use big letters and fewer words

Did you know?

Posters have been used for hundreds of years to share news and ideas.

Why this matters

Posters share ideas quickly with many people.

4. Explore: Poster plan

Plan a poster.

  1. Choose a message.
  2. Think of a title.
  3. Sketch a picture.
  4. Write few words.
Think about it: what did you notice?

You can plan a poster.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • My message is ___.
  • My title is ___.
  • My picture shows ___.
  • The audience is ___.

Guided practice

Question 1. What is a poster for?

a message

Question 2. How many words?

few

Question 3. What letters?

big and clear

Independent practice

Level 1: Start

  1. A large sign with pictures and words is a ___.
  2. What you want people to know is the ___.
  3. The people who read it are the ___.
  4. To convince is to ___.
  5. Use ___ letters.

Level 2: Grow

  1. Write a title for a poster about recycling.
  2. Write a message for a poster about reading.
  3. Name the audience.

Level 3: Stretch

  1. Why few words?
  2. Why a picture?
  3. Why big letters?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Make a poster for your home or school.

Show a sample answer

a poster

Another one. Improve a poster you have seen.

Show a sample answer

improved

7. Common mistakes

Mistake: Too many words.
Fix: Use few.
Another mistake: Tiny letters.
Fix: Use big.

8. Lesson summary and revision card

I can…

  • I can say what a poster is for.
  • I can plan a poster.
  • I can use a clear title and message.
  • I can use pictures and words together.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. A poster is a large sign with pictures and ___.

2. A message is what you want people to ___.

3. The audience is the people who ___ it.

4. To persuade is to ___.

5. A poster should have ___ words.

6. Letters should be ___.

7. What is Ama’s message?

8. The picture shows ___.

9. Who is the audience?

10. Why use a picture?

11. Why use big letters?

12. A poster title should be ___.

Challenge 1. Which poster is clearest?

Challenge 2. Which poster message is clear?

Your result appears here after you answer every question.

10. Key takeaways

  • A poster gives a message.
  • Big title, picture, few words.
  • Think of the audience.
  • Make it clear.

11. Next lesson

Next lesson: Describing images. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. What is a poster for? [1 mark]
  2. Name three parts of a good poster. [3 marks]
  3. Write a message for a reading poster. [1 mark]
  4. Why use big letters? [1 mark]
  5. Explain how to plan a poster. [3 marks]

Total: 9 marks.

Marking guide and model answers
  1. to give a message to an audience [1]
  2. title [1]; picture [1]; few words [1]
  3. valid [1]
  4. so it can be read from far [1]
  5. choose a message [1]; plan title, picture, words [1]; check it is clear [1]

Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. A large sign with pictures and words is a ___.
  2. What you want people to know is the ___.
  3. People who read it are the ___.
  4. To convince is to ___.
  5. Use ___ letters.
  6. True or false: use few words.
  7. True or false: tiny letters are best.
  8. Write a poster title.
  9. Write a message.
  10. Make a poster.

Homework

Make a poster and show it to your family.

Answer key and marking scheme

Question Expected response Marks
1. A large sign with pictures and words is a ___. poster 1
2. What you want people to know is the ___. message 1
3. People who read it are the ___. audience 1
4. To convince is to ___. persuade 1
5. Use ___ letters. big 1
6. True or false: use few words. true 1
7. True or false: tiny letters are best. false 1
8. Write a poster title. Recycle Today 1
9. Write a message. Read every day. 1
10. Make a poster. a poster 1
Total 10

Independent practice answers. Level 1: 1 poster; 2 message; 3 audience; 4 persuade; 5 big. Level 2: 1 Recycle Today; 2 Read every day.; 3 students. Level 3: 1 easy to read; 2 attract attention; 3 readable from far.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Say what a poster is for Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Plan a poster Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Use a clear title and message Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Use pictures and words together Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Too many words. Use few.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Use a poster template.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child makes a poster. You do not need to be an expert to help.

  • Display it.
  • Ask about the message.
  • Praise clarity.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: say what a poster is for; plan a poster; use a clear title and message; use pictures and words together.

Prerequisite knowledge. Friendly letters.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Show posters.

Explanation (10 min). Teach design.

Guided activity (10 min). Practise.

Independent activity (10 min). Share.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. Is the message clear?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use a template. Extension. Make a series.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Too many words. Use few.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Use a poster template. Enrichment. Make a persuasive poster. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 2 » Speaking & Listening; Grade 2 » Writing. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core W.2.1, W.2.6 and SL.2.5 (create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences); Cambridge Primary English Stage 2 (writing and media). These sources informed the lesson.

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