You will learn
- Say what a poster is for.
- Plan a poster with a title, picture and words.
- Use big clear letters.
- Share the poster with others.
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
- A poster shares a message.
- It has a title, a picture and a few words.
- Big clear letters help people read it.
- We show it to others.
Words to know
a large sign with a picture and words
the name at the top
what we want people to know
easy to see and read
1. Discover: Keep our school clean
Ama makes a poster. The title says Keep Our School Clean. She draws a bin with a smiling face and writes: Put litter in the bin. Her classmates read it from across the room. “It is clear!” says Kofi.
Think: What is Ama’s message?
2. Understand: Posters
Idea 1: What is a poster?
A poster is a large sign with a title, a picture and a few words. It shares a message.
Idea 2: Plan it
Decide your message first. Then choose a title, a picture and a short sentence.
Idea 3: Make it clear
Use big letters and bright colours so people can read it from far away. Leave space.
3. Worked examples
Example 1 (I show you): Message
What is the poster’s message?
- Read the title.
- Read the words.
Answer: Put litter in the bin.
Example 2 (We do it together): Title
Write a title for a poster about washing hands.
- Short and clear.
- Tell the message.
Answer: Wash Your Hands
Example 3 (You try): Make it clear
Which letters are best for a poster?
Show the steps and answer
- Easy to read from far.
- Big and clear.
Answer: big, clear letters
Did you know?
Posters have been used for hundreds of years to share news and ideas.
Why this matters
Posters help you share ideas with many people at once.
4. Explore: Poster plan
Make a poster.
- Choose a message.
- Plan a title, picture and words.
- Draw and write in big letters.
- Show it to the class.
Think about it: what did you notice?
You can make a poster to share an idea.
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 ___.
- I wrote ___.
Guided practice
Question 1. Poster message?
Put litter in the bin.
Question 2. Title for a handwashing poster?
Wash Your Hands
Question 3. Best letters?
big and clear
Independent practice
Level 1: Start
- A poster has a title, a picture and ___.
- A poster shares a ___.
- The name at the top is the ___.
- Letters should be big and ___.
- Where do we show posters?
Level 2: Grow
- Plan a poster about reading.
- Write a title for a poster about recycling.
- Write one sentence for your poster.
Level 3: Stretch
- Make a poster plan with a title, picture and sentence.
- Why use big letters?
- Kofi writes tiny words. Is the poster clear?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Make a poster to remind your family of something.
Show a sample answer
Switch Off the Light
Another one. Design a poster for your classroom.
Show a sample answer
Quiet, please.
7. Common mistakes
Fix: Use a few words.
Fix: Use big letters.
8. Lesson summary and revision card
- I can say what a poster is for.
- I can plan a poster.
- I can use big clear letters.
- I can share my poster.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A poster shares a message.
- Title, picture and a few words.
- Big, clear letters.
- Show it where people can see it.
11. Next lesson
Next lesson: Presenting personal experiences. 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.
- What is a poster for? [1 mark]
- Name three parts of a poster. [3 marks]
- Write a title for a poster about reading. [1 mark]
- Why use big letters? [1 mark]
- Explain how to make a clear poster. [3 marks]
Total: 9 marks.
Marking guide and model answers
- to share a message [1]
- title [1]; picture [1]; words [1]
- a valid title [1]
- so it can be read from far [1]
- plan the message [1]; use a title, picture and few words [1]; use big clear letters [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
- A poster shares a ___.
- The name at the top is the ___.
- A poster has a title, a picture and ___.
- Letters should be big and ___.
- Write a title for a poster about recycling.
- True or false: a poster has lots of tiny words.
- True or false: we use a picture.
- Plan a poster.
- Make a poster.
- Show your poster to a friend.
Homework
Make a poster about something important to you and show it at home.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A poster shares a ___. | message | 1 |
| 2. The name at the top is the ___. | title | 1 |
| 3. A poster has a title, a picture and ___. | words | 1 |
| 4. Letters should be big and ___. | clear | 1 |
| 5. Write a title for a poster about recycling. | Recycle Today | 1 |
| 6. True or false: a poster has lots of tiny words. | false | 1 |
| 7. True or false: we use a picture. | true | 1 |
| 8. Plan a poster. | a plan | 1 |
| 9. Make a poster. | a poster | 1 |
| 10. Show your poster to a friend. | a shared poster | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 words; 2 message; 3 title; 4 clear; 5 where people can see them. Level 2: 1 message: Read a book every day; 2 Recycle Today; 3 a valid sentence. Level 3: 1 a complete plan; 2 so it can be read from far; 3 no, use bigger letters.
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 with a title, picture and words | 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 big clear letters | 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 Share the poster with others | 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
- Find the misconception: Too many words. Use a few words.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a poster template with spaces for each part.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child makes a simple poster to share an idea. You do not need to be an expert to help.
- Make a poster together.
- Display it at home.
- Talk about the message.
- 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 with a title, picture and words; use big clear letters; share the poster with others.
Prerequisite knowledge. Creating picture stories.
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 a clear poster and ask what the message is.
Explanation (10 min). Teach title, picture and words.
Guided activity (10 min). Practise poster plan.
Independent activity (10 min). Learners share their posters.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the message? Can everyone read it?
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 poster template. Extension. Add more detail and a border.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Too many words. Use a few words.
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 with spaces for each part. Enrichment. Make a poster with two sentences and a border. 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 1 » Writing; Grade 1 » Reading: Informational Text; Grade 1 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.1.2 and SL.1.5 (add drawings or other visual displays to descriptions); Cambridge Primary English Stage 1 (writing and media). These sources informed the lesson.