Animal Poster Drafting

Overview

In this lesson (Lesson 13 of 30), students begin drafting an animal poster about a chosen Australian animal. They will use images and previously learned vocabulary to include key facts clearly.

Learning intentions

• Students will be able to plan what to write on an animal poster using a simple structure (title, picture, key facts).
• Students will be able to write short sentences using high-frequency words and topic vocabulary.
• Students will be able to read their draft aloud and make simple improvements for clarity.
• Students will use visual features (title, labels, picture) to help the audience understand the information.

Success criteria

• I can include a clear title and a labelled picture on my animal poster.
• I can write 3–5 short sentences that give key facts about my animal.
• I can use capital letters and full stops in my sentences.
• I can check my draft for missing words or spelling I already know and fix at least two things.

Curriculum links

• Literacy: create short informative texts for a known purpose and audience, using simple text structures and grammar.
• Language: use sentence-level punctuation (capital letters, full stops) and appropriate spelling of common words.
• Literacy: use reading to monitor meaning while drafting and revising.
• Speaking and listening: communicate ideas clearly when sharing drafts.

Lesson structure (45 minutes)

1. 0–5 — Welcome and revisit the goal Students review what an animal poster needs (title, picture, key facts). Teacher shows a sample poster “map” with sentence frames (e.g., “This is a ___.” “It can ___.”).

2. 5–12 — Quick word and sentence recap (guided) Teacher leads a fast recap of the animal vocabulary and model sentences. Students practise saying and tapping syllables for key words, then choose which sentences fit their own animal.

3. 12–20 — Plan your poster (teacher + students) On a planning sheet, students draw a box for their title, add a picture, and choose 3–5 facts from an animal fact card pack. Teacher checks choices and prompts students to avoid repeating the same fact.

4. 20–33 — Draft writing time (independent with support) Students begin drafting directly on poster paper or a template. Teacher circulates, conferencing briefly:

• Encourage using the sentence starters.
• Remind students to include a full stop at the end of each sentence.
• Prompt spelling using known words, word banks, and the animal fact cards.

5. 33–40 — Peer read-aloud and “one fix” In pairs or small groups (6 students total), students read their draft to a partner. Partner gives one helpful suggestion using a simple routine: “I can understand…”, “Maybe add…”, “Let’s check…”.

6. 40–45 — Share and tidy next step Students share one sentence they feel proud of. Teacher collects posters to finish in the next lesson, or adds a quick final check: title capital letter and full stops present.

Resources

• Poster paper or pre-made poster templates (title strip, picture space, fact writing lines)
• Animal fact cards (Australian animals) with age-appropriate key facts
• Word bank for each animal (nouns, action words, adjectives)
• Sentence starters (e.g., “This animal is…”, “It lives in…”, “It can…”, “It eats…”, “It has…”)
• Colour pencils or crayons, glue sticks, scissors (if students add image labels)
• Small image cards or printed images for reference
• Student planning sheets and teacher sample poster
• Checklist card for revision (title, picture/labels, 3–5 sentences, full stops)

Assessment

• Teacher observation during conferencing: identify whether students can select key facts and form simple sentences.
• Formative check after peer read-aloud: whether students add at least one improvement (e.g., missing full stop, clearer word choice).
• Quick review of drafts at the end: presence of title, labelled picture, and 3–5 sentences with basic punctuation.

Differentiation

• Support: provide guided sentence strips for students who need them; offer a smaller fact set (3 sentences) and a model paragraph for copying with changes.
• Support for spelling: allow using word cards, underline tricky words to choose from the bank, and accept approximate spelling for unknown words while focusing on meaning.
• Extension: ask students to add an extra fact sentence or include a “because” sentence using a frame (e.g., “It has a sharp beak because…”), and to add one label to the picture (e.g., “wings”, “tail”).
• EAL/SEN: allow oral rehearsal before writing; provide bilingual word support where available; use visual prompts and consistent sentence starters; use brief, repeated checks on punctuation rather than many corrections at once.