Campaign Messages

Overview

Lesson 8 of 9 in Power and Participation in Aotearoa. Students design a simple campaign message for a mock election, using persuasive words, pictures and clear communication. They work in small teams and prepare materials to share in the final lesson.

Learning intentions

• WALT explain what makes a campaign message effective.
• WALT use persuasive words and images to communicate an idea.
• WALT work cooperatively to create a campaign poster or speech.
• WALT explain how campaign messages can influence people’s choices.

Success criteria

• I can identify a clear promise or idea in a campaign message.
• I can use persuasive language such as “because”, “better”, “fair” or “together”.
• I can create a message that is easy to understand and remember.
• I can listen to others and contribute positively to my group’s work.

Curriculum links

• Social Sciences: understand how people participate individually and collectively in communities.
• Social Sciences: explore how people make decisions and take part in group decision-making.
• English: create texts for a purpose and audience, using ideas, language and visual features.
• Key competencies: participating and contributing; communicating and relating to others; managing self.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and hook

Open with the campaign message introduction. Show two simple example messages, such as “More playground time!” and “Vote for us because we will make play fair and fun!” Ask: “Which message would you remember? Why?” Remind students that a campaign message shares an idea and encourages people to support it.

2. 5–12 minutes – Notice persuasive features

Use the persuasive features slides to introduce three features: a clear promise, persuasive words and a memorable picture or slogan. Read the examples aloud together. Invite students to identify words that make the message sound exciting, fair or helpful. Explain that a good campaign message should be truthful and respectful, not unkind about another group.

3. 12–17 minutes – Model creating a message

Think aloud while creating a class example, such as: “Vote for Team Green: cleaner playgrounds for everyone!” Model choosing one issue, writing a short promise and adding a simple image or symbol. Ask students whether the message tells people what the team wants and why it might matter.

4. 17–22 minutes – Choose teams and campaign ideas

Place students in five groups of four. Each group chooses or receives a mock election team and selects one school-friendly issue, such as playground equipment, lunchtime activities, kindness, class jobs or caring for the environment. Distribute the campaign planning sheet. Groups complete the planning prompts: “What do we want to change?”, “Who will it help?”, “What is our promise?” and “What words or picture will help people remember?”

5. 22–36 minutes – Design campaign materials

Groups use their planning sheet to create one campaign poster and rehearse a short campaign message of two or three sentences. Encourage shared roles: writer, illustrator, idea giver and speaker. Circulate and ask: “What is your main promise?”, “How does your message help others?” and “Is your message clear and respectful?” Use the design and teamwork instructions to display the steps and success criteria.

6. 36–42 minutes – Rehearse and give peer feedback

Each group practises presenting its message to another group. The listening group gives one warm comment and one helpful suggestion, using the prompts “I remembered…” and “You could make it clearer by…”. Groups make one final improvement to their poster or speech.

7. 42–45 minutes – Plenary and preparation

Invite two or three groups to share their messages. Ask: “What made these messages persuasive?” and “How can voters make a thoughtful choice?” Students place their completed work in a safe area for the mock election in Lesson 9. Briefly explain that they will use the messages to help classmates decide which ideas they support.

Resources

• the campaign message introduction
• the campaign planning sheet
• A4 or larger paper for posters
• Coloured pencils, crayons or felt-tip pens
• Pencils and erasers
• Sticky tape or display putty
• Example child-friendly campaign messages
• Group role cards or a role list on the board
• Timer

Assessment

• Observe group discussions and note whether students identify a clear promise, audience and persuasive feature.
• Confer with groups during planning, checking that the message is understandable, respectful and connected to a community issue.
• Collect the planning sheets and review the poster or speech against the success criteria. Record students who need additional support before the mock election.

Differentiation

• Provide a word bank with words such as “vote”, “fair”, “help”, “safe”, “everyone”, “because” and “together”; offer sentence frames such as “Vote for us because…” and “We promise to…”.
• Allow students to communicate through drawing, shared writing, oral rehearsal or a recorded message. Pair students strategically and assign supportive group roles.
• For students needing extra support, provide a choice of two or three familiar issues and scribe their ideas while they contribute orally or visually.
• Extend confident students by asking them to include a reason, a memorable slogan and a response to the question, “Why should voters choose this idea?” Support English language learners with picture prompts, gestures, repeated modelling and opportunities to rehearse with a partner.