Campaign Poster Design

Overview

In this lesson (lesson 8 of 20) you will design a campaign poster for a candidate, using accurate planet facts from our “Exploring Government & Space” unit. Students will write an informative paragraph and then organize information into a clear poster layout.

Learning intentions

• Students will be able to write an informative/explanatory poster message about a candidate.
• Students will be able to select, organize, and explain at least three facts about a chosen planet.
• Students will be able to revise their writing for clarity and accuracy.
• Students will be able to present their poster using a short, organized explanation.

Success criteria

• I can include at least three accurate facts about my chosen planet on my poster.
• I can clearly explain how the planet facts connect to my candidate’s campaign message.
• I can organize my poster so readers can quickly find key information (headline, facts, and message).
• I can share my poster in 30–60 seconds using complete sentences.

Curriculum links

• Writing — informational/explanatory text with effective selection, organization, and analysis of content.
• Writing — write informative/explanatory text to examine a topic and convey ideas clearly.
• Writing — produce writing routinely over short and extended time frames, including revision.
• Speaking & listening — make strategic use of digital media/visual displays to enhance understanding during presentations.

Lesson structure (60 minutes)

1. 0–5 min · Warm start (link to unit). Teacher reviews: “A campaign poster informs voters.” Students brainstorm one candidate promise and one space-related idea.

2. 5–15 min · Mini-lesson: poster structure. Teacher models a simple poster plan: (1) Candidate name + slogan, (2) Planet headline, (3) Three planet facts, (4) How the facts support the campaign message, (5) Closing line. Students choose their candidate name and planet.

3. 15–25 min · Fact collection (guided). Teacher provides a planet fact set/worksheet (or student research packet) and checks accuracy. Students highlight three facts and copy them into a “Fact → Why it matters” organizer (sentence frame: “My candidate says ___ because ___.”).

4. 25–35 min · Write the explanatory message. Teacher gives an age-appropriate template paragraph with sentence starters, then reads aloud a strong example. Students write 4–6 sentences that explain: candidate promise + three planet facts + connection (focus on clarity and complete sentences).

5. 35–45 min · Poster creation (layout + visuals). Teacher demonstrates how to place information visually: large headline, bullet/boxed facts, neat spacing, and a simple planet illustration. Students transfer their writing and facts onto their poster using a template (for example: header box, fact boxes 1–3, bottom message box).

6. 45–52 min · Quick revision pass. Teacher leads a fast checklist: “Did we include at least three planet facts? Are they accurate? Is the message clear?” Students revise by adding one detail or correcting one sentence using a colored pencil.

7. 52–60 min · Share and feedback. Teacher models one student-friendly way to present: “My candidate is __. My slogan is __. My planet facts are __, __, and __. This helps voters because __.” Students give their 30–60 second presentation; teacher uses a short rubric (facts included, clarity, organization).

Resources

• Poster template(s) (lined and unlipped versions)
• Planet fact cards or a printed research sheet per planet
• Student writing organizer: “Fact → Why it matters”
• Drawing supplies (colored pencils/markers, scissors if needed)
• Sentence starter strips (for the paragraph and for sharing)
• Simple peer feedback sheet or teacher checklist
• Optional device for planning visuals (if available), with no links required

Assessment

• Formative checks during fact collection: teacher verifies at least three planet facts before drafting.
• Formative writing check: teacher reviews the explanatory paragraph for clarity and connection to the campaign message.
• Exit share check: teacher confirms student can state the three facts and the campaign connection in 30–60 seconds.

Differentiation

• Provide poster templates with pre-labeled sections for students who need structure (headline, three fact boxes, closing statement).
• Use sentence starters and word banks (planet words, connectives like “because,” “so,” “this means”) for students needing support.
• For advanced learners: require one “because” connection sentence per fact and an additional detail (e.g., a comparison like “This planet is farther/colder than Earth” if available in the fact set).
• For speech/language delays: allow short oral responses with picture supports (student can point to each fact box while speaking).

Extension (optional)

• Add an interactive element to the poster: include a scannable QR code area label with “Video about my planet” (teacher provides the video or content source offline/no links in print).
• Advanced: students write a 1–2 sentence “viewer prompt” for the QR area (e.g., “Look for how ___ affects life on this planet.”).