Text-Type Writing Study: Persuasive Poster

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1 Text-Type Writing Study: Persuasive Poster In this writing study students will learn that posters are carefully designed to share information, promote a specific message, or persuade us to think or act in a certain way. 1. IMMERSION INTO THE TEXT TYPE Time: approximately 15 minutes (Can be combined with Pre-Assessment) Grouping: whole class and partners Materials: Stop at the Safety Village poster Explain that students have read and viewed a persuasive poster. Now they are going to create a poster about a health or safety rule. Reread Stop at the Safety Village and review the text features that make it an effective poster. Record the students suggestions in list form on chart paper or by using the post-it note feature on the digital version of the text. Suggested features might include the following: looks attractive simple and not crowded easy to read eye-catching title snappy slogan convincing or persuasive language brief facts different sizes and styles of writing photographs or illustrations symbols, shapes, or graphics variety of colours 2. PRE-ASSESSMENT (Optional) Time: approximately 20 minutes Grouping: partners and individuals Materials: large sheets of paper and a variety of writing/drawing materials Have students think about a school or community safety or health rule of importance. I want you to think of a school or community safety or health rule that you think is an important one for others to follow. What is the rule? How would you encourage others to follow this rule? What would you say to someone about your rule? 1 Literacy Place for the Early Years Grade Scholastic Canada Ltd.

2 Pair students together and have them discuss their ideas. Provide the following prompts: What would you say to convince someone that the rule is important? What words would you use? If you were going to create a poster to convince someone, what visuals would you use? Provide paper and writing/drawing materials and encourage students to create their own posters using visual images and printed text. If you choose, assess each student s response using the Assessment Rubric for a Poster to identify levels of key skills and understanding. Look for common needs among students to help plan future instruction and demonstrations to strengthen students existing knowledge. 3. MODELLED AND SHARED WRITING Time: three sessions of approximately 20 minutes each Grouping: whole class Materials: chart paper, extra sheets of paper, scissors, tape, markers, and other drawing materials Review some of the rules students thought were important to follow. Ask questions such as: What is your rule? Why is it important to follow your rule? How did you convince others they should follow this rule? What pictures did you use? What print helped convey the message? Choose a Topic Tell students that they will be deciding on a class topic for writing by agreeing on an important rule. Set a Purpose for Writing Explain that together you are going to create a poster to convince or persuade others of the importance of the rule, such as wearing a bike helmet when riding your bike. PLANNING AND RESEARCHING Review the purpose and features of the Stop at the Safety Village poster. With the students, plan the ideas for the poster. Model by thinking aloud about the following questions: What is my idea? What is the purpose of my message? What important things do I need to say? Who is my audience? What do I know about my audience? How will I attract my audience s attention? What techniques will I use? How will I make this message appealing to my audience? 2 Literacy Place for the Early Years Grade Scholastic Canada Ltd.

3 Have students provide suggestions/reasons why it is important to wear a bike helmet. Supporting Writers: Provide cards with words and icons for Idea (What is my message?), Audience (Who am I trying to persuade?), How (How will I attract my audience s attention?), and What (What should I say?). Distribute the cards to individual students and have them explain the answers from the modelled demonstration. Extending Writers: Some students may have many ideas to share. Remind them that they may be able to use their ideas when they create their own posters later on. DRAFTING Create the Poster With the students, think about some of the questions to consider as you design the poster. Explain that rough sketches can be made to record ideas when planning a media work. Ask students to help you make decisions about the essential parts of your poster. Share the pen with students occasionally and weave in prompts for writing concepts. Vary your prompts to meet the Now that we have some ideas for the poster, we re ready to design it. We need to think about what it will look like on the paper. Where should we place the pictures? How big should they be? Where should we put the slogan? How big should the lettering be? I think we will need to do lots of experimenting. A good way to do this is to create a rough sketch of each part we want to be on the poster and then place the pieces on the paper and move them around. I am going to need your help to make decisions about how we want the poster to look. range of writing development demonstrated in your classroom. Note: Although this example uses paper and drawing materials, there are many computer programs that would be suitable for creating a poster. Using the Notebook files on an interactive whiteboard would allow access to illustrations and pictures, plus various types and colours when creating printed text. Demonstrate how to do a rough sketch of various elements of the poster (e.g., slogan/title, pictures, symbols, lettering, headings, printed text, etc.). Cut out the parts and model moving them to different areas on the poster to determine their effectiveness. Have students join-in by moving pieces and making suggestions about where specific parts should be placed on the poster. Once the best location has been decided for each piece, glue or tape pieces onto the paper. Assess the work by referring to the features of a poster, for example: - - looks attractive simple and not crowded - - easy to read - - eye-catching title - - snappy slogan - - persuasive language - - brief facts - - different sizes and styles of writing - - photographs or illustrations - - symbols, shapes, or graphics - - variety of colours 3 Literacy Place for the Early Years Grade Scholastic Canada Ltd.

4 Supporting Writers: Ask students needing support to demonstrate concepts such as where to start writing and predicting a letter from the sound at the beginning of a word. Extending Writers: Writers ready for extension may be able to share the pen for words or phrases, or suggest how to find words on the word wall. REVISING Demonstrate how to reread your written work to ensure the message makes sense and is effective in persuading others. Invite students to reread with you. Discuss the use of strong verbs (action words) and persuasive language. Examine the overall effectiveness of the lettering and colour in attracting the audience s attention. Supporting Writers: Work with writers in a small group and encourage them to check the inclusion of the main elements of a persuasive poster one at a time: - a clear message - supporting facts - visuals to support the message Extending Writers: Writers ready for extension may be able to add more persuasive word choices or more factual support for the ideas. EDITING Demonstrate how to proofread your work to ensure accuracy in: spelling punctuation use of periods, commas, question marks, or exclamation points grammar capitalization Model how to read your work like a detective, looking carefully at the beginning and end of each sentence/phrase for capital letters and ending punctuation. Also show students how to use the word wall to check spelling of high-frequency words and how to flag other words that might be tricky. When I edit my work, I am just like a detective. I read slowly and carefully. I start by looking at the sentences. Do they have a capital letter? Is there some type of ending punctuation needed? Since this text is a poster, do I always need punctuation? Now I am going to check for spelling. I can check some of the words on the word wall and other trickier words I will underline and then see if I can find them somewhere else in the room. 4 Literacy Place for the Early Years Grade Scholastic Canada Ltd.

5 Supporting Writers: Check the use of capital letters, periods, and exclamation points in the text. Look for capital letters at the beginning of sentences and ending punctuation; either exclamation points, question marks, or periods. Ask students to help you check the punctuation in the writing. Extending Writers: You may wish to work with more advanced writers in a small group to check spelling using the word wall or an editing checklist. If you are building an editing checklist with students, add items gradually and check one item at a time. SHARING AND PUBLISHING Make a Final Copy Use your mock-up to create a final version of the poster. Reread the final version with students. Reflect on the Poster Examine the poster to evaluate its effectiveness based on the criteria/features of a persuasive poster. 4. GUIDED AND INDEPENDENT WRITING Time: 2 sessions of approximately 20 minutes Grouping: whole class, partners, and individuals Materials: large sheets of paper, scissors, glue or tape, pencils, and a variety of drawing materials PLANNING AND RESEARCHING Tell students they will be creating their own poster to persuade others to follow a safety rule that they think is important. Have students brainstorm a variety of school and community safety rules. Have them choose one idea and then plan how they will persuade others to follow their safety rule. I want you to choose one of the safety rules that you think is an important one for others to follow. It might be a rule that you often see others disobeying. Think about how you will convince others of the importance of your safety rule. Who will be your audience children, adults, or both? What will you say to support your idea? How will you attract your audience s attention? Pair students with a partner and have them explain their idea and how they are going to persuade their audience. Decide who will go first to share ideas. Your partner can listen closely and ask questions if he or she doesn t understand something. Partners should offer helpful suggestions to make the posters more effective. Then you can switch roles. 5 Literacy Place for the Early Years Grade Scholastic Canada Ltd.

6 Supporting Writers: Form a small guided-writing group for students needing extra support to develop their ideas. Ensure they have a specific rule in mind and help them to decide on what they need to say on the poster to persuade people to follow the rule. Extending Writers: You may decide to work with more advanced writers to help them determine which techniques they will use to attract their audience s attention and make the poster visually appealing. DRAFTING Create the Poster Provide students with two large Now it is your turn to make a rough sketch sheets of paper, scissors, crayons, of your poster. Think of your ideas and use markers, pencils, and glue/tape. the design materials to create the pieces Have students create a rough sketch of your poster. Do you have a slogan? How of each of their poster parts (e.g., big will the letters be? What colour will slogan, title, illustrations/pictures, you use? Make a quick sketch of each part printed text, etc.). Next have of your poster and then cut out your students cut out the parts so that pieces. Move the pieces around on your they can manipulate these pieces paper until you are satisfied with the to determine how they want them overall effect. placed on the poster. Once students are satisfied with the overall effect of the poster, they can glue or tape the pieces in place. Invite students to try various combinations as they manipulate the poster parts. Circulate throughout the classroom, offering support. Supporting Writers: Form a small guided-writing group for students needing extra support with creating the written sections of their poster. If any students need even more support, you may consider scribing their ideas with frequent rereading to see if they wish to make additions or clarify points Extending Writers: Encourage these writers to think about persuasive word choice and the overall effectiveness of the poster. REVISING Ask students to reread their posters and consider whether they have included all of the features of posters. Students can work with their partners to reread their posters and provide feedback to one another. Some prompts for students to consider include: Do all of my sentences make sense? Should I add more pictures to the poster? Should something be deleted that is not necessary? 6 Literacy Place for the Early Years Grade Scholastic Canada Ltd.

7 Supporting Writers: Form small groups as necessary to reread each poster and provide group suggestions for adding or deleting information. Extending Writers: Invite more advanced writers to revise by checking word choice and the features of posters. They might be encouraged to create more visual appeal by adding illustrations, symbols, or colour, or by changing the type size. EDITING Ask students to check their posters for spelling and punctuation using the Word Wall and other resources. Remind students of proper punctuation: questions should end with question marks and statements should end with periods. Supporting Writers: Form small groups as necessary to reread and correct punctuation and spelling. Model the use of the Word Wall. Extending Writers: More advanced writers can check spellings using the Word Wall or an editing checklist, the appropriate use of uppercase and lowercase letters, and punctuation. SHARING AND PUBLISHING Time: approximately 30 minutes Grouping: individuals and whole group Materials: large sheets of paper, crayons, markers, pencils Provide students with another sheet of paper and have them create their final posters using their rough sketches. Discuss the criteria for an effective poster and have students consider these as they create their final version. Have students share their posters with another class. Hang the students posters in prominent places within the school or community. Encourage students to make observations about whether more children or adults are following their chosen safety rule. 5. ASSESSMENT AND SELF-EVALUATION Time: 10 minutes if done as a class, or a few minutes per student if done with individuals Grouping: whole class and individuals Materials: Self-Assessment: Poster BLM and Assessment Rubric for a Poster BLM Reflection and Self-Evaluation Ask students to reflect on their writing using the Self-Assessment: Poster BLM Circulate about the room to provide prompts and be available for student queries. Possible student prompts include: What did you do well? What would you like to get better at doing? 7 Literacy Place for the Early Years Grade Scholastic Canada Ltd.

8 Assessment Using the Assessment Rubric for a Poster BLM, document each student s growth in creating a poster that persuades others about a safety rule. Note the skills and understandings that each student demonstrates. If students created a Pre- Assessment piece, compare it to the student s final poster to assist you in noting areas of growth. 8 Literacy Place for the Early Years Grade Scholastic Canada Ltd.

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