Lost Cat Poster
Make a short "lost cat" poster describing the cat, where you lost it and how to contact you.
- Time
- 15 min
- Length
- 30-50 words
Writadia · A1 · Notes & messages
NameClassDate
The situation
Your cat, Tom, didn't come home yesterday. You want to put a poster on the trees in your street.
Your task
Write a LOST CAT poster. Include:
- the cat's name, age and colour
- one special thing about the cat
- where and when you lost it
- how people can contact you
Write 30–50 words.
Writing toolkit
Open these only when you need them. Try the first draft on your own.
Plan it in steps
- Start with a big title: LOST CAT!
- Describe the cat with adjectives: small, black, white paws...
- Use the past simple: "He went out on Monday."
- Give a phone number or an email.
Useful phrases
Describing
When and where
Contact
Tap a phrase to add it to your text. Gaps (…) are selected so you can type over them.
Vocabulary
- collar
- a band around an animal's necka red collar
- paw
- an animal's footwhite paws
- lost
- you can't find itI lost my keys.
- reward
- money for helpingReward: 500 TL
Model answer (45 words)
Read it after you’ve written your own version. Notice the highlighted parts. The numbers explain why they work.
LOST CAT!
Our cat Tom is two years old. He is small and black with white paws.1 He has got a red collar with a bell.2
We lost him on Monday evening near Green Park.3
Please call Ayşe on 0555 123 45 67. Thank you!
- Name, age and colour.
- One special thing.
- Past simple: "lost".
Teacher notes
Fun extension: students draw their poster. Others read and match the posters to pictures of animals.
Extra challenge
Write a happy message: "FOUND!" Who found Tom and where?
Lesson plan
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 6 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: collar, paw, lost, reward.
- 7 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “He is two years old.”, “He is black and white.”, “He has got a red collar.”.
- 15 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (30-50 words)
- 5 minPeer review
Students swap texts and fill in the peer-review sheet.
- 2 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Assessment rubric
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task | All the requested information is there. | One point is missing. | Several points are missing. | Little connection to the task. | |
| Organisation | Sentences in order; and, but, because used well. | Mostly in order. | Order is confusing. | Unconnected sentences. | |
| Vocabulary | Topic words used; most spelled correctly. | Simple but enough. | A lot of repetition and spelling errors. | Words do not carry the meaning. | |
| Grammar and mechanics | Capitals, full stops and basic tenses correct. | A few errors, meaning clear. | Frequent errors, meaning sometimes lost. | Hard to understand. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I described the cat clearly.
- I wrote when and where.
- I gave a way to contact me.
Teacher comment
Peer-review sheet
Students swap texts and give each other feedback with this sheet.
Before you finish
Before you finish
- I described the cat clearly.
- I wrote when and where.
- I gave a way to contact me.
Writadia · A1 · Notes & messages
Assessment rubric: Lost Cat Poster
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task | All the requested information is there. | One point is missing. | Several points are missing. | Little connection to the task. | |
| Organisation | Sentences in order; and, but, because used well. | Mostly in order. | Order is confusing. | Unconnected sentences. | |
| Vocabulary | Topic words used; most spelled correctly. | Simple but enough. | A lot of repetition and spelling errors. | Words do not carry the meaning. | |
| Grammar and mechanics | Capitals, full stops and basic tenses correct. | A few errors, meaning clear. | Frequent errors, meaning sometimes lost. | Hard to understand. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I described the cat clearly.
- I wrote when and where.
- I gave a way to contact me.
Teacher comment
Writadia · A1 · Notes & messages
Peer-review sheet: Lost Cat Poster
WriterReviewer
Read your partner’s text carefully. Be kind and specific: say why, not just “good”.
Task checklist
| Yes | Partly | No | |
|---|---|---|---|
| I described the cat clearly. | |||
| I wrote when and where. | |||
| I gave a way to contact me. |
Questions
- Does the text give all the information asked for?
- Does every sentence start with a capital and end with a full stop?
- Did the writer use and, but or because? Copy one example.
Two stars and a wish
★ Something I liked
★ Another thing I liked
→ One suggestion
Writadia · A1 · Notes & messages
Lesson plan: Lost Cat Poster
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 6 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: collar, paw, lost, reward.
- 7 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “He is two years old.”, “He is black and white.”, “He has got a red collar.”.
- 15 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (30-50 words)
- 5 minPeer review
Students swap texts and fill in the peer-review sheet.
- 2 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Did you use this task in class?
If you used it, tell us. It helps us see which tasks work.