Interview Prep Writing

Overview

This highly engaging 35-minute lesson is tailored for a class of 14 first-class students, aligned precisely with the Irish Primary Language Curriculum Framework (IE Curriculum). The focus is on developing early oral language, writing, and social competencies by preparing students to interview a school guard through a shared writing activity. This lesson supports the development of students’ curiosity, question formation, and understanding of social roles, setting the stage for confident communication and foundational literacy skills.

---

Learning Objectives

By the end of the lesson, students will:

• Oral Language: Formulate simple questions focusing on who, what, where, why, and how to prepare for an interview (IE Curriculum English Oral Language Strand, Strands: Developing Competence and Confidence in Listening and Speaking).
• Writing: Participate in a shared writing activity to compose questions accurately using capital letters and question marks (IE Curriculum English Writing Strand, Strand Unit: Composition).
• Social Understanding: Recognise the role and importance of the school guard and the purpose of interviews to gain information (Social Personal and Health Education - strand: Myself and Others).
• Skills: Demonstrate active listening, turn-taking, and respectful interaction during class discussion and shared writing (IE Curriculum Competence: Working with Others).

---

Resources Needed

• Large chart paper or whiteboard
• Markers/whiteboard pens
• Picture of a school guard for visual stimulus
• Student notebooks and pencils
• Question words flashcards (Who, What, Where, When, Why, How)

---

Lesson Structure

1. Introduction and Context (7 minutes)

• Greet students and briefly discuss the important role of the school guard in their school community. Show the picture and ask students what they already know about the guard’s job.
• Introduce the concept of interviews as a way to learn more by asking questions.
• Display question word flashcards and briefly explain each (who, what, where, when, why, how), linking them to example interview questions about the guard (e.g., "What do you do?").
• Curriculum Reference: Supports oral language competence and vocabulary development (IE Curriculum, Oral Language, developing competence and confidence).

2. Shared Writing Activity – Preparing Questions (15 minutes)

• Invite students to brainstorm together what they would like to ask the guard. Record all their ideas on chart paper or whiteboard.
• Use modelling guided by the teacher: write each question with correct sentence structure, using capitals and question marks. For example, "What do you do?", "Where do you work?"
• Encourage students to contribute by suggesting how to phrase questions clearly and politely.
• Highlight and discuss the use of question words and punctuation.
• Make sure all students are included; prompt quieter students with supportive questions to build confidence.
• Curriculum Reference: Encourages writing conventions, sentence construction, and understanding punctuation (IE Curriculum English, Writing Strand).

3. Pair Talk and Role-play (8 minutes)

• Divide students into pairs to practise asking and answering some of the questions they helped write.
• One student takes the role of the guard; the other asks questions. Switch roles after 3-4 minutes.
• Teacher circulates, giving feedback on pronunciation, expression, and respectful listening.
• Curriculum Reference: Fosters oral communication skills and social interaction (IE Curriculum Oral Language, Social Personal and Health Education).

4. Plenary – Reflection and Connection (5 minutes)

• Reconvene as a whole class and ask a few volunteers to share one question they liked asking or a new fact they learned about the guard’s role through this activity.
• Emphasise the value of questions to learn new information and encourage curiosity in everyday life.
• Set a simple follow-up task: students to think about other people they might like to interview and what questions they could ask next.
• Curriculum Reference: Supports metacognitive skills and connection to real-world context (IE Curriculum, Literacy - Oral Language).

---

Assessment

• Formative: Observation of participation and willingness to ask and write questions during shared writing and pair work.
• Checklist: Use a simple informal checklist to note if students:
  • Use question words appropriately
  • Include correct punctuation and capital letters
  • Show good listening and turn-taking
• Review students’ written questions for accuracy and understanding.

---

Differentiation

• Support: Provide sentence starters (e.g., "What do you...?", "Where do you...?") for students who need help forming questions.
• Extension: Challenge advanced learners to write a short introduction sentence for their interview or suggest follow-up questions.
• Visuals: Use pictures and gestures to support EAL learners or students with additional needs.

---

Teacher Reflection Prompts

• Did students engage with the interview topic and question formation?
• Were students able to follow punctuation and writing conventions with support?
• How effectively did the pair role play encourage spoken language use?
• What adaptations worked best for diverse learners?
• How can this lesson be linked to a future interview visit with the school guard?

---

This lesson plan ensures students engage in authentic literacy and communication activities rooted in the Irish curriculum, fostering curiosity and confidence as young learners prepare for a meaningful social interaction.