Postcard Writing Workshop

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd class

Date: [Insert Date]

Subject: English

Time: 9:00

Duration of Lesson: 40 minutes

No of Pupils: 27 pupils

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Strand(s):

• Reading
• Writing

Element(s):

• Exploring and using
• Communicating

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Learning Outcomes (aligned to IE Curriculum Framework):

1. [EU] Developing Understanding of Text Features and Purpose
   Identify and discuss features of postcards that convey a specific purpose and audience, recognising key conventions such as informal tone, greetings, and descriptions (English Language Curriculum, Level 2: Reading - Understanding Texts).

2. [C] Composing Purposeful Texts
   Choose relevant content and language appropriate for a postcard, using prior personal experiences to compose their own postcard text, demonstrating awareness of audience and purpose (English Language Curriculum, Level 2: Writing - Creating Texts).

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Focus of New Learning / Learning Objectives

1. The child should be enabled to identify and explain the key features and purpose of a postcard as a text form (greeting, main message, sign-off, location description).

2. The child should be enabled to write a short postcard using appropriate language and structure based on a personal experience trip.

3. (Optional) The child should be enabled to use vocabulary and sentence structures that describe place, feelings, and activities, thus enhancing descriptive writing skills.

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Assessment

1. Method:

   • Teacher observation during group discussion and individual postcard writing.
   • Review of completed postcards to assess understanding and application of postcard features.

2. Assessment of:

   • Ability to identify postcard features and purpose.
   • Writing coherence, use of relevant vocabulary, and adherence to postcard format.

3. To be Recorded:

   • Notes on pupil participation in discussions.
   • Samples of pupil-written postcards.
   • Anecdotal observations related to independent writing.

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Teacher Questioning

Lower Order Questions (Closed Questions)

1. What is the greeting usually called on a postcard?
2. Where do we write the address on a postcard?
3. Can a postcard be long like a letter?

Higher Order Questions (Open Questions)

1. Why might someone send a postcard instead of a letter or email?
2. How could your words make the reader feel like they are on the trip with you?
3. What parts of your trip do you think are most important to share on your postcard?

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Language Development Opportunities

• Introducing and practising descriptive adjectives related to places and feelings (e.g., beautiful, sunny, exciting).
• Exploring informal language conventions appropriate for postcards versus formal writing.
• Using temporal language (e.g., "Yesterday", "Today", "Tomorrow") to sequence events.

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Literacy Development Opportunities

• Recognising text features like salutations, sign-offs, and paragraphs.
• Reading and interpreting authentic postcard samples.
• Writing for a specific audience and purpose.
• Developing narrative and descriptive skills through personal experience.

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Teaching Methodologies

Talk and Discussion, Collaborative/Co-operative Learning, Active Learning, Skills Through Content, Problem Solving

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Lesson Structure

Introduction (10 minutes)

Stimulus:

• Pupils in small groups (4-5) examine a variety of authentic postcards provided by the teacher (physical postcards or printed images).
• Prompt discussion: "What do you notice about these pictures? Who might send these postcards and why?"

Elicit Prior Knowledge:

• Ask pupils if they have received or sent postcards before and what they might contain.
• Discuss the purpose of postcards in communicating short messages about trips.

Share Learning Intention:

• Today, we will learn how to read and write postcards. You will write your own postcard pretending you are on a trip you have been on before.

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Development (20 minutes)

Step 1: Exploring Postcard Features (5 mins)

• Teacher projects or holds up an enlarged postcard example identifying features: Greeting, Main Message, Sign-Off, Address (pointed out but not part of writing focus).
• Discuss the informal tone and content suitable for a postcard.

Step 2: Guided Reading & Annotation (5 mins)

• Together read two sample postcards aloud.
• Identify and highlight key parts in the text: where is the greeting? What does the writer talk about? How do they end?

Step 3: Vocabulary Brainstorm (5 mins)

• On whiteboard, gather descriptive words and phrases for places, weather, and feelings (e.g., sunny, fun, beautiful beach, exciting).
• Encourage use of personal trip memories.

Step 4: Writing Own Postcard (5 mins)

• Distribute postcard templates for pupils to write on.
• Children write a postcard pretending they are on a trip they enjoyed before. Teacher supports with vocabulary and sentence starters (e.g., "Dear ___," "Wish you were here.", "The weather is...").

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Conclusion (10 minutes)

Cognitive:

• Volunteers read their postcard aloud to the class.
• Recap key features of postcards discussed in the lesson.

Social:

• Pupils share peer feedback in pairs: one highlight and one suggestion for improvement on content or structure.

Transition:

• Pupils put postcards in an envelope to “send” to a pretend address in class to simulate real-life use.

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Universal Design for Learning (UDL)

• Provide postcards with visual supports and sentence starters for diverse learners.
• Allow oral responses or drawings for pupils less confident with writing.
• Use peer support groupings to encourage cooperative learning and scaffolding.

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The Learning Environment

• Arrange desks in clusters of 4-5 for group work.
• Provide multiple sets of authentic postcards and enlarged poster-size examples.
• Materials needed: postcard templates, pencils, coloured pens, whiteboard markers.

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Resources:

• Authentic postcards (from Ireland and abroad).
• Projector or large laminated postcard samples.
• Postcard writing templates.
• Word bank chart on classroom wall for descriptive vocabulary.

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Record of Assessment

Learning Objective	Assessment Evidence	Personal Observation
Identify features and purpose of a postcard	Verbal responses in discussion; correct identification on samples	Pupils engaged actively; able to name postcard parts
Write a postcard based on a personal trip	Completed postcard showing greeting, message, sign-off	Many used descriptive language; writing mostly coherent

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Action Plan

• Use postcard writing as integrated task with History or Geography focusing on previous trips or places.
• Extend by encouraging digital postcard design using tablets for tech integration.
• Incorporate peer editing sessions in future lessons to enhance drafting skills.

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This lesson plan embraces the IE Curriculum’s emphasis on purposeful and communicative writing, promoting literacy development through engaging real-world text forms. By linking pupils’ prior experiences to text production, it fosters meaningful language use, critical discussion, and a confident authorial voice.