Reading and Writing Mexico

ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd Class

Date: ___________

Subject: English

Time: 9:00

Duration: 40 minutes

No of Pupils: 27 pupils

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Strand(s)

• Reading
• Writing

Element(s)

• Exploring and using
• Creating and presenting

Learning Outcome(s) (aligned with IE Curriculum framework)

• Comprehension: Pupils will recall, discuss and sequence significant details and identify key points of information from a nonfiction text about Mexico. (English Curriculum: Reading – Developing Comprehension Skills – Strand Unit)
• Writing process and creating text: Pupils will identify and apply basic writing strategies to compose a postcard, using appropriate language and structure, as if they were on holiday in Mexico. (English Curriculum: Writing – Developing Writing Skills – Strand Unit)

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Focus of the New Learning / Learning Objectives

1. The child should be enabled to read a short informational text about Mexico and answer comprehension questions by recalling key details and sequencing events.
2. The child should be enabled to write a postcard describing a holiday experience in Mexico using appropriate format, vocabulary, and sentence structure.

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Assessment

1. Method: Formative assessment through observing responses during reading comprehension and evaluating the completed postcard writing task.
2. Assessment of: Understanding of text content, sequencing abilities, use of vocabulary related to Mexico, application of postcard format.
3. To be recorded: Notes on individual pupil comprehension accuracy and writing progress.

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Teacher Questioning

Lower order questions (Closed Questions):

1. Where is Mexico located on the map? (I)
2. What is the capital city of Mexico? (I)
3. Name one traditional Mexican food mentioned in the text. (I)

Higher order questions (Open Questions):

1. Why do you think people enjoy holidays in Mexico? (D)
2. Can you describe what you might see if you visited a market in Mexico? (C)
3. How would you feel writing a postcard to a friend telling them about your holiday? (C)

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Language Development opportunities in this lesson

• Use of descriptive adjectives related to holidays and Mexico (e.g., sunny, colourful, spicy)
• Introduction of holiday and postcard specific language (e.g., Dear…, Wish you were here, Having fun)
• Encouraging use of sequencing words (first, then, finally) in spoken and written form

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Literacy Development opportunities in this lesson

• Reading informational text to build vocabulary and comprehension skills
• Writing coherent sentences with correct punctuation in a postcard format
• Sequencing events logically in writing
• Practising spelling of common holiday-related vocabulary

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Teaching Methodologies

Underline primary methodologies

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content
• Using Local Environment
• Problem Solving

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Introduction

Stimulus:
Locate Mexico on a large classroom world map or globe showing continents. Show pictures of Mexican landmarks (e.g., Chichen Itza, beaches), traditional dress and food.

Elicit Prior Knowledge:
Ask pupils if they have heard of Mexico before, or know anything about holidays there. Prompt with questions about warm weather holidays or other countries they’ve heard of.

Share Learning Intention:
“Today we are going to learn about Mexico by reading a story and then write a postcard as if we were on holiday there!”

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Development

1. Reading Activity (15 minutes):

   • Distribute a short, age-appropriate text titled “A Holiday in Mexico” containing key facts and simple descriptions of Mexican culture, food, and landscape.
   • Read the text together as a class, modelling fluent reading.
   • Pupils underline or highlight key details in the text (e.g., names, places, foods).
   • Discuss the text using the teacher questions, practising recall and sequencing of details.

2. Comprehension Task (5 minutes):

   • Pupils answer 5 simple comprehension questions on a worksheet, focusing on recall and sequencing.
   • Questions include multiple choice and short answers.

3. Writing Activity (15 minutes):

   • Show example of a postcard and explain its structure: greeting, describing their holiday, closing sentence, and signing off.
   • Pupils imagine they are on holiday in Mexico and write a short postcard using prompts (e.g., What have you seen? What did you eat? How do you feel?).
   • Encourage use of sequencing words and adjectives learnt.
   • Pupils can work individually or in pairs to support writing.

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Conclusion

Cognitive:

• Recap with volunteers sharing interesting facts they learned about Mexico.
• Pupils share their postcard sentences with a neighbour to hear each other’s writing.

Social:

• Collaborative discussion during reading and paired writing promotes peer learning, listening, and speaking skills.

Universal Design for Learning:

• Provide visuals and vocabulary lists for EAL or SEN students.
• Use sentence starters and writing frames to support all levels.
• Allow differentiated output; some write simple sentences, others write longer descriptions.

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Pupil(s) / Reason(s) / Method(s) / Additional Comments

Pupil(s)	Reason(s)	Method(s)	Additional Comments
SEN	Support with comprehension and writing	Use visuals and sentence frames	Provide additional adult support where needed
EAL	Language development	Pre-teach key vocabulary, pair with strong language peer	Use bilingual resources if available
High Achiever	Challenge with expanded vocabulary use and postcard detail	Encourage richer sentence construction	Offer extension task: write a second postcard

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The Learning Environment

• Classroom arranged in pairs or small groups for collaborative work
• World map/globe clearly visible
• Poster with postcard example displayed
• Comfortable seating for reading and writing

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Resources

• Printed short informational text about Mexico (approx. 150-200 words)
• Comprehension question worksheets
• Writing paper with postcard outline
• Marker pens, pencils, erasers
• Pictures/posters of Mexican culture and landmarks
• Map or globe

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This lesson plan integrates the IE Curriculum strands of Reading and Writing, addressing comprehension skills and creative writing processes in an engaging cross-curricular theme. It uses talk and discussion as the core methodology, alongside collaborative and active learning techniques, ensuring all pupils access meaningful learning about Mexico and develop literacy skills tailored to their level. The postcard writing task is authentic and motivational, fostering real-world writing competence aligned to curriculum outcomes.