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Students apply their knowledge of vocabulary and writing skills along with art skills to create a postcard.

A lesson plan for grade 3 English Language Arts and English Language Development

By Maggie Harder

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Learning outcomes

Students will interpret a piece of artwork, write a postcard about the artwork, and then illustrate what was just written.

Teacher planning

Time required for lesson

90 minutes

Materials/resources

  • paper
  • scissors
  • glue
  • yarn
  • hole punch
  • reinforcements
  • construction paper
  • colored pencils
  • printed postcard form
  • pencils
  • pictures--printed or online
  • push pins for hanging product
  • picture postcards
  • poster of correct way to address postcard
  • dictionary

Technology resources

Computer with internet connection and web browser

Activities

  1. The teacher will model what postcards are and show several examples. Ask students if they have ever received a postcard? Discuss with class participants.
  2. Tell students that they are going to select a photograph, picture etc. and be able to write a postcard. Students will select it from an available picture or photograph (these can be downloaded from the internet). Tell the students that they will discuss the postcard through writing and share what they wrote later on.
  3. Teacher will show a poster of the correct way to address a postcard and what each side is used for. Teacher can model this activity on a plain poster or previously create one. Hand out postcard paper at this point (see link below).
  4. Have students decide who they will send the postcard to. They can then address the postcard. It is usually a good idea for students to choose someone at school and use the school address to address the postcard.
  5. Modeling good writing skills, teach the students how to use the date and greeting and complete those parts of the postcard.
  6. Students will peruse the photograph, interpret it by choosing what is happening in the photograph or picture and decide what to write. If help is needed in spelling, have spelling dictionaries and other dictionaries available.
  7. Allow students time to think and write their message.
  8. Students will complete their postcard by remembering to include the closing and signature.
  9. Students will now be given instructions about recreating the photograph from their written word. It will become a true picture postcard. Hand out a second piece of paper with the blank envelope shape on it. The picture will be drawn here using appropriate art.
  10. When students have completed their drawing, they will color their picture postcard.
  11. Students will cut out their shapes, both postcard and drawing, with decorative scissors.
  12. Students will then choose a piece of construction paper for the background.
  13. Using a glue sick, the picture will be glued on one side of the construction paper. The postcard (writing) will be glued to the other side of the construction paper.
  14. Punch a hole near the top with a one-holed punch. Put a reinforcement on each side.
  15. Measure out approximately 18 inches of yarn and thread it through. Your postcard is ready to hang and be viewed from both sides.

See Student Examples in Attached Powerpoint

Assessment

See attachments:

Supplemental information

This plan can be adjusted for various grade levels.

Modifications

  • Allow use of picture dictionary and standard dictionary.
  • Allow additional time, if needed, for completion of assignment.
  • Use Language Experience Approach for newcomers.

Alternative assessments

a checklist used instead of grades

Critical vocabulary

interpret, draw, illustrate reinforcements, yarn

Comments

The postcard template was given to me by Ashley Weinard of the North Carolina Museum of Art. It was used to study works of art, but I adjusted the use for my 3-5 ESL Classroom.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 3

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use oral and written language to:
      • present information in a sequenced, logical manner.
      • discuss.
      • sustain conversation on a topic.
      • share information and ideas.
      • recount or narrate.
      • answer open-ended questions.
      • report information on a topic.
      • explain own learning.

English Language Development (2005)

Grade 3

  • Goal 0:
    • Objective 0.02: Composes compound sentences using regular verbs appropriately, but with inconsistent use of adverbs, prepositions, conjunctions, and irregular verbs in all tenses.
    • Objective 0.03: Can identify misspellings of most high frequency words and use reference materials with occasional instructional assistance to correct.

  • Common Core State Standards

    • English Language Arts (2010)

      • Writing

        • Grade 3
          • 3.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)