Lesson Plan Template s52

Lesson Plan #3

Name: Britta Schmaeh Lesson Title: Writing Business Letters Class: Junior Honors Duration: 50 min period Date: 04/24/2010

1. Lesson Overview: In this lesson the students will be introduced to the format of a business letter. The students have been learning about different genres of written communication. Because the students have just learned how to write friendly letters they will now learn to write in a more serious manner. After learning about the main parts of a business letter, the students will analyze a sample for its effectiveness. The students will also refresh their memories about friendly letters. Then, after being introduced to the business letter format the students will use their newly gained knowledge to compare/contrast the two forms of letters. Finally, the students will be given prompts to write their own business letter in small groups.

2. Lesson Rationale:

Every business and organization (including schools) in today’s society requires communication which extends the exchange of information. And proper communication is the means of a good business letter. Communication is simply a method of sending a message from one person or group of persons to another. And communication happens every day at the workplace. It is of vital importance to all businesses because it involves all the people and organizations connected with a business. And good communication will ensure that all these persons and organizations understand the message sent. Bad communication has the exact opposite effect – people will be confused by the message and are less likely to act upon an issue, for example. Business letters are suitable for both simple and complex messages. They are particularly useful for contracts, dealing with any matter where it is important that a written record should be kept, answering queries, when applying for a job or to a university etc. Formal communication is a skill that has become essential to the world today. Almost every student will deal with a business in one way or another because business principles apply to every single field in today’s society. The students of this class are part of a new program in FL in which they learn about administration jobs, for example, which means business letters also tie into their career. Students need to realize that business does not only revolve around accounting but also around managing and organization. All of this requires good communication and shows students need to learn when and especially how to use business letters to communicate effectively. All students need to learn how to use business letters – one of the most important communication tools. 3. Lesson Objectives:

Upon successful completion of the lesson, students will be able to:

 review examples of business and friendly letters.  compare business and friendly letter formats.  write letters in response to specific writing prompts.  apply knowledge of language structure and conventions.  adjust their use of writing conventions, style, and vocabulary for a variety of audiences and purposes.

4. Sunshine State Standards:

LA.910.2.2.2 - use information from the text to answer questions or to state the main idea or provide relevant details;

LA.910.2.2.4 - identify and analyze the characteristics of a variety of types of text (e.g., references, reports, technical manuals, articles, editorials, primary source historical docu- ments, periodicals, job-related materials, practical/functional text); and

LA.910.3.1.1 - generating ideas from multiple sources (e.g., brainstorming, notes, jour- nals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;

LA.910.3.5.3 - sharing with others, or submitting for publication.

LA.910.4.2.4 - write a business letter and/or memo that presents information purposefully and succinctly to meet the needs of the intended audience following a conventional format (e.g., block, modified block, memo, email);

5. Instructional Resources and Lesson Materials Needed:

 Venn Diagram handout  ELMO  Grouping materials  Notebook paper  Pen/pencils  Business letter prompts  Business letter samples  Business letter format handout 6. Lesson Sequence

 Introduction/Lead-in/ Focus: To introduce the lesson there will be a short teacher-lead discussion in which the students debrief their understanding and knowledge about friendly letters. The students will share their thoughts and refresh their memories. Then the students will be directed to the main activity of the lesson by asking them who they would or would not write a friendly letter to. The students will realize that the friendly letter format can be inappropriate in some situations and this is when the actual focus will fall upon the business letter format.

 Explicit Instruction:

What I do What the students do Time I will ask each student to draw a number at the beginning of class or as the students enter the room.

Quickwrite: Refresh your memory. What The students will write down a 3 min do you know about “friendly letters”? few notes to help them with the teacher-lead discussion that follows.

Short Discussion: I will lead a discussion The students share their 4 min in which the students brainstorm their knowledge about friendly knowledge about “friendly letters”. I will letters and what they know ask the students what the characteristics about the format. are and who they would write them to.

Whole-class activity Business Letter: In this section of the The students label all main 8 min lesson I will distribute a sample business parts of the business letter and letter to introduce the format of business familiarize themselves with the letters. I will identify the main parts of a new format. The students can business letter (heading, inside address, volunteer to identify parts they greeting, body, closing, and signature) and see. ask the students to label each of the six main parts. I will also ask the students to volunteer and help identifying some of the main parts. (I will also discuss the differences between the full-block and modified-block formats)

Small group activities Directions: I will provide the directions Students listen. 3 min for the next activities. Feedback: I will make sure the students Students ask questions for 2 min understand the directions and give them clarification. time to ask questions.

Grouping: I will ask the students to look The students get together in 1 min at their number. The students will be their group. working in small groups to work on the following assignments. The students will be divided according to their numbers. I will direct the students to each group’s location.

Venn Diagram: I will walk around the In this activity the students 5 min room and assist/observe each individual will compare and contrast the group. characteristics of business letters and friendly letters based on what they have learned.

Letter Analysis: I will distribute a new In small groups the students 7 min (and less effective) business letter sample will analyze a sample letter for to each group and ask the students to its effectiveness. The students analyze the sample letter for its will share their findings with effectiveness. Are all parts included? Is the rest of the class. something missing? Is the letter effectively written? Etc.

Writing a Business Letter: After having In small groups the students 13 min the students review multiple business will write their own business letters, I will randomly assign prompts to letter with regard to their the groups. The students will be asked to writing prompt and with write their own business letter. While the regard to the knowledge they students work I will walk around and have gained from the previous communicate with the individual groups. activities.

Sharing: I will ask each group to share The students will select a 5 min their first draft of the business letter with spokesperson to read their the rest of the class. business letter to the rest of the class.

7. Assessment and Assessment Criteria: The students will be assessed through close observation: - Do the students come up with more than one characteristic when comparing and contrasting both letter formats? - Do the students write a business letter with regard to the given prompt? - Do the students use appropriate language in their business letter? - Do the students include all main parts in their business letter? Ineffective Letter Sample:

June 1, 2009

Mr. Peter Michaels REWE Feldman 6050 34th Street West Tampa, FL 33333

Dear Peter,

This letter is requesting your financial support for a very important annual event. If you have any questions or would like additional information, please contact me at 999-9999. Email inquiries can be sent to [email protected]. Your support for this important annual event would be greatly appreciated by everyone involved. We are requesting the financial assistance of REWE Feldman to help cover the costs directly related to holding the event. Your contribution would be used to offset such costs as: room rental, DJ fees, food and drink, prizes, etc. An amount in the area of $xxx would be an appropriate contribution by your company. Any surplus funds remaining after all bills are paid will be donated.

We believe that involving students in community volunteer activities is one of the most effective ways to engage them in something meaningful during their after school time. Our experience has shown this to be true; and that is why our school puts a great deal of emphasis on a program which actively promotes student involvement.

Each year we honor the many student volunteers who have served in our community during the past year. Those students have worked as volunteers in many different capacities. Our SIA students have served our community over the past year in many different ways. We briefly put the spotlight on those doing the giving; as an expression of gratitude for their selflessness throughout the year.

Hopefully I will hear from you soon,

Ursula Kindle SIA Volunteer Co-ordinator Business Letter Format