Liisa Kleemola's Education Portfolio - Home



0114300Business Letters and EssaysLiisa Kleemola00Business Letters and EssaysLiisa KleemolaIdentification Information - Title: The Motivating Factor - Grade: ELA 9- Number of Students: 25- Dates: March 7-April 23 (12 classes – 2 hour blocks)- Teachers’ Name: Tracy Inaba- School: Vulcan County Central HighOverviewI.D.E.A – Intentions, Display, Evaluation, ActivitiesIntentions (Goals, Objectives)Type of UnitCombination (business letters and essays)TopicPersonal Motivation/Passion, Goals for FutureFocus of Learning for Students Students will create an essay on personal motivation/motivating factors in their life. Students will create a business letter for a personal role model of their choice. Emphasis of UnitCollaborationWritingEssential Questions How can business letters and essays be meaningful forms of writing?How do effective writers hook their readers?Major ProjectsNarrative Essay Performance TaskBusiness Letter Performance TaskInclusion of the Strands of Language ArtsReadingWritingSpeakingListeningViewingRepresentingReading peers’ writing for peer-feedbackReading “bell-work” writing scenariosNarrative EssayBusiness letterWhole-class discussionSmall-group discussionListening/responding to music/videos/other motivating textsPeers’ Business letters and narrative essays Student choice of topic for the business letter and essayCreative writing in narrative essayDisplay (Resources)Narrative Essay HandoutsPerformance taskChecklistRubricEssay Writing Graphic Organizer Business Letter HandoutsBusiness letter examplesPerformance taskChecklistRubric (Students will create this)“BPDOG: The Body of a Business Letter” (Tracy Inaba)“BPDOG: Business Letter Writing Organizer” (Tracy Inaba)EvaluationFormative AssessmentsObservations in classClass discussionsAssessment of peer-feedback and student self-assessmentConferencing with studentsBrainstorming on the boardBall Toss – students who catch answer, they can choose next personName sticksPopcorn – start with one student, they choose the nextExit slips – 2 likes and a wish, 2 hits and a miss, what I learned, what motivates meTweet/FB statusThumbs (up, sideways, down)JournalingQuick writes/responses to motivation piecesSummative AssessmentsNarrative essayBusiness letter*See Unit Assessment PlanActivities (to be developed)“Bell Work” Writing ExercisesQuick-writes/JournalingMusic prompts (visual lyrics and/or audio songs)Visual (video or picture) writing promptsText promptsRationaleFor the essay assignment, students are writing on motivation in their life, whether it is music, a hobby, interest, goal, etc. Students will write on their interests, allowing them to be creative and relate to the material. For the business letter assignment, students will write to the principal/school board, requesting that their role model come and speak to the student body and motivate them. This role model can be local, business owner, or from farther away, musician, athlete, politician, celebrity, etc. Writing to a real person gives the students an audience besides the teacher, motivating the students. Students need to have the skills for functional writing for the Provincial Achievement Tests.This class has previously studied Romeo and Juliet, as well as The Giver. Motivations and passion are key themes in those texts, and students will be able to identify the motivations presented. I chose to focus on motivation, because being a PAT year, and nearing the end of the school year, students may need some motivation. This is a topic that all students can relate to, and can express feelings towards. Next year these students will be going to high school classes, and will soon be presented with multiple options for their futures. Once students can identify their motivations, these choices will become easier. Discussing motivation will also allow me to get to know the students on a personal level, and make connections with them. As functional writing, in the form of a business letter and essay, are on the PATs, this content and assignments directly link to the provincial curriculum and Program of Studies. I will be preparing the students to successfully write their PATs.Resources/Materials- Resource Texts: Birch, A. (1993). Essay writing made easy; Presenting ideas in all subject areas. Markham, ON: Pembroke Publishers.Buckley, J. (1995). Fit to print; The Canadian student’s guide to essay writing. Toronto, ON: Harcourt Brace & Company.Gregory G.H, Kuzmich, L. (2005). Differentiated literacy strategies for student growth and achievement in grades 7-12. Thousand Oaks, CA: Corwin Press.- Teaching Resources/Materials: Alberta Education. Business Letter and Essay Formatting Sheets Alberta Education. 2007, 2008, 2011 Written Response PATsAlberta Program of StudiesEssay Graphic OrganizerInaba, Tracy. BPDOG Format sheet and Organizer Inaba, Tracy. Business Letter Checklist Inaba, Tracy. Feedback Questions Sheet- Websites Consulted and Used: Objectives/Goals- Related Provincial Curriculum/Program of Studies:GLO 1 – Explore thoughts, feelings, and experiencesSLO 1.1 - Discover and ExploreGLO 2 – Comprehend and respond personally and criticallySLO 2.3 - Understand forms, elements and techniquesSLO 2.4 - Create original textGLO 3 – Manage ideas and informationSLO 3.1 – Plan and focusSLO 3.3 – Organize, record, and evaluateGLO 4 – Enhance clarity and artistry or communicationSLO 4.1 – Enhance and improveSLO 4.3 – Present and share GLO 5 – Respect, Support, and Collaborate with others SLO 5.1 - Respect Others and Strengthen CommunitySLO 5.2 - Work within a group- Intended Learning Outcomes:Students will create original text to convey their thoughts on motivation and role models.Students will demonstrate skill in planning, formatting, and organization of their text.Students will appraise their own and others’ work in order to improve their own writing.Learning Activities and Instructional Strategies- IntroductoryWhat is effective communication? - Characteristics of effective writing ?- engaging, clear, and focused ?- ideas and content are extensively developed and supported by concepts, examples, and details where appropriate ?- organization and transitions seems natural and moves reader smoothly through the text ?- voice and tone are authentic and compelling ?- language use and mastery of conventions contribute to the effect of the presentation ?To introduce Essays:- Brainstorm motivators- What is an essay? How is it an effective way of communicating?- What are the parts of an essay? Formatting? To introduce Business Letters:- Brainstorm on white board – bubble and stream outwards- What is a business letter? Compared to a note, love letter, text, email, etc. - What makes them important? What makes one effective? What are the parts of one? How can you remember them? (BPDOG)- Types of business letters: complaint, inquiry, thank you, applying for a job, selling a product, inviting/declining, confirmation of details- Developmental/On-goingJournalingQuick-WritesExit SlipsEssays Business LettersFocus Questions What are the basic characteristics of good writing? What techniques does a good writer use? What purposes does writing serve in the real world? How can writing help people understand what they are thinking? How can I use writing to communicate with my teachers? My community? My society? How important are effective writing skills in various careers? Who am I? How do my skills and talents help to define me? How do I relate to my family, my community, and society? How do I build networks of people to support me? How am I a reflection of my relationships? How do my relationships within and across groups affect others? Writing Process and ActivitiesIdentify audience Identify subject Prewriting Drafting Revision Editing/peer editing Publishing Proofreading Outlining, developing graphic organizers Note taking Summarizing Paraphrasing Use writer’s handbook Use writing rubrics for self-evaluationAssessment and Evaluation Plan- Write an essay describing what moves you and makes you who you are. Is it a role model, your passion, a sport, a future job, music, celebrities, volunteering? What makes you tick? **Ex. - discovery makes me tick- teaching – joy and passion of students learning- travelling – culture, language, and sights- people – friends, family, meeting new people- Taylor Mali video- Write a business letter to the principal/school board. - Students choose their role model and research about them. What they have done in their life, how they got there, etc. - Students then write to the principal/school board outlining why this role model should come to their school and do a motivational speech for the entire student body. - They must list reasons how this speaker motivates them, and the challenges they have overcome to get where they are today. - They must also explain why and how this speaker can motivate other students at their school, and how they can envision fundraising to bring the role model there. - The students would be graded on their thorough research and background knowledge of their role model and the use of persuasive language used in the letter, along with format.*See Unit Assessment PlanExtension Enrichment/Special Considerations/Differentiated InstructionThere are some K&E students in grade 9 ELA. These students may need more time, or assistance to complete the assignments. I hope to address these concerns once I get to know the students, and understand their needs. I will be providing graphic organizers for the students to plan their writing, in hopes that this will assist in focusing their attention and organize their thoughts. Connections to Other Areas of Curriculum and/or Other Language UnitsICT Outcomes, Division IIIC.1 - Students will access, use and communicate information from a variety of technologies.Specific Outcomes3.4 access and retrieve information through the electronic network 3.5 analyze and synthesize information to create a product 3.6 communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purposeP.1 - Students will compose, revise and edit text. Specific Outcomes 3.1 design a document, using style sheets and with attention to page layout, that incorporates advanced word processing techniques, including headers, footers, margins, columns, table of contents, bibliography and index3.3 revise text documents based on feedback from others ReflectionsI hope that this unit is successful in preparing the students for their PATs. This unit also focuses on functional writing, forms that directly relate to the “real” world, and that students can use in the future. Although essays may only be used in a school setting, persuasive speech is used, and being able to provide a solid argument with substantial evidence behind it can be very useful. Letter writing is a necessary skill, whether it is used while applying for a job, or complaining about a product, letter writing is used often. Lesson #1: March 7 English Language Arts: Introduction and Essays Grade 9Class Length120 minutes (Tracy Inaba assigned the first part of class to do ice breaker activities to get to know the students)GLOs 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.SLOs 5.1 Respect Others and Strengthen CommunityAppreciate diversity5.2 Work within a GroupCooperate with others.Work in groups.Learning ObjectivesStudents will participate in get-to-know-each-other games to strengthen classroom community and to “break the ice” with the new student teacher.Materials“Facebook Profile” handout (25 copies) BallComputer/ProjectorJournalsIntroductionIntroduce myself through Paper Bag:From the University of Lethbridge, 4th year of studies, General Humanities majorWill be teaching them Language Arts until April 25: business letter and narrative essays. Likes, Dislikes, 5 Things About MeTime: 7 minutes Body of Lesson- Classroom expectations – will be the same as with Mrs. Inaba- Give students “Facebook” handout to fill out. Time: 10 minutesQuestion PeriodStudents may ask me questions to get to know meTime: 5 minutesName TossIn a circle ask everyone to say their name and an adjective describing them that starts with the same letter as their first name (Kindhearted Miss Kleemola)Toss a ball to one student, they will pass to another until each student has been passed to and the ball ends with me.Try to toss the ball in the same order again, each time a little faster.Time: 10 minutesTwo Truths and a DreamGive the students some time to write down two things about themselves that are true, and one thing that is a dream of theirs.Start first.Each student will then share these facts about themselves and the rest of the group has to figure out which "fact" is actually a “dream."Time: 10 minutesStand Up!Ask students to stand up if what you have asked applies to them. Remind them that if they don’t feel comfortable contributing then they can just stay sitting.Stand up if you’ve ever travelled outside of your countryStand up if you’re fluent in more than one languageStand up if you believe that you can make the world less prejudicedStand up if you were born outside of AlbertaStand up if you believe you are richStand up if your family recycles BreakMotivation Intro 40 speeches in 2 minutes videoTime: 2 minutesClass DiscussionAsk students what they believe motivation is. What role does it play in our lives? What kinds of motivation are there?What is passion? Is it the same as motivation?Time: 15 minutesVideos and Discussion Arnold Schwarzenegger’s 6 Secrets to Success - Discuss his 6 secrets - man starts on crutches and goes to running through yoga What stages did he go through? What kept him going? Time: 15 minutesQuick-WriteHave students write in journals. - What is your secret to success? - What do you need in your life to be happy? - Any thoughts relating to the videos we just watched? Does anybody want to share?Time: 15 minutesClosureWe will be discussing the format of essays next class.Assessment MethodsThe “Facebook Profile” handout asks about students’ thoughts and goals for Language Arts. This is a pre-assessment, which will help me gauge their learning. Resources Lesson #2: March 12 English Language Arts: Essays Grade 9Class Length120 minutesGLOs 1 – Explore thoughts, feelings, and experiences2 – Comprehend and respond personally and critically5 - Respect, support, and collaborate with others.SLOs 1.1 Discover and Explore2.4 Create original text5.2 Work within a groupLearning ObjectivesStudents will respond to texts relating them to their lives.MaterialsComputer and projectorJournalsSlips with essay parts on them – hung around roomIntroductionMotivational video Watch and discuss. Successful people failing - What is success? What motivates you towards it?Time: 5 minutesBody of LessonQuick WriteWrite about your dream job. Are there any barriers in your way? How can you overcome them?Time: 15 minutesThink-Pair-Share (Brainstorm on board)What are essays? What makes a piece of text an essay? What is the point of essays?Time: 20 minutesEssay Format Class DiscussionHow do you choose a main idea from a topic? Give examples.What is a thesis statement? What makes a good one?What is necessary in the body? Evidence? How do you determine what is important?What belongs in the conclusion?Word choice.Time: 15 minutesConcentration CirclePair tables up, students must turn to the person beside them, make eye contact and clap at the same time as then. Go around the circle, and attempt to go faster. What did they notice? (Must concentrate and keep eye contact - key things to remember when working together. Keep the flow going.)Time: 5 minutesBreakDiscussionWhat did this activity demonstrate? Essays need flow. Why? What does this entail?What makes an effective essay?Time: 10 minutesFragmented EssayHave sentences posted around the room, all from different parts of an essay. Students must read them, and decide where in an essay they would come. Come back in pairs and compare notes. (Like a T-P-S)Rationalize why each part belongs where in an essay.Time: 15 minutesDiscussion/BrainstormHow can we expand on these sentences to form an essay? What else is necessary to form a complete essay? How do you take a topic and expand to form an essay?Time: 15 minutesQuick-WritePut sentences on the board/projector. Have students connect the sentences, alter them if necessary, to form a short essay. Time: 20 minutesClosure1. Next class we will be working on formatting your ideas into an essay.Assessment Methods1. Discussion, T-P-S, Quick Writes in Journals – Allows me to see what they understand, and where they are at.Resources Lesson #3: March 14 English Language Arts: Essays Grade 9Class Length120 minutesGLOs 1 – Explore thoughts, feelings, and experiences2 – Comprehend and respond personally and critically5 - Respect, support, and collaborate with others.SLOs 1.1 Discover and Explore2.4 Create original text5.2 Work within a groupLearning ObjectivesStudents will distinguish parts of an essay.Students will organize thoughts into essay format.Materials Computer/projectorGraphic OrganizerIntroduction Watch video and discuss feelings towards it. - Yes we can: Will.i.am and ObamaHow do you feel after watching it? Does this motivate you? Time: 10 minutesBody of LessonEssay FormatWhat is required in an essay? What distinguishes the different parts?Hand out essay graphic organizer. What types of things belong in each box?Time: 10 minutesBrainstormTopic is leadership. What makes a leader? Bubble Brainstorm with class on board. What types of things would make a good intro for this essay?What types of evidence can you provide?What would be a good conclusion?Time: 20 minutesQuick-WriteHave students create a short essay on what makes a leader. They may use the ideas on the board, or come up with their own. Time: 40 minutes (20 before break, 20 after)BreakVideo - I am a champion speechWatch clip and Discuss leadership qualitiesTime: 5 minutes-- Continue with Quick-Write for 20 minutes Acting out Graphic OrganizerDo a demo (pizza or hamburgers). Five students on the spot to volunteer.Divide students into groups of 5.Mr. Essay (statement/opinion on topic)– 3 children – Mrs. Essay (ties all together)School uniforms as topic.Students will have a few minutes to practice and then will present in front of the class.Time: 30 minutesClosureExit slips – How comfortable do you feel with the graphic organizer? Time: 5 minutesAssessment Methods1. Discussion, Quick Writes, Exit slipsResources AppendicesLesson PlansStart each day with a motivating quote, video, poem, or sharing a story on motivation. Brainstorming for essayTopic is motivation. Do an example on the board. (My motivating factor)Have students choose the most important motivating factor in their life. Bubble out on back of graphic organizer. List all things that relate to their motivating factor that can be supporting evidence for their essay. Have students transfer the key ones onto the graphic organizer.Sample Topics for Business Letters:- You are a sales representative for your company. Write a letter to Mike Mason of ABC Enterprises, introducing one of your new products or services. Be sure to give important details about your product/service.- You are a student researching a company for your business class presentation. Write to Margaret Sims, the public relations director, of the corporation you are researching, and ask for information about her company. - Invite Margaret Sims, public relations director of the company you are researching, to be a guest speaker during your presentation next week. (Introduce yourself as a student interested in the company.) - Write a letter to Margaret Sims confirming details of her speech next week. Make sure to include time, place and topic. Offer to help in any way you can. - You are Margaret Sims. Answer either Letter 2 or Letter 3 (above.) You may choose to accept or reject the writer's request. - Roger Owens, President of XYZ Corporation, will be visiting your city next week. Write a letter inviting him and his wife to dinner on Thursday night. (Be sure to specify the time and place of the dinner.) - You are Roger Owens. Respond to the Letter 6 (above) accepting or declining the invitation. - Complaint letter – iPod/phone isn’t working, fast food restaurant wasn’t very fast/rude/wrong order, shoes or clothing wearing out too quickly, too many potholes on the road, etc.- Pen-pal type letters to another PSII student’s class – reading and responding to themOther Teaching ResourcesMotivational Videos - successful people failing - man starts on crutches and goes to running through yoga - I am a champion speech - What I am (Sesame Street) - 40 inspirational speeches in 2 min - Steve Jobs on the rules for success - motivational speeches playlist - Tim’s restaurant - 25 inspirational movie quotes - Jessica’s daily affirmation , - Budweiser horse commercial - Kid president: I think we all need a pep talk - Thumbs up for rock and roll - Don’t stop, don’t give up - We are the ones: Will.i.am and Obama - Yes we can: Will.i.am and Obama - Arnold Schwarzenegger: 6 secrets to success - Ray Lewis – football - Vince Lombardi – football, victory is waiting for you - Taylor Mali (What teachers make) - inspiring women quotes - Instructions for a Bad Day – Shane Koyczan (Pink shirt) - Maybe it’s my fault, or maybe you’re just making excuses (Michael Jordan) - Warhawk Matt Scott in Nike No Excuses Commercial - How Bad do you want it? - Beyonce – I Was Here - No Arms, No Legs, No Worries mate - Benjamin Most Recites 2422 Numbers of Pi - Computer led meditation (2 minutes) Other Resources- Women: Oprah, Mother Theresa, Hilary Clinton, Rosa Parks, Michelle Obama, Margaret Thatcher, Katherine Hepburn, Lucille Ball, J.K. Rowling, Meryl Streep, Beyoncé, Jane Goodall, Mia Hamm, Ellen- R Kelly songs – I Believe I Can Fly, The World’s Greatest- Photos and interviews from “5 Days for the Homeless” (UofL 2013)- Lesson Plan Ideas BelowRubricsSee BelowC. CalendarDay 1 (March 7)Intro. Lesson- ice-breakers/get to know the class- What is motivation/passion?Day 2 (March 12)Essay format- topics to main ideas (thesis)- select details to support (3 main points and evidence)- conclusion- give examples- brainstorming main ideasDay 3 (March 14)Essay worksheet- thesis, 3 points, evidence, conclusion- organization and creating flow- examples – quick writes (music, poem, quotes, video) [what was their motivation]Day 4 (March 19)Work Period- brainstorm ideas- writing (laptop cart)- conferencing with students one on oneDay 5 (March 21)Work Period- brainstorm ideas- writing (laptop cart)- conferencing with students one on oneDay 6 (March 26)Peer Feedback- in pairs or 4’s- share what they liked, didn’t understand, help expand ideasEditing Workshop- what to alter and howDay 7 (March 28)Editing/Work Period (laptop cart)Essays DueEaster/Spring Break!(March 29 - April 7)Day 8 (April 9)Begin Business Letters- brainstorm parts and differences to email, text, friendly letter, etc.- BPDOG Format- different styles of business lettersDay 9 (April 11)Short Writes- give scenarios for different stylesWrite Class Business Letter- students will all write a complaint - students will exchange letters and will evaluate the letter and respond to itDay 10 (April 16)Motivators/role models- brainstorm topics/main ideas- choose their motivator/role model- guide and model proper research- research (laptop carts)Day 11 (April 18)Work Period (laptop carts)Peer Feedback- read to partnersDay 12 (April 23)Work Period (laptop carts)Sharing of letters- reading to small groups/gallery walkBusiness Letters DueDay 13 (April 25)Hand back Business LettersD. RubricsEssay Writing Assignment Rubric Student: ______________________Task: ______________________ Date: ________________ Assessor: ?Self ?Peer ?TeacherCriteriaLevel 4Level 3Level 2Level 1Statement about what the essay will prove(Thesis statement)?provides a clear statement that is clearly connected to topic?provides generally effective statement that is mostly connected to topic?provides a workable statement that is somewhat connected to topic?provides an ineffective statement that has little or no connection to topicThinking? Brainstorms, analyzes, and organizes information to produce a written product with a high degree of effectiveness? Brainstorms, analyzes, and organizes information to produce a written product with considerable effectiveness? Brainstorms, analyzes, and organizes information to produce a written product with some effectiveness? Brainstorms, analyzes, and organizes information to produce a written product with limited effectivenessOrganization of Ideas?organizes ideas purposefully?organizes ideas clearly and logically?organizes ideas simplistically but with general coherence?organizes ideas ineffectivelyCommunication? Communicates with a complete sense of purpose and audience? Communicates with considerable sense of purpose and audience? Communicates with some sense of purpose and audience? Communicates with a limited sense of purpose and audienceQuality of Language? communicates effectively using language conventions (spelling, grammar, usage)? communicates clearly using language conventions (spelling, grammar, usage)? communicates adequately using language conventions (spelling, grammar, usage)? communicates unclearly due to significant errors in language conventions (spelling, grammar, usage)Teacher Comments:Copyright ? Oxford University Press 2007. Permission to reproduce for classroom use restricted to schools purchasing Living in a Globalizing World.Letter Writing RubricName: ________________________ Date: ________________________CATEGORYLEVEL 4LEVEL 3LEVEL 2LEVEL 1KnowledgeKnows purpose of letter and which format to use?Shows excellent understanding of purpose and format to use? Shows considerable understanding of purpose and format to use?Shows some understanding of purpose and format to use?Shows limited understanding of purpose and/or format to useShows an understanding of ideas, issues, and information expressed in letter?Shows excellent understanding of ideas, issues, and information? Shows considerable understanding of ideas, issues, and information?Shows some understanding of ideas, issues, and information?Shows limited understanding of ideas, issues, and informationResearchLocates information from various sources? Locates information from various sources with a high degree of effectiveness? Locates information from various sources with considerable effectiveness? Locates information from various sources with some effectiveness? Locates information from various sources with limited effectivenessCommunicationCommunicates ideas, issues, and information with clarity? Communicates ideas, issues, and information with a high degree of clarity? Communicates ideas, issues, and information with considerable clarity? Communicates ideas, issues, and information with some clarity? Communicates ideas, issues, and information with limited clarity? Communicates with a complete sense of purpose and audience? Communicates with considerable sense of purpose and audience? Communicates with some sense of purpose and audience? Communicates with a limited sense of purpose and audienceConventionsShows control of mechanics, sentence structure, and vocabulary?Shows high degree of control of mechanics, sentence structure, and vocabulary? Shows considerable control of mechanics, sentence structure, and vocabulary?Shows some control of mechanics, sentence structure, and vocabulary?Shows limited control of mechanics, sentence structure, and vocabularyUses proper conventions of letter (heads, salutations, closings, and so on)? Always/almost always uses proper conventions of letter?Usually uses proper conventions of letter?Sometimes uses proper conventions of letter?Rarely uses proper conventions of letterCopyright ? Oxford University Press 2007. Permission to reproduce for classroom use restricted to schools purchasing Living in a Globalizing World. ................
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