Sarah Vorderer



Sarah Vorderer

Lesson Plan Three

**WRITING LESSON

TITLE

Letter Writing: A Connection to the format and epistolary style of The Color Purple

TIME

This lesson will be a 50 minute lesson.

SETTING

The lesson will take place in my English classroom. Students desks will be in groups since the lesson will be taught as a lecture and students will then be working in small groups.

The class we are teaching is comprised of 25 high school level sophomores at Downers Grove North High School in District 99. Downers Grove North High School is located in suburban Chicago. The district and school host mostly middle-class, Caucasian students. Our general English class, which meets every day for 50 minutes, contains 20 students who are white, one who is Asian American, two who are African American, and two who are Latina/o. The class is split almost evenly down the middle in terms of gender; there are 12 boys and 13 girls.  All of our students are English proficient; thus, there are no bilingual or ELL students. One of our students had ADHD, while another has severe Asthma that oftentimes limits his abilities in class.

OBJECTIVES

Students will be able to:

• Effectively use the components of a formal letter.

• Work collaboratively by being a careful listener, active participant, and speaker.

• Comprehend the many practical uses of writing in the form of a letter.

BACKGROUND

Prior to this lesson, students will have read up to page 172 in The Color Purple. Thus, they should have an understanding of Walker’s text as an epistolary novel. Yesterday, we began discussing the multiple uses which letters can have. After discussing practical purposes letters have, we decided as a class that it would be useful to discuss the formatting of a formal business letter since students will probably need to write one of these in their future (college applications!).

MATERIALS

• Class roster for attendance

• Chalk

• Handouts

• Overhead of handouts

• Envelopes

• Pencils/Lined Paper

PREPARATION

• Have attendance sheet ready to take roll at the beginning of class.

• Make sure the room is set-up correctly. Desks should be placed in small groups.

• Place name tags on desks so students know where to sit.

• Bring extra pencils and paper for students who are unprepared with materials.

• Photocopies of handouts

• Format of envelope will be written on the board.

• Set out envelopes for students to grab as they come into the room.

PROCEDURE

Housekeeping (2 min)

• Take Attendance

• Ask if there are any questions/concerns so far about class

• Pass out copies of Handouts

Introduction to Formal Letter Writing (18 min)

• Explain the conventions of proper letter writing in the United States by referring to handouts.

• I will read each point on the sheet, line by line. I will explain each point as well and make sure there are no questions as I am going through the handout.

• As we move on to the second handout, I point out exactly where each important aspect of the letter belongs on the paper. Note the addresses, date, salutation, closing, etc.

• We will then discuss how to properly address an envelope—where the addresses go, which salutation to use, etc. The format for this will be on the board for students to refer to.

Group Work (29 min)

• Students will get into groups of three (I will designate these groups by having names on desks) and write a mock letter, using the conventions we have just discussed. (this exercise will also be their homework if they do not finish it in class—it’s worth 30 points). Each student must write their own letter although they are working collaboratively.

• Once in groups, students should brainstorm ideas for the assignment. Students are to write a letter to the principal of our school writing to ask for one aspect of their lunch period to be changed (better food, going off-campus, entertainment during lunch, etc.). Students can write about whatever they want in regards to this topic (I encourage creativity); however, I mist approve their topic before they begin writing. They must brainstorm at least five topics and are to turn in their brainstorming with their letters. (10 minutes)

• Then, they are to address their envelopes first with the address of the principal I have given them on the board since they will not be able to take the board home with them. They should use their home address as the return address. They should use today’s date and determine proper salutations.

• Explain that they will not be using stamps for this exercise, but generally, the stamp goes in the upper right-hand corner. The cost of stamps constantly changes so they will always have to make sure to put a stamp with the correct value on their letter.

• Students will then work individually to begin working on their letters. They have the rest of the period to work.

Wrap-Up (1 min)

• Remind students that whatever they haven’t completed in class must be completed by Monday at the beginning of the period.

DISCUSSION IDEAS

Prior to Instruction

• How do letters allow the writer to effectively communicate?

• When are letters appropriate? When are other forms of writing more effective?

After Instruction

• How can I incorporate these principles and this form of writing in my daily life?

• Why is brainstorming helpful?

• Why are salutations and proper formatting important?

BILINGUAL/ESL AND DIALECT ACCOMMODATIONS

For our particular class of students, there are no necessary bilingual/ESL accommodations which need to be made. However, if this lesson were to be taught to a group of students needing accommodations here are some suggestions I have:

• Display directions on the overhead so that students can reread instructions if my speech is too fast.

• If possible, have an ESL teacher or another student translate handout into their native language so that directions are made explicit.

• Allow ESL/bilingual students to write the body of the letter in their native languages.

SPECIAL EDUCATION ACCOMODATIONS

• I will put the student with ADHD in the front of the room so it is easier for her to focus on the task. I will make sure to pair her with a group of students who are extremely cooperative students and will work well with her. I will also allow the student to take breaks if she needs to do so while writing her letter. I will constantly informally assess the student by observing her and asking questions to make sure she understands the assignment so that I can make any other necessary accommodations. If she needs extra time to complete the assignment, we can arrange for that. Since there is a lot of writing involved, I will try to get her access to a laptop since writing is much harder for her than typing. This will also eliminate a step in the process since students’ letters are expected to be typed when they turn them in.

• I will keep a close eye on the student with asthma to make sure that he is not being overwhelmed by the task. If he needs to use his inhaler, get a drink, take a break, he will be permitted to do so to eliminate some of the stress that sometimes leads to difficulty breathing. If the student needs an extension, we can definitely arrange for that.

ASSESSMENT

While I am teaching, I will informally assess students’ engagement by observing their behavior and asking questions throughout the lesson. If a student is off-task, I will use proximity to try to re-engage them, but I will, again, ask direct questions and assign tasks in an attempt to keep students interested and engaged. I will informally assess that students are working collaboratively when assigned to do group work by walking around the room during both assignments and carefully observing students throughout the period. I will work with each group to make sure they are on task. I will also meet with each student to make sure that his/her topic is appropriate. During this time, I can make sure students are on task and completing each assignment as directed. Finally, I will formally assess students when they turn in their completed brainstorming activities and letters.

EXTENSION IDEAS

• Give students the opportunity to mail their letters to the principal to see how effective letter writing can actually be.

• Give students the opportunity to write a letter on an even higher level. For example, students can write to a company, discussing a malfunction in a product they bought or bad service at a restaurant.

• Make a binder of students’ letters and distribute them to the class.

SOURCE OF ACTIVITY

Although this lesson was created in-house, I would like to thank Professor Willis for her inspiration for creating this lesson.

RESOURCES AND REFERENCES

-Professor Willis

-Illinois State Standards

-C&I 403

-

ILLINOIS STATE ENGLISH LANGUAGE ARTS GOAL(S) AND LEARNING STANDARD(S)

3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.

This standard is demonstrated because students are learning about the many purposes of writing a letter. This writing technique is one of many that we discuss in the class. Here, they are learning about when a formal letter is appropriate and how to use it properly by being focused, organized, and providing support for their argument or purpose.

3.A.3—Write compositions that contain complete sentences and effective paragraphs using English conventions.

Formal letter writing requires that students write in complete sentences and have an opening and concluding paragraph. Thus, students are using complete sentences and effective paragraphs.

3.B.3a—Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

REFLECTION

I think this lesson is a great lesson because it hits on a skill that students can easily weave into their daily life. Formal letters and letters in general have a wide-range of purposes and are extremely useful for college applications, job applications, cover letters, and letters to companies. Although email is becoming increasingly popular, I think many of the components of this lesson can also be used to write a professional email. I think incorporating a lesson on email etiquette might be extremely useful; students might be even more enthusiastic about a lesson regarding this since email is currently such a popular form of communication. I also believe this lesson is important because it teaches students how to write for a variety of purposes and audiences. This connects the lesson nicely with The Color Purple, demonstrating the multiple purposes and forms a single genre of writing can have. I am eager to see how a class of students responds to this lesson.

**Handouts are attached below.

Conventions of Letter Writing

In English, there are a number of conventions that should be used when writing a formal or business letter. Furthermore, you try to write as simply and clearly as possible, and not to make the letter longer than necessary. Remember not to use informal language like contractions.

Addresses:

1) Your address should be written in the top left-hand corner of the letter.

2) The address of the person you are writing to should be written on the left, starting below your address and the date.

Date:

Different people put the date on different sides of the page. For our purposes, you will write this on the left side of the letter, directly under your address. Write the month as a word.

Salutation or greeting:

1) Dear Sir or Madam

If you do not know the name of the person you are writing to, use this. However, t is always advisable to try to find out a name.

2) Dear Mr. Jenkins

If you know the name, use the title (Mr., Mrs., Miss or Dr., etc.) and the surname only. If you are writing to a woman and do not know if she uses Mrs. or Miss, you can use Ms., which is for a married or single woman.

Ending a letter:

1) Yours Faithfully

If you do not know the name of the person, end the letter this way.

2) Yours sincerely

If you know the name of the person, end the letter this way.

3) Your Signature

Sign your name, then print it underneath the signature. If you think the person you are writing to might not know whether you are male or female, put your title in brackets after your name.

Content of a Formal Letter

First paragraph—The first paragraph should be short and state the purpose of the letter--to make an enquiry, complain, request something, thank someone, etc.. The paragraph or paragraphs in the middle of the letter should contain the relevant information behind the writing of the letter. Most letters in English are not very long, so keep the information to the essentials and concentrate on organizing it in a clear and logical manner rather than expanding too much.

Last paragraph—The last paragraph of a formal letter should state what action you expect the recipient to take—a refund, send you information, etc.

Abbreviations Used in Letter Writing

The following abbreviations are widely used in letters:

• ASAP=as soon as possible

• PS=postscript (when you want to add something after you’ve finished and signed it)

• RSVP=please reply

Example of Formal Letter

Ms. Stephanie Smith ( YOUR ADDRESS GOES HERE

17874 Illinois Lane

San Francisco, CA 60608

October 30, 2007 (TODAY’S DATE

Mr. and Mrs. Alfred H. Pans ( RECIPIENT’S ADDRESS

65 Crabapple Lane

Nashville, TN  16004

Dear Mr. and Mrs. Pans, (SALUTATION

I would like to thank you so much for your scholarship! I am so proud to be the recipient. It was a tremendous help in funding my education this year and is being put to great use--I am studying hard.

Here is a bit to tell you about myself. I am currently an English major pursuing a minor in Secondary Education. Although I thought I wanted to become a teacher or administrator, I am now seriously considering law school. While I truly love working with students in a classroom environment, I believe I can have a tremendous impact on their lives as a lawyer as well, seeking reform in other ways. We have so many terrific teachers; I think we need good lawyers, too! I will take the LSATS in February and hopefully be accepted to a law school sometime next fall.

I am a James Scholar here at the University of Illinois and am also in the top 10% of my class. I have been on the Dean’s List for the past four semesters here, and hope to achieve that again this semester. Although my academics consume much of my time, I also enjoy running, spending time with my family, and traveling. Hopefully, upon graduation, I will have more time for those things.

Hopefully, this letter gives you a little insight into who I am. Please write or contact me if you are ever in the area. I would love to meet you.

My contact information is as follows:

Phone (277) 456-7819

Email ssmith2@

Yours Sincerely, ( LETTER CLOSING

( YOUR SIGNATURE

Stephanie G. Smith ( YOUR PRINTED NAME

Grading Rubric:

| |Good |Fair |Needs Improvement |Missing ( |

| |( | | | |

|Brainstorming Activity | | | | |

|Properly addressed envelope | | | | |

|Correct addresses, formatting, salutations, | | | | |

|& date used throughout the letter | | | | |

|Includes an appropriate introduction and | | | | |

|conclusion | | | | |

|Content—An appropriate argument supported | | | | |

|with examples | | | | |

|Spelling/Grammar | | | | |

Your Score: /30

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