Amanda Taylor

This lesson plan is for students of a mid to high-intermediate level, who already have a fairly decent-sized vocabulary and have had experience with writing. This lesson will probably take a few days to complete.

Objective: Students will understand the difference between business letters and other letters that could be received in the mail, such as bills, invitations, and letters from friends or relatives. Students will learn standard forms and vocabulary and then practice writing letters as well as sending them.

Activities:

1. The first day begins with the teacher bringing in several pieces of mail. The students are put into small groups and mail is distributed so that each group has several letters. Students are asked to look at the mail they've been given and try to identify what kind of letter each one is and why they think that. PUTTING STUDENTS INTO SMALL GROUPS HELPS THEM TO FEEL COMFORTABLE COMMUNICATING IN ENGLISH WITH ONE ANOTHER. THIS ACTIVITY IS ALSO USEFUL BECAUSE IT IS HANDS-ON AND REALLY GETS STUDENTS' MINDS WORKING; THEY ARE ABLE TO RECOGNIZE WHAT THEY ALREADY KNOW ABOUT THE TOPIC.

2. The groups will then choose one of their items to share with the class. A spokesperson from each group will explain what they have discovered about their piece of mail and why they identify it as such.

The teacher will reinforce what students say by repeating important information such as "So this is an invitation to a party," making sure the student states why (it has a name, date, them, etc.). THROUGH THIS ACTIVITY, STUDENTS WILL LEARN FROM THEIR TEACHER AND CLASSMATES ABOUT A VARIETY OF LETTERS. IT IS INTERESTING AND MORE EASILY LEARNED BECAUSE A TANGIBLE EXAMPLE IS BEFORE THEM.

3. The teacher now has a base to begin further explanation of different types of letters. She will start by holding up a bill and asking students questions, encouraging them to take notes as she writes different points on the board. What is this? How do we know? Important points would include that the name of a company appears at the top of the page, that there are columns of numbers with dollar signs next to them, etc. We then compare several bills as a class to see what is the same and what is different. Some characteristics are standard, while others may vary. The same thing is done with a note asking renewal of a magazine subscription, an invitation to a wedding, a party, a business letter, and a thank you note. With each one, a significant amount of time is spent going over details of the letter, particularly including not just the letter but the envelope it came in. How is the business envelope different from the one for the party invitation? What about the magazine subscription notice--no envelope at all? What about the way the letter is folded?

The teacher and the students work together looking at several types of letters (which ones are typed and which ones are hand-written, and why?) as well as the reasons the sender of the letter might have for writing it. Students also reinforce vocabulary like "bill," "subscription," and "invitation." Students recognize that while these are types of letters, they are not usually referred to as letters, but by these other names. THIS ACTIVITY SERVES SEVERAL PURPOSES.

STUDENTS LEARN VOCABULARY AND EXERCISE NOTE-TAKING SKILLS AS WELL AS SPEAKING AND INDUCTIVE/ DEDUCTIVE REASONING SKILLS. STUDENTS WILL RETAIN THE INFORMATION BETTER IF THEY ARE ACTIVELY INVOLVED IN HYPOTHESIZING, COMMUNICATING, AND REINFORCING.

4. The teacher then mentions that there is another kind of letter--a casual letter to a friend or relative. This is the type of letter that is most commonly brought to mind. Some of the letters we looked at in the beginning of the lesson were of this type. She again asks what reasons we would have for writing these letteres as well as who they could be written to and what they might look like.

5. The teacher then takes out the book "Children's Letters to God," a delightful compilation of mail written by children to Deity. The teacher explains that this book contains letter written by young children to God. Some of their reasons include thanks, asking for blessings or forgiveness, or just talking to Him about their day. If the book is not a large enough edition to be easily seen, overheads of severeal pages are placed on the overhead projector. It is important for the class to see not only the form of the letters but the pictures drawn by the children along with their not yet fully developed handwriting and spelling skills.

Depending on time and intereest, anywhere from a few to all of these letters can be read. The use of the beginning and ending words of the letters will be emphasized. What do most letters start with? (Dear God,) What about the ending? These ending words will be looked at particularly because some use the word "Sincerely," while others use Amanda Taylor

"Love," "From," or "Yours truly." It will be emphasized that there really is a standard format because young children use it. Students can help explain how this is similar to the way they may do things in their own language (Querida=dear, etc.). We will then discuss the difference between words like "love" and "sincerely."

THIS IS A GREAT CULTURAL ACTIVITY BECAUSE THE LETTERS INCLUDED IN THE BOOK ARE FROM CHILDREN OF MANY DIFFERENT RACIAL AND RELIGIOUS BACKGROUNDS. WHILE REINFORCING THEIR LEARNING OF LETTER-WRITING FORMS, STUDENTS WILL ALSO LEARN ABOUT THE DIVERSITY OF THE UNITED STATES AND WHAT YOUNG CHILDREN ARE TAUGHT CULTURALLY, RELIGIOUSLY, AND SOCIALLY. MANY CURRENT ISSUES SUCH AS POVERTY AND VIOLENCE ARE DISCUSSED CANDIDLY BY YOUNG CHILDREN, AND IT IS ALWAYS EYE-OPENING TO SEE WHAT KIDS TAKE IN. WHILE SOME ARE SERIOUS, OTHERS ARE VERY LIGHT-HEARTED AND FUN.

6. We will then decide as a class to write a letter together. Students will help brainstorm what kind of letter would be appropriate and who it could be to. Possible ideas could include writing to the administration about cafeteria food or something; or writing a letter to parents about what the students have been learning in class. The teacher will write on the overhead projector as students contribute ideas, remembering forms that are important to the type of letter being written. We will then address an envelope and also talk about stamps and how to find out how much postage is required in sending letters.

7. For homework, students will be asked to write a letter. They may choose between a business letter, thank you note, or casual letter to a friend or relative. They will also be asked to address and stamp the envelope it will be sent in. After going over the letters for accuracy, etc, students will send them. Later in the course, if students receive replies that they wish to share with the class, they may.

THIS IS AN IMPORTANT ASSESSMENT OF HOW WELL EACH STUDENT HAS LEARNED ABOUT WRITING LETTERS.