Career Pathway Development Project
Lesson: Writing Letter of Request

Unit 5 Lesson 1
Teacher Guide

Lesson Title: Writing Letter of Request for Support

Pathway Addressed: Industry

Submitted by: Cheryl Bobo

Date:  5/31/00

Ages(s):  11-14 years

Prerequisite:  A basic understanding of word processing or basic writing skills is needed.

Recommended Delivery: Teacher directed with samples on-line

Time frame: Two to three class periods to include the editing process

______________________________________________________________________________

English/Language Arts
A. Student should be able to speak and write well for a variety of
purposes and audiences.

A student who meets the content standard should:
1. Apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style;

Technology
A. A student should be able to operate technology-based tools.

Employability / (Scans)
B. A student should be able to identify career interests and plan for career options.

A student who meets this standard should:
5. Identify resources available to support education and training related to career possibilities.

Overview:

The students learn to write a persuasive business block style letter. The students apply these skills to writing a letter to request support (scholarships, training, etc.) from an Alaska Process Industry Careers Consortium Member.

Objectives:
Students will know the parts of a business letter.
Students will know how to type a business letter in proper layout with correct line spacing and tabbing.
Students will become acquainted with APICC partners.

Resource

http://ericir.syr.edu/  

Teaching Writing: Strategies
Nice ideas and suggestions from About.com.
http://esl.about.com/homework/esl/library/weekly/aa042998.htm

How to ask for a reference:
Sample Reference R
http://www.interlog.com/~flebo/business_update.htm

How to Write a Business Letter
http://esl.about.com/homework/esl/library/howto/htbusiness.htm?once=true&

Business Letter Writing Basics
Includes a handy chart of phrases that give business letters a
professional tone.
http://www.ais.msstate.edu/AEE/Tutorial/bus_letters.htm

Vocabulary:
inside address
heading,
salutation
complimentary closing
signature
initials
closure
copies (cc)
clichˇs

Classroom Setting:

Students, as a class, learn to write business block style letters. The students practice by writing a letter to one of Alaska's Process Industries Career Consortium partners while in a lab setting.

Options: Students can write these letters by hand or take turns writing the letters on available computers.

Activities:
Students will practice SCANS basic skills by writing a block style letter to one of Alaska's industry partners requesting support to further their education using available word processing software.

1. Teacher leads the discussion for the purpose of the letter. Brainstorm reasons why the industry partner would select to sponsor you or give you support to further your education. Describe your own strengths (use the interests survey results in lesson Take my Picture) using information from your personal surveys.

2. Writing block style letters:
Teach students how to create a block style letter. Instruct how to format documents and change font appearance and size. Letters need to include all of the parts of a business letter Before students begin, introduce them to the Analytical Writing Assessment Rubric on which they will be graded.

Brainstorm with students to develop the parts of a business letter.
Write the parts of a business letter and explanations of each on the board.

HEADING

INSIDE ADDRESS

GREETING

BODY- CONTAINS THREE THINGS
1. WHAT YOU ARE REQUESTING?
2. WHY YOU WOULD BE WORTHY OF THE SUPPORT
3. HOW THE SPONSOR AND YOU WOULD BOTH BENEFIT

CLOSING

SIGNATURE

Community Connections:

Brainstorm a list of community members, organizations, or jobs that may need these writing/communication skills. I.e.: City Hall, library, schools, high school students, and athletic teams...

Assessment:

Have students evaluate their own letters using the Analytical Writing Assessment Rubric.    Teachers evaluate the letters and conference if discrepancies appear. Students that use rubrics are more able to correctly assess themselves.