Overview
This one- to three-day lesson will enable students to have teacher-guided practice and review of the formal business letter format.

Standards Addressed
Grade 6, Language Arts — Writing

05-07 Benchmark
C. Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner.

Y2003.CEW.S02.G05-07.BC.L06.I03

03. Write letters that state the purpose, make requests or give compliments and use business letter format.

Grade 7, Language Arts — Writing

05-07 Benchmark
C. Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner.

Y2003.CEW.S02.G05-07.BC.L07.I03

03. Write business letters that are formatted to convey ideas, state problems, make requests or give compliments.

Grade 8, Language Arts — Writing

08-10 Benchmark
C. Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text and include appropriate details and exclude extraneous details and inconsistencies.

Y2003.CEW.S02.G08-10.BC.L08.I03

03. Write business letters, letters to the editor and job applications that address audience needs, stated purpose and context in a clear and efficient manner; follow the conventional style appropriate to the text using proper technical terms; include appropriate facts and details; exclude extraneous details and inconsistencies; and provide a sense of closure to the writing.

Materials
Graded and returned persuasive essays on the management of white-tailed deer in Cuyahoga Valley National Park or, if those aren’t available Deer in Cuyahoga Valley National Park fact sheets from previous lesson

Business envelopes and stamps (or e-mail addresses)

Word processors

Overhead transparencies for plain-paper copiers

Procedure
Pictures of deer are available at www.generationscvnp.org/photos.aspx.

1. Discuss the occasions when a student might write a business letter. Obviously, it will be important in the business realm but with e-mail becoming the norm, business letters may go the way of calligraphy and hand-written letters. They might be used by parents to compliment a teacher, to write letters to editors, to request information or for résumé cover letters. Remind students that until business letters do become obsolete, it is necessary to know the correct format.
2. Discuss the importance of correct format. Students generally think that many of the rules are arbitrary. To counter that assumption, point out a current fashion trend, such as males students not tucking their shirts in. Wearing their shirts tucked in would invite all kinds of humiliation. It is a completely arbitrary and silly fashion rule, but knowing and following it includes and excludes members from the “acceptable” teen group. Compare the fashion rule to the format rules and encourage students to follow them to gain the respect of the group to whom they are writing and thereby lend credence to their requests.
3. Using the supplied Blocked Business Letter example sheet, discuss the various parts of a business letter. Have students take notes or highlight their sheets during discussion.
4. Stress that business letters require a certain tone. Flowery language, sarcastic comments, poetic comparisons and extensive personal feelings or experiences should be left out of this letter. Language should be clear, concise and mature.
5. Business letters should include contact information for the writer.
6. Have students write a letter to the superintendent of Cuyahoga Valley National Park. The letter should be a condensed version of the persuasive essays they wrote regarding the management of white-tailed deer in Cuyahoga Valley National Park. If that topic isn’t workable for your classroom, students could write the park requesting information about park careers or other topics of interest. The address for CVNP is: Superintendent, Cuyahoga Valley National Park, 15610 Vaughn Road, Brecksville, Ohio, 44141.
7. If the written work is being completed during class time, help students individually as they write.
8. Encourage peer editing and self-editing as your class has been trained. Hand out copies of the grading rubric so students may evaluate their work.
9. Collect and grade letters. Make overhead transparencies of both good examples and consistent problems for classroom instruction when papers are returned.
10. Suggest papers be reprinted and sent to the national park.
11. Review how to set up, fill and address a business envelope.

Evaluation
This rubric should be made available to the class members so they can evaluate themselves as they write. It can also be used for the final evaluation of the business letter if you choose.

Writing applications

Writing Conventions