TITLE: Block Style Letter Formation
TASK DEVELOPER: Sherri Holt
GRADE AND CONTENT AREA: Grades 9-12 - Information Technology II
SCHOOL: Mergenthaler Vocational Technical Senior High School
STANDARDS:

Information Processing II - Standards

Standard: 1.2: Social, ethical, and human issues:

Students practice responsible use of technology systems, information, and software.

Standard: 1.3: Technology productivity tools:

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Standard: 1.5: Technology research tools:

Students use technology to locate, evaluate, and collect information from a variety of sources.

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PERFORMANCES:

Students should have opportunities to demonstrate the following performances:

Performance Indicator 1.2. Students will demonstrate the ability to use the computer and Microsoft Word to correctly format letters in both block and modified block format.

Performance Indicator 1.3. Students will demonstrate the ability to use Microsoft Word to save, edit, retrieve and print letters.

Performance Indicator 1.5. Students will demonstrate the ability to use the Internet to locate, evaluate and collect information from a variety of sources.

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SETTING:

Real World Setting: Internet Searches

Students will pretend that they own a home or they can submit a letter about a house that they presently live in. They will access the following website: http://jlsinc.net which is the website of Johnson's Landscaping Company. Classwork information is also posted on the Baltimore City Public School Blackboard Site. Students will view the site to obtain information on the work that this company can do to enhance their home. Located on the site is information on landscaping, various photos of ponds, patios, planting, sidewalks and steps.

In their letters students are to be very specific about the type of work that they want done and the location of the work to be performed. Students are to inform Johnson Landscaping Company that they have a price limit. Students are also to request a specific date that Johnson Landscaping Company should write them back with a quote for their services.

Real World Setting: Learning - Block Style Letter Formatting
  1. Students are to format letter in block style.
  2. Students are to include in their letter a table that lists the specific items and location in which they want the work to be done.
  3. Students are to proofread their letter for formatting, spelling and grammatical errors.
  4. They are to include either a return address or submit the letter on appropriate letterhead.
  5. Students are to print and sign the letter before submitting to instructor.

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INSTRUCTIONAL ACTIVITIES:

Classroom and Computer Lab

Estimated Time: 20 minutes

Steps

  1. With the use of the LCD projector and the computer (MSWord), instructor will show and review with students the correct procedures for formatting a letter in block style.

  2. With the use of the LCD projector and the Internet, instructor will access required websites and review with students the letter writing assignment and expectations.

  3. Students will review the website and ask instructor questions regarding the required activity.

Estimated Time: 60 minutes

Steps

  1. Assess website:
  2. View the site for required information.

  3. Type, Print and Sign Letter

Hardware: Computer, LCD Projector
Software: Microsoft Word
Technology: Internet
Scoring Tool: Grading Rubric

Estimated Time: 10 minutes

Steps

  1. Students will print, sign and submit letters for grading to instructor.

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SCORING:

Formatting Letter Rubric

Score 1 = Unsatisfactory (69 and below); 2 = Satisfactory - (70-79);
3 = Good (80-89); 4 = Excellent (90-100).

Layout Design: (1) = Letter is unattractive, inappropriate text used. Spacing incorrect. Difficult to read; (2) = Inappropriate layout and design. Incorrect spacing; (3) = Some attempt was made to follow correct format. (4) Letter is eye catching, creatively designed with easy to read text.

Information/Contents: (1) Information is poorly written, inacccurate or incomplete; (2) Some infomation is provided, however it is limited or inaccurate; (3) All required information is included; (4) Information is accurate and complete, creatively written and presented in letter.

Parts of a Business Letter: (1) Improper format used; (2) Used incorrect format; (3)Majority of formatting elements are correct; (4) Letter is complete with all required elements and format (a) Letterhead or return address inserted; (b) Table inserted; (c) block style format; (d) Date, address, salutation, body, closing, signature, reference initials inserted in letter.

Grammar and Punctuation: (1) Grammar and punctuation poor for a business letter; (2) Inaccurate punctuation or grammar; (3) 1-2 mistakes in spelling and punctuation; (4) Excellent job on style, grammar and punctuation.

Followed Guidelines and Directions: (1) Did not follow guidelines and directions; (2) Limited following of guidelines and directions; (3) Followed most of the guidelines and directions; (4) Letter follows all guidelines and directions outlined in assignment.

Appropriate Use of Technology: (1) Did not use appropriate web resources; (2) Limited use of websites to obtain required information; (3) Used most of web resources; (4) Demonstrated excellent use of the website resources to obtain required information.

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RESULTS:

Results: 85% of students performed in the 80-100% range of the scoring outlined on the rubric. 5% scored in the 70-79% range and 10% scored unsatisfactory 69 and below.

Analyze: Although students reviewed the appropriate spacing, contents and formatting of block style business letters through classwork and independent assignments, some students performed unsatisfactory on this task. Students will continue to review letter formatting skills of both block and modified block letters throughout the semester.

Reflection: The purpose of this assignment was to provide students with a real world scenario to assist them in developing the skills and knowledge required to format business letters in block style format and to conduct research on the Internet.

Students enjoyed viewing the website to find ideas on landscaping which could be used to develop or enhance their dream home. The use of the computer and Internet for students to view the website was an added incentive in keeping them engaged and on task when completing the required activity.