Subject(s):  English/Language Arts, Science

Learner Outcomes:

1.  The students will create a letter to a wildlife organization asking for detailed information on their endangered animal (habitat, locations, diet, causes of endangerment, etc.).
2.  The students will identify the basic parts of a business letter and use proper punctuation and sentence structure in the body of their letter.
3.  The students will work in cooperative groups in a constructive manner.
4.  The students will perfect their final draft through the peer editing process.

Materials:

reference materials
example of business letter
email address of organization (if possible)
writing materials
Daily Summary Page
Endangered Animal Journal checklist,
Endangered Animal Journal Rubric
Business letter rubric

Technology Tools/Courseware:  Internet, Microsoft Word

Teacher Notes:

1. This letter will need to be created and sent before the unit begins in order to allow for response time from the organization.
2. Students will need to be placed in groups of 2-3 before the writing of the letter.
3. Student groups will choose the endangered animal that they will study based on a list compiled by the teacher.
4. Teacher will be required to give a brief introduction to endangered animals before the letter is created and written.
5. Teacher will have already taught the proper form of a business letter to students before this unit begins.
6.  Teacher will provide each student with a Daily Summary Page.
7.  Teacher background on The Endangered Species Act.
8.  Teacher should create a requirement checklist of items needed for the Endangered Animal Journal.

Procedures:

1. Begin the lesson by reviewing the proper format of a business letter.
2. Discuss what the students know about endangered species and create a KWL chart listing the student responses.
3. Using the KWL chart, the class will develop three to five questions on endangered species that must be in the body of their letter.
4. Have students break into their assigned groups of 3 to begin the work on their letter.
5. Each group will compose the “rough draft” of their letter to a wildlife organization (list generated by teacher and students) requesting information on their endangered animal.
6. The student groups will then exchange the letters with another group for peer editing and suggestions.
7. On day two, the student groups will begin working on the final draft of their letter, using suggestions from the peer editing.
8. Each group will create their final draft using Microsoft Word.

Modifications:

1.  Students with writing limitations could dictate their information.
2.  Check individual education plans to see if any additional changes need to be made for students.
3.  Group jobs/responsibilities should be appropriate for all group members.

Evaluation/Assessment:

1.  Format of the business letter is correct.
2.  Letter must contain the three to five questions on their endangered animal.
3.  Daily Summary Page
4.  Business Letter Rubric
5.  Endangered Animal Journal Checklist
5.  Endangered Animal Journal Rubric

WV IGO's:
English/Language Arts:
5.12, 5.13, 5.14, 5.16, 5.22, 5.27, 5.52, 5.53, 5.54, 5.55, 5.56, 5.57, 5.61, 5.62
Science:
5.10, 5.11

National Standards:
Writing Standard 1:  Uses the general skills and strategies of the writing process.
Science Standard 6:  Understands relationships among organisms and their physical environment.
Historical Understanding Standard 1: Understands and knows how to analyze chronological relationships and patterns.
Listening and Speaking Standard 8: Uses listening and speaking strategies for different purposes.
Reading Standard 5: Uses the general skills and strategies of the reading process.
 

Agency Addresses
Information by State on Endangered Species
Endangered Species Act Information
Daily Summary Page
Business Letter Rubric
Endangered Animal Journal Checklist
Endangered Animal Journal Rubric