LONGWOOD LESSON PLAN TEMPLATE
Subject(s) & Grade Level: 6th Grade Science
Teacher Name: Kensy, Lee, and Strong
Length of Instructional Time: 60 minutes
Stage of writing process: Publishing
Standards of Learning: SOLs Science 6.7 The student will investigate and understand the
natural processes and human interactions that affect watershed systems. A) the health of
ecosystems and the abiotic features of a watershed; B) the location and structure of Virginia’s
regional watershed systems; F) major conservation, health, and safety issues associated with
watersheds; 6.9 The student will investigate and understand public policy decisions relating to
the environment. A) management of renewable resources (water, air, soil, plant life, animal life);
C) the mitigation of land-use and environmental hazards through preventative measures.
Applicable NCTE National Standard(s): 7 Students conduct research on issues and interests by
generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize
data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate
their discoveries in ways that suit their purpose and audience.
General Objective(s):
Specific Learning Objectives
The student will be able to. . .
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Instructional Procedures
The teacher will. . .
Introduction 5 minutes
explain what a watershed is  Review what impact the Chesapeake Bay watershed has
and what impact it has on
on their ecosystem by showing them the diagram they
their ecosystem,
completed yesterday and conduct informal questioning:
o How do things that happen upstream effect the
determine how audience
fish downstream? (Silt and runoff can pollute the
can impact the overall tone,
water, maiming or killing the fish.)
and
o What makes algae grow too much? (Fertilizer
evaluate the importance of
carried downstream makes the algae grow out of
persuasive writing on
control.)
global issues, specifically
o What kind of pollutants end up in the estuary?
on environmental issues.
(Motor oil, soda bottles, plastic bags, etc.)
o Why can’t plants grow on the floor of the
estuary? (Because silts and pollutants block out
the sun.)
 Explain the importance of communication in global
issues.
o “One of the best ways to get the word out about
keeping our environment clean is by writing to
those in power. We have the knowledge to
educate those without it.
o “As good writers, we can change the viewpoint of
our audience. In this case, our audience is a
Congressman. We will use a persuasive, formal
tone to convince those in power to help pass
legislation with a standard business letter format.”
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Main Lesson 45-50 minutes
evaluate the standard letter  Show the standard business letter to students, having
form and how it relates to
them read it individually first, then complete monitoring
the assignment,
of a Think, Pair, and Share activity with a partner for
notions of what will fit in this type of letter.
formulate a business letter
detailing important
 Ask the students to share some of their ideas on a sticky
environmental issues, and
note and then read each one aloud, validating their
suggestions and elaborating on especially good concepts.
calculate the importance of
tone in writing
 Get the students to leave their groups and return to their
professionally.
original seats and have them take out their laptops to
open a Word document.
o Display the model on the board to remind them of
the proper format.
o Walk around the room, monitoring their progress
and giving both positive and corrective feedback
as they work.
 Point out the indentations on the model and have the
students complete them simultaneously. As the students
begin writing, continue monitoring them, asking specific
questions:
o What points do you feel would best motivate a
Congressperson when it comes to cleaning up the
Chesapeake Bay?
o What tone will you use when writing this letter?
o Did you restate your purpose in the conclusion?
 Have students switch seats, where they will read over
them and suggest edits, along with ideas for tone and
solutions.
 Monitor their progress on their final draft and have them
fill out an envelope with the address and stamp to mail,
before giving me the unsealed envelope to mail to grade.
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discuss important
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environmental issues
they referenced in their
letters, and
evaluate the
importance of
articulation in business
letters.
Closure 5 minutes
Lead a discussion about their experiences writing a
business letter on the issues of the Chesapeake Bay
through informal questioning:
o What kind of tone did you use for your business
letter?
o Did you change your vocabulary or voice when
writing?
o What are the some of the ways you can use a
business letter outside the classroom?
o What kind of power do your words have when
you use a professional tone?
Extension/assignment: The student will publish a business letter that details some of the
problem the Chesapeake Bay faces, along with some solutions.
Accommodations/provisions for individual differences:
 ESL/ELL: Monitor their writing with friendly suggestions and corrections in word
choice through informal conferencing.
 Gifted: Have student(s) devise an action plan after finishing their letter that discusses
solutions presented in their letters.
 Students without Standard Dialect: Have students discuss their first draft with
informal conferencing, discussing both the importance of tone and how they can employ
a professional tone through vocabulary.
Formative/summative evaluation:
 Formative: Business letter editing and monitoring of student discussion
 Summative: Final draft of business letter
Self- and/or peer evaluation: Peer editing of their letter with informal discussion between
partners.
Products students will create: Business letter that discusses environmental issues in the
Chesapeake Bay
Texts students will read: Primary source standard form letter created by instructor (see below)
Materials/resources: Overhead projector, primary source, laptops for each student, envelopes,
stamps
Sources for ideas/materials in APA format: Business Letter Example.docx ..\Education
370\Watersheds.pptx
Rationale: Business letters are often composed incorrectly. By providing the students with a
model, they can see how format and professional tone can impact an issue. Also, the discussion
on environmental issues in politics will set them up for critical thinking skills. Environmental
issues are often ignored, especially by those who are uneducated about this topic. By having a
discussion in class, also working with solutions for the future, we can educate and impact the
future of our environment’s safety.