Text Types and Purposes · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.4.2.LI.2 - Compose email, memo, programme agenda, application (job, services etc.) and acceptance letter on given topics using appropriate format.

By the end of the lesson, learners can:

Identify the standard parts and layout of a formal email, memo, programme agenda, job application letter, and acceptance letter.
Compose a formal email and a job application letter on a given topic using the correct format, including appropriate salutation, body, and closing.
Draft a memo and a programme agenda from a given scenario, arranging items in a logical order.
Write an acceptance letter for a job or service offer, using polite and professional language.
Evaluate a sample of one of the five text types against a checklist of format requirements and give constructive feedback to a peer.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Text Types and Purposes (4.2)
Content standard: 1.4.2.CS.2 - Apply writing skills to specific life situations. 1.4.2.LO.1 Utilize a process-oriented approach to craft descriptive, creative, informative and persuasive written compositions. 1.4.2.LO.2 Create email, memorandum, program agenda, application (job, services, etc.) acceptance letter and articles based on provided subjects using suitable formatting.
Indicator: 1.4.2.LI.2 - Compose email, memo, programme agenda, application (job, services etc.) and acceptance letter on given topics using appropriate format.
Suggested placement: Semester 2, Week 12 (Week 32 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

indicator text - p.81: the code 1.4.2.LI.2 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 1.4.2.CS.2
Curriculum reference: NaCCA curriculum document, p. 81

Exemplars (from the NaCCA curriculum)

Talk for Learning (TfL):
- Learners, collaborating with one another in mixed ability groups, examine sample materials.
Critical Thinking Skills:
- Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g. Besides, in addition, moreover, again, furthermore, etc.
- Communication Skills are acquired as learners share their ideas with peers and accept constructive feedback through communication and collaboration in order to achieve the basic required skills
Individual Work:
- Learners individually compose an introductory paragraph containing the following: i. Central idea (suitable for an essay) ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, until etc.) , suitable background information and a conclusion.
- Learners individually design story maps as guides and compose body paragraphs and concluding paragraphs.
- Learners appreciate the value of respect for one another in their groups.
Teaching and Learning Resources:
- Sample essays and passages from books
- Journals and the Internet.
Assessment (1.4.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.