Page 1-2: Stand-alone lesson plan to help learners write a thank you letter based on a business letter model. Page 3-17:Unit on letter writing to help learners prepare for the !" and be informed and a#ti$e members of the #ommunity. %n#ludes sample letters. Lessons were developed by Lisa Mullins, Hawkins County Adult ducation! Additional sa"ple letters were provided by #ale Warren, Weakley County Adult ducation! Letter$Writing Lesson %b&ectives: 1. %dentify parts of a business letter 2. Understand positi$e tone in writing 3. Use a #he#klist and rubri# to #he#k for a##ura#y &. 'rite a business letter
Activity: (rainstorm a list of reasons you might need to write in #lear) #orre#t form *omplain or #ompliment a produ#t) ser$i#e) or organi+ation %nfluen#e someone to do something- build a skate park) repair roads in neighborhood) #ontinue edu#ation programs su#h as ,dult !du#ation) -ead Start) and !$en Start %mpress someone- offi#ials) employer) #ommunity members) $oters So that the person you are #ommuni#ating with will take you seriously .he #lass dis#ussion will lead to the agreement that letters would ser$e the purposes. .he tea#her should ha$e an e/ample of a business letter. Use the e/ample to identify the parts of a letter. .he letter should in#lude a return address) an inside address) date) salutation) well written body) #losing) and signature. , dis#ussion of ea#h part will in#lude naming) labeling) and defining the parts of a letter. Use workbook e/er#ises to show e/amples of #orre#t pun#tuation and pro$ide a short pra#ti#e a#ti$ity. .he #lass should e/amine the body of the e/ample letter. 0n the board) list some #hara#teristi#s of the body. %dentify the message the letter is #ommuni#ating) the tone of the letter) and the 1uality of the writing. 2ook at the senten#e stru#ture) $ariety of senten#es) and stru#ture of the paragraphs. 'ith all this in mind) #reate a #he#klist of #riteria for the final produ#t. ,lso) introdu#e the !" essay rubri#. *arry out the a#ti$ity of writing a business letter. %n pairs) read and use the #he#klist and the rubri# to determine the 1uality of the final produ#t. .he tea#her reads the letter and pro$ides final feedba#k. .he students should make #orre#tions and re$ision. 3ewrite the letter if needed. 3efle#t on the learning a#ti$ity and how it #ould be useful skill to all the students. 1 Checklist 'or Letter (es )o .one: is the letter positi$e Style: is the letter in #orre#t form *an anyone understand the message4 %s the pun#tuation #orre#t4 ,re there any other errors4 *omments Checklist 'or Writing a *usiness Letter +core rubric , -id not include . )ot all the parts "any "istakes in place"ent, punctuation, spelling / All the parts so"e "istakes in place"ent, punctuation, spelling 0 Correct place"ent, punctuation, spelling Heading 1eturn address 2nside address +alutation *ody Closing +ignature 2 3nit on Letter Writing Purpose: To help learners prepare for the GED test and become informed and active members of the community. Content: Reading, Social Studies, Writing, Research, using technology, critical thinking and analysis, creating and understanding data, charts, and graphs. Community Member Role: http!!eff.cls.utk.edu!fundamentals!role"map"ccm.htm Broad Areas of Responsibility: #. $ecome and stay informed %. &orm and e'press opinions and ideas (. Take action Key Activities: &ind, interpret, analy)e, use, communicate, influence decision makers. Standards: http!!eff.cls.utk.edu!fundamentals!#*"standards.htm +earn through Research ,se Technology Reflect and Evaluate -onvey ideas in .riting /dvocate and influence Pretest: 0rovide a set of #1 2uestions as a pretest to determine the kno.ledge on lesson topics before teaching the unit. Learning Obectives: The learners .ill be able to Describe the branches of government -onstruct a chart to classify the responsibilities of each branch of government ,se technology and research to identify 3embers of -ongress from their district 4rgani)e the information and evaluate the -ongressional 3embers5 positions on relevant issues &orm opinions based on facts -ompose a thank you letter to their 3ember of -ongress The follo.ing lessons .ill help learners to achieve these ob6ectives. 3 Lesson %ne Obectives: Describe the branches of government, including the names, purpose, and leaders. -onstruct a chart to classify the responsibilities of each branch of government. Read: American Government Freedom, Rights, and Responsibilities (Steck-Vaughn, 199! page %(7%8. !iscuss: Why did the founding fathers believe the ne. nation needed three branches of government9 Discuss checks and balances of the government and its purpose Read pages ((7(:. ;igsa. activity Divide the class into small groups or pairs. /ssign a section of the reading to each group or pair. <ave them make a report describing a branch of the government and its responsibilities. The class members .ill create a chart that classifies each branch, its responsibilities, and its leaders. Assessment: +earners should complete the follo.ing #. =ame the three branches of government. %. =ame the leaders of each branch. (. =ame one or more important duties of each branch. >. Describe in your o.n .ords .hy the checks and balance system is important. Lesson Two Obectives: ,se technology and research to identify 3embers of -ongress from their district 4rgani)e the information and evaluate the -ongressional 3embers5 positions on relevant issues !iscuss: Who are our 3embers of -ongress9 What are their 6obs9 What are their vie.points on issues9 <o. can the 3ember of -ongress help me9 ,se multiple lines of in2uiry to collect this information. ,se ?nternet searches, .ebsites, ne.spapers, etc. Organi"e# evaluate# analy"e: 4 E'amine the 3embers of -ongress, their policies, statements, committee membership, pro6ects and their involvement in the community. What are some of the issues that concern me? <ave the students make a list of issues they are interested in or that concern them. @Remind learners that many of the public and community programs in .hich they are involved are funded through the government and that -ongress makes decisions about funding these programs .ith or .ithout their information. Don5t .e prefer that -ongress has their information so that they can make the best decisions possible9A Make a list of the issues students shareinclude funding for adult education. The list may include adult education, W?/ Bouth 0rogram, unemployment benefits, food stamps and medical programs, community housing, etc. $ocus on Adult %ducation $unding ,se the ?nternet to research adult education programs and funding in several states. &ind fact sheets and statistics about adult education programs around the nation. @Bou might assign states to pairs of students or allo. the students to make their o.n choices.A ,se the fact sheets to make comparison of the programs C funding, number of GEDs, number of students enrolled, number entering employment or postsecondary education, etc. <ere is a resource they might find helpful http!!....ncsdae.org!&inalD%1$lueD%17D%1E7#71F.pdf 4ther similar resources can be found on the state directors5 .ebsite ....ncsdae.org . &ave t'e students create a c'art comparing t'e states( <ave each pair or group make a report e'plaining the charts. @The chart should visually compare funding for each state, enrollment, results, sho.ing ho. Tennessee ranks in areas of funding versus areas of success.A Assessment: Write a paragraph e'plaining .hat can be learned from the chart you created. Lesson Three Obectives: /naly)e the differences bet.een funding, need, and success of adult education. Activity: <ave the students return to the .ebsites and collect information on the number of people .ithout a GED!high school diploma, need to learn English, illiterate, etc 3ake a graph comparing funding to need. @This graph could be as simple as funding to need7line or bar, or as comple' as funding, need, resultsA 5 Assessment: E'amine and ans.er 2uestions about graphs. &or a connection to the GED use7 -ontemporary5s =umber 0o.er $ook 8 page #E* 3ore comple' graphs7 ?nterpreting Gisual ?nformation GED skill book @Steck7Gaughn, %11%A page #* and %(. Lesson 4our Obectives: -reate informed opinions based on facts. !iscussion: ?n pairs then as a class, discuss findings, feelings, and opinions about the facts and information learned in this unit. Discuss the importance of the 3embers of -ongress5 6obs and .hy communication .ith constituents is important. Discuss the importance of communicating their opinions to their 3embers of -ongress. $rainstorm .ays to communicate those opinions, such as email, meetings, letters, phone calls, at community events, and so forth Lesson 4ive Obective: -ompose a thank you letter to their 3ember of -ongress. !iscussion: E'amine appropriate and inappropriate .ays to communicate .ith 3embers of -ongress. -ompare lobbying .ith advocacy. 0ut the definitions on the board, make a list of e'amples of both. <ere are definitions and also t.o diagrams developed by ;ackie Taylor and 3arsha Tait that you may find useful. Advocacy: /dvocacy includes identifying, embracing, and promoting a cause. ?t is any attempt to shape public opinion, and promote the interests of your community. H"he #obb$ing and Advocac$ %andbook &or 'onpro&it (rgani)ations 6 7 Lobbying: / specific, legally defined activity that involves stating your position on specific legislation to legislators and!or asking them to support your position. *+enter &or #obb$ing in the ,ublic -nterest (+#,-A 3ake a diagram or chart detailing the differences and the effective!ineffective .ays to communicate. Determine that .riting a letter is a good .ay to communicate .ith public officials. )rite a t'an* you letter: 0rovide a business letter as a model. E'amine this model as a .ell7.ritten letter. E'amine the parts of the letter. ?dentify correct punctuation, capitali)ation, form and tone for a letter of this type. -reate a checklist for creating a letter. <ave students .rite a letter. ,se the checklist to determine if the letter is appropriate to communicate .ith a 3ember of -ongress. <ave the students compose a thank you letter .ith attention given to adult education programs. @This letter can be personal, describing the students5 e'periences .ith education and the positive impact of adult education.A ? provided three sample letters for the students to read, evaluate, and generate ideas about their letters. ? 6ust had each student read the three letters, .e discussed ho. each .as different, its purpose, and effectiveness. @? did not say this is ho. it should be .ritten.A The learners should compose their o.n letters based on .hat they learned and their opinions. Assessment: /fter the students .rite their letter, they should use the checklist to determine if it is correct. They may make changes and draft a final version. Then the 8 teacher and student use the checklist. Teacher points out any problems and has the student revise!or if no problems, have the student prepare it for presentation to person. Assessment: T/$E FD or #1D has a letter .ith punctuation and capitali)ation. $oth assessments ask the student to find the correct capitali)ation and punctuation of inside address, date, salutation, and closing. Each one has a grammar or sentence structure 2uestion as .ell. The salutation uses a colon. Teachers .ill need to discuss the use of a colon in a business letter. /s a final activity, have the students revisit the pretest 2uestions and ans.er again. They should make comment on .hat they learned in this lesson. 9 +sing t'e %,uipped for t'e $uture Standard Advocate and -nfluence ,se this .orksheet .ith students to determine that the class has follo.ed the steps of the E&& Standard, /dvocate and ?nfluence. List 'o. you accomplis'ed eac' step( Steps: #A Define .hat one is trying to achieve. %A /ssess interests, resources, and the potential for success (A Gather facts and supporting information to build a case >A 0resent clear case 8A Revise in response to feed back 10 Sample C'ec*list for Letter /'is is a sample c'ec*list t'at my class created( - believe it is more po.erful for t'e students to create t'eir o.n c'ec*list or rubric for evaluating t'eir letters( -tem 0eeds improvement Appropriate and accurate ?nside address -apitali)ation 0unctuation Spelling Date -apitali)ation 0unctuation Spelling Salutation /ppropriate 0unctuation $ody of letter Grammar 0unctuation -apitali)ation Spelling /ppropriate Tone of letter -losing Spelling 0unctuation Appropriate &or advocac$ 11 Dakota Leake 8156 Main Road Bulls Gap, Tennessee on!"ess#an $%il Roe $&'& Bo( 1728 )in!spo"t, Tennessee 37662 *e+"ua", 23, 2011 Dea" on!"ess#an Roe- . a# 19 ,ea"s old and . li/e in 0a1kins ount,& . a# a pa"ti2ipant o3 t%e 4.5 6out% $"o!"a# in Ro!e"s/ille& . 7ust "e2ei/ed #, G8D last 1eek and . a# !oin! to Tennessee Te2%nolo!, 92%ool at $%ipps Bend in Ma,& . 2an:t +elie/e . a# doin! all t%is sin2e . %a/e %ad so #an, p"o+le#s in #, li3e& . lost +ot% #, pa"ents 1%en . 1as little and #, !"and#a "aised #e& 9%e died a 3e1 ,ea"s +a2k so . %a/e +een on #, o1n& .t see#ed like . 1as ne/e" !oin! to !et to s2%ool and !et a !ood 7o+& But no1 . 2an do +ot% t%ose t%in!s& T%e 4.5 p"o!"a# !i/es #e t%e e(t"a suppo"t and 2ounselin! . need to do t%ese t%in!s& T%e 0a1kins ount, 5dult 8du2ation $"o!"a# %elped #e !et #, G8D& 4it%out t%ese p"o!"a#s, . #i!%t +e on t%e st"eets o" 1o"se& . 1ant to t%ank ,ou 3o" ,ou" suppo"t o3 +ot% o3 t%ese p"o!"a#s& . also 1ant to tell %o1 #u2% . app"e2iate t%e 1o"k ,ou do 3o" ou" dist"i2t& 6ou #ake i#po"tant de2isions and 1o"k to #ake t%in!s +ette" 3o" t%e people o3 8ast Tennessee& T%ank ,ou so #u2%& . kno1 t%at ,ou listen to people:s 2on2e"ns and 1o"k to1a"d #akin! t%is a +ette" pla2e to li/e and 1o"k& . look 3o"1a"d to %ea"in! 3"o# ,ou a+out t%is #atte"& 9in2e"el,, Dakota Leake 12 ;o%n Ma,%an 120 B"o1n Road Ro!e"s/ille, Tennessee 37857 on!"ess#an $%il Roe $&'& Bo( 1728 )in!spo"t, Tennessee 37662 *e+"ua", 23, 2011 Dea" on!"ess#an Roe- . a# ;o%n Ma,%an& . li/e in t%e uppe" 8ast Tennessee a"ea& . a# %ono"ed t%at ,ou "ep"esent #, dist"i2t in on!"ess& *i"st, . 1ant to t%ank ,ou 3o" t%e 1o"k and dedi2ation ,ou put into t%e 1 st
dist"i2t o3 Tennessee& 6ou" "e2o"d p"o/es ,ou listen and 2a"e a+out t%e people in ,ou" dist"i2t& . a# a student in t%e 0a1kins ount, 5dult 8du2ation $"o!"a#& 4e "e2entl, 2o#pleted a p"o7e2t in ou" 2lass t%at %elped #e unde"stand ,ou" "ole in t%e 2o##unit,& 4e lea"ned t%e "ole o3 t%e le!islatu"e and t%e #an, de2isions t%at a"e #ade t%e"e& <o1 . unde"stand %o1 i#po"tant it is to /ote and to e(p"ess #, 2on2e"ns a+out ou" 2o##unit,& 9oon . 1ill %a/e #, G8D and . %ope to !o into a !ood 7o+ and so#e t,pe o3 %i!%e" edu2ation& . %ope t%at t%e ne(t ti#e ,ou a"e asked to /ote 3o" 3undin! t%e 5dult 8du2ation $"o!"a#s ,ou 1ill "e#e#+e" #e& T%e G8D 1ill open #an, doo"s t%at %a/e al1a,s +een 2losed to #e +e3o"e& . 2ould not %a/e a2%ie/ed t%is !oal and i#po"tant step in #, li3e 1it%out 5dult 8du2ation& . t%ink t%at . 1ill +e2o#e a +ette" 1o"ke", pa"ent, and 2o##unit, #e#+e" t%anks to t%e 5dult 8du2ation 2lasses and #, G8D& T%is p"o!"a# is a +i! i#po"tant pa"t o3 ou" dist"i2t& 5!ain t%ank ,ou 3o" t%e i#po"tant 1o"k ,ou do& . look 3o"1a"d to %ea"in! 3"o# ,ou in t%e 3utu"e& 9in2e"el,, ;o%n Ma,%an 13 Lu2, Manis 329 9%el+, 9t"eet %u"2% 0ill, Tennessee37642 on!"ess#an $%il Roe $&'& Bo( 1728 )in!spo"t, Tennessee 37662 *e+"ua", 23, 2011 Dea" on!"ess#an Roe- M, na#e is Lu2, Manis& . li/e in %u"2% 0ill, Tennessee& . a# a sin!le #ot%e" o3 3ou" 2%ild"en& . a# en"olled in t%e 0a1kins ount, 5dult 8du2ation $"o!"a# t",in! to ea"n a G8D& . %a/e passed all t%e tests and . +elie/e . 1ill %a/e a G8D in a 3e1 1eeks& T%is is !oin! to %elp #e so #u2%& . 1ill +e a+le to !o to t%e 2o##unit, 2olle!e and 1o"k to1a"d a de!"ee in nu"sin!& . al1a,s 1anted to +e a nu"se, +ut . t%ou!%t . ne/e" 2ould +e2ause o3 #, edu2ation +a2k!"ound& T%e sta33 and t%e 2lasses at t%e 0a1kins ount, 5dult 8du2ation $"o!"a# %a/e %elped #e to unde"stand t%at . 2an do t%is 1it% t%e "i!%t attitude and %elp& T%e tea2%e" is !"eat& . unde"stand so #u2% #o"e and . kno1 . 2an do 1ell in 2olle!e& .n #, 2lasses . %ad to lea"n a+out %o1 t%e !o/e"n#ent 1o"ks in o"de" to do 1ell on t%e so2ial studies pa"t o3 t%e G8D e(a#& 4e %ad a 3e1 lessons a+out t%e "ole o3 la1#ake"s& <o1 . unde"stand %o1 i#po"tant ,ou and ,ou" 1o"k a"e to #e& . 1ant to let ,ou kno1 %o1 #u2% . app"e2iate people like ,ou& . also 1ant to ask ,ou to "e#e#+e" t%e 2o##unit, o3 %u"2% 0ill and 0a1kins ount, and %o1 #u2% 1e need p"o!"a#s like 5dult 8du2ation& .t is a +i! %elp to people like #e and it 1ill #ake #, li3e and t%e 2o##unit, +ette"& T%ank ,ou so #u2% 3o" all ,ou do& T%ank ,ou 3o" listenin! to t%e needs o3 t%e people and %elpin! ou" a"ea +e a +ette" pla2e to li/e& . look 3o"1a"d to %ea"in! %o1 ,ou 3eel a+out 5dult 8du2ation& 9in2e"el,, Lu2, Manis
14 Additional Sample Letters +a"ple Learner Letter <ote- $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou" lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond to ea2% lette"& 6ou" st"eet na#e it, and state, >ip 2ode Date
0ono"a+le 9tep%en *in2%e" 1226 Lon!1o"t% 0'B 4as%in!ton, D 20515
Dea" on!"ess#an *in2%e"- 5s a ta( pa,e" and 2iti>en, . 1ant to t%ank ,ou 3o" suppo"tin! 3undin! 3o" adult edu2ation p"o!"a#s& Ta( pa,e" dolla"s %elp p"o/ide needed 2lasses, 7o+ t"ainin!, and i#p"o/ed skills& 5s a sin!le pa"ent 1it% 2%ild"en and little edu2ation, . a# %a/in! a /e", %a"d ti#e 2a"in! 3o" #, 3a#il, and p"o/idin! t%in!s t%e, need& .t is %a"d to +u, 3ood and 2lot%in! and !et ade=uate %ealt% 2a"e& .t is %a"d to %elp t%e# 1it% s2%ool assi!n#ents, sin2e #, skills a"e so li#ited& Gettin! a G8D is t%e onl, %ope . %a/e 3o" a +"i!%te" 3utu"e& 0ope3ull,, !ettin! t%is edu2ation 1ill %elp #e to !et a 7o+ and take 2a"e o3 #, 3a#il,& .t is also i#po"tant 3o" #, 2%ild"en to see #e 2ontinue #, o1n edu2ation +e3o"e t%e, 2an "eali>e t%e i#po"tan2e o3 sta,in! in s2%ool& .t 1ould also #ake #e 3eel +ette" a+out #,sel3 to +e s#a"t enou!% to %elp t%e# 1it% t%ei" assi!n#ents& T%ank ,ou 3o" suppo"tin! 3undin! 3o" adult edu2ation so 1e 2an +e2o#e !i/e"s to ou" 2o##unities& . look 3o"1a"d to %ea"in! 3"o# ,ou& 9in2e"el,,
6ou" <a#e 15 Correct Name / Address ?5"e ,ou sendin! t%e sa#e lette" to all t%"ee o3 ,ou" @9 le!islato"sA Make su"e ,ou 2%an!e t%e na#e, add"ess, and salutation on ea2% lette" a22o"din!l,&B The Ask Why is adult education important to you? Why are you are enrolled in adult education? Let the reader know you would like a reply Restate your reason for writin +a"ple #raduate Letter Note! $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou" lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond to ea2% lette"&
9t"eet na#e it,, 9tate, Cip Date 0ono"a+le 9tep%en *in2%e" 1226 Lon!1o"t% 0'B 4as%in!ton , D 20515
Dea" on!"ess#an Tanne"- 5ttendin! G8D 2lasses and !ainin! skills %as %elped #, li3e in #an, 1a,s& $lease suppo"t 3undin! and inno/ation 3o" adult edu2ation& 4%ile . 1as t",in! to !ain e#plo,#ent and take 2a"e o3 #, 3a#il, 1it%out an edu2ation, t%e task 1as /e",, /e", di33i2ult& . attended G8D 2lasses in 4eakle, ount, and passed #, G8D& <o1 t%in!s a"e +ette" 3o" #e& M, 2%ild"en lea"ned %o1 i#po"tant an edu2ation is in o"de" to !et 7o+s and p"o/ide t%in!s t%e, need& T%e, sa1 t%at it is easie" to !et an edu2ation 1%en t%e, a"e ,oun!& T%e, sa1 #e stud, alon! 1it% t%e# and "eali>e it is i#po"tant to ne/e" !i/e up& Be2ause o3 G8D 2lasses, so#e o3 #, 3"iends %a/e +een a+le to !o to 2olle!e, attend t"u2k d"i/in! s2%ools, ente" nu"sin! p"o!"a#s, and !et 7o+s t%at a"e a/aila+le no1 +e2ause o3 i#p"o/ed skills& Gettin! an edu2ation %as %elped #, 3a#il, and 1ill %elp us to take 2a"e o3 ou"sel/es& T%ank ,ou 3o" /aluin! edu2ation and its +ene3its& $lease let #e kno1 1%et%e" ,ou 1ill suppo"t 3undin! 3o" adult edu2ation and inno/ation 3o" t%ese p"o!"a#s& . look 3o"1a"d to ,ou" "esponse& 9in2e"el,, *o"#e" student:s na#e 16 The Ask "ow has adult education helped you? Restate your reason for writin# Let the reader know you would like a reply# +a"ple "ployer Letter Note! $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou" lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond to ea2% lette"&
Business Lette"%ead *e+"ua", 9, 2009 0ono"a+le La#a" 5le(ande" 455 Di"ksen 9enate '33i2e Buildin! 4as%in!ton , D 20510
Dea" 9i"- $lease suppo"t 3undin! and inno/ation 3o" adult edu2ation du"in! t%e app"op"iations p"o2ess& . see a !"eat need 3o" adult edu2ation 2lasses in ou" 2o##unit, and state& 5s an e#plo,e" in 4eakle, ount,, . see t%e need to in2"ease 3undin! 3o" t"ainin! and edu2ation& 4e %a/e #an, une#plo,ed people 1%o si#pl, do not %a/e t%e skills needed to pe"3o"# in toda,:s 1o"kpla2e& 9o#e people d"opped out o3 s2%ool ,ea"s a!o to +e!in 1o"kin! in 3a2to"ies t%at %a/e no1 +een 2losed& 9o#e #ade +ad 2%oi2es and 3ailed to see t%e /alue o3 edu2ation& 't%e"s si#pl, 3ailed in t%e t"aditional 2lass"oo#s and a"e despe"atel, in need o3 3u"t%e" t"ainin!& 4%ate/e" t%e "easons #a, +e, it is #, opinion t%at 1e %a/e a /e", "eal need to edu2ate and t"ain people to %elp t%e#sel/es +e2o#e p"odu2ti/e 2iti>ens o3 ou" 2o##unities and nation& T%e"e a"e 7o+ oppo"tunities a/aila+le to t%ose 1%o 1ill 2ontinue t"ainin! t%at is ne2essa", to pe"3o"# #u2% needed tasks& 4e as e#plo,e"s need t%ei" skills& Mo"e and #o"e 3undin! is needed to a22o#plis% t%e !oal o3 edu2atin! t%e adults in ou" 2o##unities& 4e need ,ou" %elp in in2"easin! t%e 3undin! 3o" adult edu2ation p"o!"a#s in o"de" to p"epa"e lea"ne"s to pu"sue post se2onda", t"ainin! and skills& 'u" state and nation 1ill "eap t%e +ene3it o3 su2% p"o!"a#s& $lease let #e kno1 1%et%e" ,ou 1ill suppo"t 3undin! 3o" adult edu2ation and 3und inno/ation 3o" t%ese p"o!"a#s& T%ank ,ou 3o" ,ou" e33o"ts to #ake t%is t%e !"eatest 2ount", in t%e 1o"ld&
9in2e"el,,
8#plo,e":s na#e 17 +a"ple )ursing +tudent Letter Note! $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou" lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond to ea2% lette"& 9t"eet na#e it,, 9tate Cip Date 0ono"a+le La#a" 5le(ande" 455 Di"ksen 9enate '33i2e Buildin! 4as%in!ton , D 20510 Dea" 9enato" 5le(ande"- . a# a nu"sin! student and . 1ant to ask ,ou to please 2ontinue 3undin! 3o" adult edu2ation and 3und inno/ation 3o" t%ese p"o!"a#s& 5ttendin! nu"sin! 2lasses %as tau!%t #e #an, t%in!s +esides t%e su+7e2t #atte"& 5s a nu"sin! student, . see %o1 di33i2ult it %as +een 3o" #an, o3 t%e people in #, 2lass to !et to t%is point in ou" li/es& 9o#e %a/e 2o#e di"e2tl, 3"o# %i!% s2%ool, so#e %a/e +een out o3 s2%ool 3o" a 1%ile, and so#e 1%o 2o#e %e"e %a/e 2o#pleted G8D 2lasses& 5dult edu2ation 2lasses a"e /e", i#po"tant to ou" 2o##unit,& Man, people a"e une#plo,ed as a "esult o3 3a2to", 2losin!s and la2k o3 ne2essa", skills to !ain ot%e" e#plo,#ent& 4e in t%e nu"sin! p"o3ession a"e a1a"e o3 t%e s%o"ta!e o3 nu"ses& 5dult 8du2ation 2lasses 2an #ake it possi+le 3o" so#e people to !et G8D:s and take "e3"es%e" 2lasses 3o" <8T e(a#s& T%e,, too, #i!%t +e a+le to +e!in a nu"sin! 2a"ee"& Mo"e #one, spent in adult edu2ation 2an +"in! !"eat +ene3its to ou" 2o##unities& Man, p"o3essions 2an +e2o#e st"on!e" +e2ause o3 t%ese edu2ational oppo"tunities& T%ank ,ou 3o" all ,ou do to #ake ou" !"eat 2ount", 1%at it is toda,& . look 3o"1a"d to ,ou" "esponse& 9in2e"el,, <a#e 18 +a"ple Teacher Letter Note! $lease do not use t%is lette" as a te#plate& 5ll lette"s s%ould +e uni=ue& 9ta33s "ead ou" lette"s 3o" uni=ue sto"ies& *o"# lette"s #a, alienate le!islati/e sta33s 1%o t", to "ead and "espond to ea2% lette"& 6125 G"een3ield 01,& 54 5pt& D 2 D"esden , T< 38225 Ma"2% 20, 2011 0ono"a+le 9tep%en *in2%e" 1226 -Lon!1o"t% 0'B 4as%in!ton , D 20515
Dea" on!"ess#an *in2%e"- $lease suppo"t 3undin! and inno/ation 3o" adult edu2ation& 5dult edu2ation is p"o/ided +, t%e 5dult 8du2ation and *a#il, Lite"a2, 52t& 0a/in! +een a tea2%e" in T< s2%ools 3o" t%i"t, ,ea"s, . %a/e seen t%e /alue o3 edu2ation in t%e li/es o3 ou" 2iti>ens& .n #, p"esent position o3 adult edu2ation inst"u2to", . see t%e "eal i#pa2t o3 la2k o3 edu2ation in t%e li/es o3 adults 1%o ente" ou" doo"s& $eople "an!in! in a!es 3"o# ei!%teen to se/ent,Et%"ee %a/e 2o#e %e"e seekin! skills to %elp 2%ild"en 1it% %o#e1o"k, to !ain e#plo,#ent in o"de" to 3eed t%ei" 3a#ilies, to +e a+le to es2ape a+usi/e "elations%ips, to p"epa"e 3o" postEse2onda", t"ainin!, to attend /o2ational s2%ools, to +e!in nu"sin! p"o!"a#s, and to #odel t%e need 3o" edu2ation to t%ei" 3a#ilies& 8a2% pe"son 1%o %as attended t%e 2lasses %as +ene3ited in one 1a, o" anot%e"& .t is #, +elie3 t%at e/e", @9 dolla" spent 3o" adult edu2ation 1ill +"in! di/idends to ou" nation& 4%en pa"ents a"e +ette" edu2ated, 2%ild"en 1ill +e +ette" edu2ated& *a#ilies 1ill +e %ealt%ie", #o"e p"odu2ti/e, and %appie" 1%en 7o+s a"e in t%ei" "ea2%& 'u" 2o##unities and nation 2an +ene3it e2ono#i2all, +, %a/in! 2iti>ens 1%o a"e p"epa"ed 3o" t%e 7o+ #a"ket& 5dult edu2ation is t%e ke, to #akin! i#p"o/e#ents in ou" %o#es, s2%ools, 1o"k pla2es, and 2o##unities& Mu2% o3 ou" su22ess depends on 3undin! 3o" adult edu2ation& . a# "e=uestin! t%at ,ou please /ote 3o" +ills to 2ontinue 3undin! and suppo"t inno/ation 3o" t%is #ost i#po"tant endea/o"& 4e a"e 2ountin! on ,ou to %elp t%is !"eat 2ause& . look 3o"1a"d to lea"nin! 1%et%e" ,ou 1ill suppo"t t%is "e=uest& 9in2e"el,,
Tea2%e" <a#e 19 $ersonal stationery The Ask $ersonal e%perience in role as a teacher Restate The Ask Let reader know you anticipate a reply