Schwartz - Final Instructional Design Project - Etd 543 - Summer 2016

Running Head: THE ART OF EFFECTIVE EMAIL 1
The art of effective email
Rebecca A. Schwartz
Saginaw Valley State University
August 12, 2016

THE ART OF EFFECTIVE EMAIL 2
Table of Contents
Abstract ................................................................................................................................................. 3
Perceived Need and Project Proposal ................................................................................................... 4
Needs Analysis ....................................................................................................................................... 8
Objectives ............................................................................................................................................ 12
Lesson Plans ........................................................................................................................................ 17
Lesson One: Prior Knowledge Assessment .................................................................................... 17
Lesson Plan Two – Jigsaw/Glogster ................................................................................................ 21
Lesson Plan Three – Professional vs. Personal Email Basics and Example Analysis .................... 25
Lesson Four – Email Composition Part I........................................................................................ 29
Lesson Five – Email Composition Part II ....................................................................................... 32
Lesson Six – Summative Assessment............................................................................................... 35
Implementation ................................................................................................................................... 38
Evaluation ............................................................................................................................................ 41
Reference List ...................................................................................................................................... 44
Appendix A - Instructor’s Guide ........................................................................................................ 45
Important Web Links ...................................................................................................................... 45
Quick Write Prompt ........................................................................................................................ 46
Glogster Email Etiquette Glog and Presentation Instruction Sheet .............................................. 47
Instructor’s Presentation Guide for The Art of Effective Email Google Slides Presentation ....... 49
Email Example Analysis .................................................................................................................. 56
Email Composition I Options and Model ....................................................................................... 62
Professional Email Rubric............................................................................................................... 64
Email Composition II Options and Model ...................................................................................... 65
Email Analysis and Composition Test ............................................................................................ 67
ANSWER KEY................................................................................................................................ 70
Email Analysis and Composition Test ............................................................................................ 70
Appendix B - Student’s Guide............................................................................................................. 72
Important Web Links ...................................................................................................................... 72
Quick Write Prompt ........................................................................................................................ 73
Glogster Email Etiquette Glog and Presentation Instruction Sheet .............................................. 74
Email Example Analysis .................................................................................................................. 76
Professional Email Rubric............................................................................................................... 82
Abstract
This paper is an instruction designed project (ISD) following the analysis, design, develop,
implement, and evaluate (ADDIE) model. This paper contains all five parts of the ADDIE model
which were work to create a training for an 12th grade English class that helps students develop
the skill of writing effective email for a business setting. This skill is an essential communication
medium in the 21st century and will continue to play a very important role in most careers. The
course constructed in this paper also allows for students to differentiate between business and
personal email, to decide when to use each, and how to compose business email for a variety of
situations. This training is a hybrid course, which means it has both virtual and in class portions.
This ISD paper follows the project as it was developed in all stages, as well contains the
completed lesson plans, instructor’s guide, and student’s guide.
Keywords: instructional design project, ADDIE model, email, career writing

The Art of Effective Email
Perceived Need and Project Proposal
Statement of Problem/Observed Deficit
The Common Core State Standards (CCSS) are based on the idea that students should
leave school college and career ready for any task they may encounter (Common Core State
Standards Initiative). One of the most challenging lesson they learn is that communication and
language is based on our audience and the medium that we are communication in. Students often
struggle with this; especially, since the invention of text messaging. They are used to composing
short little questions, that do not always follow standard English, and an instant response. This is
often not the case in the real world because many problems and issues need to be communicated
thoroughly with little chance of being misunderstood and the responses are often not instant.
Mastery in a variety of communication forms both for academic purposes and the real
world is critical. Which is why a unit done on email etiquette is vitally important for all students.
It not only blends the two types major types of written communication (academic and social), but
is something relevant and engaging for students in any path they choose.
Explanation of the Suspected Need
It has been my experience that students do not know how to write a professional email to
address a question or concern with their teacher. They also do not see email as an important form
of communication. They would rather use text messages or social media for their communication
needs. However, in reality, most jobs have email as an essential form of writing. One that is
utilized frequently.
A recent study showed that many employees spent an average of two and half hours per
day with email (Masters 2014). This same study also found that the average business user could
expect to send or receive 116 emails per day by 2017 (Masters 2014). Since most high schools
are now embracing the need of students to be technologically prepared for their lives after
school, they have started to give them student email accounts attached to the school server to
communicate with their teachers and sign up for educational programs. Up to this point in time,
student’s experiences with emails have been a more personal level.
Many others in education have noticed email training is need as well. The Purdue
University’s Online Writing Lab or OWL is just one of many school’s writing groups that has
articles on email etiquette (Stolley and Brizee 2010). As a result, it is time to prepare students for
their lives after school. We need to incorporate more real world techincaly writing skills in
upper high school classes.
Overview of Project
I plan on using the following timeline for my unit:
1.) Kahoot! – The instructor will use two premade online Kahoot! Quizzes to
assess my student’s prior knowledge about email. This will be the pretest.
2.) Writers Notebooks – In students’ writer’s notebooks they will be asked
about a time, when having a conversation, they were misunderstood or they
misunderstood the other person/people in the conversation. They will write
about how they felt both during the miscommunication and after when/if they
straightened it out. Their stories can be with technology or face to face
communication. The importance of clear communication will be the point that

of this exercise. The instructor will then share a personal example with them
and ask others if they want to share.
3.) Jigsaw/Glogster – Students will be broken up into small groups and assigned
around 15 of the rules that are discussed in the blog entry “101 email etiquette
tips” (Net M@nners). They will then read their assigned tips, record and
illustrate them on a Glogster poster. They will also cite the source correctly
and then present that poster to the class.
4.) Professional Email vs. Personal Email Basics - Before we begin with a brief
mini lesson on what is included in a good professional and personal email, we
will brainstorm ideas. After the mini lesson we will check off how many we
got right. The mini lesson will be an instructor led Google Slides presentation
with students taking notes. Students will understand the rules/norms for
composing an email is determined based on the audience for which the note is
intended.
5.) Example Analysis – Student will be broken into their pairs and given some
handouts of various emails. They will be given time to discuss and asked to
create a T-chart for each email. One side of the chart being labeled ‘Things
Done Well’ and the other is ‘Things That Need Work.’ We will do a share out
after each email, having each group contribute one thing for each side of the
T-chart they noticed.
6.) Email Composition Part I – In those pairs, students will be given short
scenarios about an email that needs to be written. Following the rules and the
model/mentor texts they were given before, they will compose three emails
together. After they complete and discuss their emails, they will select one of
the three to turn in for feedback.
7.) Email Composition Part II – All students will be given some scenarios that
would require an email written. They will then individually select one of those
and compose an email and send it to their instructor (as if he/she was the
person they really needed to contact). The teacher will email them feedback,
modeling the appropriate skill and format as well.
8.) Summative Assessment – Students will be given a test on either Edmodo or
Google Forms answering questions about email etiquette and then asked to
compose another email to their instructor to show mastery of content. This
email will also be included in their end of year portfolio.
Description of Participants
The entire class of English 12 will be participating in this project. Since course roasters
are not complete yet, it is anticipated that there will be 25-30 students in the class. They will
range in ages from 17-19.
Projected Impact
Student will build mastery and fluency with a new type of writing by using interactive
technology applications and group work. The group work will gradually be whined off to allow
students to build mastery and comfort before being set out by themselves. Student will then be
able to communicate in email far more effectively because they will have basic tools. They will
also understand that how we write a piece depends on the audience for which it is intended.
Needs Analysis
What is the need?
The need of this unit is to better prepare students to be able to write professional emails
and understand email etiquette. This will further their ability to communicate in any kind of job
or situation.
What is the root cause?
The root cause of this issue is that students do not understand that language and writing is
situational. We change the way we write and speak based on the purpose and the audience.
Students are uses to only using technology to text message their friends and family or to do
social media because technology has not been properly introduced to them as a learning or
professional tool.
What are the goals of the instruction/trading?
There are three goals of the instruction/training are that students will:
1.) Understand language is situational depending on audience, purpose, and medium of
communication.
2.) Understand what good email etiquette looks like and how to use it.
3.) Know how to and be able to create business/professional emails for a variety of
situations.
What information is needed, and how is it gathered?
Information needed are email etiquette, an understanding of how an email is structured,
and a basic format of email writing. All of this can be found by researching on the internet. An
article that will be most helpful is “101 Email etiquette tips” (Net M@nners 2016). This text
along with some of their tips for email composition is a resource that will be utilized in the unit.
A basic format will be created using the traditional email template and the various parts that are
expected in a professional email.
How will the training be structured and organized?
The training will be structured with careful group work, collaboration, and scaffolding. It
will follow the below timeline:
• Kahoot! – Two premade online Kahoot! Quizzes to assess student’s prior knowledge about
email. This will be a pretest.
• Writers Notebooks – In students’ writer’s notebooks they will write about a time, when
having a conversation, they were misunderstood or they misunderstood the other
person/people in the conversation. Students should write about how they felt both during the
miscommunication and after when/if they straightened it out. Their stories can be with
technology or face to face communication. The importance of clear communication will be
the point that should be stressed. The instruction should share a personal example with them
and ask others if they want to share.
• Jigsaw/Glogster – Students will be broken up into small groups and assigned around 15 of
the rules that are discussed in the blog entry “101 email etiquette tips” (Net M@nners, 2016).
They will then read their assigned tips, record and illustrate them on a Glogster poster. They
will also cite the source correctly and then present that poster to the class.
• Professional Email vs. Personal Email Basics - Before students begin with a brief mini
lesson on what is included in a good professional and personal email, they will brainstorm
ideas. After the mini lesson, students will check off how many we got right. The mini lesson
will be a teacher led Google Slides presentation with students taking notes. Students will
understand the rules/norms for composing an email is determined based on the audience for
which the note is intended.
• Example Analysis – In pairs, students will be given handouts of various emails. They will
be given time to discuss and asked to create a T-chart for each email. One side of the chart
being labeled ‘Things Done Well’ and the other is ‘Things That Need Work.’ They will do a
share out after each email, having each group contribute one thing for each side of the T-
chart they noticed.
• Email Composition Part I – In those pairs, students will be given short scenarios about an
email that needs to be written. Following the rules and the model/mentor texts they were
given before, they will compose three emails together. After they complete and discuss their
emails, they will select one of the three to turn in for feedback.
• Email Composition Part II – All students will be given some scenarios that would require
an email written. They will then individually select one of those and compose an email and
send it to their teacher (as if she was the person they really needed to contact). The teacher
will email them feedback, modeling the appropriate skill and format as well.
• Summative Assessment – Students will be given a test on either Edmodo or Google Forms
answering questions about email etiquette and then asked to compose another email to their
teacher to show mastery of content. This email will also be included in their end of year
portfolio.
How will the training be delivered?
The training will be delivered in a hybrid manner. It will have in class components, as
well as totally virtual components. However, this training module has the ability/potential to be
turned into a completely virtual experience. The presentation portions could be screen
casted/pre-recorded and utilized.
When should training be revised?
Training should be revised after one run through of the unit. Revisions will be based on
instructor reflection, assessment data, and feedback from participants.

Objectives
Content Standards
This unit and its objectives were developed to reflect standards in the Common Core
State Standards for Writing in grade 12 (Common Core State Standards Initiative, 2016). The
standards for this unit are:
✓ CCSS.ELA-LITERACY.W.11-12.1.D: Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline in which
they are writing.
✓ CCSS.ELA-LITERACY.W.11-12.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience.
✓ CCSS.ELA-LITERACY.W.11-12.10: Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
Draft Objects
Twelfth grade English students should be able to:
✓ Explain why language is situational.
o Understand that we both speak and write differently depending on our audience.
o Understand that we speak and write differently depending on our medium of
communication.
✓ Identify and understand the major rules and norms of email etiquette.
o List the most important rules.

o Understand why email etiquette exists.
✓ Identify a personal email
o List the aspects and/or characteristics that make it a personal email.
o Understand when it is appropriate to use an informal writing style.
✓ Identify a professional email
o List the aspects and/or characteristics that make in a professional email.
o Understand when it is appropriate to use a formal writing style.
Process Objectives
Teachers will:
✓ Create all appropriate presentation materials, models, and student handouts. Students will
be given a paper of many of these resources.
✓ Guide the students through the pre-tests on Kahoot! and prior knowledge activation
activity, which is a quite write and discussion.
✓ Create small groups and distribute the article “101 email etiquette tips” assigning them
their assigned number of tips (Net M@nners, 2016).
✓ Give a short and basic overview of how to use Glogster.
✓ Model and go over how to access, model, and write a professional email.
✓ Create a Google Classroom for English 12 and will place appropriate links, assignments,
annulments, etc. on the classroom.
✓ Provide access to technology and acceptable time to complete activities during class time.
12th grade English Students:
✓ Should have their own email address.
✓ Should have basic computer skills such as navigating internet, Google Classroom,
Google Docs, email, and using media sites like Glogster.
✓ Will be given access to the English 12 Google Classroom.
✓ May have to seek alternative technology locations such as home or public access
computers if additional time is needed.
Terminal Objective
✓ After participating in all discussions, completing all actives, and taking part in group
work (and having attended class regularly and completed assigned work), twelfth grade
English students should be able to achieve an 85% or better on the summative
assessment.
Enabling Objectives
✓ Lesson One: Students of English 12 will be able discuss a two factors that affect written
communication between two or more individuals, and tell why clear and careful
communication is important, through the use of a quick writing prompt and guided
discussion among their classmates.
✓ Lesson Two: Students of English 12 will be able to review, translate, and explain 15 – 20
email etiquette tips to their classmates from an online blog through the use of Glogster
poster software, small group work, and a small presentation with less than three errors.
✓ Lesson Three: Students of English 12 will be able to classify personal and professional
emails, differentiate the format, tone, and wording needed for each type of email, and
analyze elements of a successful professional email from lecture, note taking, discussion,
and pair work for 75% proficiency.
✓ Lesson Four: Students of English 12 will be able to produce three professional emails for
different hypothetical scenarios with the aid of mentor texts and a partner with 80%
proficiency.
✓ Lesson Five: Students of English 12 will be able to produce a professional email for a
hypothetical scenario alone, but with the aid of mentor texts with 80% proficiency.
✓ Lesson Five: Students of English twelve will be able to produce an email for a
hypothetical situation with the aid of mentor texts and choice for 85% proficiency.
Performance Agreement
Objective Evaluation Task
Behavior A. Twelfth grade English students A. Students will successfully

will be able will be able to complete all materials and
classify personal and activities.
professional emails, B. Complete the summative
differentiate the format, tone, assessment.
and compose an email fitting
for a variety of scenarios.
B. Twelfth grade students will be
able to pass the summative
assessment professional email
scenario after attending classes,
completion of assignments, and
studying instructor feedback.
Condition A. Given the proper instruction A. Students will successfully
and modeling, group work, and complete all materials and
allowing class time to complete activities.
the actives of the unit. B. Taking the summative
B. Students attend classes assessment after completion of

regularly, keep up with class the materials and group work.
and homework, and attempt
completion of all supplemental
material.
Degree A. Twelfth grade English students A. Students successfully complete
will be able to improve their each of the activities, take part
email writing skills, becoming in all group work, and learn
more and more proficient with from instructor feedback.
each activity. B. Take the summative
B. Twelfth grade English students assessment and achieve at least
will be able to produce one a score of 85%.
polished piece of writing to
include in their final senior
portfolio.
Lesson Plans
Lesson One: Prior Knowledge Assessment
Materials:
• Kahoot! Quiz One – Email Etiquette
• Kahoot! Quiz Two – Email Etiquette Pre-Assessment
• Instructure Computer Station
• Projector
• Participants Will Need Cell Phones or Access to Computers
• Writer’s Notebooks (This can be substituted on separate papers or be typed if you
have the computer lab with printer setting available.)
Procedure:
Gaining Attention: 4-5 mins.
The instructor asks students the following questions:
• Raise your hand if you have an email account, even if it’s just a junk email that you
use to sign up for coupons, rewards memberships to retail stores, or to sign up for
online programs or social media? (Most if not all hands should be raised)
• Raise your hand if you have sent an email to a friend? (Most if not all hands should
be raised)
• Raise your hand if have sent an email to a teacher, boss, or someone who you work
with? (Some hands should be raised, but not many)
• Raise your hand if you think you may have to email someone in your job or future
about something to do with a work related issue? (Many hands should be raised).
Instructor says in their own words:
Okay, so many of you have experience with email and know that it has a variety of uses.
Today, we are going to begin our first session/lesson in email etiquette that will help you use this
tool more effectively. Chances are, you will have to use this type of writing in your future be it to
apply for a job, to communicate with a coworker, to order parts, or to just try and communicate
an issue with another business. The better the email, the better the results. By the end of this unit,
you will be able to determine what type of email you need to send, personal or professional, and
know how to write an effective email. So, let see what you already know about email etiquette!
Recall: 5-10 mins.
Have a discussion with 12th grade English students, asking them these questions:
• Is a difference between the way that you communicate or talk with a friend or family
member than a teacher or boss? Why do you think there is a difference?
• Why do you think is it important to have effective communication skills?
• What could happen if there is a miscommunication?
Content: about 30-45 mins.
1.) Play Kahoot! Quiz One – Email Etiquette with students.
a. Discuss the answers with students as you go through
2.) Play Kahoot! Quiz Two – Email Etiquette Pre-Assessment
a. Discuss the answers with students as you go through

3.) Put ‘Quick Writer Prompt’ up on the projector and have students respond to it.
Instructor should also respond to the prompt while students work and/or have already
responded to it.
a. You can have students respond in their writer’s notebooks or on a separate
sheet of notebook paper and check them.
b. You may have students type their response and turn it in if you are in a
computer lab setting.
c. You may also just create copies of the ‘Quick Write Prompt’ from the
‘Instructors Guide’ (which is in this document after the lesson plans) or the
‘Student Guide.’
4.) Instructor has students share their response with the person they sit next to
(think/pair/share).
5.) Instructor shares their response with the class.
6.) Instructor asks for a few to share their responses.
7.) While sharing is happening, discuss. If sharing does not happen, discuss the fact that
clear communication is important because it saves from misunderstandings, which
could lead to hurt feelings and or poor reflections on the writer.
8.) Before students leave, the instructor collects what the students have written for the
‘Quick Write Prompt’ to read later.
Application Feedback- Level One:
1.) Students take part in the gaining attention and recall discussions.
2.) Students take part in Kahoot! Quizzes.
3.) Students take part in the ‘Quick Write Prompt’ and discussion.
Application Feedback- Level Two:
1.) Students take part in the ‘Quick Write Prompt,’ think/pair/share, and discussion.
Application Feedback- Level Three:
1.) The instructor gives feedback during discussions and Kahoot! quizzes.
2.) The instructor reads the students’ responses to the ‘Quick Write Prompt’ and writes
feedback to students to return the next class session.
Evaluation: 5-10 mins.
1.) As a whole group, have students volunteer factors that affect communication.
2.) As a whole group, have more than one student explain why it is important to have
clear and precise communication.
Closure: 3 mins.
Today, we have discussed a variety of factors that affect communication, such as who we
are talking to, what we are talking about, the relationship you have with that person, and what
type of medium we are communication in. We also learned what happens when there is a
miscommunication and why clear and precise communication is vital in any setting or situation.
Wow! We accomplished so much today! Great job everyone and see you next time when we are
going to discuss the rules of email etiquette.
Lesson Plan Two – Jigsaw/Glogster
Materials:
• Copies of “101 E-mail Etiquette Tips” by Net M@nners (You will want 1 copy per
student).
• ‘Glogstor Email Etiquette Glog and Presentation Instruction Sheet’ (see Instructors
Guide and Student Guide)
• Model/Example of Glog linked onto Google Classroom
• Projector
• Participants Will Need Access to Computers with an internet connection.
• Pre-assigned groups list (no more than 4 students per group is recommended).
o Divided the 101 tips in “101 E-mail Etiquette Tips” evenly between groups.
Ideally, you should have no more than 20 per group.
Procedure:
Gaining Attention: 2 mins.

• Raise your hand if you enjoy internet memes. (Many hands should be raised)
• Raise your hand if you have been waiting for a chance to use them for an educational
purpose. (Some hands may raise)
Instructor in their own words says:
Well, over the next few days you might get a chance to use memes to illustrate some of
the rules of email etiquette. I know many of you are just dying to unleash your techie creative
sides, so let’s get to it!
Recall: 5 mins.
Have a discussion with 12th grade English students, asking them these questions:
• Who can tell me a factor that effects communication?
o Possible Answers: who we are talking to, what we are talking about, the
relationship you have with that person, and what type of medium we are
communication in
• Who can tell me why it is important to commutate effectively?
o Answer: Effective communication means that you can state what you need to
or want to state without being misunderstood.
• Why is it different and more challenging to communicate through email?

o Answer: You can’t see the person, so you can’t judge tone or mood and can’t
always get immediate feedback.
Content: 5-6 hours:
Note: This portion of the lesson will take multiple class sessions.
1.) Instructor passes out copies of “101 E-mail Etiquette Tips” by Net M@nners and
copies of ‘Glogstor Email Etiquette Glog and Presentation Instruction Sheet.’
2.) Instructor explains that students will be divided up into groups and given an assigned
number of tips and that they will be creating a Glog on Glogstor to explain and
illustrate their assigned tips.
3.) Instructor gives over the ‘Glogstor Email Etiquette Glog and Presentation Instruction
Sheet.’
4.) Instructor shows students and goes over the Model/Example of Glog linked onto
Google Classroom.
5.) Instructor divided students in their groups and give them assigned number of tips.
6.) Instructors lets students work on a computer to create their Glog. Recommended time
is 2.5 – 3 hours. Students should email the Glog link to the instructor. Instructor
should walk around and aide students as they work on Glogs and monitor progress.
7.) On the last day of work time, determine presentation order. It is recommended that
students chose their own order.
8.) Instructor opens links to Glogs in order of student presentation for faster transition
time before students get to the next class session.

9.) Students present their Glogs to the class. Other students are taking notes.
Presentations are evaluated as described on the ‘Glogstor Email Etiquette Glog and
Presentation Instruction Sheet.’ The Glogs themselves are evaluated on the criteria
described on the ‘Glogstor Email Etiquette Glog and Presentation Instruction Sheet.’
1.) Students take part in the gaining attention and recall discussions.
2.) Students take part in the group work of creating the Glog.
1.) Students will take part in a group orientated jigsaw style presentation of the 101 tips
of email etiquette.
1.) The instructor will evaluate and give students feedback on Glog.
2.) The instructor will evaluate and give students feedback on presentation.
1.) As a whole group, the instructor will ask the students some of the tips that surprised
them or that they didn’t know.
2.) As a whole group, the instructor will ask the students what tips they feel were the
most important or critical.
3.) As a whole group, the instructor will ask the students what etiquette mistakes they
make the most.

Closure: 2 mins.
During this session, we learned many etiquette rules for writing emails. There are many
of them and each has an important role in email communication. We are going to practice with
each and every one of these rules and apply what we are learning in the next few lessons. So it is
important to save your notes. They will be your friend in the upcoming sessions! See you soon!
Lesson Plan Three – Professional vs. Personal Email Basics and Example Analysis
Materials:
• Projector
• The Art of Effective Email Google Slides Presentation
• Copies of Student Copy of The Art of Effective Email Google Slides Presentation
(This is designed to help students take notes and it is recommended that you have a
copy for each student)
• Instructor’s Presentation Guide for The Art of Effective Email Google Slides
Presentation (See Instructor’s Guide)
• Copies of Email Example Analysis (See Instructor’s Guide for answer key. To make
copies see the Student’s Guide. It is recommended that you have a copy for each
student)
• List of student pairs. (Instructor creates these ahead of time)

Procedure:
• What are some of tips about email etiquette we learned the last few days in class?
(Wait until you get like 10 mentioned)
Very good, now let talk about the major idea of this unit, which is to put those tips to good use
and write a good email.
Recall: 5 mins.
Instructor asks the following questions:
• Why might you send an email either personally or professionally? (Get 5-6 ideas
from students before moving on.
Really good ideas! Now, let’s look at some of the similarities and differences between personal
and professional emails and learn the format of how to write a good professional email.
Content: 50 - 60 mins:
1.) Pass out copies of Student Copy of The Art of Effective Email Google Slides
Presentation.
2.) Proceed through the presentation following the ‘Instructor’s Presentation Guide for
The Art of Effective Email Google Slides Presentation’ (See Instructor’s Guide)
3.) Pass copies of ‘Email Example Analysis’ (See Student’s Guide to make copies. The
Instructor’s Guide has answer key.).
4.) Explain to students that they will broken up into pairs. In those pairs, they are going
to read each email and answer the questions. Though they will only be turning in one
for each pair for points, it is recommended the both fill this out for examples as they
progress through the unit. Students will have 10 minutes to read each email and
answer the questions. Then a discussion will take place about each email. There are
three emails so the process will be done three times.
5.) Break students into their pairs.
6.) Give students 10 minutes to read each email and answer the questions in pairs. Then,
discuss email in whole group. Spend time on the ‘Things They Did Well”/“Things
They Need to Improve” T- Chart.
7.) Have one copy of the Email Example Analysis turned in for each pair for the
instructor to evaluate.
1.) Students and instructor take part in the gaining attention discussion.
2.) Students and instructor take part in the recall discussion.

1.) Pair work with the ‘Email Example Analysis.’
2.) Whole group discussion with the ‘Email Example Analysis.’
1.) Instructure gives feedback on the Email Example Analysis.
2.) Instructor give feedback during discussions; especially, during the whole group
discussion with the ‘Email Example Analysis.’
• The instructor give feedback during discussions of ‘Email Example Analysis’
discussions.
• The instructor gives feedback after students leave on ‘Email Example Analysis’ that
was turned in for each group. At the next class period the instructor returns the
assignment.
Closure: 2 mins.
During this session, we learned about the format is used to make successful professional
emails. You’ve done a great job on evaluating and analyzing out example emails. Next class we
will be putting these skills to the test and you will be applying this knowledge and creating your
own emails. You are going to do great! See you next class!
Lesson Four – Email Composition Part I
Materials:
• Projector
• List of student pairs (same pairs from Lesson 3)
• Put a copy of the ‘Email Composition I Options and Model’ on Google Classroom.
(See Instructor’s Guide)
• Copies of ‘Email Composition Rubric’ (See Instructor’s Guide. It is recommended to
print on copy for each student.)
• Students need computers with internet access and a printer
Procedure:
The instructor asks students to take out their notes from the day before and then asks them the
following questions:
• What is the first part of an effective email? (Signature Line)
• What comes after the subject line? (The Greeting)
• What do you write after the greeting? (The introduction) What does it include?
• What do you write next? (The body text) How is it organized?
• What do you do to close the email? There are two things. (Conclusion and Signature).
What does the conclusion have in it? (A call to action).

Very good, now comes the more challenging part. We are going to start applying these and
composing our own professional emails.
Recall: 5 mins.
Instructor asks the following questions:
• Why might you send an email either personally or professionally? (Get 5-6 ideas
from students before moving on.)
Really good ideas! Now, let’s look at some of those ideas and work on practicing our email
writing skills.
Content: 50-60 mins:
1.) Pass copies out the ‘Email Composition Rubric.’
2.) Bring up the ‘Email Composition I Options and Model’ from Google Classroom.
Showing students where to find it.
3.) Once it is open, have students read the three options. Then go over the model/example,
being sure to point out how all the required format parts are there.
4.) Tell students they will be working in their pairs from the previous lesson. They will be
writing emails for all three and using the print screen button to paste the images into a
Microsoft Word Document or a Google Doc to turn it in. They can select one to be
graded on the rubric. The other two will be graded on a participation basis.
5.) Give students time to work. Walk around and observe, give feedback, and help as they
work.
6.) Have students turn in their assignment before they leave the class.
2.) Students and instructor take part in the recall discussion.
1.) Pair work with the ‘Email Composition I.’
1) Instructor wanders around and observes while students are working and giving
feedback while they work and answering questions.
2) Instructure gives feedback on the ‘Email Composition I.’
Evaluation:
• The instructor gives feedback after students leave on Email Composition I that was
turned in for each pair. At the next class period the instructor returns the assignment.
Closure: 2 mins.
Excellent work today! You are well on your way. Next class we will be doing much of
the same type of work, only you will be doing it alone. See you soon!
Lesson Five – Email Composition Part II
Materials:
• Projector
• Put a copy of the ‘Email Composition II Options and Model’ on Google Classroom.
(See Instructor’s Guide)
• Copies of Email Composition Rubric (See Instructor’s Guide or Student’s Guide.
These will already be printed for students from previous lesson, but it is good to have
extras).
• Students need computers with internet access.
Procedure:
The instructor asks students to take out their notes from the day before and then asks them the
following questions:
• What is the first part of an effective email? (Signature Line)

• What comes after the subject line? (The Greeting)
• What do you write after the greeting? (The introduction) What does it include?
• What do you write next? (The body text) How is it organized?
• What do you do to close the email? There are two things. (Conclusion and Signature).
What does the conclusion have in it? (A call to action).
Recall: 5 mins.
Very good, you all did a great job on your first set of email composition in pairs. Now you are
going to be working alone. Take a look at my feedback. If you get done early today, you may fix
your mistakes on yesterdays for a higher score.
1.) Bring up the ‘Email Composition II Options and Model’ from Google Classroom.
Showing students where to find it.
2.) Once it is open, have students read the three options. Then go over the
model/example, being sure to point out how all the required format parts are there.
3.) Tell students they will be working alone on this one. When they are finished, they are
to send the email to becky.schwartz@springportschools.net. However, they are to address
it and put in a subject based on what the option they chose required.
4.) As students work, the instructor walks around helping, observing, and giving
feedback.
5.) Check to make sure all students have emailed in their email by the end the class.
1.) Though students are not working on ‘Email Composition II’ together, they are
encouraged to work together to help each other.
3) Instructor wanders around and observes while students are working and giving
feedback while they work and answering questions.
4) Instructure gives feedback on the ‘Email Composition II.’
Evaluation:
• The instructor gives feedback after students leave on ‘Email Composition II’ that was
turned in for each student. At the next class period the instructor returns the
assignment.
Closure: 2 mins.

Excellent work today! You are well on your way. Next class we will be doing our
assessment. You will be able to look at my feedback during the test and use it as an additional
example and guide. Have a great day!
Lesson Six – Summative Assessment
Materials:
• Projector
• Students need computers with internet access.
• Extra pencils
• Copies of ‘Email Analysis and Composition Test’ (You will need one copy per
student).
Procedure:
Gaining Attention: 1 min.
Test today! I am sure everyone is going to do just great! You’ve really impressed me so
far with your progress. So, now is your chance to show me everything you’ve learned on once
test.
Recall: 5 mins.
For the first part of this test, you will be analyzing an email just like we did before. You will do
that writing on the test. The second part you will type and email into me just like you did
yesterday. Feel free to look at the email I sent back to your and use that to help you on this test.
If you finish the test early, you may work on fixing any mistake you had on ‘Email Composition
II.’
1.) Pass out ‘Email Analysis and Composition Test.’
2.) Students work on ‘Email Analysis and Composition Test.’
3.) As students work, the instructor walks around observing and preventing cheating.
4.) Check to make sure all students have emailed in their email by the end the class and
collect all the written portions of the test when they are done with it.
1.) The students have their Email Composition II to help them work on the test.
1.) The instructor gives feedback on Email Analysis and Composition Test.
Evaluation:
• The instructor gives feedback after students leave on Email Analysis and
Composition Test.
Closure: 2 mins.
Excellent work today! I will have these tests graded for you by our next class! See you
soon!
Implementation
Introduction
This unit will be used as a part of the second semester of English 12. This half of the
semester is designed to be focused on more technical writing and career writing, the types many
if not all students will face in college or career pathways. Email being an important professional
means of communication in many careers, it is imperative that students learn how to utilize this
type of writing to the best of their ability. Since there is an established Advanced Placement (AP)
and Honor’s program at the school where this unit will be piloted, its more focused on students
who are going into career/technical programs and/or community college programs. This unit is
intended to take between two to two and a half weeks of instruction time. The unit has a pre-
assessment and post-assessment. It builds foundational email etiquette skills, a small group
project with presentations, pair work, and several opportunities for writing and composition of
emails before the final assessment. Students will follow the progression of the unit and at the end
be able to write a professional email for a variety of services.
Delivery of Instruction
This unit utilizes the workshop method, which involves short mini lessons, or no more
than 25 minutes of instruction, and then allow students to have work time to practice these skills.
Workshop method highly encourages small group collaboration and writing. This small group
collaboration helps struggling learners through use of support and scaffolding. It also builds in
those real work communication and work skills needed in our globalized worked.
Additionally, this unit has extensive modeling both in the instructional time, but also
model texts. Model or mentor texts give lower preforming students an example that they can
reword. This helps them see how good types of writing and something to work from. They also
aid the higher preforming students because they can look at the smaller details for examples or
help they might need. They also serve too free up the instructor more so they can work with their
students, since many questions can be answered with a model text.
Classroom Set-Up
The bulk of this unit will take place in one of two locations. The first location, the
classroom, has a teacher instruction station. Either their desk or separate location that is hooked
up with a computer, projector, and a whiteboard. The instruction utilizes these items frequently.
The desks for students are arranged in a manner that facilitates collaboration and discussion.
Workshop method requires a great deal of pair work between students. As a result, desks should
be arranged in pairs or groups of three to four. Though the desk are arranged in pods, at no time
should a student be able to sit with their back to the teacher’s main teaching station or have to
rotate their seating to see the whiteboard. One lesson does allow students to use their cell phones.
However, you could do a group setting with this lesson because of the classroom arrangement,
having one phone per group. This unit also has a great deal of discussion, so it helps if the room
is arranged to facilitate that. Allowing the ability for the teacher to walk around and have the
desks arranged in a fashion that allows the teacher to still occasionally have center stage
(amphitheater arrangement).
Second, if the original classroom does not have a 1 to 1 ratio of technology, then a
computer lab will be needed. One with a printer. This must also have an instructor work station
with a projector and white board. This will allow for presentations to continue, modeling to
commence, and the instructor to do anything else needed. This lab should also be arranged for
group work, with rows of computers or places for more than one person to sit around one. The
lab should also be arranged to allow the teachers to see what is on the computer screens from
anyone time. There will be an assessment during this and this will ensure students are not
cheating and help make sure 12th grade students stay on task while having access to a computer.
Additional Notes
Though this unit does call for a use of Google Classroom, it is not required. The
Instructor’s Guide and Student’s Guide has materials appropriate to make copies for students, so
posting links could be deemed unnecessary. It does help to have additional copies, links, and
examples on Google Classroom, where students can go both during class and outside for
additional help.
Evaluation
Formative Evaluation
The first lesson of “The Art of Effective email” is a pre-assessment in order to determine
how much students know about email etiquette. The assessment contains two Kahoot! quizzes
that were made by other users. Students may know some of the basic rules of email etiquette,
such as using all capital letters in your text means you are shouting, but they will not know all
101 rules and ideas that will be covered in this unit. Additionally, students will complete quick
write prompt, which has them discuss a time when they experienced a miscommunication and
how it was resolved. These two pre-assessments will help the teacher to see what students know
about email etiquette already, but also see their writing abilities, and see if students understand
the vital nature of effective communication; especially, when it is not face to face
communication.
Additionally, the unit is filled with other formative evaluations/assessments. There are
several opportunities to gage student’s mastery of email etiquette through analysis of sample
emails and composing emails in response to writing prompts that are in small groups as well as
individually. There is also a short project which involves Glogster, a multimedia poster program
and a mini presentation. Each of the six lessons have opportunities for formative evaluation and
all the instructor to interact and observe students as they work their way through progressively
harder material. Much of the formative evaluations, involve short composition, with feedback
from the instructor since this a writing unit.

Summative Evaluation
At the end of the unit, students will take a summative assessment in the form of the test.
This test has students analyzing an email based on the format of professional email composition
from the unit. The questions are not designed to be just ‘yes or no’ questions, but to have them
back up what they answered with evidence from the email itself. This further enforces a
paramount of English education. This assessment also has students composing an email in
response to one of three prompts. The prompts are chosen and designed to be like an experience
students might face in their future, at a job or in their own personal lives.
A rubric has been given to the students well before the summative assessment. They have
had some of their formative assessments graded on this rubric as well, so they will be familiar
with it. The rubric assesses students on the format, the greeting and signature, grammar and
mechanical conventions, and the content of the email meeting the prompt requirement. The goal
of this unit is to have students score and 85% or higher on the summative assessment to show
mastery.
Self-Evaluation
Completing this project using the ADDIE model was a very introspective process for me.
Having only graduated with my undergraduate degree in a little over two years’ now, I felt
SVSU’s teacher education program trained me very well to do curriculum and unit planning.
However, it was very meticulous and a practicing teacher rarely has the time to actually do every
one of those steps for every one of their lessons in a week.
Not only doing all the steps of ADDIE project in detail make me realize how far I have
come as a teacher, because many of the steps now seem natural and I don’t often think as in-
depth as I use to about them. However, that is also a double edged sword. This project forced me
to slow down and think about each step again. Now, not only was I doing it for myself, since I
plan to use this unit this school year, but, I know was looking at my project and my lessons
through someone else’s eyes. Someone who wouldn’t necessarily have the training in English
that I have had the opportunity to have. That made me look at everything differently, it made me
examine my steps more carefully.
For me, the hardest part were the goals and objectives. I realized that as I had begun my
practice of teaching and using objectives in my classroom, I had been using incorrect vocabulary.
I also did not realize how many types of objectives there were and how each of them build off
the next. Again, I think this is something that I began to overlook as I started practicing the craft
of teaching because of how busy you tend to become. You don’t get as much time on planning as
you really need to.
Using the ADDIE model has given me an additional perspective on how to plan and
create lessons for any type of learner. I am no longer thinking about just my students or just in a
K-12 setting. This program has taught me to think about learning and training as a lifelong
experience, one that it is in every job, every career, and every step forward. I’m grateful for that
experience. So often in the K-12 world we get wrapped up in testing and data, that we forget that
learning continues after school. It is more targeted to student’s needs and interests, but it
continues. I know this is just the beginning of my journey into instructional design, but I’m
proud of what I’ve done in this course. I may look back on it in 10 years and laugh at my first
attempt, but every road starts with a single step.

Reference List
Common Core State Standards Initiative (2016). English language arts standards: Writing: Grade
11-12. Retrieved from: http://www.corestandards.org/ELA-Literacy/W/11-12/
Common Core State Standards Initiative. (2016). Students who are college and career ready in
reading, writing, speaking, listening, & language. Retrieved from:
http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-
career-ready-in-reading-writing-speaking-listening-language/
Masters, D. (2014). Why writing emails is a skill and why learning it matters. Retrieved from:
http://business.tutsplus.com/articles/why-writing-email-is-a-skill-and-why-learning-it-
matters--cms-20655
Net M@nners. (2016). 101 email etiquette tips. Retrieved from: http://www.netmanners.com/e-
mail-etiquette-tips/
Stolley K. & Brizee, A. (2010). Email etiquette. Retrieved from:
https://owl.english.purdue.edu/owl/resource/636/01/
Appendix A - Instructor’s Guide
Important Web Links
Lesson One Web Links:
• Kahoot! Quiz One – Email Etiquette
• Kahoot! Quiz Two – Email Etiquette Pre-Assessment
Lesson Two Web Links:
• “101 E-mail Etiquette Tips” by Net M@nners
• Glogster
• Example/Model Glog
Lesson Three Web Links:
• The Art of Effective Email Google Slides Presentation
• Student Copy of The Art of Effective Email Google Slides Presentation
Lesson Four Web Links:
• Google Classroom
Lesson Five Web Links:
• None
Lesson Six Web Links:
• None
Quick Write Prompt

In your writer’s notebook or on your computer, for five minutes, write/type as much as you can
about the following question:
Describe a time when there was a miscommunication between yourself and another person. This
could have happened in a face to face conversation, through text message, social media, or some
other medium. What happened? How did you feel? How did the miscommunication resolve
itself?
This is an opinion question, but will be graded on how wisely you use these five minutes and
how much effort you put into your answer.
The instructor will keep track of the time.
We will discuss after everyone has written.
Glogster Email Etiquette Glog and Presentation Instruction Sheet
To create an account:
1.) Go to glogster.com
2.) There is an icon that looks like a stack of pancakes in the upper right hand corner.
Click that.
3.) A drop down menu will appear. Click on ‘Sign Up.’
4.) Sign up for the 7-day free account, with an email.
5.) Once you’ve created an account, you will be able to create your first ‘Glog.’
6.) When creating your Glog, you may add pictures
While Creating your Glog:
1.) Be sure all your assigned tips are on there.
2.) Be sure to include at least three pictures, videos, or medias clips.
3.) Be sure to include citation (see model on Google Classroom for example).
4.) Check spelling.
5.) Be sure each group member knows which tips are theirs to discuss during
presentation.
When Finished:
1.) Save your Glog as public.
2.) Then click ‘Preview.’

3.) You will be taken to a separate page where you will see you finished Glog. In the
lower right hand corner there will be a link that says ‘Send To Friends.’ Click it.
4.) Send your finished Glog to becky.schwartz.@springportschools.net
5.) The instructor will have your Glog open and ready for you to present on the assigned
day.
During Presentations:
1.) You will be expected to take notes on your copy of the article. You will be tested over
this information and allowed to use the notes on the test.
2.) Interruptions during presentations will result in lost points for the entire group.
Frequent interruptions will get you kicked out and a zero for the presentation.
3.) Each member has to speak during the presentation.
4.) You will be evaluated on your professionalism (i.e. are you taking this seriously?),
your preparedness (i.e. have you rehearsed so you do not look at the screen and does
everyone know what tips are theirs to discuss?), and the information that you go over
(i.e. is it explained well, spelled correctly, and illustrated?)

Instructor’s Presentation Guide for The Art of Effective Email Google Slides Presentation
Show Slide 1
Slide Content: “The Art of Effective Email: Professional vs. Personal Email Basics”
Note: Click through all transitions, the last one will be a thumbs up in the far right hand corner
before speaking.
In Your Own Words……
I invite you take notes throughout this presentation because they will be very helpful to you as
we progress through the rest of this unit. Additionally, they will be something you will be able to
use throughout parts of our other assessments.
This presentation is going to give you the basic tips that will help you send an email that will not
only get opened and read, but a like/thumbs up.
Advance to Slide 2
Slide Content: Professional vs. Personal Email
Note: All definitions will appear at once, but click as you talk about define each type of email,
because it will emphasis major points.

Professional email is generally sent to someone you work with or that you do not know very
well. A personal email is when you have an established relationship or a good report with.
Sometimes personal emails can look professional, it really depends on the type of relationship
you have with the person. Perhaps the hardest and scariest part of this, is that it takes a
judgement call on your part to figure out what type of email is appropriate. It’s about judging and
knowing who your audience is and what the information is you need to communicate to them.
Advance to Slide 3
Slide Content: Personal and Professional Email Chart
Note: On the ‘Student Copy’ of this presentation, they have all the points of the personal email,
but have none of the points of the professional email, so some time need to be given for them to
copy them down. Its recommended to bring up the points one by one.
Professional emails have a formal tone, instead of the informal tone that a personal one had.
They have friendly and formal greetings. Sometimes coworkers who are friends might ask about
family or events in their life. They discuss business, but only critical details. The subject line of
the email is very specific in professional emails. They have a formal signature line. Sincerely is
probably the most commonly used one. Ultimately, you use these types of emails when you
don’t know the personal very well, or the person you are speaking to is an authority figure, or if
you are trying to get help or service done from someone or a company.
Advance to Slide 4
Slide Content: Professional Email Format
Note: Click for each step of the format to appear.
Each professional email needs a subject line, and the more specific it is the better. It should
describe the email topic. The second part of the email is the greeting. It should use the person’s
name or title. After that you need an introduction. It’s usually a warm greeting or has a positive
tine. It also tells the reader what the email is about.
Advance to Slide 5
Slide Content: Professional Email Format Continued
Note: Click for each step of the format to appear.
The next part of an email is the body text. These are always in short paragraphs of no more than
2-3 sentences. It can also have numbered list. You want the email to be easily scanned for
comprehension. In our second to last step you have the conclusion. This summarizes and has a
call to action, like ‘Looking forward to your response’ or ‘Let me know if you have any
questions.’ Finally, there is a signature line. It has ‘Sincerely,’ and your name and/or title.
Advance to Slide 6
Slide Content: Example
1.) Does this email have a specific subject line? (Wait for responses and ask students to
identify what it is)
2.) Does this email have a formal greeting? (Wait for responses and ask students to
identify what it is). Is it warm or positive? (Wait for response and ask students how
they can tell)
3.) Does this email have an introduction? (Wait for responses and ask students to identify
what it is)
4.) What is this email’s body text? (Wait for responses and ask students to identify what
it is). Is the body text organized into short paragraphs or a numbered list that can be
quickly read? (Wait for response)
5.) Is there a conclusion in this email? (Wait for responses and ask students to identify
what it is)
6.) Is there a signature line? (Wait for responses and ask students to identify what it is)
This email is a good example of a professional email.

Advance to Slide 7
Slide Content: Personal or Professional? You Decide!
Now, we are going to go through some examples and we are going to read them together and
analyze them. Then we will decide as a class if they are personal or professional emails.
Advance to Slide 8
Slide Content: Get it Together!!! Email Screen Shot
Let’s read this together and then decide if its personal or professional.
Advance to Slide 9
Slide Content: Personal or Professional?
Note: Click as second time only after students have answered to show them an answer.
What do you think? Personal or Professional? (Wait for a response and then click). This one is
defiantly personal, it’s very informal and discusses nothing of relevant business matters at all.
Advance to Slide 10
Slide Content: Book Order Confirmation
Let’s read this together and then decide if its personal or professional.
Advance to Slide 11
What do you think? Personal or Professional? (Wait for a response and then click). This one is
defiantly professional. This email is formal, but friendly. The subject line is specific and the intro
is very positive. It is easily scanned for information and is short and sweet in what is being
asked. It has a formal signature and a call to action in conclusion.
Advance to Slide 12
Slide Content: Coupon Print Mistake – Jackson Store
Note: This email screen shot continues to Slide 13.
Let’s read this together and then decide if its personal or professional. It continues to the next
slide.
Advance to slide 13
Slide Content: Second part of Coupon Print Mistake – Jackson Store
Note: This slide is continued from previous slide. Reading should continue on.
That one was longer, but what do you think? Personal or professional?
Advance to Slide 14
This one is very professional. Although its long, it has its most important parts numbered and
easily read. This is a great example of how businesses use email.
Advance to Slide 15
Slide Content: What Questions Do You Have?
What questions do you have? (Answer any) Alright, let’s move on to our next task at hand!
Name(s):
Email Example Analysis
Instructions: In your pairs, read each email together. Then answer the questions below. Be sure
to write in complete sentences. Answers not in complete sentence will received reduced credit.
Email A
1.) Does this email
have a specific
subject line? If so,
what is it?
Yes, ‘Ralph’s
Retirement.’
Retirement is
spelled wring in
the email.
2.) Does this email have a formal greeting? Is it warm or positive?
Yes, the author says she hopes all is going well up in the front part of the office for the recipient.
3.) Does this email have an introduction? What is it?
Yes, ‘I think we should throw Ralph a surprise retirement party next Friday.’
4.) What is this email’s body text? Is the body text organized into short paragraphs or a
numbered list that can be quickly read?
They are short paragraphs taking about where they can get the food catered, what gift they could
get him, and asking Natalie to make a cake.
5.) Is there a conclusion in this email?
Yes, ‘Let me know what you think’ or ‘I am looking forward to a response from you.’
6.) Is there a signature line?
Circle if this email is → Personal Professional
Although the email is sent through a company email, it is very much a personal one. However, it
does have the elements of a business one, so given the right arguments it could be looked at the
other way.
Things This Email Did Well This This Email Could Improve On
• Very warm greeting • Very informal
• Follows professional format • Numbered list could be easier to
read.
• Less extra information
• Some grammar errors

Email B
1.) Does this email have
a specific subject line? If
so, what is it?
Yes, ‘Inventory –
Complete.’
Yes, it thanks the recipient for reminding them that the inventory was due.
Yes, it tells the recipient that attached to the email is the completed inventory.
Yes, it is very short and well organized. Letting the recipient know that the Dixie street store’s
inventory is complete and tomorrow they will do Hillside Ave’s.

Yes, asks the recipient to let them know if they have questions or concerns.
Very professional. It follows all of the format.
• Followed format • Subject line could be more specific
• Very Short and Sweet
• Some grammar errors.

Email C
1.) Does this email
have a specific subject
line? If so, what is it?
Yes, ‘Problem with
Freezer – McDonalds
in Some Town.’
2.) Does this email
have a formal
greeting? Is it warm
or positive?
Yes, the sender has been impressed with the recipient’s freezer for the year it has been installed.
Yes, the sender’s temperature dial is not working.
Short paragraphs describing how the dial broke and they need a new one.
Yes, the sender says he is looking forward to hearing from the recipient.
This email is very professional.
• Formal Tone • Some grammar errors
• Uses Format Well
• Great Subject Line
• All relevant information

Email Composition I Options and Model
Instructions: You and your partner must compose an email for each of these options and use the
‘Print Screen’ button on your keyboard to paste the emails screen shot to Microsoft Word of
Google Docs. You will receive feedback on all three of these, but you may choose one of the
three to be graded using the rubric. That will be the grade that goes in the gradebook. The
other three will be a participation grade. If turned in on time, you will have the option to fix your
mistakes for a higher grade.
Options:
1.) You are looking to apply for a job at the local supermarket, Food Mart. They are
currently hiring cashiers and stock room attendants. They are only accepting
applications, resumes, and cover letters through their online website. In order to send
in your information, you have to attach the items to an email to the Store Manager,
Debbie Killian. Compose a professional email giving Debbie your information and
telling her which of the positions you are applying for.
2.) Your teacher, Mr. Jones, recently updated grades on the online grading system. When
you look at them, it says that you got a 68% on your last test. However, you have the
test in your folder and you earned an 86% on it. Since it’s a long weekend, you want
to email him to alert him of the mistake. Compose a professional email asking Mr.
Jones to fix the grading error.
3.) You just recently bought a pair of shoes from Target online. You have worn them
once and they have somehow ripped from the sole in a spot. Otherwise, they are in
great condition. You have taken pictures and have a copy of the receipt they emailed
you when you ordered them. Write a professional email asking customer service if
you could receive either a new pair of shoes in your size or a refund. Tip: Since you
don’t know who you are taking to, you might address this email using ‘To Whom It
May Concern.’
Model
Professional Email Rubric

40 points
10/9 Points - 8/7 Points - 6/5 Points - 5 to 0 Points - Student

CATEGORY Excellent Good Work Developing Needs Work Score
Format The email has: The email is The email is The email has three
A specific subject missing one of the missing two of the or more of the
line. required elements required elements missing required
An appropriate of the format. The of the format. The elements. It does not
greeting. email might email reads more resemble a
A positive contain some personal than professional email.
introduction. unnecessary professional.
The body is information.
organized in short
paragraphs or a
numbered list. Is
short and sweet.
The conclusion has a
call to action.
The signature is
appropriate.
Topic/Content The email contained The email had The email was hard The email was
all the information some extra to understand missing several
required of the information or was because there was parts of the required
chosen topic or missing one piece either too much information
content. There was of required extra information
no confusion of the information for theor missing two
reader’s end topic. pieces of required
information on the
topic.
Grammar/Mechanics The email had no The email had two The email had The email had more
grammar or grammar or three grammar or than four grammar
mechanical errors. mechanical errors. mechanical errors. or mechanical
errors.
Greeting/Signature The greeting and The greeting and The greeting and The greeting and
signature was very signature was signature was not signature were not
appropriate for the somewhat quite appropriate appropriate at all or
chosen topic. appropriate for the for the chosen non-existent. The
Additionally, the chosen topic. The topic. The email email was not
email was addressed email was was not addressed addressed.
to its recipient addressed to its to its recipient
correctly. recipient correctly. correctly.
Email Composition II Options and Model
Instructions: Choose one of the options below. You are to write this email by yourself. Address
it to the person in prompt, but send it to becky.schwartz@springportschools.net when completed.
You will be graded based off the rubric already given to you. If turned in on time, you may fix
your mistakes and earn a higher score.
Options:
1.) You a customer service representative at Target. You have a request from a customer
about a pair of shoes they bought where after one wear, they ripped from the sole.
Otherwise, they look new. They have pictures and an online receipt. As per your
company’s policy, you may order them a replacement pair and/or offer them a total
refund. The customer has specified that they will take either. You need to email them
back, figure out what option works for them (confirm shoe size as well), and
apologize for the issue. Compose a professional email addressed to John Whittman.
2.) You need to email your internet company. There was a billing error taken out of your
automatic payment. Somehow, the company took two payments out for this month’s
service. Your monthly rate is 51.17 with tax. But somehow they took out 102.34. It
would be helpful to include your account number and address. Compose an email to a
someone in the billing department asking them for clarification on this error. Tip:
Since you don’t know who you are taking to, you might address this email using ‘To
Whom It May Concern.’
3.) You are a project director for the city of Pawnee’s Parks and Recreations department.
You are currently in charge of a project looking at data from how many people use
the playground requirement at some parks to see if it worth keeping. Write a

professional email to Leslie Knope welcoming her to the project and telling her that
the first meeting of this project will be next week in conference room B at 10 am to
Noon. The meetings will be every Monday at the same time. Tell her you will be
bringing the first snack, but after that there will be a rotating snack schedule that will
be determined at the meeting as well.
Model/Example
Name: ______________________________________________________
Email Analysis and Composition Test

Part I: Email Analysis
Instructions: For this portion of the test, you will hand write your responses. Below is an
email screenshot. Answer each question in complete sentences. Be sure to write in complete
sentences. Answers not written in complete sentences will be given reduced credit.
1.) Does this email have a
specific subject line? If so, what
is it?
formal greeting? Is it warm or
positive?

5.) Is there a conclusion in this email? What is the call to action?
6.) Is there a signature line? If so, what is it?
7.) Circle if this email is → Personal Professional
Explain why you selected the answer you did in 2-3 complete sentences:
Part II: Email Composition
Instructions: For this portion of the test you will type. Choose one of the options below. You
are to write this email by yourself. Address it to the person in prompt, but send it to
becky.schwartz@springportschools.net when completed. You will be graded based off the rubric
already given to you.
Options:
1.) You are looking to apply for a job at the local show store, Shoe World. They are currently
hiring cashiers and sales assistants. They are only accepting applications, resumes, and cover
letters through their online website. In order to send in your information, you have to attach the
items to an email to the Store Manager, Ray Nolan. Compose a professional email giving Ray
your information and telling her which of the positions you are applying for.
2.) You are a manager at McDonalds and you need to email your district manager, Dave Greene,
about an issue with coupons. Apparently, the local newspaper printed a flyer the company placed
with them wrong. Instead of ‘free shake with the purchase of a meal,’ it simply says a ‘free
shake.’ You have been honoring the coupons so far, but they expire in two months and this could
become a problem. Compose a professional email describing the issue and asking him what you
should do from this point forward.
3.) Your teacher, Mr. Parker, recently updated grades on the online grading system. When you
look at them, it says that you got a 28% on your last test. However, you have the test in your
folder and you earned an 82% on it. Additionally, it says you have a missing assignment for
worksheet you turned in and have a credit grade on the carbon copy as well. Since grades are due
Tuesday and it’s a long weekend, you want to alert him of the mistake.
ANSWER KEY
Email Analysis and Composition Test
Part I: Email Analysis
Instructions: For this portion of the test, you will hand write your responses. Below is an
email screenshot. Answer each question in complete sentences. Be sure to write in complete
sentences. Answers not written in complete sentences will be given reduced credit.
specific subject line? If so, what
is it?
Yes, the subject line is
‘HELP!!!!’
formal greeting? Is it warm or
positive?
It does have a positive greeting,
but it is not formal/professional. It is more personal.
It does have an introduction. The author states that she needs the recipients help.
Yes, short paragraphs. It states that the copy machine at her office is broken. She needs to make
copies for a presentation in two hours and would like to use the other offices.
5.) Is there a conclusion in this email? What is the call to action?
It asks for a response in short hand response.
6.) Is there a signature line? If so, what is it?
Yes, thanks, Jill.
7.) Circle if this email is → Personal Professional Accept either
Explain why you selected the answer you did in 2-3 complete sentences:
There are elements of both. The tone is very informal, has a smiley face, uses short hand
abbreviations, has a informal greeting and sign off, which are all elements of personal emails.
However, there are all the elements of a professional email here, even if the tone is informal. So
as long as the response backs up its explanation logically, accept either response.
Part II: Email Composition
Grade using rubric on page 64.

Appendix B - Student’s Guide

Important Web Links
Lesson One:
None
Lesson Two:
• “101 E-mail Etiquette Tips” by Net M@nners
• Glogster
• Example/Model Glog
Lesson Three:
• Student Copy of The Art of Effective Email Google Slides Presentation
Lesson Four:
• Google Classroom
Lesson Five:
• Google Email
Lesson Six:
• Google Email
Quick Write Prompt
In your writer’s notebook or on your computer, for five minutes, write/type as much as you can
about the following question:
Describe a time when there was a miscommunication between yourself and another person. This
could have happened in a face to face conversation, through text message, social media, or some
other medium. What happened? How did you feel? How did the miscommunication resolve
itself?
This is an opinion question, but will be graded on how wisely you use these five minutes and
how much effort you put into your answer.
The instructor will keep track of the time.
We will discuss after everyone has written.
Glogster Email Etiquette Glog and Presentation Instruction Sheet
To create an account:
7.) Go to glogster.com
8.) There is an icon that looks like a stack of pancakes in the upper right hand corner.
Click that.
9.) A drop down menu will appear. Click on ‘Sign Up.’
10.) Sign up for the 7-day free account, with an email.
11.) Once you’ve created an account, you will be able to create your first ‘Glog.’
12.) When creating your Glog, you may add pictures
While Creating your Glog:
6.) Be sure all your assigned tips are on there.
7.) Be sure to include at least three pictures, videos, or medias clips.
8.) Be sure to include citation (see model on Google Classroom for example).
9.) Check spelling.
10.) Be sure each group member knows which tips are theirs to discuss during
presentation.
When Finished:
6.) Save your Glog as public.
7.) Then click ‘Preview.’

8.) You will be taken to a separate page where you will see you finished Glog. In the
lower right hand corner there will be a link that says ‘Send To Friends.’ Click it.
9.) Send your finished Glog to becky.schwartz.@springportschools.net
10.) The instructor will have your Glog open and ready for you to present on the
assigned day.
During Presentations:
5.) You will be expected to take notes on your copy of the article. You will be tested over
this information and allowed to use the notes on the test.
6.) Interruptions during presentations will result in lost points for the entire group.
Frequent interruptions will get you kicked out and a zero for the presentation.
7.) Each member has to speak during the presentation.
8.) You will be evaluated on your professionalism (i.e. are you taking this seriously?),
your preparedness (i.e. have you rehearsed so you do not look at the screen and does
everyone know what tips are theirs to discuss?), and the information that you go over
(i.e. is it explained well, spelled correctly, and illustrated?)

Name(s):
Email Example Analysis
Instructions: In your pairs, read each email together. Then answer the questions below. Be sure
to write in complete sentences. Answers not in complete sentence will received reduced credit.
Email A
a specific subject line? If
so, what is it?
a formal greeting? Is it
warm or positive?

Email B
1.) Does this
email have a
specific subject
line? If so, what
is it?

Email C
1.) Does this
email have a
specific subject
line? If so, what
is it?

Professional Email Rubric
40 points
10/9 Points - 8/7 Points - 6/5 Points - 5 to 0 Points - Student

CATEGORY Excellent Good Work Developing Needs Work Score
Format The email has: The email is The email is The email has three
A specific subject missing one of the missing two of the or more of the
line. required elements required elements missing required
An appropriate of the format. The of the format. The elements. It does not
greeting. email might email reads more resemble a
A positive contain some personal than professional email.
introduction. unnecessary professional.
The body is information.
organized in short
paragraphs or a
numbered list. Is
short and sweet.
The conclusion has a
call to action.
The signature is
appropriate.
Topic/Content The email contained The email had The email was hard The email was
all the information some extra to understand missing several
required of the information or was because there was parts of the required
chosen topic or missing one piece either too much information
content. There was of required extra information
no confusion of the information for theor missing two
reader’s end topic. pieces of required
information on the
topic.
Grammar/Mechanics The email had no The email had two The email had The email had more
grammar or grammar or three grammar or than four grammar
mechanical errors. mechanical errors. mechanical errors.or mechanical
errors.
Greeting/Signature The greeting and The greeting and The greeting and The greeting and
signature was very signature was signature was not signature were not
appropriate for the somewhat quite appropriate appropriate at all or
chosen topic. appropriate for the for the chosen non-existent. The
Additionally, the chosen topic. The topic. The email email was not
email was addressed email was was not addressed addressed.
to its recipient addressed to its to its recipient
correctly. recipient correctly. correctly.

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Running Head: THE ART OF EFFECTIVE EMAIL 1

The art of effective email

Saginaw Valley State University

August 12, 2016

completed lesson plans, instructor’s guide, and student’s guide.

Keywords: instructional design project, ADDIE model, email, career writing

The Art of Effective Email

Perceived Need and Project Proposal

Statement of Problem/Observed Deficit

Explanation of the Suspected Need

student’s experiences with emails have been a more personal level.

upper high school classes.

I plan on using the following timeline for my unit:

2.) Writers Notebooks – In students’ writer’s notebooks they will be asked

about a time, when having a conversation, they were misunderstood or they

misunderstood the other person/people in the conversation. They will write

straightened it out. Their stories can be with technology or face to face

communication. The importance of clear communication will be the point that

and ask others if they want to share.

and then present that poster to the class.

mini lesson on what is included in a good professional and personal email, we

T-chart they noticed.

the three to turn in for feedback.

modeling the appropriate skill and format as well.

8.) Summative Assessment – Students will be given a test on either Edmodo or

compose another email to their instructor to show mastery of content. This

email will also be included in their end of year portfolio.

range in ages from 17-19.

What is the root cause?

What are the goals of the instruction/trading?

1.) Understand language is situational depending on audience, purpose, and medium of

What information is needed, and how is it gathered?

Information needed are email etiquette, an understanding of how an email is structured,

expected in a professional email.

How will the training be structured and organized?

will follow the below timeline:

email. This will be a pretest.

having a conversation, they were misunderstood or they misunderstood the other

technology or face to face communication. The importance of clear communication will be

and ask others if they want to share.

which the note is intended.

chart they noticed.

How will the training be delivered?

casted/pre-recorded and utilized.

When should training be revised?

instructor reflection, assessment data, and feedback from participants.

standards for this unit are:

✓ CCSS.ELA-LITERACY.W.11-12.1.D: Establish and maintain a formal style and

they are writing.

✓ CCSS.ELA-LITERACY.W.11-12.4: Produce clear and coherent writing in which the

✓ CCSS.ELA-LITERACY.W.11-12.10: Write routinely over extended time frames (time

two) for a range of tasks, purposes, and audiences.

Twelfth grade English students should be able to:

✓ Explain why language is situational.

o Understand that we speak and write differently depending on our medium of

o List the most important rules.

o Understand why email etiquette exists.

✓ Identify a personal email

o List the aspects and/or characteristics that make it a personal email.

o Understand when it is appropriate to use an informal writing style.

✓ Identify a professional email

o List the aspects and/or characteristics that make in a professional email.

o Understand when it is appropriate to use a formal writing style.