Weekly Overview: Feb 16–20, 2026

Grade: 7
Subject: Business Communications
Teacher: [Your Name]
Class size: 25
Lesson Duration: 60 minutes daily
Standards:

• CCSS.ELA-LITERACY.W.7.2 (Write informative/explanatory texts)
• CCSS.ELA-LITERACY.W.7.4 (Produce clear and coherent writing)
• CCSS.ELA-LITERACY.SL.7.1 (Engage effectively in collaborative discussions)

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Learning Objectives

By the end of the week, students will be able to:

• Define the purpose and distinguish between a business memo and an email
• Identify and properly format each element of a professional memo header
• Write clear, concise memos using the BLUF (Bottom Line Up Front) method
• Apply peer feedback to improve communication clarity and professionalism

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I Can Statements

• I can explain the difference between a business memo and an email.
• I can create a professional memo header with all required parts.
• I can write a clear and concise memo using the BLUF method.
• I can review and give feedback to peers to help improve their memos.

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Success Criteria

• Correctly identify memo vs. email features in activities and discussions.
• Produce memos with an accurate header including To, From, Date, and Subject fields.
• Draft memos using the BLUF structure that communicate the main point within the first two sentences.
• Actively participate in peer review and apply constructive feedback to revise work effectively.

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Daily Schedule and Activities

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Monday, Feb 16 — Presidents’ Day (No School)

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Tuesday, Feb 17

Topic: Intro to Business Memos vs. Informal Communication
Objective: Differentiate professional memos from emails or informal notes.

Warm-Up (10 minutes):

• Quick write: “When do you send an email? When might you write a memo?”
• Group share to brainstorm differences.

Direct Instruction (15 minutes):

• Teacher-led presentation defining key differences: purpose, audience, and tone.
• Emphasize memos as formal communication used within organizations.
• Show examples: one professional memo, one casual email.

Activity (20 minutes):

• Students compare side-by-side examples.
• In pairs, list three differences and share out.

Exit Ticket (5 minutes):

• Write one sentence identifying a main purpose of a memo.

Differentiation:

• Provide sentence starters for English learners (ELs).
• Use graphic organizers to separate memo vs. email features.

Extension:

• Research and share one unique memo practice used by famous organizations.

Dyslexia-Friendly:

• Use high-contrast slides with large fonts and colored overlays for memo examples.

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Wednesday, Feb 18

Topic: Memo Header Anatomy & Bad Memo Analysis
Objective: Identify and format memo headers; critique poorly written memos.

Warm-Up (5 minutes):

• Recap key features of memo vs. email.

Direct Instruction (15 minutes):

• Explain memo header components: To, From, Date, Subject.
• Model formatting these in a document editor.

Activity Part 1 (20 minutes):

• Provide students with a “Bad Memo” (missing headers, unclear message).
• In groups, identify missing header elements and confusing parts.

Activity Part 2 (10 minutes):

• Groups rewrite the header correctly.

Class Discussion (5 minutes):

• Share fixes and explain why headers matter for clarity.

Success Criteria Check:

• Students can identify all memo header parts and their placement.

Differentiation:

• Provide visual labels on memo header template.
• Pair students with stronger writers for guidance.

Extension:

• Identify and discuss the role of CC and memo distribution etiquette.

Dyslexia-Friendly:

• Printed memos use Arial or OpenDyslexic font with 1.5 line spacing.

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Thursday, Feb 19

Topic: Drafting Workshop: School Event Memo
Objective: Draft a professional memo using the BLUF method, applying a proper header.

Warm-Up (5 minutes):

• Review BLUF method: Bottom Line Up Front = start with the main message.

Mini-Lesson (10 minutes):

• Teacher models drafting a concise memo on a school fundraiser.
• Highlight placing key info upfront and using bullet points for clarity.

Activity (35 minutes):

• Students draft a memo announcing a school event (e.g., club meeting, sports game).
• They must include:
  • Correct header
  • BLUF introductory sentence
  • Key details (Who, What, When, Where, Why)
  • A polite, professional closing

Peer Sharing (5 minutes):

• Partner read drafts and give one compliment and one suggestion.

Success Criteria Check:

• Memo has clear header and a BLUF-structured message.

Differentiation:

• Provide memo draft planner graphic organizers.
• One-on-one conferencing for students needing extra support.

Extension:

• Create a version of the memo tailored for social media with professional tone.

Dyslexia-Friendly:

• Use lined paper or templates with shaded writing spaces.

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Friday, Feb 20

Topic: Peer Review & Final Submission
Objective: Use peer feedback to revise and finalize professional memos.

Warm-Up (5 minutes):

• Review success criteria and rubric for memos.

Peer Review (25 minutes):

• Use guided peer review checklist:
  • Are all memo headers complete?
  • Is the BLUF introduced clearly in the first sentences?
  • Is the message concise and professional?
• Students exchange drafts for structured feedback (2 stars and 1 wish).

Revision (20 minutes):

• Students revise memos incorporating peer feedback.
• Teacher conferences with students needing additional help.

Final Submission (10 minutes):

• Submit via print or digital format as directed.

Differentiation:

• Allow oral feedback for students with writing challenges.
• Provide exemplars of revised memos as writing models.

Extension:

• Reflective journal: How will you apply memo writing skills in future projects?

Dyslexia-Friendly:

• Use text-to-speech software for reading peers’ memos aloud if needed.

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Differentiation Strategies for Diverse Learners

• Visual learners: Use charts, color-coded headers, and formatted examples.
• EL students: Vocabulary pre-teaching with visuals; sentence starters for writing.
• Students with disabilities: Text-to-speech, extra time, and peer assistance.
• Advanced learners: Challenge with memo writing for different audiences or industries.

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Extension Activities for Advanced Learners

• Research corporate memo styles from Fortune 500 companies, compare with class memos.
• Practice writing follow-up memos summarizing a meeting or action plan.
• Create a short video explaining parts of a memo or giving business communication tips.

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Materials Needed

• Printed memo examples (professional and informal)
• “Bad Memo” analysis handouts
• Memo draft worksheets with header templates
• Peer review checklists
• Access to digital word processors (Office 365 preferred)
• Dyslexia-friendly font handouts or software

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Alignment to Common Core State Standards

Standard	Description	Alignment to Lesson
CCSS.ELA-LITERACY.W.7.2	Write informative texts to examine and convey complex ideas clearly.	Writing memos with clear purpose and structured information (BLUF).
CCSS.ELA-LITERACY.W.7.4	Produce clear and coherent writing appropriate to task.	Formatting professional memos and concise messaging.
CCSS.ELA-LITERACY.SL.7.1	Engage effectively in collaborative discussions.	Peer review and group critique of memos.
CCSS.ELA-LITERACY.L.7.3	Use knowledge of language and its conventions when writing.	Formatting memos according to professional norms.

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Teacher Reflection Prompts

• How well did students grasp the difference between memos and emails?
• Did the BLUF method help students write more concise, effective memos?
• Which differentiation strategies were most effective?
• What adjustments can be made for next year’s memo writing week?

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End of Week Goal:
Students leave with practical, transferrable communication skills for school, future work environments, and respectful professional interactions. Memos become their go-to model for empowering clear, audience-aware business writing.