1. Topic-
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| How To Write a Letter To a Celebrity |
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2. Content-
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| Composing a memo to a celebrity, using the disguise of a talent
agent, properly labeling and addressing the letter, and what to write
about |
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3. Goals: Aims/Outcomes-
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1. Students should know how to compose a memo
2. Students should know how to address an envelope
3. Students should feel comfortable and be able to identify all elements
of a memo |
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4. Objectives-
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1. Addressing the envelope
2. Introduction to memo form
3. Composing the memo and signature. |
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5. Materials and Aids-
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| Students will need two (2) sheets of paper, pencils, erasers. |
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6. Procedures/Methods-
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A. Introduction-
1. Pick a celebrity to write to
2. Learn how to address the envelope (use the students' own address)
3. Learn how to compose a letter in proper format. |
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B. Development-
1. Showing the proper form of a memo as a digital projection
2. Have students follow along in textbook regarding necessary ingredients
in a memo
3. Have students thoughtfully write a business memo to a celebrity
of their choice |
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C. Practice-
1. Have students work in groups to collaborate ideas about what
celebrities to write to
2. Have students discuss in groups what is appropriate for a business
memo
3. Have students submit rough drafts |
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D. Independent Practice-
1. Have a student write why they chose the celebrity they picked
2. Have them write down what business aspect they wish to write about
3. Have them create a professional but personal memo to their celebrity
while opening and closing it properly |
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E. Accommodations (Differentiated Instruction)-
1. Have the students find example of memos online as a reference
2. Have them find academic sources as to what a memo is and consists
of
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F. Checking for understanding-
1. Have students compare drafts with friends
2. Have students edit and proofread memos of other students. All memos
must be reviewed by at least two students
3. Have students rewrite their drafts based upon student comments |
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G. Closure-
1. Have students turn assignments in
2. Engage students in an active discussion in class to see what they
learned and when to use memos |
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7. Evaluation-
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1. Compare student memos to other academic and online drafts
2. Compare student drafts to drafts of previous classes |
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8. Teacher Reflection-
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| Review how well the students did, and what percentage of them would
be ready to identify all elements in the lesson on a test or assessment.
Compare student memos to those that were submitted in previous classes |
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