Lesson Plan 8

Teacher Name: Adrienne Stackwell

 Class: Introduction to Marketing Grade Level: 11/12

 Unit Title: Advertising and Culture

 Lesson Title: Ad Campaigns

Lesson Purpose and Rationale:

Now that we have gone over the components of advertisements and how society determines in many cases how we should communicate our message to them through advertisements, it is now time to put the pieces together and use some direct experience to truly understand the process of how one would go about creating an effective ad campaign. This is extremely useful to a student because it shows them all that advertisers have to consider when creating advertisements. It is a very difficult process that many people do not appreciate. We have analyzed and criticized many advertisements throughout the unit, but now it is the students turn to see how hard it is to create an advertisement. This lesson will also give the students an opportunity to be productive with the class time that I give them so that there should not be tasks left that the need will have to meet after school or at another time.

National Content Area Standards Met:

Foundations of Marketing : This standard is met because this lesson emphasizes the recognition of the customer-oriented nature of marketing through the creation of the student’s very own ad campaign. This ad campaign requires the knowledge and application of marketing and advertising basics in order to create a successful campaign.

 Consumers and Their Behavior: This standard is met because the student must take consumers and their behavior into consideration when creating the ad campaign. This acknowledgement of consumer’s tastes is essential to the success of an advertising campaign.

Daily Objectives:

-Students will work and cooperate together in groups to complete their advertising campaigns.

-Students will use the criteria provided for them during a previous lesson to determine what the needs to be in their advertisement in order to make it a success.

-Students will draw upon their knowledge of the information presented all throughout the unit to create the best ad campaign they can.

Materials needed:

Schema:

Students should be prepared with the information that has been presented to them throughout the unit. It is imperative that they make decisions about their ad campaign using their own personal morals and beliefs that

Lesson:

Launch (Introduction): (10 minutes)

1. Fun Advertising Quiz

True or False?

1. Five times as many people read the headline as read the body copy. True

2. Color ads generate up to 25% more inquiries than black-and-white ads. False –They generate 50% more

3. You can double the impact of a direct mail printed insert by enclosing a personal note or letter. True

4. The cost of selling to a new customer is three times higher than selling to an existing customer. False-It’s five times higher

5. The Internet is the fastest growing medium. True

6. Any new product should have an estimated life of a minimum of ten years. False-Only needs an estimated life of five years

7. The customer's perception of a product’s quality has a dramatic influence on the manufacturer's return-on-investment. True

8. Colors have the power to arouse impulses in people and motivate them to satisfy a need. True

Agenda/Procedure:

 1. Gather into presentation ad campaign groups and work diligently the whole class period to get as much as you can completed on your ad campaign. (40 minutes) It is my belief, as I’ve stated before, that giving students work time in class will not only allow me to monitor group participation, but also be more of a resource at the time of their planning instead of if they were to gather outside of class where I would not be as available.

2. Remind students that they will have to present their ad campaign at the next class. They may use any materials that we have in the lab to give their presentation. (5 minutes)

Assessment:

Diagnostic: This assessment will be completed in the launch portion of the lesson using a fun advertising quiz to assess the knowledge of the students on random advertising information.

 Formative: This assessment will be completed by walking around and observing how groups are working and interacting with one another.

 Summative: This assessment will be completed upon the completion of the assignment. This will be determined by when the group decides to give their final presentation.

 Summary:

While explaining the assignment, review the main ideas of the day’s lesson as a means for them to complete the assignment. Encourage the students to use the same tactics as they had already done with the group projects and the in-class questions. Allow time for the students to ask questions regarding the assignment.