Do now on smart board define promotion and why you

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1. DO NOW on SMART Board: Define promotion and why you believe it to be important? 2. I will review with the class and ask them to review notes pertaining to promotion and its purpose. 3. I will role play with the students pretending to be a customer calling into their company expecting great service. 4. I will ask students to resume work on their PPT projects 5. I will ask students to begin working on either print, broadcast, or billboard advertisements. 1. Students will answer the DO NOW upon entering the classroom. 2. Students will actively participate in class discussion giving their reasons for the importance of promotion. 3. One student from each group will be the customer service agent for our role playing. 4. Students will resume working on their PPT presentation 5. Students will continue working on project advertisements. Groups who finish early will be instructed to spend more time finding additional information on the company that they are researching. Page 8 of 15
III. ASSESSMENT Summative Assessment : Students will determine mastery based on thoughtful Do Now responses, classroom participation and project progress. Differentiation: Students will be guided through via conversations, but each will complete the same project based on the company that they choose. Closure: Students will share what they learned via classroom discussion and class/homework submissions. Homework: Students will be asked to complete the two advertisement types that were not completed in class. All three should be completed by the next class (print, radio, billboard) GCU College of Education LESSON PLAN TEMPLATE 03/2014 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title Shannon Hood 9 th – 12 th Grades September 7, 2017 Marketing II (Lesson Four - Promotion) Types of Advertisements Compare and Contrast I. PLANNING Lesson summary and focus : This will allow the students to compare and contrast the differences and similarities between institutional vs. product advertising. Classroom and Seating will be moved into pods that are more conducive to group learning for this assignment Page 9 of 15
student factors : National / State Learning Standards: CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy ). Specific learning target(s) / objectives: Students will be able to understand the differences between different types of advertisement. Teaching notes: Lesson two of business plan unit Agenda:

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