Marketing Mix Lesson Plan Part 3

Jordan Ryder

Learner Profile The audience for this class is 8th grade students in a Computer & Business class. This lesson is the third in a three part lesson to concluding ad campaign assignment. The focus will be on learning the use of different eTools and actual creation of students ads. This class period will be less instructional and more hands on and work time. Contextual Factors This class is taught at Aquinas Middle School, which has enrollment of 148 students. 8.7% of students are considered a minority population. 10% of students qualify for free or reduced lunch. 7.3% of students are non-Catholic. Student A: ADHD, organizational struggles, completion of daily work Student B: Academic struggles Student C: Academic struggles, organizational issues Students D, E, & F: Academically advanced Goal(s) Explore different eTools for use Determine best tools and source for creating ad Common Core Standards BIT.BC2: Students will apply basic social communication in both personal and professional settings BIT.BC3: Students will use current technology to enhance the effectiveness of communicati on BIT.DGC1: Students will create print quality publication for untended audiences or purposes through the use of advanced layout, design, and graphics production software and hardware BIT.DGC3: Students will produce mediarich presentations to meet need of audience Objectives Given technology, TSW create quality publications for an advertisement. Through ad assignment, TSW demonstrate understanding of effective ad messages. Time Frame 50 minutes

Resources Materials: Computers Projector Paper Markers Headphones Microphone Webcam/video camera People: Mrs. McConaghy 8th grade social studies teacher Instructional I. An introduction/motivation Students will come into the classroom and sit at their assigned computers. The instructor will ask them if they have ever used any software or tools to create a presentation, video, voice recording, etc. Students will share what they have used. The instructor will review the requirements for the promotional ad students will be creating and explain they will be exploring and able to use tools presented this class. II. Developmental/Universal Core Students will be directed to go to www.animoto.com The instructor will explain how this eTool works and show an example of a video created using this software Students will then be asked to share pros and cons of this tool The next website is http://fotoflexer.com/ The instructor will explain some of the features of this website and allow students a few minutes to play around with some of the tools. As students are exploring the instructor will ask things they like and dont like about this tool and how it can be used for their ads Students should then go to http://bighugelabs.com/ The instructor should read aloud a few of the tools such as magazine cover, trading card, and billboard and ask students how these could be beneficial in creation of their ad. Students will be allowed a few minutes to play around with some of the tools. Finally, students should go to www.danking.net and be instructed to click on the Web 2.0 link Explain that this is a list of other tools that can be used for creating their ads Review one more time the guidelines for the ads they will be creating for their invention Answer any questions

Accomodations and Modifications: Student and Accommodations: Contextual Factors Student A: Seated close to instructor ADHD, Given deadline checklist organizational Allowed after school work struggles, time with teacher in lab completion of daily work Student B: All handouts read aloud and Academic modeled on board struggles Allowed after school work time with teacher in lab Student C: All handouts read aloud and Academic modeled on board struggles, Given deadline checklist organizational issues Students D, E, & F: Academically advanced HPL Allowed to explore other eTools of their choice

Modifications:

Why necessary? Checklist outlines when things are due, seating allows teacher to keep student on task Demonstrate understanding of assignment at student performance level Demonstrate understanding of assignment at student performance level Engage higher order thinking/learning, allow opportunity for choice of creation

If radio or TV ad chosen, does not need to actually produce it, can give verbal or written explanation of choices If radio or TV ad chosen, does not need to actually produce it, can give verbal or written explanation of choices

III. Closure After all questions are answered, the instructor should show students the webcam, microphone, paper, and markers available for use in creating their ads. The rest of the time should be spent working on rough creation of their ads. Assessment Creation of promotional advertisement for the students invention will act as piece for assessment. Guidelines and a rubric will be given to outline expectations of final project. This will act as a clear guide to level of understanding. Analysis Evidence of understanding will be demonstrated through completion of the project and following the guidelines and rubric.

Reflection This lesson may take longer than expected due to exploration of different eTools. Time allocation will have to be based on students knowledge/experience with different tools. Instructor should try to give substantial time in-class to work on project to answer questions/supplement the needs of the learners. If needed, partial additional class time may be used to work on creation of project, or given a weekend to work on project.