Name: Elizabeth Navarro, Educator Grade: 10
LESSON #3 GARDNER BLOOM
___Visual ___Knowledge
___Kinesthetic ___Comprehension
___Verbal ___Application
_x_Logical _x_Analysis
___Rhythmic ___Synthesis
___Interpersonal ___Evaluation
___Intrapersonal
___Naturalist
STRATEGY: Inquiry
SUBJECT AREA: Business, Advertising,
Marketing, Media
TEACHER PERFORMANCE
EXPECTATION ADDRESSED: TPE 6C- Developmentally Appropriate Practices in Grades
9-12
Students
use advanced thinking and problem solving skills to discover effective
marketing techniques. Students make connections to life beyond high school by
hearing a professional speak about his job and will explore marketing and
advertising careers through completing the “Followers” activity.
STATE CONTENT STANDARD
(Know):
California Career Technical
Education: Arts, Media, and Entertainment Industry Sector
Problem
Solving
5.1:
Apply appropriate problem-solving strategies and critical thinking skills to
work-related issues and tasks (49).
California Career Technical
Education: Marketing, Sales, and Service Industry Sector
Technical
Knowledge and Skills
10.4:
Know how promotion concepts and strategies, including advertising, sales,
promotion, public relations, and personal selling are used to communicate
information about products, services, images, and ideas to achieve a desired
outcome (313).
PERSONNEL: Advertising Professional
(Media buyer or seller). Jack Vincent (former boss at Bon Appetit magazine, now
a print and online seller for Fortune
and CNNmoney.com) will tell the class about his job. He’ll discuss how he sells
media and advertising, how a magazine or website’s value is measured (based on
readers, page views, unique visits, etc…) and the concept of added value.
INSTRUCTIONAL MATERIALS
(Technology):
- Learning Center: Media
Kit examples from magazines, newspapers, and websites.
- Students need access to
computer/internet at home.
- Computer (internet
access) and projector. www.busybeelauren.blogspot.com
- Post-It Notes
LESSON LENGTH: 60 minutes
PREPARATION:
- Contact Jack Vincent.
Coordinate visit.
- Write numbers on board.
Put the Post-Its on desks (motivation.)
- Busy Bee Lauren Blog
ready to go on projector.
MANAGEMENT STANDARDS:
- Practice active
listening for guest. (Includes posture, participation, eye contact, and
note taking.)
ANTICIPATORY SET:
Behavioral
Objective (Do): Students will document their progress as they market to blog followers.
Transfer (Learning theory/citations):
“It is ironic that the school…is notable for a lack
of teaching, whereas all societies, including the most primitive, succeed in
teaching the vast majority of their young members all those basic cognitive, social,
and attitudinal structures that constitute cultural socialization. This
teaching occurs largely without formalization, and largely without awareness.”
Tharp, Ronald G. and Gallimore, Ronald. Rousing minds to life. Cambridge
University Press.
Motivation
(Teacher Created): Teacher writes on board: “800 million, 300 million, 200 million.”
(These numbers represent Facebook users, hits on Youtube for “Charlie bit my
finger,” and twitter users.) Under the numbers, write, “Use your Post-It to
guess what these numbers represent, and stick it on the board when you are
finished.”
METHODOLOGY (Teaching):
- Students enter, see
board, make predictions about what numbers represent.
- Before revealing what
they represent, teacher reads some of the predictions aloud.
- Reveal what the numbers
mean.
- Introduce guest.
- Jack talks for 20
minutes. 10 minutes left for questions.
- Ask questions students
miss (What makes a website valuable to an advertiser? How are websites,
magazines, newspapers, and TV funded?)
- Jack finishes. Teacher
walks students through steps of scientific method (see Guided Practice).
Explain hypotheses will be different ways to receive traffic, followers,
page views, and sponsors on blogs.
- Tell students that
whoever can generate the most page views/followers/sponsors on blog by the
end of week (Friday) will win a year-long magazine subscription of their
choice. (No inappropriate magazines, of course.)
- Questions: “What makes
a website valuable to advertisers?” “How can I drive traffic to my
website?” “What makes people want to visit a website?” “What will make a
person want to come back to a website over and over again?” “What makes a
person want to click away from a website?” “How can I check the traffic on
my website?”
MODEL (Demo):
- Jack shows of media kits
and explains the basic terms.
- Review vocabulary.
(Uniques, page views, followers, monetize, CPM, demographics.)
- Jack reminds students
of target audience and demographics. Explains its importance to
advertisers, and connects to their personal blogs.
- Write five steps of
scientific method on board. Students take notes.
- Give examples of
hypotheses to collect followers. Ex: “Linking to my blog on Facebook and
Twitter will help me receive followers” OR “Putting up flyers around the
school will help me get followers” or “Writing about our school sports
will help me get followers.” “Blogging every day will help me get
followers.”
- Show examples of blogs
with sponsors. Show their rates. (Busy Bee Lauren).
GUIDED PRACTICE (Checking
for understanding - group) LEARNING TASKS (Activities):
The
scientific method. (Write on board and model to class). Students will be
expected to record and write up the following throughout the week.
WRITE UP:
Question: How can I generate more
traffic on my blog?
Hypothesis: (Student will create.
Teacher will model examples.)
Data collection: As students attempt to
advertise and reach followers, they will journal their findings and success
rates here. What works best? What did not work?
Statistics:
How
many followers did I begin the week with?
How
many page views did I begin the week with?
How
many comments did I begin the week with?
How
many sponsors did I begin the week with?
How
many followers did I end the week with?
How
many page views did I end the week with?
How
many comments did I end the week with?
How
many sponsors did I end the week with?
Conclusion: Include whether or not the
hypothesis(ses) was correct. Did your numbers go up, down, or remain stagnant?
What did you learn about advertising and marketing from this experience?
INDEPENDENT PRACTICE
(Monitor/adjust – individual) PRODUCTIVE MODALITIES:
Out
of class, students attempt to drive traffic to their blogs. They are each
responsible for their own blogs’ statistics. Use the “stats” tool to measure progress and
record their data using scientific method. Hand in a typed write up following
scientific method template. Most followers on Friday receives magazine
subscription.
CLOSURE: Explain assignment and
competition. Warn that blogs cannot contain inappropriate content or negative
messages about students in the school. Encourage use of different hypotheses if
they notice one method is not working.
DIFFERENTIATED LEARNING
ACTIVITIES (Learning centers, manipulatives, special needs, etc):
Gate: Driven by competitive aspect of assignment.
Challenged: Encouraged to observe what
methods other students are using that are working. Hypotheses will be modeled
to give them ideas.
Handicapped
(Wheel Chair): Given his own copy of media kit and handouts from learning center so that
he has easier access to them.
SDAIE
Techniques:
- All students
participate
- Adequate wait time for
questions
ASSESSMENT (Objective verb):
Document RUBRIC (What does it
measure?): Students’
ability to document their progress.
Informal: Guest speaker participation,
scientific method walk-through, Blogger statistics
Formal: RUBRIC
FOR “FOLLOWERS WRITE UP”
1 point = Question
1 point = Hypothesis
1 point = Data collection record
8 points = Statistics
3 points = Conclusion
14 points = Total
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