W540 Lesson Plan #3Susan Sanders

Media Literacy: Marketing and Advertising

Grade - 12Course - EconomicsLength – Six 45-minute periods ( Over a two week period)Method of Assessment – Television CommercialLesson Author – Susan Sanders

Lesson OverviewSenior students in economics will study, extensively, the laws of supply and demand. One of the factors determining the level of demand is consumer preferences. During this portion of our unit on demand students will study two specifics aspects of marketing and advertising that effects their daily decisions. Students will begin by seeing themselves as huge targets for advertising by watching a video. Students will examine product placement by watching a movie and completing a product placement worksheet. The culmination of this study will be for students to create their own 30 – 60 second television commercial.

From Theory to PracticeMedia literacy is a “. . . key 21st Century skill because it provides a framework and method to think critically about the media you consume and create. Being media smart also means you know how to use television, the Internet and other technologies safely, productively and ethically.” (Cable in the Classroom, 2010). “Teen consumers are an important part of the U.S. economy, as this is the group most likely to embrace new technology and show the most enthusiasm for current trends that later filter into the mainstream.” (Market Research.com, 2010). Because of these factors, our students must become media literate. Through this lesson, students will see themselves as consumers, targets of marketers and they will analyze the strategies used in television commercials. Students will then play the role of the marketers and produce their own 30 – 60 second commercial. "If students can learn to analyze the commercials they see on TV, they will be better equipped to evaluate the claims that advertisers make; they will be able to look beyond the sell and become less likely victims of deception; and they will learn to separate the double-talk from the facts." (Don Kaplan, Television and the Classroom)

Indiana State StandardsE 2.2 – Identify factors that cause changes in market supply and demandE 2.5 – Recognize that consumers ultimately determine what is produced in a market economy (consumer sovereignty)E 3.7 – Explain ways that firms engage in price and non-price competition

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ISTE National Standards

1. Creativity and Innovation – students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, and processes.b. Create original works as a means of personal or group expression.

2. Technology Operations and Concepts – students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. Understand and use technology systems.b. Select and use applications effectively and productively.c. Transfer current knowledge to using new technologies.

Materials and Technology1. Classroom Computer and Projector2. “Name that Company” quiz - http://smgilles.edublogs.org/files/2010/10/Name-that-company-

24k2x3e.ppt3. “Hunting for Cool” PBS video -

http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p70&continuous=14. Classroom set of computers or use of lab. (Each student will need access to a computer during

sessions 2 – 8).5. Marketing to Teens Strategies – copy one per student -

http://www.media-awareness.ca/english/resources/educational/handouts/advertising_marketing/mtt_advertising_strategies.cfm?RenderForPrint=1

6. Hand out for television commercial requirements and rubric.7. Video equipment for students who do not have access to their own. (My school has two

cameras that I can check out. I require the students to make appointments with me to use these cameras since I am responsible for them.)

STUDENT OBJECTIVESStudents will

1. Examine the factor of consumer tastes and preferences in determining the changing level of demand.

2. Understand their role as consumer.3. Analyze television commercials, determining strategies utilized to target teens.4. Recognize and identify product placement in motion pictures.5. Create an original television commercial utilizing a clear marketing strategy.

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Session One1. Begin by quizzing students using the “Name that Company” PowerPoint. This will get them

started thinking about advertising.2. Without further discussion, show the following statements projected or placed on posters

around the room –a) Advertising sets us up to feel dissatisfied - even if we think we have everything we need, ads

will still try to convince us that there is something else we need. b) Advertisers try to show us how much more satisfied, popular, happy, hip, attractive, sexy,

fun, and in control we would be if we had their product. c) Fashion and trends are always changing so that we must continually spend money to be

current.d) Advertising stresses competition and status versus feeling good about being who you are

and accepting others for who they are.

3. Divide class into groups of no more than 4 students and ask them to discuss whether they agree or disagree with each statement. If using a projection system, show one at a time and give students 2 minutes before going on to the next. (10 minutes)

4. Review with the class the factors that cause the level of demand to increase. Once students remember, perhaps with some prodding, that consumers’ tastes and preferences is one of the factors, ask the class how companies can affect this change. Lead them in a brief discussion on business marketing and advertising. Relate to the students the importance that the business world places on teens as consumers and that they should understand the efforts that are being made to target them as such. (15 minutes)

5. Watch “Hunting for Cool” PBS video (10 minutes) - http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p70&continuous=1

6. Conclude class by asking students to complete an exit slip. Every student must comment on the video, either by stating an AHA moment, an “I didn’t know . . .”, or with a question.

Session Two1. Divide class into small groups – no more than four. Utilizing the exit slips from session one, have

small groups spend 10 minutes discussing teens as consumers. I will select a few slips and simply read what was written and ask groups to have that direct their conversation. (10 minutes)

2. Explain to the class that while there are many formats of advertisement, print ads, billboards, pop-ups, etc. that our focus will be on television commercials and that multimillion dollar industry.

3. Spend 5 minutes, as a whole class, brainstorming strategies that these commercials employ to capture their attention. Write them on the board or project as students respond.

4. Hand out “Marketing to Teens Strategies”. Give students a few moments to read through and compare their created list to the handout. This list will now become the terminology used to describe these techniques so there is no confusion on what is being discussed.

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5. As a whole class, we will watch several commercials. (See list below for possibilities). I have used www.retrojunk.com and used the URL of the individual commercials saved to a word document to access these directly. This website has commercials from the 70s, 80s, and 90s available. (Word of caution – many websites offer free viewing of commercials, but plan this carefully ahead of class, because not all of these are school appropriate.) After each, we will discuss the strategy used – sometimes there is more than one. We will also discuss if they think the commercial is effective or not. At this point, I want them to start analyzing what makes an effective commercial and what doesn’t. This should take the remainder of the period or may run over into the next day, depending on how many commercials you decide to have your students view.

Commercials Used During Media Literacy Lesson Plan

http://www.retrojunk.com/details_commercial/9706/ - taco bell

http://www.retrojunk.com/details_commercial/200/ - Kawasaki

http://www.retrojunk.com/details_commercial/9233/ - twinkies

http://www.retrojunk.com/details_commercial/6634/ - diet coke

http://www.retrojunk.com/details_commercial/9640/ - Honda

http://www.retrojunk.com/details_commercial/9527/ - Levis

http://www.retrojunk.com/details_commercial/6161/ - Mercedes

http://www.retrojunk.com/details_commercial/2709/ - Disney

http://www.retrojunk.com/details_commercial/8653/ - Hanes

http://www.retrojunk.com/details_commercial/2151/ - tabasco

Session Three1. Begin class by showing a five minute segment of ET (the movie). You will need to show the

scene where ET is lured out of the woods with Reese Pieces. 2. Discuss with students the significance of this scene on marketing and advertising. Since the

making of ET, many corporations now pay the film industry to strategically place their product in their movies. Use the following site to help in the discussion of product placement http://www.snopes.com/business/market/mandms.asp

3. Utilize one of the following website to discuss other movies that utilized product placement in obvious ways: http://listverse.com/2008/03/21/top-10-blatant-examples-of-product-placement-in-movies/ or http://www.viralconversations.com/articles/product-placement-movies-00724/

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4. Inform students that they will have one week to watch a movie from the last 20 years. It should not be an animated or nonfiction film. The assignment is to list all of the product placements that they see in the film and briefly describe how it was used. (Revisit this is one week, with follow-up discussion on its effectiveness.)

Session Four1. Hand out television commercial requirements sheet. Read through with class.2. Allow students to select their partner or partners - no more than 3 per group. 3. Show student sample – see below.4. The remainder of this class period will be designated for groups to research products that are in

their existing portfolio of companies (this is something I begin at the beginning of the semester).5. Students must have their product approved by teacher before proceeding to planning phase.

Session Five1. This day will be a work day for the groups to develop their commercial ideas, writing their

script, as well as planning the production of their commercial. 2. No further class time will be utilized for working on this project.

Session Ten1. Using the projection system or television, the class will see the commercials of their peers.

They will evaluate them, including their own.2. I have three sections of this class and I want them to evaluate all of these videos.

AdaptationsGifted and Talented Students

1. Must include analysis paragraph with product placement exercise. This should include what they found to be effective and not effective. This should also include a discussion on the practical business aspects of product placement.

IEP Students1. Ensure that students have equipment and understanding necessary to complete project.2. Partner with non-IEP students if necessary.

ESL Students1. Initial handouts translated into student’s native language.2. Encourage these students to watch movie in English, but allow them to watch in their native

language if necessary.3. Commercial must be in English, but may reference or utilize native language without losing

meaning in English.

Student Sample

http://smgilles.edublogs.org/files/2010/10/JONES-Movie-2-14ax1p3.wmv

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Television Commercial Project

Overview: You have been hired by one of the companies in your portfolio to develop an ad campaign for their newest product. The target group for your advertisement is to be teens-young adults, ages 18-25. You will begin by creating and producing a 30-60 second television commercial. This commercial should utilize one of the marketing strategies discussed earlier. Your commercial should be original, not only to your product, but to the general audience that you are targeting. You will be graded based on the two rubrics – the teacher rubric and the peer evaluation rubric. Read through both carefully to ensure that you are meeting all of the requirements.

Commercial Rubric for Peer Evaluation

CATEGORY Master - 4 Apprentice - 3 Novice - 2Unacceptable, but project is complete -1

Marketing Strategy The marketing strategy utilized is clear and effective. The teenage target audience was captured by the ad.

The marketing strategy utilized can be determined.

The marketing strategy utilized is difficult to determine.

No marketing strategy was utilized even though the product was completed.

Originality Commercial is original not only for the product, but has clearly unique elements compared to all commercials.

Commercial is original for the product, but has some elements that appear to not be unique.

Commercial is not original, but does contain some unique elements.

Commercial appears to mimic another commercial.

Target Audience - Teenagers: male/female/or both

Teenagers were clearly the target audience and many would undoubtedly be captured by the ad.

Teenagers were the target audience and might have been captured by this ad.

Someone other than teenagers appear to be the target audience. Teenagers would see little appeal to this product.

Commercial does not appear to target anyone.

Creativity Commercial demonstrated a high level of creativity. It was exciting and interesting. The commercial made you want to buy the product.

Commercial demonstrated a moderate level of creativity. It was interesting. The commercial almost made you want to buy the product.

Commercial demonstrated some level of creativity. It might have been interesting. The commercial did not make you want to buy the product.

Commercial demonstrated little or no level of creativity. It was not interesting. The commercial did not make you want to buy the product.

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Commercial Rubric for Teacher

CATEGORY Master - 4 Apprentice - 3 Novice - 2Unacceptable, but project is complete -1

Marketing Strategy The marketing strategy utilized is clear and effective. The teenage target audience was captured by the ad.

The marketing strategy utilized can be determined.

The marketing strategy utilized is difficult to determine.

No marketing strategy was utilized even though the product was completed.

Use of Time The commercial was between 30 and 60 seconds.

Used time well, commercial was 5 seconds or less off the 30 – 60 second time frame.

Used time for the commercial was 10 seconds or less off the 30 – 60 second time frame.

Used time poorly for the commercial. It was more than 10 seconds off the 30 -60 second time frame.

Originality Commercial is original not only for the product, but has clearly unique elements compared to all commercials.

Commercial is original for the product, but has some elements that appear to not be unique.

Commercial is not original, but does contain some unique elements.

Commercial appears to mimic another commercial.

Target Audience - Teenagers: male/female/or both

Teenagers were clearly the target audience and many would undoubtedly be captured by the ad.

Teenagers were the target audience and might have been captured by this ad.

Someone other than teenagers appear to be the target audience. Teenagers would see little appeal to this product.

Commercial does not appear to target anyone.

Creativity Commercial demonstrated a high level of creativity. It was exciting and interesting. The commercial made you want to buy the product.

Commercial demonstrated a moderate level of creativity. It was interesting. The commercial almost made you want to buy the product.

Commercial demonstrated some level of creativity. It might have been interesting. The commercial did not make you want to buy the product.

Commercial demonstrated little or no level of creativity. It was not interesting. The commercial did not make you want to buy the product.

Technology Commercial was emailed to teacher in a usable format or properly saved to compatible DVD, CD, or VHS by the due date given.

Commercial was emailed to teacher or saved to DVD, CD, or VHS but was not compatible with school equipment. Compatible format was one day late.

Commercial was emailed to teacher or saved to DVD, CD, or VHS but was not compatible with school equipment. Compatible format was two days late.

Commercial was emailed to teacher or saved to DVD, CD, or VHS but was not compatible with school equipment. Compatible format was three days late.

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References

Abilock, D. (2010). 21st century literacies, Retrieved from http://noodletools.com/debbie/literacies/

Cable in the classroom (2010). Retrieved from http://www.ciconline.org/media-smart

Jacobs, H. H. (2010). Curriculum 21: essential education for a changing world. Alexandria, VA: ASCD

Reich, Justin, Daccord, Thomas. (2008) The Best Ideas for Teaching with Technology: A Practical Guide for Teachers, By Teachers. Armonk, N.Y.: M.E.Sharpe.

Salcedo (2005). Storyboard rubric, retrieved from http://teachnet-lab.org/motthallschool/asalcedo/marketing/CommercialRubric.htm

Toupal (2008). Why did I buy that?, Retrieved from http://kb048.k12.sd.us/UOP.htm