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Project Title: Senior English Marketing Plan

Course(s): English 4/Advanced Multimedia (Advertising)

Date: 2nd Trimester

Teacher(s): C. Dobson, D. Schneider Grade Level: 12th

Instructional Time: __22+___class period of _70__ minutes

Project’s Driving Question: How do we create and build interest for assigned readings in Senior English classes before students begin reading?

Project Description:

You must brainstorm ideas with your assigned group about how to make the stories of Beowulf, Canterbury Tales, and “Sexy” (a short story from Interpreter of Maladies by Jhumpa Lahiri) appeal to a younger audience (future senior classes) before they begin reading. You must work with your group to create a complete marketing campaign where you will outline the important components of your project, such as your chosen mediums, your target audience, your relevant demographics, etc. You will create a survey to explore which mediums are most popular and effective for your target audience as well as gauging their background knowledge. You will write a project brief for the marketing campaign where you will create a concise objective (thesis statement) that will describe the anticipated outcome of your advertisements. You must include details about each medium your group will be using, along with plans about how you all will get these ads to your audience. The effectiveness of your advertisements will be measured through comparison of scores from previous years

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and feedback from a panel of composed of current students, teachers, administrators, and outside community members/business professionals.

Essential Standards:

Career Technical Education:

Literacy: CCSS.ELA-Literacy.W.11-12.2.aIntroduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.11-12.2.bDevelop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

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CCSS.ELA-Literacy.W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.W.11-12.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12 here.)

CCSS.ELA-Literacy.W.11-12.6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CCSS.ELA-Literacy.W.11-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CCSS.ELA-Literacy.W.11-12.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Math: CCSS.Math.Content.HSS.IC.B.3Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

Science: CCSS.ELA-Literacy.RST.11-12.7Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

21st century skills: Critical Thinking / Problem Solving—Exercise sound reasoning and analytical thinking; use knowledge, facts, and data to solve workplace problems; apply math and science concepts to problem solving.Oral Communications—Articulate thoughts and ideas clearly and effectively; have public speaking skills.Written Communications—Write memos, letters and complex technical reports clearly and effectively.Diversity—Learn from and work collaboratively with individuals representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints.Information Technology Application—Select and use appropriate technology to accomplish a given task; apply computing skills to problem solving.Leadership—Leverage the strengths of others to achieve common goals; use interpersonal skills to coach and develop others.Creativity / Innovation—Demonstrate originality and inventiveness in work; communicate new ideas to others; integrate knowledge across different disciplines.Lifelong Learning / Self-Direction—Be able to continuously acquire new knowledge and skills; monitor one’s own learning needs; be able to learn

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from one’s mistakes. Other:

Problem-Solving/Design ProcessFlow chart

Project LaunchIn English class, students will be given the article “How Advertisers Convinced Americans They Smelled Bad” (from www.smithsonianmag.com). They will have approximately ten questions to answer to check their comprehension over the reading and use as a basis for discussion. Students will also identify the problem the advertisers faced when trying to sell deodorant and the solutions they created in response. Students will discuss the article in class and share the problems and solutions they identified while reading. After the discussion, students will be introduced to the problem they will be solving…how do we create advertisements to get future seniors interested in our assigned readings (Beowulf, The Canterbury Tales, and “Sexy”) before they actually begin reading? Students will brainstorm solutions using think-pair-share with 2 minutes alone, 4 minutes with a partner, 10-12 for whole group discussion. The marketing campaign project will be introduced after this initial discussion.

In Advertising class, students will be introduced to the business set-up of the class. Students will be working in groups and running an advertising business. Students will be informed that their first project will be working for the senior English teachers to advertise the texts covered during senior year, with the purpose being to help future students get interested and engaged before reading their assigned texts. They will be informed that they are to create a full marketing campaign, which consists of a project brief outlining their plans, a 30 second radio ad, a 60 second television ad, a brochure, a social media component, and a PowerPoint presentation.

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Map of Instruction for Project Unit

Problem-Solving/Design Process Step 1 - Initial Brainstorming:What Instruction?

What instruction will you provide during this phase?

Student WorkWhat will you ask students to do to demonstrate their learning?

AssessmentHow will you assess that they have

learned this skill?Formative/Summative

Technical:

21st

Century:Students will be provided with copies of the article “How Advertisers Convinced Americans They Smelled Bad” and a list of corresponding questions to check comprehension. On the back, students will have a graphic organizer where they will be asked to list the problems and solutions described in the article.

Students will begin the project by reading the article “How Advertisers Convinced Americans They Smelled Bad” and identifying the problem and solutions presented in the article. Then, students will be introduced to our problem of introducing students to older, unfamiliar texts in class. Students will be asked to brainstorm the problems we face as well as a list of possible solutions. This will require them to apply sound reasoning and analytical thinking as they are problem solving. They will have to clearly communicate ideas to others while

Students will turn in their work from the article, which includes a list of ten questions with a graphic organizer for the problems and solutions on the back. Students will be also be asked to turn in a paper with their group’s ideas for brainstorming the problems and solutions we face in senior English class. Students will be assessed not only by the work they turn in, but on their participation in the discussion over the content of the article, the problems and solutions outlined in the article, and the ideas they create for solving the problem we have in senior

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brainstorming in small groups and discussing the problems and solutions.

English with introducing new texts to students in class.

Literacy: Along with reading the article and answering comprehension questions, students will be asked to discuss what they have read. Once our problem is introduced (introducing new classes to our assigned texts), students will be asked to brainstorm alone, in pairs, and as a class. This will require them to communicate their ideas on paper and with each other.

Students will be introduced to the problem of creating interest in the texts we read in senior English class. Students will be given the names of the texts to advertise, and they will be asked to use their prior knowledge (they have already read these texts) to brainstorm ways to make these stories more appealing to future students. This will require them to organize the ideas and concepts discussed within these texts.

Students will be assessed informally through their brainstorming in class. The brainstorming will eventually be turned into a more detailed project that has several different elements (project brief, posters, radio ads, TV ads, and brochures) that will be assessed more formally through rubrics created for those specific elements.

Math:

Science:

Other:

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Map of Instruction for Project Unit

Problem-Solving/Design Process Step 2 - Create Survey, Collect Results, and Analyze Data:What Instruction?

What instruction will you provide during this phase?

Student WorkWhat will you ask students to

do to demonstrate their learning?

AssessmentHow will you assess that they have

learned this skill?Formative/Summative

Technical: Students will be given the task of creating a survey to give to other students to measure their background knowledge and interest levels.

Students will work together in assigned groups to create their surveys. The groups will discuss and decide the type of information that will be most helpful as they communicate with other students. They will determine what type of questions will be most effective in collecting the data that will be most useful to them. They will also determine the layout of the survey.

Students will be responsible for handing out their surveys (most were distributed in other English classes, all grades were included) and collecting them. They will be given class time to work with their data and analyze their results. Groups will be asked to reflect on the effectiveness of their surveys, and they will be asked to write down a list of changes they would make, along with the reason for those changes, if they were to complete this part of the assignment again.

21st

Century:Students will create a survey to collect data from other students. The data collected will inform the decisions each student group will need to make to complete their project.

Students will be responsible for working together to brainstorm and create the questions for their surveys. They will also be responsible for creating the layout for their surveys.

Students will self-assess the effectiveness of their surveys after collecting and analyzing their data. Groups will discuss the strengths and weaknesses of their surveys. Groups will turn in a list of changes they would make

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if they were to create the survey all over again with an explanation for the changes.

Literacy: Students will be given the task of creating a survey to pass out to other students in order to collect data about background knowledge and student attitudes about reading the assigned texts for senior English.

Before beginning their advertising campaigns, students will work in small groups to create surveys to measure the attitudes and background knowledge of other students in our school. They will create questions that will help them gather knowledge about their audience. Students may ask any type of questions they want (short answer, multiple choice, etc.), but they must collect and analyze the data they are given as a result of the surveys.

Students will self-assess as a group after collecting and analyzing their data. They will decide which questions were effective and which questions should have been worded differently and which questions should have been completely reworked.

Math: Students will be tasked with creating a survey, collecting the surveys, and analyzing the results. Students will have to come up with a way to record the information collected and provide the results as part of their marketing plan.

In order to gather information about student attitudes and background knowledge, students will create a survey in English class that will be given to students in other classes and grade levels. Students will also be expected to

Students will self-assess as a group after collecting and analyzing the data. Groups will work together to decide what they should have done differently, and they will provide this information to us in writing. The results of the survey will be compiled

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collect that results of the survey and analyze the data.

Science:

Other:

Map of Instruction for Project Unit

Problem-Solving/Design Process Step 3 - Write Project Brief and Meet with Client:

What Instruction? What instruction will you provide

during this phase?

Student WorkWhat will you ask students to do to demonstrate their learning?

AssessmentHow will you assess that they have

learned this skill?Formative/Summative

Technical: Students will learn/review the components of a project brief. Specific jargon (objective, target audience, demographics, etc.) will be explained in class.

Students will complete the project brief template in English class. This document asks them for the specifics of their marketing campaign. They must identify their objective, their target audience, the needs of their target audience, a timeline for their project, etc.

Students will be assessed using the rubric created for scoring the project brief. Groups will be given the opportunity to turn in a rough draft for feedback (with a tentative grade), and each group can make the necessary changes in order to improve the final grade on the project brief.

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21st

Century:Students must complete the project brief while working with an assigned group. Effective communication skills will be stressed as each group in English class must communicate through their writing (and a group leader) with the groups in the Advertising class.

Students will work in small groups to write a project brief detailing the specifics of their marketing plan. The plan will be taken to the Advertising class by the group leader and returned with feedback.

Students will first be assessed on these skills through the use of the rubric created for scoring the project brief. Students will later be assessed on these skills as they present their final draft of the project to the client as part of their presentation.

Literacy: Students will go over a sample project brief and look at a template with notes and guiding questions before filling out their own project brief.

Students must communicate effectively between two groups (one group in the English class and one in the Advertising class) in order to complete the project brief. The group from the English class will be responsible for the writing, editing, and revising. The group from the Advertising class will be responsible for proofreading for mistakes and clarification while suggesting necessary improvements and new ideas.

Students will be formally assessed on these skills through the use of the project brief rubric. Students will be informally assessed on these skills during the meeting with the client where they share the project brief and share their ideas. They must be able to communicate their ideas effectively through the writing in the project brief and through discussion when first presenting the brief to the client. Students must be able to explain the project, listen to feedback, and make changes to their original plan when necessary. Students will be assessed formally one last time when they present the project brief, with changes,

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during the final presentation.

Math: Students will incorporate a variety of important numbers into their project brief as a way to support their initial ideas and suggestions.

Students must include specific numbers on their project, such as the number of posters they must create, the number of brochures that need to be copied, etc. They must gather data about the students of Fern Creek High School and use that data to support their ideas.

Students will be assessed through the use of the project brief rubric.

Science: Students will be asked to describe the different mediums that will be used in their marketing campaign in order to solve the problem of getting students interested in our assigned texts.

Students will address the various types of media that will be used to create the entire marketing campaign in response to the original problem.

Students will be assessed on these skills informally through several brainstorming exercises during class in the early stages of creating the project brief. They will be assessed more formally later on though the project brief rubric.

Other:

Map of Instruction for Project Unit

Problem-Solving/Design Process Step 4 - Write Marketing Plan:

What Instruction? Student Work AssessmentHow will you assess that they have

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What instruction will you provide during this phase?

What will you ask students to do to demonstrate their

learning?

learned this skill?Formative/Summative

Technical: Students will review a sample marketing plan during class in order to become familiar with the different components that are included. This will be done in both English and Advertising classes so that all students will be familiar with all parts of the marketing plan.

Students will complete the marketing plan template which requires them to use their technical knowledge to thoroughly explain all parts of their marketing campaign.

Students will be assessed over the marketing plan during their final presentation. Each group will include their marketing plan as part of their final presentation. The presentation requires students to not only show the different aspects covered in the marketing plan, but it also requires them to describe the different elements through discussion.

21st

Century:Students will work in small assigned groups to complete the marketing plan. This part of the assignment requires excellent communication skills in order to clearly communicate all parts of the marketing campaign in writing, and to clearly communicate from group-to-group between classes.

Students will transfer the different steps they have completed up to this point into a more thorough plan that covers every aspect of the marketing campaign.

Students will be assessed over the marketing plan during their final presentation. They will be scored using a rubric, which will determine how clearly they were able to communicate the marketing plan with their audience.

Literacy: Students must be able to read and fill out a template while working in an assigned group.

Students will use their reading, writing, and communication skills to complete the marketing plan template. This portion

Students will be assessed over the marketing plan during their final presentation, which will require each group to share the details of the marketing plan as

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of the assignment requires them to clearly and thoroughly describe each aspect of their project. Students will work together in their groups to fill this out, so clear communication will be necessary.

part of their slide show. Groups will be scored using a rubric based on how clearly the marketing plan is written and how clearly it is shared during the presentation.

Math: Students will be expected to include several sets of numbers in the marketing plan, this includes: the data collected from the surveys, the number of physical items needed (the number of brochures, posters, etc.), and the timeline and cost of the project.

In their marketing plan, students will include the numbers they have come up from the results of their surveys. They must be able to explain these numbers and how they impacted their marketing campaign (how did their survey results influence the projects they choose?). Students will also need to include and explain the numbers they came up with for their projects (why did they decide to make x number of posters?). They must set a timeline and figure out the cost of the projects.

These skills will be assessed during the final presentation as students present these numbers to their audience and explain the importance/impact of each set of numbers. Not only will students be assessed on how clearly all of this is written in the actual marketing plan itself, but they will also be assessed on how clearly they can discuss these figures with the audience during their presentation.

Science: In the marketing plan, students will explain how they finding

Students will explain how their ideas offer viable

Students will be assessed on these skills during the final

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solutions to the original problem they were given.

solutions to the problem presented by the senior English teachers. These solutions will be supported with data from the student surveys.

presentation when they describe how their projects (the brochures, the posters, the radio ads, the TV commercials, and the social media campaign) offer solutions for getting students more interested in their assigned reading for senior English.

Other:

Map of Instruction for Project Unit

Problem-Solving/Design Process Step 5 - Create Advertisements:

What Instruction? What instruction will you provide

during this phase?

Student WorkWhat will you ask students to

do to demonstrate their learning?

AssessmentHow will you assess that they have

learned this skill?Formative/Summative

Technical: In English class, students will brainstorm, plan, and write scripts for their projects. In Advertising class, students will be provided with instructions on how to use a variety of software, including Audacity, Movie Maker, and Microsoft Publisher,

Students will brainstorm ideas for their projects in class. They will work together to plan their projects. They will turn in mock-ups for their brochures and posters, scripts for their radio ads,

Students will be assessed informally throughout the brainstorming and planning process in English class. Feedback will be given by the teacher and from other groups. Students will be assessed formally during the presentation

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to complete the projects that make up their marketing campaign.

and storyboards for their TV commercials. Students will use software to create these projects for their marketing campaign.

when all final projects are revealed.

21st

Century:Students will be required to work in assigned groups to create a variety of advertisements to use in their marketing campaign. Students will brainstorm, plan, and write together in English class. All of the work from English class will be taken to the Advertising class by the group leader, who will share the plans with another group that will be responsible for taking those plans and creating the projects described.

Students will brainstorm, plan, and write scripts in English class. The group leaders will be responsible for taking the plans and scripts to the Advertising class, and they will work together to create the plans described.

Students will receive feedback from both teachers and well as groups from both classes during the creative process and the construction of each project. Students will be formally assessed on their projects by teachers who will be scoring with a rubric and audience members who will be providing feedback during the final presentation.

Literacy: Students will be creating a variety of advertisements for their marketing plan. Students will analyze student samples of various advertisements for strengths and weaknesses before making their own. Students will continue using reading, writing, and communication skills while creating their own advertisements.

Students will analyze the strengths and weaknesses of student samples of radio ads and TV commercials in English class. Students will create brochures, posters, radio ads, TV commercials, and social media campaigns that will be graded for grammar, spelling, and the overall clarity of their

Students will be assessed informally throughout the process while meeting with the teacher. Students will also turn in several drafts to receive feedback on developing ideas. Students will be formally assessed while presenting final drafts during the presentation.

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message.

Math:

Science:

Other:

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Map of Instruction for Project Unit

Problem-Solving/Design Process Step 6 - Present Advertising Campaigns: (This step maybe optional for your problem-solving/design process.)

What Instruction? What instruction will you provide

during this phase?

Student WorkWhat will you ask students to

do to demonstrate their learning?

AssessmentHow will you assess that they have

learned this skill?Formative/Summative

Technical: Students will be instructed in technical skills needed for creating an effective Power Point presentation that covers the entire marketing plan.

Students will use Power Point, as well as a variety of other software, to create a presentation for a panel consisting of teachers, administrators, students, business professional, and community members.

Students will be assessed on their technical skills and understanding during their presentations. The teachers will use a rubric to score the presentations, and the other audience members will provide constructive feedback for students.

21st

Century:Student groups will work together to prepare their presentations.

Students will create a business-style presentation using Power Point. This presentation will examine each component of the marketing plan, giving specific ideas and plans for each part of the project.

Students will be assessed during their final presentation with a rubric prepared by their teachers.

Literacy: Students will participate in a student-led discussion about presentation skills in English

Students will discuss the do’s and don’ts of an effective presentation in

Students will be assessed informally during their discussion about presentation skills in

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class. Students will create a Power Point presentation in order to clearly communicate their ideas, both visually and orally, with an audience.

English class. The teacher will record notes on the board during the student discussion. Students will also work together to create a Power Point presentation to share their marketing campaign with an audience.

English class. Students will be assessed formally on their ability to clearly communicate with their audience through the Power Point presentation using a rubric.

Math: Students will present the data gathered from their surveys.

Students will include data from their surveys in their Power Point presentation, and the will explain this information during their presentation.

The use of data from the surveys will be assessed during the presentation.

Science: Students will be presented with the original problem one last time in order to be sure that the projects in their marketing campaign are effective.

During their presentations, students will include a discussion of the original problem they were presented with and the solutions they have come up with for solving the problem.

Students will be assessed on their solutions as part of the rubric used to score their final presentations.

Other:

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Summative and Final Assessment(s):

TV Scripts/Storyboards Radio Scripts Brochures Marketing Plans Project Briefs PowerPoint Presentations TV Advertisement Radio Advertisement Billboards Posters

Rubrics: Project brief rubric Presentation Rubric/Scoring Guide Peer Evaluations

Resources: Equipment/

Technology PCs (for research, graphic design, word processing) Movie Maker Audacity PowerPoint Publisher Excel Microsoft Word Overhead projector (for viewing samples of past projects) Document reader (for viewing samples of past projects) Speakers (for listening to the audio accompanying the TV ads and the hearing sample radio ads)

Materials Storyboard templates20

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Project brief templates Radio commercial templates Articles Marketing plan template Presentation skill handouts Self-assessments Feedback forms for audience members Personal reflection forms Rubrics/scoring guide

Human Resources

Feedback/advice from community members and administrators ESD (Extended School Day) Services Feedback/advice from professional educators/mentors

Other Student-gathered research Student-created surveys Data from student surveys

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CALENDAR OF MAJOR LEARNING ACTIVITIESProject: Senior English Marketing Campaign

BRIEFLY DESCRIBE THE LEARNING ACTIVITIES FOR EACH DAY

Week 1

Monday Tuesday Wednesday Thursday Friday

Read deodorant article ("How Advertisers Convinced Americans They Smelled Bad" from Smithsonianmag.com) and have students identify the problems and solutions presented in the article. Introduce our problem to the class. Brainstorm solutions using think-pair-share (2 minutes alone, 4 minutes with a partner, 10-12 for whole group). Pass out and review assignment, rubrics, and templates. Have students complete skills analysis.

*Our driving question: How do we introduce Beowulf, Canterbury Tales, and “Sexy” to future students?

Assessment: Problem/solution notes

Assign groups based on skills and strengths, brainstorm different forms of mediums, different ideas/ways to communicate with their audience. Create group norms (roles and responsibilities, absenteeism plan, and project management). Share examples of assignments, rubrics, and templates used in the past.

Assessment:Brainstorming notes

Define roles within group (media director, timeline coordinator, art director, copywriter, etc.). Research various communication mediums and their impact on various groups.

Assessment:List of group roles, different types of mediums with examples

Brainstorm and research different components of a marketing plan. Create a survey to discover which mediums would be most effective for their target audience.

Assessment:Creation of surveys

Finalize surveys. Begin drafting project brief and brainstorming ideas for marketing campaign.

Assessment:Final copy of survey, project brief draft

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Week 2

Continue drafting project briefs and brainstorming for marketing plan.

Assessment: Informal questioning with each group

Collect and analyze survey data. Continue drafting project briefs and brainstorming for marketing plan.

Assessment: Informal questioning with each group

Brainstorming ideas for print ads.

Assessment: Feedback from classmates and teacher

Creating drafts of print ads.

Assessment: Meeting with groups

Finalizing print ads.

Assessment: Print Ad meets client’s criteria

Week 3

Provide students with feedback on project briefs and allow time for revisions

Assessment: Revisions based on feedback

Brainstorming for brochures

Assessment: Informal questioning with individual groups – what information is being included in each brochure?

Brochure creation

Assessment: Informal questioning with individual teams

Brochure creation/quoting, paraphrasing, summarizing, and citing exercise

Assessment: Informal questioning with individual students

Finalizing brochures/Social media campaign (discuss different forms)

Assessment: Informal questioning with individual students about group progress and individual contributions

Week 4

Radio Scripts (30 seconds)/Social Media

Assessment: Informal questioning with individual students, scripts

Create radio ads/Social Media

Assessment: Progress update during group meetings, final radio ad

TV scripts (60 seconds)/ storyboards

Assessment: TV scripts, storyboards

Create TV scripts/storyboards

Assessment: Final scripts, group meetings

Finalize TV scripts/storyboards

Assessment: Final TV ads

Week 5

Creating PowerPoints for presentation

Continuing PowerPoint/implementing

Presentation skills review Revise/refine/practice presentation

FINAL PRESENTATIONS TO PANEL

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Assessment: Presentation checklist

marketing plan

Assessment: Presentation checklist

Assessment: Group checkpoint Assessment: Group checkpoint, practice presentation feedback

Assessment: Rubric

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