Advertising/Promotion R.A.F.T.
Skill Set: Promotion
TOPIC OR UNIT OF STUDY
Advertising/Promotion R.A.F.T PBL
CONTENT STANDARD(S) AND OBJECTIVE(S)
Students will
 point out the characteristics of advertising.
 contrast the advantages and disadvantages of advertising.
 research advertising careers.
 research the history of advertising.
 differentiate between an advertising agency and an in-house advertising department.
 debate the laws that regulate advertising.
 search online using a range of technology tools and media to access relevant information needed for problem
solving.
 create information for oral, written, and multimedia communications, adhering to copyright laws.
 engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to
independently solve problems.
 adapt to new situations by considering multiple perspectives and a commitment to continued learning.
 exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
 model legal and ethical behaviors in the use of technology.
 assess global trends in entrepreneurship that are related to their career/technical program.
 determine entrepreneurial opportunities in venture creation related to their career/technical program.
 examine desirable entrepreneurial personality traits.
INTRODUCTION
Students are given the Project Based Learning Activity Advertising/Promotion R.A.F.T. and accompanying assessments. A
group of five individuals is given the RAFT and a brief introduction after which they choose a role in the business that
they wish to play: company CEO, general manager, attorney, director of marketing, and administrative assistant. Then
they research the required information within their team.
Given the information, they have to convert it into useable format and something that will be useful for the group as
well as educational and entertaining for the audience. Working collaboratively the group members decide how best to
present the information, in their roles in the group, to the audience. The group gains skill in researching, problem
solving, working collaboratively, using technology, and in communicating in a team environment in completing the
project.
ESSENTIAL QUESTION
How has advertising evolved over the years, specifically what are the laws that regulate the advertising industry and
protect the consumer, and what is the significance of advertising in regard to today’s businesses?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
Students will use contents standards in advertising, technology, and entrepreneurship. The students will cover the
standards of advertising as a promotional tool by researching and identifying the characteristics of advertising,
contrasting advantages and disadvantages of advertising, researching the history of advertising and researching and
debating the current laws and regulations of advertising. They will look at advertising careers as well.
Students will utilize the internet to search for information related to advertising, the history of advertising, advertising
laws and regulations, and careers in advertising. They will use ethical and legal behavior in the use of information they
find and cite sources of information in their report. Students will need to be adaptive to new situations when working
with information from the internet and when working with students collaboratively.
They will adhere to copyright laws as they make use of the information that they acquire in their research methods.
Students will take the data found, synthesize it, and create a project that is informative, accurate, and entertaining for
the larger classroom audience All of these skills are technology standards that are addressed in completing this PBL.
Students will address standards in entrepreneurship when completing the activities in the small groups by researching
information relating to the careers that are available in the advertising industry. They may also discover the traits that
are desirable for entrepreneurs in their research.
Some of the students who have their career cluster in this area may also find global trends in the area as they research,
or they may have a group member discover this information for them. Also, students are role playing various business
positions for a restaurant that will be developed further in other PBL activities, and they may research global trends in
these positions during this activity.
STUDENT INVOLVEMENT IN PLANNING PROCESS
Students will be involved in the planning process of this project by being able to choose their individual roles within their
company, by deciding which areas they want to research and how they want to divide the work within the group. They
will also decide on the method of presentation to their group members.
Due dates for the smaller sections of the project can be changed if needed by the group; flexibility with due dates for
various groups may be needed as well. Tasks are assigned to the group as a whole and then divided by the group
members and completed individually.
Groups will have meetings with the teacher daily to monitor progress and address issues/problems that may arise. The
group may request assistance from the teacher at any time or they may request that the teacher allow them to work
independently with a minimum of supervision if all is going well with the group.
TASK(S)
 Select group/team members
 Choose business role (CEO, general manager, attorney, administrative assistant, or director of marketing)
 Divide tasks for members (according to business role)
 Preview rubric for culminating project so that all areas are addressed by group/team
 Brainstorm ideas and resources
 Set up timeline for completion of tasks
 Research information/data collection
 Report back to group in team meeting
 Evaluate findings individually and as a team
 Complete Self Evaluation and Peer Evaluation
 Research information/data collection
 Report back to group in team meetings
o Repeat evaluate and research and report to group steps again (as necessary)
 Evaluate individual findings and merge with group findings
 Collaborate with the group to publish the following in a multimedia presentation:
o Contrast the advantages and disadvantages of advertising
o Differentiate between in-house advertising and advertising agencies
o Debate advertising laws and regulations
o Examine the history of advertising
 Create a multimedia presentation (i.e. webpage, PowerPoint presentation, podcast, movie, video, or another
media) using the information your group synthesized from its research on advertising.
 Practice and then present your group’s/team’s findings to the class in a formal presentation as the culminating
portion of the project.
 Complete Self Evaluation and Peer Evaluation within team/group
 Review multimedia rubric completed by instructor after all projects have been presented by groups
RESOURCES
Project Based Learning Activity Advertising/Promotion R.A.F.T.
Rubrics for Evaluation
Self Evaluation
Peer Evaluation
Internet (sites vary with each group/team)
TECHNOLOGY USE
Laptop/Desktop Computers
Printer
Scanner
Video Camera
Digital Camera
Multimedia Projector
Smart Board (Projection Screen can be substituted)
Internet
File Storage Device (Flash drive or network folder)
Software Needs (varies with presentation selection) i.e. Microsoft Office, Movie Maker, Audacity
EVALUATION
Formative
Teacher observation/walk-arounds
Personal communication
Peer evaluation (within the team/group)
Self evaluation
Summative
Rubric for Project and Presentation
TIMELINE
90 Minute Class Blocks
Day 1—Introduction to Advertising/Promotion R.A.F.T PBL; Begin Project; Select groups/teams and begin research
Day 2—Research Continues in groups; data collection/group work
Day 3—Research Continues in groups; data collection/ group work; (flexibility in scheduling as needed)
Day 4—Multimedia Presentation Projects Creation Begin in groups
Day 5—Multimedia Presentation Projects work continues in groups; (flexibility in scheduling as needed)
Day 6—Presentation Day; Groups Present to the Class; Final day of Advertising/Promotion R.A.F.T PBL; (flexibility in
scheduling as needed)
CONCLUSION
As a result of the PBL, students gain valuable experience working in a team environment, working under pressure, in the
acquisition of research skills, collaboration skills, time management skills, and communication/presentation skills.
Students have been given the opportunity to practice and master the content in the advertising as a promotional tool
content standards as well as technology standards in advertising, and entrepreneurship standards in advertising in a
nontraditional classroom setting that encourages creativity and allows active participation by 100 percent of the
students.
PROJECT BASED LEARNING ACTIVITY: ADVERTISING/PROMOTION R.A.F.T.
Class _______________
Group members: ________________________________________________________________________
______________________________________________________
Date ________________
ESSENTIAL QUESTION: How has advertising evolved over the years, specifically what are the laws that
regulate the advertising industry and protect the consumer, and what is the significance of advertising in
regard to today’s businesses?
CONTENT STANDARDS AND OBJECTIVES:
Students will:
 Explore advertising as a promotional tool.
 Point out the characteristics of advertising.
 Contrast the advantages and disadvantages of advertising.
 Research advertising careers.
 Research the history of advertising.
 Differentiate between an advertising agency and an in-house advertising department.
 Debate the laws that regulate advertising.
 Search online using a range of technology tools and media to access relevant information needed for problem
solving.information for oral, written, and multimedia communications, adhering to copyright laws.
 Create
 Engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to
independently
solve problems.
 Adapt
to new situations
by considering multiple perspectives and a commitment to continued learning.
 Exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
 Model legal and ethical behaviors in the use of technology.
 Assess global trends in entrepreneurship that are related to their career/technical program.
 Determine entrepreneurial opportunities in venture creation related to their career/technical program.
 Examine desirable entrepreneurial personality traits.
Role:
Background Information: You have an exciting business opportunity. A small restaurant is about to open in your
town, and you have an important role to play in its development. (You will have the chance to name the restaurant,
choose the menu items, and prices for your menu items at a later date in another PBL project.)
Right now your focus will be to serve as one of the following individuals in the business: company chief executive officer
(CEO), general manager, director of marketing, administrative assistant, or company attorney. Discuss and select your
role within your small group.
Audience: The audience is your small group when you come together for meetings to discuss your findings, and the
larger audience is the class and the instructor and any guests when you make the formal presentation(s).
Format: Your final presentation will be an oral presentation coupled with an original multimedia presentation of the
information that you have garnered from your research. This can be a movie, a PowerPoint presentation, a video, a
webpage, a podcast, or another media of your choice. Please discuss your ideas in your group and get approval for your
multimedia project early on in the planning stage of the project. All members of the group must participate in the final
presentation. Please review the rubric so that you are aware of the categories for which you will be graded on the
project and also for the work within your group.
Task:
You and your group need to research the history of advertising in this project. Find out as much as you can
about advertising and the laws that regulate it, the disadvantages and the advantages of advertising, and the kinds of
careers exist in advertising. (Remember you are addressing the essential question and all of its components in your
research.) You need to work together as a team to synthesize all of the information that you individually discover, put
the data into a format that is understandable and entertaining, and present your findings to the audience (the class and
the instructor) by the project due date. Your findings should reflect the individual components that each of your team
members discovered and this should come together to fully address the essential question. Your group needs to cite
sources of information they use in the final product.
You will have five class periods to research, create, and prepare for the final presentation of the project. On the sixth
day, presentations from the small groups will take place. Work with your group to set goals and a workable timeline for
completion of the project. Divide the tasks between your members with consideration of the roles they have chosen
within the business. Monitor your progress each day and work together to make your group’s project a success.
Assessment:
Informal assessments will be made by the instructor as you are working within your small groups. The
instructor may make personal observations, hold personal conversations with group members, and she may have team
meetings with the small group. You will be asked to complete self evaluations and peer evaluations during the project.
At the conclusion of the PBL formal assessment will be utilized with a rubric to evaluate your small group’s project and
presentation. Please make sure you are familiar with the elements of the rubric. You will have the opportunity to see
the completed evaluation and discuss it with the instructor after all the groups have presented their projects. The rubric
will be available to you at the beginning of the project so that you may become familiar with the categories of
evaluation.
Resources/Technology:
Laptop/Desktop Computers
Printer
Scanner
Video Camera
Digital Camera
Multimedia Projector
Smart Board (Projection Screen can be substituted)
Internet
File Storage Device (Flash drive or network folder)
Software Needs (varies with presentation selection) i.e. Microsoft Office, Movie Maker, Audacity
Name ___________________________________
Project __________________________________
Date ________________
Class ________________
Self Evaluation
Rate yourself for each aspect of working within your group using the following scale:
1 = poor
2 = acceptable
3 = good
4 = excellent
1. Setting realistic goals
1 2 3 4
2. Organizing work towards goals
1 2 3 4
3. Deciding/defining member roles
1 2 3 4
4. Member responsibility
 1 2 3 4
5. Listening to other members
 1 2 3 4
6. Supporting other members
 1 2 3 4
7. Little dependence on the teacher
 1 2 3 4
8. Keeping order within the group
 1 2 3 4
9. Staying focused on goals
 1 2 3 4
10. Reaching goals
 1 2 3 4
11. Quality of finished project
 1 2 3 4
Summary: On this project, I think I . . .
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Names of Group Members____________________________________________________
__________________________________________
Date ________________
Project _____________________________
Class _______________
Peer Evaluation
Rate your group’s success—as a group, not individually—for each aspect of
working together, using the following scale:
1 = poor
2 = acceptable
3 = good
4 = excellent
1. Setting realistic goals
1 2 3 4
2. Organizing work towards goals
1 2 3 4
3. Deciding/defining member roles
1 2 3 4
4. Member responsibility
 1 2 3 4
5. Listening to other members
 1 2 3 4
6. Supporting other members
 1 2 3 4
7. Little dependence on the teacher
 1 2 3 4
8. Keeping order within the group
 1 2 3 4
9. Staying focused on goals
 1 2 3 4
10. Reaching goals
 1 2 3 4
11. Quality of finished project
 1 2 3 4
Summary: On this project, I think our group. . .
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Names____________________________________________________________________________________________________
Date ________________________________
Project/Assignment________________________________________________
Class ________________________________
Rubric for Project and Presentation: Small Group/Individual Work
Admirable Acceptable
Amateur
4
3
2
1
Organization
Extremely well organized; logical
format that was easy to follow; cleverly
conveyed; the organization enhanced
the effectiveness of the project
Signs of organization; at times
ideas were unclear
Somewhat organized; several
ideas unclear
Content and Accuracy
Completely accurate; all facts were
precise and explicit; Content of project
exceeded expectations
Mostly accurate; a few
inconsistencies or errors in
information and/or content was
adequate but not in abundance
Research
Went above and beyond minimum
requirements; incorporated personal
ideas and information to enhance
project;
Did a very good job of
researching; utilized materials
provided to their full potential;
Creativity
Was extremely clever and original; a
unique approach that truly enhanced
the project
Was clever at times;
No spelling or grammatical errors
One or two spelling or
grammatical errors
Very easy to read with the page
backgrounds used/Main speaker is
easy to hear; other sounds/speakers
are easy to hear and do not detract
from the speaker
Somewhat easy to read with the
page backgrounds used/Main
speaker can be heard; other
sounds do not detract from the
speaker
Somewhat accurate; more than
a few inconsistencies and/or
errors in information; content
was lacking
Used the material provided in an
acceptable manner, but did not
consult any additional resources;
finished as quickly as possible
doing the bare minimum
Added a few original touches to
enhance the project but did not
incorporate it throughout
Three spelling or grammatical
errors
Some difficulty in reading the
text with the page backgrounds
used/main speaker is difficult to
hear; other sounds/speakers are
difficult to hear or detract from
the main speaker
All members were easy to hear; all
members were well prepared
Most members were easy to hear
and prepared;
Some members were difficult to
hear and/or not prepared
Most or all members could not be
heard and/or were not prepared
All members shared the work and
completed their team roles as
assigned; members were responsible
team players
Most members shared the work
and completed their team roles as
assigned; Most members were
responsible team players
Some members shared the work
and completed their team roles
as assigned; Some members
were responsible team players
Few or no members shared the
work and completed their team
roles as assigned; Few or no
members were responsible team
players
Grammatical and/or
Spelling Errors
Visual Effects/
Audio Effects
Oral Presentation
Team Collaboration
Score
Choppy and confusing;
organization of ideas was difficult
to follow
Completely inaccurate; content
was inadequate
Did not utilize resources effectively;
finished as quickly as possible with
the bare minimum
Little or no creative energy used
during this project;
Four or more spelling or
grammatical errors
Cannot read some of the text with
the page backgrounds used; main
speaker cannot be heard at times;
other sounds/speakers cannot be
heard at times or at all
TOTAL
Comments/Suggestions:____________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________