Lesson Plan
Course Title: Principles of Business, Marketing, and Finance
Session Title: Advertising with Visual Merchandising
Performance Objective:
Upon completion of this lesson, the student will understand how visual merchandising
techniques increase sales.
Approximate Time:
If taught as written, this lesson should take approximately 3 days.
Specific Objectives:
 The use of visual merchandising in retailing
 Distinguish between visual merchandising and display
 Placing merchandising for impact
TERMS:
Visual Merchandising - Encompasses all of the physical elements that merchandisers use to
project an image to customers.
Storefront - This includes the store’s name, logo, banners, windows, and the exterior design.
Marquee - An architectural canopy that extends over a store’s entrance.
Store Layout-refers to the way a store uses floor space to promote sales and serve customers.
Fixtures - Permanent or movable store furnishings that hold and display merchandise.
P.O.P.(Point of Purchase) - Consumer sales promotion device with bold graphics and signage
that hold, display, or dispense products.
Kiosk - Large displays that are typically 4 ft high, have immediate product availability, and are
seen free standing in malls as well as within a store.
Preparation
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1
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.112 (c) (10) The student understand how to incease sales by employing visual
merchandising techniques and using special events to increase sales.
130.112 (c)(10) (A) Explain the use of visual merchandising in retailing
130.112 (c) (10) (B) Distinguish between visual merchandising and display
130.112 (c)(10)(C) Place merchandise for impact
Interdisciplinary Correlations:
English:
110.33(b)(1)(A) – Reading/Vocabulary Development
…determine the meaning of grade-level technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek or other linguistic roots and affixes.
110.33(b)(1)(B) – Reading/Vocabulary Development
… analyze textual context (within a sentence and in larger sections of text) to draw
conclusions about the nuance in word meanings.
110.33(b)(1)(C) – Reading/Vocabulary Development
…infer word meaning through the identification and analysis of analogies and other
word relationships.
110.33(b)(9)(C) – Reading/Comprehension of Informational Text/Expository Text
…make and defend subtle inferences and complex conclusions about the ideas in text
and their organizational patterns.
110.33(b)(11)(B) – Reading/Comprehension of Informational Text/Procedural
Text
…translate (from text to graphic or from graphic to text) complex, factual, quantitative,
or technical information presented in maps, charts, illustrations, graphs, timelines,
tables and diagrams.
110.33(b)(12)(A) – Reading/Media Literacy
…evaluate how messages presented in media reflect social and cultural views in ways
different from traditional texts.
110.33(b)(12)(B) – Reading/Media Literacy
…evaluate the interactions of different techniques (e.g., layout, pictures, typeface in
Copyright © Texas Education Agency, 2012. All rights reserved.
2
print media, images, text, sound in electronic journalism) used in multi-layered media.
110.33(b)(12)(C) – Reading/Media Literacy
…evaluate the objectivity of coverage of the same event in various types of media.
110.33(b)(12)(D) – Reading/Media Literacy
…evaluate changes in formality and tone across various media for different audiences
and purposes.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Public Relations Specialists
O*Net Number: 27-3031.00
Reported Job Titles: Account Executive, Public Affairs Specialist, Public Relations
Specialist (PR Specialist).
Tasks: Respond to requests for information from the media or designate an appropriate
spokesperson or information source. Study the objectives, promotional policies, or needs
of organizations to develop public relations strategies that will influence public opinion or
promote ideas, products, or services. Plan or direct development or communication of
informational programs to maintain favorable public or stockholder perceptions of an
organization's accomplishments or agenda.
Soft Skills: Speaking, Active listening, and Social Perceptiveness.
Accommodations for Learning Differences:
It is important that lessons accommodate the needs of every learner. These lessons
may be modified to accommodate your students with learning differences by referring
to the files found on the Special Populations page of this website.
Introduction
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint, and handouts to become familiar
with lesson.
References:
Textbooks: Advertising & Integrated Brand Promotion. O’Guinn-Allen-Semenik.
Thompson South-Western.
Advertising-Business 2000 Townsley South-Western.
Marketing Essentials, Glencoe
Instructional Aids:
Projector/Presentation
Textbooks and website
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Materials Needed:
1. Printer Paper
2. Assignment handouts
Equipment Needed:
1. Computers for teacher/students with PowerPoint and Internet access.
2. Projector
Learner Preparation:
Tell students that our objective today will be talking about visual merchandising techniques to
increase sales.
Introduction
Introduction:
(Day 1)
ASK: Students to name their favorite clothing store. What do they like about the store? What
about your favorite grocery store? What about restaurant? Discuss answers in class.
SAY: Stores that are successful usually have a good use of visual merchandising. These are
the visual and artistic of the entire business environment. The goal of visual merchandising is to
create a positive shopping experience that will compel customers to return. Merchandisers
consider key elements to achieving this goal.
Go back to discussing their original favorite stores. Do these stores have good visual
merchandising like displays and lighting? What makes a store approachable? Discuss the
importance of the visual merchandising in a store.
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ASK: Students why do they think sale merchandise is always at the back of the store? Why is
new merchandise usually in the windows or front of the store? What type of merchandise
makes a bigger impact?
EXPLAIN: Sale merchandise is usually in the back so that customers must walk through the
entire store to get to it. This way, they will be more tempted to purchase something else along
the way. New merchandise makes a bigger impact in windows and in windows and gets the
customer into the store. Stores also regularly move their merchandise around as the give the
appearance of “new” products. This goes from everything to clothing, to food, to electronics.
Outline
Outline:
Instructors can use the presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
I.
II.
A.
B.
C.
D.
E.
F.
G.
III.
A.
B.
C.
D.
IV.
A.
B.
C.
D.
Introduction
A. Question/discussion about favorite
clothing store.
B. Goals of visual merchandising
C. Key elements of visual merchandising
D. Placing merchandise for impact
E. Sale merchandise vs. new
merchandise
Guided Practice-The Use of Visual
Merchandising in RetailingPowerPoint Presentation
Storefront
Marquee
Store Layout
Fixtures
P.O.P-Point of purchase
Kiosk
Store Layout
Selling space
Storage space
Personnel space
Customer space
Store Interior
Lighting
Bright colors
Interior signage
Bold graphics
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5
Notes to Instructor
(Day 1-2)
Use Presentation as
visual aid. After
introduction,have
students write down
key terms on a piece
of paper and then
write down what they
think the meanings
are.
On a three column
chart, have student’s
list three stores. Then
have them list three
store events or
occasions that are
featured in window
displays and describe
how the windows may
look. Have them
explain in their opinion
what type of product
placement would
make the biggest
impact?
V.
Interior Displays
A. Closed displays
B. Open displays
C. Architectural displays
D. Point of purchase displays
E. Store decorations
6. Independent Practice
A. Guess term meanings
B. 3 Column Store Chart
C. 5 Interior Display assignment
7. Formal Assessment
A. Written paper on stores and visual
merchandising
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Have students take
the 5 interior displays
and list a store that
would have that type
of display and why.
(Day 2-3)Review prior
lesson.
Have students
research 3 completely
different stores online
and report as many
visual merchandising
findings that they can.
These are to include :
Displays, lighting,
fixtures, merchandise,
P.O.P, Storefront, etc.
Have them explain the
target audience for
store and their
reasoning behind it.
Explain how each
store makes an impact
with their product
placement . Have
Presentation up for
reference. This is to be
a written paper. 1-2
pages.
Paper will be graded
with rubric.
Interpersonal
Application
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Naturalist
Existentialist
Guided Practice:
(Day 1) Presentation and key terms
(see intro above)
Independent Practice:
1. Have students write down key terms on a piece of paper and then write down what they
think the meanings are.
2. On a three column chart, have student’s list three stores. Then have them list three store
events or occasions that are featured in window displays and describe how the windows
may look. Describe in their opinion how the merchandise should be placed to make the
biggest impact.
3. Have students look and consider the 5 interior display types on the presentation. Have
students list a store that would have that type of display and their reasoning behind it.
This can be done on a word processing document.
Summary
Review:
Why is visual merchandising important at retail?
What four key elements are considered visual merchandising success?
What are the five types of interior displays?
Evaluation
Informal Assessment:
Instructor will be observant with students during asignments and discussions. Instructor will
move about the classroom settng, providing feedback and making sure that students are
participating and on task.
Formal Assessment:
(Day 2-3) Have students research 3 completely different stores online.
Report the different visual merchandising aspects of each store. These are to include :
Displays, lighting, fixtures, merchandise, P.O.P, Storefront, etc. Have them explain the target
Copyright © Texas Education Agency, 2012. All rights reserved.
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audience for store and their reasoning behind it. Decribe product placement and impact. Have
Presentation up for reference. This is to be a written paper. 1-2 pages.
Paper will be graded with rubric.
Extension
Extension/Enrichment:
If time allows, have students give 3 minute presentations of their paper.
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Formal Assessment :
Rubric
Student Name:
_______________
_______________
_______________
________
CATEGORY
Organization
Quality of
Information
Amount of
Information
Sources
Diagrams &
Illustrations
20
15
10
5 or less
Information is very
organized with
well-constructed
paragraphs and
subheadings.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
All topics are
addressed and all
questions
answered with at
least 2 sentences
about each.
All sources
(information and
graphics) are
accurately
documented in the
desired format.
Information is
organized with
well-constructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized. 8)
Information clearly
relates to the main
topic. It provides 12 supporting details
and/or examples.
Information clearly
relates to the main
topic. No details
and/or examples
are given.
Information has
little or nothing to
do with the main
topic.
All topics are
addressed and
most questions
answered with at
least 2 sentences
about each.
All sources
(information and
graphics) are
accurately
documented, but a
few are not in the
desired format.
Diagrams and
illustrations are
accurate and add
to the reader's
understanding of
the topic.
All topics are
addressed, and
most questions
answered with 1
sentence about
each.
All sources
(information and
graphics) are
accurately
documented, but
many are not in the
desired format.
Diagrams and
illustrations are
neat and accurate
and sometimes
add to the reader's
understanding of
the topic.
One or more topics
were not
addressed.
Diagrams and
illustrations are
neat, accurate and
add to the reader's
understanding of
the topic.
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Some sources are
not accurately
documented.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of
the topic.