Lesson Plan
Course Title: Principles of Business, Marketing and Finance
Session Title: Advertising, Special Events and Promotion
Performance Objective:
After completing this lesson, the student will be able to understand how to use special event
promotions to increase sales.
Approximate Time:
If taught the way the lesson is written, this should take approximately 3 days.
Specific Objectives:
 Increase sales by using special events
 Plan special events
 Prepare stores for special events
TERMS:
Promotion - Any form of communication a business uses to inform, persuade, or remind people
about its products, or to enhance its image.
Promotional mix - Any combination of the four components of promotion: sales promotion, public
relations and publicity, advertising or personal selling.
Product promotion - Businesses use this type of promotion to convince people to buy their
products over a competitor.
Direct Marketing - A type of advertising directed to a targeted group of prospects and customers
rather than to a mass audience.
Sales Promotion - Represents all marketing activities used to stimulate purchasing and sales.
Public relations - Activities or campaigns by an organization to try and create a favorable image
for their company and its products.
News release - An announcement that is sent to the appropriate media outlets.
Publicity - Involves bringing news or newsworthy information about an organization to the
public’s attention.
Coupons - Certificates that entitle consumers to cash discounts on goods or services.
Premiums - Low cost items given to consumers at a discount or for free.
Preparation
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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 understands how to increase sales by employing visual
merchandising techniques and using special events to increase sales.
130.112 (c) (10) (D) Plan special events; and
130.112 (c) (10) (E) Prepare stores and departments for special events
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.
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2
110.33(b)(12)(B) – Reading/Media Literacy
…evaluate the interactions of different techniques (e.g., layout, pictures, typeface in
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 Specialist
O*Net Number: 27-3031.00
Reported Job Titles: Communications Director, Communications Specialist, Media
Relations 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: Talking to others to convey information effectively. Giving full attention to
what other people are saying, taking time to understand the points being made, asking
questions as appropriate, and not interrupting at inappropriate times. Adjusting actions in
relation to others' actions.
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.
Teacher Preparation:
Teacher will review the terms in the outline, Presentation and handouts to become familiar
with lesson.
References:
Textbooks: Advertising & Integrated Brand Promotion. O’Guinn-Allen-Semenik.
Thompson South-Western. AAP.
Advertising- Business 2000 Townsley South-Western.
Marketing Essentials, Glencoe –
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Instructional Aids:
Projector/Presentation; Textbooks and Websites the instructors finds appropriate
Materials Needed:
1. Printer Paper
2. Assignment handouts
Equipment Needed:
1. Computers for teacher/students with Presentation and Internet access
2. Projector
Learner Preparation:
Explain to students that in this lesson they will be learning how the role of promotion and special
events increase sales and help companies maintain the image they would like to portray to their
customers.
Introduction
Introduction:
(Day 1)
ASK: Students to think about what types of products tend to have re-occurring special events or
promotions tied to them. Discuss these products with class.
ASK: Students to think of examples when a company did not promote a product or service
enough, or promoted the product or service with the wrong message. Discuss examples with
class.
SAY: There are many types of promotions and special events. These events are created to reach
as many customers (both existing and potential) as possible, in as many ways as possible.
SHOW: (Using a projector) show students an image of a product that was promoted successfully
and then an image of a product that was not promoted successfully. Discuss what each company
did or could have done to help the success of the product.
SAY: Companies rely on promotions to inform people about their products and services.
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Companies use special events and promotional techniques to enhance their public image and
reputation and persuade people that their products are of value. Promotional goals must be set
beforehand to ensure success. These goals must be specific and measurable.
Outline
Outline:
Instructors can use the Presentation, slides, handouts, and note pages in conjunction with the
following outline.
MI
Outline
I.
Promotions and Special Events
A. Introduction
1. Product and special events.
2. Product Images and successful
promotions
3. Public Image
4. Specific and measurable goals
B. Guided Practice-Presentation
presentation
C. 1. Personal Selling
2. Advertising
3. Direct Marketing
4. Sales Promotion
5. Public Relations
D. Independent Practice
1. Group activity
2. Research successful promotion
3. Compare and contrast with
unsuccessful promotion
E. Formal Assessment
1. Group Project
2. Create High School Special Event
3. Each member to cover one element
of the Promotion Mix
Notes to Instructor
(Day 1) - Use
Presentation as visual
aid. After introduction,
go through vocabulary
terms and explain to
class. Within the
Presentation, explain
the five components of
the promotional mix.
Make sure that you go
over the notes with the
students at the bottom
of each slide.
(Day 2 & 3) (Independent Practice)
Have students break
into groups and
research/think of a
successful promotion
or special event that
was widely publicized.
Have them write down
the details of what
made this promotion
successful. Then have
them contrast it with a
promotion/event that
got really bad publicity.
What could have been
done differently? What
kind of message was
given? How was the
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5
media involved? Write
down details and
submit.
(Formal Assessment)
Keeping the students
within the same
groups, have them
create a special event
for their high school.
(details below)
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice:
Introduction and class discussion on products and promotions. (see above)
Follow with details of the presentation including promotional mix. (Make sure to look at notes at
the bottom of the presentation.)
Independent Practice:
Have students break into groups and research/think of a successful promotion or special event
that was widely publicized. Have them write down the details of what made this promotion
successful. Then have them contrast it with a promotion/event that got really bad publicity. What
could have been done differently? What kind of message was given? How was the media
involved? Write down details and submit.
Summary
Review:
What are the key elements to the promotional mix?
How important is good publicity?
How are public relations key to the success of a company?
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Evaluation
Informal Assessment:
Instructor will be observant with students during group project. Instructor will move about the
classroom setting, providing feedback and making sure that students are participating within their
groups.
Formal Assessment:
In groups of 5, have students create a special event for their high school. Assign each member
of the group to one of the five types of promotion. (personal selling, advertising, direct marketing,
sales promotion, and public relations. Using notes, have each group give an oral presentation of
their promotional strategies and details for the event.
Extension
Extension/Enrichment:
Ask students how they think companies evaluate the success of a special event or promotion.
Discuss with class
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High School Event Rubric
Student Name:
________________
________________
_____________
20
15
10
5 or less
Comprehension
Student is able to
accurately
answer almost all
questions posed
by classmates
about the topic.
Student is able to
accurately answer
most questions
posed by
classmates about
the topic.
Student is able to
accurately answer
a few questions
posed by
classmates about
the topic.
Student is unable
to accurately
answer questions
posed by
classmates about
the topic.
Preparedness
Student is
completely
prepared and has
obviously
rehearsed.
Student seems
pretty prepared but
might have needed
a couple more
rehearsals.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Student does not
seem at all
prepared to
present.
Enthusiasm
Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in
others.
Speaks clearly
and distinctly all
(100-95%) of the
time, and
mispronounces
no words.
Facial expressions
and body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in others.
Facial expressions
and body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.
Very little use of
facial expressions
or body language.
Did not generate
much interest in
topic being
presented.
Speaks clearly and
distinctly all (10095%) of the time,
but mispronounces
one word.
Speaks clearly and
distinctly most (9485%) of the time.
Mispronounces no
more than one
word.
Often mumbles or
cannot be
understood OR
mispronounces
more than one
word.
Stands up
straight, looks
relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Stands up straight
and establishes
eye contact with
everyone in the
room during the
presentation.
Sometimes stands
up straight and
establishes eye
contact.
Slouches and/or
does not look at
people during the
presentation
CATEGORY
Speaks Clearly
Posture and
Eye Contact
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