Lesson Plan
Course Title: Advertising and Sales Promotion
Session Title: The Importance of Marketing Unit 2, Lesson 1
Performance Objective:
Upon completion of this lesson, the students will be able to explain the marketing concept and
recognize how the marketing functions relate to advertising.
Approximate Time:
When taught as written, this lesson should take three days to complete.
Specific Objectives:
• Student will know the importance of marketing
• Student will be able to explain the marketing concept
• Student will recognize the marketing functions and how they relate to advertising.
Terms:
• Advertising – A paid for announcement to promote goods and services.
• Goods – Tangible items that have monetary value and satisfy needs and wants.
• Services – Intangible items that have monetary value and satisfy needs and wants.
• Need – Something you cannot live without.
• Want – Something you would like to have but can live without.
• Consumer – Someone who uses products.
• Marketing –The process of planning, pricing, promoting, selling, and distributing ideas,
goods, or services to create exchanges that satisfy customers.
• Marketing Concept – The idea that a business should strive to satisfy customer’s needs
and wants while generating a profit for the company.
• Functions of Marketing – Distribution, Financing, Marketing Information Management,
Pricing, Product-Service Management, Promotion, and Selling.
• Utility – Utilities are the attributes of a product or service that make it capable of
satisfying the consumer’s wants and needs.
Copyright © Texas Education Agency, 2012. All Rights Reserved
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Preparation
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.
•
•
•
130.342 C(2)-The student knows the importance of marketing, as well as the functions of
marketing
130.342 C(2)(A)-Explain the marketing concept
130.342 C(2)(B)-Recognize marketing functions and how they relate to advertising
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
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
Copyright © Texas Education Agency, 2012. All Rights Reserved
2
purposes.
Occupational Correlation (O’Net-www.onetonine.org/):
Job Title: Marketing Manager
O’Net number: 11-2021.00
Job Description: Plan, direct, or coordinate marketing policies and programs, such as
determining the demand for products and services offered by a firm and its competitors, and
identify potential customers. Develop pricing strategies with the goal of maximizing the firm’s
profits or share of the market while ensuring the firm’s customers are satisfied. Oversee product
development or monitor trends that indicate the need for new products or services.
Tasks:
•
Formulate, direct, and coordinate marketing activities and policies to promote products
and services, working with advertising and promotion managers.
•
Identify, develop, or evaluate marketing strategy, based on knowledge of establishment
objectives, market characteristics, and cost and markup factors.
•
Direct the hiring, training, or performance evaluations of marketing or sales staff and
oversee their daily activities.
Soft Skills:
•
Desktop Computers
•
Notebook Computers
•
Personal Computers
Teacher Preparation:
Teacher will review the terms in the outline, slides, and handouts to become familiar with
lesson.
Teacher should locate and evaluate various resources and websites before the lesson.
Teacher will have assignments and website information ready to distribute to students.
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.
References:
Textbooks:
Advertising and Integrated Brand Promotion-O’Guinn, Allen, Semenik
Copyright © Texas Education Agency, 2012. All Rights Reserved
3
Advertising-Business 2000 Townsley South-Western
Marketing Essentials, Glencoe-McGraw-Hill – Chapter 1
Online:
adage.com
Dictionary.com
Wikipedia.com
Onetonline.org/
Instructional Aids:
Projector/multi-media presentation
Textbooks
Websites
Materials Needed:
Printer paper
Assignment handouts
Equipment Needed:
Computers for teacher/students with multi-media presentation and Internet access.
Learner Preparation:
Tell students the objective for this lesson will be to know the importance of marketing,
understand the marketing concept, learn the seven functions of marketing, as well as relate
them to advertising.
Introduction
Introduction (LSI Quadrant I – Why are we doing this lesson?):
Ask: Why is marketing so relevant to today’s business world? Have students give examples of
the different ways companies use to market products. (Some examples are: product samples,
radio, TV, billboards, flyers, brochures. etc.)
Say: Marketing products is more important than ever because companies are even more
competitive today than ever before. There are more and more products being launched and
sold. Companies must fight for a portion of this market share to be successful.
Ask: Students to give examples of products companies are very competitive over, such as food
or consumer products.
Ask: What is the difference between advertising and marketing? Have students give answers.
Say: Advertising is part of the marketing process and is a PAID for announcement to promote
goods and services. Marketing is process which involves a series of steps to create exchanges
that satisfy customers.
Explain: There are the Seven Functions of Marketing – Marketing Information Management,
Financing, Pricing, Promotion, Product/Service Management, Distribution, and Selling.
Ask: Which function is the most important? Discuss.
Explain: Each function holds equal value. The seven functions are a wheel and each function
Copyright © Texas Education Agency, 2012. All Rights Reserved
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depends on the other to be ultimately successful.
Outline
Outline (LSI Quadrant II – What are we doing in this lesson?):
Instructors can use the multi-media presentation, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
I. Terms
a. Advertising
b. Goods
c. Services
d. Need
e. Want
f. Consumer
g. Marketing
h. Marketing Concepts
i. Functions of Marketing
j. Utility
Notes to Instructor
Use multi-media
presentation as visual
aid.
After introduction,
have students
write/type vocabulary
terms and meanings.
II. Overview: The Seven Functions of Marketing
a. Marketing Information Management
b. Financing
c. Pricing
d. Promotion
e. Product/Service Management
f. Distribution
g. Selling
Use multi-media
presentation as visual
aid.
III. Marketing Information Management
• This is the gathering, analyzing, storing, and
collecting of information. This information is
used to find out who the customer is, their
habits, attitudes, and trends in the market
place.
Use multi-media
presentation as visual
aid.
IV. Financing
• This is the gathering, analyzing, storing, and
collecting of information. This information is
used to find out who the customer is, their
habits, attitudes, and trends in the market
place.
Use multi-media
presentation as visual
aid.
Ask students if one
function is more
important than
another?
Ask students to think
of how companies
gather this information.
Have students give
examples of financing
necessary to run a
business. Then have
Copyright © Texas Education Agency, 2012. All Rights Reserved
5
them think of ways to
pay for products and
services.
V. Pricing
• Pricing decisions dictate how much to charge
for goods and services in order to make a
profit. Marketers must determine how much
customers are willing to pay for these
products.
VI. Promotion
• Promotion is the effort to inform, persuade or
remind potential customers about a business’s
products or services.
• It is also used to improve a company’s brand
image.
VII. Product/Service Management
• Product service management is obtaining,
developing, maintaining, or improving existing
products. Market research guides product
service management toward what the
customer wants and needs.
VIII. Distribution
• Distribution is the process of deciding how to
get goods to the customer.
• This also involves systems that tract products
so that they can be located at any time.
Use multi-media
presentation as visual
aid.
Ask the class what
happens when
products are priced too
low? What happens
when products are
priced too high? How
do marketers
determine how much
to charge for a
product?
Use multi-media
presentation as visual
aid.
Explain to class how
important “brand
image” is to a
company. Have them
give examples of
different brands.
Use multi-media
presentation as visual
aid.
Have students give
examples of products
that companies have
made improvements
on. What drove the
change? How do
companies determine
the customers’ wants
and needs?
Use multi-media
presentation as visual
aid.
Ask students to think
of different ways to
distribute products.
What about products
like flowers or products
Copyright © Texas Education Agency, 2012. All Rights Reserved
6
IX. Selling
• Selling provides customers with the good and
services they want. This includes:
• Manufacturers
• Wholesalers
• Retailers
X. The Marketing Concept
• The idea that a business should satisfy
customers’ needs.
• All seven functions of marketing need to
support this idea.
• All employees are an extension of this concept
and must provide the best possible service.
XI. Independent Practice
• Think about your favorite restaurant.
• Write down the reason it is your favorite.
• How have they tried to keep you as a
customer?
• Who is the restaurant trying to target?
• Now write down one type of job at the
restaurant and give a brief summary as to how
they contribute to the success of the marketing
concept.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
that must be kept
frozen? How are these
shipped? Discuss
answers with class.
Use multi-media
presentation as visual
aid.
Discuss with students
the different ways they
have been approached
by salespeople.
Explain the differences
between
manufacturers,
wholesalers, and
retailers. Which of the
three depicts image?
Use multi-media
presentation as visual
aid.
Explain to the class
how each employee
plays a part within his
or her function to help
stress the marketing
concept to be
successful.
Use multi-media
presentation as visual
aid.
Give students approx.
15 minutes to do this
and discuss answers
in class.
Interpersonal
Naturalist
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Existentialist
Application
Guided Practice (LSI Quadrant III):
Students are to work in groups of four or five. Choose a product or service. Research and
explain each of the seven functions of marketing for that product and create a multi-media
presentation. In addition, choose two functions out of the seven and give examples of how they
relate to advertising. Students will give a short presentation to class.
Rubric will be used to evaluate presentation.
Independent Practice (LSI Quadrant III):
Marketing Functions Project
Student will produce a presentation with that gives an overview of the restaurant company and
should include the following:
1. Student will research a major restaurant company to determine the ways that the
company uses marketing functions.
2. Student will decide how the company has tried to keep them as a customer through the
use of sales, promotions, etc.
3. Student will determine the target market for the company.
4. Student will research job types within the restaurant and give a brief summary as to how
they contribute to the success of the marketing concept.
Students will present their presentations to the class and be evaluated by the assigned rubric.
Summary
Review (LSI Quadrants I- IV)
Ask students.
1. Why is the marketing of products more important than ever?
2. What are the functions of marketing?
3. What is the marketing concept?
Evaluation
Informal Assessment (LSI Quadrant III):
Instructor will be observant with students during project. Instructor will move about the
classroom setting, providing feedback and making sure that students are clear with directions
and staying on task.
Formal Assessment (LSI Quadrant III, IV):
Students will be evaluated on their “Marketing Functions Project” by using the Assigned Rubric.
Copyright © Texas Education Agency, 2012. All Rights Reserved
8
Extension
Extension/Enrichment (LSI Quadrant IV):
Integrate math skills: Have students find five items with five different retail prices. List retail price
and then list with a 20% discount.
Copyright © Texas Education Agency, 2012. All Rights Reserved
9
Advertising and Sales Promotion
Unit 2, Lesson 1, Marketing Functions Project
Independent Practice (LSI Quadrant III)
Marketing Functions Project
Student will produce a presentation with that gives an overview of the restaurant company and
should include the following:
1. Student will research a major restaurant company to determine the ways that the
company uses marketing functions.
2. Student will decide how the company has tried to keep them as a customer through
the use of sales, promotions, etc.
3. Student will determine the target market for the company.
4. Student will research job types within the restaurant and give a brief summary as to
how they contribute to the success of the marketing concept.
Students will present their presentations to the class and be evaluated by the assigned rubric.
Copyright © Texas Education Agency, 2012. All Rights Reserved
10
Advertising and Sales Promotion
Unit 2, Lesson 1, Marketing Functions Project
Independent Practice (LSI Quadrant III)
Rubric
Student Name:
________________
________________
________________
CATEGORY
Comprehension
Preparedness
Enthusiasm
Speaks Clearly
Posture and
Eye Contact
20
15
10
5 or less
Student is able to
accurately
answer almost all
questions posed
by classmates
about the topic.
Student is
completely
prepared and has
obviously
rehearsed.
Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in
others.
Speaks clearly
and distinctly all
(100-95%) the
time, and
mispronounces
no words.
Stands up
straight, looks
relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Student is able to
accurately answer
most questions
posed by
classmates about
the topic.
Student seems
mostly prepared
but might have
needed a couple
more rehearsals.
Facial expressions
and body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in others.
Student is able to
accurately answer
a few questions
posed by
classmates about
the topic.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Facial expressions
and body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.
Student is unable
to accurately
answer questions
posed by
classmates about
the topic.
Student does not
seem at all
prepared to
present.
Speaks clearly and
distinctly all (10095%) the time but
mispronounces
one word.
Speaks clearly and
distinctly most (9485%) of the time.
Mispronounces no
more than one
word.
Sometimes stands
up straight and
establishes eye
contact.
Often mumbles or
cannot be
understood OR
mispronounces
more than one
word.
Slouches and/or
does not look at
people during the
presentation
Stands up straight
and establishes
eye contact with
everyone in the
room during the
presentation.
Very little use of
facial expressions
or body language.
Did not generate
much interest in
topic being
presented.
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