Lesson Plan
Course Title: Advertising and Sales Promotion
Session Title: Advertising and The Marketing Mix Unit 2, Lesson 2
Performance Objective:
Upon Completion of this lesson, the student will be able to explain how each component of the
marketing mix contributes to successful advertising and marketing as well as the importance of
target markets, market segmentation, and the research of trends.
Approximate Time:
When taught as written, this lesson should take four days to complete.
Specific Objectives:
• Student will be able to explain each component of the marketing mix
• Student will be able to identify the importance of target markets
• Student will be able to describe advantages and disadvantages of market segmentation
and mass marketing.
• Student will research trends and emerging technologies affecting advertising.
Terms:
• Market – All people who have the ability to purchase a given product.
• Consumer Market – Consumers who purchase goods and services for personal use.
• Industrial Market – Business-to-business market including all businesses that buy
products for use in their operations.
• Market Share – A company’s percentage of the total sales volume generated by all
companies that compete in a given market.
• Target Market – A group that is identified for a specific marketing program or product.
• Customer Profile – Lists information about the target market, such as age, income, and
occupation.
• Marketing Mix – Includes four basic marketing strategies called the “Four P’s”– Product,
Price, Place, and Promotion.
• Market Segmentation – The process of classifying customer by needs and wants.
• Mass Marketing – Involves using a single marketing strategy to reach all customers.
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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)(C)-The student can explain how each component of the marketing mix
contributes to successful marketing.
130.342 (C)(2)(D)-Identify the importance of target markets
130.342 (C)(2)(E)-Describe advantages and disadvantages of market segmentation and mass
marketing
130.342 (C)(2)(F)-Research trends and emerging technologies affecting advertising marketing.
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
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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.oneonline.org/):
Job Title: Market Research Analysts and Marketing Specialists
O’Net number: 13-1161.00
Job Description: Research market conditions in local, regional, or national areas, or gather
information to determine potential sales of a product or service, or create a marketing campaign.
May gather information on competitors, prices, sales, and methods of marketing and
distribution.
Tasks:
•
Seek and provide information to help companies determine their position in the
marketplace.
•
Gather data on competitors and analyze their prices, sales, and method of marketing
and distribution.
•
Collect and analyze data on customer demographics, preferences, needs, and buying
habits to identify potential markets and factors affecting product demand.
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
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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
Advertising-Business 2000 Townsley South-Western
Marketing Essentials, Glencoe-McGraw-HillOnline:
adage.com
Dictionary.com
Wikipedia.com
Onetonline.org/
Marketingessentials.glencoe.com/1/figure/1
Instructional Aids:
Projector/ Multi-Media Presentation
Textbooks
Websites-(newspapers and magazines)
Materials Needed:
Printer Paper
Assignment handouts
Equipment Needed:
Computers for teacher/students with multi-media presentation and Internet access.
Learner Preparation:
Tell the students that today’s objective will be to understand market and market identification,
the marketing mix, and emerging trends affecting advertising technology.
Introduction
Introduction (LSI Quadrant I):
Show: Students a few ads that show direct competition. Have students raise their hands in favor
of a particular ad. Write down the number of hands raised for each ad to use as a comparison
later.
Ask: How do you think marketers decide who and where to market their products?
(Have students discuss answers)
Say: The term “market” refers to all the people who might buy a product or service. Marketers
know that their product cannot appeal to everyone. To do their job, they look for people who
might have an interest or need for their product. They also look at people who have the ability to
pay for their product. For example, the teenage market may want an expensive watch but not
have the financial means to pay for it. Therefore, companies would not consider them their
target market.
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Ask: Why do you think the teenage market is the most difficult market to advertise?
(Have students discuss answers)
Say: The teenage market is the most difficult to market and advertise to because you as a
whole, change their minds so frequently. You also have several different market segments.
Ask: Students to raise their hands if they are: athletes, band, cheerleaders, choir, drama,
student council, etc.
Explain: That each of these could represent a market segment and be marketed and advertised
to in different ways.
Show: The ads from earlier.
Say: Each one of these ads has the same target market. You raising your hands in favor of a
different brand, break you into market segments. We are going to further talk about markets and
how advertisers use strategies to influence your buying decisions.
Outline
Outline (LSI Quadrant II):
Instructors can use the presentation program/software, slides, handouts, and note pages in
conjunction with the following outline.
MI
Outline
I. Introduction
A. Ad Comparison
B. Terms
1. Market
2. Consumer Market
3. Industrial Market
4. Market Share
5. Target Market
6. Customer Profile
7. Market Segmentation
8. Mass Marketing
Notes to Instructor
Use presentation
software as visual aid.
II. Marketing Mix Diagram
A. Product
B. Price
C. Place
D. Promotion
Use presentation
software as visual aid.
After introduction,
have students
write/type vocabulary
terms and meanings
while you explain.
Explain that the
marketing mix is the
foundation for
EVERYTHING
marketed to
consumers.
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III. Product
• Product decisions begin with what products to
sell.
• Much research goes into product design
• Product decisions include the name and
advertising slogan or “tag line”.
• Every detail of the product is considered to
maximize its appeal to the target market.
Use presentation
software as visual aid.
IV. Price
• Price is what is exchanged for a product.
• Price strategies should reflect what customer
are will and able to pay.
• Companies must consider retail pricing,
discounted pricing, credit terms, and
competitor‘s prices
• Promotional pricing
Use presentation
software as visual aid
V. Place
• Companies must effectively get the product
into the customers’ hands.
• Advertisers must research how to position the
product for the consumer.
• Place strategies determine how and where a
product will be distributed.
• Companies must consider how to distribute
the product and what inventory levels should
be.
Use presentation
software as visual aid
VI. Promotion
• Promotional strategies deal with how products
will be marketed and advertised to consumers.
• There are four key factors:
• Advertising
• Selling
A product’s features,
brand name,
packaging, service,
and warranty are all
part of the
development. Products
most always require
updating either the
packaging or product
itself to remain
competitive.
Have students discuss
why they will pay a lot
for some items but not
others. What type of
items are they? Have
students make a list of
five items they will pay
more for and five items
that they won’t. Give
reasons why.
Explain how cereals
are positioned in
stores. Tell students
that the sugary,
brightly colored
cereals are placed on
lower and middle
shelves to attract small
children. The healthier,
more “adult” cereals
are placed at the top
shelves.
Use presentation
software as visual aid
Have students think
about a new product
on the market. How
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• Sales promotion
• Publicity
VII. Advertising Trends and Technology
• What are the current advertising trends?
• How has technology affected advertising?
• What does advertising hold for the future?
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
was it promoted?
Use presentation
software as visual aid
Ask class what the
current advertising
trends are. Explain
that the trends depict
not only the products
themselves, but the
lifestyle that is
associated with it. How
has Facebook and
Twitter changed the
way we advertise? Is
print advertising a
thing of the past?
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Use presentation software as visual aid. After introduction, go through Outline as stated above
and use notes to explain vocabulary, terms, and class discussion.
Activity #1 – Analyze the Ad – Find two ads that promote a product or service to consumers and
two ads that promote a product or a service to a business (Hint: You can find those ads in
business magazines or newspapers). Write a brief description of the ads you selected. Compare
these two types of ads. How do the slogans, graphics, and overall message differ? Make a list
of the differences you notice.
Activity #2 – Price Activity –
Have students make a list of five items they will pay more for and five items that they won’t.
Give reasons why.
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Independent Practice (LSI Quadrant III, IV):
Marketing Mix Written Assignment (Independent Student Project)
1.
2.
3.
4.
5.
6.
7.
Select an existing product that interests you and explain it.
Explain what advertising trends are used to market this product.
Research your product and where it is sold.
Identify its target market
Identify the Four P’s of its marketing mix.
Is there a specific market segment?
Make one change to the product to create yet another market segment.
Summary
Review (LSI Quadrants I-Why are we doing this lesson? and IV-Extending the lesson):
What is a market?
What is a consumer market?
What is an industrial market?
What is market share?
Define a target market?
What components are in a Customer Profile?
What are the Four P’s of the Marketing Mix?
How is Market Segmentation different from Mass Marketing?
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 Mix Written Assignment” by using the assigned
rubric.
Extension
Extension/Enrichment (LSI Quadrant IV-Extending the lesson):
Chapter 1, Practice Quiz –
Have students complete practice quiz at: marketingessentials.glencoes.com/1/figure/1
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Advertising and Sales Promotion
Unit 2, Lesson 2, Marketing Mix Written Assignment
Formal Assessment (LSI Quadrant III, IV)
Marketing Mix Written Assignment (Independent Student Project)
1.
2.
3.
4.
5.
6.
7.
Select an existing product that interests you and explain it.
Explain what advertising trends are used to market this product.
Research your product and where it is sold.
Identify its target market
Identify the Four P’s of its marketing mix.
Is there a specific market segment?
Make one change to the product to create yet another market segment.
Students will be evaluated by the assigned rubric.
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Advertising and Sales Promotion
Unit 2, Lesson 2, Marketing Mix Written Assignment
Formal Assessment (LSI Quadrant III, IV)
Rubric
Student Name:
_______________
_______________
_______________
CATEGORY
Organization
Quality of
Information
Amount of
Information
Sources
Diagrams and
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 two
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.
Information clearly
relates to the main
topic. It provides
one to two
supporting details
and/or examples.
All topics are
addressed and
most questions
answered with at
least two
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.
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 one
sentence about
each.
One or more topics
were not
addressed.
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.
Some sources are
not accurately
documented.
Diagrams and
illustrations are
neat, accurate, and
add to the reader's
understanding of
the topic.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of
the topic.
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