Lesson Plan
Course Title: Advertising and Sales Promotion
Session Title: Advertising and Demographics Unit 2, Lesson 3
Performance Objective:
The student will understand that a career in advertising marketing requires knowledge of
demographics, as well how the use of demographics has influenced the industry.
Approximate Time:
When taught as written, this lesson should take four days to complete.
Specific Objectives:
• The student will know that a career in advertising marketing required knowledge of
demographics.
• The student will be able to explain how the use of demographics has influenced the
industry.
• The student will differentiate between buying habits and buying preferences.
• The student will research the use of technology in advertising, design, production, and
distribution.
Terms:
• Demographics – Statistics that describe a population in terms of personal characteristics
such as age, gender, income, or marital status.
• Disposable Income –The money a consumer has left after taking out taxes.
• Discretionary Income – The money left after paying the basic living necessities such as
food, shelter, and clothing.
• Geographics – Refers to segmentation of the market based on where people live.
• Psychographics – Involves grouping people with similar lifestyles, as well as shared
attitude, values, and opinions.
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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)(8) The student knows that a career in advertising marketing requires knowledge of
demographics
130.342 (C)(8)(A)Explain How the use of demographics has influenced the industry
130.342 (C)(8)(B) Differentiate between buying habits and buying preferences
130.342 (C)(8)(C)Research the use of technology in advertising, design, production, and
distribution
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.
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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: Production, Planning, and Expediting Clerks
O’Net Number: 43-5061.00
Job Description: Coordinate and expedite the flow of work and materials within or between
departments of an establishment according to production schedule. Duties include reviewing
and distributing production, work, and shipment schedules; conferring with department
supervisors to determine progress of work and completion dates; and compiling reports on
progress of work, inventory levels, costs, and production problems.
Tasks:
•
Examine documents, materials, or products and monitor work processes to assess
completeness, accuracy, and conformance to standards and specifications.
•
Review documents, such as production schedules, work orders, or staffing tables, to
determine personnel or materials requirements or material priorities.
•
Confer with department supervisors or other personnel to assess progress and discuss
needed changes.
Soft Skills:
Active Listening – 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.
Critical Thinking – Using logic and reasoning to identify the strengths and weaknesses of
alternative solutions, conclusions or approaches to problems.
Speaking – Talking to others to convey information effectively.
Teacher Preparation:
The teacher will review the terms in the outline, multi-media presentation, and any handouts to
become familiar with the lesson.
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:
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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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/
Instructional Aids:
Projector-Multi-Media Presentation
Textbooks
Websites
Materials Needed:
Printer Paper
Assignment handouts
Magazines
Equipment Needed:
Computers for teacher/students with multi-media presentation and Internet access.
Learner Preparation:
Explain to the students that the objective for this lesson will be to learn how advertisers target
different demographics; recognize buying habits and their preferences. They will also research
technology in advertising.
Introduction
Introduction (LSI Quadrant I):
Ask: Students to define what an advertising “demographic” means. What are some of the
components?
Say: Demographics refer to statistics that describe a population in terms of personal
characteristics such as age, gender, social status, race, education, occupation, or marital status.
Show: Images of certain products and have students tell you what demographic they are trying
to target.
Explain: Age plays a big factor and influence in how marketers advertise to the consumer. There
are labels that segment the population by generation. You (teenagers) are Generation Y.
Generations as a whole have different buying habits and preferences and we will go into that
later on in the presentation.
Outline
Outline (LSI Quadrant II):
Instructors can use the presentation software/program, slides, handouts, and note pages in
conjunction with the following outline.
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MI
Outline
I. Terms
1. Demographics
2. Disposable Income
3. Discretionary Income
4. Geographics
5. Psychographics
Notes to Instructor
Use presentation
software as visual aid.
II. Demographics and Age
1. Baby Boomer
2. Generation X
3. Generation Y
The United States
census breaks down
age into three
generations, each one
with its own buying
preferences and style.
Ask the class, which
generation makes the
most money for
advertisers? The
answer: It depends on
the product.
Explain that after
World War II, 76
million babies were
born. This generation
is now in their 50s and
60s. Ask class to
name some products
that might attract this
generation. What are
their spending habits
and preferences?
Why?
Marketers first
advertised
“convenience foods” to
Gen X. Microwave
ovens were invented
and everything was
surrounded by
television and
commercials. Ask
students as to why this
generation would be
skeptical now?
III. Baby Boomers
• 76 Million babies born in the U.S. between 19461964
• Largest target market for products
• As their age goes up, their income and spending
power goes up
• Conservative in nature
• Prime targets for all types of products
IV.
•
•
•
•
•
•
•
Generation X
Babies born between 1965-1984
Followed the Baby Boomer generation
Dual-career households
On the go people
Busy moms and dads
Bombarded with media from an early age
Skeptical consumers who are not easily
impressed
After introduction,
have students
write/type vocabulary
terms and meanings
while you explain
them.
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V. Generation Y
• Babies born from 1985 to present
• More racially and ethnically diverse
• Major spending power
• Expect instant gratification
• Media and technology driven generation
Generation Y- This
generation is
technologically savvy
and most of their
product information is
obtained through the
Internet. Advertisers
have had to make
major changes to the
way they advertise to
these young people.
VI. Independent Practice Assignment
• Find five ads in print magazines targeted
toward the baby boomer generation and
explain.
• Find five ads in print magazines targeted
toward generation X and explain.
• Find five ads in print magazines targeted
toward generation Y and explain.
• Cut out ads and glue onto plain paper. Write
explanation on back describing how they are
marketed. Consider attitudes, values,
technology, etc.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Have the class come
up with some different
ways technology has
changed in
advertising, design,
and production in the
last 10 years. Discuss
how more ads are on
the Internet. Explain
that products are more
diverse due to the
diverse culture in
today’s society.
Have students use
magazines and find
five product ads for
each of the
generations. The
products must be
explained as to how
they are marketed with
relation to attitude,
values, technology,
etc.
Interpersonal
Naturalist
Application
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Existentialist
Guided Practice (LSI Quadrant III):
Have students use magazines and find five product ads for each of the generations. The
products must be explained as to how they are marketed with relation to attitude, values,
technology, etc.
Independent Practice (LSI Quadrant III):
Presentation Project (group project two to three students per group)
Guidelines for the presentation project:
1. Students will select any visual presentation vehicle they feel will best communicate the
key elements of their presentation.
2. Students will create a product that will be targeted to a specific generation.
3. Students must address each of these elements within the presentation: demographics
(age, gender, income) needs, values, interests, opinions, geographic location,
technology level, and price of product.
4. Students will produce an engaging and informative presentation for the class.
Students will present their presentation to the class and be evaluated by the assigned rubric.
Summary
Review (LSI Quadrants I-Why are we doing this lesson? and IV-Extending the lesson):
What are some key characteristics to demographics?
Who are the three generations?
What are geographics?
What are psychographics?
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 “Presentation Project” by using the assigned rubric.
Extension
Extension/Enrichment (LSI Quadrant IV-Extending the lesson)
Have students make a list of all their current interests and activities.
Then match those with products that they would be purchase.
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Advertising and Sales Promotion
Unit 2, Lesson 3, Presentation Project
Independent Practice (LSI Quadrant III)
Presentation Project (group project two to three students per group)
Guidelines for the presentation project:
5. Students will select any visual presentation vehicle they feel will best communicate the
key elements of their presentation.
6. Students will create a product that will be targeted to a specific generation.
7. Students must address each of these elements within the presentation: demographics
(age, gender, income) needs, values, interests, opinions, geographic location,
technology level, and price of product.
8. Students will produce an engaging and informative presentation for the class.
Students will present their presentation to the class and be evaluated by the assigned rubric.
Copyright © Texas Education Agency, 2012. All Rights Reserved.
8
Advertising and Sales Promotion
Unit 2, Lesson 3, Presentation Project
Rubric Independent Practice (LSI Quadrant III)
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 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.
Student seems
pretty 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.
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 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
can not 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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