Lesson Plan
Course Title: Advertising and Sales Promotion
Session Title: Careers in Advertising Unit 2, Lesson 8
Performance Objective:
The student will research careers in the advertising industry as well as describe businesses
related to advertising.
Approximate Time:
When taught as written, this lesson should take three days to complete.
Specific Objectives:
• The student analyzes that a career in advertising marketing requires knowledge of the
industry.
• The student will research careers in the advertising marketing industry
• The student will describe businesses related to advertising
Terms
•
Ad Agency – Independent businesses that specialize in developing ad campaigns and
crafting the ads for clients.
• Portfolio – A collection of relevant knowledge and learning experiences for evaluation,
decision-making, or work-obtaining purposes.
• Networking – The process of connecting with other people, often for the purpose of
information exchange and support when searching for work.
• Occupation – Similar work for which people usually have similar responsibilities and
develop a common set of skills and knowledge.
• Résumé – A written document that lists your work/volunteer experience, skills, and
educational background.
• Cover Letter – A document sent with your résumé to a potential employer to provide
additional information on your skills and experience.
• Career Outlook – Types of jobs available in any field.
Internship – Offers students direct work experience and exposure to various aspects of a
career, either with or without pay.
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.
•
•
•
130.324-(C)(9)-The student analyzes that a career in advertising marketing requires
knowledge of the industry
130.324 (C)(9)(A)-Research careers in the advertising marketing industry; and
130.324 (C)(9)(B)-List and describe businesses related to advertising
Interdisciplinary Correlations:
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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
purposes.
Occupational Correlation (O*Net-www.oneonline.org/):
Job Title: Advertising and Promotions Managers
O*Net Number: 11-2011.00
Job Description: Plan, direct, or coordinate advertising policies and programs or produce
collateral materials, such as posters, contests, coupons, or give-aways, to create extra interest
in the purchase of a product or service for a department, an entire organization, or on an
account basis.
Tasks:
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•
Inspect layouts and advertising copy and edit scripts, audio and video tapes, and other
promotional material for adherence to specifications.
•
Plan and prepare advertising and promotional material to increase sales of products or
services, working with customers, company officials, sales departments and advertising
agencies.
•
Gather and organize information to plan advertising campaigns.
Technology used in this occupation:
•
•
•
Analytical or scientific software – Business analysis software; Media Professional
software; Mediamix software; Relex Weibull
Desktop publishing software – Adobe Systems Adobe PageMaker; Quark software
Graphics or photo imaging software – Adobe Systems Adobe Illustrator; Adobe Systems
Adobe Photoshop software; Graphics software
Teacher Preparation:
Teacher will review the terms in the outline, PowerPoint, and handouts to become familiar with
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:
Advertising Educational Foundation website- www.aef.com
O’Net www.onetonline.org
Adverting Age- www.adage.com
Instructional Aids:
Projector-Multi-Media Presentation
Websites
Materials Needed:
Printer Paper
Assignment Handouts
Equipment Needed:
• Computers for teacher and students
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•
Projector
•
Printer
Learner Preparation:
Tell the students that the objective for this lesson is to research the different careers one might
find in the advertising industry.
Introduction
Introduction (LSI Quadrant I):
Ask: If you were to think about a career in advertising, what comes to mind? Discuss various
answers with class.
Say: The advertising industry is constantly changing and evolving. Ad campaigns are more
cutting edge than ever, and companies are using more technology to create awareness with
their target markets.
Show: Current cutting edge print ads or commercials. Discuss with class the various elements
of the ads and ask them what types of jobs in advertising contributed to the creating of the ads
themselves. Tell them as a class will be going over the five categories of advertising career
possibilities.
Outline
Outline (LSI Quadrant II):
Instructors can use the presentation software/program slides, handouts, and notes pages in
conjunction with the following outline.
MI
Outline
Notes to Instructor
Use multi-media
presentation as visual
aid. After introduction,
have students
write/type vocabulary
words and terms
down. Explain to class.
II. What is advertising?
• Advertising is sales.
• Advertising is marketing.
• Advertising is art and science, show business
and just plain business, all rolled into one.
• Advertising employs some of the brightest and
What is Advertising? –
To put it simply,
advertising is
salesmanship. It can
make the difference
between business
success and failure. It
I. Terms
1. Ad Agency
2. Portfolio
3. Networking
4. Résumé
5. Cover Letter
6. Career Outlook
7. Internship
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most creative economists, researchers, artists,
producers, writers, and business people in the
country today.
III. How is advertising developed?
• Advertising defines its markets.
• Advertising assesses the competition.
• Advertising determines is the target market.
• Advertising sets goals and a budget.
• Advertising determines the media.
• Advertising creates a message.
• An advertiser usually hires an advertising
agency.
is a cost-efficient way
of telling buyers what
is for sale and about
the product’s features.
At the very least, it
seeks to persuade
someone who is in the
market for a given
product or service to
consider a particular
brand. The business of
advertising involves
marketing objectives
and artistic creativity. It
requires analysis and
imagination, and
combines marketing
professional and artist.
How is advertising
developed? – All good
advertising includes
some basic steps
before it appears in
public. The first
consideration would be
to define the market
including looking at the
competition within the
market. Then it is
important to examine
how and why the
market chooses the
products. The third
step looks for goals
and budget: What the
advertising should
achieve and how much
must be spent achieve
those goals.
Advertising determines
the media. What
vehicle (television,
newspapers,
magazines, outdoor)
will best reach the
target audience to be
effective? Finally, it
creates the message:
what pictures, words,
and music will best
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IV. Advertising Career Possibilities
1. Account Management
2. Account Planning
3. Creative
4. Media
5. Interactive Marketing
V. How do I start?
• Find out as much as possible about the
advertising business.
• Target your prospects (companies).
• Network with people in the industry.
• Develop a strategy to make you stand out
from the other candidates.
attract and appeal to
the specific target
audience. Advertisers
usually hire an ad
agency to help them
identify prospective
customers, create the
advertising, and buy
the broadcast
(television, radio) time
and print space
(magazine,
newspaper, and
outdoor) to carry the
advertising work to the
consumers.
Career Possibilities–
Advertising agencies
handle a broad range
of marketing tasks
requiring people with
experience and ability
in overall management
and specialized skills.
In all agencies, the
jobs usually fall into
five categories.
How do I start? – Find
out as much as
possible about the
advertising business,
what an agency does,
and the career area or
department in which
you would like to work.
Read every bit of
relevant material you
can find - articles,
books, and industry
trade press such as
Advertising Age, and
ADWEEK. Track down
any contacts or friends
you have in the
business. Sit down
with your instructors
and career counselors.
Remember, one
source of information
can lead to ten others.
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VI. The Essentials
• Create a good résumé
• Cover letter
• Assemble a portfolio
VII. The Interview
• Prepare for your interview.
• Before the interview, organize your thinking.
• Be articulate. Be self-confident and
enthusiastic.
The more you know
about your chosen
area, the better you
can present yourself
as a first-rate
candidate.
A good résumé is
important and should
not be more than one
page. Make sure you
write a cover letter for
each application you
fill out for a company.
Start building your
portfolio in high school,
compiling all of your
awards and
achievements.
The Interview – At
most agencies, an
invitation to be
interviewed reflects
more than casual
interest in a candidate.
If you've made it this
far, you're at least in
the quarter finals. And
if you've done your
homework, you should
have nothing to worry
about. Review your
résumé and the cover
letter you sent to the
agency. Decide what
key selling points you
should communicate
about yourself. Review
the information you
have about the
agency. Be aware of
its current campaigns
and any fast-breaking
developments.
Commenting on these
can help you to make
an immediate
connection with the
interviewer. Be ready
to discuss your point of
view on advertising in
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general and your area
of interest in particular.
Be articulate. Be selfconfident and
enthusiastic. Relax
and do it naturally.
Don't try to recite
everything you know.
Selectivity shows you
are thinking.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
Give a broad explanation of each of the following categories to the students:
• Account Management
• Account Planning
• Creative
• Media
• Interactive Marketing
Have students make a list as a class comparing and contrasting differences of categories.
Independent Practice (LSI Quadrant III):
Advertising Career Project
Students will choose two potential jobs from each category. Include job description and
responsibilities, education needed, training, salary, and prior experience necessary. Then
choose the job that most interests them and explain their reasoning.
•
Account Management
•
Account Planning
•
Creative
•
Media
•
Interactive Marketing
Students will submit their papers and be graded by the rubric.
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Summary
Review (LSI Quadrants I and IV):
What are the five categories of the Advertising Industry?
What does it mean to network and why is it important?
What is a portfolio?
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 “Advertising Career Project” by using the assigned rubric.
Extension
Extension/Enrichment (LSI Quadrant IV):
Write an article summary depicting a current advertising event. Choose from one of the
following: Agency News, Media, Digital, or Global.
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Advertising and Sales Promotion
Unit 2, Lesson 8, Advertising Career Project
Independent Practice (LSI Quadrant III)
Advertising Career Project
Students will choose two potential jobs from each category. Include job description and
responsibilities, education needed, training, salary, and prior experience necessary. Then
choose the job that most interests them and explain their reasoning.
•
•
•
•
•
Account Management
Account Planning
Creative
Media
Interactive Marketing
Students will submit their papers and be graded by the rubric.
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Advertising and Sales Promotion
Unit 2, Lesson 8, Advertising Career Project
Independent Practice (LSI Quadrant III)
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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