Lesson Title – Product Planning
Author – Susan Dosher
Subject/Grade Level – Marketing HS
School - Grandview
Length of Lesson – 5 – 99 min
CTE Academic Integration Lesson Planner
What do I want students to learn?
Standards and Benchmarks
NBEA Standards…or MarkEd Standards…
or … ITEA Standards
Instructional Area: Product/Service Management
Achievement Standard: Understands the concepts and
processes needed to obtain, develop, maintain, and improve a
product or service mix in response to market opportunities.
Performance Element: Acquire a foundational knowledge of
product/service management to understand its nature and
scope.
Performance Element: Employ product-mix strategies to meet
customer expectations.
Performance Element: Generate product ideas to contribute to
ongoing business success.
http://www.mbaresearch.org/2.0/Joomla/images/PDFs/FinalMa
rketingClusterReport11-19-2007.pdf
Standards and Benchmarks
ACT College Readiness Standards
Reading 20 - 23
 Identify clear cause-effect relationships in uncomplicated
passages.
 Draw generalizations and conclusions about people, ideas, and
so on in uncomplicated passages.
 Draw simple generalizations and conclusions using details that
support the main points of more challenging passages.
Students will:
Students will:
•Know: (Content and Vocabulary)
•Do: (Skills, Strategies, Processes and Literacy)
Product Planning
Product Mix
Product Line
Product Item
Product Width
Product Depth
Product Mix Strategies
Product Positioning
Product Life Cycle
Seven stages in New Product Development
Initial classroom discussions to draw upon background knowledge.
Read New Coke article as a class and discussed product planning
strategies.
Discuss chapter 30 objectives.
Discuss vocabulary terms with PowerPoint. Emphasize the need to
distinguish these terms even though they all start with the word
product. Students will complete the study guide/notes during the
class discussion, from the PowerPoint, and reading the textbook.
Students will partner with another student and complete the Product
Mix Assignment. They will create a visual presentation to capture
their research detailing a specific company's product mix, product
lines, and the history for five product items. They will present to the
class.
Discuss the seven steps for developing new products.
Discuss the process for developing existing products. Students will
complete the chapter 30 Product Planning marketing application 1
worksheet for five well-known products that they will describe
product expansions and modifications.
Students will read 30.2 and complete the note sheet to capture and
apply important concepts. Students will research the product life
cycles for products listed their worksheet. They will document their
findings with a summary paragraph for two of the products.
Students will take a chapter assessment from the publisher.
Enduring Understandings (Big Ideas)
For example… principles, themes, generalizations or macro-concepts
Marketing strategies affect consumer decision making.
Businesses define success in various ways.
Consumers can greatly affect the success of a business.
Essential Questions
Guiding, driving questions which lead to enduring understandings
What are the impacts of marketing in consumer decision making and the success of a business?
How am I going to assess student learning?
Assessments: Formative assessments and/or Summative assessments
Frequent activities as formative assessments with feedback so students can review and adjust their work to show their complete
understanding.
Objective and short answer summative assessment.
D:\106757626.doc
Lesson Title – Product Planning
Author – Susan Dosher
Subject/Grade Level – Marketing HS
School - Grandview
Length of Lesson – 5 – 99 min
Instructional Plan
Prerequisite Skills: Preparation
What prior knowledge, skills and understanding do the students need? How will you assess their background
knowledge and readiness?
Working understanding of product and service planning importance.
Background knowledge gauged via classroom discussion in introductory lesson. (Fill BK gaps for students.)
Instruction and Activities:
What procedure (sequence), teaching strategies, and student activities are used in this lesson? State the student
roles, teacher roles, and grouping for this lesson.
Initial classroom discussions to draw upon background knowledge.
Read New Coke article as a class and discussed product planning strategies.
Discuss chapter 30 objectives.
Discuss vocabulary terms with PowerPoint. Emphasize the need to distinguish these terms even though they all start with the word product.
Students will complete the study guide/notes during the class discussion, from the PowerPoint, and reading the textbook.
Students will partner with another student and complete the Product Mix Assignment. They will create a visual presentation to capture their
research detailing a specific company's product mix, product lines, and the history for five product items. They will present to the class.
Discuss the seven steps for developing new products.
Discuss the process for developing existing products. Students will complete the chapter 30 Product Planning marketing application 1
worksheet for five well-known products that they will describe product expansions and modifications.
Students will read 30.2 and complete the note sheet to capture and apply important concepts. Students will research the product life cycles
for products listed their worksheet. They will document their findings with a summary paragraph for two of the products.
Students will take a chapter assessment from the publisher.
lecture
all class discussion
classroom arrangement varies based on the day's activities (i.e. lecture rows, 3-4 person cluster for discussion)
Academic Integration
What core academic topics are integrated? What terminology is common? What terminology is different?
Include specific examples to be used to introduce, teach, or review the topics.
Reading: main idea, author purpose, and sequencing of events
Prospects = audience
Product and service planning vocabulary is content specific without much overlap into writing and reading.
Resources
What materials and resources are needed for this lesson? Describe the learning environment where this lesson
will take place.
Handouts, overheads, PowerPoint, Inspiration, Marketing Essential Textbook (2009), marketing textbook workbooks, authentic literacy (i.e.
article)
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