Learners and Teaching Context
Pinetree Secondary School is the high school in School District 43 that we have chosen to
describe the types of learners and teaching context for our lesson plan assignment. Pinetree
Secondary is located in Coquitlam, BC, and has an enrollment of about 1,300 students (Pinetree
Secondary School, 2012). Business class sizes at Pinetree have typically 20 to 25 students per
class. The neighborhood surrounding Pinetree Secondary School consist of a variety of housing
ranging from mobile homes, subsidized condominium developments and co-op housing to very
exclusive family homes (Pinetree Secondary School, 2012). Therefore, the students that attend
Pinetree Secondary come from high, medium and low socioeconomic status.
Pinetree Secondary School is a truly multicultural school. Approximately fifty percent of the
students that attend Pinetree were born outside of Canada and speak a different language other
than English and some of the students are new immigrants (Pinetree Secondary School,
2012). There is a broad range of linguistics and culture diversity at Pinetree. The major cultural
groups within the school include Persian, Chinese, Korean and Canadian (Pinetree Secondary
School, 2012). Based on this, roughly seventy percent of students in each classroom are EAL
learners.
At Pinetree Secondary the majority of students are well motivated academically and many are
expected by their families to attend university following graduation (Pinetree Secondary School,
2012). Regardless of the large range of diversity, the most outstanding feature of Pinetree is the
positive attitude and acceptance of diversity including sexual orientation and ethnic background
(Pinetree Secondary School, 2012).
LLED 360
Lesson Plan Template
Teacher’s Name: Michelle Fahlman, Rheanna Faedo, Veronica Lo, Edlynne Venkataya
Grade Level: 10
Subject: Marketing 10
Lesson Topic: How to give an effective oral presentation?
Rationale
-Students are in the Marketing 10 class.
-Developing student presentation skills in smaller group settings to help build confidence for
larger audiences and for future presentations.
-The ESL students will be grouped with the native English-speaking students to enhance
their learning on effective oral communication skills.
Prescribed
Learning
Outcomes
(e.g., Science, Gr
9, B3, p. 95)
Describe and evaluate the marketing mix for a variety of products (Marketing, Gr 10,
Business Education 8-10, pg. 44).
Student Learning
Objectives
(SLO’s,
SWBAT)
1) To understand the importance of giving an effective business presentation.
a) Presentation delivery: tone of voice, body language, etc.
b) Visual display: directions have been followed, information is neatly displayed, and
presentation is organized logically.
c) Audience manners: showing respect for your peers when they are giving a
presentation.
2) Students will develop and prepare the skills to a give effective oral presentation in
front of an audience.
3) Students will work in a group of peers with whom they do not normally work with and
develop teamwork skills.
4) Students will increase their confidence in presentations by having two opportunities to
present and receive feedback.
Required
Vocabulary and/or
Language
Strategies
Introduction/
Hook
5 min.
**Note: This lesson
will be taught over
two classes.
1) Presentation
2) Sandwich Feedback
Teacher Activity
-Show the below YouTube video:
http://www.howcast.com/videos/217966How-to-Give-an-Effective-BusinessPresentation
-This video uses humor to hook students, by
offering several steps, tips, and facts on how
to give an effective presentation.
Student Activity
-Watch video
-Start thinking about what
makes a good presentation
Time
5 Min.
Body/Development
(Modelling,
Guided Practice,
Independent
Practice,
Application of
Strategy)
45 min.
**Note: This lesson
will be taught over
two classes.
Teacher Activity
Student Activity
Day One
1) Zwiers (2008) activity Think Pair
Share, pg.154. Have students think
individually on what makes a good
presentation/or what make not so
effective presentation. Students will be
able to use their computers for this
activity.
1a) After student Think Pair
discussion, asks upon students from
each pair to share an idea of what or
what not makes an effective
presentation.
Students will be first be thinking
individually and then they will
pair up to discuss ideas.
Time
20 Min.
Students will participate in class
discussion.
2) Zwiers (2008) Modeling with thinkalouds pg.47, and teacher modeling of
presentation skills, pg. 240. Will hold
a short PowerPoint presentation
demonstrating the skills of an effective
presentation, while doing this the
teacher will be modelling the desired
behaviour of the students.
Additionally, modeling the thinking
process out loud. (i.e.: pay attention to
my eye contact, I am making sure to
look at different students around the
room while presenting)
Observing and taking notes from
teachers lecture.
10 Min.
2a) Check in with students to see if
they are following along and are
understanding (i.e.: teacher will have a
question period and will include their
own experiences in order to prompt
student discussion).
Students will be give time to ask
questions or share experiences
after lecture.
5 Min.
3) Zwiers (2008) developing oral
presentations skills pg. 240. Explain to
the students that in tomorrow’s class
they will be presenting a short 2minute presentation to a small group of
their peers. This presentation can be a
presentation about anything that
interests (i.e.: a book they have read, a
movie, a trip).
Students will listen to lecture.
10 Min.
3a) Give the students the remainder of
the class to start developing ideas for
their short 2-minute presentation.
Student will work independently
or with a small group of peers to
begin brainstorming ideas for 2minute presentations.
Day Two
1) Provide agenda for class activities,
explaining to students they will have 5
minutes to practice their presentation
Students will listen to class
lecture.
10 Min.
individually, next they will be put into
assigned pairs to give their formal
presentations, and the pairs will
provide sandwich feedback to one
another.
1b) Explain to students what sandwich
feedback is (i.e.: one positive
comment, one constructive comment,
and another positive comment on their
presentations).
1c) Explain to students that once they
have completed their presentations and
sandwich feedback in pairs, they will
then form a group with another pair, so
each student can then have another
opportunity to practice their
presentation to a larger audience.
2) Zwiers (2008) think pair square pg.
158. Allow students time to rehearse
their presentations individually.
Students will rehearse their
presentations individually
2a) Prior to class teacher will have
formed pair encouraging students with
peer they don’t normally work with in
order to get them out of their comfort
zone. ESL students will be paired with
native English speaking peers in order
to encourage academic language
building.
Students will get into their
assigned pair, and formally give
their 2-minute presentation to one
another. Students will also provide
sandwich feedback to peer once
they have finished presenting.
2b) Have students form their own
group of four with current partner to
present to a larger audience.
Closure
10 min.
Teacher Activity
Students will find another pair to
form a group of four in order to
present their presentation to a
larger audience.
Student Activity
1) Provide positive feedback to
students on their performance.
2) Ask the students to write an exit slip
on how they felt during their
presentations (i.e.: what they did well
at, and what they can improve upon).
* Exit slips have already been taught to
students at the beginning of school
year.
3) Homework: Read the chapter on
Marketing Mix from student textbooks
for class tomorrow.
5 Min.
10 - 15
Min.
15 Min.
Time
10 Min.
Students will reflect on their
experience with presentations in
writing an exit slip.
Extensions/
Modifications/ &
Early Finishers
Assessment
Materials
Day One
1) If students are finished their presentation preparation before class is over, students can
use the rest of class time to start working on their 2-minute poster board presentation.
Day Two
2) Students can also start to read the Marketing Mix chapter in their textbooks, to get a
head start on the next lesson.
Exceeding expectations – Student actively engages their audience by using the presentation
skills, visual displays, and audience manners in their 2-minute presentation. Visual display
shows all of the required evidence plus extra effort and creativity is shown.
Meeting expectations – Student may not have demonstrated all of the presentation elements
discussed in class
Not yet meeting expectations – Student was not adequately prepared for the presentation or
the visual display element.
1)
2)
3)
4)
PowerPoint presentation
List previously formed pairs
Q-cards
Paper
LLED 360
Lesson Plan Template
Teacher’s Name: Michelle Fahlman, Rheanna Faedo, Veronica Lo, Edlynne Venkataya
Grade Level: 10
Subject: Marketing 10
Lesson Topic: What is a Marketing Mix?
Rationale
-Students are in the Marketing 10 class.
-We have a class of 30 students, in which we would divide them into 5 groups of 6 for class
discussion and the homework assignment.
-The ESL students will be grouped with the native English speakers to enhance their
learning on new marketing concepts.
-We plan on introducing the concept of the marketing mix after about the 3rd or 4th week
into the course as the students should be first introduced to the overall concept of marketing
and familiarize themselves with the terms.
-This lesson plan should be on a Friday so students have ample time to go to the grocery
store to complete the homework assignment. This lesson plan is also to be used throughout 2
classes, as students will require more time to develop an understanding on the key concepts
of the marketing mix.
Prescribed
Learning
Outcomes
(e.g., Science, Gr
9, B3, p. 95)
Describe and evaluate the marketing mix for a variety of products (Marketing, Gr 10,
Business Education 8-10, pg. 44).
Student Learning
Objectives
(SLO’s,
SWBAT)
1) To understand the concept of the marketing mix: why is this concept important in
marketing a product?
2) Identify the 4 P’s: Product, Price, Place and Promotion and understand how these 4 P’s
are used to determine a product’s unique selling point.
Required
Vocabulary and/or
Language
Strategies
1) Marketing Mix
2) Product
3) Price
4) Place
5) Promotion
Introduction/
Hook
5 min.
Teacher Activity
-Show the below YouTube video:
http://www.youtube.com/watch?v=MmQndanKkRI&feature=related
-This video uses humor to hook students, by displaying successful
promotional campaigns. The objective is to encourage students to
begin thinking/ talking about marketing.
Student
Activity
Time
-Watch
video
5
-Start
thinking
about
what goes
into
marketing
a product
Min.
Body/Development
(Modelling,
Guided Practice,
Independent
Practice,
Application of
Strategy)
45 min.
Teacher Activity
1) A know, wonder, learn (KWL)
diagram will be applied in a strategy to
connect to and build background
knowledge. This strategy will provide a
“good read on what students already
know, what they are interested in, how
they think, and how they communicate”
which can make or break the rest of the
lesson.
(Zwiers, 2008)
Students will be given time to
respond to what they know,
wonder, and want to learn about
marketing mix. Students will be
provided with post-it notes, to
encourage participation, and to
give ESL learners time to reflect
and ask questions.
1a) Prepare a poster board with three
columns: know, wonder, and learn.
Explain the activity and pass out post-it
notes to students.
1b) Have a class discussion about what
students know, wonder, and want to
learn in this unit.
Students will record their answers
and put the post-it notes on the
poster board.
2) After the KWL, provide a brief
definition for marketing mix and the 4
P’s. These definitions will be presented
by PowerPoint slides. Ask the students
if they have any further questions.
Provide each student with the Activity
handout (attached).
Student will be presenting this
activity to the class in Lesson 2
along with the homework
assignment (2a and 2b).
10 min.
Teacher Activity
1) Ask the students what they have
learned (from the KWL Activity done
15 Min.
If the students have any questions,
they would ask at this time.
Students will answer the following
questions to the real world
example:
a) Describe this product.
b) What is the price of this
product?
c) Where is this product sold?
d) How have you seen this product
advertised?
3a) Provide them with magazines and
advertising flyers to help answer the 4
questions.
Time
5 Min.
3) Group Activity: Arrange the class in
groups of 5 (by numbering them off 1
to 5, all 1s are one group, all 2s are one
group, etc.) and provide each group
with a real world example of a product
(i.e. Mars chocolate bar, Coca Cola,
Doritos Chips, Oreo Cookies, Special
K Cereal and Nature Valley granola
bar). The size of the product can be
viewed on the PowerPoint slides.
Work with the ESL students to ensure
that they understand this task. If not,
explain in greater depth.
Closure
Student Activity
20 - 25
Min.
Student will use the magazines
and advertising flyers to create a
collage by cutting out pictures and
words that best describe the 4
questions illustrated above and
paste on a piece of paper.
Student Activity
Time
10 Min.
in the beginning of the class).
Summarize the marketing mix and the
4Ps
2) Homework: a) On the Activity
handout, have students outline the
placement of their product in grocery
stores. Remind students that they will
be presenting their products and their
homework assignment to the class in
Lesson 2 (Monday).
Extensions/
Modifications/ &
Early Finishers
Assessment
Materials
Student will go to 1-3 grocery
stores and write notes on where
their product is placed in the
grocery stores (i.e. in the back
aisles, or by the cashier). Please
list all the locations in the grocery
store.
b) In order to better understand the
Students need to provide at least 3
promotion of their product, ask the
reasons on why their product is
student to draw the layout of the store.
placed there.
1) Have the student look through the magazines and/or advertising flyers and complete the
activity shown above for 1- 2 products and/or services.
2) Ask the student how services and products differ in their advertising approach.
1) In the KWL activity towards the end of class, what were the students answer to what they
learned in class?
2) Evaluate the questions asked in class. In-depth? Shallow?
2) Did the students work in teams effectively?
1) Poster Board
2) Sticky notes
3) Pens/Pencils/Markers
4) Magazines/ advertising flyers
5) Scissors
6) Glue
7) Paper
LLED 360
Lesson Plan Template
Teacher’s Name: Michelle Fahlman, Rheanna Faedo, Veronica Lo, Edlynne Venkataya
Grade Level: 10
Subject: Marketing 10
Lesson Topic: Group Presentation: Marketing Mix
Rationale
Prescribed Learning
Outcomes
(Marketing, Gr. 10, Business
Education 8-10, pg. 44)
Student Learning
Objectives
(SLO’s,
SWBAT)
Required Vocabulary
and/or Language
Strategies
Introduction/
Hook
5 min.
-Students are in the Marketing 10 class.
-We have a class of 30 students, in which we would divide them into 5
groups of 6 for class discussion and the homework assignment.
-The ESL students will be grouped with the native English speakers to
enhance their learning on new marketing concepts.
-We plan on introducing the concept of the marketing mix after about
the 3rd or 4th week into the course as the students should be first
introduced to the overall concept of marketing and familiarize
themselves with the terms.
-This lesson plan is applicable after the Lesson Plan 2, where the
students are assigned a product and complete the assignment about
how the marketing mix applies to their product. Students have also
been taught presentation techniques in Lesson Plan 1.
Describe and evaluate the marketing mix for a variety of products
1) To be able to effectively communicate the marketing mix concept
with the product given to the groups in Lesson Plan 2.
2) To be able to demonstrate improving presentation skills, for example,
eye contact, voice projection, etc, which was discussed in Lesson Plan
1
-presentation skills (covered in Lesson plan 1)
- peer evaluation(handout provided)
Teacher Activity
-Show the below YouTube video:
http://www.youtube.com/watch?v=AykYRO5d
_lI
Student
Activity
-Watch
video
-Students
Tim
e
5
Min.
get
reminded
about
different
aspect of
presentation
skills that
will help
prepare for
their own
presentation
.
Body/Developmen
t
(Modelling,
Guided Practice,
Independent Practice,
Application of Strategy)
40-46 min.
Teacher Activity
Instruct students to get into their
groups to discuss and prepare
for presentation
Student Activity
Time
Student get into their
assigned groups to
prepare for
presentation.
10
Min.
Student groups will start
presenting their
materials to the class.
30 -36
Min.
Each student will be evaluating
another group, so teacher will
handout a peer evaluation (see
attachment)
Each group has 5-6 minutes to
share their product and findings
from Lesson 2 Class Handout.
1) Order of presentation: number
each group from 1 to 6
2) Evaluation of peers:
a) Group 1 evaluate Group 2
b) Group 2 evaluate Group
3…etc
c) Group 6 evaluate Group 1
Teacher will evaluate each
group presentation using the
same rubric as the peer
evaluation.
Closure
10 min.
Teacher Activity
Student Activity
Time
Students will
complete the peer
evaluation sheet
Ask students the following
questions:
1) How did it feel to present
amongst your peers?
2) what are the benefits of working
in group setting?
3) what are challenges of working in
group setting?
Homework due the next day:
Student will write a 1-2 paragraph
reflection of their presentation
experience (noting the benefits and
challenges of working in a team,
presentation skills, how it felt to
present to their peers)
Extensions/
Modifications/ &
Early Finishers
Assessment
Materials
10
Min.
Student will respond
to these questions
asked before the end
of class to summarize
today’s class.
Student will complete
their presentation
reflection
- student can work on their presentation reflection assignment that was
assigned for homework
1) Did the students use concepts from Lesson Plan 1 to help them
execute their presentation?
2) Did the students work in teams effectively?
3) How effective was the peer evaluation for each group? Did the
students evaluate their peers appropriately?
Peer evaluation handout
References
Pinetree Secondary School. (2012). School District 43. Retrieved from
http://www.sd43.bc.ca/secondary/Pinetree/Pages/default.aspx
Zwiers, J. (2008). Language for academic thinking. In building academic language: Essential
practices for content classrooms. San Francisco, CA: Jossey-Bass.