Mary Elizabeth Telfer
MAM 2090 Module Plan
Overview
This module is designed to be about 7-9 lessons/classes long at about 50 minutes per lesson. I
want to crate a flipped classroom for a CTS moduled course because I always find that there is not
enough time to spend on the actual work that needs to be done. Often CTS courses are seen as
“options” and it is not likely that students will do home work because they are full with everything
else, or they don’t have the products to be able to complete the assignments, such as with
photoshop for a lot of students.
This course is the second unit in what I would think of as an entrepreneurial class that incorporates
running a small business with selling a product that is branded with the school logo. This is the
marketing portion of the class and will use examples of print, video and online advertisements to
illustrate the various methods and processes that are used in the marketing process.
The module will start off with a quick overview of what the process of advertising is and how it
relates to our scope of work in the classroom. Next we will move on to working on researching
various methods of advertising, print, television/video, online, and who they are specifically
targeted too. Finally the students will cap off this module by creating their own advertisements
(print for the standard, video for students who need a challenge). There will then be a “break” from
the advertising portion of the class as we focus on starting the business and picking a product to
market. I chose to set the class up this way so that students can get use to the tools we will be using
the “flipped” classroom atmosphere and collaborating together.
Key Questions






What methods are available when advertising?
How is advertising changing with technology, youtube, facebook?
Who is the target market of your advertisement?
What is the best form of advertising for that market?
What makes an effective print advertisement?
How are you going to make an effective advertisement (print or other)?
Resources and Materials
In this unit we will be using Google Drive, Google Search, Weebly websites, Commenting online and
In class, Youtube, Poll Everywhere, Photoshop and a projector. Students will use photoshop to
create 2 ads, and Google Drive to write out a communication document to assist in the explanation
of their ad to the teacher when submitting their final assignment on their Weebly website. I have
sourced some of my ideas from AdMongo, put forward by the Federal Trade Commison. The link is
in the lesson plan.
University of Lethbridge
1
Mary Elizabeth Telfer
MAM 2090 Module Plan
Lesson Plan 1
Name: Mary Elizabeth Telfer
Grade/Subject: Grade 11 Entrepreneurship
Unit: MAM2090 – Print Advertising
Topic: What is media?
Date:
Length of Lesson: 52 mins
Alberta Program of Studies Outcomes
General Learning
Outcomes (P.O.S.)
1. Describe principles involved in the advertising process and apply these
principles to print media.
Specific Learning
Outcomes (P.O.S.)
1.1
Explain what advertising is and what purpose it serves
1.2
Differentiate between publicity and advertising
1.3
Describe the various criticisms, controversies, laws and ethics regarding
advertising
Students will:
 Define the advertising
 Describe the purpose that advertising serves
 Distinguish between publicity and advertising
 Recognize the laws, criticisms and ethics when advertising
Learning
Objectives:
Materials and Resources
Teacher
Resources

Classroom Website:
http://msmaryelizabethtelfer.weebly.com/les
son-1---what-is-advertising.html

Print Ad Cover Girl:
http://krissy9090.files.wordpress.com/2011/
09/taylor_swift_covergirl_ad_rev.jpg
Apple iPod Ads:
http://youtu.be/TaVFCdwT0hk
Blake Shelton Surprises Fans at the CMA
Fan Fest - youtube video
http://youtu.be/wGUJMEpz1IU
AdMongo - from the Federal Trade
Commission: http://www.admongo.gov



Technology in
the Classroom
 Students will use
computers and
Google in the
classroom to search
for ads to present to
the class.
 Students may also
use sites such as
youtube to find
sources, or other
video sites to find
examples of
television ads.
 Students may also
use digital copies of
various news
papers or
publications that
the school
subscribes to, to
find various ads.
Modification/
Differentiation
Will depend on each
class.
You can use any ads that you want, and I would use ads
that work with your classroom. These are just a couple
of easy ads that I picked, but I would switch them out
each year.
Learning
Resources
Classroom
Management
Considerations

Work Sheet 1 adapted from ADMongo.gov
Will depend on each class.
University of Lethbridge
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Mary Elizabeth Telfer
MAM 2090 Module Plan
Lesson Plan
Procedure
Introduction (Set)
(5 min.)
What is advertising?
 Students should have viewed the following media on the online
“class” website.
o Print: Cover Girl Ad:
http://krissy9090.files.wordpress.com/2011/09/taylor_s
wift_covergirl_ad_rev.jpg
o Video: Apple iPod Ad: http://youtu.be/TaVFCdwT0hk
o Students will discuss the difference between advertising
and publicity – SHOW: (2 mins) Blake Shelton Surprises
Fans at the CMA Fan Fest - youtube video Link:
http://youtu.be/wGUJMEpz1IU
In Class “work period”
 Students will brain storm what they believe advertising is
and come up with their own definitions of advertising in
singles, then in pairs/trios.
 Google definition: The activity or profession of producing
advertisements for commercial products or services
 Student answers will be discussed in class, as a whole,
once the groups have come up with a definition.
 Publicity may look like an advertisement but it is not
calling the consumer to actively buy a product.
Assessment
Methods
 Students will
show their
understanding
through the
definitions that
they come up
with
 The difference
between
publicity and
advertising will
be defined here.
Students should have a basic understanding of advertising from
the MAM1010 class that is one of the supporting modules
covered before this module.
Body of Lesson
(40 min.)
Using a search engine (Google, Bing ect) students will find
examples of 4 ads (at least 1 video and 1 print). (15mins)
 Students will be grouped into groups of 4 and decide who
will find what type of ad.
 They will then analyze the ads using the “Worksheet 1”
provided with this lesson plan. This document can be found
on the shared Google Drive. Link:
https://drive.google.com/folderview?id=0BzLVDKcwhCEBa
EZNVlJNdFB2YzQ&usp=sharing

Through “Work Sheet 1” students will answer essential
questions about the advertisements they selected.
 What group/company is responsible for this ad?
 What does the ad say about the product?
 Who is the target market?
 What is the ad trying to get you to think/buy/do?
Students will upload their print and video advertisements to
their Weebly sites. (25 mins)

As a modification to the traditional classroom students will
have longer to search for and find their selected
University of Lethbridge
 Students will
show knowledge
through the ads
that they choose
 Walking around
and asking
questions such as
: what does this
ad say to you?
Was this ad
targeted at you?
For diapers, who
are the ads
targeted at?
Mothers or
fathers?
Questions along
these lines.
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Mary Elizabeth Telfer
MAM 2090 Module Plan
advertisements. Additionally students will then upload their
findings to their Weebly site and will find two other students
Weebly sites to comment on.

Closure
(10min.)
Students will be encouraged to comment on the findings of
other students and give constructive criticism as to whether
or not they thing the student chose the right category of
advertising.
What did you learn today?
 Students will answer teacher directed questions:
o What is advertising?
o What are some of the methods of advertising that we talked
about today?
o What is the difference between advertising and publicity?
PollEverywhere – Students will answer a polleverywhere poll
which is structured to allow short written responses. The
question will be the same as the exit slips above.
Sponge Activity
Have students think of their favourite products and find the ads
that made them want to buy that product.
Reflection
Ie. Classic apple ipod ads. Ect.
3 things that worked:
3 things I might change:
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 Through the
presentation of
worksheet one
students will
show their
knowledge.
 Students should
show a basic
knowledge of the
forms of
advertising, print,
video, possibly
online for more
advanced
students.
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Mary Elizabeth Telfer
MAM 2090 Module Plan
5
Work Sheet 1 – MAM2090
Advertising

Advertisement
Type/Company
What does the ad say about
the product?
Who is the target
market?
What is the ad trying to get you to
think/buy/do?
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Is this an effective method of
advertising? Explain.
Mary Elizabeth Telfer
MAM 2090 Module Plan
6
Lesson Plan 2
Name: Mary Elizabeth Telfer
Grade/Subject: Grade 11 Entrepreneurship
Unit: MAM2090 – Print Advertising
Topic: Types of Media
Date:
Length of Lesson: 52 mins
Alberta Program of Studies Outcomes
General Learning
Outcomes (P.O.S.)
2. Evaluate print advertisements
4. Demonstrate basic competencies
Specific Learning
Outcomes (P.O.S.)
2.1 Provide examples that illustrate a variety of target markets for the following types of
advertisements, e.g., consumer products, consumer services, business products, business
services, advocacy (institutional) advertising
2.2 Describe a variety of objectives that marketers use when developing advertising
campaigns
2.3 Provide specific examples of geographical promotional strategies e.g. local, regional,
national, international
2.4 Identify and provide examples of various print and broadcast media and describe the
advantages and disadvantages of each
Students will:
 Select ads to show an understanding of the various types of media (print, tv, online, ect)
and geographical location
 Distinguish between ads that are shown in different types (consumer product, service,
business service, ect) and levels of advertising (geographical consideration, local, vs
national)
 Recognize and classify the tactics and objectives that marketers use to successfully market
products to their consumers
Learning
Objectives:
Materials and Resources
Teacher
Resources







Since this is a “Print” advertisement
class, I would choose ads from local
(Metro, The Calgary Herald), and
National (The National Post) as well as
international (People Magazine) to
show the students examples.
AdMongo - from the Federal Trade
Commission: http://www.admongo.gov
www.Calgarycoop.com
www.virginmobile.ca
www.covergirl.com
YouTube: http://youtu.be/tOSHxSCEudY
http://youtu.be/6ykhvL45th4
Learning
Resources
Technology
Students – Students will be
using photoshop and
possibly a search engine to
research various ad
elements. If the student
desires they may use
another software but it
must be teacher approved.
Modification/
Differentiation
Classroom
Management
Consideration
s
University of Lethbridge
Teacher – Prezi
Presentation to show the
levels of advertising as
well as some elements and
target market elements
Mary Elizabeth Telfer
MAM 2090 Module Plan
7
Lesson Plan
Procedure
Introduction
(5 min.)
Body of Lesson
(40 min.)
Recap of the previous lesson
 Definition of advertising - Google definition: The activity or
profession of producing advertisements for commercial
products or services
 Go through 3 examples from the previous days lesson
Types of advertising
 Brainstorm as a class what types of ads you have seen over the
past 1-3 days since the last lesson.
Types of Advertising (7 min)
Students should have reviewed the Prezi from the class website:
http://prezi.com/zyl_uggvjzl0/?utm_campaign=share&utm_medium=cop
y
 There are three main types of advertising – Print, Broadcast (radio/ TV)
and Online
 Print advertising is what you see in magazines, billboards and in your
local newspaper.
 Broadcast is what you see on your tv and hear on radio
 Online are usually interactive ads that you click on and they then bring
you to a website or to a specific area of a page
Levels of Advertising (7 min)
This information was given to the students on the class website before,
but I would like to recap and discuss what the ads were specifically.
 There are also three levels of advertising
o Local – only advertising in one area, small businesses, single
stores or local grocery stores
 Ex. Calgary Co-op only advertises in Calgary
 Spacing in this ad is limited because Coop is
trying to get you to come in for as many
products as possible.
 Radio ads for homes in Calgary
o National – Advertising that is seen nation wide, but is specific
to one country
 Ex. Specific super bowl ads are only shown in the
USA
 Phone Companies use online ads to bring you to the
correct page for you depending on your province
 Banner ads give you just enough information
to want to click on them to find more, usually
less is more for a banner ad.
o International – Advertising that is seen world wide
 Cover Girl / Rimmel– makeup campaigns that are
seen world wide
 A model as well as the product show how the
product looks, as well as the packaging that it
comes in . Make up ads effectively use white
space to not distract from the colours of the
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Assessment
Methods
 Recall
questions
“What is an
advertisement
”
 Class
discussion
 The class
assignment is a
formative
assessment to
prepare
students for
their “final”
assignment of
creating an ad
for the product
that they are
marketing
through the
entrepreneursh
ip class.
 This
assignment will
use the same
rubric, but will
be a
constructive
critique
 Students will
also assess
their peers
using the 2
stars and a
wish
discussions
after the
presentations
 Presentations
are meeting the
GLO of
demonstrating
basic
competencies.
Mary Elizabeth Telfer
MAM 2090 Module Plan
make up it self as well as it is a good
background to make bright make up colours
POP off the page.
DISCUSSION QUESTION: Using the ads that we brainstormed earlier in the
class, what categories do these ads fall into?
Students should have reviewed the various design elements that they
learned about in COM 1005. The link to the COM 1005 webpage is on the
Class Website and here:
http://msmaryelizabethtelfer.weebly.com/comm-1005---visualcomposition.html
Students will watch the following videos to prepare for todays class
discussion/ “work period”.
Youtube Clip – What makes a good ad?(3 mins)
http://youtu.be/tOSHxSCEudY
Speaking on other aspects of advertising that students should think about
when creating an ad.
http://youtu.be/6ykhvL45th4 (7 mins)
Target Audience (7 min)
 Who are you selling to ?
 Consumers
o Are baby diapers targeted to babies?
 No they are geared towards parents so they play on
the emotions of the parents
 Showing a smiling baby
o Apple ads
 Play on status, the best iPhone yet, best iOS ever, ect.
Elite, clean ads.
 Business to Business ads
o Photo copier ads – lots of information, not a lot of pictures,
need to know the details
o Supply stores – ads featuring discounts
 Advocacy ads
o Government ads
 Canadian Government ads – Upgrading road signs


Be sure to make note of the girl saying that in Ireland they don’t have
cars, but she still thought the ad was funny. In Europe most people do
not drive. (knowing your target market)
Creativity, humor, bright colours ect.
Students will now receive their scenarios and the rubric for the assignment for
which they will be creating an ad for. If there is time at the end of this class
students will brainstorm with others who have the same scenario before they
begin working on their ad. If not they will have time to do it the next class.
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Mary Elizabeth Telfer
MAM 2090 Module Plan
Closure
(10min.)
Students will work until about 3 minutes before the bell. At this time they will
log out, and fill out their exit slips.
Exit poll questions:
What scenario did you get? What target market are you thinking of marketing
towards? What type of ad are you thinking of using?
Reflection
3 things that worked:
3 things I might change:
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 Exit slips are
used to gain
understanding
for the teacher
so that if
anyone were to
be very off the
mark you could
check in with
them in the
first few
minutes of the
next class.
Mary Elizabeth Telfer
MAM 2090 Module Plan
10
Scenarios
1.
2.
3.
4.
5.
6.
You are a new company providing a mat cleaning service to businesses around Calgary.
You are a pen manufacture, specializing in personalized pens that can be printed with any logo or company name on
them. They are also great gifts for wedding favours or for school spirit sales.
You are a local apple farm located near Airdrie. Your customers come pick their own apples.
You are a sneaker manufactuer. Your shoes are a hit with younger kids and come in sizes 5 (small kids) to 6 (big kids,
almost adults)
You are a toy manufacture specializing in Lego type blocks.
You are a new computer company specializing in personal computers for home use.
Your ad must contain:
A photo of your product (1 mark)
2 types of font (serif and sans serif) (2 marks)
2 different font sizes (2 marks)
3 different features of your product (3 marks)
Total (8 marks)
Be creative with this assignment. Think of who your target market is and what would draw that consumer in and make them
what to buy your product. What are the features of your product? Make sure you use the elements of design that you learned
about in COM 1005 to enhance your advertisement.
University of Lethbridge
Mary Elizabeth Telfer
MAM 2090 Module Plan
Lesson Plan 3/4
Name: Mary Elizabeth Telfer
Grade/Subject: Grade 11 Entrepreneurship
Unit: MAM2090 – Print Advertising
Topic: Class Work Period
Date:
Length of Lesson: 52 mins
Alberta Program of Studies Outcomes
General Learning
Outcomes (P.O.S.)
2. Evaluate print advertisements
4. Demonstrate basic competencies
Specific Learning
Outcomes (P.O.S.)
2.1 Provide examples that illustrate a variety of target markets for the
following types of advertisements, e.g., consumer products, consumer services,
business products, business services, advocacy (institutional) advertising
2.2 Describe a variety of objectives that marketers use when developing
advertising campaigns
2.3 Provide specific examples of geographical promotional strategies e.g. local,
regional, national, international
2.4 Identify and provide examples of various print and broadcast media and
describe the advantages and disadvantages of each
Students will:
 Select ads to show an understanding of the various types of media (print,
tv, online, ect) and geographical location
 Distinguish between ads that are shown in different types (consumer
product, service, business service, ect) and levels of advertising
(geographical consideration, local, vs national)
 Recognize and classify the tactics and objectives that marketers use to
successfully market products to their consumers
Learning
Objectives:
Materials and Resources
Teacher
Resources
Learning
Resources
Scenarios – cut up
Rubric (version 1)
AdMongo - from the
Federal Trade
Commission:
http://www.admongo.gov
 www.Calgarycoop.com
 www.virginmobile.ca
 www.covergirl.com
 YouTube:
http://youtu.be/tOSHxSCE
udY
http://youtu.be/6ykhvL45th4



Technology
Students – Students
will be using
photoshop and
possibly a search
engine to research
various ad elements.
If the student desires
they may use another
software but it must
be teacher approved.
Modification/
Differentiation
Classroom
Management
Considerations
Lesson Plan
Procedure
Introduction
(10 min.)
Recap of Last Class
Types of Advertising
 There are three main types of advertising – Print,
Broadcast (radio/ TV) and Online
 Print advertising is what you see in magazines, billboards
and in your local newspaper.
 Broadcast is what you see on your tv and hear on radio
 Online are usually interactive ads that you click on and they
then bring you to a website or to a specific area of a page
Levels of Advertising
 There are also three levels of advertising
o Local – only advertising in one area, small
businesses, single stores or local grocery stores
o National – Advertising that is seen nation wide,
but is specific to one country
o International – Advertising that is seen world
wide
Target Audience
 Who are you selling to ?
 Consumers
University of Lethbridge
Assessment
Methods
 Recall
Questioning
11
Mary Elizabeth Telfer
MAM 2090 Module Plan
 Business to Business ads
 Advocacy ads
Effective Advertising Strategies (Videos)
 Colour, humor, using bold fonts, call to action, creativity
 Students will have access to all videos and presentations
given in class through moodle or a class website.
Body of Lesson
(35 min.)

Class Assignment
 Students will group themselves with the people who have
the same scenario as them
 Students will have to create a PRINT ad for that scenario
and provide a 1 minute presentation about their product,
their target market and what level of advertising this
would be rolled out as.
 Students will use Photoshop (or another electronic
medium) to create their ads, and each student will create
their own ad using elements discussed in the group time.
Students will be creating ads for their scenarios given to them last
class. I will walk around helping students when need it. This
assignment is meant to be a formative assessment, on the students
understanding of basic print ad elements. Although it does have
some marks assigned with it for guidance, it will only be worth 5 %,
It is also designed to give them a chance to work with photoshop
which they may not have at home. Students in this class will have
taken the COM 1005 which is standard for any computer lab
classes in many high schools (At least in Calgary or Lethbridge).
COM 1005 is a basic comm tech course that goes through the basics
of photoshop, premier and other digital software that gives
students a basic understanding of these technologies so they can be
used in an effective way in other classes. It is assumed for this
module that students have taken COM 1005, and other INFO Pro
classes to prepare them for this business course and that students
are in the grade 11/12 range.
Students will have 2 class to complete this assignment and 1 class
to present their advertisements.
Being that technology or CTS courses are usually seen as
“options” it has been my experience that many students will not
complete their assigned tasks as home work in a CTS
computer/business course. In this case I am assigning students
to use Photoshop which many of them will not have a home so
ample time is given in order to ensure that students are able to
create and present their work before the final assignment is
taken in for marks.
Once the students are finished they will upload their
advertisements to their Weebly web blog. They will also present
their advertisements to the class.
Closure
(2 min.)
Exit Poll

What elements of advertising are you using to entice your target
market?
Sponge Activity
Reflection
Students who finish their ads early will be able to crate a
second ad with either a second scenario (traded with another
group) or create a different level of ad (local vs. national).
3 things that worked:
3 things I might change:
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Mary Elizabeth Telfer
MAM 2090 Module Plan
Advertising Rubric
(Scenarios Version 1)
After the presentation please assign marks to the group using the rubric listed
below.
Creativity: Colour,
well designed ads,
effort.
The ads were well
developed and
displayed a high
degree of creativity
and understanding of
the target market.
The ads were well laid
out and appeared
organised and clear.
Creativity was present
but not exemplary.
8 Points
7 – 8 points
5 – 6 Points
The ads were either
plain or lacking
essential target
market elements to
draw in the specified
market. Elements
appear to be
inconsistent.
3 – 4 Points
Presentation
There were only one
or to word whiskers
(um, uh, well…). The
students spoke well
and clearly.
8 Points
There were at least
three word whiskers.
The presenters
tapered off or did not
consistently speak
clearly to the
audience.
There were many
word whiskers. The
presenters were
inconsistent in there
voice. They were
unheard in spots.
5 – 6 Points
3 – 4 Points
There was a degree of
effort and thought put
into the ad. The ads
showed an
understanding of
relevant advertising
strategies. The pitch
was generally clear
and could be
explained to the
audience with some
assistance from the
presenters.
The ads show an
attempt at
advertising
strategies.
7 – 8 points
Effectiveness:
Ads integrated
clearly defined
advertising
strategies /
techniques
8 Points
Clearly identified
market (market
segmentation)
well thought
through idea
directed at target
consumer.
8 Points
The ad shows a high
degree of
sophistication in
terms of advertising
strategies. The idea /
pitch is clear /
simple and
imaginative. They
presented the
7 – 8 Points
Ad demonstrated
that they knew
exactly who their
customers will be
and what would
draw their specific
consumer in to buy
the product
7-8 points
5 – 6 Points
Ad demonstrated
elements of who the
customer maybe but
was lacking a strong
hook to pull the
consumer in.
The ads were
incomplete or lacked
essential advertising
elements at all. The ad
was thin in terms of
detail offered and
lacked imagination.
1 – 2 Points
There were frequent
and repeated word
whiskers. The
presenters seemed to
stumble though the
presentation and little
organisation. Their
voices were too soft to
be heard more than
once
1 – 2 Points
The ads show little or
no clear marketing /
advertising strategies..
1 – 2 Points
3 – 4 Points
Ad showed an
attempt to define the
targeted consumer
but it was hidden or
not strongly
presented
The ads did not identify
a clear market /
customers. They were
unsure of what they
were selling or how it
was to be marketed
3- 4 points
1-2 Points
5-6 points
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Mary Elizabeth Telfer
MAM 2090 Module Plan
Being that this is a CTS course and it would be made up of 5 modules I would take
the time now to move on to another module, either direct marketing or possibly
business planning. The overview of this course was to be a Entrepreneurship course so
the students would work through a variety of CTS courses that would be essential to
running a business. At this time the students would begin the planning of their business,
choose a product, and then revisit the topic of print advertising at the end of the class. I
like the flexibility of the CTS courses and the fact that a lot of their outcomes do overlap
so it allows you to structure the class in a unique way, such as I have done.
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14
Mary Elizabeth Telfer
MAM 2090 Module Plan
Lesson Plan 5
Name: Mary Elizabeth Telfer
Grade/Subject: Grade 11 Entreprenuership
Unit: MAM2090 – Print Advertising
Topic: FINAL ASSIGNMENT Class
Date:
Length of Lesson: 52 mins
Alberta Program of Studies Outcomes
General Learning
Outcomes (P.O.S.)
3. Design and create an effective print advertisement
4. Demonstrate basic competencies
Specific Learning
Outcomes (P.O.S.)
3.1 Explain the steps in planning a print advertisement including:
3.1.1 determining the form of print media; eg billboard, flyer, poster
3.1.2 state the objectives
3.1.3 define the target audience
3.1.4 select the buying motive eg. Use of unique selling proposition (USP)
3.2Demonstrate the use of effective layout arrangements such as:
3.2.1 use of borders
3.2.2 use of white space
3.2.3 use of different fonts
3.2.4 placement of various components
Students will:
 Demonstrate their understand of essential print ad elements through a
final assignment which is an ad for the specific product that the class has
chosen
 Prepare a written document to accompany their ad detailing thetarget
market, essential elements they used as well as
Learning
Objectives:
Materials and Resources
Teacher
Resources
Assignment sheet
Rubric (version 2)
Teaching Strategies
Learning
Resources
Modification/
Differentiation
Classroom
Management
Considerations
Lesson Plan
Procedure
Introduction
(5 min.)
Body of Lesson
(35 min.)
Recap of last class
 Hand back advertisements with critiques
 This was a formative assessment to ensure that
students are aware of the levels of advertising, the
target market, how to create an effective ad using font,
size, colour, images ect.
Introduce final assignment



See final assignment sheet and rubric. Students will have 2
full classes to create an ad that reflects the product that
they have chosen for their overall entrepreneurship class.
Each student will have their ad printed and displayed
around the school as part of the marketing plan for the
product.
Students are not required to present this assignment as it
is a final assignment and will be used in the marketing for
the product that has been chosen by the class for their
product to sell.
Students who are head or need a challenge in the class will
be asked to make a video commercial using the same
parameters of the rubric for the print ad. This is only for
students who are advanced in the software and marketing
aspects of this class
o I have this in this particular lesson because when I
taught at LCI there was a group of students who
were advanced in their studies and an assignment
like this would have been boring for them and this
could create class room management issues.
o To combat this, these students were asked to
make videos or websites while others were
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Assessment
Methods
 Recall
Questioning

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Mary Elizabeth Telfer
MAM 2090 Module Plan
working on photoshop to challenge them in a way
that could still be related to the class subject.
Closure
(5min.)
Exit Poll

What is your main “hook” for your advertisement to grab the
attention of students in the school?
Sponge Activity
Reflection
3 things that worked:
3 things I might change:
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16
Mary Elizabeth Telfer
MAM 2090 Module Plan
Final Print Advertising Assignment
Assignment:
You are tasked to create one (1) print ad for the product that was chosen by the
class to be sold this year in the school “store”. Your ad will be targeted to our school
(adolescents 15 – 18 years old).
Your ad must have







An image of the product
2 fonts (possibly in different sizes)
1 heading
A description of the product
The price of the product
A creative use of colour
It must fit on a standard piece of paper (8 ½ x 11)
Accompanying your ad you must also write a short explanation of why you chose
the elements that you did (use of colour, font size, image placing ect.). You must also
in detail describe your target market and relate how your elements used in your ad
will draw that target market into buying your product.
You will use photoshop to create this ad and may use inspiration from outside of
this classroom to help your creativity.
Any images used from the internet must be sourced in your written document.
You will be graded using the same rubric as the scenario assignment, but instead of
being graded on your presentation in front of the class you will be graded on your
written communication document.
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Mary Elizabeth Telfer
MAM 2090 Module Plan
Advertising Rubric
(Version 2)
After the presentation please assign marks to the group using the rubric listed
below.
Creativity: Colour,
well designed ads,
effort.
The ads were well
developed and
displayed a high
degree of creativity
and understanding of
the target market.
The ads were well laid
out and appeared
organised and clear.
Creativity was present
but not exemplary.
8 Points
7 – 8 points
5 – 6 Points
The ads were either
plain or lacking
essential target
market elements to
draw in the specified
market. Elements
appear to be
inconsistent.
3 – 4 Points
Written Document
8 Points
Effectiveness:
Ads integrated
clearly defined
advertising
strategies /
techniques
8 Points
Clearly identified
market (market
segmentation)
well thought
through idea
directed at target
consumer.
8 Points
Document clearly
stated the target
market and
effectively explained
why the elements
were used as they
were. There were
little to no
grammatical or
spelling errors
7 – 8 points
The ad shows a high
degree of
sophistication in
terms of advertising
strategies. The idea /
pitch is clear /
simple and
imaginative. They
presented the
7 – 8 Points
Ad demonstrated
that they knew
exactly who their
customers will be
and what would
draw their specific
consumer in to buy
the product
The ideas were stated
but not effectively
explained. There were
few spelling and
grammatical errors.
The ideas behind the
ad were stated were
lacking explanation
or reasoning. Many
spelling errors.
5 – 6 Points
3 – 4 Points
There was a degree of
effort and thought put
into the ad. The ads
showed an
understanding of
relevant advertising
strategies. The pitch
was generally clear
and could be
explained to the
audience with some
assistance from the
presenters.
5 – 6 Points
Ad demonstrated
elements of who the
customer maybe but
was lacking a strong
hook to pull the
consumer in.
The ads show an
attempt at
advertising
strategies.
The ads were
incomplete or lacked
essential advertising
elements at all. The ad
was thin in terms of
detail offered and
lacked imagination.
1 – 2 Points
The document was a
simple list, the ideas
were stated but not
explained at all. The
was incomplete.
1 – 2 Points
The ads show little or
no clear marketing /
advertising strategies..
1 – 2 Points
3 – 4 Points
Ad showed an
attempt to define the
targeted consumer
but it was hidden or
not strongly
presented
The ads did not identify
a clear market /
customers. They were
unsure of what they
were selling or how it
was to be marketed
3- 4 points
1-2 Points
5-6 points
7-8 points
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