Direct Instruction Lesson Plan Template Grade Level/Subject: 4th Grade Social Central Focus: Advertising Studies Essential

Standard/Common Core Objective: 4.E.1.1- Understand the basic Date taught: 3/12/14 concepts of a market economy: price, supply, demand, scarcity, productivity Date submitted: and entrepreneurship. Daily Lesson Objective: Grouped by their tables and business teams, students will describe types of ads and slogans and apply this knowledge by constructing their own slogan for their businesses earning no less than a grade of completion on their guided notes and slogans. 21st Century Skills: Creativity and Academic Language Demand (Language Function and Vocabulary): Innovation-working creatively with others Construct, Apply and Describe Prior Knowledge: Students need to know that businesses need customers to thrive.

Activity

Description of Activities and Setting

Time

1. Focus and Review

2. Statement of Objective for Student

Review what the students have been learning about businesses and how in order to survive and do well, a business needs customers. Ask: If a business needs more customers, what is something they might do to promote their business? (Use this as a segue into the topic of advertising.) Tell story about the time I saw an ad for Panera Bread and had it for lunch that day. Today we will talk about the advertisement piece of running a business and why good advertising can help gain customers. Advertising is a way of persuading people to want goods or services. Businesses use it to entice customers and we all know businesses need customers to run properly. There are many types of advertisements and modes of this: magazines, skywriting, radio, internet (webpage), bus, car, billboards, commercials, signs and newspaper. Talk about characteristics of a good advertisement. (grabs the customers attention, holds interest, creates a desire for the product and makes people buy the product) Students will have a guided notes page and fill in blanks where necessary. Throughout the teacher input ask questions such as Have you seen an advertisement like this one anywhere? or Was there ever a time you saw an advertisement and it made you want to go out and buy the product or use the service the ad was offering? Talk about slogans and give an example. (Eat Mor Chikin is the

3 min

3. Teacher Input

10 min

slogan for Chick-fil-A) Ask the students to go through the slogans on their guided notes and work with their table to decide which businesses belong to each slogan. (Examples: Subway Eat Fresh, Nike Just Do It, etc) Go over answers and gather back in groups. Give the class a fake product such as a Smoothies Shop and get ideas from them on how to advertise their smoothie shop. Make a 10 min list of ways to meet the characteristics of a good advertisement. (Needs to make the customer crave a smoothie, may show pictures of the different flavors or a video of other customers drinking their smoothies on a hot day, etc). Come up with a slogan as a class because this is what they will do in their independent practice. Give students their team assignment to design a slogan for their JA BizTown business using the information they have learned 15 min about slogans and good advertising techniques. There will be three groupsthe bank, the realty shop and the newspaper. Walk around and monitor student progress. Students will be assessed formatively based on walking around and checking for completion of the guided notes as well as ensuring each team comes up with a slogan they will use on their field trip to JA BizTown. Wrap up the lesson by giving a brief summary of advertisements once again and how ads can help a business gain customers. Possibly talk about 3 min how students will have to create a webpage, a newspaper ad and sign for their business using the slogan they created today.

4. Guided Practice

5. Independent Practice

6. Assessment Methods of all objectives/skills:

7. Closure

8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations: This lesson involves a lot of discussion rather than reading, but there is a writing portion when taking guided notes. For the students who have writing difficulties, I could fill in more of the guided notes than I did for the rest of the class. Student/Small Group Modifications/Accommodations: If time allowed, I would give the more advanced children more elements of an advertisement such as talking about false advertising or a mini-psychology lesson about ads and why they work. I could help the students still developing their skills by letting them do a picture sort to the words such as matching the word radio to a picture of speakers, etc. I could also allow them to write about their favorite commercial and why, hopefully activating their prior knowledge and allowing them to make connections.

Materials/Technology:
SMART Board Presentation slides, guided notes worksheet, magazine cut-outs for tangible items

References: JA BizTown Teacher Guide