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Lesson Plan

Lesson 2 of 8

Subject/Grade Level: Marketing/10th-12th


2015

Date: June 9th,

Topic: Visual Literacy in Advertising


Dagley

Student: Ben

Content Standards & Correlating lesson objective


ACLR Standards
Standard Three: The visually literate student interprets and analyzes the
meanings of images and visual media
Objective: Students will analyze magazine advertisements to determine target
audience, message, and relativity to subject
National Business Education Standards
Marketing IV: The marketing mix: Analyze the elements of the marketing mix,
their interrelationships, and how they are used in the marketing process
Objective: Students will link the concept of advertising into marketing using
interpretive skills and image/video analysis
Assessment(s): Formative assessment will be given as groups pair and share their
thoughts on paper over the images they are to analyze. I will roam the room posing
questions to help students think deeper about what they are seeing and guiding
their explorations to relate to unit material.
Consideration of Technology Use:
This lesson could have integrated technology, but it was not considered to
be an effective pedagogical choice for this content.
This lesson integrates technology as an effective pedagogical choice for this
content. It has been integrated in the following way(s): My computer and
projector will be used when I demonstrate ideas on the subject. I will also
have the images on the students computers so that they can manipulate

them and see them up close.


Meeting all Learners Needs:
Description of students
(how many students, gender, unique needs
or characteristics)
Learners with special
needs

TAG learners

ESOL learners

Other

Adaptations required to meet learning needs


for this lesson

Student #2 has cerebral palsy and as


This student will have the same access
such has limited motor function. He uses to images and materials but will use
an iPad and has an assistant to aid him in his iPad to write down his answers
class.
rather than using pen and paper. He
can also access the images early via
email so that he has them loaded and
ready to go during class.
Students 13 and 17 are identified as TAG No accommodations at this time
learners in both reading and writing
among other things. Student 13 is strong
in art while student 17 is a talented
singer.
Students 8, 12, 15, 21, and 22 are all
These students will be given more time
ESOL students who function at a level 3. to write their responses and will have
Few accommodations are needed in
the images available at the start of
normal classroom work.
class so that they can formulate their
thoughts on paper better. They will
also be paired with cross-language
partners that are more fluent in English
and can assist them in finding words
Student #20 is a Japanese exchange
No accommodations will be necessary
student who speaks, reads, and writes
but consideration must be given to
fluent English.
cultural context when images are
analyzed. I will be sure to include an
image from a Japanese magazine and
ensure that there are images that
represent different ethnic
backgrounds.

Materials Needed:
Teacher: Personal computer, projector, computer lab management software,
pre-selected advertisement images with defined information
Students: Personal computers, pen/paper
Lesson Opener: This lesson will open with a hook. An image will be on the
projector. I will say nothing as I stand and look at the image. Students will be
silenced and told to look at the image. No instruction will be given as to what they
are looking for. Then the questioning will begin that will lead the students into
discussions about each particular style of image and what forms are being used to
create certain responses. Particular attention will be paid to messages of power,
luxury, and strength as it can be represented visually.

Summary of Lesson
What will teacher do?
Teacher will open lesson as
described above
Teacher will begin a discussion
about images and video as they
are used in marketing
Teacher will pair students up for
sharing what they see and
analyze in the images and how
the message is being
represented
Teacher will float the room
helping guide discussions
towards the proper points

What will students do?


Students will participate in the
discussion about marketing
media
Students will form pairs to
explore the images presented by
the teacher
Students will give analysis on the
images as they write out what
they see, what they think the
message is, and what type of
magazine the ad would appear in

Closure: The lesson will close with an exit card that has students interpret an
image displayed on their computers. This will inform the next lesson to see what
needs to be covered again or if the class is ready to move on in the unit.

Reflection of Teacher:

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