Direct instruction

Teacher(s): Dana Messinger Subject: Marketing

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson

3.1 Explain marketing terminology and concepts, e.g., target market, marketing mix/4Ps, market
segmentation
3.7 Analyze how advertising influences consumer choices
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.*
Assess how point of view or purpose shapes the content and style of a text.
Objectives (Explicit): Use Blooms verbiage and formula

After review of marketing mix and target audience, student will apply previous knowledge of marketing
mix to locate, analyze, and document 3 online advertisements, from a teacher-given list of resource
sites, for target audience key points including: age, gender, race, and geographical location, along with
a short explanation of why this is the demographic that the ad targets.
Evidence of Mastery (Measurable): Each ad analysis will include: a) what is the age group this ad is targeting, b) what
gender this ad is targeting, c) what racial demographic this ad is targeting, d) where the target audience resides,
geographically, either nationally or internationally, and e) why this is the target audience of this this ad, which must be
substantiated with documentation from your own personal experiences and evidence from the ad itself. This will be graded
on inclusion of all elements requested, clarity of information, and extent of research

Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)

Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
when writing.
Key vocabulary: Target audience, demographic, advertisement, Materials/Technology Resources to be Used:
marketing mix, 4 p's of marketing, psychographic, geographic Computers, Microsoft Word, Internet

Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Today in class we will be identifying target audiences. You may remember this from When we studied marketing mix. When
you want or see an advertisement, do you ever think, who is this for? Or why does this work?. Well marketing is all
about knowing your audience and that is how they are able to influence consumer choices. Have any of you seen an ad for
video game and decided you wanted it from that ad? Or wanted a toy because the commercial made it look so fun? That is
because they knew who would buy it and geared their ad towards that. Today we are going to become critical consumers of
the ads that permeate our world.

Can you think of an ad that you felt was particularly effective at selling its product?
Why do you feel like it was effective?

Teacher Will: Explain the target audiences and how to
identify them from ads. Provide list of websites for ad
scavenger hunt. Give examples of ads and target market.
Example 1: Apple Ad
Student Will: Be an active participant in class
discussion, identifying target markets of ads. Student
will answer in class questions and provide ideas and
opinions. Students will participate in the pair and share

Who is this ad for?

What do you believe they could have done differently to

make it more effective?

Example 2: Disneyland Ad

Is this ad locational in its message?

Do you believe that this geared more towards the

parents or the children?
Instructional Input

Request that students answer the final question to

themselves and then pair and share with a partner.

Co-Teaching Strategy/Differentiation: Alternate formats of advertisements will be provided, including closed

captions for students with hearing difficulties. Co-teacher will assist students with additional questions or problems
with the group activity.

Differentiation (Choose 1 of these questions and answer it for yourself and then partner share with your neighbor):

How would you change one of these ads to be more effective for your own demographic? Why?-Gets them
thinking about the deeper nuances of each demographic. Lets them look at themselves and think about why they
buy what they buy.

Are these ads effective for their age groups, why or why not?-This is a reflection question that lets students
vocalize their opinion on the advertisements that we discussed.

Are these ads still relevant in todays society?-Reflection question that helps students think back to when these ads
first came out, in comparison to today.

Draw a picture of who you think this ad is for.-This is for those who are more artistically minded as opposed to
those who prefer writing.

Teacher Will: Present example advertisement, Secret
Ad, and will work with students to answer the following
questions:
Guided Practice
Student Will: Work with the teacher to answer the
questions regarding the Secret ad. Ask questions about
material that they find confusing or unclear.
Respectfully behave when others ask questions.

a) What is the age group this ad is targeting? Provide feedback to answers to check for
b) What gender this ad is targeting? understanding. Answer one of the above differentiation
questions to check for understanding
c) What racial demographic this ad is targeting?

d) Where does the target audience reside, geographically,

either nationally or internationally?
 e) Why this is the target audience of this this ad?

Will provide feedback on answers and provide additional

insight into other potential answers.

Check for understanding by having students vote on what

they believe is the best answer for one of the aspects.

Will provide instructions on next aspect of project.

Co-Teaching Strategy/Differentiation/Check for Understanding: Co-teaching will be done as before with one
teacher up front, and another assisting students in the background. Differentiation will done for our students who
have hearing difficulties including an interpreter and closed captions. The check for understanding will be
completing the ad example together.

Additional Differentiation Questions/Activities:

Why do you think this ad was chosen by the company?

Would you buy this item? Why or why not?

In less than a minute, quick sketch your own ad for this item.

Teacher Will: Review instructions for activity and
answer any questions that arise from student input. Walk
around the class assisting with the project.
Student Will: Will fill in word worksheet with ad
information including age, gender, racial demographic,
geographic location, and why you believe this. Will
actively search and research various advertisements for
ad scavenger hunt. Utilize the technological resources
to work on scavenger hunt. Ask questions when
confused on a topic.

Students will locate 3 ads and answer the following

questions on their word document hand out that was
downloaded from Canvas for each ad:
Independent Practice

a) What is the age group this ad is targeting?

b) What gender this ad is targeting?

c) What racial demographic this ad is targeting?

d) Where does the target audience reside,

geographically, either nationally or internationally?

e) Why this is the target audience of this this ad?

Will also complete a differentiation activity, as seen

below.

Co-Teaching Strategy/Differentiation: Co-teaching will be done by having a main teacher and then having another
teacher go around and assist students with their scavenger hunt. Differentiation can be done by bringing in ads in
case a student has issues with internet research. A rubric will be provided to students to give them more in-depth
instructions on what we are looking for in this assignment.
 Differentiation Activities (Choose at least 1 activity from below):

Recreate one of the ads that you have chosen for another demographic. Use some form of multimedia in your
advertisement-This will allow for students to utilize their creative skills, as I have students who prefer creating a
multimedia project as opposed to writing.

Compare and contrast two of your ads with similar target audiences.-This is one that will allow students who prefer
to write to use their critical thinking skills. This is also useful for those who may need reinforcement with a graphic
organizer.

Rate each of your ads for effectiveness with 1 being not effective at all an 5 being very effective, and then explain
why this is an effective ad by writing a 1 sentence explanation.-This one will allow them to provide their opinion
on the ads they have chosen, while also having them practice writing small sentences.

Reimagine your ad as an ad geared towards kids, ages 6-8, what would change?-Students can reimagine this in any
way, a script, a drawing, a video, or a collage. This gives them freedom to express themselves in which ever
manner is best for them. Those who struggle with writing may choose to create a collage, just as those who may
struggle with art may choose to write a script.

Create your own written ad for one of the products you chose an ad for. The ad must contain at least 1 sentence and
2 images. This allows for students to practice basic sentence structure, internet browsing, and drawing.

Write a script for an advertisement for a toy robot for children, ages 9-12. The script must be at least 30 seconds
long. This is for those who express themselves through written word. This is also a creative activity.

Create a budget for one of your ads. Think about how much the models or actors were paid, the cameramen, and for
the set. Do you think that they spent a lot of money, or not? This will let those who are more number oriented to be
able to create something that speaks to them.

Closing/Student Reflection/Real-life connections: We see advertisements everyday of our lives. Now you may find yourself
looking deeper into the ads in your life, asking yourself if you actually want to buy this item or if you were brought in by the
advertising. You may even identify what parts of you place you in a certain target market.

What have you learned from this lesson?

How will you apply it to your life?