Teacher Resource Manual - Weebly

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Table of Contents

Rationale: ................................................................................................................................... 3 Prerequisites: ........................................................................................................................... 3 What students will know after taking this course: ...................................................... 4 Individual Assignment Descriptions ................................................................................. 4 Quiz and Final Exam Descriptions ..................................................................................... 7 Assessments and Evaluations .............................................................................................. 9 Resource List .......................................................................................................................... 10 ACTIVITIES SECTION ........................................................................................................... 11 Lesson Plans ........................................................................................................................... 11 Assignments ........................................................................................................................... 12 Appendix ................................................................................................................................. 20 Unit Plan Rationale Assignment ...................................................................................... 61 Exceptional Learners: Educational Psychology ......................................................... 63 Calendars for March and April ......................................................................................... 79

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Rationale: In a society where we are constantly bombarded by various forms of advertisements, it is more necessary than ever for students to develop an awareness of how such advertising affects consumers. It is crucial that students are aware of controversies, laws and ethics regarding advertising. The ability to identify and analyze the different components of a print advertisement and to recognize strategies and techniques used by companies to persuade consumers to buy their products will enable the students to think critically and evaluate such advertisements. Students who take this course will only gain exposure to different communication channels, delivery strategies and advertising media that can be used to inform potential customers about products and services available in the marketplace. Students will become familiar with principles involved in the advertising process and will be able to apply these principles to print media. Students will an opportunity to practice interpersonal skills as they work collaboratively with their peers on various projects and assignments in this unit. This course provides students with valuable insight into possible career choices in advertising and marketing. Through the creation and presentation of advertisements students who are interested in working in this area have the benefit of being able to contribute to a personal portfolio of work, which they can use when applying for related jobs or programs.

Prerequisites: Course: MAM 2090: PROMOTION – PRINT ADVERTISING: This course is an intermediate course but there are no prerequisites for this course. It is recommended however that students take COM1020: Media & You and MAM1010: Marketing & Management as these courses will better prepare students for this intermediate course and ensure they get the most out of the course.

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What students will know after taking this course: • Explain what advertising is and what purpose it serves • Describe the various criticisms, controversies, laws and ethics regarding

advertising • Evaluate print advertisements • Design and create an effective print advertisement • Demonstrate fundamental skills to communicate, manage information, use

numbers and think and solve problems • Demonstrate both personal management skills and teamwork skills • Identify possible life roles related to the skills and content of this cluster

Individual Assignment Descriptions

1. “What is Advertising” Worksheet

(Specific Learner Outcomes Covered 1.1, 1.2)

This activity is designed help students gain valuable insight and to understand both the purpose and role of advertising. The activity will allow students to determine what intangible or perceived value is, as well as what the difference is between advertising and publicity. Students will be required to submit this worksheet at the end of lesson number one, however if they do not finish they will be given some additional time at the beginning of lesson two to complete the worksheet. The worksheet must be handed in, in order to assess what the students learned regarding advertising, and what areas may need to be re-‐addressed or further explained (see Appendix, page 20).

2. “Canadian Code of Advertising Standards” Worksheet

(Specific Learner Outcomes Covered 1.1, 1.2, 1.3) This activity is designed to provide students with critical information about the Canadian Code of Advertising Standards. Students must provide a definition for each of the fourteen advertising standards, along with examples of how each standard imposes restrictions on advertising.

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Students must complete the assignment using the worksheets provided. (see Appendix A, page 21-‐24).

3. “The Art of Advertising Web Quest” Worksheet

(Specific Learner Outcomes Covered 1.3) This activity is designed to enhance the student’s knowledge of the criticisms, controversies, laws and ethics regarding advertising. Students will first be put into groups of four and then given the link to the web quest (https://sites.google.com/site/avollersswebquest/3-‐process). The first part of the activity requires the students to research different advertising techniques and to discuss them as a group. The group will then discuss some of the pros and cons of advertising and will create a PowerPoint illustrating the various advertising techniques as well as the pros and cons of advertising, using specific examples. The last task students must complete is to individually write a short essay no longer than four short paragraphs explaining why advertising is necessary or unnecessary, using the pros and cons they came up with earlier. Students will be given one class (80 minutes) to complete this activity. (see Appendix, page 25)

4. “Spot the Flaw” Worksheet (Specific Learner Outcomes Covered 1.3) In this activity, students pretend that they work for an advertising company and the company has just landed a new client-‐ Mini Cooper. An advertisement created by Mini Cooper is presented to the students. After some discussion and investigation into the laws and ethics of advertising, each group of students decide to tell Mini Cooper not to run the ad. In a short paragraph, the group must defend their decision by identifying the Advertising Standard or ethics that are being violated. The group must then make suggestions to improve the ad so that no laws or ethics have been violated, or must come up with a whole new idea and anything else they feel would be important to capturing the attention of an audience. Students will be given one class to complete the worksheet and it will be handed in to formatively assess the student’s knowledge regarding criticisms, controversies, laws and ethics regarding advertising. (see Appendix, page 26-‐27).

5. “Identifying Target Markets” Worksheet (Specific Learner Outcomes Covered 2.1, 2.2) Students are required to choose two advertisements (magazine advertisements, newspaper advertisements etc.) and attempt to analyze the

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demographics and psychographics that make up their target market. Using the worksheet provided, the students (individually) will complete the categories on the sheet to get a better understanding of the customer base of these advertisements (students may write N/A for any category that does not apply to their ad). The student must then write one sentence for each ad describing their target market. Students will then finish this activity by completing a Venn Diagram illustrating the similarities, differences and overlap of the two target markets. (see Appendix, page 34-‐36).

6. “Parts of a Print Ad” Worksheet (Specific Learner Outcomes Covered 2.3, 2.5) This activity will be used as the basis for an ad to be created by the students. It is designed to inform students about the different parts of a print advertisement they must consider before actually creating an ad. Students will complete the worksheet to determine what their product is, if their product will have a logo, who their target market will be, the demographics and psychographics of their target market, how they will creatively introduce their product, how their opening statement will generate consumer interest, what makes their product unique (key features of product), how their product will meet the needs of their target market, and how much they will sell their product for. This activity also allows the students to describe the layout of their ad (tagline/script, graphics/design), which is a crucial part of creating any advertisement. (see Appendix page 37-‐40).

7. Print Ad Analysis Assignment (Specific Learner Outcomes Covered 2.1; 2.2; 2.3; 2.4; 2.5; 2.6) Students are required to search through various magazines and newspapers for two different print advertisements. They must evaluate the ad and answer the questions provided in detail for each of the ads chosen. Students must attach their ads to the assignment page and use their class time to finish their evaluation. They will be provided with a print analysis worksheet addressing key questions for the assignment and may use this sheet to help them complete their assignment. Students are to use the print ad analysis write up provided to complete their formal ad analysis. The analysis is to be completed in short essay form and must identify the important points of the ad. Students must summarize each ad by stating their opinion on why the ad is effective or not. Students must write at LEAST one page for each ad (see Appendix for both the worksheet and write up sheet, page 41-‐49)

8. “The Greatest Movie Ever Sold” Worksheet

(Specific Leaner Outcomes Covered 5.1, 5.2)

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This activity is designed so that the students have a chance to recognize and analyze advertising barriers and opportunities in the immediate environment. This activity allows students to evaluate different advertising strategies used to promote a product, and to determine which ones are most appropriate or effective. Students will complete “The Greatest Movie Ever Sold” worksheet by answering the following:

1) List the brands that Morgan was successful in getting to sponsor the movie

2) What steps did Morgan take when he would approach brands to sponsor the movie?

3) What were some of the reasoning’s that certain companies gave for not wanting to partake in this film?

4) Throughout the movie, how did Morgan go about promoting Ban deodorant?

5) How was POM Wonderful portrayed as being the best drink to drink? 6) What advertising strategies did Morgan use in his proposed

advertisements to POM Wonderful? 7) In your own words, why is it important to establish a brand image or

reputation? 8) In your opinion, was it beneficial for the companies to have invested in

this movie? Why or why not? (see Appendix, page 50-‐51).

9. Print Advertisement Creation Assignment/Presentation (General Learner Outcomes Covered 3 all, 4 all) Students will be working in groups and each group is responsible for creating their own print advertisement to run in a magazine/newspaper/billboard of their choice. To complete this task, students will first need to choose a product to sell and then take the appropriate marketing steps in order to make their ad relevant and successful. Students will need to use all the concepts discussed in class as well as do some further research into their product. Students will need to use the print ad creation assignment sheet and rubric provided to make sure they fulfill all requirements for this assignment. Each group will hand in 2 parts; their advertisement and a written rationale explaining their thinking. Students are also required to complete a peer evaluation sheet to be handed in with the first two parts of the assignment. (see Appendix, page 52-‐54).

Quiz and Final Exam Descriptions

Quiz Number One:

(Specific Learner Outcomes Covered 1.1, 1.2, 1.3)

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Students will be given 30 minutes to complete the quiz. The format of the quiz includes matching, multiple choice, true and false, as well as short answer questions. This quiz will assess the student’s knowledge regarding key concepts of print advertising including: the purpose of advertising, the difference between advertising and publicity, Canadian Code of Advertising Standards, effective advertisements as well as laws and ethics regarding advertising. (see Appendix page 28-‐33). Final Exam:

(Specific Learner Outcomes Covered 1 all, 2 all, 5 all)

Students will be given 80 minutes to complete the final exam. The final exam has been structured so that the students can tie all components of print advertisement together. Students are required to choose 3 of the print advertisements provided and then examine each ad for its overall message and determine the relationship between the text and the pictures. The students must then answer the following questions for each advertisement:

1) What is the product/service being sold? 2) What ideas, emotions, or events are being associated or linked to the

product? 3) Analyze the effectiveness of the product’s associations. Do the

connections make sense in a Logical, Emotional, or Ethical way? 4) Are the associations effective in the sense that they make you want to

purchase, or at least consider purchasing the product? 5) What is the target market for the ad? What are the characteristics of the

target marketà Psychographics-‐ interests, beliefs and Demographics (age, gender etc.)?

6) Why do you feel that this ad is successful or unsuccessful in targeting its intended audience?

Once the students have completed these questions, they must write a paragraph analyzing the overall effectiveness of the ad. Students must also answer the following question: Consider that the company spent $100,000 on the ad. Was this an effective use of funds? (See Appendix, page 55-61)

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Assessments and Evaluations UNIT ASSESSMENT PLAN: Management and Marketing 2090: Print Advertising Specific Learner Outcomes Assessment

Methods Date Weightings %

1.1 What is advertising? 1.2 What is the difference between

publicity and advertising?

What is Advertising worksheet

March 12, 2013

5%


publicity and advertising? 1.3 Criticisms, controversies, laws

and ethics regarding advertising

Canadian Code of Advertising Standards worksheet

March 13, 2013

5%

1.3 Criticisms, controversies, laws and ethics regarding advertising

Web-‐quest worksheet

March 15, 2013

10%




2.1 Target Markets

Quiz # 1 -‐Matching -‐ Multiple choice -‐ Short Answer

March 19, 2013

15%

2.1 Target Markets 2.2 Objects used to develop advertising campaigns 2.3 Geographical promotional strategies 2.4 Examples of print and broadcast media/advantages & disadvantages 2.5 Components of print advertisement 2.6 Costs vs. return on investment

Print Ad Analysis Assignment Evaluation

March 27, 2013

20%

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3.3 Print advertisement presentation and evaluation 4.1 Demonstrate fundamental skills to: communicate, manage information, use numbers, think and solve problems

Print Ad created and presented by students Peer evaluation sheet

April 2-‐5, 2013

20%




2.1 Target Markets 2.2 Objects used to develop advertising campaigns 2.3 Geographical promotional strategies 2.4 Examples of print and broadcast media/advantages & disadvantages 2.5 Components of print advertisement 2.6 Costs vs. return on investment 5.1 Opportunities and barriers in the immediate environment 5.2 Resources to minimize barriers and to maximize opportunities

Final Exam April 17, 2012

25%

Resource List

Ø Computers Ø Smart Board for presentations Ø Internet connection Ø Markers for whiteboard Ø Adobe Photoshop Ø PowerPoint Ø Worksheets for lessons 1,2,3,4,6, 7, and 11 (see Appendix A)

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Ø Print Ad Evaluation Assignment Instructions (see Appendix A) Ø Print Ad Evaluation” Assignment Rubric (see Appendix A) Ø Print Analysis worksheet (see Appendix A) Ø Print Analysis Write Up (see Appendix A) Ø Various Print Media: Newspapers, Magazines, Journals etc. Ø YouTube Ø Social Network movie clip Ø Greatest Movie Ever Sold-‐ movie Ø Alberta Program of Studies Ø The following links:

http://www.ted.com/talks/lang/en/rory_sutherland_life_lessons_from_an_ad_man.htm http://www.adstandards.com/en/Standards/canCodeOfAdStandards.aspx http://www.youtube.com/watch?v=j_jSpy0kdgc http://www.campaignlive.co.uk/news/1081978/ http://www.polleverywhere.com/ http://www.youtube.com/watch?v=5Pkl_briuB0&feature=youtu.be http://www.youtube.com/watch?v=LSggKIAShbM&feature=youtu.be http://cigarlabelblog.wordpress.com/2010/04/05/native-‐americans-‐in-‐cigar-‐label-‐advertising/ http://www.wwd.com/media-‐news/advertising/benetton-‐ads-‐stir-‐more-‐

outcry-‐5378560 http://www.alltechienews.com/posts/nivea-‐pulls-‐re-‐civilized-‐ad-‐following-‐social-‐media-‐backlash http://www.youtube.com/watch?v=e9kow63urf8&feature=relmfu http://www.youtube.com/watch?v=ZZNL96qHFqc&feature=g-‐all&context=G23aec45FAAAAAHgAHAA http://www.youtube.com/watch?v=BRI-‐A3vakVg http://www.signindustry.com/management/articles/2002-‐10-‐31-‐JL-‐AdvertInDownEconomy.php3 http://www.bizcommunity.com/Article/196/78/20303.html

ACTIVITIES SECTION

Lesson Plans

See attached documents

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Assignments 1. “What is Advertising”

(Specific Learner Outcomes Covered 1.1, 1.2) Assessment Format: Answer key for worksheet, observational (Q & A), checklist Assessment Type: Summative Weight: 5% Time: 20 minutes Instructions: This activity is designed help students gain valuable insight and to understand both the purpose and role of advertising. The activity will allow students to determine what intangible or perceived value is, as well as what the difference is between advertising and publicity. Students will be required to submit this worksheet at the end of lesson number one, however if they do not finish they will be given some additional time at the beginning of lesson two to complete the worksheet. The worksheet must be handed in, in order to assess what the students learned regarding advertising, and what areas may need to be re-‐addressed or further explained (see Appendix, page 20)

Materials:

“What is Advertising” worksheet Resources: Alberta Program of Studies

2. “Canadian Code of Advertising Standards”

(Specific Learner Outcomes Covered 1.1, 1.2, 1.3) Assessment Format: Answer key for worksheet, Observational (Q & A), checklist Assessment Type: Summative Weight: 5%

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Time: 35 minutes

Instructions:

This activity is designed to provide students with critical information about the Canadian Code of Advertising Standards. Students must provide a definition for each of the fourteen advertising standards, along with examples of how each standard imposes restrictions on advertising. Students must complete the assignment using the worksheets provided. . (see Appendix A, page 21-‐24).

Materials: “Canadian Code of Advertising Standards” worksheet Resources: http://www.adstandards.com/en/Standards/canCodeOfAdStandards.aspx Alberta Program of Studies

3. “The Art of Advertising Web Quest”

(Specific Learner Outcomes Covered 1.3) Assessment Format: Answer key for worksheet Assessment Type: Summative

Weight: 10% Time: 80 minutes Instruction:

This activity is designed to enhance the student’s knowledge of the criticisms, controversies, laws and ethics regarding advertising. Students will first be put into groups of four and then given the link to the web quest (https://sites.google.com/site/avollersswebquest/3-‐process). The first part of the activity requires the students to research different advertising techniques and to discuss them as a group. The group will then discuss some of the pros and cons of advertising and will create a PowerPoint illustrating the various advertising techniques as well as the pros and cons of advertising, using specific examples. The last task

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students must complete is to individually write a short essay no longer than four short paragraphs explaining why advertising is necessary or unnecessary, using the pros and cons they came up with earlier. Students will be given one class (80 minutes) to complete this activity. (see Appendix, page 25) Materials: “The Art of Advertising Web Quest” worksheet Resources: https://sites.google.com/site/avollersswebquest/3-‐process Alberta Program of Studies

4. “Spot the Flaw” (Specific Learner Outcomes Covered 1.3) Assessment Format: Worksheet Assessment Type: Formative

Weight: As this is formative there is no weighting Time: 80 minutes

Instruction:

In this activity, students pretend that they work for an advertising company and the company has just landed a new client-‐ Mini Cooper. An advertisement created by Mini Cooper is presented to the students. After some discussion and investigation into the laws and ethics of advertising, each group of students decide to tell Mini Cooper not to run the ad. In a short paragraph, the group must defend their decision by identifying the Advertising Standard or ethics that are being violated. The group must then make suggestions to improve the ad so that no laws or ethics have been violated, or must come up with a whole new idea and anything else they feel would be important to capturing the attention of an audience. Students will be given one class to complete the worksheet and it will be handed in to formatively assess the student’s knowledge regarding criticisms, controversies, laws and ethics regarding advertising. (see Appendix, page 26-‐27). Materials: “Spot the Flaw” worksheet, instruction handout Resources: Alberta Program of Studies

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5. Quiz Number One

(Specific Learner Outcomes Covered 1.1, 1.2, 1.3) Assessment Format: Answer Key Assessment Type: Summative (Quiz)

Weight: 15% Time: 30 minutes

Instruction: Students will be given 30 minutes to complete the quiz. The format of the quiz includes matching, multiple choice, true and false, as well as short answer questions. This quiz will assess the student’s knowledge regarding key concepts of print advertising including: the purpose of advertising, the difference between advertising and publicity, Canadian Code of Advertising Standards, effective advertisements as well as laws and ethics regarding advertising. (see Appendix page 28-‐33) Materials: Quiz Resources: Alberta Program of Studies

6. “Identifying Target Markets” (Specific Learner Outcomes Covered 2.1, 2.2) Assessment Format: Worksheet, Exit Slip Assessment Type: Formative

Weight: As this is formative there is no weighting Time: 35 minutes Instruction:

Students are required to choose two advertisements (magazine advertisements, television advertisements, video ads etc.) and attempt to analyze the demographics and psychographics that make up their target market. Using the worksheet provided, the students (individually) will complete the categories on the sheet to get a better understanding of the customer base of these advertisements (students may write N/A for any

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category that does not apply to their ad). The student must then write one sentence for each ad describing their target market. Students will then finish this activity by completing a Venn Diagram illustrating the similarities, differences and overlap of the two target markets. (see Appendix, page 34-‐36) Materials: “Identifying Target Markets” worksheet Resources: Alberta Program of Studies

7. “Parts of a Print Ad”

(Specific Learner Outcomes Covered 2.3, 2.5) Assessment Format: Worksheet Assessment Type: Formative

Weight: As this is formative there is no weighting Time: 35 minutes Instruction:

This activity will be used as the basis for an ad to be created by the students. It is designed to inform students about the different parts of a print advertisement they must consider before actually creating an ad. Students will complete the worksheet to determine what their product is, if their product will have a logo, who their target market will be, the demographics and psychographics of their target market, how they will creatively introduce their product, how their opening statement will generate consumer interest, what makes their product unique (key features of product), how their product will meet the needs of their target market, and how much they will sell their product for. This activity also allows the students to describe the layout of their ad (tagline/script, graphics/design), which is a crucial part of creating any advertisement (see Appendix page 37-‐40). Materials: “Parts of a Print Ad” worksheet Resources: Alberta Program of Studies

8. Print Ad Analysis Assignment

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(Specific Learner Outcomes Covered 2.1; 2.2; 2.3; 2.4; 2.5; 2.6) Assessment Format: Worksheet, print analysis write up, rubric Assessment Type: Summative

Weight: 20% Time: 80 minutes Instruction:

Students are required to search through various magazines and newspapers for two different print advertisements. They must evaluate the ad and answer the questions provided in detail for each of the ads chosen. Students must attach their ads to the assignment page and use their class time to finish their evaluation. They will be provided with a print analysis worksheet addressing key questions for the assignment and may use this sheet to help them complete their assignment. Students are to use the print ad analysis write up provided to complete their formal ad analysis. The analysis is to be completed in short essay form and must identify the important points of the ad. Students must summarize each ad by stating their opinion on why the ad is effective or not. Students must write at LEAST one page for each ad ((see Appendix for both the worksheet and write up sheet, page 41-‐49)

Materials: Print Ad Evaluation Assignment Instructions, Print Ad Evaluation Assignment Rubric, Print Analysis worksheet, Print Analysis Write Up, Magazines, and Newspapers Resources: Alberta Program of Studies

9. “The Greatest Movie Ever Sold”

(Specific Leaner Outcomes Covered 5.1, 5.2) Assessment Format: Worksheet Assessment Type: Formative

Weight: As this is formative there is no weighting Time: 25 minutes

Instruction:

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Students will complete “The Greatest Movie Ever Sold” worksheet by answering the following:

9) List the brands that Morgan was successful in getting to sponsor the movie

10) What steps did Morgan take when he would approach brands to sponsor the movie?

11) What were some of the reasoning’s that certain companies gave for not wanting to partake in this film?

12) Throughout the movie, how did Morgan go about promoting Ban deodorant?

13) How was POM Wonderful portrayed as being the best drink to drink?

14) What advertising strategies did Morgan use in his proposed advertisements to POM Wonderful?

15) In your own words, why is it important to establish a brand image or reputation?

16) In your opinion, was it beneficial for the companies to have invested in this movie? Why or why not?

(see Appendix, page 50-‐51)

Materials: “The Greatest Movie Ever Sold” worksheet

Resources: Alberta Program of Studies

10. Print Advertisement Creation Assignment/Presentation (General Learner Outcomes Covered 3 all, 4 all) Assessment Format: Rubric, peer evaluation form Assessment Type: Summative

Weight: 20% Time: 240 minutes (3 classes) for ad creation and 80 minutes (1class) for Presentations

Instruction: Students will be working in groups and each group is responsible for creating their own print advertisement to run in a magazine/newspaper/billboard of their choice. To complete this task, students will first need to choose a product to sell and then take the appropriate marketing steps in order to make their ad relevant and successful. Students will need to use all the concepts discussed in class as well as do

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some further research into their product. Students will need to use the print ad creation assignment sheet and rubric provided to make sure they fulfill all requirements for this assignment. Each group will hand in 2 parts; their advertisement and a written rationale explaining their thinking. Students are also required to complete a peer evaluation sheet to be handed in with the first two parts of the assignment. (see Appendix, page 52-‐54). Materials: Various Print Media: Newspapers, Magazines, Journals etc. Print Ad Creation assignment sheet Print Ad Creation rubric Print Ad Peer Evaluation sheet Resources: Alberta Education

11. Final Exam (Specific Learner Outcomes Covered 1 all, 2 all, 5 all) Assessment Format: Answer Key Assessment Type: Summative (Final Exam)

Weight: 25% Time: 80 minutes

Instruction: Students will be given 80 minutes to complete the final exam. The final exam has been structured so that the students can tie all components of print advertisement together. Students are required to choose 3 of the print advertisements provided and then examine each ad for its overall message and determine the relationship between the text and the pictures. The students must then answer the following questions for each advertisement: 1) What is the product/service being sold? 2) What ideas, emotions, or events are being associated or linked to

the product? 3) Analyze the effectiveness of the product’s associations. Do the

connections make sense in a Logical, Emotional, or Ethical way? 4) Are the associations effective in the sense that they make you want

to purchase, or at least consider purchasing the product? 5) What is the target market for the ad? What are the characteristics of

the target marketà Psychographics-‐ interests, beliefs and Demographics (age, gender etc.)?

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6) Why do you feel that this ad is successful or unsuccessful in targeting its intended audience?

Once the students have completed these questions, they must write a paragraph analyzing the overall effectiveness of the ad. Students must also answer the following question:

Consider that the company spent $100,000 on the ad. Was this an effective use of funds? (See Appendix, page 55-61)

Appendix

Name: _______________________________________________ Block: _________________

“What is Advertising”

What is the purpose of advertising?

What is intangible or perceived value? What benefits can intangible value have for a product or brand?

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Name: ____________________________________________________ Use this worksheet to fill in the important information about the Canadian Code of Advertising Standards. You will be able to fill in the information for your selected standards on your own, for the others you will need to listen to the information presented from your classmates. 1. Accuracy and Clarity

Definition:

What does this restrict (give examples):

2. Disguised Advertising Techniques Definition: What does this restrict (give examples):

3. Price Claims

What is the difference between advertising and publicity?

Canadian Code of Advertising Standards

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Definition: What does this restrict (give examples):

4. Bait and Switch


5. Guarantees Definition: What does this restrict (give examples):

6. Comparative Advertising


7. Testimonials


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8. Professional or Scientific Claims


9. Imitation


10. Safety Definition: What does this restrict (give examples):

11. Superstition and Fears


12. Advertising to Children

Definition:

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What does this restrict (give examples):

13. Advertising to Minors


14. Unacceptable Depictions and Portrayals


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“The Art of Advertising Web Quest” Worksheet

1. Using the links provided on the web quest provide five different advertising techniques and briefly explain each one (1-‐2 sentences for each one is sufficient)

2. Using the links provided on the web quest provide three pros and three cons of advertising.

3. As a group, create a PowerPoint presentation illustrating the various advertising techniques as well as the pros and cons of advertising, using the information from question one and two. Your PowerPoint presentation should be between 5-‐7 slides. Make sure to clearly explain each of the advertising techniques

4. Write a short essay (individually) no longer than four short paragraphs explaining why advertising is necessary or unnecessary, using the pros and cons you and your group came up with for your PowerPoint presentation

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Name: _____________________________________________________ Block: _____________________ You work at an advertising firm and your company has just landed Mini Cooper as a client. You and your team are to brainstorm ideas for print advertisements for the new Mini Automatic. It has all the features of the Mini Cooper but now has an automatic transmission. At your last meeting, the representatives for Mini Cooper presented your team with this ad:

“The Mini Automatic. For simple driving.” 1. After some discussion and investigation into the laws and ethics of advertising, your

team decides to tell Mini Cooper not to run the ad. In one paragraph, defend this decision. Make sure you identify the Advertising Standard or ethics that are being violated. (2 marks)

Analyzing Ad Standards

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2. Once Mini Cooper has accepted your suggestion to not run the ad, you and your team must make suggestions to improve the ad or come up with a whole new idea. How would you propose the new ad look? Include a tagline; image (described or drawn) and anything else you feel would be important to hooking an audience. (3 marks)

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Name: ____________________________________ Date:_______________________________________

Instructions: • You will have 30 min to complete this quiz • Ensure your name and date are at the top of the page • You may only use a pen or a pencil • Mark all of your answers on this test booklet • If you finish early, please hand in your test and continue working on your

worksheet booklet. • Good luck!

Matching 1. Match the term to the correct definition. (3 marks)

a) Publicity

b) Advertising

c) Propaganda

Multiple Choice: For questions 2-‐4, read each question and choose the corresponding option that best answers it. (1 mark each) 2. The main purpose of commercial advertising is to

a) sell a product or service to an audience b) inform an audience on a certain topic c) gather people for a specific purpose d) introduce a new idea or philosophy

3. The main purpose of public service advertising is to

a) sell a product or service to an audience

i. The act or process of calling public attention to one’s product, service, need etc., especially by paid announcements in newspapers and magazines, over radio or television, on billboards etc.

ii. Extensive mention in the news media or word of mouth or other means of communication.

iii. Information, ideas, or rumors deliberately spread widely to help or harm a person, group, movement, institution or nation.

Print Advertising – Quiz 1

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b) inform an audience on a certain topic c) gather people for a specific purpose d) introduce a new idea or philosophy

4. In 2009, a claim was made against Rogers Communications regarding the ad above. After the ad had been running, there were many complaints stating that users were experiencing as many if not more dropped calls then they previously were before switching. Consumers stated that this information was used in the purchasing decision and the ad was eventually discontinued. Based on which advertising law did the Canadian Competition Bureau make this decision?

a) Unfair advertising and business practices b) Bait and switch tactics c) Deceptive advertising d) Mismarked price

Short Answer: Use the following passage to answer questions 5 and 6 in your own words. Use complete sentences. You work at an advertising firm and your company has just landed Mini Cooper as a client. You and your team are to brainstorm ideas for print advertisements for the new Mini Automatic. It has all the features of the Mini Cooper but now has an automatic transmission. At your last meeting, the representatives for Mini Cooper presented your team with this ad:

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5. After some discussion and investigation into the laws and ethics of advertising, your team decides to tell Mini Cooper not to run the ad. In one paragraph, defend this decision. (2 marks)

6. Once Mini Cooper has accepted your suggestion to not run the ad, you and

your team must make suggestions to improve the ad or come up with a whole new idea. How would you propose the new ad look? Include a tagline, image (described or drawn) and anything else you feel would be important to hooking an audience. (3 marks)

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Name: ____________________________________ Date:_______________________________________

Instructions: • You will have 30 min to complete this quiz • Ensure your name and date are at the top of the page • You may only use a pen or a pencil • Mark all of your answers on this test booklet • If you finish early, please hand in your test and continue working on your

worksheet booklet. • Good luck!

Matching 1. Match the term to the correct definition. (3 marks)

a) Publicity: Extensive mention in the news media or word of mouth or other means of communication.

b) Advertising: The act or process of calling public attention to one’s product, service, need etc., especially by paid announcements in newspapers and magazines, over radio or television, on billboards etc.

c) Propaganda: Information, ideas, or rumors deliberately spread

widely to help or harm a person, group, movement, institution or nation.

Multiple Choice: For questions 2-‐4, read each question and choose the corresponding option that best answers it. (1 mark each) 2. The main purpose of commercial advertising is to


Print Advertising – Quiz 1 Answer Key

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3. The main purpose of public service advertising is to


4. In 2009, a claim was made against Rogers Communications regarding the ad above. After the ad had been running, there were many complaints stating that users were experiencing as many if not more dropped calls then they previously were before switching. Consumers stated that this information was used in the purchasing decision and the ad was eventually discontinued. Based on which advertising law did the Canadian Competition Bureau make this decision?

a) Unfair advertising and business practices b) Bait and switch tactics c) Deceptive advertising d) Mismarked price

True/False: 5. In order for a print advertisement to be effective, it should be eye catching and strategically placed. (1 mark) True False Short Answer: Use the following passage to answer questions 6 and 7 in your own words. Use complete sentences. You work at an advertising firm and your company has just landed Mini Cooper as a client. You and your team are to

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brainstorm ideas for print advertisements for the new Mini Automatic. It has all the features of the Mini Cooper but now has an automatic transmission. At your last meeting, the representatives for Mini Cooper presented your team with this ad: 6. After some discussion and investigation into the laws and ethics of advertising, your team decides to tell Mini Cooper not to run the ad. In one paragraph, defend this decision. (2 marks)

Answers will vary: • 1 mark for identifying ethical violation • 1 mark for justifying why this is inappropriate

7. Once Mini Cooper has accepted your suggestion to not run the ad, you and your team must make suggestions to improve the ad or come up with a whole new idea. How would you propose the new ad look? Include a tagline, image (described or drawn) and anything else you feel would be important to hooking an audience. (3 marks) Answers will vary:

• 1 mark for original idea • 1 mark for appropriate use of tagline • 1 mark for appropriate graphics or image

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Name: ___________________________________Block: ________________________ Chose 2 companies from the table and analyze the demographics and psychographics that make up their target market. On your own, fill out the categories on this sheet to get a clear understanding of the customer base of these companies. Company #1: ____________________________________________________________ Demographics:

Take a Look: Target Markets

Age: Gender: Income Range: Home size: Vehicle type: Number of kids: Occupation: Education Level: Ethnicity:

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Psychographics:

In one sentence describe the target market: _________________________________________________________________________________________________ Company #2: ____________________________________________________________ Demographics:

Hobbies/Interests: Personality Traits

Age: Gender: Income Range: Home size: Vehicle type: Number of kids: Occupation: Education Level:

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Psychographics:

In one sentence describe the target market: __________________________________________________________________________________________________________________________________________________________________________________________________

Hobbies/Interests: Personality Traits

Company #1:

________________________________________________ Com

pany #2: ________________________________________________

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Name: ___________________________________________________ Block: ___________________ Product Name: ____________________________

Parts of a Print Ad Worksheet

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Describe your product:

Who is your target market? What are the demographics of your target market? What are the psychographics of your target market?

What is your product logo?

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What makes your product unique? What are its features? How does your product meet the needs of its target market?

How will you creatively introduce your product? How will your opening statement generate consumer interest?

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How will you demonstrate or display your product?

How much will you sell your product for?

Describe the layout of your ad:

Tagline/Script:

Graphics/Design:

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Name: Class Block: Your task is to search through various magazines and newspapers for two different print advertisements. Evaluate the ad and answer the following questions in detail for each of the ads you’ve chosen. Make sure you attach your ads to the assignment page and use your class time to finish your evaluation. Due: Worth: 20% Ad #1 What product, service, or point of view is being advertised?

Who is responsible for creating this advertisement? Why are they sending this message?

What is the purpose of this advertisement? (For example, is it intended to educate, entertain, or inform?)

What advertising techniques are used to attract a viewer’s attention and to make the advertisement believable?

Who is the anticipated audience of the advertisement? Who is actually seeing the advertisement?

Assignment: Print Ad Analysis

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What does the advertisement say to the viewer? What lifestyles, values, opinions, and points of view are represented?

Who makes money or benefits from the advertisement?

What makes the advertisement biased in some manner? How is this bias demonstrated? What has been included or left out of the advertisement?

Why would the advertisement’s creators or the product makers have the need to be biased in their advertisement?

How might some people understand this advertisement differently from others? Would all viewers agree on what was being advertised and the purpose of the ad?

Would someone be likely to believe this advertisement? Why or why not?

Do you agree with the advertisement? Why or why not?

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Ad #2

What product, service, or point of view is being advertised?

Who is responsible for creating this advertisement? Why are they sending this message?

What is the purpose of this advertisement? (For example, is it intended to educate, entertain, or inform?)

What advertising techniques are used to attract a viewer’s attention and to make the advertisement believable?

Who is the anticipated audience of the advertisement? Who is actually seeing the advertisement?

What does the advertisement say to the viewer? What lifestyles, values, opinions, and points of view are represented?

Who makes money or benefits from the advertisement?

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What makes the advertisement biased in some manner? How is this bias demonstrated? What has been included or left out of the advertisement?

Why would the advertisement’s creators or the product makers have the need to be biased in their advertisement?

How might some people understand this advertisement differently from others? Would all viewers agree on what was being advertised and the purpose of the ad?

Would someone be likely to believe this advertisement? Why or why not?

Do you agree with the advertisement? Why or why not?

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Due: Worth: 20%

Level Criteria

4 Excellent

3 Proficient

2 Adequate

1 Limited *

Insufficient / Blank *

Application of Class Content

The student shows

evidence of an extensive

knowledge of advertising strategies, messages,

strengths and weaknesses.

The student shows

evidence of a clear



The student shows

evidence of a basic



The student demonstrated minimal or limited



No score is awarded

because there is insufficient evidence of student

performance based on the requirements

of the assessment

task. Quality of Analysis

The analysis is clear,

demonstrates a thorough

understanding of the ideas of the ads and

shows evidence of extensive

student effort.


demonstrates a good


shows evidence of

student effort.


demonstrates a basic


shows evidence of some student

effort.

The analysis is somewhat

clear, demonstrates a minimal


shows evidence of little student

effort.

Assignment Rubric

Student Name

Date Task Print Ad Creation

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Print Ad Analysis Name: ____________________________________________________ Block: ___________________ Use this page to complete your formal ad analysis on the two ads you’ve chosen. The analysis should be well written in short essay form. Use the notes that you took yesterday to identify the important points of the ad and summarize by stating your opinion on why the ad is effective or not. Write at LEAST one page for each ad and staple the ads to this sheet when you’re done. Ad#1

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Ad #2

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Name: ______________________________________________________ Block: ________________________

1. List the brands that Morgan was successful in getting to sponsor the movie

2. What steps did Morgan take when he would approach brands to sponsor the movie?

3. What were some of the reasoning’s that certain companies gave for not wanting to partake in this film?

4. Throughout the movie, how did Morgan go about promoting Ban deodorant?

The Greatest Movie Ever Sold

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5. How was POM Wonderful portrayed as being the best drink to drink?

6. What advertising strategies did Morgan use in his proposed advertisements to POM Wonderful?

7. In your own words, why is it important to establish a brand image or reputation?

8. In your opinion, was it beneficial for the companies to have invested in this movie? Why or why not?

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You and your team are responsible for creating your very own print advertisement to run in a magazine/newspaper/billboard of your choice. To complete this task, you will first need to choose a product to sell and then take the appropriate marketing steps in order to make your ad relevant and successful. You will need to use all the concepts discussed in class as well as do some further research into your product. Your group will hand in 2 parts; your advertisement and a written rationale explaining your thinking. Part 1 – The Ad Your advertisement must include the following:

• An effective design that shows the best use of o White space o Borders o Fonts o Placement of your various components

• At least one graphic or illustration • Signature or Logo • A tagline and/or headline and/or written message

Part 2 – Rationale The rationale for your ad is where your group will explain the thinking and research that went into creating the finished product. The rationale needs to be at least one page, typed and single-‐spaced and needs to include the following:

• An explanation of your target market o Identify the audience you chose and why you chose the group you did o Explain the demographics and psychographics of your target audience o State at what stage your audience is in in the Product Adoption Process

• An explanation of your advertising objective o Identify the objective of your ad and why you chose it o Identify if your objective is demand oriented or image oriented and why you

chose what you did o How does your ad meet your objective

• An explanation of your advertising message o Identify the message that your ad is portraying o What makes your ad’s message appropriate/appealing to your target market o How does the message contribute to meeting your advertising objective

• An explanation of the marketing strategies you used o Identify the strategies you chose and why o How does your strategy help to achieve your advertising objective

Assignment: Creating a Print Ad

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Attached is the rubric that will be used to grade your assignment.

YOU WILL NEED TO BE CREATIVE!

Assignment Student Name

Level Criteria

4 Excellent

3 Proficient

2 Adequate

1 Limited *

Insufficient / Blank *

Background Knowledge & Research

The ad shows evidence that the student has used all of the

concepts presented in class and has done thorough research to enhance the validity of the

ad.

The ad shows evidence that the student

has used some of the

concepts presented in class and has done some research to enhance the validity of the

ad.

The ad demonstrates

basic background knowledge of concepts was applied and minimal research

conducted to contribute to

the ad.

Application of background knowledge was not clear

and no evidence of research is evident.

No score is awarded

because there is insufficient evidence of student

performance based on the requirements

of the assessment

task.

Layout & Design

The ad shows a comprehensively effective use of all white space,

borders, different fonts and strategic placement

The ad shows an effective use of most white space, borders,

different fonts and strategic placement.

The ad shows an effective

use of 2 of the elements:

white space, borders,

different fonts and strategic placement.

The ad demonstrates a limited use of white space,

borders, different fonts and strategic placement.

Target Audience

Demographics and

psychographics are clear,

thought out and appropriate for the product.

Demographics and

psychographics are though out

and appropriate for the product.

Generally clear but could use

some explanation.

Demographics and

psychographics are

appropriate for the product. Somewhat clear and

thought out.

Demographics and

psychographics are generally unclear and/or

is not appropriate for the product.

Rationale (X2)

Student has clearly and thoroughly

stated their use of one or more advertising

strategies in the ad and

supported the message clearly conveyed in the

ad.

Student has shown a basic understanding of their use of one or more advertising

strategies and has explained the message conveyed in

the ad.

Student has given a very

brief description of their use of one or more advertising

strategies and states the message

conveyed in the ad.

Limited or minimal

description of their use of one or more advertising

strategies and the intended message of the ad is unclear

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Rubric Date Task Print Ad Creation

Peer Evaluation Form Team Name: Please rate yourself and your team members on the contributions that were made in creating your print advertisement and in preparing your presentation. Be honest in this evaluation! When rating yourself and your peers, give each person a score from 1 to 5 based on the following valuations: 5à Excellent 4à Proficient 3à Adequate 2à Below Average 1à Insufficient Self Teammate Teammate Teammate Attended all group meetings

Completed all assigned tasks

Contributed positively to group discussions

Worked well with other team members

Overall played a significant role in ensuring the project was completed on time and all project criteria were met

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MAM 2090: Print Advertising Summative Assessment

Choose three of the print advertisements below, and follow these directions:

1. Examine the ad for its overall “message” 2. Look at the relationship between the text and the pictures. 3. Answer the following questions:

Ad 1 Ad 2 Ad 3 What is the product/service being sold?

What is the product/service being sold?

What is the product/service being sold?

What ideas, emotions, or events are being associated or linked to the product?



Analyze the effectiveness of the product’s associations. Do the connections make sense in a Logical, Emotional, or Ethical way?



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Are the associations effective in the sense that they make you want to purchase, or at least consider purchasing the product?



Speculate on the “target audience” for the ad, and list characteristics of them, including psychographics (interests, beliefs, etc.) and demographics (age, gender, etc):



Why do you feel that this ad is successful or unsuccessful in targeting its intended audience?



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Write a paragraph in which you analyze the overall effectiveness of the ad. Consider that the company spent $100,000 on the ad. Was this an effective use of funds?



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Unit Plan Rationale Assignment In order to develop a relevant, meaningful and realistic unit plan I incorporated many of the issues derived from Social Context, as these issues are significant for 21st century learners. While I used a variety of issues presented in the social context course, I focused on four main issues for my unit plan: the Hidden Curriculum, Digital Citizenship, Technology/ Social Media, as well as Inclusion in the classroom. As I was planning a unit on print advertising, when creating each of my lessons, I made sure that they were all based on real life contexts and that each lesson taught the students what life looks like in the working world outside of the classroom. To begin the unit, I started by asking the students what marketing is and the purpose it serves. This not only gave the students an opportunity to think about potential jobs in the marketing sector, but also helped to get them thinking about the differences between publicity and advertising. This allowed the students to use their imaginations (to think imaginatively) to determine what a good advertisement might look like. In my second lesson I had the students complete a worksheet on Canadian Code of Advertising Standards, which made the content very realistic and meaningful for the students. Towards the end of the unit, I had the students create a print advertisement. I chose this activity as it allows the students to perform a meaningful and purposeful real life task. This assignment provides students with the ability to be creative and innovative. Most importantly, this assignment helps students to develop necessary skills (such as taking initiative and acting independently) for success in the Information Age. In each of the lessons above I placed an emphasis on making the content meaningful in a real life context beyond a school environment. By placing emphasis on these practical examples as opposed to strictly theory, the hidden curriculum that I incorporated into each of my lessons helped to better prepare the students for life in the real world. As discussed in social context, both digital citizenship and digital technology have become ingrained in our society. I believe as teachers it is critical that we prepare our students for this new digital era, and therefore when designing my unit I created a lesson that would allow me to incorporate digital citizenship and digital technology. One of my lessons has students completing a web quest. I chose this activity, as it is an ideal time to teach the students responsible behavior with regard to technology use. This lesson allows me to help students prepare for their future by teaching them appropriate technology use. By having students use the computer to complete their web quest, this lesson provides an opportunity for those students who may not have access to technology on a regular basis to gain exposure to different tools they may encounter throughout their educational and working lives. This exposure also helps better prepare students for life in the real world. This particular lesson also allows me to touch on digital literacy. As students will be

62

required to use materials and resources from the internet for several of their projects, this lesson will allow me to teach the students how to evaluate online resources and to determine the accuracy of the content provided. As discussed in class, social media can be a very effective tool to use in the classroom if it is implemented appropriately. As we are in a digital era, I believe that as future teachers we must try and incorporate social media tools into our lessons if we wish to keep the students engaged and make the information relevant and meaningful for the students. In my second lesson I have the students complete a poll everywhere survey. I used this tool as a way to introduce social media to the students and to show them how such tools can be used effectively both inside and outside of the classroom. The concept of creating an inclusive classroom has been highly emphasized throughout the social context course. When creating my unit plan I took this into consideration when planning my lessons. For the majority of my lessons I created an instructional PowerPoint as this would allow ELL learners to re-‐read the notes in the case that they did not understand a concept or an issue was explained too quickly. Having the instruction on a PowerPoint also allows students to use Google or other translating devices to translate the material so they can comprehend it. Creating instructional PowerPoint presentations allows me to create an inclusive classroom where all students’ needs are met. In conclusion, incorporating issues that were explicitly explained and presented in the social context class played a fundamental role in helping me create my unit plan. Although I addressed four main issues that were discussed, there are many other issues that I touched on that will be a crucial part of my unit plan. The reason I chose the Hidden Curriculum, Digital Citizenship, Technology/ Social Media, as well as Inclusion in the classroom as my four main issues to focus on was because I felt that these issues were fairly significant and tied in well with my unit on marketing. It is now much clearer that the issues addressed in social context will continue to play a vital role in my future career as a teacher, and will most likely need to be considered when planning other units.

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Exceptional Learners: Educational Psychology

Assignment Number Four: Linking Differentiated Instruction to Lesson/Unit

Planning

Part 1: Unit Plan and Lesson Plan Description

The unit plan that I developed is a part of the Business, Administration, Finance, and

Information Technology cluster of the CTS program. More specifically the unit is on

Management and Marketing with a focus on print advertising. The title of the unit is

MAM 2090: Promotion- Print advertising and is designed for grade eleven students. The

course does not have any pre-requisites, which means that students in grade ten or twelve

could also complete the course. In this unit, students will gain exposure to different

communication channels, delivery strategies and advertising media that can be used to

inform potential customers about products and services available in the market place.

Students will describe principles involved in the advertising process and apply these

principles to print media. Students will also evaluate print advertisements, design and

create an effective print advertisement and identify possible life roles related to the skills

and content of this cluster.

I have structured my unit so that the content taught is directly tied to the SLO’s stated in

the program of studies. The purpose of my first lesson is to provide the students with an

introduction to the course, which will be done by providing students with an outline//unit

64

overview handout. The first lesson will also allow me to pre-assess the student’s

readiness. Throughout my unit I have the students complete a wide range of activities

such as worksheets, web-quests, whole class discussion and guided notes, in order to help

keep the students engaged and make the material meaningful and relevant for the

students.

Part 2: Pre-Assessment

In creating my fifth and sixth lesson plans on target markets, the two pre-assessment

activities I chose to focus on that were most appropriate for the lesson included:

1) Learning Style Inventory Test http://www.berghuis.co.nz/abiator/lsi/lsitest1.html

2) “What is Advertising” worksheet

Please see assessment activities attached.

Both of my pre-assessment activities would be completed during the first lesson of the

unit. After reviewing the course outline, the students would be asked to complete a

Learning Style Inventory Pre- Assessment Test. In order to access the test students

simply need to click on the link provided. Once at the website students can complete the

test using the directions provided. Students will complete this test to determine what type

of learning style and which environment work best for them. Once the students have

completed the test, they will be asked to complete the advertising worksheet which will

help them pre-assess how much they know about the topic and provide insight as to what

will be covered in the unit so they know where to focus their learning.

65

These pre-assessments will help me to determine the student’s level of readiness and, to

tailor my lessons and activities to meet the needs of each student according to his/her

learning style.

Part 3: Differentiating the Lesson

I chose to use the readiness pre-assessment method, as this would enable me to determine

what the students know about target markets before proceeding with my lessons. It would

also provide me valuable information concerning individual strength’s, weaknesses and

needs and provide the basis for flexible grouping patterns and for creating tiered

assignments.

Based on my pre-assessment I will primarily differentiate by content, creating different

assignments for students demonstrating different levels of proficiency and knowledge.

Students who are the least knowledgeable would be required to complete the

demographics and psychographics portion of the target markets worksheet and are only

required to write one sentence describing the target market of each of the two companies.

The students at a more intermediate level would be required to complete the target market

worksheet and would be expected to write a short paragraph comparing the target

markets of the two companies. In addition to the requirements of the intermediate level,

the more advanced students would have to analyze why the differences in the target

groups would be important for each of the companies to be aware of. The advanced

students would also be required to construct a Venn diagram illustrating the similarities,

differences and overlap of the companies target markets. These assignments also

differentiate in process, as they require students to work at different levels of Bloom’s

66

taxonomy. The products will also be different accordingly.

The instructional strategy I have chosen is tiered assignments. By using the tiered

assignments approach, I address the needs of the students by providing them with

materials at differing levels of complexity and have adjusted the assignments to ensure

the students are challenged at an appropriate level.

Please see differentiated learner activities attached.

Part 4: Anchor Activity (Sponge)

The first anchor activity I have chosen is to have students complete a personal glossary of

all new or unfamiliar terms that they encounter over the course of the unit. This is to

ensure that the students are building sound knowledge based on their level of readiness. It

also provides the students with an ongoing resource that they can consult when they are

trying to use these terms for assignments and discussion purposes throughout the unit.

This personal glossary is appropriate for differentiated instruction as it allows each

student to create a glossary that is most suited to his/her learning needs and at a whatever

level he/she is at. My second anchor activity is a learning journal. While each student

must complete a learning journal, this may be done in a variety of ways that are tailored

to accommodate each student’s individual learning style. Auditory learners may wish to

use recording devices. Visual learners might wish to use illustrations, diagrams or

flashcards. For those students who have a kinesthetic or tactile learning style they may

wish to present their learning journal using a short skit, a song, or a short video.

Creativity and an individualized approach will be encouraged, but students can work

67

collaboratively if they wish.

Please see anchor activities attached.

Part 5: Relationship to Knowledge, Skills and Aptitudes (KSAs)

The two KSAs that are directly related to the planning of my lesson include:

1) Teachers identify and respond to learner differences

2) Teachers gather and use information about students’ learning needs and progress

and assess the range of learning objectives

I have met both of these KSAs by having the students complete a learning style inventory

at the beginning of the unit. This not only allows me to gather information about the

diverse learning needs of the students in my class, but also allows me to tailor my lessons

and activities accordingly to effectively meet the needs of each student. By knowing how

each student learns best, I would be able to respond to learner differences by providing

assignments that accommodate individual differences, for example providing tiered

assignments and an individualized approach to completing the journal.

69

Name: _______________________________________________ Block: _________________

“What is Advertising”

What is the purpose of advertising?

What is intangible or perceived value? What benefits can intangible value have for a product or brand?

What is the difference between advertising and publicity?

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Target market worksheet for beginner students:

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D/9+.*;5"1.3+/%&

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!"#$%"%&''#(%!")*$+%,")#$+-%

"#$%!!&$'($)%!!*'+,-$!./'#$%!!0,-$!123$%!!4$52+6$!789$%!!:;-<$)!,=!>2(1%!!?++;9/72,'%!!@(;+/72,'!A$B$6%!!@75'2+278%!!

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71

!"#$%&'()*+(,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,((-.#"/0%$1234+(

54'31"/0%$1234+(

6&("&.(4.&7.&3.(8.43029.(71.(7%0/.7(#%0:.7+((,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,((((((((((

!"#$%%&#'(#)$%%*'+,-#%./'"#$%%0,-#%123#$%%4#52+6#%789#$%%:;-<#)%,=%>2(1$%%?++;9/72,'$%%@(;+/72,'%A#B#6$%%%

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Target market worksheet for intermediate students:

!!"#$%&'''''''''''''''''''''''''''''''''''()*+,%&''''''''''''''''''''''''&&-.*/$&0&+*#1"23$/&45*#&6.$&6"7)$&"28&"2")9:$&6.$&8$#*;5"1.3+/&"28&1/9+.*;5"1.3+/&6."6&#",$&<1&6.$35&6"5;$6&#"5,$6=&>2&9*<5&*?2@&43))&*<6&6.$&+"6$;*53$/&*2&6.3/&/.$$6&6*&;$6&"&+)$"5&<28$5/6"2832;&*4&6.$&+</6*#$5&7"/$&*4&6.$/$&+*#1"23$/=&&-*#1"29&AB%&''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''&&C$#*;5"1.3+/%&

D/9+.*;5"1.3+/%&

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!"#$%"%&''#(%!")*$+%,")#$+-%

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73

!"#$%&'()*+(,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,((-.#"/0%$1234+(

54'31"/0%$1234+(

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Target market worksheet for advanced students:

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Write a short analysis as to why the differences in each of the target groups would be

important for each of the companies to be aware of.

Complete the Venn diagram illustrating the similarities, differences and overlap of the

two companies target markets

!!!!!

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77

Anchor Activities:

Personal glossary activity:

Over the course of this unit you will be encountering many new terms and principles,

which will be essential for your understanding of the material and concepts. In order to

make sure that you are able to review and properly use these terms and concepts, you will

be required to develop a personal glossary. This glossary should contain all unfamiliar

terms and any fundamental principles you encounter over the course of the unit. This

should be done with the view to preparing a personal resource that you can use when

working on assignments, projects or preparing for quizzes and exams related to this unit.

Learning journal activity:

You will be required to complete a learning journal throughout the unit. It is

recommended that you make entries after each class, but the emphasis here is on what we

are studying and what your thoughts are regarding this subject matter. You may complete

the journal in any way they find useful. That is, you may wish to use audio or audio-

visual devices, use illustrations or video tape a skit, or simply keep a written journal. The

format is not as important as the content. Feel free to be as creative as you like, however

creativity is not a requirement for this project. You are also free to work with one or more

of your peers if you feel this will be beneficial for you.

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Addressing Professional Knowledge, Skills and Attributes

(KSAs) Professional Semester Two

The following chart denotes the

alignment of the Alberta KSA’s

with instruction in the PSII modules

Knowledge, Skills and Attributes for Alberta Teachers

Education 3602

Educational Psychology of Exceptional

Learners 1 - Teachers make reasoned decisions about teaching and learning based on their

ongoing analysis of contextual variables. X 2 - Teachers understand the legislated, moral and ethical framework within which

they work. X 3 - Teachers use the programs of study to inform and direct planning instruction and

assessment. X

4 - Teachers demonstrate knowledge of the content they teach.

5 - Teachers identify and respond to learner differences. X 6 - Teachers plan for instruction, translating curriculum and outcomes into

meaningful learning activities. X 7 - Teachers create and maintain environments that are conducive to student learning

and understand student needs for physical, social, cultural and psychological security.

X

8 - Teachers establish relationships with students that respect human dignity X

9 - Teachers use a broad range of instructional strategies. X

10 - Teachers apply a variety of technologies to meet students’ learning needs. X 11 - Teachers gather and use information about students’ learning needs and progress

and assess the range of learning objectives. X 12 - Teachers engage parents, purposefully and meaningfully, in all aspects of teaching

and learning. X

13 - Teachers identify and use relevant learning resources. X

14 - Teachers contribute, independently and collegially, to the quality of their school. X

15 - Teachers engage in assessing the quality of their teaching. X

16 - Teachers are able to communicate a personal vision of their own teaching.

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Calendars for March and April See attached documents

Teacher Resource Manual - Weebly

Documents

Transcript of Teacher Resource Manual - Weebly