W540

Lesson Plan #3
Susan Sanders

Media Literacy: Marketing and Advertising

Grade - 12
Course - Economics
Length – Six 45-minute periods ( Over a two week period)
Method of Assessment – Television Commercial
Lesson Author – Susan Sanders

Lesson Overview
Senior students in economics will study, extensively, the laws of supply and demand. One of the factors
determining the level of demand is consumer preferences. During this portion of our unit on demand
students will study two specifics aspects of marketing and advertising that effects their daily decisions.
Students will begin by seeing themselves as huge targets for advertising by watching a video. Students
will examine product placement by watching a movie and completing a product placement worksheet.
The culmination of this study will be for students to create their own 30 – 60 second television
commercial.

From Theory to Practice

Media literacy is a “. . . key 21st Century skill because it provides a framework and method to think
critically about the media you consume and create. Being media smart also means you know how to use
television, the Internet and other technologies safely, productively and ethically.” (Cable in the
Classroom, 2010). “Teen consumers are an important part of the U.S. economy, as this is the group
most likely to embrace new technology and show the most enthusiasm for current trends that later
filter into the mainstream.” (Market Research.com, 2010). Because of these factors, our students must
become media literate. Through this lesson, students will see themselves as consumers, targets of
marketers and they will analyze the strategies used in television commercials. Students will then play
the role of the marketers and produce their own 30 – 60 second commercial. "If students can learn to
analyze the commercials they see on TV, they will be better equipped to evaluate the claims that
advertisers make; they will be able to look beyond the sell and become less likely victims of deception;
and they will learn to separate the double-talk from the facts." (Don Kaplan, Television and the
Classroom)

Indiana State Standards

E 2.2 – Identify factors that cause changes in market supply and demand
E 2.5 – Recognize that consumers ultimately determine what is produced in a market economy
(consumer sovereignty)
E 3.7 – Explain ways that firms engage in price and non-price competition
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ISTE National Standards

1. Creativity and Innovation – students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, and processes.
b. Create original works as a means of personal or group expression.
2. Technology Operations and Concepts – students demonstrate a sound understanding of
technology concepts, systems, and operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Transfer current knowledge to using new technologies.

Materials and Technology

1. Classroom Computer and Projector
2. “Name that Company” quiz - http://smgilles.edublogs.org/files/2010/10/Name-that-company-
24k2x3e.ppt
3. “Hunting for Cool” PBS video -
http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p70&continuous=1
4. Classroom set of computers or use of lab. (Each student will need access to a computer during
sessions 2 – 8).
5. Marketing to Teens Strategies – copy one per student - http://www.media-
awareness.ca/english/resources/educational/handouts/advertising_marketing/mtt_advertising_
strategies.cfm?RenderForPrint=1
6. Hand out for television commercial requirements and rubric.
7. Video equipment for students who do not have access to their own. (My school has two
cameras that I can check out. I require the students to make appointments with me to use
these cameras since I am responsible for them.)

STUDENT OBJECTIVES
Students will
1. Examine the factor of consumer tastes and preferences in determining the changing level of
demand.
2. Understand their role as consumer.
3. Analyze television commercials, determining strategies utilized to target teens.
4. Recognize and identify product placement in motion pictures.
5. Create an original television commercial utilizing a clear marketing strategy.
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Session One
1. Begin by quizzing students using the “Name that Company” PowerPoint. This will get them
started thinking about advertising.
2. Without further discussion, show the following statements projected or placed on posters
around the room –
a) Advertising sets us up to feel dissatisfied - even if we think we have everything we need, ads
will still try to convince us that there is something else we need.
b) Advertisers try to show us how much more satisfied, popular, happy, hip, attractive, sexy,
fun, and in control we would be if we had their product.
c) Fashion and trends are always changing so that we must continually spend money to be
current.
d) Advertising stresses competition and status versus feeling good about being who you are
and accepting others for who they are.

3. Divide class into groups of no more than 4 students and ask them to discuss whether they agree
or disagree with each statement. If using a projection system, show one at a time and give
students 2 minutes before going on to the next. (10 minutes)

4. Review with the class the factors that cause the level of demand to increase. Once students
remember, perhaps with some prodding, that consumers’ tastes and preferences is one of the
factors, ask the class how companies can affect this change. Lead them in a brief discussion on
business marketing and advertising. Relate to the students the importance that the business
world places on teens as consumers and that they should understand the efforts that are being
made to target them as such. (15 minutes)

5. Watch “Hunting for Cool” PBS video (10 minutes) -

http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p70&continuous=1

6. Conclude class by asking students to complete an exit slip. Every student must comment on the
video, either by stating an AHA moment, an “I didn’t know . . .”, or with a question.

Session Two
1. Divide class into small groups – no more than four. Utilizing the exit slips from session one, have
small groups spend 10 minutes discussing teens as consumers. I will select a few slips and
simply read what was written and ask groups to have that direct their conversation. (10
minutes)

2. Explain to the class that while there are many formats of advertisement, print ads, billboards,
pop-ups, etc. that our focus will be on television commercials and that multimillion dollar
industry.

3. Spend 5 minutes, as a whole class, brainstorming strategies that these commercials employ to
capture their attention. Write them on the board or project as students respond.

4. Hand out “Marketing to Teens Strategies”. Give students a few moments to read through and
compare their created list to the handout. This list will now become the terminology used to
describe these techniques so there is no confusion on what is being discussed.
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5. As a whole class, we will watch several commercials. (See list below for possibilities). I have
used www.retrojunk.com and used the URL of the individual commercials saved to a word
document to access these directly. This website has commercials from the 70s, 80s, and 90s
available. (Word of caution – many websites offer free viewing of commercials, but plan this
carefully ahead of class, because not all of these are school appropriate.) After each, we will
discuss the strategy used – sometimes there is more than one. We will also discuss if they think
the commercial is effective or not. At this point, I want them to start analyzing what makes an
effective commercial and what doesn’t. This should take the remainder of the period or may
run over into the next day, depending on how many commercials you decide to have your
students view.

Commercials Used During Media Literacy Lesson Plan

http://www.retrojunk.com/details_commercial/9706/ - taco bell

http://www.retrojunk.com/details_commercial/200/ - Kawasaki

http://www.retrojunk.com/details_commercial/9233/ - twinkies

http://www.retrojunk.com/details_commercial/6634/ - diet coke

http://www.retrojunk.com/details_commercial/9640/ - Honda

http://www.retrojunk.com/details_commercial/9527/ - Levis

http://www.retrojunk.com/details_commercial/6161/ - Mercedes

http://www.retrojunk.com/details_commercial/2709/ - Disney

http://www.retrojunk.com/details_commercial/8653/ - Hanes

http://www.retrojunk.com/details_commercial/2151/ - tabasco

Session Three
1. Begin class by showing a five minute segment of ET (the movie). You will need to show the
scene where ET is lured out of the woods with Reese Pieces.
2. Discuss with students the significance of this scene on marketing and advertising. Since the
making of ET, many corporations now pay the film industry to strategically place their product in
their movies. Use the following site to help in the discussion of product placement
http://www.snopes.com/business/market/mandms.asp
3. Utilize one of the following website to discuss other movies that utilized product placement in
obvious ways: http://listverse.com/2008/03/21/top-10-blatant-examples-of-product-
placement-in-movies/ or http://www.viralconversations.com/articles/product-placement-
movies-00724/
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4. Inform students that they will have one week to watch a movie from the last 20 years. It should
not be an animated or nonfiction film. The assignment is to list all of the product placements
that they see in the film and briefly describe how it was used. (Revisit this is one week, with
follow-up discussion on its effectiveness.)

Session Four
1. Hand out television commercial requirements sheet. Read through with class.
2. Allow students to select their partner or partners - no more than 3 per group.
3. Show student sample – see below.
4. The remainder of this class period will be designated for groups to research products that are in
their existing portfolio of companies (this is something I begin at the beginning of the semester).
5. Students must have their product approved by teacher before proceeding to planning phase.

Session Five
1. This day will be a work day for the groups to develop their commercial ideas, writing their
script, as well as planning the production of their commercial.
2. No further class time will be utilized for working on this project.

Session Ten
1. Using the projection system or television, the class will see the commercials of their peers.
They will evaluate them, including their own.
2. I have three sections of this class and I want them to evaluate all of these videos.

Adaptations
Gifted and Talented Students
1. Must include analysis paragraph with product placement exercise. This should include what
they found to be effective and not effective. This should also include a discussion on the
practical business aspects of product placement.

IEP Students
1. Ensure that students have equipment and understanding necessary to complete project.
2. Partner with non-IEP students if necessary.

ESL Students
1. Initial handouts translated into student’s native language.
2. Encourage these students to watch movie in English, but allow them to watch in their native
language if necessary.
3. Commercial must be in English, but may reference or utilize native language without losing
meaning in English.

Student Sample

http://smgilles.edublogs.org/files/2010/10/JONES-Movie-2-14ax1p3.wmv
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Television Commercial Project

Overview: You have been hired by one of the companies in your portfolio to develop an ad
campaign for their newest product. The target group for your advertisement is to be teens-
young adults, ages 18-25. You will begin by creating and producing a 30-60 second television
commercial. This commercial should utilize one of the marketing strategies discussed earlier.
Your commercial should be original, not only to your product, but to the general audience that
you are targeting. You will be graded based on the two rubrics – the teacher rubric and the
peer evaluation rubric. Read through both carefully to ensure that you are meeting all of the
requirements.

Commercial Rubric for Peer Evaluation

Unacceptable, but
CATEGORY Master - 4 Apprentice - 3 Novice - 2 project is complete -1
Marketing Strategy The marketing The marketing The marketing No marketing
strategy utilized is strategy utilized can strategy utilized is strategy was utilized
clear and effective. be determined. difficult to determine. even though the
The teenage target product was
audience was completed.
captured by the ad.
Originality Commercial is Commercial is Commercial is not Commercial appears
original not only for original for the original, but does to mimic another
the product, but has product, but has contain some unique commercial.
clearly unique some elements that elements.
elements compared appear to not be
to all commercials. unique.

Target Audience - Teenagers were Teenagers were the Someone other than Commercial does not
Teenagers: clearly the target target audience and teenagers appear to appear to target
male/female/or both audience and many might have been be the target anyone.
would undoubtedly captured by this ad. audience.
be captured by the Teenagers would see
ad. little appeal to this
product.
Creativity Commercial Commercial Commercial Commercial
demonstrated a high demonstrated a demonstrated some demonstrated little or
level of creativity. It moderate level of level of creativity. It no level of creativity.
was exciting and creativity. It was might have been It was not interesting.
interesting. The interesting. The interesting. The The commercial did
commercial made commercial almost commercial did not not make you want to
you want to buy the made you want to make you want to buy the product.
product. buy the product. buy the product.
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Commercial Rubric for Teacher

Unacceptable, but
CATEGORY Master - 4 Apprentice - 3 Novice - 2 project is complete -1
Marketing Strategy The marketing The marketing The marketing No marketing
strategy utilized is strategy utilized can strategy utilized is strategy was utilized
clear and effective. be determined. difficult to determine. even though the
The teenage target product was
audience was completed.
captured by the ad.
Use of Time The commercial was Used time well, Used time for the Used time poorly for
between 30 and 60 commercial was 5 commercial was 10 the commercial. It
seconds. seconds or less off seconds or less off was more than 10
the 30 – 60 second the 30 – 60 second seconds off the 30
time frame. time frame. -60 second time
frame.

Originality Commercial is Commercial is Commercial is not Commercial appears

original not only for original for the original, but does to mimic another
the product, but has product, but has contain some unique commercial.
clearly unique some elements that elements.
elements compared appear to not be
to all commercials. unique.

Target Audience - Teenagers were Teenagers were the Someone other than Commercial does not
Teenagers: clearly the target target audience and teenagers appear to appear to target
male/female/or both audience and many might have been be the target anyone.
would undoubtedly captured by this ad. audience.
be captured by the Teenagers would see
ad. little appeal to this
product.
Creativity Commercial Commercial Commercial Commercial
demonstrated a high demonstrated a demonstrated some demonstrated little or
level of creativity. It moderate level of level of creativity. It no level of creativity.
was exciting and creativity. It was might have been It was not interesting.
interesting. The interesting. The interesting. The The commercial did
commercial made commercial almost commercial did not not make you want to
you want to buy the made you want to make you want to buy the product.
product. buy the product. buy the product.

Technology Commercial was Commercial was Commercial was Commercial was

emailed to teacher in emailed to teacher or emailed to teacher or emailed to teacher or
a usable format or saved to DVD, CD, or saved to DVD, CD, or saved to DVD, CD, or
properly saved to VHS but was not VHS but was not VHS but was not
compatible DVD, CD, compatible with compatible with compatible with
or VHS by the due school equipment. school equipment. school equipment.
date given. Compatible format Compatible format Compatible format
was one day late. was two days late. was three days late.
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References

Abilock, D. (2010). 21st century literacies, Retrieved from http://noodletools.com/debbie/literacies/

Cable in the classroom (2010). Retrieved from http://www.ciconline.org/media-smart

Jacobs, H. H. (2010). Curriculum 21: essential education for a changing world.  Alexandria, VA: ASCD

Reich, Justin, Daccord, Thomas. (2008) The Best Ideas for Teaching with Technology: A Practical Guide
for Teachers, By Teachers. Armonk, N.Y.: M.E.Sharpe. 

Salcedo (2005). Storyboard rubric, retrieved from http://teachnet-

lab.org/motthallschool/asalcedo/marketing/CommercialRubric.htm

Toupal (2008). Why did I buy that?, Retrieved from http://kb048.k12.sd.us/UOP.htm