LONG RANGE PLANNER FOR 2007-2008 SCHOOL YEAR Principles of Marketing Lisa Hurt

WK. CORE CONTENT/CONCEPT ACTIVITIES /INSTRUCTION ASSESSMENT RESOURCES

1 What will the student learn?

Major or new focus of core content listed; number and statement. Minor or repetitions of core content use parenthesis and list core content number only.

Marketing Functions and basics

PL-H-4.4.3 Team skills (e.g., identify goals, use listening skills, follow directions, communicate orally, cooperate with others, ask questions about tasks, use problem- solving skills, use conflict resolution and mediation skills) are important in f

SS-H-3.2.3 Individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize profit, workers try to maximize income, savers and investors try to maximize return).SS-H-3.3.3 The level of competition in a market is largely determined by the number of buyers and sellers.

How will they learn the content?

Day or Date

Day 1: Class expectations, folders, rules, overview of Principles of Marketing. Do activity where I hold out a dollar or a candy bar and say, who wants this for free until someone takes the initiative to comes and gets it. Remind him or her that if they see something in life that you want, don’t just sit back and wait for someone to give it to you. Go get it.Day 2/3/4/5Introduce DECA, background, purposes and opportunities for competitive events.Create “Me” folders for all class assignments. Assign Me Boxes where they bring in a box of items that represent themselves.Have students take “Identify Multiple Intelligences Assessment”.Decision making stepsDo the Smart Marketing test online http://www.cramersweeney.com/smartmarketing.html to introduce Marketing and branding.Begin marketing terms scrapbook where they find pictures to illustrate a marketing term. Include definition and an explanation of how the picture fits it. (See teaching ideas folder for terms)Identify functions of marketing and types of utility. (ME Chapter 1) Use laminated

How will the students demonstrate what they have learned?

List specific assessments for the week.

Evaluate postersGrade worksheetsQuiz over key terms and types of functions, utility and marketing mix components

Specific resources and/ or materials used this week. . Textbooks Websites Reference books Computer programs Journals/mags Articles Short stories Novels/ Plays Music Video clips Instructional games Worksheets Labs/Slides Presentations Other

Fun with Marketing (Campus Chaos)MB Lap pg 37, 38

Marketing Essentials Chpt 1 pg 5-8, 21-25Base Line Service Mix CD rom

Marketing Essentials workbookMarketing Skills Standards pg 59Marketing Principles and Practices: pg 8,99-13Supplies needed:Play money5 block templates, 5 copies of supplies list, 5 rolls of tape, 50 pieces of paper9 poster boards (½ sheets)magazines and scissors, rulers, pencilsBassline Oldies but Goodies FunctionsOutside THE BOX pg 64BA Lap 11 (Always New file)EC Lap 19 Strictly Business

pages from The Box for functions and utility typesUse Lap MK-01 Work the Big Six about Marketing Functions. Do worksheet, Name that Function pg. 33Have them do an online search for information about their assigned function. See http://www.Mark-ED.org/online/impact.htm for links and an assignment. Discuss types of business activities and how they are interrelated (EC Lap 19 – Strictly Business) Have students do Put it Together pg 28 worksheet.Refer to EC Lap 13,Use It for info about Utility. Maybe do Music to My Ears activity and do Attitude Adjustment.Refer to section 3 of The Marketing WebDo parent survey of a fad that failed

Create posters in small groups illustrating the functions or Obtain publications (e.g., magazines, newspapers, trade journals, etc.) that contain pictures or articles about marketing. Create a booklet depicting each of the marketing functions. Types of Utility (Bassline CD functions)Explain the 5 types of utility and the 4 elements of the marketing mix Writing assignment: Do Skills Standards Scenario pg SS 5 in Business and Marketing Education Assessment HandbookUse Lap IM 07:Pick The Mix. Discuss the Gray Zone. Have students divide into groups of 3 or 4 and give them handout pg 36 Beat This! (IM Lap 07) (Use student copies of Lap)Explain the difference in the marketing concept and marketing myopia. (ME

Chapter 2) Use Lap BA11, Have It Your Way to discuss the marketing concept. May do activity on page 27, Marketing Anywhere.Tell the widget story to illustrate the marketing concept-- Do Block Party activity (Fun/Mktg pg 5)Day 6-9Discuss the 4 P’s of the Marketing mix.Consider doing New Product Development as we talk about each P in the mix. Refer to page 64 of THE BOXDo worksheet pg 10 in ME workbookDo all Mixed Up Activity: (Fun/Mktg pg 9)Use The Marketing Web: Business (unit 2)Could use activity #28 in 61 Cooperative Learning Activities that has students play SPUD, Spell, Pronounce, Understand, and Define the terms from this unit.If time allows, do Era Project where students select a time period and research what happened in that era and the impact it had. See Activities Notebook (Kevin Schell- Fl). Include interviews from someone from that decade.

2 EconomicsSS-H-3.1.1 Scarcity of resources necessitates choices at both the personal and societal levels.

SS-H-3.3.1 Numerous factors influence the supply and demand for products (e.g., supply - technology, cost of inputs, number of sellers; demand - income, price of similar products, consumers' preferences).SS-H-3.2.1 Economic systems can be evaluated by their abilities to achieve broad social goals much as freedom,

Day 10/11Designate the differences between economic systems and the types of resources available to countries (use The Marketing Web by Custom Resources) Do Economics Quiz as study guide (unit 2)Complete the Differences between Economic Systems worksheet (Marketing Web)Do Decision-Making activity –pg 7-14 of

Kingdom of Mocha quizGrade differences worksheetGrade study guidesEconomics Test

The Marketing Web (Custom Resources)

Marketing Skills Standards pg 53, 55, 57EC Lap 10, pg 35 orally and pg 38 on own paper

efficiency, equity, security, and growth.

SS-H-3.3.3 The level of competition in a market is largely determined by the number of buyers and sellers.

SS-H-3.3.4 Laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States.

SS-H-3.4.4 The interdependence of personal, national, and international economic activity often results in international issues and concerns (e.g., natural resource dependencies, economic sanctions, environmental and humanitarian issues).

Economics in Action workbook and then decide which economic system is more like the way they made their decision.Day 12/13/14Discuss why people trade. Use Economics in Action workbook. Do trading activity on pg 1-5 (either bring an item in a paper bag for each student or have them bring something they wish to trade)Use materials from Financial Literacy CD (printed copy in notebook) What Economics is about sectionExplain supply and demand, scarcity Use EC Lap 11, It’s the Law (supply and demand) consider doing individual activity 1 or group activity 2.Use Free Enterprise system: supply and demand info sheets (Marketing Web)Do activity Lesson 4 Property Rights in a market Economy from Economics in Action workbook (will need paperclips and penny candy)To show the role of government in a market economy do Lesson 5 in Economics in Action pg 29-39Consider using Lesson 10, The circular Flow of Economic Activity pgs 85-97 in Economics in Action workbookSee if using Lesson 13, Comparative Advantage and Trade in a Global Economy from the Economics in Action workbook will workExamine characteristics of the Private Enterprise System. EC Lap 15 People Power, (activity 2 group)Show Return to Mocha VideoDay 15-18Competition: Ready Set, Compete EC Lap 8 – Do Name That Competition (price, non-price, direct and indirect) pg 30,

Global Visions Unit 3 , use overhead in packet to do “Where to Invest $30 Million”EC Lap 14 pg 33 orallyEC Lap 6, 9,11,15EC Lap 4 Beyond USwww.ecomomicsamerica.org/ecomedlink/index.htmlDo Activity Genie in a Bottle pg 11 (Fun w/ marketing)*Marketing Essentials p 5, 393 thru 398*Introduction to Business*Our Business & Econ World (Glencoe) p 299 thru 309, 624 thru 625*Business Principles & Mgmt 10th Edition (Southwestern) p 35 thru 36, 69, 70*www.QuickStudy.com*Economics 4th Edition, p 113, 333 thru 334, 346 thru 355, 452 thru 455, 713, 736 thru 752,*Jr. Achievement Inc. Economics 169, 170*Video A13*E13 Marketing Practices & Principles (Glencoe) p 5, 113 thru 116, 253 thru 260Marketing Standards pg 65, 67, 69, Marketing Essentials:Chpt. 3, pg 31, Chpt 4, pg 47-49Marketing Principles and Practices Chpt 2Bassline Funky EconomicsBassline Marketing Mix JazzMarketing madness Economics game (Extreme Ecomonics installed on desktop)

Play the Plane Game (using paper, and play money) pg 33,34 to teach productivity (EC LAP 13 or 18) Give examples of elasticity of demand vs. inelastic demand Discuss Imports and Exports using EC Lap 4 Beyond US (use Always New subscription for power point etc.) An option for portfolio writing topics is included on pg 29 of teachers guide of EC Lap 4

Do activity: Lets Go Shopping (Fun/Entrep. Pg 21Ask about Activity in Skills standards, pg 61 – electric cars EC lap 11 pg 38 orallyEC Lap 12 (make overhead of pg 33, use questions on pg 29)Day 19Play Economic Feud EC Lap 17 pg 41-43Day20: Invite Bob Flynn – photographer to speak about traveling to China, Brazil etc.

Day 21:Play Concentrate on Economics as review for test (found in The Marketing Web)Day 22: Take Economics Unit TestCan use Extreme Economics from Marketing Madness installed on C drive/desktop

3 Business Activities and Strategies

SS-H-3.2.1 Economic systems can be evaluated by their abilities to achieve broad social goals much as freedom, efficiency, equity, security, and growth.SS-H-3.3.1 Numerous factors influence the supply

Day 23: Go over the steps of receiving. Respond to Skills Standards Scenario pg SS 8 of Business and Marketing Education Assessment Handbook.Identify factors that affect the priceExplain the concept of competition and

Evaluate ads, Grade examples listEvaluate report forms for each of the

Marketing Skills Standards pg 71, EC Lap 2, Marketing Essentials pg 31, 33, 35Marketing Principles and Practices pg 20, 271-272

and demand for products (e.g., supply - technology, cost of inputs, number of sellers; demand - income, price of similar products, consumers' preferences

SS-H-3.3.3 The level of competition in a market is largely determined by the number of buyers and sellers..

identify price vs. nonprice. Clip ads from newspapers and magazines as examples of each.Identify profit terms Day 24:Identify business risks Mkt SS pg 73, EC Lap 3 Do activity worksheet pg 71 Fun/MktgDay 25-28Identify types of businesses: Extractors, Manufacturers, wholesalers, retailers, services businesses. Using directory, find examples of each.Do Buyers and Sellers activityDay 29-31Identify types of channels of distributionDiscuss depth of distribution, types – exclusive, selective, mass, DS 1 Lap pg 39Refer to Marketing Web section 6 check into playing place jeopardyPlay distribution game with egg and gutter, glove, towel, etcDo Get A Move On activity with salt, straws spoons and cups (pg35 Fun/Mktg)Use Dynamite Distribution program on computer for reviewOptional Activities:--Given a list of businesses and their products, diagram the channels of distribution that would be used..--Prepare a bulletin board/visual depicting distribution activities or Do How’d this Get Here activity pg 58 of THE BOXTry activity From Creator to Customer from pg 60 of THE BOX--Select one of the following topics, and write a description of the evolution of its distribution: oranges, ice cream, milk, CD players, computers, furniture, or seafood.

business types Fun/Marketing pg 71EC Lap 3Marketing Skills standards pg 73,75Dynamite Distribution programBuyers and Sellers Report Forms (in files)Use Marketing Madness computer program for quiz gameThe Marketing Web Chapter 6Business and Marketing Education Assessment Handbook

Share the information with class.--

4 Communications PL-H-1.1.1 There are behaviors (e.g., constructive communication; fulfilling commitments; cooperation; demonstrating healthy ways to express needs, wants, feelings) that show respect and responsibility to self and others.PL-H-1.1.2 Conflict-resolution strategies and the analysis of causes of conflict in families, schools, and communities may bring about peaceful conclusions.PL-H-1.1.3 Individuals need to understand changes in roles, responsibilities, and skills needed to effectively work in groups throughout life.WR-E-1.4 Transactive Writing

W-H-6.1.1The writer establishes and maintains a focused purpose to communicate with an audience by narrowing the topic to establish a focus

W-H-6.1.1The writer establishes and maintains a focused purpose to communicate with an audience by narrowing the topic to establish a focusRD-H-x.0.7 Formulate opinions in response to a reading passage.

Day 32/33: Demonstrate how non verbal communication can affect messagesDiscuss the importance of effective listening skills. Do listening activity in Communications Skills bookRefer to Top 10 tips for Developing a Listening Attitude (Career Solutions E-Lessons)Day 34:Identify barriers to effective communication and how to overcome them. Do activity with Peanut Butter Discuss the importance of using proper grammar and vocabularyDay 35: Addressing people properly: customers, employers etc.Handle telephone calls properlyDo role plays of handling a phone call at workDay 36:Persuade others, do activity in Fun/Marketing series (Team Building)Day 37-38: Making an oral presentationDo Speak Up activity from pg 41 of 50+ activities where the students do an impromptu speech after selecting a topic from 3 cards. Day 39-41:Explain the nature of written communication. Do writing activity in Applied Writing Activity Generator (Summer Order and An Order That Flopped)Marketing Essentials pg 53/54

Evaluate worksheetsEvaluate written assignments

*See Ky Marketing Education Standards pg105, 107, 108, 110, 111, 114 for more resources*Lap MM-54*Marketing Essentials, 2nd Edition, Chapter 9, Pg 120-132*Complete Communication Skills Activities Kit, The Center for Applied Research in EducationFun/Entrepreneurship pg 67 and 69Marketing Skills Standards pg 105, 108, 110,111,112,113Marketing Essentials pg 151-157Fun Team Building pg 19 (Convince Me if You Can)Fun Team Building pg 27 (Silly Subjects)Written: Marketing Essentials pg 129-131 Skills Standards pg 115,116.118,120,121

5 Human RelationsPL-H. 4.3.1Employers look for employees who have positive

Days: 42 – 52Activity Options:--Identify examples of positive customer relations that have been encountered in marketing. Participate in a small-group

Test over human relations skills

*Principles of Marketing Curriculum, pp 5-152MARK-ED LAPS *HR 32 - Customer Service

work habits and a good work ethic, (e.g. positive attitude, initiative, punctuality, communication skills)PL-H. 4.43Team Skills, (e.g. identify goals, use listening skills, follow directions, communication, cooperation, ask questions, use problem solving and conflict resolution and mediation skills)SS-H 2.42Compromise and cooperation and characteristics that may influence social interactions

role-play situation in which the group demonstrates one of the positive customer situations identified by the class. Present the role play to the class. --Identify different types of difficult customers (HR 21)--Students play "Complaint Bingo" (HR 23)--Students will give examples of questions customers may ask at work, at a school-based enterprise, or at a school activity--Analyze your job in the business community or school-based enterprise to identify ways that you could exhibit a customer-service mindset. Present your ideas--Identify examples of positive customer relations that have been encountered in marketing. Participate in a small-group role-play situation in which the group demonstrate one of the positive customer situations identified by the class. Present the role-play to the class.

Mindset*HR 23 - Handling Customer Complaints*HR 21 - Handling Difficult Customers*Marketing Essentials, 2nd Edition, pp. 152, 166, 237-238*Marketing Essentials, 3rd Edition, Ch. 10*KY Marketing Education Standards - 112, 113,118, 126, 127, 128, 129, 137, 138, 140, 141-153

6 Selling

SS-H-3.2.3Individual attempt to maximize their profit based on their role in the economy.SS-H-3.3.1Factors influence the supply and demand for productsSS-H-3.3.2Specific financial and non-financial incentives often influence individuals differently (e.g. discount, sales promotions, trends)SS-H-3.3.3The level of competition in a market is largely determined by the number of buyer and sellersPL-H-3.1.1

Day 53-64 Describe the purpose of sellingUse SE Lap 117, do Sell Away Definitions activity*Acquire product information for use in selling (bring in product info)*Address needs of individual personalities Use SE lap 109 What’s the Motive. Do Net Motives pg 26 in teams on the computer. *Use buying motives as basis of sales presentation (Do activity in Applied Writing like Catching the Customer or Buying Motives)Have the students make purchasing decisions to “buy” the following items for the following people and give reasons and resources and prices. A pizza, a magazine subscription and a automobile for the US

Evaluate student sales scriptsEvaluate role play participationTest over steps of selling

Kentucky Marketing Education Skills Standards Pg. 423, 430, 433-466TrainingResourceOne, Selling U, by Greg GlandonSelling Process Powerpoint SE 126MARK-ED LAPS SE 101, SE 102, SE103SE 111, SE 113, SE114SE117, SE129Marketing Essentials, 2nd EditionChapters 11-12, pp.150-171, Chapters 13-16, pp.174-215, Chapters 18, pp. 228-241Marketing Essentials, 3rd

The use of strategies and techniques for evaluating various forms of consumer information that contributes to wise purchases.

president, themselves, a celebrity of their choice and me.*Explain the selling processSelling Ethics, SE Lap 129, look at doing Problem or No Problem pg 32 or Ethical Selection pg 35 in Teaching guide*Open the sales presentationRole play approaches*Questions for information role play questioning techniques*Suggest product substitutions*Demonstrate product.Demonstrate feature-benefit selling.Demonstrate closing the sale and give examples of proper departure and follow up techniques.Watch Door to Door Video and answer questions on worksheetWrite scripts for a sales presentation using all of the steps.

EditionChapters 12, 13, 14, 15 pp.210-295, National Retail Federation, Retail Smarts Workbooks, workbooks 1-8Use Marketing Madness program for quiz gameDoor to Door video

7 Marketing Math

MA-HS-1.3.2

apply sequences to solve real-world problems.MA-HS-1.3.1Students will solve real-world and mathematical problems to specified accuracy levels by simplifying expressions with real numbers involving addition, subtraction, multiplication, division, absolute value, integer exponents, roots (square, cube) and factorials. MA-HS-1.4.1Students will apply ratios, percents and proportional reasoning to solve real-world problems (e.g., those involving slope and rate, percent of increase and decrease) and will explain how slope determines a rate of change in linear functions representing real-world problems.

Day 65-72Complete marketing math study guide with formulas and examplesStudents will solve problems dealing with discounts, invoice terms, percentages, markups, and markdowns.Students will calculate problems with various types of discounts. Students will learn the proper way to count back changeStudents will learn how to do a reconciliation report.Have students divide into groups to play Discount (from Custom Resources). Do worksheets from Teacher’s Resource CD.Have students play #31, Business Math Relays from 61 Cooperative Learning Activities

Evaluate math worksheets on each area. Test students on giving back change individuallyMarketing math test

Marketing Math (Stull)Marketing Essentials Math workbookSouthwestern, Marketing Essential & Math SkillsFun with MathApplied Math Digital Workbook (green disc)Cyber Snacks: Math at Work (CD Rom)Basic Business MathDiscount game(Custom Resources)

8 Career ExplorationWR-E-1.4 Transactive Writing

PL-H-4.1.1 - Career Planning has an impact on future physical, mental, and emotional well being.

PL-H-4.2.1 - Short and long term career goals should be based on individual interest, abilities, and postsecondary opportunities.

PL-H-4.2.3 - The advantages and disadvantages of jobs and careers in various occupational areas should be evaluated.

PL-H-4.3.1 - Employees look for employees who have positive work habits and a good work ethic

PL-H-4.3.2 - Work habits/ethics can impact the success of a group.

PL-H-4.41 - Life long earning potential, job options related to educational warning.

PL-H-4.42 - Changes in technology impact what employees do in various jobs.

SS-H-3.4.1 An entrepreneur is a person who organizes and manages a business and/or enterprise usually with considerable initiative and risk.

Day 73-78Use “Your Career Search: Taking the First Step” video and quizzes about personality types, abilities and preferencesLook at Career Interest Checklist pg 23.. in MediaPro Real Life 101 (The Holland Code) As a part of discovering aptitudes, use Multimedia Aptitude Skills Inventory. Refer to packet. (Since there is only one, have others use internet for other stations and take turns)Have students do Lesson 15, Activity 3 in Learning from the Market notebook, Is Education a Good InvestmentRefer to Bridges, Making the Transition from School to Work. Activity 11, 13, - work values 31,32 etc. Use Fun and Games in Workplace Learning pg 79, activity 6 Bushfire values to determine what they value if there were a fire or flood coming.Use Fun and Games in Workplace Learning pg 90, activity 9 the Me Tree to identify skills and strengths of each student.Identify individual work habits/ethics (individual/team skills, confidentiality, problem solving, punctuality, self-discipline) and explain their importance in the workplace. Discuss various opportunities for careers in the Marketing/Business field. See Go For It, Lap PD 15Use chart in Inside –Outside THE BOX pg 39 for students to do research on specific careers or look at Career Project Assignment Info sheet on pg 30-31 of MediaPro Real Life 101

Use scoring rubric to grade portfolio writings.

Occupational Outlook Handbook or onlineCareer books in classroomMarketing EssentialsInside-Outside THE BOX pg 38Discover What You Are Best AtPathfinderOccupational Outlook Handbook ActivitiesSkills Standards pg 191-197The Big Book of Jobs www.bls.govGo For It, Careers in Business Lap PD 15

Careers in MarketingSee Library for Careers and Common Mistakes people make in Interviews. Also, Do What You Are: Discover the Perfect Career for You Through the Secrets of Personality TypeMedia Pro Real Life 101 Cool Career PlanningFun and Games in Workplace Learning(with reference books in office

Research a particular career of interestWriting a transactional piece about the career of choice (in Marketing). (See SS pg 195 for list to incorporate into writing)See Big Book of Jobs, Careers in Marketing and Occ. Outlook Handbook, www.bls.gov and go to OOH to look up career info.Do Visualize your future activity www.entre-ed.org/vis-act.htm where they close their eyes and pictures themselves 10 years from now and what they see when they go to their closet, their breakfast table, their workplace and what they are doing and how they feel about it.Determine a career that matches student’s abilities, aptitudes and interests.Identify fastest growing careers and outlook of those of interestClose your eyes and picture yourself in 10 years and in 20 what do you see. If it is what you like how do you get there. If not plan not to fail.To review, use Cool Career Planning program on computer (can print out study guide if needed)

9 Employability Skills

PL-H-4.5.1 A career portfolio should include: ??self-assessment of interests, aptitudes, and abilities ??a resumé ??letters of reference ??certifications of training ??samples of work

PL-H-4.5.2 The following skills are needed to seek, obtain, maintain, and change jobs/careers and postsecondary opportunities: ??continuing a job search ??writing a letter of application ??completing an application ??securing a letter of reference

Day 79-90Wear business attire to school on the date scheduled by your instructor. Discuss your professional appearance with a team of students, discussing the strengths and areas needing improvement.Refer to Fashion Marketing (Glencoe) Chapter 14 (case study, hot property)Complete worksheet called Dream Job where students create their dream job by answering questions about their favorite activities, subjects, what they enjoy, where they want to live and the kind of organization they would most like to

Evaluate resume for content and perfect typing

Evaluate job application after filled out

Grade answers to sample questions

Kentucky Marketing Skill StandardsPage 159, 198-208

Marketing Essentials, 3rd Edition, Chapters 37 & 38, Pgs 686-728 PD Lap 5 Brand MeMarketing Essentials, 2nd Edition, Chapter 3, Pg. 551-563Sample job applicationsJump Start for Job Seekers, Workbook 3

work. Then have them write the ad that describes the job (like the ones on www.monster.com , www.jobsearch.com , www.careermosaic.com Use PD Lap 5 Brand Me. Have students do individual activities on pgs 30, 32.Play personal Appearance Jeopardy, pg 33,34 of PD Lap 5Read the classified ads for business employment opportunities in your local newspaper. Cut and glue the ads that sound interesting to you on a poster board to create a collage, and share it with the class.Use Survival Skills in the World of Work (copied pages) for info and worksheets on the application process, interview questions and employment tests and form.Obtain samples of job application forms from local businesses and share samples with the class. Have students complete a job application form.Write letter of ApplicationReview sample resumes to identify errors (create one with lots of errors and see if they can identify all of the errors.. Indicated needed corrections on the resumes.Discuss the GNAP formula; show how to make the most of your first 10 seconds. Practice shaking hands, show them some humorous ways to shake hands that aren’t professional like the Play-station Salesperson, The Dead Fish, the Lumberjack, The Crazy Glue salesperson pg 7 of 50+ gamesChoosing a Career worksheet (lesson 39 Clothing/Fashion merchandising Section VI)Do Activity called The New Improved Me

Test over interviewing and other employability skillsIf mock interviewed, evaluated skillsEvaluate Letter of Application and Follow- Up Letter

Skills to Last a Lifetime (Rena Buchanan)Fun With Marketing Yourselfwww.keirsey.comwww.personalitytype.com

from Fun With Marketing pg 41 where the student asks themselves questions like What market are you trying to reach, what image would you like to portray? What is your most important feature? How will this help the company? What extras do you have that will benefit the company? Create a slogan describing your most valuable asset. Draw a symbol that best represents you.Discuss appropriate dress for interview and on the jobRefer to interview tips in MediaPro Real Life 101 pg 41… and do interviewing activity where you decide Have students play Interview Challenge board game (in wall cabinet)Participate in a mock job interview if can be arrangedWrite follow up letter.After finishing unit, as a review for the test, use Reinforcer the GameDiscuss what items should be included in a career portfolio. Do open response fromhttp://fmpweb1.jefferson.k12.ky.us/OpenResponseBank (#142) about identifying items that should be placed in a portfolio and how it will benefit you and what it tells the potential employer.

10 Personal Financial Management

PL-H-3.1.5 Consumer decisions have both short- and long-term impacts (e.g., water, air, and land pollution; greenhouse effect) on the environment.PL-H-3.1.1 The use of strategies (e.g., studying advertisements, reading the fine print) and techniques for valuating various forms of consumer information (e.g., products, contracts, leases, warranties) contribute to wise purchases.

PL-H-3.2.1 Financial management practices (e.g.,

Day 91-101Show “Financial Survival” introductory video Identify the steps in the decision making processHave students do activity “4 Corners” pg 15 of NEFE Lesson OneDetermine short term, mid term and long term goals. Figure a target date and how much to save and what to do to achieve these goals. (Use rubric on pg 20 of

Grade goals worksheetBudget worksheetsGrade credit card comparisons

www.consumerjungle.orgHigh School Financial Planning programChoices and DecisionsVideo: Buyer Be Aware Psycho-SellBassline: Bad Credit BluesMoney Math: Lessons for LifeGrocery Cart game (Custom Resources)Bank Account game (Custom

maintaining bank accounts, budgeting, saving, using credit cards wisely, financing large purchases) are methods of achieving short- and long-term goals.PL-H-3.1.2 The cost and accessibility of personal services (e.g., health care, haircuts, auto services, child are) should be analyzed for quality and economyT-H-7.5.1 Students use technology to locate, evaluate, and collect information from a variety of sources.

NEFE)Have students divide into groups and create a presentation that describes how to make good financial decisions. Use activity and rubric on pgs 22-27 of NEFE.Use Quick Study guide for Personal Finance (plastic coated quick reference guide)Use materials from Financial Literacy CD (printed copy in notebook) Money in the Economy, Do Student Checking Account Activity.Do activity Who Wants to Be a Billionaire? (Guidelines from Dave Silvers located in Activities notebook)Track spending for a weekDo activity: Group Juggle on pg 149 of NEFEHave them do Values and Spending exercise on pg 153,155 of NEFE.Budgeting: based on career selected in previous unit, figure incomeUse materials from Financial Literacy CD (printed copy in notebook) Budgeting Lesson

Understand the importance of Pay Yourself First, incorporate into budgetDo budget estimates on the board(show how income and expenses are hard to match).Show Master Your Future Video about budgeting, bankingPlay Grocery Cart and Bank Account games from Custom Resources

Show Budget Basic Presentation from Consumer Jungle, Foundations Activities

Resources)Master Your Future Video

and Surviving Solo from www.consumerjungle.org Discuss The Paycheck from “Career Skills E-lesson and do problems

Create own budget based on incomeSelect home based on percentage of income expected.CREDIT:Compare credit card applicationsUnderstand the dangers of creditWatch video on creditBanking Services: compare banks and their services and feesReconcile a bank statementUse materials from Financial Literacy CD (printed copy in notebook) Credit assignmentConsumerism: Evaluate advertising; find ads that use commonly seen misleading or deceptive or questionable practices.Watch video about consumer fraudUse activity #37 Caveat Emptor: Let the Buyer Beware of 61 Cooperative Learning ActivitiesUse materials from Financial Literacy CD (printed copy in notebook) Consumer Rights and Responsibilities sectionPlay Win< lose or Draw (Pictionary) with terms from this unit. Teams of 3 or 4 with one person (alternating) selecting a card with a term then trying to draw it for the rest of the group to guess within one min. They get a point if they do, the other teams can steal if they can get it right in one guess.

11 Risk Management RD-H-4.0.12 - Interpret the meaning of specialized vocabulary.

Day 102-105 Ask students to identify examples of natural risks, human risks and economic risks that local businesses have experienced.

Quiz over types of business risks and ways to

RM Laps 1-4MP &P pg 521-522

Marketing Essentials, 3rd

SS-H-3.31- Numerous factors influence the supply and demand for products.SS-H-3.33 - The level of competition in a market is largely determined by the number of buyers and sellers.SS-H-3.34 - Laws and government mandates have been adopted to maintain competition in the United States

Do “What’s the Risk” activity sheet pg 33 RM Lap 1

Generate a list of risks encountered by businesses and classify them as pure or speculative.Discuss methods that businesses use to control risks.Cover accident prevention techniques and what to do when an accident occurs and steps for reporting accidents.Have students role-play an accident with injury at the work place and have students evaluate how it was handled. (RM Lap 3)

Identify security problems and suggest appropriate security measures. Complete Security Problem Match Up RM 4 pg 41

Identify and supply needed security measures at a local business or at a school based enterprise. Have students draw a security problem and role-play how to deal with them. Do simulated work station with safety hazards and have students correct problems. RM Lap 2 pg 31. Also, complete Safety Hazards Match Up pg 33

deal with it Edition, Chapter. 34Kentucky Marketing Education Standards, Pgs. 264-279Risk Management Power Point presentation

12 Pricing

SS-H-3.2.3 Individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize profit, workers try to maximize income, savers and investors try to maximize return).

SS-H-3.3.1 Numerous factors influence the supply and demand for products (e.g., supply -

Day 106-109Determine the factors that affect a products price and how the pricing affects product, promotion and place decisions.Determine what technology is used in setting and marking prices.Determine legal considerations for pricingFind articles about company’s that have violated pricing laws.Refer to the Marketing Web section 5, possibly play Price Jeopardy

Quiz over factors and legal considerations of pricing

Pricing Lap 2

Marketing Essentials pg 378-405M P & P pg 272-www.ftc.govPI Lap 1 Psychological PricingThe Marketing Web Unit 5Use Marketing Madness for quiz game reviewPositive Pricing program

technology, cost of inputs, number of sellers; demand - income, price of similar products, consumers' preferences).

SS-H-3.3.2 Specific financial and non-financial incentives often influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions).SS-H-3.3.3 The level of competition in a market is largely determined by the number of buyers and sellers.

SS-H-3.3.4 Laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States.

Use Positive Pricing program on computerAfter discussing pricing strategies, have students design a marketing strategy for bran or certain type of cereal at $1.99 (penetration), $3.60 (competitive) and $29.99 (skimming). Highest point may generate creative ideas like velvet packaging, pink raisins, distribution through Saks Fifth Ave and special delivery with champagne.After learning pricing strategies, have students find ads that are examples and fill out the chart PI Lap 1 pg 23 (put pictures in scrapbook)Play Win< lose or Draw (Pictionary) with terms from this unit. Teams of 3 or 4 with one person (alternating) selecting a card with a term then trying to draw it for the rest of the group to guess within one min. They get a point if they do, the other teams can steal if they can get it right in one guess.

13 Cash RegisterPL-H-4.4.3 Team skills (e.g., identify goals, use listening skills, follow directions, communicate orally, cooperate with others, ask questions about tasks, use problem- solving skills, use conflict resolution and mediation skills) are important in f.T-H-7.3.2 Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.

Day 110-122Explain the steps of ringing up a saleDescribe the function of each key on the cash register.Explain how to detect counterfeit moneyExplain how to determine if a product is taxable or non taxableDemonstrate how to complete special functions such as discounts, returns, paid out, layaway, charge, tax shiftStudents are to use the cash registers in the classroom to complete worksheets with each of the functions listed.Students are to role-play ringing up a sale with fellow students and then are tested by the teacher.To review, consider doing activity #59 in 61 Cooperative Learning Activities, Class

Evaluate worksheets of exercisesPerformance Test using cash registerWritten test over keys, steps and procedures.

Cash RegistersWorksheets with exercises on themMerchandise to ring up

Auction, Have you Earned Enough to Participate

14 Product/Service Management

SS-H-3.2.3 Individuals attempt to maximize their profits based on their role in the economy (e.g., producers try to maximize profit, workers try to maximize income, savers and investors try to maximize return).

technology, cost of inputs, number of sellers; demand - income, price of similar products, SS-H-3.3.1 Numerous factors influence the supply and demand for products (e.g., supply - consumers' preferences).

SS-H-3.3.2 Specific financial and non-financial incentives often influence individuals differently (e.g., discounts, sales promotions, trends, personal convictions).

SS-H-3.3.3 The level of competition in a market is largely determined by the number of buyers and sellers.

SS-H-3.3.4 Laws and government mandates (e.g., anti-trust legislation, tariff policy, regulatory policy) have been adopted to maintain competition in the United States.

SS-H-3.1.3 To make informed choices, consumers must analyze advertisements, consider personal finances (including the importance of savings, investment, and use of credit), and examine opportunity cost.

Day 123 - 127Show video: That’s Marketing, Understanding Consumer Behavior that explains positioning, placement etc. Learn the phases and factors affecting product and service managingActivity: have teams identify a product to put on the market in two years. Determine what the product is, why it is needed who could use it and what steps the team will take in product planning. Also propose product related services that need to be considered. Make recommendations to the class.Watch Packaging, The Science of Temptation videoSee Marketing Web Section 6Consider doing activity4 in Unit 3 of Media Literacy, Thinking Critically About Advertising, called So Many Shampoos.Try a packaging activity called Packaging The Collectible Egg pg 66 in THE BOX where they come up with a package that will promote and protect the egg (then test).

Identify the steps needed to develop and test market a new flavor of Kool-Aid.Using product life cycle, determine which stage a particular product would be in.

Determine the legal requirements for packaging a product for sale.Grades/Standards Scavenger Hunt (SSpg375)Warranties and guarantees- bring in examples and determine which one is which.

Video: That’s Marketing, Understanding Consumer BehaviorProduct Service Planning Lap 5, Lap 8,4,7,3Marketing Essentials: pg 449-454; 395-397; 467-471;475-477;37,65,422,477Marketing An Introduction: pg 239-276;255-257,559;MP & P pg 203-213, 253-261;234-237www.companiesonline.comwww.hoovers.comBassline: Country Product Development CD/MusicThe Marketing Web Unit 6Use Marketing Madness for quiz game reviewThe Box activitiesPackaging, The Science of Temptation video

Consumer protection guidelines necessaryProduct mix: visit company’s website to identify product lines and changes that have been madeBranding – refer to pg 68 in THE BOX about categories of Brand Names ? Do Scrambled Eggs activity pg 37, Fun/ent.When discussing Brand names, marks and characters, do activity where the students take toy creatures (that I or students bring) and use them as the brand character for a well know restaurant. Then have them decide a name for the character, the advertising campaign Theme and Slogan, identify the target market (age, gender, income, ethnic, family life cycle- young single, married w/o children, etc. and geographically). Could even add ads, and ways to use in sales promotions (coupons, contests, premiums) See teaching ideas folder for a better description.

15 PromotionRD-H 4.0.12Interpret the meaning the specialized vocabularyWR-H 1.4Transactive WritingPL.H 3.1.1The use of strategies (studying advertising) and techniques for evaluating various forms of consumer information contribution to wise purchasesPL.H 3.1.4Methods and techniques of advertising exert an influence on consumer choice for products and servicesT-H-7.3.2 Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.

Day 128 -138Activity Options:--Students identify every forms of promotion they are exposed to from the time the students leave home, until they arrive at school. Discuss the types of promotions. PR Lap 4 Know Your Options Do activity pg 26,then do group activity 2 pg 25. Refer to Unit 2, Activity 7 in Media Literacy, Thinking Critically About Advertising. This is about advertising and Maslow’s Hierarchy of Needs. Have students identify products that would fall into each category. Look at Unit 1, Activity 2 Puffery (hype) and Unit 2, activity 3 from Media Literacy….Watch DVD, Business Ethics, Truth in

Test over advantages and disadvantages of advertising media typesEvaluate print advertisementEvaluated broadcast media product

Kentucky Marketing Education Skills Standards Pg. 391-394, 397-420The Marketing Web Unit 4PR Lap 1PR Lap 2PR Lap 3PR Lap 4PR Lap 7Marketing Essentials, 2nd Edition Chapter 19, Pg. 242-254www.lawpublish.comwww.nolo.com/encyclopedia/articles/sb/adrules.htmlwww.smartbiz.com/sbs/columns/nun28.htmwww.smartbiz.com/sbs/

AdvertisingCover information in Promotion Basics www.entre-ed.org/_teach/promotn3.htmThen pick 5-10 different products and determine which method would be best for each product. (Filed in Teacher ideas folder)See Unit 6, Activity6 in Media Literacy, Thinking Critically About Advertisingabout Newspapers versus Magazines. Examine advertising and the internet with Unit 7, activity 4 by seeing how many ads a person sees on the web when surfing.

--Students will be divided into small groups and assigned one of the following promotional objectives: to inform, to persuade and to remind. Focusing on the groups' objectives, the students will write a message accomplishing these objectives. --Collect two examples of each element of the promotional mix. Create a college, identifying each element in the collection. Display the visual in the classroom.--Students will design a promotional piece for local business (e.g. advertisement, direct-mail, coupon, etc.)--Students will suggest appropriate promotional ideas, including each part of the promotional mix, (using results from drink survey completed in Marketing Information Management unitConsider doing promotional campaign for the Marketing Dept. refer to pg 72 of THE BOX--Students will bring in an example of each type of promotion and identify the target market for each.--Play Promotional Media Jeopardy, PR – LAP 3.

columns/num29.htmhttp://home3americanexpress.com/smallbusiness/resources/expanding/copywriting/print.shtmlUse Marketing Madness for quiz game reviewBusiness Ethics, Truth in Advertising DVD

Have students do activity 1 of Unit 6 and or activity 3 in Media Literacy, Thinking Critically About Advertising using ads cut from magazines.Look at Bad Billboards everywhere, Unit 6, activity 5 in Media Literacy, Thinking Critically About Advertising.

16 Marketing Information Management/ RD H-4.0.8Identify essential information needed to accomplish a task.RD H-4.0.9Apply the information contained in practical workplace materialsRD H-4.0.12Interpret the meaning of specialized vocabularyRD H-4.0.13Evaluate clarity of practical/workplace materialsSS H-3.3.1 Numerous factors influence the supply and demand for products.SS H-3.3.3 The level of competition in a market is largely determined by the number of buyers and sellers.PL-H-3.1.1The use of strategies and techniques for evaluating various forms of consumer information that contributes to wise purchases.

MA-H-3.2.1 Students will analyze, interpret results, make decisions, and draw conclusions based on a set of data.

Day 139 -142Activity Options:--Arrange for students to participate in a consumer focus group. Review the types of marketing research questions asked.--Students will bring in a survey to compare the types of questions asked and speculate on the purpose of the survey.--Complete a taste test activity with students and report resultsDo soft drink survey and calculate results to use for Product Development project--Observe how spreadsheet software packages can be used to process marketing information. Have students complete a simple survey with classmates, input data in EXCEL and create a chart.--Students will brainstorm a list of three problems for which a business might use marketing research. Students will identify the problems and write possible research questions pertaining to the problem.

Test over types of MIM sources and ways to obtain, and types of information used in marketing decision making

Marketing Essentials, 2nd EditionChapter 32-33, pp.418-445Marketing Essentials, 3rd EditionChapters 28-29, pp. 503-543Skills Standards: pg 311 - 351Use Marketing Madness for quiz game review

17 Culminating Activity/ Product developmentSS-H-3.2.3 Individuals attempt to maximize their profits based on their role in the economy (e.g.,

Days: 143-148Students are to work in groups to create a product, appropriate packaging, a promotion plan targeted at specific

Using the evaluation form created, have students

Prepared evaluation form, survey results from Marketing Information StudyPosters, computers, own

producers try to maximize profit, workers try to maximize income, savers and investors try to maximize return).PL-H-4.4.3 Team skills (e.g., identify goals, use listening skills, follow directions, communicate orally, cooperate with others, ask questions about tasks, use problem- solving skills, use conflict resolution and mediation skills) are important in f

market. Groups will then present the plan to the rest of the class for evaluation.

and myself evaluate presentations of product plans.

materials.Bassline: Product Development

DECA ( integrated throughout year)PL-H-1.8.3 There are strategies (e.g., setting realistic goals, timeand task management, planning, decision-making processes perseverance) for building success as adults.PLH-1.1.1 There are behaviors (e.g., constructive communication; fulfilling commitments; cooperation; demonstrating healthy ways to express needs, wants, feelings) that show respect and responsibility to self and others.PL-H-1.1.3 Individuals need to understand changes in roles, responsibilities, and skills needed to effectively work in groups throughout life

Days: 149-152 Students will participatein various activities throughout the school year such as competing in events, practicing role plays, and participating in DECA activities which develop civic consciousness, leadership skills and social involvement.

Some DECA projects can be used for classroom assignments others will be evaluated by judges in competition

DECA Guidewww.kydeca.orgwww.deca.orgMarketing Education Resource Center (www.Mark-ED.org)

Final Project Create a scrapbook of Marketing A to Z using items learned, experiences, projects, field trips etc.

END OF SEMESTER