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Promoting & Selling Stage 5 Commerce Lesson Plan

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on 13 May 2015

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Transcript of Promoting & Selling Stage 5 Commerce Lesson Plan

Commerce Lesson Plan
Stage 5

The selling process
Stage 5,Year 9 Elective
40 minutes.

Applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts.

Researches and assesses commercial and legal information using a variety of sources

Explains commercial and legal information using a variety of forms

Works independently and collaboratively to meet individual and collective goals within specified timelines

Syllabus Outcomes:
- Be equipped with knowledge of the meaning, focus, and purpose of product promotion.
- Recognise the range of promotional strategies that businesses selectively use to promote a certain product.
- Comprehend the categorisation of promotional strategies into the promotional mix
- Acquire the skills to evaluate the effectiveness of various promotional strategies by examining strengths and weaknesses
- Discuss the influence of gender on promotional strategies
- Independently apply knowledge and understanding into a practical and personal project

Lesson Outcomes
The selling process

Next lesson, partners will present for 1-2 minutes.

In pairs, use your imagination to design and promote a new product:

Display a description of the product, name, price, logo, packaging.
Include as many promotional strategies as you think are suitable.
Use informative and/or persuasive language to advertise and sell the product to us.

You may choose one of the following mediums:

A PowerPoint presentation (1-2 slides)
A short video (1 minute)
Other multimedia software e.g. prezi



Option 2 Promoting and Selling

Extension/Enrichment/ Homework
Focus area:
Topic:
Class:
Time:
5.7
5.8
5.9
5.1
Students learn about:



Students learn to
- Product promotion strategies


- Identify the range of strategies used to promote products.

- Discuss the role of gender in product promotion
Assessment
Resources
Teaching
&
Learning
strategies
Activity 1
Gather content on
PowerPoint slides
Promotional
mix
Exploring the
Promotional Mix

- Quickly review previous lesson, linking it into today's lesson.
- Briefly introduce lesson topic & focus

- View introductory video: Microsoft Surface - Commercial, October 2012) as a basis for a short class brainstorm examining student understandings of the meaning, focus and purpose of “product promotion”.

Wireless computers (if available) or a computer room to be booked
Multimedia software including PowerPoint and Prezi.
Internet connection to view the introdctory audio-visual source and browse/search Google.
White board markers
Paper copy of the power-point presentation, allowing space for further note taking.
Worksheet containing promotional mix content.
Activate students'
background & prior knowledge:
5 minutes
Substantiate student's knowledge by providing:
Straightforward/concise definition and purpose of promotion
Central role of branding in promotion
Distinction between informative/persuasive promotional language.
Range of promotional strategies
10 minutes
Activity 2
ADVERTISING
PUBLICITY &
PUBLIC RELATIONS
PERSONAL
SELLING
BELOW-THE-LINE
PROMOTIONS
Multiple students are chosen to take turns reading aloud a paragraph of the worksheet which explains one of the elements of the promotional mix along with an outline of the subcategories. Meanwhile, teacher projects images of examples that accompany the descriptions being read, thereby accommodating for visual learners.
Activity 3
5 minutes
6 minutes
Activity 4
Divide class into approximately 6 groups made up of 4 students. Allocate:
Groups 1 & 2: advertising
Groups 3& 4: below-the-line promotions
Group 5: personal selling relations.
Group 6: publicity & public

(1) Individually, students browse the internet to identify 2 examples of products/brands that uses a particular promotional strategy subcategory.
(2) Collaboratively, groups examine the effectiveness of each promotional strategy , searching for advantages and disadvantages.

(3) Benefits and limitations of promotional strategies broadly communicated and summarised in a quick whole-class overview.

5 minutes
6 minutes
5 minutes
By the end of the lesson, students are expected to:
Shift discussion to examine gender roles in promotion strategies.
4 minutes
(1) Use of traditionally stereotypical images of men and women roles
(2) Over-emphasis of sexual themes and connotations to sell products

Are such forms of promotion appropriate/ acceptable or should they be critcised and shifted?
- Informal:
Monitor contribution of opinions and ideas to group an whole class discussions.
Noise during individual work time.
Note-taking.

- Formal:
Homework requiring application of theoretical knowledge.
References
Board of Studies NSW. (2003). Commerce 7 – 10 Syllabus. Retrieved
February 13, 2012 from:
http://www.boardofstudies.nsw.edu.au/syllabus_sc/commerce.html

Botha, J. & Bothma, C. and Brink, A. (2006) Introduction To Marketing (3rd edn.). Juta and Company Ltd,

Chapman, S. (2012). New Concepts in Commerce (3rd edn.). Australia: Jacaranda Wiley

Harper, G. et al. (2005). Commerce in Action book 1. N.S.W: McGraw-Hill Australia Pty Ltd

Parker, Brian (2009). Commerce for Australian Citizens: Student book (2nd edn.) Macmillan Education AU.

Waller, D & Elliot, G. (2010). Marketing, 2nd edition. John Wiley and Sons, Queensland, Australia.

SELLING & PROMOTING
Full transcript