Publication Marketing Presentations
In this lesson, students will present two of the products they created during Unit 3: Publication Marketing, and students will share their work with their classmates, receive feedback and defend their decisions
This single-day lesson is the culminating activity for Unit 3: Publication Marketing, to be given the day before the test. For the first half of the unit, students learned about publication marketing principles. During the second half of the unit, students created four products to demonstrate their learning: an advertising brochure, a fundraising pitch, a yearbook sales plan and a publication distribution process plan. This class period is devoted to them presenting two of their creations to their classmates in a 5-10 minute presentation. They must discuss what they created and why, how it demonstrates their learning, and how it links to the Market Research Survey they conducted during Unit 2: Audience Interaction. Thus, these presentations can be viewed as a summative performance assessment.
- Students will demonstrate understanding of sales and marketing principles as discussed throughout the unit.
- Students will effectively select their best products to showcase to their classmates.
- Students will work together to plan and effectively execute a group presentation.
- Students will explain and evaluate their decisions in speaking and in writing, showing how they have effectively developed publication marketing materials that reflect the principles discussed in class as well as the results from their Market Research Surveys.
- Students will connect their products to their Market Research Surveys, presenting clear links between their audience’s preferences and their plans.
- Students will evaluate the depth of their own learning, considering how closely they met the requirements of each product-based assignment.
Common Core State Standards
|CCSS.ELA-Literacy.SL.9-10.4||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|CCSS.ELA-Literacy.W.9-10.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|CCSS.ELA-Literacy.L.9-10.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|CCSS.ELA-Literacy.L.9-10.2||Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.|
|CCSS.ELA-Literacy.L.9-10.3||Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.|
Partnership for 21st Century Skills — Student Outcomes
|Creativity and Innovation||Think creatively|
|Creativity and Innovation||Work creatively with others|
|Creativity and Innovation||Implement innovations|
|Communication and Collaboration||Collaborate with others|
|Media Literacy||Create media products|
|ICT Literacy||Apply technology effectively|
Technological devices (laptop computers, desktop computers, iPad, other tablet, etc.)
Preferred software (Publisher, InDesign, Photoshop, Illustrator, Word, etc.)
1. Review expectations — 5 minutes
Review the evaluation sheets with students, ensuring they understand what they are supposed to do during the presentations and that they understand how they will be graded.
2. Presentation order — 5 minutes
Determine an order for the presentations. Some suggestions:
- Count the number of possible presentation groups. Write these numbers on the board. Invite student groups to write their names in the presentation spots until each presentation spot has been filled.
- Invite one member from each group to pick a slip of paper at random. Each slip should have a presentation number on it.
- Take volunteers at first. After this, select groups at random.
3. Presentations — remainder of class
Proceed in order, reminding students to evaluate their classmates and completing an evaluation for each group as they present. Given time, allow students to ask questions.
4. Collect evaluation sheets and give students the remaining time to study for the Unit 3: Publication Marketing Test or complete any products that were not yet turned in.