Lesson Plan

Lesson 4 of 8

Subject/Grade Level: Accounting/10-12

2015

Date: June 12th,

Topic: Visual Literacy in marketing and advertising

Dagley

Student: Ben

Content Standards & Correlating lesson objectives

ACLR Standards
Standard Three: The visually literate student interprets and analyzes the
meanings of images and visual media
Students will analyze magazine advertisements to determine target
audience, message, and relativity to subject
Standard Four: The visually literate student evaluates images and their sources
Students will deconstruct the image to determine what magazine genre the
advertisement would be placed in.
National Business Education Standards
Marketing IV: The marketing mix: Analyze the elements of the marketing mix,
their interrelationships, and how they are used in the marketing process
Assessment(s): Formative assessment will be given as observation and critique of
student brainstorming process. Teacher will guide the students towards possible
topics and advertisement ideas in order to ensure compliance with assignment
parameters.
Consideration of Technology Use:
This lesson could have integrated technology, but it was not considered to
be an effective pedagogical choice for this content.
This lesson integrates technology as an effective pedagogical choice for this
content. It has been integrated in the following way(s): Students will use
personal computers and the internet to research ideas and images/videos to
use in their presentations. Teacher will use computer lab management
software to keep a close eye on use of the internet.

Meeting all Learners Needs:

Description of students
(how many students, gender, unique needs
or characteristics)
Learners with special
needs

TAG learners

ESOL learners

Other

Adaptations required to meet learning needs

for this lesson

Student #2 has cerebral palsy and as

This student will have the same access
such has limited motor function. He uses to images and materials but will most
an iPad and has an assistant to aid him in likely not be the one operating the
class.
computer for this portion of the
assignment. He will be required to
contribute through verbal commands.
Students 13 and 17 are identified as TAG These students will be given the option
learners in both reading and writing
to create an advertisement for another
among other things. Student 13 is strong country in order to let them explore
in art while student 17 is a talented
cultural differences and marketing
singer.
approaches.
Students 8, 12, 15, 21, and 22 are all
No accommodations necessary for this
ESOL students who function at a level 3. portion of the unit.
Few accommodations are needed in
normal classroom work.

Student #20 is a Japanese exchange

student who speaks, reads, and writes
fluent English.

No accommodations will be necessary

but consideration must be given to
cultural context when images are
analyzed. I will try and encourage
cultural sharing if this student is
comfortable sharing information so
that students can learn from a direct
source about cultural differences.

Materials Needed:
Teacher: iPad for monitoring internet use.
Students: Personal computers, pen/paper
Lesson Opener: This lesson will open with a brief review over the introduction
materials from the first unit lesson and questions from students. Then the teacher
will assign pre-determined groups that were selected to try and spread creative
students about the room.

Summary of Lesson
What will teacher do?
Teacher will open lesson as
described above
Teacher will facilitate internet
research of images and videos
and help guide students into
outlines for their advertisements

What will students do?

Students will form groups to
begin their concept outline and
internet research
Students will work the rest of the
period on their project

Closure: The lesson will close with the student groups posting their advertisement
concept to a Google Doc so the teacher can ensure no one is doing the same thing.