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THINK LITERACY: Cross-Curricular Approaches, Grades 7-12

Writing for a Purpose: Using Templates: Writing a Marketing Plan

Introduction to Marketing Grade 11 (BMI3C): (Marketing Opportunities)

What teachers do

What students do

Before

  • The use of a new product concept is recommended for this project. These concepts should be innovative and reasonable.

  • Make overheads of the Student/Teacher Resource: The Marketing Plan Components and the Student Resource: Marketing Plan Template.

  • Make photocopies and distribute The Marketing Plan Components and Marketing Plan Template.

During

  • Read The Marketing Plan Components aloud; discuss the parts of the marketing plan, the purpose and the payoff.

  • Ask aloud, ”What happens in this paragraph/part of the marketing plan?

  • Elaborate, where necessary, on the components.

  • Ask the students to work in groups of four to deconstruct the example.

  • Engage students in a whole-class discussion following their group work and record responses about what happens in each part of the marketing plan.

  • Distribute the template to students to help them consolidate their understanding of what happens in each part of the marketing plan.

  • Direct the students to use the template to organize the information they have researched and prepared for this assignment.

  • Monitor the students’ work as they begin completing the template.

After

  • Give direction for the peer-editing process outlined on p. 132 or use Proof Reading Without Partners, p. 136 of Think Literacy Cross-Curricular Approaches Grades 7-12.

  • Remind students that they are not responsible for correcting all the writer’s errors, but that they can underline areas of concern, or circle words that should be checked for spelling or usage.

Students do not have to explain the specific technical aspects of how the product will actually be produced. Products such as a new soft drink, cereal, or chocolate bar can be used. The student creates a unique selling point (USP) for the product.

Follow along as the teacher reads The Marketing Plan Components; follow the teacher’s oral explanation of a marketing plan. Read The Marketing Plan Components after the teacher completes the oral deconstruction of the marketing plan. Work in groups of four to determine what happens in each part of a marketing plan by asking “What happens in this paragraph/part of the piece of writing?” Contribute responses to the whole-class discussion. Begin the completion of the template by adding the information they have researched or prepared (e.g., results of data gathered through survey or background information searched on the Internet). Begin the completion of the assigned marketing plan.

Complete the template. Peer-edit your partner’s template. Complete the marketing plan. Exchange pieces of writing with a partner. Individually read and annotate the partner’s work (circling, underlining, and writing questions or comments. Remember that the writer owns the writing; therefore, the reader is not primarily responsible for correcting all the writer’s errors.

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Notes

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