i Event Promotion - University of Idaho
Transcript of i Event Promotion - University of Idaho
i Event PromotionKelly Bielenberg, Waverly Public Schools, Waverly, NE
OVERVIEW
Students (in small groups) design and implement promotional activities for an assigned school or community
event. Each group presents its promotional plan to the class and judges. The group with the best presentation
becomes managers. They manage the class in the implementation of their plan as well as unique and creative
ideas that other groups designed. The management team will delegate tasks to all class members — tasks
designed to play to their strengths — and oversee the completion of those tasks as they actively promote the
event.
TIME REQUIRED
Seven class periods
GRADE LEVEL
10th - 12th
COURSE
Entrepreneurship, Marketing, Business Principles
TARGETED NBEA STANDARDS
Marketing
VI. The Marketing Plan: Describe the elements, design, and purposes of a marketing plan.
Entrepreneurship
VI. Management: Develop a management plan for an entrepreneurial venture.
Management
IV. Personal Marketing Skills: Develop personal management skills to function effectively and efficiently in a
business environment.
OBJECTIVE(S)
1 . The students will design appropriate interview questions to help them identify their target market for an
assigned school or community event.
2. The students will work in teams to design promotional strategies for the event.
3. The students will develop a professional presentation to present the strategies that will reach their desired
target market.
4. Students work together as managers and in teams to implement plans for the event.
Focus QUESTION(S)/STATEMENT(S)
Write the item(s) listed below on the board, prior to students entering the room. Invite students to respond, in
writing, on paper or on their laptops/netbooks.
• What is the difference between a closed question and an open-ended question?
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If you were promoting the grand opening of a new store in your community, what are some open-ended
questions you would ask the owner to help you find out who your target market is and what the owner is
looking for in a marketing plan?
What are some different methods of advertising?
How does the target market affect the methods of advertising used in a marketing plan?
If you were going to watch a marketing presentation, what expectations would you have of the presenter(s)
and presentation?
What are the roles of managers in an organization?
If you were a manager, what expectations would you have of your employees?
STEPS
1 TeacherReviews objectives (which are projected or written on the board) with students. Asks students to share/
discuss answers to the focus question(s)/statement(s).
StudentParticipates in class discussion based on the focus question.
2 Teacher
Tells the class that they will be designing a promotional plan for an event that will be taking place in the
school or community. Invites the event sponsor to come in and be interviewed in small groups Determines
how student groups will be selected. Once groups are organized, teacher assigns groups to write six to
10 interview questions for the event sponsor to answer during the interview. Determines event sponsor
interview time slots.
Student
Works in groups to develop interview questions. Purpose of questions is to help them identify important
information about the event that will help them identify the target market and develop promotional
strategies. Students interview the event sponsor in the assigned time slot.
3 Teacher
Distributes the rubric (Table 7.1) for the group presentation and allows time for questions. Makes sure
time and materials are available for students to complete the presentations.
Student
Develops a presentation (based on the rubric) that shares promotional strategies with the class.
4 Teacher
Arranges for event sponsor as well as other judges (possibly an administrator, other teacher, or community
member) to be present for presentations (if possible). Provides judges with a rubric. Asks students to take
notes on other students' presentations.
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StudentPresents promotional strategies for the assigned event. While watching presentations, notes creative ideas
from other presentations. At the end of all presentations, students offer their conclusions about which team
they believe would be the best management team and why.
5 TeacherWorks with judges to choose the management team based on presentation scores and student comments.
Announces management team. Discusses the role of the management team in more detail with the small
group.
Student
Those not on the management team work together to discuss how their presentations and plans could
have been improved. If time permits, these students should also use the Internet to research the top 10
ways management can motivate employees. The results of their research should be written and given to the
management team.
Those on the management team conference with the teacher about the management team's expectations.
They should decide which ideas from all groups will be implemented, delegate responsibilities to
individual class members and small groups, oversee the completion of those responsibilities, and review
the top five tolO ways to motivate employees that were provided to them by the other students.
6 TeacherOversees the management group and helps with the needs of the individual class members as they
implement promotional activities (all ideas must be approved through proper school channels before going
into effect).
StudentWorks with others to implement promotional activities. This may involve making posters, contacting
newspapers or television stations, working with business owners, getting permission, finding volunteers,
designing promotional flyers, etc. Students are held accountable for the tasks they agreed to complete.
7 TeacherAssigns follow-up activities of writing thank you letters to volunteers and creating a written evaluation of
the project. Students should turn in a written evaluation of what they learned from the project and how
they can use what they learned outside their school situation. They should also note areas they think could
have been improved. This will help them find out if they met assessment objective three.
Student
Writes thank you letters to everyone who volunteered and completes a written evaluation of the project.
CONCLUSION AND SUMMATIVE ASSESSMENT OF OBJECTIVESTo make sure students meet all objectives, the teacher asks questions related to the objectives. This will help
reiterate the objectives of the lesson. A rubric will be used to evaluate the summative assessment.
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RESOURCES/MATERIALS/EQUIPMENTThis will vary based on the promotional ideas that the class tries to implement. The following should be available:
• Event sponsor support
• Administrator support
• Computer access—word processing, desktop publishing, and presentation software
• Internet access
• Projection system for student presentations
• Poster board and markers
• Possibly a small budget for the students to start with ($10-$20)
• Possibly video equipment and video editing software, if a commercial is made
• Rubric (Table 7.1), one copy per group combined into one packet of rubrics for each judge
Since students are working as a class, not everyone must be technology savvy. Students will be assigned work based on
their strengths and can teach other students how to use different technologies to help accomplish the class goals.
MODIFICATIONSDepending on the size of the class, the age of the students, or the complexity of the project, this lesson plan
can be modified to meet class objectives. For example, this could be done entirely as a class activity. Instead
of making small group presentations, students couJd brainstorm (as a class) ideas to promote an assigned
event, come up with a management plan, and implement the plan. If the class is small, or is a younger group of
students, activities could be limited to the school only and not include the community. Since this activity can
vary, multiple tasks will need to be completed; therefore, students can be accommodated by assigning a special
needs student something that plays to his or her strengths.
ACCOMMODATIONS
Non-Readers
Allow a peer or adult to read instructions to the student and rewrite the instructions using images of the stepsto be completed.
Physical Impairments
Provide a computer with voice dictation software (e.g., Dragon Naturally Speaking).
Sensory Impairments-Vision
Emphasize auditory means of presenting instructions.
Sensory Impairments-Hearing
Provide a "buddy" check with the student to be sure directions are understood.
Attention/Behavior Difficulties
Use low-level music or environmental sounds during the independent work. Be in close proximity to students
to assist them in focusing on directions and staying on task.
Gifted Students
Encourage the student to explore creating forms; scanning pictures, and creating sub-forms.
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Table 7.1: Rubric—Promotional Event Presentation
Objective 1: The students will design appropriate interview questions that will help them identify the targetmarket for an assigned school or community event.
Interview Questions
Summary of Interview
4
A set of 6-10 typed,appropriate questionswere turned in on time.
5 4
A summary is providedover at least five questionsasked and responsesgiven in the interview.
3 2
Questions needed to beimproved.
3 2
A summary is providedover at least four questionsasked and responses givenin the interview.
1
Questions were notturned in.
1
A summary is providedover two or lessquestions asked andresponses given in theinterview.
Objective 2: The students will work in teams to design promotional strategies that will reach their desiredtarget market for the event.
Time
Use of Work Time
5 4
Five to six minutes withtwo minutes allowed forquestions/responses.
5 4
All group members wereon task during given work-time.
3 2
Three to four minutes withtwo minutes allowed forquestions.
3 2
Most group members wereon task during given worktime.
1
Under three minuteswith time allowed forquestions.
1
The group did not use itswork time well.
Objective 3: The students will develop a professional presentation to present the strategies that will reachtheir desired target market.
Introduction
Presentation
Conclusions from Interview
5 4
Each member isintroduced (first and lastnames) and the mainpoints of the presentationare given.
4
Each member knows whenit is his or her turn to speakand items are in logicalorder.
5 4
At least two conclusionsfrom the interview arepresented in mainpoint form and usedas a transition into thepromotional plan.
3 2
Each member is introducedand only one main point isprovided.
3 2
There are occasionalawkward pauses in order toregroup, but the group canget back on track.
3 2
At least one conclusion fromthe interview is presentedin main point form andused as a transition into thepromotional plan.
1
Members begin withoutintroductions or mainpoints.
1
Organization neededgreat improvement.
1
No conclusions fromthe interview were usedto transition into thepromotional plan.
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Promotional Plan
Conclusion
Visual Appeal/Organization
Delivery
10 8
The target market wasgiven and there wereat least three differentpromotional ideaspresented that could spana week under a centraltheme. Ideas were feasible.
5 4
The main points are brieflysummarized and the eventsponsor and judges arethanked for their time.Questions are allowed.
5 4
Presentation was neatlyorganized, presentedappropriately. Visual aidsadded to the presentation.
5 4
Members had nearly equalpresentation roles, allcould be heard, placementwas appropriate, and eyecontact was good. Bodylanguage and attitude waspositive.
7 5 4
The target market was givenand there were at least threedifferent promotional ideaspresented. The promotionalideas did not link togetherunder a central theme. Notall ideas were feasible.
3 2
The event sponsor andjudges are thanked for theirtime. Questions are allowed.
3 2
Organization and/orneatness could have beenimproved.
3 2
Delivery could have beenimproved in two or moreareas.
2 1
Less than threepromotional ideas werepresented. Ideas werenot feasible.
1
The conclusion is doneby stating "the end".
1
The visual aid did notadd to the presentation.
1
Overall delivery waspoor.
Objective 4: Students work together as managers and in teams to implement plans for the event.
Use of Work Time
Managers' motivation ofemployees
Team members' "softskills" in working effectivelywith the team
Totals
5 4
All group members wereon task during given work-time.
3 2
Most group members wereon task during given worktime.
1
The group did not use itswork time well.
Grading Scale: A 63-54 | B 53-48 | C 47-42 | D 41-36 | F below 36
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