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Published by Jessica Christine
Unit Plan-Introduction to Marketing
Unit Plan-Introduction to Marketing

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Published by: Jessica Christine on Mar 21, 2012
Copyright:Attribution Non-commercial


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Introduction to MarketingUnit 4-Value Creation
Unit Objectives:1.
Students will be able to analyze how the product packaging or brand impactsthe consumer by determining how new products and services can attribute toa consumers choice.2.
Students will evaluate how competitive products and other brands impactchoices that company by hypothesizing which methods work best.3.
Students will create a marketing mix plan to devise how to develop newproducts to enter the market and how branding and service aspects willimpact the products acceptance, growth, and maturity into the market place.Unit Goals:
Have students understand the introduction of a new product in the market
Students know product life cycle and BCG matrix and how the apply tomarketing
Students evaluate how services differ from products and what impact thismakes on the consumer
Students know and can apply the Gaps model
Students can determine how different aspects of the product can change andhow this affects the product image
Students know how branding can affect a product
Rationale: A marketer’s job is to create value for the product. This unit provides a
variety of ways that will help students to gain understanding of what aspects gointo creating this value for the customer. Through the creation of the product, tobranding, packaging, and looking at what value services have, this unit helpsstudents become proficient marketers by learning how to create value of a product.Lessons Outline (Lessons Attached):1.
Diffusion, innovation, and development of new products2.
The Product Life Cycle and the BCG matrix3.
Service Marketing: Intangible, Inseparable, Perishable, and Variable4.
The Gaps model
Product Assortment, Line Decisions, and Packaging6.
BrandingMaterials and Supplies
Class Journals
Daily Worksheets (listed on lesson plans)
Products with primary and secondary packaging
Pictures of different brands/examples of different brandsDiversification:This unit would be set up for everyone to succeed. I do not give quizzes throughoutmy unit; instead I have much informal assessment. The reflections allow theteacher to see where are my students are struggling, especially my students onIEPs. Depending on their reflections and what the journal on their warm-
up’s and
exit slips, the teacher would be able to see where or if they need more help. Also,when the unit test is given, students on IEPs would be given extra time or beallowed to take this is a separate classroom. The unit also uses many worksheets.When going over them on the Elmo, the student with a low vision problem would begiven his own answer key so that he is able to see better. In addition, I would placehim near the front of the class so that if there is writing on the board, he is able tosee it. Lastly, the teacher should work with the gifted and talented students tocreate their own project throughout this lesson. By working closely together, theteacher can find a particular angle of the unit the student finds interesting and helpthem discover more on this area and go in depth to gain greater understanding. Assessment of the Unit:
The unit test will be the largest overall assessment for the unit. This wrapsup the unit and allows the teacher to see where they need to adjust theirteacher for the next time they teach this unit.
Warm-ups and exit slips will be the other main grading for the unit.Everyday they will be assigned a grade on how well students reflect or workon the assignments. These are very valuable to the teacher because it allowsthem to see where the students are at and what needs to be adjusted in theteaching.
The lessons are mainly discussion based. This provides are great foundationfor informally assessing the students. By reflecting continuously on whatstudents say, their responses to questions, the teacher is able to monitor
them informally easily. Also, when students are working in pairs or groups,it is imperative that the teacher walks around and talks to the students.This allows the teacher to assess students as well and on a more individualbasis. By talking to only a couple students at a time, the teacher is able togain a better grasp at where students are at in their understanding of thelesson.Grading:The unit test will be worth 60 points towards to total for the unit. Each warm-upand exit-slip will be worth five points, over six lessons, giving a total of 60 points.Therefore, overall the unit will be worth 120 points.Resources:
Effective Methods of Teaching Business Education
Marketing: Grewal and Levy 

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