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Reference Materials for
Mockingbird Curriculum
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12 How Do Entrepreneurs Market Their Business?
LESSON OVERVIEW
PURPOSE:
To operate an effective business, entrepreneurs must build a brand, design and
develop the right products based on customer needs, create excellent customer
service, and create a positive customer experience, all while developing a profit. This
requires entrepreneurs to create a marketing mix of the 5Ps: Product, Price, Place,
Promotion, and Personnel.
This lesson will provide an introduction to marketing and the 5Ps, providing learners
with an opportunity to explore designing an effective marketing mix to promote a
product.
GUIDING QUESTIONS:
What is marketing?
What role does marketing play in business?
What are the 5Ps of marketing?
What are the key considerations for each of the Ps?
What is marketing mix?
How can each of the 5Ps to real business scenarios?
How do the 5Ps apply with my entrepreneurial strengths and weaknesses?
KEY VOCABULARY:
Marketing:
The practice of understanding the wants
and desires of your customers, to gain
the attention of potential clients and to
inform them of your product.
Marketing Mix:
An entrepreneur who practices good
marketing skills always aims to satisfy
his/her customer with a mixture of the
following elements; product, placement.
place, promotion and personnel.
Product:
The goods or services that respond to the
needs of the client.
Price:
To fix an attractive price that clients
are ready to pay and aims to secure a
sufficient profit for the enterprise.
LEARNER OBJECTIVES:
Learners will be able to:
Establish a working definition for marketing.
Describe the role of marketing in business.
Define the 5Ps of marketing.
OVE R V IE W
Define marketing mix.
2
Identify key questions for consideration related
to each of the 5Ps.
Practically apply the 5Ps to real business
scenarios.
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Promotion
Informing public of an enterprise an
inciting clients to purchase goods and/or
services.
Place:
The location where an enterprise is
situated.
Personnel:
How employees represent the company
and how they interact with clientele.
COMMUNITY RITUAL
COMMUNITY RITUAL PURPOSE:
Community Rituals establish a learning environment that is safe, supportive, and where members belong. These
rituals also provide learners with space to invest and engage in the learning they are about to experience, as well as
invest in their peer group and learning community.
COMMUNITY RITUAL ACTIVITY STEPS:
Facilitation Notes
CHUNK ONE: GET READY!
Learners find a partner and stand back-to-back.
Mediator says:
When I say go, turn to your partner and discuss what you think the
word ENTERPRISE means. (Mediator repeats word as necessary.)
Learners turn toward each other and discuss.
Mediator says:
Please pause. Please thank your partner.
Find a new partner and stand back to back in 5…4...3…2…1
(learners should be in position by the count down.)
When I say go turn to your partner and discuss what you think
the word ENTERPRISE means. Compare your ideas and prior
conversation, and see where they are similar and different.
Mediator says:
Please pause. Please thank your partner.
Find a new partner and stand back to back in 5…4...3…2…1
(learners should be in position by the count down.)
When I say go turn to your partner and discuss what you think
the word ENTERPRISE means. Compare your ideas, and
working together, create a definition for the word based on your
conversations.
Mediator says:
Hold on to your definitions. Today we will see if you are correct.
Mediator transitions to Entry Point Activity.
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NAME OF LESSON
3
The 5 P’s of Marketing
ENTRY POINT ACTIVITY
PURPOSE:
This activity reviews shared language and schema for learners who may have limited exposure to introductory
marketing concepts. Integrated within the activity are: Social Skills, Communication Skills, and Self-Concept.
Social Skills: learners have the opportunity to reflect on their relationships with classmates, selecting and
expressing prolific qualities about each individual.
Communication: learners have multiple opportunities to communicate and respond to thoughts, ideas, and
opinions throughout this activity orally and through written expression.
Higher-Order Thinking Skills: learners are prompted with questions that are aligned to Webb’s Depth of Knowledge
(DoK) levels.
Self-Concept: learners reflect on feedback from their classmates, comparing it with their self-concept and identity.
RESOURCES:
Paper
Tape
Markers
Flip Charts or Blackboard
Quote: “Your smile is your logo, your personality is your business card, how you leave others feeling after having an
experience with you becomes your trademark.” - Jay Danzie
Learner Guide Pages (______)
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ENTRY POINT ACTIVITY STEPS:
Facilitation Notes
CHUNK ONE: GO AHEAD! TALK BEHIND MY BACK!
Mediator distributes one of each of the following:
Blank Paper
Tape
Marker
Mediator asks learners to help each other tape the paper to their back.
Mediator shares these instructions with the group:
When I give a cue, each learner should please visit every person’s paper and write one
thing that stands out about them.
Statements can be anything, but should be specific, measurable, and positive. (Priming
for SMART Goals)
Because papers are taped to learners backs, responses will be anonymous.
Mediator might choose to speak about integrity: actions and beliefs working in
conjunction.
Mediator might also choose to connect to SILC expectations regarding team formation
based on character traits.
Mediator provides an opportunity for learners to ask clarifying questions.
Mediator gives the cue (Go!) and learners engage in writing on classmates papers.
CHUNK TWO: READ AND REFLECT
Once it appears that most learners have completed the task, Mediator gives the signal
to stop the activity. (Please Pause!)
Mediator asks learners to help each other remove the papers from their backs.
Mediator gives learners a few minutes to review their papers, asking them to think
about the following questions (Mediator may choose to post these questions on a flip
chart or blackboard.)
What feedback do you most appreciate? Why?
What feedback surprised you? Why?
With what feedback do you agree?
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NAME OF LESSON 5
With what feedback do you disagree?
Mediator provides an opportunity for learners to share their responses to the questions
with a partner.
CHUNK THREE: DIG DEEPER
Mediator posts the quote by Jay Danzie, ““Your smile is your logo, your personality is
your business card, how you leave others feeling after having an experience with you
becomes your trademark.”
Mediator asks learners to, in small groups, have a discussion that connects the meaning
of the quote to the “Behind my Back” activity.
Mediator cues the group to pause their discussion, and then facilitates a whole group
discussion that connects the quote to the activity.
Mediator asks the following questions:
Explain how the quote is related to the activity? (DOK 1)
What truth exists in the quote? (DOK 1)
Compare the human elements from the quote (smile, personality, feelings of others) to
the elements of a business (logo, business card, trademark). (DOK 2)
In what ways do we show others who we are as people? For example, how did our peers
learn enough about us to write on our papers? (DOK 1)
Predict in what ways might a business teach potential customers who they are and what
they offer? (DOK 4)
CHUNK FOUR: MARKETING, DEFINED
Mediator writes the word, “Marketing” on a blackboard or flip chart.
Educator asks learners to, in small groups, have a discussion to attempt to define this
term.
Mediator facilitates a discussion that leads to the group creating a shared definition for
the term, “Marketing.”
Example definition: The practice of understanding the wants and desires of your
customers, to gain the attention of potential clients and inform them of your product.
Thus, the key aspect is to know more about the preferences, aversions, and expectations
of your clients that your competitors.
Mediator asks learners to record this definition in their journal.
Low literacy option: learners may draw a picture or a model for the term marketing.
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Facilitation Notes
12
The 5 P’s of Marketing
KEYSTONE ACTIVITY
PURPOSE:
This activity develops shared language and schema for learners who may have limited exposure to introductory
marketing concepts. Integrated within the activity are: Social Skills, Communication Skills, and Higher-order Thinking
Skills.
Social Skills: learners work together in groups to acquire knowledge about the 5Ps of marketing.
Communication: learners have multiple opportunities to communicate and respond to thoughts, ideas, and
opinions throughout this activity orally, written and through listening skills.
Higher-Order Thinking Skills: learners are prompted with questions and learning tasks that are aligned to Webb’s
Depth of Knowledge (DoK) levels.
RESOURCES:
Markers
Flip Chart Paper
Images of the 5Ps
Learner Guide Pages (______)
Things to Consider Kits: Paper Cards and Question Strips.
KE YSTONE AC TI VIT Y
Things to Consider Bingo Card
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KEYSTONE ACTIVITY STEPS:
CHUNK ONE: PPPPP
Mediator posts images that represent each of the 5 Ps.
Mediator explains that these images represents 5 ways a business can teach potential
customers about their company.
Mediator asks the group to identify the vocabulary word for this. (Marketing)
Mediator asks learners to, with a partner, use the images to discover each of the 5Ps.
After learners have opportunity to explore the images, Mediator asks for ideas about
which P each of the images represents.
As mediator goes through the images one by one, they have a discussion to talk about
what each image represents. Mediator should NOT share formal definitions with the
group yet, but instead offer descriptions of each.
Product: The goods or services that respond to the needs of the client
Price: To fix an attractive price that clients are ready to pay and aims to secure a
sufficient profit for the enterprise.
Promotion: Informing public of an enterprise an inciting clients to purchase goods and/
or services.
Place: The location where an enterprise is situated.
Personnel: How employees represent the company and how they interact with clientele.
CHUNK TWO: ROUND ROBIN
Mediator directs attention to 5 flip chart papers that have been posted in different
areas in the learning space. Each flip chart paper is labeled with one of the 5Ps and its
corresponding image. Mediator places markers near each flip chart paper.
K E YSTONE AC TIV IT Y
Mediator divides learners into 5 equal groups, where each group stands in front of a
different flip chart. Mediator reminds learners that they are standing in front of one way
a business markets who they are and what they offer to potential customers. Mediator
explains this activity will take place in 5 rounds.
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Round One
When Mediator gives the cue, learners spend 1-2 minutes brainstorming and capturing
everything they know about that P.
Mediator asks learners to pause after time has elapsed, and asked learners to move
clockwise, so they are standing in front of a new flip chart that represents a new P.
Round Two
When Mediator gives the cue, learners spend 1-2 minutes reading and summarizing
what is on the flip chart.
Learners then add more information to the flip chart, brainstorming and capturing
anything they know about that P.
MOCKINGBIRD EDUCATION
Facilitation Notes
Mediator asks learners to pause after time has elapsed, and asked learners to move
clockwise, so they are standing in front of a new flip chart that represents a new P.
Facilitation Notes
Round Three
When Mediator gives the cue, learners spend 1-2 minutes reading and summarizing
what is on the flip chart.
Learners then add more information to the flip chart, brainstorming and capturing
anything they know about that P.
Mediator asks learners to pause after time has elapsed, and asked learners to move
clockwise, so they are standing in front of a new flip chart that represents a new P.
Round Four
When Mediator gives the cue, learners spend 1-2 minutes reading and summarizing
what is on the flip chart.
Learners then add more information to the flip chart, brainstorming and capturing
anything they know about that P.
Mediator asks learners to pause after time has elapsed, and asked learners to move
clockwise, so they are standing in front of a new flip chart that represents a new P.
Round Five
When Mediator gives the cue, learners spend 1-2 minutes reading and summarizing
what is on the flip chart.
Learners then add more information to the flip chart, brainstorming and capturing
anything they know about that P.
Mediator asks learners, using all of the information on the flip charts, create a working
definition for that P.
CHUNK THREE: THINGS TO CONSIDER
Mediator divides learners into groups of 3 people, and distributes a Things to Consider
Bingo Card to each person.
Mediator explains that businesses often ask themselves questions to assess their
marketing strategies.
Mediator explains that she/he will read a question aloud, and learners will determine
with P this question addresses.
Mediator asks learners to mark in the appropriate column of their Bingo Card as
questions are read aloud.
Questions to be read randomly:
Things to Consider: Product Questions
How can my product respond to the wants and desires of current and potential clients?
How can I improve my product?
Is my product adaptable to market demand?
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Is it possible for my product to be improved?
Is my level of production sufficient to satisfy the level of demand of my clients?
Do I avoid production surplus?
Things to Consider: Price Questions
Are my clients able to pay for my product?
What do my competitors charge for the same product or service?
What profit does my business earn from each product?
How much does it cost to make my product?
Things to Consider: Promotion Questions
Can I attract more clients with special offers? (10th product free, seasonal price
reduction, Etc.)
What means do I have to inform the public of my product and its quality?
Are the means of my communication convenient for my target audience?
Things to Consider: Place Questions
Is my product accessible to potential
clients?
How might I be able to get nearer to my customers?
How might I be able to better distribute my product?
Is my shop/ workplace well lit, clean, well organized, and attractive to the eye?
Things to Consider: Personnel Questions
Do my employees know the products and the prices?
KE YS TO N E AC TIV IT Y
Do employees respond well to the needs, questions, and concerns of the customer?
Do employees conduct themselves professionally?
Are employees appropriately dressed?
Are employees effective at their work?
Do employees understand how to sell product and communicate well?
Mediator provides time for group members to compare their responses as they
complete the activity.
CHUNK FOUR: DEFINITION COMPARISON
Mediator asks learners to describe what they feel definitions of the 5 Ps are, and discuss
these ideas with a neighbor or small group.
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MOCKINGBIRD EDUCATION
Facilitation Notes
Mediator asks learners to compare their definitions with a formal definition on a flip
chart paper.
Facilitation Notes
Mediator should remember to refer to and break down the word enterprise, as the entry
point ritual references this vocabulary word. Enterprise: A business or company
Mediator should chunk the definition process for each P, only working with one at a
time.
Product: The goods or services that respond to the needs of the client
Price: To fix an attractive price that clients are ready to pay and aims to secure a
sufficient profit for the enterprise.
Promotion: Informing public of an enterprise an inciting clients to purchase goods and/
or services.
Place: The location where an enterprise is situated.
Personnel: How employees represent the company and how they interact with clientele.
Mediator asks learners to make necessary adjustments to
their working definitions, and to record this definition in their learner guide.
CHUNK FIVE: MARKETING MIX
Educator explains that an entrepreneur who practices good marketing skills always
aims to satisfy his/her clients with a mixture of these marketing approached. This is
called Marketing Mix. These questions provide entrepreneurs with a framework from
which to explore their marketing practices. Educator shows learners where they can find
these questions in their participant guide.
Educator gives learners an opportunity to define Marketing Mix in their own words
with a peer, and record the definition (or image) in their Learner Guide.
CHUNK THREE EXTENSION ACTIVITY FOR HIGHER LITERACY GROUPS:
Educator divides learners into groups of 3 people, and distributes “Things to Consider”
kits to each group.
Educator explains that learners will find 5 larger cards that represent each P. Educator
asks learners to find these cards and arrange them so each group member can see
them.
Educator also explains that learners should find “Things to Consider” question strips.
When educator gives the cue, learners should try to categorize the question strips
according to the P they represent.
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12
The 5 P’s of Marketing
KEYSTONE APPLICATION
PURPOSE:
This activity helps learners apply newly acquired language and schema for introductory marketing concepts.
Integrated within the activity are: Social Skills, Communication Skills, Higher-order Thinking Skills, and Self-Control.
Social Skills: learners work together in groups to acquire knowledge about the 5Ps of marketing.
Communication: learners have multiple opportunities to communicate and respond to thoughts, ideas, and
opinions throughout this activity orally, written and through listening skills.
Higher-Order Thinking Skills: learners are prompted with questions and learning tasks that are aligned to Webb’s
Depth of Knowledge (DoK) levels.
Self-Control: learners practice self- discipline as they engage in asking a specific series of questions for the purpose
of solving a problem related to marketing. Learners use this specific questioning series with discipline as they build
comfort with this type of problem solving.
RESOURCES:
Markers
Flip Chart Paper
Images of the 5Ps
Learner Guide Pages (______)
KE YSTONE A PPL IC AT ION
Marketing Mix Scenario Cards
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KEYSTONE APPLICATION STEPS:
Facilitation Notes
CHUNK ONE: GETTING READY TO MIX
Mediator divides learners into pairs, distributing the Marketing Mix
Scenario Cards.
Mediator explains that, in order to better comprehend and retain
content, we must immediately apply information to real scenarios.
Mediator explains that the next activity will ask learners to closely analyze
business scenarios and, using the 5Ps, create an appropriate marketing
mix to address their problems.
Mediator explains that it is critical to practice discipline and self-control
as they build comfort using the questions from the 5Ps as they solve
the problems. The goal of this activity is that learners build comfort and
demonstrate proficiency with the Marketing Mix strategy.
Mediator uses three point processing cues to review each of the 5Ps.
CHUNK TWO: MARKETING MIX
Using a scenario card as an example, Mediator models how to draw a
card, read the scenario, and analyze the scenario using the questions in
their participant guide, and create an appropriate Marketing Mix.
Mediator draws a card and reads it to the group.
K E YSTONE AP PLIC ATI ON
Mediator leads the whole group through the questions recording
observations and responses.
Mediator leads the whole group in creating an appropriate mix of
marketing strategies based on the 5Ps.
Learners place cards face down in front of the pair. One at a time, learners
draw a card, read the scenario, analyze each scenario using the questions
in their participant guide, and create an appropriate Marketing Mix.
Learners work through as many scenarios as time allows.
Mediator visits pairs as they work to check for understanding., answer
questions, and mediate experience as appropriate.
CASE STUDY SCENARIOS:
A brand new tourist company has never done any marketing, but is ready
to acquire customers. How should they begin marketing their enterprise
to the public?
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12
The 5’scloses
of Marketing
The health inspector
a restaurant due to cleanliness violations. The
restaurant has
correctedACTIVITY
its violations and is ready to re-open. How might
KEYSTONE
they use marketing to re-open the restaurant?
A business is only able to stay open for 10 hours a day. Many of the
business’ customers ask the company to open earlier in the day. Others
want the business to stay open later in the evening. What should the
business do considering it’s limitations on hours.
A business’ competitor lowers its price. The business cannot lower its
price or it will sacrifice profit. What should they do?
A successful coffee bar’s regular customers become customers of their
competition. How might they regain them as customers?
KEYSTONE ACTIVITY STEPS:
do?
A
business stocked a lot of profit that doesn’t seem to please their
clients. Clients do not buy the product. What should the business
There is already a bakery that sells bread. Another baker wants to open a
bakery that sells a different types of baked goods. How might they need
to use the 5Ps for their bakery?
A local merchant buys vegetables from neighbors to sell in another town.
The neighbors do not think he pays enough for the product. What should
they do?
A beekeeper wants local shops to sell his honey. What does he need to
say to the shop owners?
KE YS TO N E AC TIV IT Y
A cafe just opened and priced their services higher than the competition
to earn more profit and because the owner believes their products are
the best. The cafe is not getting any customers. What should they do?
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MOCKINGBIRD EDUCATION
Facilitation Notes
12
The 5 P’s of Marketing
EXIT RAMP
PURPOSE:
This activity helps learners apply newly acquired knowledge to their business goals and action planning. Integrated
within the activity are: Communication Skills, Higher-order Thinking Skills, and opportunity to explore Self-Concept.
Communication: learners have multiple opportunities to communicate and respond to thoughts, ideas, and
opinions throughout this activity through written expression.
Higher-Order Thinking Skills: learners are prompted with questions that are aligned to Webb’s Depth of Knowledge
(DoK) levels.
Self-Concept: learners reflect on the activity, comparing it with their self-concept and identity as entrepreneurs.
RESOURCES:
Journal Prompt
Learner Guide Pages (______)
JOURNAL PROMPTS
Option One: (Content Application)
How do you feel about using these marketing strategies? What parts of this content do you particularly like? Dislike? Why? Which parts will be most helpful to you in as an entrepreneur? Which
of your business ideas have changed as a result of this lesson? How do you see yourself using the
5Ps as you develop your own business?
EXI T R AM P
Option Two: (Learning Process)
What observations can you share about this lesson? What was especially satisfying about the process? What did you find frustrating about it? What did you learn about yourself as you worked on
this piece? If you were the teacher, what would you change about the way the lesson was taught?
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12
The 5’s of Marketing
EXIT RAMP COMMUNITY RITUAL
EXIT RAMP ACTIVITY STEPS:
Chunk One: Get Ready
Mediator asks learners to find the journal section of
today’s lesson in the learner guide.
Mediator reads the prompts aloud for group.
Chunk Two: Social Think Time
Mediator asks learners to turn to a neighbor and
discuss their ideas about one of the prompts.
Learners engage in a short discussion about the
prompt of their choosing.
Chunk Three: Individual Think Time
E XIT R AM P
Mediator asks learners to use the graphic organizer
to brainstorm their own ideas about the prompt.
Mediator asks learners to write a response to the
prompt in their journal.
Low literacy learners may choose to draw a model
or image. Low literacy learners may also use an oral
journal where they record themselves speaking
about a response.
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MOCKINGBIRD EDUCATION
Facilitation Notes