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Transcript
South Plainfield Public Schools
Curriculum Guide
Sports & Entertainment Management
Grades: 10-12
Authors:
Tom Conneely
Coordinator/Supervisor:
Paul C. Rafalowski
Board Approved on:
October 16, 2013
1
Members of the Board of Education
Sharon Miller, President
John T. Farinella, Jr., Vice President
Kimberly Anesh
Debbie Boyle
Jim Giannakis
Christopher Hubner
William Seesselberg
Joseph Sorrentino
Gary Stevenson
Central Office Administration
Dr. Stephen Genco, Superintendent of Schools
Mrs. Nicole Pormilli, Assistant Superintendent
Mr. James Olobardi, Board Secretary/ BA
Mr. Frank Esposito, Director of Student Personnel Services
Ms. Elaine Gallo, Director of Guidance
Mr. Al Czech, Director of Athletics
Mr. Vincent Parisi, Supervisor of Math and Science
Mrs. Marlene Steele, Supervisor of Transportation
Mrs. Annemarie Stoeckel, Supervisor of Technology
Mr. Paul Rafalowski, Curriculum Coordinator
2
South Plainfield Public Schools
District Mission Statement
To ensure that all pupils are equipped with essential skills necessary to acquire a common body
of knowledge and understanding;
To instill the desire to question and look for truth in order that pupils may become critical
thinkers, life-long learners, and contributing members of society in an environment of mutual
respect and consideration.
It is the expectation of this school district that all pupils achieve the New Jersey Core
Curriculum Content Standards at all grade levels.
Adopted September, 2008
NOTE: The following pacing guide was developed during the creation of these curriculum units, and is
intended to reflect a semester-long course. The actual implementation of each unit may take more or less
time. Time should also be dedicated to preparation for benchmark and/or State assessments, and analysis of
student results on the same. Teachers will meet in PLC groups through the year to coordinate their efforts in
implementing the curriculum, reviewing data, student work samples and preparing students for benchmark and
State Assessments in consideration of both the School and District calendars.
3
South Plainfield Public Schools Curriculum Guide
Content Area: Business Education/Marketing
Course Title: Sports & Entertainment Management
Grade Level: 10-12
Unit 1: Introduction to Marketing
2 Weeks
Unit 2: Sports Marketing
3 Weeks
Unit 3: Entertainment Marketing
3 Weeks
Unit 4: Marketing Plans
3 Weeks
Board Approved: October 16, 2013
4
Unit Overview
Content Area – Business
Unit 1: Introduction to Marketing
Grade Level –10-12
Unit Summary/Rationale – By the end of this unit, students will be able to identify and explain the four
major marketing mix elements. Students will understand how the basic marketing concepts are important for
the sports and entertainment industry.
Interdisciplinary Connections –
Math: Students will have to calculate advertising costs of commercials.
Technology: Students will be using the internet for research on some of the most successful companies and
sports franchises in history.
Language Arts: A television line-up for 24 hours will be presented to the class with rationale behind the
programs chosen to fill each time block.
Technology Integration- Computers/Laptops, iPads, Microsoft Word
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
 Environmental Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
College and Career Readiness Anchor Standards:
CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and
5
quantitatively, as well as in words.
CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Domain Standards:
9.4 Career and Technical Education: All students who complete a career and technical education program
will acquire academic and technical skills for careers in emerging and established professions that lead to
technical skill proficiency, credentials, certificates, licenses, and/or degrees
N. Marketing Career Cluster
Content Statement:
Communication Skills: All clusters rely on effective oral and written communication strategies for creating,
expressing, and interpreting information and ideas that incorporate technical terminology and information.
Information Technology Applications: Technology is used to access, manage, integrate, and disseminate
information.
Problem-Solving and Critical Thinking: Critical and creative thinking strategies facilitate innovation and
problem-solving independently and in teams.
N.(1) Marketing Communications
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(1).2 Research the concepts and strategies marketers use to communicate information about
6
products, services, images, and/or ideas to achieve desired outcomes.
9.4.12.N.(1).3 Analyze the concepts and strategies marketers use to determine and target marketing
communications strategies to specific audiences.
9.4.12.N.(1).4 Research the concepts, systems, and tools marketers use when making decisions to gather,
access, synthesize, evaluate, and disseminate marketing information.
9.4.12.N.(1).5 Research the concepts and actions marketers use to determine client needs and wants, and to
develop personalized responses intended to influence purchasing decisions and enhance future business
opportunities.
9.4.12.N.(1).6 Employ the tools, strategies, and systems marketers use to access, process, maintain, evaluate,
and disseminate information in order to assist with decision-making.
9.4.12.N.(1).7 Analyze the processes and systems marketers implement to monitor, plan, and control the dayto-day activities required for continued business operations.
9.4.12.N.(1).11 Analyze the concepts and strategies marketers use to determine and adjust prices for
marketing communications.
9.4.12.N.(1).12 Research the concepts and processes marketers use to obtain, develop, maintain, and improve
a product or service mix in response to market opportunities.
N.(2) Marketing Management
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(2).1 Evaluate and select concepts and strategies used in this pathway to communicate information
about products, services, images, and/or ideas to achieve desired outcomes.
9.4.12.N.(2).2 Demonstrate understanding of personalized communications strategies marketers use to
determine client needs and wants, and to develop responses intended to influence purchasing decisions and
enhance future business opportunities.
9.4.12.N.(2).3 Facilitate decision-making by evaluating and selecting tools, strategies, and systems used in
this industry to access, process, maintain, evaluate, and disseminate information
9.4.12.N.(2).6 Demonstrate knowledge of processes and systems used in this industry to plan, monitor, and
control the day-to-day activities required for continued operations.
9.4.12.N.(2).8 Evaluate and select tools, techniques, and systems used to plan, control, and organize a
marketing organization or department.
9.4.12.N.(2).9 Apply concepts and strategies used in this industry to determine and adjust prices in order to
maximize return and meet customers’ perceptions of value.
7
9.4.12.N.(2).10 Evaluate and select concepts and processes used in this industry to obtain, develop, maintain,
and improve a product or service mix in response to market opportunities.
9.4.12.N.(2).11 Understand concepts, tools, and strategies used to explore, obtain, and develop marketing
careers.
N.(3) Marketing Research
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(3).2 Employ tools, techniques, and systems used in this industry to plan, control, and organize a
marketing research organization or department.
N.(6) Professional Sales & Marketing
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(6).1 Gather, access, synthesize, evaluate, and disseminate information to aid in making sales.
9.4.12.N.(6).2 Employ concepts and actions used in this pathway to determine client needs and wants and to
develop personalized communications intended to influence purchasing decisions and enhance future
business opportunities.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to create an
effective network station with appropriate programing for 24 hours.
Unit Essential Questions
 What is marketing?
 Why do you need to have a target market?
 How do companies determine their audience?
 How can stereotypes be useful in marketing?
 Why has the word “quality” lost its meaning?
Unit Enduring Understandings
 Marketing is everywhere and everything in our
world is connected to marketing.
 Product, price, promotion, and distribution are
four factors considered in every marketing
decision.
 You cannot effectively sell a product/service
without defining target markets.
 To reach the consumers that will be interested in
your product/service, you sometimes need to begin
by generalizing peoples’ likes/dislikes based on
demographics or “stereotypes”.
Students will know and be able to do (knowledge and skills):
 What marketing is and the importance it has in our world.
 Identify what a target market is and how to determine one.
 Practice classifying target markets of popular products.
 Determine the target market of a current commercial and product/service.
 Research the most successful sports and entertainment companies/franchise in history.
 What the marketing mix elements are.
8



See how current companies actually use the marketing mix elements to run their marketing efforts.
Classify a target market for a television network they create.
Fill up a new television network with programing for 24 hours.
Stage 2: Evidence of Student Learning
Formative Performance Task
(A Formative Performance Task is presented to
students at the beginning of the unit. It presents a
problem that drives learning and may include
several graded assessments)




What are some of the most important things to
consider when trying to advertise and sell a
product/service? (Marketing Mix Elements)
What is the ultimate goal of marketing?
Consider why love is so valuable to
“marketingologists”.
Explain each marketing mix element for one
product you have recently purchased.
Summative Performance Task
(A Summative Performance Task is a timed and graded
test that assesses student learning. It is generally a postassessment administered at the end of a unit of study)
Create a new television network:
 Select a target market/audience.
 Decide what types of commercials to air and at what
time.
 Select television shows that are currently running to
fill up time slots for 24 hours.
 Do not repeat one show more than twice; do not use
a movie or sporting event that is 2 hours more than
once.
 Explain why each of the shows were chosen and
why at the time they were given.
Variables to consider during the network startup
process:
 Network head cannot get the rights to current
movies.
 The FCC will not allow any programing over a TV14 rating.
Other Evidence
 Tests

Readings

Essays

Presentations

Other
9
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
(suggested learning activities that will allow students
to successfully complete the assessment activities
described in section II)




Determine why the customer is always right.
Understanding the marketing mix elements and
target markets, reach the conclusion of what the
ultimate goal of marketing is.
Study the case of Disneyworld in Orlando,
Florida.
Watch television for 1 hour and analyze the
commercials being broadcast.
(Differentiating content, process, and/or product
using variables of student readiness, interest, and
learning style)
Readiness: Current events will be submitted on the
due date; homework assignments will lead discussion
of key topics for next day’s lessons.
Interest: products students recently purchased will
be used as examples to key concepts of unit;
television programming will be determined by
students own interest; commercials studied as a class
will come from student suggestions.
Learning Style: we will be connecting basic
marketing concepts to commercials, example
products, and successful companies; big idea
concepts will be realized through student lead
discussions (ultimate goal of marketing, how
stereotypes are used, how “quality” lost its meaning)
Suggested Resources:
10
Unit Overview
Content Area – Business
Unit 2: Sports Marketing
Grade Level –10-12
Unit Summary/Rationale – By the end of this unit, students will be able to identify how basic marketing
concepts play a role in the professional sports industry. Students will understand the various decisions
professional sports franchises need to make in order to stay relevant in the industry.
Interdisciplinary Connections –
Math: Students will have to calculate the expense of building, employees, and all other new infrastructure
costs associated with a new stadium in order to be well prepared for campaign.
Technology: Students will be using the internet for research on some corporate sponsors of local sports
venues. Students will also be using computers for presentations of marketing campaigns and for designing
flyers.
Language Arts: A presentation by a city committee to team owners will be made as a campaign to be the
new start-up franchises home city. Creating a flyer and program for a new summer camp will have to be well
written and organized.
Technology Integration - Computers/Laptops, iPads, Microsoft Word
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
 Environmental Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
College and Career Readiness Anchor Standards:
CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
11
CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
Domain Standards:
9.4 Career and Technical Education: All students who complete a career and technical education program
will acquire academic and technical skills for careers in emerging and established professions that lead to
technical skill proficiency, credentials, certificates, licenses, and/or degrees
N. Marketing Career Cluster
Content Statement:
Communication Skills: All clusters rely on effective oral and written communication strategies for creating,
expressing, and interpreting information and ideas that incorporate technical terminology and information.
Information Technology Applications: Technology is used to access, manage, integrate, and disseminate
information.
Problem-Solving and Critical Thinking: Critical and creative thinking strategies facilitate innovation and
problem-solving independently and in teams.
12
N.(1) Marketing Communications
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(1).2 Research the concepts and strategies marketers use to communicate information about
products, services, images, and/or ideas to achieve desired outcomes.
9.4.12.N.(1).3 Analyze the concepts and strategies marketers use to determine and target marketing
communications strategies to specific audiences.
9.4.12.N.(1).4 Research the concepts, systems, and tools marketers use when making decisions to gather,
access, synthesize, evaluate, and disseminate marketing information.
9.4.12.N.(1).5 Research the concepts and actions marketers use to determine client needs and wants, and to
develop personalized responses intended to influence purchasing decisions and enhance future business
opportunities.
9.4.12.N.(1).6 Employ the tools, strategies, and systems marketers use to access, process, maintain, evaluate,
and disseminate information in order to assist with decision-making.
9.4.12.N.(1).7 Analyze the processes and systems marketers implement to monitor, plan, and control the dayto-day activities required for continued business operations.
9.4.12.N.(1).11 Analyze the concepts and strategies marketers use to determine and adjust prices for
marketing communications.
9.4.12.N.(1).12 Research the concepts and processes marketers use to obtain, develop, maintain, and improve
a product or service mix in response to market opportunities.
N.(2) Marketing Management
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(2).1 Evaluate and select concepts and strategies used in this pathway to communicate information
about products, services, images, and/or ideas to achieve desired outcomes.
9.4.12.N.(2).2 Demonstrate understanding of personalized communications strategies marketers use to
determine client needs and wants, and to develop responses intended to influence purchasing decisions and
enhance future business opportunities.
9.4.12.N.(2).3 Facilitate decision-making by evaluating and selecting tools, strategies, and systems used in
this industry to access, process, maintain, evaluate, and disseminate information
9.4.12.N.(2).6 Demonstrate knowledge of processes and systems used in this industry to plan, monitor, and
control the day-to-day activities required for continued operations.
9.4.12.N.(2).8 Evaluate and select tools, techniques, and systems used to plan, control, and organize a
13
marketing organization or department.
9.4.12.N.(2).9 Apply concepts and strategies used in this industry to determine and adjust prices in order to
maximize return and meet customers’ perceptions of value.
9.4.12.N.(2).10 Evaluate and select concepts and processes used in this industry to obtain, develop, maintain,
and improve a product or service mix in response to market opportunities.
9.4.12.N.(2).11 Understand concepts, tools, and strategies used to explore, obtain, and develop marketing
careers.
N.(3) Marketing Research
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(3).2 Employ tools, techniques, and systems used in this industry to plan, control, and organize a
marketing research organization or department.
N.(6) Professional Sales & Marketing
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(6).1 Gather, access, synthesize, evaluate, and disseminate information to aid in making sales.
9.4.12.N.(6).2 Employ concepts and actions used in this pathway to determine client needs and wants and to
develop personalized communications intended to influence purchasing decisions and enhance future
business opportunities.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to create an
effective program and ad for a new sports camp, and be able to present convincing arguments to influence a
new professional sports team to locate in their home city.
Unit Essential Questions
 What is sports marketing?
 Why does a professional sports teams need
marketing?
 Who benefits from sporting events?
 Why is the fan base important to a franchise?
 What are the positive and negative associations
with publicity?
Unit Enduring Understandings
 Sports marketing is the marketing of sports,
professional or amateur, as a product spectators
invest time and money into.
 Owning professional sports team is a business
with a product just like most tangible things, and
promoting the brand of a team is crucial to
increase a fan base.
 The economy as a whole benefits from major
sporting events because it creates jobs, brings in
revenue, and increasing tourism.
 Fans are the same as loyal consumers to any other
product on the market, and without their money,
the team will not exist.
14

No press is bad press, and public relations control
all news about people and organizations, good or
bad.
Students will know and be able to do (knowledge and skills):








What publicity and public relations are.
Identify what creates a loyal fan base.
Determine the benefits of major sporting events.
Research statistics about a major U.S. city’s economy and demographics.
What are naming rights.
Find examples of corporate sponsors in current professional sports venues.
Distinguish pros and cons of locating a professional sports franchise in a major U.S. city.
Create an effective one-week camp featuring a relevant athlete/celebrity.
Stage 2: Evidence of Student Learning
Formative Performance Task
Summative Performance Task
(A Formative Performance Task is presented to
students at the beginning of the unit. It presents a
problem that drives learning and may include
several graded assessments)
(A Summative Performance Task is a timed and graded
test that assesses student learning. It is generally a postassessment administered at the end of a unit of study)

Campaign for your city to adopt a new start-up
team:
 Research all statistics about your city (geographical,
economical, demographics, crime etc.).
 Determine the pros for a team to adopt your city.
 Develop some creative ideas for a new team to keep
the owners attention and stand out in their mind
(team name, logos, naming rights, etc)
 Know everything about your city so you can answer
any questions the owners have for you.



What do professional sports team owners
consider when trying to advertise and sell
tickets?
What is the product, the team or the experience
of the venue?
Consider why fans can be so loyal and
devoted.
Explain all the ways a city and its people can
benefit from having a professional sports team.
Variables to consider during the campaign:
 Owners do not have the money to build from
scratch, is there already a local stadium/arena we
can share until we are more profitable?
 The owners do not have a local network to
broadcast, how else can we compensate for the lost
revenue?
 How are things that could be considered negative be
15
spun to look positive?
Other Evidence
 Tests

Readings

Essays

Presentations

Other
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
(suggested learning activities that will allow students
to successfully complete the assessment activities
described in section II)




Determine why the fans are the most important
people to a sports franchise.
Find as many examples of sponsor signage
during a sporting event as you can.
Review press conferences and other publicity in
the news.
Conclude what the true reason is behind most
publicity events.
(Differentiating content, process, and/or product
using variables of student readiness, interest, and
learning style)
Readiness: Current events will be submitted on the
due date; homework assignments will lead discussion
of key topics for next day’s lessons.
Interest: sports and other activities that students
actively enjoy will be the basis of their own camp;
campaigning will give students a chance to
participate in a group presentation and have a role in
the campaign they choose.
Learning Style: The individual project will be
accepted in any format as long as it meets the content
requirements of the rubric. Each students will have to
take on a different role in the campaign team in order
to gather and organize the information in a timely
fashion.
Suggested Resources:
16
Unit Overview
Content Area – Business
Unit 3: Entertainment Marketing
Grade Level –10-12
Unit Summary/Rationale – During this unit, students will be able to create a movie awards show with
movies they select based on financial and critical success.
Interdisciplinary Connections –
Math: Students will have to calculate the profit of box office sales and merchandise to determine financially
successful movies.
Technology: Students will be using the internet for research on Hollywood production costs, critic reviews,
and money earned through box office sales.
Language Arts: A presentation by a group as if they were producing and presenting at an awards show will
be the final project of this unit.
Technology Integration- Computers/Laptops, iPads, Microsoft Word, Windows Movie Maker, other video
and audio editing software.
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
 Environmental Literacy
21st Century Skills Creativity/Innovation
 Critical Thinking/Problem Solving
 Communication and Collaboration
 Life & Career Skills
 Information, Media and ICT Literacy
Learning Targets
College and Career Readiness Anchor Standards:
CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
17
CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
Domain Standards:
9.4 Career and Technical Education: All students who complete a career and technical education program
will acquire academic and technical skills for careers in emerging and established professions that lead to
technical skill proficiency, credentials, certificates, licenses, and/or degrees
N. Marketing Career Cluster
Content Statement:
Communication Skills: All clusters rely on effective oral and written communication strategies for creating,
expressing, and interpreting information and ideas that incorporate technical terminology and information.
Information Technology Applications: Technology is used to access, manage, integrate, and disseminate
information.
Problem-Solving and Critical Thinking: Critical and creative thinking strategies facilitate innovation and
problem-solving independently and in teams.
18
N.(1) Marketing Communications
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(1).2 Research the concepts and strategies marketers use to communicate information about
products, services, images, and/or ideas to achieve desired outcomes.
9.4.12.N.(1).3 Analyze the concepts and strategies marketers use to determine and target marketing
communications strategies to specific audiences.
9.4.12.N.(1).4 Research the concepts, systems, and tools marketers use when making decisions to gather,
access, synthesize, evaluate, and disseminate marketing information.
9.4.12.N.(1).5 Research the concepts and actions marketers use to determine client needs and wants, and to
develop personalized responses intended to influence purchasing decisions and enhance future business
opportunities.
9.4.12.N.(1).6 Employ the tools, strategies, and systems marketers use to access, process, maintain, evaluate,
and disseminate information in order to assist with decision-making.
9.4.12.N.(1).7 Analyze the processes and systems marketers implement to monitor, plan, and control the dayto-day activities required for continued business operations.
9.4.12.N.(1).11 Analyze the concepts and strategies marketers use to determine and adjust prices for
marketing communications.
9.4.12.N.(1).12 Research the concepts and processes marketers use to obtain, develop, maintain, and improve
a product or service mix in response to market opportunities.
N.(2) Marketing Management
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(2).1 Evaluate and select concepts and strategies used in this pathway to communicate information
about products, services, images, and/or ideas to achieve desired outcomes.
9.4.12.N.(2).2 Demonstrate understanding of personalized communications strategies marketers use to
determine client needs and wants, and to develop responses intended to influence purchasing decisions and
enhance future business opportunities.
9.4.12.N.(2).3 Facilitate decision-making by evaluating and selecting tools, strategies, and systems used in
this industry to access, process, maintain, evaluate, and disseminate information
9.4.12.N.(2).6 Demonstrate knowledge of processes and systems used in this industry to plan, monitor, and
control the day-to-day activities required for continued operations.
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9.4.12.N.(2).8 Evaluate and select tools, techniques, and systems used to plan, control, and organize a
marketing organization or department.
9.4.12.N.(2).9 Apply concepts and strategies used in this industry to determine and adjust prices in order to
maximize return and meet customers’ perceptions of value.
9.4.12.N.(2).10 Evaluate and select concepts and processes used in this industry to obtain, develop, maintain,
and improve a product or service mix in response to market opportunities.
9.4.12.N.(2).11 Understand concepts, tools, and strategies used to explore, obtain, and develop marketing
careers.
N.(3) Marketing Research
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(3).2 Employ tools, techniques, and systems used in this industry to plan, control, and organize a
marketing research organization or department.
N.(6) Professional Sales & Marketing
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(6).1 Gather, access, synthesize, evaluate, and disseminate information to aid in making sales.
9.4.12.N.(6).2 Employ concepts and actions used in this pathway to determine client needs and wants and to
develop personalized communications intended to influence purchasing decisions and enhance future
business opportunities.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to create a realistic
simulation of what happens in order to plan an awards show and exemplify how it affects many other
industries.
Unit Essential Questions
 Why does Hollywood need award shows?
 What is significant about the time of year awards
shows happen?
 How do actors, producers, and studios benefit
from award shows?
 How is the fashion industry the most affected by
awards show season?
Unit Enduring Understandings
 Award shows are the best form of advertising for
movies, music, and television.
 Awards season is deliberately during late winter to
help release popular fashion designs for the
spring/summer.
 Success is the greatest marketing tool and
advertising an award nominee or winner is proven
to increase sales. This effects how much more
money actors and studios make, and in turn how
much more they can demand on future jobs.
 The design rights to one-of-a-kind gowns actresses
wear on the red carpet become sold, replicated,
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and mass-produced during the following months
and in stores during the season of formal dances
and proms in America.
Students will know and be able to do (knowledge and skills):










The reason producers and studios want to earn awards for their movies.
Research how studios and stars campaign to earn award show nominations.
Create a realistic award show setting in class.
Different reasons behind why award shows are so important.
Conduct marketing research.
Determine why the award season strategically takes place when it does.
All other industries, besides film, that are majorly effected by award shows.
Debate which of the class selected movies determine to win the different awards selected by the class.
Weigh the pros and cons of what truly makes a “successful” film.
Create an effective video montage that resembles that of a current award show on television today.
Stage 2: Evidence of Student Learning
Formative Performance Task
Summative Performance Task
(A Formative Performance Task is presented to
students at the beginning of the unit. It presents a
problem that drives learning and may include
several graded assessments)
(A Summative Performance Task is a timed and graded
test that assesses student learning. It is generally a postassessment administered at the end of a unit of study)

Create a line-up of movie nominees for a class award
show:
 Select recent movies you enjoyed, no more than 10
years old.
 Determine what award categories you would like to
see given.
 Each group will be the experts in 2 award categories
and must pick from the list of movies to determine
the nominees and winners?
 Conduct research to be able to explain to the class
(the academy) why each nominee was chosen. Use
facts and statistics as to why these movies/actors
were nominated.
 As a group secretly agree to the winner of the
awards.
 Create a script for how the awards will be presented
in class. Accompany the category with a video or
live acted montage/skit as seen in award shows.
Role play as a host, presenter, famous actor, etc. to


How is Disney so successful in their theme
parks and why are they a model company in
the entertainment industry.
How do movies get selected as nominees for
major awards? Formulate your own opinion as
to why or why not this is fair.
Determine as a class a fair way to select a
movie that deserves an award.
21

simulate a real award ceremony.
After all presentations critique each groups
presentation and selection of winners. Debate if the
winners were fairly chosen based on factual
evidence collected about the movies success.
Variables to consider during the planning process:
 A particular studio is willing to pay a bonus to help
promote and advertise a movie as a very well made
film over another.
 The head of the academy informs your team that a
lesser-known independent film needs to win best
picture this year as an upset to increase ratings by
having an underdog win even if it isn’t technically
the best film.
Other Evidence
 Tests

Readings

Essays

Presentations

Other
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Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
(suggested learning activities that will allow students
to successfully complete the assessment activities
described in section II)




Analyze popular movies that are/have been
nominated for awards and what led to the
nomination.
Create a list of industries aside from film that are
affected by award shows.
Discuss examples of successful movies and
actors that have never been nominated for
awards and why.
Develop a method and criteria for fairly
choosing award show winners.
(Differentiating content, process, and/or product
using variables of student readiness, interest, and
learning style)
Examples include:
Readiness: Rough drafts of the skit; written and
explained criteria for nominees and winners must be
completed on time to have all presentations
completed in a timely manner.
Interest: Students will create a list of favorite movies
they enjoyed and what categories they would like to
see; 1current event homework assignment; group
presentations that will require a variety of roles and
skills to complete.
Learning Style: Students must organize their
presentation to be informative and simulate a
creative award show scene at the same time; current
events follow a simple format of answering standard
questions given to each student; past student work is
available as examples to model work after; the option
for any type of video or acted skits is acceptable.
Suggested Resources:
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Unit Overview
Content Area – Business Education/Marketing
Unit 4: Marketing Plans
Grade Level – 10-12
Unit Summary/Rationale – During this unit, students will be able to create an effective, realistic marketing
plan to maximize revenues of a company for a new product.
Interdisciplinary Connections –
Math: Students will have to calculate production cost and estimated profits for CEO.
Technology: Students will be using the internet for research on company/employer and creating
advertisements for their product or service.
Language Arts: Marketing plan is presented to CEO as a report with references citing all sources of
information.
Technology Integration- Computers/Laptops, iPads, Microsoft Word
21st Century Themes Global Awareness
 Financial, Economic, Business &
Entrepreneurial Literacy
21st Century Skills Creativity Innovation
 Critical Thinking and Problem Solving
 Life & Career Skills
Learning Targets
Standards for Mathematical Practice:
Math.Practice.MP3: Construct viable arguments and critique the reasoning of others
Math.Practice.MP4: Model with mathematics.
College and Career Readiness Anchor Standards:
CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
24
CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
Domain Standards:
9.4 Career and Technical Education: All students who complete a career and technical education program
will acquire academic and technical skills for careers in emerging and established professions that lead to
technical skill proficiency, credentials, certificates, licenses, and/or degrees
N. Marketing Career Cluster
Content Statement:
Communication Skills: All clusters rely on effective oral and written communication strategies for creating,
expressing, and interpreting information and ideas that incorporate technical terminology and information.
Information Technology Applications: Technology is used to access, manage, integrate, and disseminate
information.
Problem-Solving and Critical Thinking: Critical and creative thinking strategies facilitate innovation and
problem-solving independently and in teams.
N.(1) Marketing Communications
Cumulative Progress Indicator(s) (CPI) 25
9.4.12.N.(1).2 Research the concepts and strategies marketers use to communicate information about
products, services, images, and/or ideas to achieve desired outcomes.
9.4.12.N.(1).3 Analyze the concepts and strategies marketers use to determine and target marketing
communications strategies to specific audiences.
9.4.12.N.(1).4 Research the concepts, systems, and tools marketers use when making decisions to gather,
access, synthesize, evaluate, and disseminate marketing information.
9.4.12.N.(1).5 Research the concepts and actions marketers use to determine client needs and wants, and to
develop personalized responses intended to influence purchasing decisions and enhance future business
opportunities.
9.4.12.N.(1).6 Employ the tools, strategies, and systems marketers use to access, process, maintain, evaluate,
and disseminate information in order to assist with decision-making.
9.4.12.N.(1).7 Analyze the processes and systems marketers implement to monitor, plan, and control the dayto-day activities required for continued business operations.
9.4.12.N.(1).11 Analyze the concepts and strategies marketers use to determine and adjust prices for
marketing communications.
9.4.12.N.(1).12 Research the concepts and processes marketers use to obtain, develop, maintain, and improve
a product or service mix in response to market opportunities.
N.(2) Marketing Management
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(2).1 Evaluate and select concepts and strategies used in this pathway to communicate information
about products, services, images, and/or ideas to achieve desired outcomes.
9.4.12.N.(2).2 Demonstrate understanding of personalized communications strategies marketers use to
determine client needs and wants, and to develop responses intended to influence purchasing decisions and
enhance future business opportunities.
9.4.12.N.(2).3 Facilitate decision-making by evaluating and selecting tools, strategies, and systems used in
this industry to access, process, maintain, evaluate, and disseminate information
9.4.12.N.(2).6 Demonstrate knowledge of processes and systems used in this industry to plan, monitor, and
control the day-to-day activities required for continued operations.
9.4.12.N.(2).8 Evaluate and select tools, techniques, and systems used to plan, control, and organize a
marketing organization or department.
9.4.12.N.(2).9 Apply concepts and strategies used in this industry to determine and adjust prices in order to
26
maximize return and meet customers’ perceptions of value.
9.4.12.N.(2).10 Evaluate and select concepts and processes used in this industry to obtain, develop, maintain,
and improve a product or service mix in response to market opportunities.
9.4.12.N.(2).11 Understand concepts, tools, and strategies used to explore, obtain, and develop marketing
careers.
N.(3) Marketing Research
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(3).2 Employ tools, techniques, and systems used in this industry to plan, control, and organize a
marketing research organization or department.
N.(6) Professional Sales & Marketing
Cumulative Progress Indicator(s) (CPI) 9.4.12.N.(6).1 Gather, access, synthesize, evaluate, and disseminate information to aid in making sales.
9.4.12.N.(6).2 Employ concepts and actions used in this pathway to determine client needs and wants and to
develop personalized communications intended to influence purchasing decisions and enhance future
business opportunities.
Stage 1: Desired Results
Transfer Goal: Students will be able to independently use their learning in new situations to complete a
marketing plan that resembles a realistic marketing plan that would be acceptable to submit to a corporate
boss/superior.
Unit Essential Questions
Unit Enduring Understandings




Why do I need a marketing plan?
What makes an effective mission statement?
How do companies determine which medium to
use for advertising?
How do companies know when and where to
plan the launch of new products?




27
An effective marketing plan has a focused target
market, research analysis, differentiated marketing
strategies, and an implementation timeline.
Mission statements are a summary of the
company’s overall goal that needs to coordinate
with the marketing strategy of a new product.
Conducting research to understand a target
markets likes or dislikes, personal beliefs, and/or
lifestyle will give an accurate description of what
advertising strategy will be most effective for a
product.
The product life cycle, logistics, and/or seasonal
trends will determine the distribution and sale of
new products.
Students will know and be able to do (knowledge and skills):
 What the purpose of a mission statement is.
 Research a company’s mission statement.
 Create a mission statement.
 Different techniques for gathering consumer information.
 Conduct marketing research.
 Determine a way to save a company time and money by creating an efficient marketing plan.
 Classify a target market for a product.
 Rationally determine a strategy for the price, promotion, distribution, and product management.
 Weigh the pros and cons of the financial risk associated with starting introducing a new product or
service.
 Create an effective advertisement for a product.
 Determine competition in the industry and differentiate a product.
Stage 2: Evidence of Student Learning
Formative Performance Task
Summative Performance Task
(A Formative Performance Task is presented to
students at the beginning of the unit. It presents a
problem that drives learning and may include
several graded assessments)
(A Summative Performance Task is a timed and graded
test that assesses student learning. It is generally a postassessment administered at the end of a unit of study)

Create a marketing plan:
 Select a company to work for.
 Design a new product for this company to sell.
 Create an analysis report by selecting a valid
primary target market and determining how your
product stands out from the competition. How is
this going to create loyalty?
 Create a strategy report based on the analysis
information. Include your marketing strategy for all
marketing mix elements while keeping within your
given budget.
 Create an implementation report to show a timeline
of events that need to happen before the product is
launched. Explain what departments of an
organization would carry out each different task.


Research some of the most successful new
products since 1970. Research failed products
of some fortune 500 companies. (Why “New
Coke” failed)
What are 3 different types of advertising you
have seen in the world around you? Good bad
effective not…
Write down a one year cycle of “retail
seasons”.
Variables to consider during the planning process:
 CEO needs you to include one additional advertising
medium in your campaign.
 Your company just had a big scandal with some top
executives; address how the Public Relations
department will spin the bad publicity so sales of
28
your new product aren’t hurt.
Other Evidence
 Tests

Readings

Essays

Presentations

Other
Stage 3: Learning Plan
Suggested Activities
Strategies for Differentiation
(suggested learning activities that will allow students
to successfully complete the assessment activities
described in section II)





Analyze current marketing plans of well-known
corporations
Create an outline as a class for the students
individual marketing plans
Discuss examples of what information goes into
a marketing plan analysis.
Discuss examples of what information goes into
developing a strategy for sales of a new product.
Develop a timeline of implementation for a new
product being brought to the market.
(Differentiating content, process, and/or product
using variables of student readiness, interest, and
learning style)
Readiness: Rough drafts of the marketing plan will be
submitted every week with a new section completed;
the final project should include corrections and
follow the outline and rubric given as a guide.
Interest: Choices of any company that is related to
sports/entertainment that the students has a specific
interest in; 1current event homework assignment;
explorations by interest and modes of expression
(artistic, technological, written, oral, community
service).
Learning Style: Students must organize marketing
plan into 3 sections but the format of the document
will be up to them; current events follow a simple
format of answering standard questions given to each
student; past student work is available as examples to
model work after; the option for additional creative
concept art can be created in various ways such as
digitally generated, hand drawn, photographed etc.
29
Suggested Resources:
30