SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

PA/Common
Core/Standards

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students

DETAILS
Miss Lacey Weiner
Social Studies (Economics)
3rd grade
One class period : Approx. 45 minutes
Advertising influences personal choices.
There are different types of businesses that compete
with one another all over towns and cities.
In cities there are chain stores and restaurants and
then local stores and restaurants.
What should be included on advertisements to
persuade consumers to buy a product?
What are the qualities of a good advertisement?
What is the main difference between chain and local
businesses?
6.2.3.B Identify competing sellers in the local market.
6.2.3.C Identify types of advertising designed to
influence personal choice
6.2.3.D Define price and how prices vary for products
By the conclusion of this lesson, each individual student
will be able to name three (3) effective qualities of
advertisements 100% of the time.
By the conclusion of this lesson, each group of students
will create an advertisement for their own, unique pizza
shop. The advertisement will display the shops name,
prices, specials, and phone number 1 out of 1
times. Students will be encouraged to add attentiongrabbing graphics and original slogans.
The teacher will use questioning as a formative
assessment. While the teacher is guiding the practice
he or she will walk around the room and ask students
questions such as, Why did you use this special? or
Why did you choose this motto to put on your
advertisement? If a group is missing an element on
their poster (in this case, a phone number) the teacher
can also ask students questions such as, Wow, your
advertisement looks great, but how will I know what
number to call when I want a pizza delivered to my
house?
Students will have to use their knowledge on the ideals
and elements of effective advertisements on a unit
test. On this unit test students will be asked to apply
and correctly use these elements to create another
advertisement independently.
Students will use the Make Pizza Cooking games
application on their iPads to feature their greatest
original pizza creation! Students will get to choose the

CK

Framework for
21st Century
Learning

Accommodation
s, Modifications

pizza toppings they want to show off to the other

classmates when it comes time to vote on the best
pizza shop in town!
Students will work in collaborative groups in order to
create an effective and appealing advertisement.
Emotional/ Behavioral
The teacher will go over the expectations for students
while they are participating in group work. The teacher
will review and post these rules on the board before
students are broken intro groups. These rules are
embedded in the acronym groups.

1. G Give thoughtful feedback

2. R Respect others and their thoughts
3. O On task all the times
4. U Use soft voices
5. P Participate actively
6. S- Stay with your group
By going over the expectations before students begin the
activity, students are aware of what behaviors are acceptable
during this specific point in time.
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Raise your hand if you have ever eaten pizza delivery!
Hook/Lead-In/Anticipatory Set
Students will be asked what their favorite pizza place in
town is.
Ask students if they like chain pizza places (Dominos,
Pizza Hut, etc.) or if they prefer a local businesses pizza
(in Greensburg this could be Bubas, Pizza Sienna, or
DeGennaros).
Big Idea Statement
Consumers make purchases based upon
advertisements.
Essential Questions Statement
What would you include on an advertisement if you were
trying to sell your product to consumers?
What would you do to give yourself an edge over all of
the other pizza shops in the area?

Lesson
Procedure

Objective Statement
You will work with a group to advertise for your own,
unique pizza shop! Think about the different elements of
advertisements that appeal most to consumers. Use
your knowledge to make people want to buy your
product over everyone elses!
Transition
After all presentations are over, students will put their
votes into a box before heading back to their seats.
The teacher will write all of the names of the pizza shops
on the board, and one by one will pull out the votes from
the box. The votes will be recorded on the board, and be
represented by tally marks. Whichever pizza shop has
the most votes at the end will be the winners.
Key Vocabulary
Advertisement a notice or announcement promoting a
product, service, or event.
Chain business retail outlets that share a brand and
central management.
Local business a franchise or corporate branch
operating within a local area.
Motto a short sentence or phrase chosen as to
describe the beliefs or ideals guiding an individual,
family, or institution.
PreAssessment of Students
Sitting in the circle (or group learning space) have
students look at two advertisements for two different
pizza shops (one that is plain and boring and one that
is vibrant and exciting).
Have students compare and contrast the
advertisements; and explain why or why not they favor
one over another.
Modeling of the Concept
The teacher will create my own Pizza Poster and go
over the elements that are included to show students
what they should include on their poster. These
elements include the name of the pizza shop, the prices
of a few menu items, specials (buy one get one free
pizza), and the phone number for delivery services. The
teacher would not include a motto or graphics because
students need to come up with these ideas on their own,
and not just copy from the teachers example.
Guiding the Practice
The teacher will then break students into pre-assigned
groups. The teacher will give them a specific place in the
room to go and work. On the way to this specific area,
students will be asked to gather the materials they will
need which include; poster paper, construction paper,
markers or crayons, glue, and scissors.
When all students are broken into their respective

groups, the teacher will walk around the room and use
meaningful questioning to make sure students are on
the right track. For example, the teacher will ask
students questions such as, Why did you use this
special? or Why did you choose this motto to put on
your advertisement? If a group is missing an element
on their poster (in this case, a phone number) the
teacher can also ask students questions such as, Wow,
your advertisement looks great, but how will I know
what number to call when I want a pizza delivered to my
house?
Providing the Independent Practice
When all groups are finished with their advertisements
they will present them to their fellow classmates. At the
conclusion of all the presentations, independently
students will cast votes on which pizza place they would
most likely buy pizza from based upon how appealing
their advertisements and pizza samples (from the
application) were. Students are not able to vote for
their own pizza shop.
Transition
After all presentations are over, students will put their
votes into a box before heading back to their seats.
The teacher will write all of the names of the pizza shops
on the board, and one by one will pull out the votes from
the box. The votes will be recorded on the board, and be
represented by tally marks. Whichever pizza shop has
the most votes at the end will be the winners.
Reading
Two different advertisements (competitors)
Materials
Poster board
Technology
Construction paper
Equipment
Markers/crayons
Supplies
Glue
Scissors
Ipad
Pencils
Box
Pieces of paper for votes
Dry erase marker to record tally marks
Evaluation of
Formal Evaluation
the
The different advertisements created by students will be
Learning/Master
collected.
y of the
Informal Evaluation
Concept
Students will be informally evaluated after they give
their presentations on their advertisements. The teacher
will ask questions such as, Why did you add a picture of
a delivery car as opposed to a picture of breadsticks?
Closure
Summary & Review of the Learning
Students will complete an exit slip stating one thing that

Teacher
Self-reflection

they liked about their advertisement and one thing that

they would have changed after seeing everyone elses.
Homework/Assignments
Next we will take a look at how advertising has changed
throughout the years. Before class, take a look at this
website http://memory.loc.gov/ammem/ccmphtml/. It
shows 50 years of Coca-Cola advertisements. These are
all primary sources. See if you can track the changes
that have occurred in their advertisements over the
years. What do they use to advertise? What is the focal
point of the advertisements? Who are the
advertisements targeted toward?