Sales and Promotions

Date: October 10-14, 2016 (Week 10)Teacher: V. Gasque

Unit: Customer Service / Time on Task: 3 Days
Course Content Standard(s)
7. Demonstrate effective sales presentation skills, including obtaining product knowledge, developing a customer base, and
determining sales techniques.
College and Career Readiness Standards
Reading Standards for Literacy in Science and Technical Subjects 6-12 or Reading Standards for Literacy in History/Social Studies 6-12 / Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 / Standards for Mathematical Practice
4, 5, / 1, 2 / 5
Learning Objective(s) / The student will:
  1. Students will learn about a product and why it is important to know the product
  2. Understand customer service
  3. Learn about Products and Services
  4. Asses and meet customer needs
  5. Educate the customer

21st Century Competencies / Critical Thinking Communication Collaboration Creativity
Essential Question(s) /
  1. What is it and why is it important?
  2. Why is it important to know the safety standards?
  3. If possible, why should a salesperson try the product?
  4. What steps should be taken in meeting the customers’ needs?

CTSO / Discuss FBLA Membership Drive and the benefits
Content Knowledge / Suggested Instructional Activities / Suggested Materials, Equipment, and Technology Resources
Planning
Professionalism
Customers’ needs
Engaging with the customer / Discussion on Choices made and choices to be made
Videos
Team work activity
Compare products / Graphic Organizer
Projector
PowerPoint Presentation
Computer software
Worksheets
Products
Ads
Workbooks
Assessment of Learning / Formative Assessments
  • Observation
  • Questioning
  • Discussion
  • Graphic Organizer
/ Summative Assessments
  • Worksheets
Graphic Organizers
  • Projects

Sample Career Options / Sales Clerk, Manager,
Online Experience / Does this lesson address the required online experience? Yes No
If yes, please indicate length of time in minutes. 220 minutes
CTSO Activities / Discuss FBLA JLDC and fundraisers
LESSON PLANS
Monday / Tuesday / Wednesday / Thursday / Friday
Bell Ringer / Read the story of Mike Rowe selling a #2 Pencil / Show video from QVC on demonstrating a product / Ask students why Dawn Detergent was considered to be the best.
Lecture / No School
Fall Break / No School
Fall Break / Discuss why it is important to educate a customer in knowing the product / Continue to discuss Educating a Customer / Discussthe mistakes when attempting to sell less tangible items
Assessment / Check for understanding / Check for understanding
Activity/Group/Lab Application / Students will be given an object. They are to come up with adjectives to describe the item. / Fill in graphic organizer on Educating a Customer
Selling a warranty / Fill in graphic organizer on Educating a Customer
List mistakes and notes on when to consult a manager/supervisor
Other
Tier 1 Interventions / Check if Applicable
Circulate among students and observe and question as they are working
Make eye contact with students before giving directions and have students repeat directions / X
Provide clearly written directions and instruction in a step by step manner with illustrations and use as few words as possible / X
Teach social and behavioral skills through teacher modeling and repeated opportunities for practice / X
Provide a predictable, organized classroom where expectations are stable / X
Identify precisely the behavior expected for specific locations(hallways, cafeteria, library, assembly)
Write instructions on the board as well as say them aloud / X
Differentiate instruction by using levels of Blooms Taxonomy to ask questions and plan learning activities / X
Use reading partners or skilled peers to provide academic support / X
Use multiple and flexible grouping opportunities to respond frequently
Use visuals, charts, and models for concept reinforcement / X
Provide opportunities for students to respond in a variety of ways (questions, dry erase boards, thumbs up, partner share, graphic organizers) / X
Use frequent monitoring to assess the progress and non progress made by students so instruction can be adjusted in a timely manner
Other: Please Explain
Check if Applicable
Build frequent opportunities for movement during instruction to address needs of students who are kinesthetic learners / X
Provide clearly written directions and instruction in a step by step manners with illustrations and use as few words as possible / X
Differentiate instruction by using all levels of Bloom’s Taxonomy to ask questions and plan learning activities / X
Use reading partners and skilled peer of adult mentors to provide / X
Provided varied texts and supplementary material at different levels of reading difficulty
Use multiple, flexible grouping opportunities for students
Use direct, systematic instruction delivered by the classroom teacher or another skilled adult
Increase the amount of practice opportunities using multiple modalities / X
Increase opportunities for students to respond in a variety to ways (Questions, dry erase boards, thumb up, partner share, graphic organizers) / X
Explain clearly each academic task and specific criteria needed to successfully complete the task / X
Reinforce memorization of steps using repetition in variety of context where memory is required (oral, written, act it out) / X
Other: Please Explain