Marketing plan project curriculum unit for EAL students

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2 Curriculum Unit Plan Curriculum Unit Title: Marketing Plan Project Student Group: EAL or international students who usually fall behind in the classroom due to language barriers. The income level of these students is more than 100k while most of them come from privileged backgrounds. EAL/international students currently account for 10% of the student body and tend to score between 10 and 15% below average students on standardized reading exams largely because of unanswered questions due to time limitations or factors. Subject Area #1: English Language Subject Area #2: Business Common Core Standard(s): 1. PA Standard 1.2.11.A – Reading Critically in All Content Areas: Read and understand important content of informational texts and documents (Pennsylvania Department of Education, 2014). 2. P.A. Standard 15.9.12.K – Create a comprehensive marketing plan (Pennsylvania Department of Education, 2012). 3. P.A. Standard CC.1.5.11-12.C – Comprehension and Collaboration: Evaluating Information. Unit Learning Objectives: In this lesson, students will… 1. Understand the concept of and how to develop a marketing plan. 2. Analyze the process of creating a marketing plan. 3. Create a comprehensive marketing plan for a business. Evidence-based Activities: To achieve the purposes of the unit, several activities or strategies will be utilized in the classroom as shown below… Activity/Strategy Description Bloom’s Revised Taxonomy Level: Resources and Instructional Tools

Activity/Strategy #1: Students will be required to read an informational text or passage on creating a marketing plan. (20 mins) · Students will be provided with copies of Andreas Klein’s Marketing Plan: BMW 1 – Series in Germany (Klein, 2007). · Students will then be required to read the text while writing down the series of steps undertaken to create the marketing plan as well as any other important insights on the marketing plan. Level 2 – Understand: Interpret, summarize and classify (Pohl, 2000). 1. Marketing Plan: BMW 1 – Series in Germany by Andreas Klein. 2. The Internet. 3. Student Journals. 4. Pen or pencils.

Activity/Strategy #2: Students will be randomly divided into small groups as part of cooperative learning groups (Brame & Biel, 2015). (15 mins) · Students are randomly divided into groups comprising of five students each. · They will then be given a worksheet with the following instruction: · Analyze the marketing plan of BMW and determine the various steps in creating a marketing plan. · Students will then be required to discuss their individual findings on the creation of a marketing plan. · Students will be required to present their findings during whole class discussion. Level 3 – Break material into different parts and identify the relations between these parts and the overall structure (Pohl, 2000). 1. Student Journals. 2. Worksheet. 3. Pen or pencils.

Activity/Strategy #3: Students will create a comprehensive marketing plan for either a real or fictitious company/business as part of group work (Burke, 2011). (15 mins) · Students will work in their small groups to create a comprehensive marketing plan for a company/business of their choice. · Each small group will then present its marketing plan to the entire class. Level 3 – Integrate different elements/parts to develop a coherent or functional whole. 1. Student Journals. 2. Pen or pencils. 3. The Internet.

Assessment Strategies: 1. Summative Assessment: One of the appropriate assessment strategies for this curriculum unit is summative assessment. Students will be required to complete an end of unit written exam, which will focus on examining their mastery of the learning content. This assessment will specifically examine the extent with which students have mastered the learning content in terms of the various concepts of a marketing plan. 2. Formative Assessment: The second assessment strategy that will be employed in this classroom is formative assessment. This assessment will focus on evaluating students’ understanding of the concepts they have learned in the classroom. Formative assessments will include interim quizzes, students’ participation in group work activities, written and reading-based homework assignments, and shared responses to essential questions. Relevance of Activities: The identified activities/strategies are relevant and applicable to the EAL or international students in the classroom given their relatively poor performance in standardized reading exams. The use of these different teaching activities/strategies will provide these students an opportunity to enhance their performance in reading exams and language development through promoting cooperative learning. In this regard, students will not only read the informational text/passage independently, but will also work with others to enhance their comprehension and understanding of the relevant concepts. Cooperative learning has proven to be an effective tool in enhancing the reading and writing skills of students in relation to language development (Brame & Biel, 2015). The use of these activities/strategies provide students with the opportunity to learn from each other as they interact with the learning material. The activities promote higher levels of thinking for these students through covering different Bloom levels that help in enhancing critical thinking. The higher levels of thinking are obtained through improved reading and comprehension skills among this student group as they participate in the different learning activities and complete each task.