Beacon Lesson Plan Library

Show Me the Money, Inc.

Mary Borges
Santa Rosa District Schools


Following a background study, small student groups create mock advertisement campaigns. Student products include written, oral, and visual presentations to convince the audience that their ad campaigns sell effectively.


The student identifies devices of persuasion and methods of appeal and their effectiveness.

The student selects and uses appropriate listening strategies according to the intended purpose (such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations).

The student uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.

The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.

The student applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.

The student develops and sustains a line of argument and provides appropriate support.

The student effectively integrates multimedia and technology into presentations.

The student understands how many financial and nonfinancial factors (e.g., cultural traditions, profit, and risk) motivate consumers, producers, workers, savers, and investors to allocate their scarce resources differently.


-Handout providing directions for the projects
-TV/VCR, computer, screen, and overhead projector available for students to use when presenting their projects
-Economics textbooks or videos; public and persuasive speech textbooks optional
-Supplies such as poster board, colored markers, computers/word processors, paper, video tapes, etc., if the work is done in class; if most or all of the students’ visuals are created outside of class, then none of these supply items are provided by the instructor.


1. Plan instruction that will effectively teach the background information needed to accurately complete the projects. This may include showing appropriate videos, displaying and discussing various advertisements, teaching terminology, etc. Make sure students know how to write a summary report. If they do not, plan instruction in this.
2. Print copies of the directions handout.
3. Have audio visual/media equipment available.
4. Plan a half sheet score or commentary sheet you will use for final assessment.


BACKGROUND: The teacher will provide instruction on the following topics for at least two weeks in an economics, media, or public speaking/language arts class: supply and demand, propaganda techniques, how advertising works, targeting an audience, identifying effective packaging, ad and product placement methods, identifying needs versus wants, allocation of relatively scarce resources, and effective methods in persuasive public speaking. Use of available media is encouraged.

1. Distribute the directions handout. (See attached file.)

2. Go over the handout orally with the class, answering questions and giving suggestions.

3. Allow the students to create teams of 2-3 students. They discuss their ideas, determine their products and how to build their campaigns, and divide the responsibilities for creating the finished product among team members.

4. They then work on their own, both in and out of class, to prepare for presenting on the due date. Offer advice and answer questions as they arise during the preparation time.

5. On the due date all team members must participate in the presentations in some way. Encourage students to use media equipment in their presentations.

6. The presentations are followed immediately by self and peer reviews.


1. Self and Peer Review: After all presentations are completed, list the teams and their products on the board. Have the class write their answers on notebook paper to the following questions as they are read aloud:
(a) On a scale of 1-10 (10 being highest), how would you rate your presentation when you consider the grading criteria given to you in your instructions?
(b) Explain why you gave yourself this rating.
(c) If you could do something differently, what would it be?
(d) List by name of product today’s three best presentations (not your own).
(e) Rank these presentations first, second, and third best.
(f) Explain what you liked best about each of these three presentations.
(g) Which other presentation had potential but came up short? Explain why.
2. Teacher Final Assessment: Analyze the projects for following directions, demonstrating knowledge of the subject and economics, and quality of presentation. Identify the commendable items you noted about their written, visual, and oral presentations. Then note what weaknesses or lapses you noticed. Finally, provide anonymous quotes from the peer reviews about their presentations.


This lesson is recommended for grades 9-12. Multimedia requirements might be optional for some students and required for more advanced students. This would be a lesson that could be used in an economics, media, speech, or language arts class. The teacher may wish to make all project preparation work out-of-class only. Students may work alone.

Attached Files

A “Sell It!” directions handout for reproduction.     File Extension: pdf

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