I honestly don't know where I'd be this year as a first-year yearbook teacher without resources from Julie Faulkner. This is one of many purchases. Julie ...... just take my money! :)

— Nichole W.

Rated 5 out of 5

Extremely helpful. This is my first year selling business ads, and I needed a starting point to know how to hold my students accountable.

— amber c.

Rated 5 out of 5

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Description

This business ad teaching pack is designed to help you teach your students how to get the most out of selling business advertisements for your student publication. It will walk your students through researching the history of the ads, charting and analyzing that data, as well as calling and collecting the money.

Included:

- PDF & PPT Guided Lesson

- One page interactive notebook insert for notes

- Reader's Theater Scripts for dealing with brush-offs

- Sales History Tracker and Questions for Analysis

- Biz Ad Rubric

- Sales Tracker Logs

- CCSS Math and Literacy Standards

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For more ideas and inspiration:

Faulkner's Fast Five Blog

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Teaching Middle and High School English Facebook Group

Yearbook and Journalism Facebook Group

Please, one classroom use only. Additional licenses are sold at checkout. This license is nontransferable. Not eligible for online environments unless password protected. Posting openly online is prohibited. No part of this resource can be used for commercial purposes, altered, or resold. This work is my original work, and taking portions of it to create something else for resale is prohibited.

Total Pages

36 pages

Answer Key

Does not apply

Teaching Duration

2 days

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Standards

to see state-specific standards (only available in the US).

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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