Gala Marketing Prep

Overview

Today (Lesson 4 of 5) students create age-appropriate promotional materials for a movie theatre and gift shop, then do final preparations for a class gala day. They practise speaking to a small audience and organise displays so visitors know what to buy and why.

Learning intentions

• WALT plan simple marketing messages for an audience.
• WALT create promotional materials using a clear purpose and simple features.
• WALT practise a short presentation to explain products and how to get them.
• WALT organise a display so information is easy to see and understand.

Success criteria

• I can explain who my message is for and what I want people to do.
• I can create a promotion (e.g., poster, flyer, sign, or short script) with clear wording and visuals.
• I can present my promotion clearly, using eye contact and an appropriate voice.
• I can help organise a display so it is tidy, labelled, and ready for visitors.

Curriculum links

• New Zealand Curriculum: Developing ideas through exploration and communicating them (arts, English and speaking/listening).
• New Zealand Curriculum: Using literacy skills to read, write, and communicate for a purpose.
• New Zealand Curriculum: Working together and contributing responsibly in a group.
• Enterprise and economic literacy: Understanding people’s needs and wants and making choices to meet them.

Lesson structure (30 minutes)

1. 0–4 minutes: Revisit the goal Teacher shows a quick example of a “promo” (a simple poster or sign) and reminds the class this is final preparation for gala day. Students share one thing they want visitors to notice.

2. 4–10 minutes: Plan your promotion Students choose one product to promote (movie ticket, popcorn, drink, birthday bundle, gift shop item). They complete a simple planning strip: “For who?”, “What is it?”, “Why should people choose it?”, “What should they do next?”

3. 10–18 minutes: Create materials In groups of 2–3, students produce promotional materials (poster/flyer/sign, or a short “talking card”). Teacher circulates, checks that messages are clear, and prompts students to include at least one visual feature (picture, colours, or simple icons).

4. 18–23 minutes: Practise presentations Students practise a 20–30 second presentation using their script or talking card. Partners give one supportive feedback point: “I understood…” or “Try adding…”

5. 23–27 minutes: Organise displays Groups set up their station: label area, place materials where visitors can see, and ensure there is a clear “next step” (e.g., “Ask me for tickets”, “Choose your gift”, “See the menu sign”). Teacher does a quick “ready check”.

6. 27–30 minutes: Share and reflect Each group shares one improvement they made since practice. Students reflect: “What worked well?” and “What will we do if we need more time tomorrow?”

Resources

• A simple template for planning strips (audience, product, reason, next step)
• Pre-printed or chart paper for posters/flyers/signs
• Markers, pencils, crayons, sticky notes, glue sticks, scissors
• Picture word bank (movie, popcorn, gift, ticket, open/closed, choose, ask, pay, menu)
• Talking card or mini-script strips (e.g., “Hi, I’m… This is… It’s great because… Come and…”)
• Example promotional materials (one teacher-made poster and one student sample)
• Display items for the station (menus, product cards, or sample goods)
• Feedback sentence starters for partners (“I understood…”, “Can you make… clearer?”)

Assessment

• Teacher observation using a quick checklist: clear purpose, appropriate message for the audience, and use of promotional features.
• Peer feedback during practise: students can identify one thing they understood and one suggestion.
• Evidence from student products: planning strip plus final promotional material and/or short presentation script.

Differentiation

• Support: Provide sentence starters, a reduced-choice product list, and a model poster; allow drawing-first planning then writing.
• Support: Pair students intentionally (one stronger reader/writer with one needing more support) and reduce the amount to write (e.g., 1–2 key sentences).
• Extension: Ask students to add a “special offer” (bundle deal, limited-time message) and include more than one persuasive reason (price + convenience + fun).
• EAL/SEN: Accept oral responses instead of full writing where needed; use visuals and consistent vocabulary from the word bank; offer extra time for practice and display set-up.