The Art of Selling Style: Fashion Forward Designs

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title: Fashion Essentials

  Course Number: 8806010

  Career Cluster: Marketing, Sales & Services

  CIP Number: 0252190200

  Course Type: CAR-PREP-High School Career Preparatory Program

  CTE Standard(s) or benchmarks: CTE-MKT.912.8806010.6.7 - Analyze the use of websites, social media, email, and customer loyalty programs to establish and maintain a customer database.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Fashion Forward Designs.” See CPALMS resource ID# 219555.

• Career Connection

  
  

  This lesson helps students build fashion industry knowledge by analyzing the use of websites, social media, email, and customer loyalty programs to boost sales. They will practice digital marketing strategies, customer relationship skills, and successful selling techniques while considering industry standards like effective customer relations and impactful loyalty programs.

  In the domain of communication, students will demonstrate how to effectively engage with customers by analyzing the use of websites, social media, and emails to enhance sales. They will gain insights into the appropriate tone and style for various communication channels. Understanding customer loyalty programs and maintaining databases will assist students in honing the skills necessary to develop and sustain strong customer relationships.

  In the domain of creativity, students will explore innovative marketing strategies by analyzing the use of websites, social media, and email. They will brainstorm and develop unique marketing strategies that stand out in the competitive fashion industry. By understanding customer loyalty programs, students will learn to creatively solve problems and enhance customer engagement.

• Learning Objectives

  
  

  Students will be able to:

  • evaluate the effectiveness of websites, social media, and email marketing in promoting a fashion brand to ultimately increase revenue.
  • discuss the effectiveness of customer loyalty programs and personalized communication strategies to enhance revenue.

  • write a narrative solution to a case study with a clear perspective and appropriate writing techniques.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • marketing vocabulary such as brand, fashion marketing, revenue, customer loyalty programs, and communication channels.
  • participate in small groups, including role play activities.
  • oral presentation skills.
  • writing narratives using narrative techniques, varied transitions, and a clearly established point of view.

• Guiding Questions

  
  
  • How can fashion brands gather and utilize customer feedback to improve their services and products?
  • What factors should be considered when utilizing websites, social media, email, and customer loyalty programs to establish and maintain a customer database to increase revenue?
  • How can fashion brands balance their marketing efforts between retaining existing customers and expanding their customer base?
  • What are some innovative sales techniques that fashion brands can implement to boost revenue?

• Procedure

  
  
  1. Prior to the lesson, the teacher will make copies of the file attachment Four-Square Graphic Organizer entitled, “The Art of Selling Style: Fashion Forward Designs Four-Square Organizer.”
  2. To introduce the lesson, the teacher will distribute the Four-Square Graphic Organizer to each group.
     • The students will break up into pairs and use a computer to visit their favorite fashion brands.
     • After examining a few fashion brands’ websites, social media, email, and customer loyalty programs, the students will turn and talk with a partner about whether websites, social media, email, and customer loyalty programs entice them to shop fashion brands. Students should consider the following questions when deciding what motivates their purchases:
       • What features must be included on a website to entice you to purchase items?
       • What type of content entices you to shop after seeing your favorite fashion brands on social media? Are influencers’ testimonials more important than regular postings that highlight merchandise?
       • Does bombarding you with emails motivate you to shop?
       • What types of customer loyalty programs entice you to shop more frequently?
     • Students will briefly record their responses, including a note about what entices them to shop fashion brands or doesn’t on the Four-Square Graphic Organizer under the appropriate section.
     • The teacher will facilitate a discussion about the responses on the Four Square as the student pairs briefly share their answers with the class.
  3. Next, the teacher will distribute the case study, “Fashion Forward Designs” (see CPALMS Resource ID # 219555). The students can read the case study silently. After reading the case study, the teacher will ask students to summarize the scenario in the case study.
  4. Next, the teacher can pose the following questions to the whole group and allow the students to briefly discuss.
     • What are some innovative sales techniques that Fashion Forward Designs can implement to boost revenue?
     • How can Fashion Forward Designs effectively gather and analyze customer feedback?
     • In the case study, Liam highlights that customers have expressed dissatisfaction due to the absence of a customer loyalty program. What are the potential benefits and drawbacks of implementing a customer loyalty program for Fashion Forward Designs?
     • What role do sales associates play in the overall customer experience and business success?
  5. The teacher will set the lesson's purpose by telling the students they will create and act out role play scenarios based on the case study and their discussion about whether websites, social media, email, and customer loyalty programs entice them to shop fashion brands.
  6. Explain to the students that the class will be split into groups of 3. The students will work in groups to write role play scenarios as the characters from the case study. Students will represent one of the characters, “Farah,” “Felicity,” or “Liam.”
  7. The scenarios must contain “never before scenes” of events that have taken place in the workplace. These can be additional scenarios, or an enhancement of the scenarios presented in the case study. The teacher will explain that the roleplay is a practice activity to help students brainstorm solutions and ideas for a solution to the case study.
  8. Afterwards, the students will pair up with other groups and each group will present their scenarios.
  9. To bring the lesson to a close, students will write “what happens now.” This must be a narrative essay outlining a solution to the case study. The solutions should be written in the third person, present tense just like the case study. In addition, each solution must present a clear perspective and fully integrate with the case study, using transitions and appropriate narrative techniques.
  10. To ensure that the students understand how the lesson connects to their future career, the teacher can have a brief discussion so the students can share their insights into the following questions:
      • How did role-playing help you understand using websites, social media, email, and customer loyalty programs in building a fashion brand and boosting revenue”?
      • How do the role-playing scenarios prepare you for a career in fashion marketing?
      • What insights did you gain into the marketing of fashion brands?
  11. The students can complete a quick write on a sticky note in response to one of the questions and place it on a white board or poster board as an exit ticket out of the class.

• Teacher Notes

  
  
  • Depending upon time constraints, teachers can break this lesson into multiple lessons.
  • If the groups must be larger than three, the teacher could assign the additional student(s) a character not mentioned in the case study.
  • The questions listed after the closing activity could be used as an attention grabber or introduction for a subsequent lesson.