CTE21.MKT.DM.1
Gather and share information on branding and brand positioning techniques and strategies.
Gather and share information on branding and brand positioning techniques and strategies.
Overview
Business industry experts agree that identifying a brand purpose and clearly communicating it with consumers is a critical aspect of brand positioning strategy. In this activity, students will read the article, "Strategic Marketing: Brands Consider the Power of Purpose" from the Wharton Global Youth Program and complete a graphic organizer to identify key concepts.
Phase
During/Explore/Explain
CTE21.MKT.DM.1
CTE21.MKT.DM.1a
Gather and share information on branding as it relates to a business and its influence on consumers.
Gather and share information on branding as it relates to a business and its influence on consumers.
CTE21.MKT.DM.1b
Explain the concepts of brand equity, brand values, and experiential branding.
Explain the concepts of brand equity, brand values, and experiential branding.
CTE21.MKT.DM.1c
Describe the characteristics of good branding strategies and their impact on creating or improving brand equity or brand image.
Describe the characteristics of good branding strategies and their impact on creating or improving brand equity or brand image.
Learning Objectives
Students will:
- gather and share information on branding and brand positioning strategies as it relates to a business and its influence on consumers.
- explain the concept of brand values.
- describe the characteristics of successful branding strategies and their impact on creating brand image.
Attached Classroom Resources
Activity Details
1. The teacher will introduce the article "Strategic Marketing: Brands Consider the Power of Purpose" by reading the first six paragraphs with students (either reading out loud to students or allowing students to read the article out loud to the class).
2. The teacher will divide students into 10 groups. Each group will be assigned to read and respond to one of the "10 truths about brand purpose" included in the article.
3. After reading the assigned section, students will complete the response as directed by the teacher (either on paper or digitally). For the response, students will indicate the number of the "truth" their group read in the article, select one term as the most important from their assigned section, and write a one-sentence summary of their assigned section. See this Jamboard for an example.
4. After each group has completed their response, they will share it with their classmates. This can be done by having students view all ten frames of the Jamboard, orally report their answers to their classmates, or a combination of the two.
5. After all ten groups have shared, the teacher will lead a class discussion by asking some of the questions included at the end of the article, such as:
- Can you identify a "purpose-driven" brand?
- As a consumer, do you seek out "purpose-driven" brands to support?
- How is a brand's purpose and its value proposition related?
- Can businesses build a successful brand positioning strategy around their identified purpose? Why or why not?
Assessment Strategies
The teacher will evaluate each group's response to the article to ensure they were able to provide an accurate and meaningful one-sentence summary of their assigned section.
The teacher will observe student responses during the class discussion to determine if students were able to provide valid discussion points related to branding and brand positioning strategy.
Acceleration
Rather than only reading one "truth," students can read all ten and complete the response.
Intervention
A video glossary is available for critical vocabulary terms. Hover over blue underlined words in the article to access the video glossary.
Students can be selectively grouped with a skilled reader to support their analysis of the text.
Background / Preparation
Student Background Preparation: Completing the associated Before Activity will provide students with background knowledge for this activity. Students will need to be able to independently read grade-level informational text.
Teacher Background Preparation:
The teacher will:
- read the article prior to completing the activity with students.
- select a method for students to access the article (either print or digital).
- divide students into 10 groups and select a reading assignment from each group from the "10 truths about brand purpose" section in the article.
- select a method for student response (digital or paper). If digital student response is selected, the teacher can make a copy of this Jamboard and share it with students. If a paper response is desired, the teacher can print the Jamboard as a PDF.
Total Duration
16 to 30 Minutes
Materials and Resources
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"Strategic Marketing: Brands Consider the Power of Purpose" article (print one copy per student or digital access)
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For student response:
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Digital: Make a copy of this Jamboard and duplicate the frame 10 times for each group's response.
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Paper: Print a PDF of this Jamboard and make 10 copies (one per student group).
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Student digital devices (if digital access is selected)
URL (web address)
Strategic Marketing: Brands Consider the Power of Purpose
