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 concluding activity, students will apply their knowledge of branding and brand positioning strategy to craft their own purpose statement and share it with their classmates. A thorough understanding of brand purpose and its impact on brand equity and image will lay the foundation for other digital marketing concepts and encourage students to begin building their personal brand.
Content Standards
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.
Interdisciplinary Connections
Phase
After/Explain/Elaborate
Learning Objectives
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 equity and brand image.
Activity Details
Activity Details
1. Students will brainstorm a list of branding techniques or brand positioning strategies they have learned thus far. This can be completed digitally or on paper; independently, in groups, or as a whole class. See frame 1 of this Jamboard for an example.
2. The students will read the article, "Building a ‘Work Brand’ that People Will Brag About." The article can be read independently, in partners, in small groups, or as a whole class.
3. Students will begin crafting their purpose statement by creating a list of:
- 2 adjectives that describe them
- 2 unique skills they possess
- 1 verb/verb phrase that identifies what they want to do now
- 1 verb/verb phrase that identifies what they want to do in the future (i.e. a future goal)
See frame 2 of this Jamboard for an example.
4. After creating their list of words, students will insert them into this purpose statement sentence stem:
I am a(n) ___(adjective)_____ and ___(adjective)_____ person, who seeks to ______(verb/verb phrase-now)______ so that I may use my ___(adjective)_____ and ___(adjective)_____ skills in order to ______(verb/verb phrase-now)______.
See frame 3 of this Jamboard for an example.
5. After crafting their complete purpose statement, students will share them with their classmates. This can be done by having students view each other's frames on the Jamboard, orally report their answers to their classmates, or a combination of the two.
6. After all students have shared their purpose statements, the teacher will lead a class discussion by asking:
- How does acting in accordance with the purpose statement you just developed build your personal brand?
- Could a business or organization also complete an activity like this to develop a purpose statement/mission/vision?
- Is having a clear purpose statement an effective branding technique? Why or why not?
- Do you think having a purpose-driven mission is effective in building brand equity and brand image? Why or why not?
The students can prepare written answers in addition to the discussion if desired.
Assessment Strategies
Assessment Strategies
The teacher will evaluate each student's response to ensure it was a personally meaningful purpose statement.
The teacher will observe student responses during the class discussion to determine if students were able to provide valid discussion points related to branding, brand positioning strategy, brand image, and brand equity. During the discussion or in written responses, students should be able to describe that a brand's purpose is an important element of brand strategy that can build brand image and develop brand equity. Students will evaluate brand positioning strategies, including purpose statements, to determine if they can effectively influence consumers.
Acceleration and Intervention
Acceleration
Additional lessons and resources for developing a longer personal statement are available from Wharton Global Youth Program:
Personal Statements, Part 1: Brainstorming Ideas
Personal Statements, Part 2: Outlines
Intervention
The teacher can supply students with a word list to create their personal statement (a list of adjectives and verb/verb phrases).
Variation Tips
The responses can also be completed on notebook paper, rather than copying the Jamboard frames.
This activity could also be adapted for career preparation courses.
Students can add their Personal Purpose Statement to their LinkedIn profile. (Note: Students must be at least 16 years old to create a LinkedIn account.)
Note: This activity was adapted from: Personal Statements, Part 2: Outlines.
Approximate Duration
Total Duration
31 to 45 Minutes
Background and Preparation
Background / Preparation
Student Background Preparation: Completing the associated Before Activity and During Activity will provide students with background knowledge for this activity. Students will need to be able to independently read grade-level informational text. Students need to know examples of adjectives, verbs, and verb phrases.
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).
- select a method for students to read the article: independently, partners, small groups, or whole class.
- 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.
Materials and Resources
Materials and Resources
- "Building a ‘Work Brand’ that People Will Brag About" 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 frames as needed.
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Paper: Print a PDF of this Jamboard and make a copy for each student.
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Student digital devices (if digital access is selected)
Digital Tools / Resources
URL (web address)
Building a ‘Work Brand’ that People Will Brag About
