This lesson prompts students to examine the ways to use theme and publication branding as a marketing tool, using a slideshow case study about Grand Blanc High School
This two-day lesson begins with an extended discussion to get students thinking about the value of branding as a marketing tool, using fallen actors and reality television stars as a hook to why it is important to maintain a positive brand as an individual and as a staff. After this discussion, the lesson shifts to a slideshow introduction on using theme and publication branding techniques as marketing tools to make an audience feel involved and to improve audience “buy-in” to media products. This slideshow introduction then shifts to a processing activity to help students consider their own publication brand and how it might be improved. On the second day, students review their thoughts about their own publication brand and then discussion shifts to a slideshow case study about how Grand Blanc High School uses theme and branding to keep their audience involved and excited throughout the year as they produce their yearbook. The teacher should ask prompting questions to help students analyze how these techniques might be effective or ineffective with their own market audience, and finally prompt students to complete the rest of the Publication Branding Processing Activity to consider how the Grand Blanc High School examples could be used in their own context.
- Students will evaluate why maintaining a positive publication brand is a necessary component of entrepreneurship in journalism.
- Students will explain how to use theme and branding to involve an audience and improve audience “buy-in,” thus increasing sales and engagement.
- Students will analyze and critique how students at Grand Blanc High School have applied theme and branding techniques to involve their audience and improve “buy-in.”
- Students will complete a processing activity for how they might use theme and branding to market publications and media products to their own audience.
Common Core State Standards
|CCSS.ELA-Literacy.RI.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|CCSS.ELA-Literacy.RI.9-10.7||Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.|
|CCSS.ELA-Literacy.W.9-10.10||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.|
|CCSS.ELA-Literacy.SL.9-10.2||Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.|
Partnership for 21st Century Skills — Student Outcomes
|Critical Thinking and Problem Solving||Reason effectively|
|Critical Thinking and Problem Solving||Make judgments and decisions|
|Critical Thinking and Problem Solving||Solve problems|
|Creativity and Innovation||Think creatively|
|Information Literacy||Use and manage information|
|Media Literacy||Analyze media|
120-140 minutes (two 60-70 minute classes)
1. Warm up — 5-10 minutes
Distribute the note-taking guide and prompt students to answer the opening questions:
(1) “Think of an actor or reality television star who has largely lost credibility with the public. What did that person do to build their following? What kinds of actions destroyed their relationship with their audience?
(2) If your non-journalism classmates were to describe (1) your staff and (2) your publication in 3-5 sentences, what do you think they would say?”
After students answer these questions, prompt them to discuss their answers with a partner.
2. Pair reporting and discussion — 15-25 minutes
Call on partner pairs to share their insights about the question, then shift discussion to the following questions:
- To what extent is a positive view of a publication and publication staff necessary to a publication’s success?
- How does social media play a role in establishing a publication’s “brand,” the face they portray to their audience?
- What other interactions do we have with our audience that form our “brand”?
Prompt students to answer the third warm up question, “Based on our initial discussion, why is publication branding important?”
3. Introductory slides and homework — remainder of class
Show the introductory slides about how to use theme and publication branding techniques as marketing tools to make an audience feel involved and to improve audience “buy-in” to media products. Then, go through the examples of these techniques, prompting students to complete the chart. This process should take the rest of class. For a homework assignment, consider having students complete the last column of the chart on their own, or print several of the examples from the PowerPoint for students to analyze on their own at home.
1. Slideshow introduction — 5 minutes
Explain to students that the case study for the day is more visual in nature, and thus will be shown via slideshow instead of read. Students should keep track of the examples and techniques they see and consider whether or not they would be effective at their own high school.
2. Slideshow — 20 minutes
Show the slides devoted to the Grand Blanc High School case study, pausing to discuss how each example uses branding to involve the audience and improve “buy-in.” Consider using the Case Study Rubric to grade this work.
3. Processing — remainder of class
Give students the rest of the class period to complete the Publication Branding processing activity. Students who are not done should complete the assignment for homework.