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ICA 18-2: IN-CLASS ACTIVITY
Recognizing Advertising Slogans/Taglines
Learning Objective: To have students comprehend the great difficulty advertisers face when
trying to help consumers remember their company or brands.
Definition. The following marketing terms are referred to in this in-class activity (ICA):
• Slogan: The verbal or written portion of an advertising message that summarizes the
main idea in a few memorable words.” From the Dictionary of Marketing Terms,
2nd edition, Peter Bennett, Ed. (Lincolnwood: NTC Publishing Group, 1995), p. 264.
Nature of the Activity: To have students identify the company or product associated with some
classic advertising slogans or taglines.
Estimated Class Time and Teaching Suggestions: This ICA runs about 15 minutes and can be
done as individuals or 4-person teams to develop some friendly competition.
Materials Needed. Copies for each student of the “Match Each Slogan/Tagline to the Company
or Product” handout.
Steps to Teach this ICA:
1. Give students this background mini-lecture on advertising slogans or taglines:
“Organizations invest billions of dollars in advertising to get you to notice and
hopefully buy their products or services. In many instances, the message they create
must be reduced to a memorable word or phrase that encapsulates the benefits of
brand. These are called ‘slogans’ or ‘taglines,’ and are what marketers want you to
remember about their brands when you make a purchase decision.
Marketers have used slogans since the late 1880s when Proctor and Gamble (P&G)
used ‘99 and 44/100% Pure’ tagline for its Ivory Soap. Today, many organizations
use slogans, but only a few are memorable.”2
What should marketers consider when (or if) to use a slogan?
• Consider the benefit that the customer gains from using your product or service.
• Think about how your product is better than the competition.
• Make it memorable.
• Don’t try to be too cute, but do inject personality and tone.
• Keep it short and simple.
2 “Advertising A.D.D.: Majority of Taglines Go Unnoticed,” 2004 Emergence Slogan Survey. Press release dated October 15, 2004.
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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2. Pass out copies of the Match Each Slogan to the Company or Product Handout to
each student.
4. Spend 5 minutes and have students or teams identify the company or product for
each slogan. Point out that many of these go back a number of years and their ability
to identify only 5 or 10 shows the staying power of memorable slogans or taglines.
Tell them to keep track of the number of correct answers.
5. To add an element of friendly competition, ask the class by show of hands how many
got this number of correct answers: less than 5, 5 to 9, 10 to 14, 15 to 19, 20 or more.
Marketing Lesson. One of the challenges of a successful advertising campaign is to break
through the clutter with a slogan or ad that is remembered favorably by consumers.
Optional. An additional slide links to advertising videos from various companies. Students can
examine the sites to see how the tag lines and marketing messages are used.
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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Answer Key to Match the Company and Tag Line/Slogan
Company
Tag Line/Slogan
1.
Apple
Think Different
3.
Coca-Cola
Taste the Feeling
5.
KFC
Finger Lickin’ Good
7.
Disney
The Happiest Place on Earth
9.
McDonald’s
I’m Lovin’ It
10.
Capital One
What’s in your Wallet?
12.
Wheaties
Breakfast of Champions
14.
Bounty
The Quicker Picker Upper
16.
L’Oreal
Because You’re Worth It
18.
Bounty
The Quicker Picker Upper
20.
Lay’s Potato Chips
Betcha Can’t Eat Just One
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ICA18-2 Handout: Match The Slogan/Tagline to the Company
Company
Tag Line/Slogan
2.
Target
___ The Quicker Picker Upper
4.
Walmart
___ The Happiest Place on Earth
6.
7 Up
___ Shave Time. Shave Money.
8.
Nike
___ Because You’re Worth It
10.
Capital One
___ Mix it Up a Little
12.
Wheaties
___ Just Do It
13.
Taco Bell
___ What’s in your Wallet?
15.
Dollar Shave Club
___ I’m Lovin’ It
17.
M&M
___ Betcha Can’t Eat Just One
19.
De Beers
___ Taste the Feeling
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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ICA 18-3: IN-CLASS ACTIVITY
Coupon Sales Promotions
Learning Objectives. To (1) have students learn about the practice of couponing, an important
and growing segment of marketing, and (2) evaluate the concepts learned using actual examples
of a coupon promotions.
Nature of the Activity. To have students (1) learn about the coupon industry, (2) evaluate
couponing as a sales promotion activity, and (3) propose couponing as a sales promotion strategy
for a favorite brand.
Estimated Class Time and Teaching Suggestions. About 20 minutes, taught in class in 4-
person teams.
Materials Needed. For each team:
a. A Sunday newspaper, including all of the advertising inserts, or
Steps to Teach this ICA.
1. OPTIONAL: Bookmark the following websites on your classroom computer:
a. About Valassis Video [TRT = 1:31]. Click on this link to view the YouTube
2. Form students into 4-person teams.
3. Ask each team to review the newspaper or direct mail advertising they brought to
class for this activity (or pass out examples if provided by the instructor).
4. Give the following mini-lecture on the sales promotion industry:
Approximately 310 billion coupons worth $533 billion are distributed in the United
5. Click on the Internet icon to play a video clip “About Valassis.” [TRT = 1:31]
Continue with the mini-lecture about Valassis:
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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Valassis, located near Detroit, MI, is one of the largest full-service marketing service
firms in the U.S. Valassis uses free-standing inserts (FSIs) as a key sales promotion
tactic. FSIs are a full-color booklet consisting of several pages of advertisements,
coupons, and other promotional offers for a product that is inserted in the Sunday
newspaper.
6. OPTIONAL: Click on the Internet icon to play a video clip “About FSIs.” [TRT =
7. Ask students to evaluate the coupons in the newspaper or in the direct mail examples.
If newspaper or mail samples are not available students can view coupons at
8. Spend 5 minutes and have student teams complete the Coupon Handout. Ask
students to list the advantages and disadvantages of the sales promotion strategy for
one of the coupons in their sample. The responses will vary by product and team.
9. Ask students to identify a favorite brand that was not included in their sample that
would benefit from couponing
Chapter 18 - Advertising, Sales Promotion, and Public Relations
18-63
Coupon Handout
ADVANTAGES
DISADVANTAGES
•
•
•
•
•
•
•
•
•
•
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ICA 18-4: IN-CLASS ACTIVITY
Product Placement in Movies and TV
Learning Objective: To have students learn about the growing popularity of product placement
or ‘brand entertainment’ in movies, television programs, and other media as a promotional tool
for marketers.
Nature of the Activity: To have students match a list of movies with a list of products that were
used or displayed in these movies.
Estimated Class Time and Teaching Suggestions: About 10 minutes, with students able to
work individually or have a “friendly” 4-person team competition.
Materials Needed: Copies for each student of the Match Each Product to the Movies or TV
Show handout.
Steps to Teach this ICA:
1. Pass out copies of the Match Each Product to the Movies or TV Show Handout to
each student.
2. Give students this background mini-lecture on product placement:
“Product placement in movies, TV shows, and other media has exploded. Product
placement as a sales promotion strategy that ‘took off’ in 1982 with the placement of
3. Ask students why marketers would place their products in a movie or television show.
Responses should include the following:
• Increases sales. By showing the product in a realistic scenario, sales increase.
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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• Endorsement value. Creates an implied endorsement by the characters and the
high-profile celebrities who play them.
4. Have students spend 5 minutes to match the product with its movie or TV show.
Then start at the top of the list and go around the class to ask students or teams for the
Chapter 18 - Advertising, Sales Promotion, and Public Relations
Answer Key to Match the Product Placement and Movie/TV Show
Movie/TV Show
Product Placement
1.
James Bond: Skyfall (Movie)
Heineken
3.
Zombieland (Movie)
Twinkies
5.
Transformers (Movie)
General Motors
7.
Hidden Figures (Movie)
IBM
9.
Ant Man (Movie)
Baskin & Robbins
11.
Top Chef (TV)
Whole Foods
13.
Will & Grace (TV)
Starbucks
15.
Stranger Things 2 (Netflix)
Science Museum of Minnesota
17.
La La Land (Movie)
Toyota
19.
Anthony Bourdain & Parts
Unknown (TV)
Land Rover
21.
Top Gun (Movie)
Ray Ban sunglasses
23.
Seinfeld (TV)
Junior Mints
25.
ET: The Extra-Terrestrial (Movie)
Reese’s Pieces
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ICA 18-4 Handout: Match the Product Placement to the Movie/TV Show
Movie/TV Show
Product Placement
2.
White House Down (Movie)
___ Manolo Blahnik shoes
4.
Sex and the City (TV)
___ General Motors
6.
The Lego Movie (Movie)
___ IBM
8.
Big Bang Theory (TV)
___ Whole Foods
10.
Deadpool (Movie)
___ Converse
12.
Orange is the New Black (Netflix)
___ Heineken
14.
Fate of the Furious (Movie)
___ Science Museum of Minnesota
16.
I, Robot (Movie)
___ Chevy
18.
Portlandia (TV)
___ Twinkies
20.
House of Cards (Netflix)
___ Fed Ex
22.
Castaway (Movie)
___ Land Rover
24.
Modern Family (TV)
___ Hanger 1 Vodka
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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Connect Application Exercises
Application Exercise 1: Product Advertising at Kellogg's
Activity Summary: In this case analysis, students read about Kellogg’s use of advertising to
support the launch of its new product, Blue Ginger Multi-grain Blue Rice Chips. The mini-case
contains a product overview, market summary, and advertising objectives. After reading the
case, students answer four questions covering product life cycle, advertising goals, and types of
advertising.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topics: Product Life Cycle, The Role of Advertising
Learning Objective: LO 18-01 Explain the differences between product advertising and
institutional advertising and the variations within each type.
AACSB: Knowledge Application
Blooms: Understand, Apply
Difficulty Level: 1 Easy, 2 Medium
Follow-Up Activity: Instructors ask students to work in groups to design an advertisement for
Application Exercise 2: Advertising Media Alternatives
Activity Summary: In this click and drag activity, students analyze five different types of
advertising media (television, radio, magazine, outdoor, and direct mail), matching a strength
and weakness to each type. Additionally, students match an example to each of the advertising
media (Miller Lite, Wendy’s Nike AirMax, Polo Ralph Lauren, Credit card offers).
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: Advertising Media
Learning Objective: LO 18-03 Explain the advantages and disadvantages of alternative
advertising media.
AACSB: Analytical Thinking
Blooms: Apply
Difficulty Level: 1 Easy
Follow-Up Activity: Instructors could ask students to imagine that they are opening a new yoga
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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Application Exercise 3: Developing the Advertising Program
Activity Summary: In this click and drag activity, students learn about the development and
implementation of an advertising program. Students are provided with the six steps in developing
an advertising program (identifying the target audience, specifying the advertising objectives,
setting the advertising budget designing the advertisement, setting the right media, and
scheduling the advertising). The students learn about the advertising effort used to support the
release of a Disney Princess movie. The draggable items (princesses and parents, sales,
$1,000,000, humor, television, and pulse) provide students with a hint as they mouse over the
item.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: The Steps in an Advertising Campaign
Learning Objective: LO 18-02 Describe the steps used to develop, execute, and evaluate an
advertising program.
AACSB: Analytical Thinking
Blooms: Apply
Difficulty Level: 2 Medium
Follow-Up Activity: Instructors could provide students with a selection of magazines to review.
Ask students to select a few advertisements and identify the following: target audience,
Application Exercise 4: Google: An Integrated Marketing Communications Perspective
Activity Summary: In this 8-minute video case, students learn about Google’s AdWords
advertising program and the various forms of online advertising. After watching the video,
students answer questions covering advertising metrics and online advertising formats.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: Advertising Media
Learning Objectives: LO 18-02 Describe the steps used to develop, execute, and evaluate an
advertising program.
LO 18-03 Explain the advantages and disadvantages of alternative
advertising media.
AACSB: Knowledge Application
Blooms: Understand
Difficulty Level: 2 Medium
Follow-Up Activity: Instructors could ask students to learn more about the creation and
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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program, have students design an AdWords campaign using Search Ads for a favorite brand. Ask
students to design the actual ad and choose relevant keywords.
Application Exercise 5: Sales Promotion Alternatives
Activity Summary: In this click and drag activity, students learn about consumer-oriented sales
promotions and trade-oriented sales promotions. Students then classify sales promotion examples
as either consumer-oriented or trade-oriented by dropping the draggable items (Subway, Giant
Sunday circular, $0.50 off, 50% support, Black Book, 3D training, Pepsi Super Bowl, Free rocky
road) onto the correct category (consumer-oriented or trade-oriented).
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topic: Sales Promotions
Learning Objective: LO 18-04 Discuss the strengths and weaknesses of consumer-oriented and
trade-oriented sales promotions.
AACSB: Analytical Thinking
Blooms: Understand
Difficulty Level: 2 Medium
Follow-Up Activity: Instructors could ask students to create a collage of consumer-oriented
sales promotions (coupons, deals, premiums, contests, sweepstakes, samples, loyalty programs,
Application Exercise 6: iSeeit! Video Case: Advertising, Promotions, and Public Relations
Activity Summary: In this straightforward whiteboard animation video, students learn about
advertising, promotions, and public relations decisions at the Coffee Collective. After watching
the 3-minute video, students are asked five follow-up questions covering advertising types,
media types and types of promotion.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topics: The Role of Advertising, Advertising Media, Sales Promotions, Public Relations
Learning Objectives: LO 18-01 Explain the differences between product advertising and
institutional advertising and the variations within each type.
LO 18-03 Explain the advantages and disadvantages of alternative
advertising media.
LO 18-04 Discuss the strengths and weaknesses of consumer-oriented and
trade-oriented sales promotions.
LO 18-05 Recognize public relations as an important form of
communication.
AACSB: Knowledge Application
Blooms: Understand
Difficulty Level: 1 Easy
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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Follow-Up Activity: Instructors could ask students to act as marketing consultants for the
Coffee Collective by asking students to create a promotional plan for the Coffee Collective. Tell
students that the Coffee Collective has decided to open a new location in the airport close to the
Analytics Exercise 7: Marketing Analytics: Selecting Advertising Media
Activity Summary: In this analytics activity, students read a mini-case about Chemise
Company, a manufacturer of high-quality professional men’s shirts. The owner would like to
grow his business and is therefore evaluating a number of advertising media including television
advertising, online advertising, magazine advertising, and direct mail. Using an interactive
spreadsheet, students evaluate each of the advertising media using multiple metrics including
sales, advertising expense, profit, cost per thousand, ad recall, awareness increase and purchase
intent increase. Students then answer five multiple choice questions in which the students
evaluate different scenarios.
Tagging (Topic, Learning Objectives, AACSB, Bloom’s, Difficulty)
Topics: Marketing Analytics
Learning Objectives: LO 18-02 Describe the steps used to develop, execute, and evaluate an
advertising program.
AACSB: Analytical Thinking
Blooms: Analyze
Difficulty Level: 2 Medium, 3 Hard
Follow-Up Activity: Instructors could ask students to imagine that they are the owners of a new
coffee shop opening in the Buckhead neighborhood of Atlanta. Buckhead is an upscale Atlanta
neighborhood with a population of 78,676 and is popular with affluent young professionals.
Media Type
Audience
Size
Cost
CPM
Formula
The Wall Street Journal
Newspaper (full page color)
1,321,827
$354,823
$268
(Cost/Audience
Size) X 1000
Chapter 18 - Advertising, Sales Promotion, and Public Relations
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