Shari Wickline Lesson Plan Presentation EDT 751 July 13, 2011 Media and Messages

Rationale: Students view on average 7.5 hours of television per day, and are exposed to an average of 11 hours of media per day. This lesson will focus on the amount of television students watch and what messages they receive from what is being viewed. A group of students can watch the same program and each get different messages. So how do they begin to self-gauge the messages they are learning? This lesson will begin to create awareness and assist the students in developing sensitivity to the effects of viewing media.

Ohio Library Standards K-12: Media Literacy Bench Mark A - K-2, 3-5, 6-8 & 9-12 Media Literacy Bench Mark C 9-12

Grade Level: This lesson can be altered to complement the needs of any grade level or students ability level. The younger students may need more hands-on activities and modeling in how to critically view programs. The older students can begin to develop research projects that support or debate the correlation of television and its effects.

Questions Being Asked: 1. How much time do you (the students) spend viewing media? 2. What effects (if any) does this have on how you achieve academically? 3. What effects (if any) does this have on how you react when faced with certain challenges? 4. What are the positive and negative things that are represented in what you (the students) view? 5. How can you (the students) begin to alter the ways you view media?

Purpose of Lesson: The purpose of the lesson(s) is to make you (the students) aware of how the amount of time spent watching television; and the quality of the programs chosen for viewing can have adverse effects on academics, behavior and social understanding. By participating in the class activities, discussions and assignments you (the students) can begin to self-monitor the impacts media will make on each of you (the students).

Objectives: 1. The students will be able to analyze their viewing habits and the effects these habits have on how they approach certain situations. 2. The students will be able to make educated decisions about the value of the programing they view.

Materials: Various commercials, movie segments, news broadcasts or television shows that are appropriate for the age the lesson is intended. Television, DVD player, VHS player, and/or internet access. Copies of television viewing survey (can alter to fit the needs of the students, add categories, so on).

Procedures: 1. Ask the students why they watch television (some responses to use for discussion are escape, entertainment, information, relaxation or company). Ask the students who they view programs with (alone, family or friends). Does the content change depending with whom you are viewing programs? 2. Distribute the television viewing survey. (This can be done as a pre-assessment or as a week-long assignment to gather information on the viewing habits of the students). The surveys can be kept as part of a running record in case of academic/behavioral concerns. 3. Begin to view programs with the students in relation to what was found in the survey. Show them how to analyze what they are regularly viewing and begin to look for the hidden messages. 4. Make a list of negative and positive things about television. Discuss and analyze why some feel certain things are negative and others positive.

5. Make a list of the things that happen in society that television is blamed for encouraging. Discuss how television makes these things occur. Ask the question is it television that makes things occur or is it the way people use television. 6. Ask the students how their lives would be different if there was no television. What would they do with their extra time? Would their lives or society be better or worse? (Depending on grade level the questions can be used as a small or whole group discussion, paper topic or research topic).

Assessment: Have the students complete another copy of the television viewing survey. This can be done over a week. Compare the pre-assessment to the post-assessment to see if the students amount of time spent viewing, who they view programs with or the quality of programing they choose has changed.

Bibliography: Considine, D.M. & Haley, G.E. (1992). Visual messages: integrating imagery into instruction. Teacher Ideas Press: Englewood, Co.