"Is Our Town A Global Village?"
Developing Media Literacy In Students.
Prefatory Statement :
Education in our modern times is different
from that in previous generations due to the prevalence of electronic media.
Radio and television command thousands of hours more than school does in
a young adult's life. Like it or not, media is an educator of this generation.
The purpose of this unit is to help students understand the media's magnetic
lure and strong power in their lives. They will learn to assess
the media, to be more "media literate.”
Television has become an electronic
hearth in many homes. Children and parents often gather around "the tube"
when they are together, even sharing meals in front of it. Television has
also become a sort of baby-sitter to a generation, occupying youngsters
while their overworked parents try to get a task done or catch a nap. Radios
are turned on in the early morning for news and information, played through
the day at workplaces, malls, restaurants and in the car. Media's massive
influence reaches into almost all aspects of our daily lives.
Media defines reality for most students.
It affects their view of the world. If they can be taught critical thinking
skills, they can be taught to reexamine this power in their lives. "According
to Hobbs in her research of ninth graders, students who received media
literacy integrated into language arts, social studies, health, and science
were able to detect target audience, motive and economic goods differently
than the students who didn't receive
training. Hobbs also noted that students' ability to recall, remember,
and comprehend information was dramatically improved as a result of media
literacy" ("The On-Television Project Teleconference," sponsored by Rutgers
University, Newark, New Jersey October 1996, as reported in the English
Journal, January 1998 page 17).
Students have thousands of viewing hours
from which to draw information. Teachers have the knowledge of critical
analysis skills. The two groups can come together to construct meaning,
exercise thinking skills, evaluate productions and perform productions.
Media literacy units may raise some eyebrows within the traditional language
arts programs, but the fact is, most students are voracious media consumers.
This prior knowledge can be put to good use by teaching them how to be
critical thinkers. This unit combines thinking with speech. Students are
able to practice oral skills that incorporate some of the same elements
that they have listened to and watched for years.
Students in this unit will utilize journal
writing, which will help them to develop their insights into the media.
This journal will accompany them through the unit and show them the development
of their critical thinking skills. Students will also learn to share ideas
in small groups. They will also make small group presentations both on
an informal and a formal basis.
The whole class will work together in
participation of media analysis. There will be a "whole class" bulletin
board, developed over many weeks by individual contributions that will
show progress of the unit and of the skills. The progress of students from
unconscious consumers to informed critics and skillful communicators .
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Class Specifications:
This unit is designed with an early high school
student in mind, such as grade 9 or 10. It is meant to address a group
in a composition/communication combined course of work. It would be too
simplistic for juniors and seniors. This unit is not directed at a specific
socio-economic group as both radio and televisions seem to be a standard
item in most homes. I think that at the
ninth and tenth grade level, students are aware of their dependence
on the electronic media but may not have considered it in detail. I think
that they will be able to consider the power of the media and be interested
enough in this familiar setting that they can comfortably research it and
then publicly perform some oral exercises that pertain to the subject.
Significant Assumptions :
1. Students will have some knowledge of radio/TV's
influence in their lives.
2. Students will be able to comprehend critical
themes from other sources regarding radio and
television.
3. Students realize that there is more than
one way to interpret a concept.
4. Students know how to keep a fact-based and
reflective journal.
5. Students are able to contribute to whole
group discussion.
6. Students are able to collaborate on small
group projects.
7. Students are capable of conducting research.
8. Students have access to a radio, television,
VCR, tape recorder. They know how to use these items.
9. Students are able to organize their personal
thoughts, outside research and creative energy onto a piece of paper in
the form of a speech.
10. Students are able to work from the written text of
a speech in oral performance in front of the class.
11. Students are able to meet outside of class for small
group projects.
12. Material covered will be connected with the student's
lives.
13. Students will learn about the media's communication
methods by trying out a few types for
themselves.
Desired Outcomes :
1. Completion of Minnesota High Standards 1:1 Reading, Listening and
Viewing Complex Information. Students will be able to identify main
ideas and supporting information. They will be able to distinguish
fact from fiction, and identify bias and point of view in each selection.
Students will identify relevant background information. Finally,
they will analyze and evaluate the credibility of evidence and how a particular
type of communication shapes or limits information.
A. Write in the English language about a variety of topics:
* They should determine the intent of their message.
* They should determine the audience they are trying to reach.
* They should select an appropriate convention of communication.
* They should construct supporting arguments from research.
B. Speak in the English language about a variety of topics:
* They should deliver speeches in a variety of styles.
* They should use visuals, technology, or other equipment.
* They should use effective delivery techniques.
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Desired Outcomes, Continued:
2. Students will be able to view and listen to media
messages in an analytical way.
3. Students will be able to express their critical
analysis of messages in the media.
4. Students will be able to understand and explain
media's place in their lives.
5. Students will be able to understand and explain
why society relies so heavily on the media.
6. Students will be able to identify the media's
persuasive styles of communication and perform these methods themselves.
7. Students will be able to learn social skills during
collaborative work.
8. Students will be able to learn cooperative skills
during small group work.
9. Students will be able to identify bias in the
media.
10. Students will be able to consider different viewer’s varied points
of view.
In addition to the Minnesota's High Standards, the NCTE in January 1998
stated: "Resolved, that the National Council of Teachers of English affirm
that media literacy courses meeting the same academic standards of other
high school courses be counted as English credit for admission to colleges
and universities; and that NCTE and its affiliates communicate this position
to
appropriate organizations, groups, and individuals." (The English Journal,
January 1998)
Possible Whole Class Activities:
* Listening session: "old time" radio shows played in class. Discuss
different styles, content, entertainment value.
* Guest Speaker. a local radio announcer, television news
reporter, or media personality (Sean Duffy, cast member of
MTV's "Real World") .
* Discuss media influences on this generation: personal/cultural
consequences. List major points on the board:
(Fashion, language, consumer goods, morals, ethics, priorities, etc.)
* "Jingle Jam". List media jingles, songs, and quotes.
This illustrates the effectiveness of media’s influence.
* Media bulletin board, developed over many weeks,
to show class a variety
of perspectives.
Possible Small Group Activities:
* Collaborative project/presentation
of a newscast, radio show, or sitcom/drama.
* Watch and analyze
a show, compiling data, writing a report, and presenting the report to
the class.
* Small group discussion
on advertising effectiveness.
* Small group discussion
on media as "gatekeeper" of information.
* Plot a list of activities
other generations partook in before media.
* Commercial v. public
television/radio: What are similarities and differences?
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Possible Individual Activities:
* Journal activities,
fact-based and reflective.
* Individual
tasks in the small-group speech project.
* Individual
development and performance of an ad.
* Five paragraph
essay on the effects of media in their lives.
* Individual
contribution to whole class discussion.
* Individual
contribution to class bulletin board.
* Individual
oral "essay" like Paul Harvey or Andy Rooney.
Possible On-Going Activities:
* Creation of
a class bulletin board with media elements.
* Response journals
with factual and reflective comments.
Student Resources :
* Access to a radio.
* Access to a television.
* Access to a video
recorder and tape.
* Access to an audio
recorder and tape.
* Notebook for journal
writing.
* Access to library
for research.
* (optional)
Access to computer for Web information.
* Access to news magazines
for research articles.
* Access to
library for books on media topics.
Organization of the Unit :
WEEK ONE: "Global Village" Discuss the impact of the media on our society. Encourage journal writing for individual reflection of media's role. Organize small group activities to evaluate positive and negative effects of the media.
Unit Launch: Week one, day one (50 minute lesson)
Objective: Students will begin to consider the role media
plays in their lives and analyze the images they experience through
the media. Students will begin to identify bias in the media.
They will evaluate how the type of communication they experience shapes
the information that they receive.
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Methods:
1. Teacher will hand out a worksheet with a list
of 10 names. Five names on the list pertain to
science, government, or literature. Five names pertain
to TV, music, or media celebrities. Students are asked to identify
their accomplishments. (10 minutes)
2. Teacher will put the names on the board. Students
will be asked to share their answers with the class. (10 minutes)
3. Whole group discussion: Why did we know the media
personalities and not the scientists? (20 minutes)
4. Journal write about the following questions: When
do you listen to the radio? How many hours of television do you watch per
day? How great is the media affect on your life? (10 minutes)
Homework: Try not to listen to a radio or television
tonight. Go to the library instead and find out when radio and television
were invented. Write in your journal about your media-free
evening. Be prepared to share your experience with the class. Use these
journal ideas to begin to form a five paragraph essay about media's role
in your life.
Assessment: I will know the students are learning
if :
1. They report to the class about their no-media
evening.
2. They can identify if the assignment affected their
lives.
3. Their journals have insightful entries about media's
influence.
4. They participate in class discussions about the
information they receive via the media.
Week One, Day Two :
Students will discuss their no-media
evening with the class. They will engage in whole class discussion
about why we rely on the media--is it entertainment, information,
or habit? Are we affected by media without even realizing it? There
will be a class debate: Half the class will argue that the media
is a positive influence and informer in our lives. The other half
of the class will argue that media has corrupted this generation of youth
and serves only to entertain a passive audience. Homework assignment:
journal write about what the media means to you and what memorable
occasions you have experienced through it (O.J. Simpson chase, Princess
Diana's funeral, Hurricane Georges).
Day Three :
In 1962 Marshall McLuhan coined the
term "Global Village" to describe the exploding power, proliferation, and
interdependence of the electronic media. Discuss what instant knowledge
of events means as both a positive and negative in small groups. Choose
a spokesperson for the group to share ideas with the class. Homework assignment:
Work on a five paragraph essay on media's influence in our lives. Revisit
journal entries and prepare a final draft for day five.
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Day Four.
Teacher will describe an informal class
bulletin board project: students are invited to bring in mementos of the
media's influence of them. This could include magazine pictures of
stars, newspaper articles regarding shows, bumper stickers of their favorite
radio station, packaging from a product sold to them in a creative ad,
or notecards with quotes from their favorite programs, to give a few examples.
A guest speaker will talk for twenty minutes about their job in the media.
They will discuss whether their role in the media includes influencing
audience or shaping information. How do they see their role, as an
informer or entertainer? (Guest speaker could include a local radio
personality, television reporter, or other media agent.) Homework:
Journal write on how you are affected by people that you experience through
the media. Do you consider them “experts” on topics or “role models”?
Define these terms.
Day Five:
Five paragraph essay due. Time-travel
day: students will journal write about what people in the "old
days" did with their time before radio and television. Students
should read passages from a piece of literature such as “Huck Finn” to
gain inspiration for those times. Small groups will plot a list of activities
that these people might have done. How did these people function without
radio and television? Are we better off today in our "global village"?
Share lists with the whole class. Would anyone like to live in Huck’s
time instead?
WEEK TWO: "Gotta Have It" Students turn their attention to advertising and analyze their buying behaviors and what influences those behaviors.
Week Two Day One: Advertising Kick-off.
Objectives:
Students will consider the fact that by the
time they graduate, they will have seen roughly 500,000
television commercials and have heard perhaps as many radio ads.
(The English Journal, January 1998 page 43) Discussion about what advertising's
role is and consideration of manipulation of our buying habits. Teacher
tries to develop students as "adbusters"--those who engage in critical
evaluations of the content of ads. Students will try to distinguish
fact (information) from fiction (enticing elements) in an ad. They
will identify the bias in each ad, and identify the advertiser’s point
of view (they are trying to sell a product). They will analyze ads
and use their critical thinking skills to determine the persuasive
elements that affect their decision to buy a product.
Methods:
1. Teacher will play an audio tape of a radio ad (.60).
Teacher will play a video tape of a TV ad (.60). (5 minutes)
Duffy Page 7 2.Teacher will lead a
class discussion regarding the ads. (15 min)
* Students
should describe the ads.
* Students
should list reactions to the ads.
* Students
should determine who is the target audience to buy this product.
* Students
should evaluate the message of the ad.
* Students
should ask themselves why someone would want to buy the product.
3. Students will journal write. They will list their favorite
soda, jeans, and cereal. Discuss the role of advertising on
those choices. (10 minutes)
4. Small group discussion about what makes an ad
effective. Groups will share ideas with the class. (10 minutes)
5. Teacher will introduce first speech assignment.
Students will prepare a one-minute ad that tries to persuade the
audience to "buy" a product or idea. (Worksheet follows lesson plan.)
(10 min)
Homework: Journal write about possible topics to perform. Begin to work on your ad which will be due Week Two Day Four and Five.
Assessment: I will know the students are
learning if :
1. They can explain the persuasive elements in an advertisement.
2. They can recognize and explain that ads sell products as well
as "entertain”, identifying advertiser’s point of view.
3. They can provide examples of items they own because of advertising.
They should identify what persuasive elements enticed them to buy.
4. They can articulate the facts (information) from the fiction (persuasive
elements).
5. They can identify the advertiser’s target audience.
"Design an Ad" Worksheet
****Your objective is to manipulate an audience to act. Use the experience you have gained as a consumer. Ask YOURSELF "what would influence me to act?"
1. Choose an idea for an ad, either radio
or television.
*Sell a product, either
real or fictitious.
Ideas include shoes, food, beverage, etc.
*Sell a parody of a product
(idea borrowed from the English Journal 1/98)
Consider altering an existing product: "Calvin Swine" perfume.
*Public Service Announcement.
Ideas include an anti-drug message, fitness message, etc.
2. Carefully craft your words. You have only one minute to
influence us.
Write out your speech in a neat fashion
to be handed in.
3. Consider using one of the following:
*catchy jingle *prop of
the product *visual aid or sound effect
*act as if you were a celebrity
endorser
4. You may use a notecard during your speech delivery.
5. Be prepared to give a polished performance. The ads
will be videotaped.
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WEEK TWO CONTINUED:
* Class Activity "Jingle Jam" (idea borrowed from the English Journal 1/98) Small groups will list songs, jingles or phrases from commercials. Who will know the most? Whole class compiles a list.
* Homework assignment: consider some ads on radio or TV tonight and tomorrow night. Keep a two day "ad log". On day two and three there will be a discussion about who certain ads are intended for and how effective they are. Does the student feel manipulated?
* Advertising puts programs on the airwaves by buying
popular programs to reach more viewers. Unpopular programs have trouble
finding advertisers. Small groups will consider the question, "do
ads reflect society or influence it?" Do ads affect the programming
on networks?
* Add advertising elements to the bulletin board.
WEEK THREE:
"We Interrupt this program..." Students are asked to consider news programs in the media.
* Class discussion on the role of newscasts: What is their function? (Most people consider newscasts to be fact-based/neutral/informational. Explain that facts are delivered in a way to influence interpretation.)
* Short lecture on how to critically view a newscast:
1.
Who is delivering the news and in what style?
2.
Turn off the television. What do the accompanying video images lead
us to think?
3.
How many women and minorities are on the news?
(Anchor /reporter/ expert/victim/perpetrator )
4.
Keep an ad log during the broadcast. Who are the advertisers trying
to reach?
5.
Consider the violence, sex, and diversity issues in a newscast?
* Play a newscast from 1978. This may be obtained at some libraries or a a local TV news station’s archives. Consider the attached political cartoon. What is the difference between a newscast in 1978 versus 1998? Homework assignment: write a short response paper.
* Small group discussion about the 1947 quote by Kurt Lewin: "Media
is a gatekeeper--news must travel through a series of checkpoints
(gates) before it reaches the public." What does this mean? Is our
news "censored" by the media companies?
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* Journal activity. A newscast shows the war in Bosnia,
with tanks, bombs, armies, wounded people, and death. The news then
breaks to a commercial message about bad breath that ominously predicts
how your life is ruined if you don't use mouthwash. How do people view
and process these two items (war and bad breath) in the same two minutes?
What are Americans more concerned about? Draw comparisons about the
two crisis.
WEEK FOUR: '' And Heeere's Rosie ! “Students
will consider the talk show genre
in media. Does it have a function for society or is it just sleaze?
* Class discussions: What is the function of a talk show? To inform, entertain?
* Lecture on talk show analysis: Students will learn
how to analyze the credibility of a host, any political slant
or hidden agenda. Radio can be used as an example: bit of Rush Limbaugh,
sports talk, Dr. Laura, NPR for example. Students can analyze the different
styles
and functions. They can journal write about their impressions.
* Television talk shows can also be used as examples:
Rosie, Roseanne, Sports Talk, Siskel and Ebert, for example. Students can
discuss or journal write about such issues as host conduct, guest behavior,
video clips (close-ups, repetition). What meaning do they derive from these
areas?
? Small Group Project: Each group will pick a talk show to analyze in
groups. They will determine a hypothesis about the show (such as
sports shows advance the celebrity of players, talk shows panels encourage
bad behavior, call-ins don’t “help” people, the home teams is preferred.)
TV shows:
Students will analyze the show content, assemble data
OR
about the extra video clips, check the host’s guiding
of guests, and compare their data to the hypothesis.
Radio:
Students will analyze the show content, assemble data
about host and callers, any audio highlights, host
guidance of callers. Compare data to hypothesis.
? Students should bring in the video or audio tape of the show.
* Students should each write an analysis of their
impressions.
* Students should write a report about the findings.
* Students groups should presents findings in a scientific
way, as
if presenting to a professional media
study center.
* Students should feel free to add newscast
items or talk show items to the class bulletin board. Teachers should encourage
contributions as well as enjoyment of this board.
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WEEK FIVE: “Martians Have Landed! “I Students will consider radio and ask themselves questions about its power: is it strong or diminished?
Day One: (One full hour is needed) Students will listen
to a 1938 broadcast
of ‘War of the Worlds" . For homework, students should journal about
the broadcast. Was it believable or entertaining? It is difficult
for people of modern times to listen to a broadcast and "see" a
picture in the mind?
Day Two: Teacher will explain
the history of “War of the Worlds". (Information from
Mass Media Mass Cultures page 219) On Halloween Eve, 1938, Orson Welles,
a radio producer and actor aired the broadcast under the pretense of a
break in the regular program. His intent was to make the entertainment
program more “believable” like a newscast. As many as six million people
tuned in to the broadcast of martians landing in Grovers Mill, New Jersey.
Even
though four announcements explained that “War of the Worlds" was a
dramatization, pandemonium ensued. One million people believed the broadcast
was real. Use lesson time to lead a discussion about how today's students
view a radio program. Can they "see" it in their minds? Describe that view.
Consider if someone broadcast such a program on radio or TV today.
Day Three: Students will listen
to another old radio program a “Mystery Theater" or sitcom like “Burns
and Allen '' or “ Amos and Andy". Small groups can discuss how women
and minorities are portrayed. Small groups can discuss the entertainment
value of these programs.
Small groups can decide if these shows would work today on TV.
Day Four: Students are asked to consider the demise of radio's popularity. They will write in their journals and prepare a short response for tomorrow's class. Encourage them to research this topic.
Day Five: Students will respond to their
journal work and discuss their
views on radio's popularity. A video of Garrison Keillor
performing his radio show could give students a glimpse into the world
of the modern day radio program.
* Add radio items to the bulletin board.
WEEK SIX: "Fire Is Cool!” Students analyze the huge influence that television has on society. They will focus on a particular case and draw conclusions from it.
Week Six Day One: MTV Reaches an Audience
Objectives
: Students will consider television programs to determine
the program's role in society. Is it entertainment or
information? Can people be encouraged to act by what
they see or hear on television? Students will learn to distinguish
fact from
fiction and consider how a young child’s point of view may differ from
an
adult’s. They will try to identify the author’s intent. Was
it to entertain or
influence an audience? They will consider how the type of communication
(cartoon) shaped a viewer’s perspective.
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Methods:
1. Students are shown part of a controversial “Beavis
and Butthead" show where they state, "Fire is cool!" (Teacher may consider
parental permission forms.) (10 minutes)
2. Teacher explains that in 1993 a fatal blaze was set by a five-year old. He had watched their show and concluded that fire was cool. His two year old sister was killed in the blaze. The class will discuss if this death was MTV's fault for airing the show? Why or why not? (20 minutes)
3. As a result of criticism, MTV moved the series from a 7pm slot to a 10:30 pm and promised not to run the fires episode again. Class discussion about why MTV acted in this manner. (10 minutes)
4. Would you categorize television as an entertainer or an influencer? Journal write on this topic.(10 minutes)
Homework: Journal about how television prompts students to act or not act a certain way. Be prepared to share your answers with the class.
Assessment: I will know students are learning if:
1. Students can explain the media's power
over viewers.
2. Students can discuss time slots and
children's viewing habits.
3. Students can analyze how programs
have influenced their actions.
4. Students can articulate TV's influence
on themselves and the world.
5. Students can evaluate the type of
program (cartoon) and how it is perceived by a variety of people.
6……Students can determine how different audiences (adult v. child)
view a program differently.
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WEEK SIX: Project
* Continue to
add items to the class bulletin board regarding the media.
* Students are introduced to a major project to be accomplished in groups. Their task is to construct either a radio or television program to be performed in front of the class and videotaped. They will spend several days on preparation of this project. Student groups will choose one of the following three options.
1. RADIO PROGRAM: (minimum
20 minutes)
*
Students will prepare an original script of an "old time" style
radio program. Students will then act this script that they have
written. Students should consider character, plot, setting, or props.
*
Students will use sound effects.
*
Students will prepare and perform one “old time" ad within the
course of the program. Remember to consider the audience type.
*
Students will turn in their scripts.
*
This performance will be videotaped and audiotaped.
2. TELEVISION SITCOM/DRAMA:
(minimum 20 minutes)
*
Students will prepare an original script of a modern-style
sitcom or drama. (No explicit sex or violence, of course.)
*
Students will consider character, plot, setting, and props.
*
Students should consider action or conversation to tell the
story and wear appropriate costumes.
*
Students will have one ad to prepare and perform within this
show. Consider your audience.
*
Students will turn in their scripts.
*
This performance will be videotaped.
3. TELEVISION
NEWS PROGRAM: (minimum 20 minutes)
* Students will write original news stories for
a magazine-style show. This can be a
show. This can be a collection of unrelated stories, like
"20/20", or one theme with many stories relating to it, like
"48 hours".
* Students should dress appropriately like reporters.
* Students should have some visual aids, such as
pictures, props,
or maps.
* Students will prepare and perform one appropriate
ad to perform
in the show. Consider your audience.
* Students will turn in scripts of this show.
* This performance will be videotaped.
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MEDIA UNIT ASSESSMENT PACKAGE;
1. Media Portfolio:
* Journal entries (logs, reflections, free writing).
* Audio tapes of presentations.
* Videotapes of presentations.
* Written work: 1. Five paragraph essay on media's influences.
2. Advertising project script.
3. Response paper on newscasts.
4. Small-group analysis of talk shows.
5. Group project scripts.
* Photo of media bulletin board.
* Essay test.
2. Unit Test:
This essay test will detail how student's critical analysis skills have
developed. Students will describe the process of developing these skills
and explain what their perception of their skills is today.
A. Discuss what effects advertising had in your life prior to
this unit. How do you view advertisements differently today?
B. Describe your radio listening habits before this unit. How has
the role of radio changed since its invention until today?
C. Have your television viewing habits changed due to this unit?
Talk about what it takes to produce a quality television show
3. Grading Contract
C contract: *Participation in media- free evening with insightful
journal entry.
*Five paragraph essay.
*One minute ad and script.
*Response paper regarding newscasts.
*Participation in group analysis of talk show with report.
*Two journal entries per week.
*Two contributions to media bulletin board.
*Participation in group project and script of performance.
*Full-bodied, thoughtful answers on essay test.
B contract: *Completion of C contract work.
*Three journal entries per week.
*Participation in classroom discussions.
*Three contributions to media bulletin board.
A contract: *Completion of B contract work.
*Leadership role in group project.
*Four journal entries per week.
*Four contributions to media bulletin board.
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TEACHER RESOURCES:
* Students without access to a radio or television
may need additional aids.
Audio tapes:
* Radio
programs (found in libraries, ordered from networks, or taped from radio)
Advertisements: (recommend fast food, lottery, car ads)
Drama: (“War of the Worlds”)
Sitcom: ("Amos and Andy", “Jack Benny", “Abbott and Costello")
Talk Show. (“Rush Limbaugh", "Dr. Laura, sports talk)
Video tapes: (found in libraries, local or network station archives,
taped from TV)
* TV newscast:
(Major network show)
* TV advertising:
(recommend soft drink, fast food, car ads)
* TV programs:
(“'Beavis and Butthead”, sitcom or drama)
* TV talk show: ("Montel",
“Rosie”, "Monday Night Football”)
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Witkin, M. "A Defense of Using Pop Media In The Middle School Classroom."
English Journal 1994 83:1 pages 30-33.
Performance Package
Minnesota Profile of Learning
Content Standard: Read, Listen and View in the English Language:
Reading
Listening and Viewing Complex Information
Level:
High School
Title of Package: Listening and Viewing
Complex Information
Summary Statement of Content Standard:
A student shall demonstrate the ability to comprehend and evaluate complex information. In varied non-fiction situations, they will read, listen to, and view varied English Language selections containing complex information. They will identify any bias or intent or points of view. They will consider how presentation affects the flow of information.
Description of Student Performances:
Task 1: Prepare and perform a one-minute radio or TV ad.
Task 2: Individually analyze a talk show and orally as a group report
to the
class their findings.
Task 3: Critically determine radio's popularity and share opinion with class.
Task 4. Group presentation of an original script, which includes one ad.
Final Achievement: Use the following scoring criteria when evaluating
student performance.
Scoring Criteria:
4--Performance on this standard achieves and exceeds expectations of
high
standard work.
3--Performance on this standard meets the expectations of high standard
work.
2--Work on this standard has been completed, but performance is substantially
below high standard level.
1--Work on this standard has been completed, but performance is substantially
below high standard level.
No package score is recorded until ALL parts of the package have been
completed.
PERFORMANCE PACKAGE TASK 1
Listening and Viewing Complex Information
Content Standard: Reading, Listening, Viewing
Level: High School
In English Language: RLV
Complex Information
Specific Statements from the Standard:
What students should know: Students should be able to identify various
elements of an advertisement. They should be able to identify
bias and points of view in an ad. They should be able to
recognize what makes an ad successful. They should analyze the
style of communication that appeals to a given audience and helps
to shape the information sent.
What students should do: Students should consider items that have been
advertised to them. They should determine the author/advertiser's
intent. They should then choose a product or idea that they could
"sell" to an audience, using a type of communication that will
shape the intent of their information.
Product: Students will prepare a text of an
ad.
Students will perform the text of an ad.
Task Description: Prepare and perform a one minute radio or TV ad.
Special Notes: Consult existing radio and TV ads.
Performance Package Task 1
Listening and Viewing Complex Information
FEEDBACK CHECKLIST FOR TASK 1
The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard
available for reference.
Y=Yes
N=Needs Improvement
Student Peer Teacher
_______ The credibility of the ad's source is
considered.
_________ _______
_______ The author's intent and purpose of
the ad is
_________ _______
clearly identified.
_______ Visual/audible aids are effectively
used to
_________ _______
enhance message and shape the information.
_______ Message is well-delivered through
volume, voice
__________ _______
control, and pacing: the mode of communication
is considered.
________ Language is clear and appropriate to message.
_________ _______
________ Presentation is evaluated based on how the
type
_________ _______
of communication shaped the flow of the info.
Performance Package Task 2
Listening and Viewing Complex Information
Content Standard: Reading, Listening, Viewing
Level: High School
English Language: RLV Complex Information
Specific Statements From The Standard:
What students should know: Students should be able to evaluate a talk
show,
and be able to distinguish fact from fiction. They should
clearly identify bias and points of view. They should analyze
how the type of communication in the show shapes or limits
information.
What students should do: Each student should watch or listen to a talk
show.
They should identify the main ideas shared. They should write
a
report on their findings of host bias, point of view, and intent.
They should analyze and evaluate the credibility of the show.
Products:
Students will
prepare a written analysis of a talk show.
Students will
each be a part of a group oral report on their findings.
Task Description: Individually analyze a talk show and orally report
as a
group on their findings.
Special Notes: Refer to existing radio and TV talk shows.
Performance Package Task 2
Listening and Viewing Complex Information
FEEDBACK CHECKLIST FOR TASK 2
The purpose of the checklist is to provide feedback to the student about
his/her work relative to the content standard. Have the standard
available for reference.
Y=Yes
N=Needs Improvement
Student Peer Teacher
_______ Identification of host bias in written report.
_______ _______
_______ Identification of host intent in a written
_______ _______
report (entertainment or information) .
_______ Speech as part of a group oral report on
_______ ________
evaluation of program: clear and concise.
_______ Identification of show communication styles and
_______ ________
how this affects informational delivery.
_______Written evaluation of credibility of source/host.
_______ _________
_______ Individual oral analysis of host point of view.
_______ ________