Level: Grades 1 to 6

Overview

This lesson is one of a five-part unit that provides teachers with ideas for teaching TV in the elementary classroom. In this lesson, students learn that each television product has unique characteristics that can be critically evaluated.

Learning Outcomes

Students will:

• understand that the construction of media products has its own techniques and terminology
• recognize some media terminology
• appreciate that there are a variety of media forms, each with its own aesthetic
• develop critical viewing and listening skills
• appreciate that there are different ways to communicate
• begin to be aware of the different types of TV programs
• problem-solve to generate alternatives
• recognize and express interests of self and others

Preparation and Materials

• Obtain a copy of the video or book There's a Nightmare in My Closet, by Mercer Mayer
  
• Have arts and crafts supplies handy
  
• Also have available cue cards for the "Play It Again" activity

Procedure

The key idea of this lesson is that television products have unique characteristics that can be critically evaluated. There are a variety of media forms, each with its own aesthetic - and the construction of media products has its own technique and terminology.

Class Discussion

On television, there are a variety of program styles and formats. Some programs make us feel sad, happy, scared, etc. Some programs are made up, and others deal with real situations.

• Have students to recall which TV shows they watched last week.
• Ask them to suggest and agree upon categories for various program styles.
• Categorize the class list - sitcom, news, cartoon, soap opera, talk show, etc.
• Generate television word lists, beginning with types of TV programs. (Students may make a personal dictionary of TV words or a glossary of TV terms.)

Activities

Nightmares

• View the video of the book There's a Nightmare in my Closet, by Mercer Mayer (if the video isn't available, read the book to the class).
• Allow students time to discuss nightmares generated by TV. Continue the discussion of other emotions generated by TV, such as sadness, anger or happiness.
• Have students record their emotional responses to television in a painting.

Put-Downs

• Have students view several cartoon or comedy shows and watch for examples of name-calling or put-downs to women or men.
• Discuss how putdowns are funny on TV, but they would hurt us in real life.

Play it Again

• Working in groups, classify small cards that feature TV program names into categories of program types.
• If possible, re-sort the cards in a different way. Always explain why you have made each decision.

Show and Tell

• Have students conduct their show and tell time in different program formats, such as news, talk-show, commercial, etc.

Cartoon Time

Have students view a violent cartoon and a non-violent cartoon.

• Ask them to describe what the characters are doing (focus on behaviour).
• Why and how is violence used?
• Have students dramatize a nonviolent solution to the same situation.

Evaluation

• Evaluation can be based on examples of different types of television programs; classification of a group of television programs as to type; identification of the interests of self and others.