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\n\"Who\n\n
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\nWho Pays for My Favorite Television Program?\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders analyze media messages. For this media messages lesson, 9th graders identify techniques in television commercials that appeal to the senses and emotions. Students analyze the elements in example ads. Students keep journals...\n
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\n\"Diversity\n\n
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\nDiversity in Media: Looking Critically at What We See\n

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\n\nFor Teachers\n\n8th - Higher Ed\n
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\nThis learning experience fosters awareness of representations we see, and don't see, in the media. Learners list TV programs, games, and films they enjoy, identify characters' ethnic, religious, (dis)ability, and sexual orientation...\n
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\n\"Teaching\n\n
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\nMedia Smarts\n
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\nTeaching TV: Enjoying Television\n

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\n\nFor Teachers\n\n1st - 6th\n
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\nWhat makes a TV program enjoyable? As an introduction to media analysis, kids identify their favorite programs and the elements they find engaging.\n
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\n\"Careers\n\n
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\nCareers in science and careers that support scientific research\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nExamine some of the occupations which relate to science. Work in small groups of four. Group A is given a copy of a daily television guide to highlight all the television programs that have a science or mathematics focus. Group B is...\n
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\n\"Taking\n\n
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\nMedia Smarts\n
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\nTaking Charge of TV Violence\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nEncourage your class to become aware of the violence that is present in children's television programs and how this violence can influence children. Do this by holding the planned class discussion in this lesson plan and providing...\n
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\n\"Analyzing\n\n
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\nAnalyzing a Plot Conflict\n

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\n\nFor Teachers\n\n6th - 7th\n\nStandards\n
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\nSixth graders analyze plot conflict with science fiction and TV programs. After discussing the conflict, they identify solutions for the programs selected. They examine Only You Can Save Mankind for conflict, and consider ways the...\n
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\n\"Talk\n\n
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\nCurated OER\n
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\nTalk Shows\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders are exposed to different types of media in order to investigate the tendency of being exposed to a set of values that run contrary to conservative values. They role play a television program in order to communicate the...\n
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\n\"Counteracting\n\n
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\nCounteracting Media Stereotyping\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nDiscuss media stereotypes with your emerging consumers. They view a television program to identify gender bias. After discussing the clip as a class, each learner writes a story showing more equitable roles. Or consider having them...\n
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\n\"Survey\n\n
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\nPower to Learn.com\n
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\nSurvey of Favorites\n

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\n\nFor Teachers\n\n5th - 8th\n\nStandards\n
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\nUpper grade and middle schoolers discuss their favorite TV programs, music, books, etc. Following a lesson on measures of central tendency, learners discuss random sampling. They conduct a survey and use charts and frequency tables to...\n
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\n\"Similar\n\n
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\nCurated OER\n
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\nSimilar and Different\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders observe a pair of students standing in front of the class and compare and contrast them using a Venn Diagram using these guidelines: eye color, hair color, older/younger, tallest/shortest, gender, favorite food, favorite...\n
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\n\"Irregularly\n\n
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\nIrregularly Scheduled Programming\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine their favorite holidays and how they are celebrated. After reading an article, they discuss the length of television programming for the Super Bowl. In groups, they create their own television programming relating to...\n
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\n\"Reality\n\n
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\nCurated OER\n
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\nReality Check\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents evaluate different types of reality television programming in \"focus groups\" and then submit their opinions on this type of programming to a television network.\n
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\n\"Muppets\n\n
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\nMuppets as Mediators\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners explore current social issues in the Middle East to create their own student television programs for Palestinian and Israeli Students.\n
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\n\"Getting\n\n
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\nGetting In the Game\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore how interactive Web sites support live sports programming, and then design Internet sites that provide interactive support for a favorite television program. They present their mock ups to the class.\n
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\n\"Media\n\n
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\nCurated OER\n
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\nMedia Literacy\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents evaluate the effectiveness of Internet book clubs, present their findings to the class, and design their own on-line book club (under the umbrella of a fictional television program) to encourage non-readers to read more.\n
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\n\"T.V.\n\n
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\nCurated OER\n
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\nT.V. Smarts\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents research visual messages by completing a media quiz. In this television programming lesson, students identify the many programs and commercials which use sexual imagery to sell their program or product. Students discuss methods...\n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe Newspaper\n

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\n\nFor Students\n\n5th - 6th\n
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\nIn this journalism worksheet, students use a copy of their local newspaper to complete this page. Students answer questions about the publisher and staff of the paper, the weather, TV programming, comics and classified sections. There...\n
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\n\"Collect\n\n
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\nCurated OER\n
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\nCollect and Organize Data\n

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\n\nFor Students\n\n4th\n
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\nIn this data analysis worksheet, 4th graders use a tally chart about favorite television programs. They record which are least or most popular, rankings, and combinations of programs.\n
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\n\"Hidden\n\n
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\nCurated OER\n
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\nHidden Messages: The Growth of Product Placement\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents identify product placements they see in TV programs and movies. They build awareness of the pervasiveness of advertising in their culture. They develop critical skills necessary to think independently in a media saturated...\n
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\n\"Teaching\n\n
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\nLafayette Parrish School System\n
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\nTeaching Tone and Mood\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nTone and Mood are not synonymous! Introduce young readers to these literary devices with a series of exercises that not only point out the significant differences between the terms but also shows them how to identify both the tone and...\n
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\n\"T.\n\n
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\nT. V. Programs Puzzle\n

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\n\nFor Students\n\n3rd - 6th\n
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\nIn this television programs words crossword puzzle, students use the 11 sentence clues to correctly complete the word puzzle that pertains to television programs.\n
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\n\"Reality\n\n
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\nReality TV\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nStudents examine the merits and dangers of reality television programs. They discuss what kinds of shows they watch on television with a partner, take a survey, read and discuss a handout, calculate the number of hours a week they watch...\n
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\n\"Baby\n\n
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\nBaby Boomer TV\n

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\n\nFor Students\n\n11th - Higher Ed\n
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\nIn this social studies learning exercise, students complete a crossword puzzle by identifying the television programs or stars from 15 clues. Answers are provided.\n
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Worksheet
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\n\"bbc\n\n
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\nCurated OER\n
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\nbbc news: school report\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this language arts/social studies worksheet, students rank on a scale of 1 to 10 , twelve different news sources. Students rank them according to reliability, and then provide an example of each kind of news source. There is one...\n
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