Language Arts: Media Literacy Lesson Plan Assignment
Audrey Nowicki & Daniel Curley
November 10, 2008
Janette Hughes
The focus of the lesson will be to teach students to critically analyze clips from the satirical television program, CBC’s “The Rick Mercer Report” to determine any potential flaws in basing ones opinion on the information given during this type of programming. Consistent with the grade five media expectation students will “identify whose point of view is presented or reflected in (the) media text, identify missing or alternative points of view and where appropriate, suggest how a more balanced view might be represented ” (Ontario Curriculum Grade 1-8: Language, pg 103). Students will also have to raise potential flaws and identify missing or alternative points of view, and provide suggestions as to how a more objective view could be presented.
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This lesson is being taught to increase the student’s critical analysis of media, in particular satirical television programs. It is becoming increasingly more common (especially during the US Presidential election) for people to base their political views on the messages that television hosts are delivering along with their punch line..
By learning to identifying biases (blatant or hidden), students can be taught to question them and to consider alternate views to the issues being discussed.
Assessment will be broken down into two categories: a group presentation and an individual reflective summary or representation.
The group presentation will be based on the critical analysis of a “Rick Mercer” clip and will be presented to the class in a creative fashion (acceptable formats include a debate, a skit, a lecture, a video or other, pending approval) . The presentation should identify the point of view presented on an issue, the reasoning for this view and at least one if not more alternative points of view on the subject.
The individual assignment will allow the student to demonstrate his/her understanding of the powerful impact TV and other personalities have on public opinion. The students will be asked to produce a self-directed reflection of this understanding (acceptable formats include a mock interview with a personality, a journal entry (2 pages), a poster, a song/rap (at least 3 minutes in length), graphical representation &one page discussion or other pending approval), although they will have to find a way to answer one of three questions. 1. Why do you think satirical “news” shows are so effective? 2. Why is it so easy to believe what you see on these programs? 3. How do you think these shows can be changed so that people know that what is being reported is not always factual?
At the end of the activity students will:
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 become aware that they can, and how to, derive information from media products; identify and use information derived from the media;

Language Arts: Media Literacy Lesson Plan Assignment
Audrey Nowicki & Daniel Curley

November 10, 2008
Janette Hughes recognize how and which TV programs provide information and learning; and
 begin to differentiate fact from fantasy. (Network, 1993)
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Additionally, students will be able to discern the point of view expressed in the satirical ‘news’ story from the Rick Mercer Report, and question & judge the point of view being expressed by considering the audience, text & production of the show.
5 Key Concepts of Media Literacy (Construction, Beliefs & values, Audience, Intent, and Form) have been explored in previous lessons and are implied throughout this lesson.
The concept of point-of-view/opinion will be reviewed using the “four corners” exercise (see
Modelled/Shared Lesson).
The idea of satire will be explored before the students begin this lesson, and will be reviewed once again when this lesson is introduced.
Students will also have to know what a news story is, how it is produced and what kinds of stories are usually discussed. It would be useful for them to also know how they are delivered
(expression, tone, emotion), and who’s views are normally expressed.
Discussion of the Media Literacy Triangle, and what each portion represents: Text, Audience and
Production.
This Grade 5 lesson will focus on the Language Arts strand of the Media Literacy and the overall expectation:“identify some media forms and explain how the conventions and techniques associated with them are used to create meaning” and the specific expectation under Point of
View: “identify whose point of view is presented or reflected in a media text, ask questions to identify missing or alternative points of view and where appropriate, suggest how a more balanced view might be represented” (Ontario Curriculum Grade 1-8: Language, pg 14).
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T-Charts for students.
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Rubric for independent and group assessment.
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Computers for viewing pre-downloaded TV clips (resource centre).
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Digital projector and screen.
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4 Rick Mercer Report clips (one for each group).
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Markers.
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Four Corners posters (TV programs: Grey’s Anatomy, Lost, The Hills & Survivor).
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Pencils.
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Idea Web Templates.
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“Points of View” Templates.

Language Arts: Media Literacy Lesson Plan Assignment
Audrey Nowicki & Daniel Curley
November 10, 2008
Janette Hughes
The lesson itself is an exercise in differentiated instruction. Students will be using multimodal mediums to initiate understanding, share/present ideas, express concepts, ask questions, consolidate learning and demonstrate understanding.
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Students can choose how they present their group work and individual reflective summaries based on formats provided or other, pending teacher approval.
:
It is anticipated this lesson will require approximately 3-4 days.
Before:
A review of the terms: Point of View and Satire, in addition to the characteristics of a news story, including: emotion, format, and tone.
A.
The review will include the group “Four Corners” activity. This is an activity that involves students moving to one of four corners of a room according to their agreement/disagreement to a given statement. The activity illustrates expressing our own points of view.
Required:
 4 sheets of paper with TV program titles on them and sticky tack to put on paper to attach to wall
Process:
 Put the statement “Which is the best program on TV?” on the white/black board (or overhead projector) and have the students read the statement.
 The teacher then instructs them to choose one of the programs and to move to the corner of the room by the sign that best represents their view.
 They chat with the other students in their 'corner' and explore why others made the same choice as them.
 Then each corner prepares a 1 minute statement indicating why they went to that corner. Note that they have expressed their own point of view and reflected on others. (Petrarca, 2008)

Language Arts: Media Literacy Lesson Plan Assignment
Audrey Nowicki & Daniel Curley
November 10, 2008
Janette Hughes
B. Satire: Teacher offers definitions of the term as below and projects them on a screen for students to note.
 a literary technique that combines a critical attitude with humour, often with the intent of correcting or changing the subject of the satire
(instech.tusd.k12.az.us/Core/glossary/writeglossary.doc)
 a type of writing that ridicules the shortcomings of people or institutions in an attempt to bring about change. (mrsruxton.com/glossary.htm)
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C. Using a computer and previously downloaded TV clip the teacher views one clip with the class once. Then leads the class in a discussion of what the point of view is of the clip was. The teacher plays the clip again but before he/she asks them is this a satire and to make notes as to why? Then the teacher reviews the characteristics of a news story, including: emotion, format, and tone.
He/she tells the class to look for these elements as they watch the clip again. They debrief again what they noticed upon the third viewing of the clip.
Note: Group assignments will be consistent with their tribe groups as they already include a good mix of stronger/weak and IEP students. They have also spent the last month organizing themselves, building respect and working together so there is little risk of disruption during the group work.
During:
As the students view their group clip the teacher will ensure specific expectations are being met, including: students paying particular attention to the delivery of the newscast, the environment of the set, the music used at the intro and exit of the clip, and the use of expressions and words. The clip will be viewed a number of times to ensure they are able to capture enough detail while playing close attention to the Media Literacy Triangle.
After:
The students will use, with teacher direction, the Idea Web Templates and the “Points of View”
Templates to make notes and record their analysis of the media piece.
Each student will share their individual notes with their group and discuss similarities and differences among their ideas. They will organize their ideas on a T-Chart (or any other chart format they wish to use).
Once they have exhausted their ideas, they are then instructed to create a presentation that explores the point of view from their clip and at least on other point of view.
See: Independent, Guided and Conferencing for specific assignment details.

Language Arts: Media Literacy Lesson Plan Assignment
Audrey Nowicki & Daniel Curley
November 10, 2008
Janette Hughes
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Once the students have shared their ideas with their group, consolidated the group’s ideas and given their presentation, the students will produce a individual reflective summary.
They will have a certain level of creative flexibility but must answer at least one of the following:
1. Why do you think satirical
“news” shows are so effective?
2. Why is it so easy to believe what you see on these programs?
3. How do you think these shows can be changed so that people know that what is being reported is not always factual?
As the students are viewing their respective clips independently, the teacher will circulate to ensure that every student understands what they are looking for and what they should be jotting down.
The teacher will also circulate when the students are bringing their ideas to the group to ensure each student is being heard and that each student knows what they are to share with their group members.
(To be completed at the end of each day, and at the end of the 3-4 day lesson).
The conferencing will take place as the students are working in their groups, and during the consolidating individual reflective summary process. Students will be responsible for participating in peer review of draft work.
There will be no formal one-toone meeting between teacher and students.
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Language Arts: Media Literacy Lesson Plan Assignment
Audrey Nowicki & Daniel Curley
November 10, 2008
Janette Hughes
Network, Media Awareness. (1993, May/June). Teaching TV: Critically Evaluating TV - Lesson . Retrieved
November 8, 2008, from Media Awareness Network: http://www.mediaawareness.ca/english/teachers/lesson_search_results.cfm
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Petrarca, D. (2008, September ). Connect MyCampus. Retrieved November 8, 2008, from UOIT: https://connect.mycampus.ca/webct/ContentPageServerServlet/Classes/compiled_teaching_strategies_
2008.htm?pageID=726674629011#fourcorners