In this lesson, students learn about the basics of media literacy. By viewing popular television shows and observing popular websites, students learn what questions to ask while viewing today's media. I targeted this lesson to be taught to middle school-high school students but it can be easily adapted for elementary age kids too--just change the TV show/websites! I felt this was a good lesson plan because it is versatile and can be used in many different ways. In a normal 40 min. period, this lesson plan/unit should take about a week. Of course, teachers can alter the plan to make it shorter or longer based on what works best for their classroom. I also like how it can be used across many disciplines or specifically tailored to one subject area. I believe the key to good lesson planning is versatility and the ability adapt to changing classrooms and students. I hope you all enjoy and please do not hesitate to let me know if I should change anything. -Liz

1. Critical Media Literacy
Elizabeth Keeney
ETAP 638
Professor Sadykova

2. Rationale
 In this lesson, students critique popular
television programs and websites to
analyze the media’s impact on popular
culture. With today’s youth living in the
technology-filled world, it is important for
students to recognize the various messages
put forth by the media. By looking critically
at popular television programs and the
world wide web, students will be able to
learn how to interpret the media and the
messages it most often portrays.

3. Basic Lesson Information
 10th-12th grade
 Cross-curricular (English, Social
Studies, Humanities)
 15-30 Students
 Integrated Classroom
 Estimated Class Time: 1 Week (40
minute class periods)

4. Core Principles of Media Literacy
Education in the United States
 Media Literacy Education requires active inquiry and
critical thinking about the messages we receive and
create.
 Media Literacy Education builds and reinforces skills
for learners of all ages. Like print literacy, those skills
necessitate integrated, interactive, and repeated
practice.
 Media Literacy Education develops informed,
reflective and engaged participants essential for a
democratic society.
 Media Literacy Education affirms that people use their
individual skills, beliefs and experiences to construct
their own meanings from media messages.

5. Objectives
Students will:
 Analyze stereotypes of different groups of
people in the media.
 Explore social values presented in the media.
 Learn how to properly observe websites and the
messages they suggest.
 Identify stereotypes presented through the
media.
 Investigate television's influence on society and
the impact it endures.

6. Materials Needed
 DVD player and television
 DVD of popular television
show/sitcom
 Media Observation Sheet (see later
slides)
 Media Scavenger Hunt Sheet (see
later slides)
 Access to a classroom set of
computers

7. Day 1 – Introduction
 KWL Exercise (10-15 min.)
 Students will participate in a KWL
exercise where they will discuss with the
teacher what they “know” and “want” to
know about media. The exercise will be
completed later in the lesson.
K W L

8. Day 1 Continued…
 A group discussion will be facilitated by the instructor asking the following
questions: (15-20 min.)
 What is the media?
 How do you use media on a daily basis?
 Has any information you received from the media ever angered
you? Made you feel really good?
 Do you feel represented in the media (i.e., race, sex, age, talents,
strengths, weaknesses, background, ethnicity)?
 Who is visible and who is invisible within the media?
 Do you think the media stereotypes certain people? Who? How?

9. Day 2: TV Show Presentation and
Analysis
 The teacher will show a popular episode of
a current television show/sitcom. Any show
would work for this activity. I would
suggest asking the students what they
want to view. (20-25 min.)
 While viewing the TV episode, students will
complete the “Media Observation”
worksheet quietly to themselves.
 Class will participate in a group discussion
based on what they observed. (10-15 min.)
 Homework: Students will be asked to
answer the same worksheet about a show
they particularly enjoy watching.

10. Name__________________________________________ Date______________
Media Observation Sheet
Directions: Choose a popular television program/sitcom that you feel relates to your life in some way. Answer the
following questions and think about how media impacts your daily life.
Name of TV program: ________________________________________________
Episode Title___________________________________
Channel or Network_____________________________
Start Time__________________ End Time_________________
Total Duration of Show_____________________
1. Describe a major conflict or problem the main characters face in the show.
2. How is the problem resolved?
3. In your own words, is the problem the characters faced in the show realistic to the “real world”? Explain.
4. Describe TWO of the main characters in the show. What do they look like? What do they do? Be specific.
5. Are there any clear stereotypes of the characters that you can see? Explain.
6. Are the characters portrayed negatively? Positively?
7. Overall, describe how you felt about the episode. Give a brief synopsis and describe the kinds of messages
portrayed throughout the show.

11. Day 3 - Review
 After checking the homework, students and
teacher will discuss their findings from the
homework the previous night (duration of class
period).
 Questions should be asked based on the
following:
 How did this show relate to my life?
 What kind of stereotypes were being portrayed?
 Was there a particular message to the show?
 Who is the target audience of the television
show?
 What kind of advertisements were used during
the show?
 Why do you think this show is on the air?

12. Day 4 – Media Scavenger Hunt
 Using the “Media Scavenger Hunt”
worksheet, students will be allotted
computer time to explore popular websites
and think critically about what they
observe.
 If not completed in class, students will be
assigned the rest of the worksheet for
homework.
 Students should think critically about what
the websites they observe portray and how
it connects to the television show they
critiqued earlier in the lesson.

13. Name_______________________________________ Date______________
Media Scavenger Hunt
Directions: Choose one of the following websites below and answer the questions based on what you
observe. Be sure to analyze and think critically about what you observe on the website. Be specific
with your answers.
Websites to use:
www.mlb.com
www.nytimes.com
www.kelloggs.com
www.mcdonalds.com
www.cnn.com
Questions:
1. Website of choice: ____________________________________
2. Is this site educational, commercial, or recreational? Explain.
3. Give TWO examples of advertisements displayed on the website. Describe what they look
like and what the product is. Are you intrigued by it?
a.
b.
4. After observing the site, explain your overall thoughts on it. Who is the target audience?
What is the site trying to portray to you? Would you visit the website again?
5. Take a quick look at a different website. Which one is it?
________________________________________
6. Do you see any similarities between the two websites? Be specific and explain your thoughts.

14. Day 5 - Assessment
 Students will be asked to complete a “free-
write” on what they learned from the media
literacy unit. (15-20 min.)
 Students and teacher will complete KWL
exercise from Day 1 and determine as a
class what was learned (10-15 min.)
 Students will also be graded based on
participation in discussions and activities
and completion of both media observation
worksheet and media scavenger hunt
worksheet.