Introduction+Lesson+1


 * __LESSON 1__**


 * The Assignment:**

Predictions and Analysis of Predictions based on the television show, //Friends//.


 * Purpose:**

Students frequently view television programs without thinking of the implications and information that the show may propagate. Students need to learn that it is important to critically analyze the information that a television show is presenting. They need to learn about hidden agendas and that how they watch shows can influence their thinking, sometimes without their even noticing it. In this lesson, we seek to help the students move from being passive viewers to active, analytical ones.


 * Objective:**

Students will be able to

- Determine the ways they have been conditioned to think about what they view when watching television programs - Make educated predictions about the characters based on short segments of a television show - Identify the ways background knowledge and experience shape predictions and expectations


 * Sunshine State Standards:**

Students will

LA.910.6.2.2 - organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations

LA.910.6.3.1 - analyze ways that production elements (e.g., graphics, color, motion, sound, digital technology) affect communication across the media


 * Overt Instruction:**

We plan on teaching our students ideas from the Cortes article in “//Media Literacy: Transforming Curriculum and Teaching//,” called "How the Media Teach" (Cortes, 2005). We will specifically focus on the five ways that media informs. We will begin by showing students newspaper headlines and magazine covers about a particular event. We will ask them what information and messages they think the media is sending and ask them to explain what the media has done to convey that impression. We will also discuss the accuracy of information presented by media--and the repetition of the same information by different media--and ask students to suggest why they think these might be issues that could lead to public image distortion. We will write these ideas--accuracy of information, repetition of information, and public image distortion--on the whiteboard or chalkboard under "Media present information." We will simultaneously distribute a handout with 5 blank columns (and multiple rows) so students can fill in Cortes' five points and add relevant details for each). As we discuss Cortes' five points, we will write each one on the board, followed by relevant ideas for understanding it. In this way, we will use samples of media, explicit questions, and class discussion to introduce the five points about how media presents information, organizes information, disseminates values, creates and reinforces expectations, and provides models for behavior (Cortes, 2005).


 * Situated Practice:**

Situated practice will occur as students are asked to begin to analyze and make predictions about characters based on a short clip from the series, //Friends//. We want students to examine their own biases and judgments in connection with what is shown on the screen. Students will complete the following activity:


 * Step 1**: Students watch the opening credits from //Friends// (The “I’ll Be There for You” sequence from Season 1 Episode 2).
 * Step 2**: Students will be given a handout that lists the six main characters, with blank space underneath each character’s name for note-taking.
 * Step 3**: Students will watch the opening credits once more; for students who may not be familiar with the series, the teacher will point out each cast member’s in-character name.
 * Step 4**: As students watch the credits, they will write down what they think the show will be about, and what they think each character will be like, based on the thirty-second sampling in the opening credits of the show. What do they expect from watching the introduction to the show? What do they think the different characters will be like based on the sample shown in class?
 * Step 5**: The teacher will play the clip once more so that students can finish making their predictions and writing down notes about what they’ve seen.

Students will apply their observations using what they’ve learned during the overt instruction segment of the lesson. How do Cortes’ five points apply to their findings on the short clip? What does the clip have to say about the presentation of information? Do they think the show demonstrates any diversity? What about the organization of information? Do the shots show any particular order or pattern of organization? How are the credits framed? What about dissemination of values? Can they determine the values of the show and the characters by just the short clip they viewed? What about the creation and reinforcement of expectations? For those who have never seen the show before, what kind of expectations did the clip create? For those who have seen the show, or similar shows, did the clip reinforce expectations of that show? Lastly, what about models for behavior? Do the students see anything they want to emulate or have any behaviors that are mimicked in the show? Are they aware of it? (Stereotypes may be discussed in this question as many students can relate to being “the pretty one,” the “funny one,” the “ladies man,” “the geek,” etc.)


 * Critical Framing**

After the students have practiced using Cortes’ five points of how the media informs in the clip of the opening credits of the show, the teacher will show the pilot episode of //Friends//. The episode will be shown in chunks of five to ten minutes each. After each segment of the show, students will be asked to discuss how what they’ve viewed falls into their predictions about the characters.

After viewing one segment, students will discuss in small groups how their predictions have matched what’s been shown in the episode. After viewing each segment, students will continue to write down their expectations.

Students will also discuss the five ways media informs in relation to the episode. Once the entire episode has been shown, students will break into five groups. One group will be in charge of examining how the episode presents its information. This group will be asked the following guiding questions: What is this episode presenting? What kind of diversity is reflected in this episode?

The next group will be in charge of analyzing how the media organizes this episode. They will be asked the following guiding questions: What messages does the viewer receive by the way the episode is organized? Based on the pattern of organization in this episode, what can viewers expect from future episodes?

The third group will be analyzing what values are represented in the episode. The will be asked the following guiding questions: What values is the show seeking to instill in its viewers? Are there any consequences for behavior? If so, what are they?

The fourth group will be analyzing the creation and reinforcement of expectations. The following guiding questions will be asked: What do they expect the series will be like in future episodes and seasons? Based on the way media presents information and the organization of information in the episode, what expectations do they have for the content of future episodes?

The fifth group will address the models of behavior the episode presents. Students will be asked the following guiding questions: What kinds of behavior does the episode present? What kinds of behavior are condoned in the episode? Admonished? How does this episode portray acceptable behaviors?

Students will discuss their findings with the rest of the group, making sure to touch on how their different experiences have shaped how they interpreted the episode. They will also give a brief report to the class about their conclusions. Students will then work on creating a journal to document their analysis of the episodes they will be viewing for the rest of the unit. They will be asked to document how the different characters’ behaviors match the predictions the students have made in the initial assignment. They will also be journaling about how the episodes portray the characters. As the lessons proceed, they will be discussing gender, stereotypes, careers, and reality versus fiction.


 * Assignments and Assessment**

Since this is an introductory lesson, soft assessment will be occurring throughout the different activities. The teacher will make sure that each of Cortes’ five points are understood throughout overt instruction so that the students are prepared to employ these points in their own analysis of the series. As the students are discussing these points in their groups, the teacher will circulate throughout the room and listen in on some of the discussions, adding clarification or answering questions as needed.

Assignment 1 – Students will fill out a prediction chart based on a clip of the introduction to the series //Friends//

Assignment 2 – Students will apply Cortes’ five points to the information they received during the clip

Assignment 3 – Students will view the pilot episode of //Friends// in its entirety. In groups, the students will then analyze the episode based on the categories of Cortes’ article and also give a brief report to the class about their conclusions.

Assignment 4 – Students will keep a running journal in which they discuss their predictions and how those predictions change (or stay the same) as the students view more episodes from the series.

Formal assessment will occur in the journaling portion of the lesson’s activities. The teacher will collect these journals at the end of lesson. Feedback will be provided and if any students are veering off track in their analysis, they can be steered back on track in the form of written feedback. The journal entries are worth twenty points. The students receive ten points for a completed journal entry that is one page long. The other ten points will be designated for the completion of the following required components of each entry: personal predictions, discussion of one of Cortes’ five points from the students’ group discussion, discussion of the accuracy of the predictions after viewing the pilot episode in its entirety.