Lesson Plans


Junior Lesson Plan #13

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The Pros and Cons of Reality TV


GRADE LEVEL
Grades 6 to 12

SUBJECT AREAS
Media Studies, Language Arts, Journalism, Writing, Social Studies, Current Events

OVERVIEW
Students evaluate different types of reality television programming in "focus groups" and then submit their opinions on this type of programming.

OBJECTIVES

  1. Act as focus groups to evaluate specific categories of reality television programming; compare the pros and cons of the various types of reality shows.
  2. Reflect on their opinions of reality-television programming in general and recommend or discourage reality programming to a television network.
  3. Explore the subject of Reality TV through writing short scripts, news/opinion/profile stories or multimedia. (Photography, Video, audio, animation)

SKILLS LEARNT
collaboration, reading, writing, critical thinking, investigation, communications and information technology

LEARNING OUTCOMES

    Grades 6-8
  • Demonstrates competence in the general skills and strategies of the writing process.
  • Demonstrates competence in speaking and listening as tools for learning.
  • Understands the context in which theatre, film, television, and electronic media are performed today as well as in the past.

    Grades 9-12
  • Demonstrates competence in the general skills and strategies of the writing process.
  • Demonstrates competence in speaking and listening as tools for learning.
  • Understands the context in which theatre, film, television, and electronic media are performed today as well as in the past.

RESOURCES/MATERIALS

  • student journals
  • pens/pencils
  • paper
  • classroom board
  • four slips of paper, each identifying a different category of reality television programming

ACTIVITIES/PROCEDURES

  1. Divide students in four groups, and explain to them that each group will be acting as a focus group, debating the merits of different types of reality television programming.

    Assign each group a different category of reality television programming:
    Group 1: Real-Life Scenarios (e.g., "The Osbournes," "Newlyweds: Nick & Jessica", "The Anna Nicole Smith Show," etc.)
    Group 2: Performance Scenarios (e.g., "American Idol," "Canadian Idol", "Star Search," etc.)
    Group 3: Physical Challenge Scenarios (e.g., "Survivor," "Fear Factor," etc.)
    Group 4: Identity Change Scenarios (e.g., "Joe Millionaire", "Extreme Makeover," etc.)

    Each group to designate a reporter to record the group's responses. Explore answers to the following questions (written on the board or given to students in a handout):
    --What is the general concept of this category of show?
    --What are some "hidden messages" conveyed by shows in this category to its viewers?
    --What stereotypes might be communicated by shows in this category, and why do you think this?
    --Who might be harmed by the messages sent by this type of show?

  2. Students in each group discuss their show using the questions noted above. Once the questions have been discussed, bring the class together and read each question aloud. Call on the reporter from each group to give their responses. Allow a few minutes after each question for continued class response.

  3. As a class continue the debate, comparing the different types of reality television programming:
    --What are some of the benefits of reality television programming?
    --What are some of the drawbacks?
    --Of the various categories of reality shows, which ones do you think are most successful? Why? Why not?
    --Which do you feel are most harmful? Why?

  4. Following group and class discussion, ask students to respond in writing to the following:

    Reflect on the various types of reality programming you debated in class. Give your recommendation for what type of reality program you think would be most successful to pursue and explain why. In general, do you recommend reality television programming? Why or why not? Be specific about the types of reality programming you would recommend.

ASSESSMENT:
participation in small group and class discussion, and completion of a written reflection on the value of reality television.

LINKS::

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