TARGET AUDIENCE: Teenagers (12 to 15-Year-Olds)

Title: TV and YOU

A lot of people like watching television. Some people like categories of shows while others are really hooked on specific TV shows. Your task is to find out what people already like watching in French and English in order to produce an English TV guide based on their existing interests.

TARGET AUDIENCE: Teenagers (12 to 15-year-olds)

This is a group project. Your class should be divided in groups of three or four students.

As you work in class, you are expected touse Englishfor all types of communication.

Your team is expected to explore one aspect of people’s TV watching habits and preferences by designing and conducting a survey which includes at least four questions.

Each group will recommend one or two English language TV shows based on the results of their survey.

Each TV show recommendation should be presented with a brief description that includes all the information necessary to find it and enjoy it.

Broad area of learning
Media Literacy / Focus of development
Awareness of the place and influence of the different media in his/her daily life and in society:media functions (information, entertainment, promotion, influence, propaganda); media consumption habits and guidelines; influence of media messages on his/her world-view and everyday environment.
Cross-curricular competencies

Cooperates with others

Uses Information and communication technology

/ Evaluation criteria
1.Active participation in the work of the team
2.Contribution to improving the way the team works together
1.Effectiveness of his/her use of the technological resources in a given learning context / Evaluation means
Daily individual self evaluation
Group reflection sheet
Teacher observation
Final Product
E.S.L. competencies
Interacts orally in English
Reinvests understanding of texts
Writes and produces texts / Evaluation criteria
1)Participation in oral interaction
2)Pertinence of the message.
1)Evidence of comprehension of texts
2)Use of knowledge from texts appropriate to the task
1)Pertinence of the text
2)Formulation of the text
3)Use of resources / Evaluation means
Teacher’s observation grid and
student’s self-evaluation
Competency evaluation grid
(links between survey results and recommendation)
Competency evaluation grid, survey results and recommendation.

Acknowledgements

This learning situation was created in an effort to show teachers how to adapt existing ESL materials to include the components of our new Secondary Cycle 1 program. For this particular situation, I used ideas from the chapter A Teen’s Guide to TV in Act 1[1], and from TV and You in Zoom 1.[2] The Survey Process is an adaptation of a document that was distributed at the RCCPALS Media Literacy training session held in the spring of 2003.

Developing competencies

Depending on your students’ personal resources developed through previous learning and evaluation situations, you will need to adjust the level of guidance and support materials you will provide to them. The handouts are not meant to be distributed all at once. Through questioning[3], you will be able to judge which resources are the most appropriate. The accompanying sheets may be helpful at the exploratory stage of development of the competencies. Once students become more autonomous, and have had a chance to develop their own repertoire of resources, they may be able to figure out a way to accomplish their tasks without much of the suggested support.

Evaluation to support learning

Students must know what they are going to be evaluated on. They don’t necessarily need to see the entire sheet all at once but they must know what the criteria are and what they mean. Evaluation criteria provide both the students and the teacher with focal points for feedback that will support learning. If your students have different needs, feel free to modify the criteria that I selected.

Cooperative learning tools

In this package, you will also find cooperative learning role card templates and descriptions that you may decide to use with your students whenever you use cooperative learning in ESL.

Learning and evaluation situation –Secondary cycle 1

[1] Carolyn Greene Racette and Robert Ridyard, Act1, Student’s Book, Ottawa: Éditions du Renouveau Pédagogique, Inc. 1992, pages 41-47.

[2] Michel Audet and Leena M. Sandblom, Zoom 1, Student Book, Montréal: Centre Éducatif et Culturel, inc. 1993, pages 35-41.

[3]Le questionnement is a most inspiring document on questioning was produced by Groupe coopératif Laval-Laurentides-Lanaudière, in October 2002 and is available in PDF at the following U. R. L.:

TARGET AUDIENCE: Teenagers (12 to 15-Year-Olds)

Related Content

Acknowledgements

Developing competencies

Evaluation to support learning

Cooperative learning tools