Media Moments Western Reserve Public Media

Behind the Scenes


Celebrities — Elementary

A celebrity is someone who would be recognized by a lot of people. Celebrities don the covers of magazines, are seen on TV and often are seen on commercials. Are celebrities always “good” people? Are celebrities role models? Should they be? An essential part of media literacy is determining the role of these influential people in the news.


Students will discuss what “celebrity” means and determine the attributes of a celebrity.

Students will write a short paper about a celebrity stating the reasons for this person’s status as such.


Standard Addressed:

Language Arts, Writing
Grade 4, Benchmark A, Listening and Viewing

3. Identify the speaker's purpose in presentations and visual media (e.g., to inform, to entertain, to persuade).

4. Discuss how facts and opinions are used to shape the opinions of listeners and viewers.



Research tools (e.g. Internet or magazines



  1. Discuss the definition of celebrity. Have the students list characteristics of celebrities.

  2. Read a short story to the students about a celebrity and discuss why this person has celebrity status.

  3. Place pictures of celebrities around the room of recognizable
    people, animals, cartoons, etc. and have the students name them and
    determine if they are celebrities. This brings up the idea of animals or
    cartoons being celebrities.

  4. First brainstorm then list the qualities it would take for someone to be a celebrity.

  5. Have the students select a celebrity and do some research on that person. They can use the library or the Web.

  6. The students will then write a short paper (individually) telling about the celebrity that they chose. They need to state the reasons why this person can legitimately be called a celebrity and why they selected him/her/it.




The following rubric will be used for evaluation.

CATEGORY 4 3 2 1
Organization Information in logical, interesting sequence which reader can follow. Student presents information in logical sequence which reader can follow. Reader has difficulty following work because student jumps around. Sequence of information is difficult to follow.
Content Knowledge Student demonstrates full knowledge (more than required). Student is at ease with content, but fails to elaborate. Student is uncomfortable with content and is able to demonstrate basic concepts. Student does not have grasp of information; student cannot answer questions about subject.
Grammar and Spelling Presentation has no misspellings or grammatical errors Presentation has no more than two misspellings and/or grammatical errors. Presentation has three misspellings and/or grammatical errors. Work has four or more spelling errors and/or grammatical errors.
Neatness Work is neatly done. Work has one or two areas that are sloppy. Work has three or four areas that are sloppy. Work is Illegible.
References Work displays the correct number of references, written correctly. Reference section was completed incorrectly Work does not have the appropriate number of required references. Work displays no references.
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