Television shows have been a traditional outlet for language practices in second language classrooms around the world. However, the only criteria that teachers seem to have to choose said shows are that they are in English and native speakers are involved. This may lead to choosing materials for the sake of watching or selecting materials that do not fit the real communicative needs of our students. This paper, stemming from the author's experiences as an English teacher before he began his graduate studies in the US, is part of a larger reflection by the first author spanning two years. In this paper, the author proposes a framework toward the better use of television shows to the language classroom. The paper will share the author's considerations that teachers should bear in mind to engage their students in critical viewing of these shows, using ideas from media literacy as the basis of this discussion. Two practical examples of how to incorporate media literacy when using these shows bookends the paper. Two appendices present: (1) Draft of Class Project; and (2) Assessment Criteria for Quality of Contents and Accuracy in Language Use within the Projects (Proposal).