Classroom Activities
Note: The following lessons are planned on a schedule of meeting students every other day for 90 minutes. 45 minutes is dedicated to each subject of reading and writing. An approximate breakdown of the 45 minutes would be: 15 minute mini-lesson, 25 minute independent work time with conferences, and 5 minutes of closure and sharing. Independent work time should be filled with the activity and any remaining time should be used by students for silent reading or journal writing. Students should have two notebooks. The literacy notebook is where students will take lesson notes, keep dialectic notes from the novels they read and maintain the reading journal. The writer's notebook is used for creative writing, free writing ideas and journals.
Lesson 1: Introduction to superheroes and comic books
Objective: Students will define the meaning of "superhero" through class discussion and independent reflection.
Estimated Time: 1 lesson
Materials: literacy notebook
Activity: Teacher will engage the students in discussion on the meaning of the word superhero. This word will be discussed in all forms, and points will be made on what traits or characteristics many superheroes have. During independent work, students will write a definition of what they think superhero means after reflecting on the discussion.
Assessment/Closure: Students may share their definition of superhero with a partner.
Lesson 2: Superhero and supervillain as sustainable characters; Superhero motifs
Objective: Students will learn to recognize motifs that are common to superhero characters and will understand the progression of character development.
Estimated Time: 2 lessons
Materials: notes with superhero motifs discussed earlier, literacy notebook
Activity: Students will engage in a class discussion regarding motifs that make a common superhero. Notes will be provided for students to copy or paste in the notebook.
Assessment/Closure: Provide opportunity for students to ask questions.
Lesson 3: Reading a comic book; Sequencing frames
Objective: Students will understand the strategies used to read a comic book and will sequence frames from a story that has been rearranged.
Estimated Time: 1 lesson
Materials: literacy notebook, pages from various comic book stories that have been cut out and rearranged
Activity: Teacher will show students a comic book page and ask them study it. A discussion will be had of how to read the page pointing to the strategies of reading left to right, top to bottom. A point will be made to show students what to do when the frames are different sizes and therefore aren't exactly in a row. After students have studied the frames and the strategy for reading a comic book page, students will be given their own page from a comic. These frames should be cut out so students will have the opportunity to arrange the frames in a sequence that makes sense to a story. Also, an option for advanced students is to remove all text from the frames to make it more challenging and ask students to arrange the frames and then write text that should go in the blank spaces.
Assessment/Closure: Students can share with partners what they created in their frames and explain why they chose that sequence. This will help students verbally explain their thinking for the sequence. Some students may have the option to share with the class.
Lesson 4: Creative writing from the image
Objective: Students will use a comic image to create a story. This creative writing element allows students to think into words an image that they see.
Estimated Time: 1 lesson
Materials: writer's notebook, various image frames from comic books
Activity: Students will work in pairs or individually. Many copies of several different images of one scene from a comic should be provided for students. Once a student has chosen an image they will write a short story explaining what happened just before, during, and just after this image. Students can use the real names and powers of the superheroes and supervillains in the comic as part of the story if they know them. Otherwise, students can create the name and powers associated with the image and incorporate it into the story.
Assessment/Closure: Students may share with fellow students the story they created. Allow some students to post the picture and story in the classroom for all to read. If space allows, some may wish to post in the hallway or common area of the school.
Lesson 5: Introduction to origin stories
Objective: Students will understand how origin stories are created and the impact it has on the character for subsequent story issues.
Estimated Time: 1 lesson
Materials: literacy notebook, if available - copies of original comic origin stories, otherwise - summaries of the character stories
Activity: In order for students to know how to write an original origin story, they should see how professionals tell origin stories. If available, provide students with original comic origin stories. Some can be found on the comic book websites, others can be found in origin collection books. I have provided references below of both of these. If origin stories are unavailable, use the summary stories provided earlier in this unit. The importance is that students understand how an origin story is created and the details that need to be included. Students should use independent work time to read a few of these stories.
Assessment/Closure: Allow for any questions the students may have about the stories.
Lesson 6: Comparing origin stories: comic books versus movies
Objective: Students should recognize that variations occur in stories from print to film and vice versa. These subtle differences may or may not change the story and the student should understand how to recognize the impact. It's an exercise in recognizing detail.
Estimated Time: 2 lessons
Materials: movies or clips from superhero films along with the original comic story that corresponds, writer's notebook
Activity: As mentioned previous in this unit, there are subtle changes in the storyline of superheroes from comic books to film. A detailed breakdown of Superman was given above. Provide for students the origin story comic of Superman before showing the film or the clips of the film. Discussion can be had about the difference in details between the two. For advanced students, less discussion should be given and more emphasis should be placed on the student discovering and making notes of the differences. A detailed explanation of Superman is given above for teaching purposes. Any film and comic may be used for this activity. Also, an option for students to read comics and watch films independently can be given for homework. (Wouldn't they love that homework assignment? "Mom I have to watch this movie for homework, honestly.") Whichever scenario fits best with your students, the result is they should have notes on the differences in the two media and the impact it has on both stories.
Assessment/Closure: The teacher will read the notes and explanations given in each student notebook. A grade for completion and attention to detail can be given.
Lesson 7: Creative Writing: the new superhero or supervillain origin story
Objective: Students will use their knowledge gained thus far to create, write and illustrate an original superhero or supervillain origin story.
Estimated Time: 4 lessons
Materials: writer's notebook, various comic book stories and illustrations for reference and ideas
Activity: Now that students have learned all components of superhero and supervillain origin stories and comic books, they should be ready to create one of their own. As mentioned earlier, in the professional world there is a writer and an illustrator for every comic issue. Students can follow this same pattern of pairing up to write and illustrate the original comic they create. Allow the best scenario to work with the students you have, whether it's collaboration on both or separate work on each. Students should remember the motifs learned and incorporate various aspects of what makes a superhero or supervillain story. The length will be up to teacher discretion based on the abilities of the students. During this lesson, the process of editing and revising should be incorporated. Students should go from creating ideas all the way through publishing an original story with everything included that involves writing and publishing.
Assessment/Closure: The comic book will be assessed on detail, creativity, attention to the lessons learned, and effort. Again, teacher discretion is needed to accurately and fairly assess the students involved. The final product should be shared and posted for others in the class and the school to see and enjoy.
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