Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 29157
Create a Superhero
This is lesson 1 in a series of 3 lessons where students create trading cards of superhero characters, write comic strips using the superhero
characters and expand the narratives from comic strips to create Reader's Theater scripts.
Subject(s): English Language Arts
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection,
Interactive Whiteboard, Overhead Projector,
Speakers/Headphones, Computer Media Player
Instructional Time: 2 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: narrative writing, character traits, trading cards, superheroes
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Trading Card Template.docx
Superhero Character Plan Sheet.docx
Character Trait Sheet.docx
Trading Card Rubric.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to develop a superhero character using details and descriptions.
Students will be able to demonstrate command of the conventions of Standard English with grammar and usage in their writing.
Students will be able to demonstrate command of the conventions of Standard English with capitalization, punctuation, and spelling in writing
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to know norms for working with partners.
Students need to know how to watch videos and gather information from the videos.
Students need to know how to write a sentence.
Students need to know the meaning of character traits.
Students need to know how to organize information to create a character
Guiding Questions: What are the guiding questions for this lesson?
How are character traits revealed through text?
What determines the character traits of Superheroes?
How does an author reveal his character to the readers?
Teaching Phase: How will the teacher present the concept or skill to students?
page 1 of 4 1. The teacher will explain to the students that they are going to be completing a series of three lessons about Superheroes including creating a Superhero, studying
comic strips and then creating a 6-8 block comic strip of their Superhero, and creating a Reader's Theater script about their Superhero.
2. Begin the lesson by explaining to the students that the first lesson is all about identifying characteristics of Superheroes.
3. The teacher will begin: Today you will be viewing three videos of Superheroes. As you watch the videos I want you to jot down the characteristics of the
Superheroes. I will divide you into three groups so each group will be responsible for looking for one characteristic of these Superheroes.
4. The teacher will divide the class into three groups. The students in Group 1 will be writing down what the characters outfits look like. The students in Group 2 will
be writing down what powers each Superhero has. The students in Group 3 will be writing down what the characters physically look like.
5. Students will view the following three videos.
Nine Classic Superman Cartoons Restored and Now on YouTube - watch video about Superman up to 2:08, by then students will know his superpowers.
YouTube - Original Spiderman Theme Song
YouTube - Incredible Hulk 1982 - Watch first minute of the movie - Incredible Hulk
6. Once the students have finished viewing the videos. The teacher will create three anchor charts ahead of time. Chart 1 will be titled: Superhero Outfits, Chart 2 will
be titled: Superhero Powers and Chart 3 will be titled Superhero Physical Traits.
7. Students will share the information they gathered from the videos for each Anchor Chart and the teacher will write the information on the Anchor Charts.
8. As a class discuss the following questions:
What do you notice about the Superhero powers of the characters we learned about?
How are the characters similar?
How are the characters different?
What do you notice about the Superhero outfits?
What do you notice about the physical makeup of the Superheroes
Guided Practice: What activities or exercises will the students complete with teacher guidance?
9. Teacher continues: Now that we have identified these characteristics of the Superheroes we are going to be looking at a list of character traits and deciding which
character traits we can find in the Superheroes.
10. The teacher will give each student a copy of the attached Character Trait Sheet and review any words the students may not know the meaning of.
11. The teacher will partner students and ask students to discuss with their partners, which character traits could be applied to the Superheroes seen in the movie
clips. Students are to write down the name of the Superhero that the character trait describes right next to the word. More than one Superhero name can be
written down next to each trait. Teacher will write the names of the three Superheroes from the video clips. (Superman, Spiderman, Incredible Hulk) While
students are discussing, the teacher will walk around and observe and listen to the students discussing.
12. Once students have identified 10 different character traits they will return to a common area and discuss with other students the traits they each identified. When all
students have finished the teacher will ask for individuals in the class to share one character trait of the Superheroes and why they think that is a character trait
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
13. Teacher will give each student a copy of the attached Create a Superhero Character Plan Sheet. Students will create a new Superhero by filling in the Create a
Superhero Character Plan Sheet.
14. Once students have completed the plan sheet, they will create a Trading Card of their Superhero by filling in the Trading card template. In the box the students will
draw a picture of their superhero. On the side with the lines, the students will write a description of their superhero.
15. Before students begin creating their trading card, the teacher will review the Trading Card Rubric with the students so they understand how their Trading Card will
be assessed.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will share their Trading Cards with each other using the Meet and Greet Strategy. All students stand up and put one hand in the air. On the teacher signal all
students begin walking around. When the teacher signals again, each student must stop and touch hands with one other student. At that point the two students will
share their Trading Cards. The teacher can repeat the cycle as many times as is deemed necessary.
Summative Assessment
1. Teacher will give each student a copy of the attached Create a Superhero Character Plan Sheet. Students will create a new Superhero by filling in the Create a
Superhero Character Plan Sheet.
2. Once students have completed the plan sheet, they will create a Trading Card of their Superhero by filling in the Trading card template.
3. Before students begin creating their trading card, the teacher will review the Trading Card Rubric with the students so they understand how their Trading Card will
be assessed
Formative Assessment
In the Guided Practice in Steps 11 and 12 the teacher will partner students and ask students to discuss with their partners, which character traits could be applied to
the Superheroes seen in the movie clips. Students are to write down the name of the Superhero that the character trait describes right next to the word. Some of the
character traits may have more than one name written down next to them. Teacher will write the names of the three Superheroes from the video clips. (Superman,
Spiderman, Incredible Hulk) While students are discussing, the teacher will walk around and observe and listen to the students discussing
Feedback to Students
During the Guided Practice in Step 11 and 12 the teacher will monitor student discussions on the different character traits of Superheroes. The teacher can pose any
of the following questions or comment to the students with the following:
Why do you think that word is a character trait for a _______ (name a Superhero)?
Why would you use_____________ to describe _____________ with that trait?
What other character traits can you use to describe _________ (name the Superhero)?
What other character traits that are not on the list could be used to describe _____________ (name the Superhero)?
page 2 of 4 I like the way you used the character trait _____________ to describe ___________.
That is a very comprehensive selection of character traits
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
ELL students can view the videos as many times as they need to.
Students can dictate their ideas for their Character Template.
Students can work with a partner to create a superhero
Extensions:
Students can create brochures about their Superhero characters.
Students can dress up as their Superhero characters and tell about themselves.
Students can create Venn Diagrams and compare and contrast the Superheroes they learned about from the videos.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, Interactive Whiteboard, Overhead Projector, Speakers/Headphones,
Computer Media Player
Special Materials Needed:
paper for Anchor Charts
markers
copies of Character Trait Worksheets (one for each student)
copies of Superhero Character Plan Sheets (one for each student)
copies of Trading Card Template (one for each student)
copies of Trading Card Rubric (one for each student)
Additional Information/Instructions
By Author/Submitter
With Standard LAFS.5.L.2.3 the focus is part a.
With Standard LAFS.5.L.1.2 the focus is part e.
With Standard LAFS.5.L.1.1 the focus is part c.
With Standard LAFS.5.W.1.3 the focus is parts a and b.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.5.L.1.1:
Description
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Demonstrate fluent and legible cursive writing skills.
b. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular
sentences.
c. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
d. Use verb tense to convey various times, sequences, states, and conditions.
e. Recognize and correct inappropriate shifts in verb tense.
f. Use correlative conjunctions (e.g., either/or, neither/nor).
LAFS.5.L.1.2:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of
the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
LAFS.5.L.2.3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
page 3 of 4 LAFS.5.W.1.3:
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show
the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
page 4 of 4