Summary
In this lesson, students study characterization, conflict, and theme as they read a variety of superhero material and then craft their own comic book story using Comic Life.
Students read comic book excerpts and watch superhero movie clips as they discuss themes and the elements of superhero stories. Students also watched and responded to “A History of Comic Books” clip. After creating superheroes of their own using a Marvel website, and saved them as JPEG files so that the characters could be used in ComicLife, ActivInspire, or Powtoon. Students identified similar themes or conflicts that they were interested in pursuing and then formed groups to write a superhero story and/or script. Students also explored sources that discussed real-life heroes in order to identify heroic characteristics, and many were inspired to write an essay sharing their thoughts and experiences while investigating this topic (one young lady chose to write a poem). Throughout this process, sixth grade students were taught how to use these technology tools. They were also provided with graphic organizers to help them develop the story of their superheroes. Graphic organizers were provided as Adobe PDF files, and students were taught to type, draw, and edit these documents. Students were given the option of writing the actual script or story as a GoogleDoc document, allowing them to collaborate as they crafted the story.
Student’s finished products included a written story and a ComicLife comic book adaptation of the story. An ActivInspire or Powtoon adaptation of the story was encouraged, but was optional (to allow for differentiation). One group asked to complete their adaptation on WindowsMovieMaker, a tool they had become familiar with in a previous lesson, and after receiving permission, progressed to incorporating a narrated timeline using Audacity into their movie.
TIPC Ratings
The teacher directly instructed on search techniques and evaluation of various information sources and directly provided instruction on how to determine the authority and accuracy of sources. Students applied search techniques as demonstrated by the teacher, determined the accuracy and authority of information sources using provided checklists and digital tools while researching the characteristics of superheroes, and responded to class assignments that prompted analysis of sources.
Students established group norms, formed teams, and organized roles to address authentic tasks. Students used appropriate digital tools to facilitate collaboration. In a final reflective session after the presentation of projects, students also reflected on their roles as communicators and collaborators, and set goals for future growth. Throughout this lesson, the teacher modeled a range of communication methods and digital tools, including Live Chats, GoogleDoc documents, and Discussion Forums.
Students generated and responded to purposeful questions when they complete the required graphic organizers and justify decision-making and/or problem-solving practices as they apply digital tools to think critically and solve open-ended authentic tasks that require higher order thinking skills. The teacher models a range of critical thinking and/or problem solving strategies and associated digital tools, designs instruction that promotes solutions to authentic tasks, and supports students as they engage challenges and problems purposefully.
Students worked on class assignments that taught them to use a variety of function on Adobe PDF files. They learned to use the snipping tool on their computer, the various benefits of different file formats, such as JPEG files, and some even progressed to using Adobe Photoshop. Throughout this project, students questioned, summarized, and made predictions on existing knowledge using provided digital tools. They practiced these skills while studying, developing, and creating superheroes. The teacher provided graphic organizers to support students as they developed these skills.
Student Artifact
Download Files
- Supreme Superhero Lesson Plan
- Lesson Introduction Flipchart
- Folder of Rubrics
- Folder of MANY Student Samples
- Additional Handouts
