Create A Superhero! · Superheroes use their powers for the good of others. Villains use their powers for themselves and often for evil. There are many types of superheroes; some

Create a Superhero! www.readingisasuperpower.com

By Tamarie Tigh © 2012 Permission granted to copy student worksheets for classroom use.

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Introduction

Let’s face it, superheroes are fun! They can do cool things that we wish we could do. Real superheroes use their powers for good (otherwise they are behaving like villains), so superheroes can also be positive role models. This guide leads students to create their own superheroes that use their powers for good to solve crises. Upon completion, students will have made their own 3D superhero scenes to introduce their heroes. The Instructor’s Guides are written for those that are leading groups of students through the activities. Included are instructions to create student teams, to lead interactive reading activities, and to get students sharing and working together. The Student Worksheets are reproducible and intended to be used as handouts. Each worksheet is divided into three sections.

Learn: This section gives basic information that students need to understand to proceed with the activity. Although students can read this section on their own, they will understand and connect with it better by participating in the activities recommended in the Instructor’s Guide.

Research: This section guides students to use graphic novels (comic books) to conduct their own study on the subject of the activity. Research is an important skill to develop. Students will need to use critical thinking to get information from the text, graphics, and storylines.

Create: After learning the basics and conducting research on the topic of the activity, students should be ready to make decisions concerning the superhero characters and scenes that they will create. If working in teams, students will also need to collaborate and cooperate with one another to come to consensus (united decisions).

The subjects of the activities are organized strategically so that students make decisions that build upon each other and so that students learn some of the components that are involved in character and scene development. Completing the activities in order is recommended. Next Steps are included at the end of the book. These are ideas concerning what to do with the projects once they are completed. “I hope you and your students have fun while learning, researching, collaborating, and creating your own superhero characters and 3D scenes! If you haven’t done it yet, learn more about the Reading is a Superpower! Program at www.readingisasuperpower.com.” Tamarie Tigh, Author

http://www.readingisasuperpower.com/



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TABLE OF CONTENTS Introduction p. 2 Table of Contents p. 3 Activity 1: Superhero Type p. 4 Activity 2: Origin & Back Story p. 6 Activity 3: Powers p. 8 Activity 4: Personality p. 10 Activity 5: Appearance p. 12 Activity 6: Insignia p. 14 Activity 7: Superhero Drawing p. 16 Activity 8: Setting p. 18 Activity 9: Crises p. 20 Activity 10: Scene p. 22 Activity 11: 3D Scene Diagram p. 24 Activity 12: 3D Project p. 26 Next Steps p. 28 3D Project Examples p. 29 About the Author p. 30



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INSTRUCTOR’S GUIDE ACTIVITY 1: SUPERHERO TYPE

PREPARATION Materials: Signs, slips of paper, tape Team Divider

Prepare three large signs: “I prefer drawing.” “I prefer writing.” “I prefer reading.”

Place the signs across the room from each other.

Have each student write his/her name on a slip of paper and stick it to the sign that best represents him/her.

Create teams by choosing names from each sign. Teams should consist of 3-5 students. INTRODUCTION

Tell Students that over the next few lessons, each team is going to create a superhero. Teams will then create a 3-Dimensional scene display to introduce their superhero.

LEARN (15 minutes) Materials: Copies of student worksheet “Superhero Type”

Read: Have class read the “Learn” section popcorn style. One person stands and reads one type description. When s/he stops, another person stands and reads the next description. Students pop up to read randomly and voluntarily.

Model Share: Share one word or idea that was new to you.

Student Share: Ask students what they learned that was new to them, words or ideas that they did not know before. Allow a few students to share with the class. If you do not get a response, ask leading questions, such as “Where have you heard the word….before?”

RESEARCH (15 minutes) Materials: Copies of student worksheet, comic books, pencils

Research: Teams will work together using graphic novels to research and write their findings as directed on the student worksheet.

Team Share: Each team will select a spokesperson to share with the class one of their answers. Each team must share something new.

CREATE (15 minutes) Materials: Copies of student worksheet, pencils, team folders

Create: Teams will work together to make and record decisions concerning the superhero character they’re creating as directed on the student worksheet. Teams must come to a consensus; they must cooperate to come to united decisions.

File: Each team should keep completed worksheets in a folder for easy referral.



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STUDENT WORKSHEET ACTIVITY 1: SUPERHERO TYPE

LEARN

TYPE: The difference between a superhero and a villain is how and why they use their powers. Superheroes use their powers for the good of others. Villains use their powers for themselves and often for evil. There are many types of superheroes; some are listed below.

1. Gadgeteer: A hero who invents special equipment that often imitates superpowers (Batman)

2. Armored Hero: A gadgeteer whose powers are from a suit of powered armor (Iron Man) 3. Elementalist: A hero who controls some natural element or part of the natural world

(The Human Torch) 4. Mentalist: A hero who possesses psychic abilities, such as telekinesis, telepathy and

extra-sensory perception (Professor X) 5. Blaster: A hero whose main power is usually an “energy blast” (Cyclops) 6. Brick/Tank: A character with a superhuman degree of strength and endurance and

usually an oversized, muscular body (The Thing) 7. Shapeshifter: A hero who can manipulate his/her own body to suit his/her needs, such

as stretching (Mister Fantastic, Plastic Man) or disguise (Changeling, Mystique). 8. Size changer: A shapeshifter who can alter his/her size (The Atom) 9. Speedster: A hero possessing superhuman speed and reflexes (The Flash, Quicksilver)

RESEARCH

Using graphic novels list the heroes from the stories and decide their “types.” Hero Type

CREATE The type of hero that you choose to create will influence the way your character looks and the powers that s/he has. What type of superhero do you want to create, one of those listed above, a combination, or something different?



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INSTRUCTOR’S GUIDE ACTIVITY 2: ORIGIN & BACK STORY

LEARN (15 minutes) Materials: Copies of student worksheet “Origin & Back Story”

Read: Have class read the “Learn” section in unison as a class. As you read, everyone reads aloud together.

Model Share: Share some information about your origin with the class: where you were born, how many siblings you have, etc.

Students Share: Have each student share his/her origin with a partner. Have students hold up their fingers to indicate if they are #1 or #2. Say, “#1s share with #2s.” After a couple of minutes say, “#2s share with #1s.”

RESEARCH (15 minutes) Materials: Copies of student worksheet, books, pencils


Team Share: Each team will select a spokesperson to share with the class one of their answers. Each team must share something new. Also, team members should take turns being the spokesperson.






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STUDENT WORKSHEET ACTIVITY 2: ORIGIN & BACK STORY

LEARN

ORIGIN: Your hero’s origin is his/her beginning. It is not necessarily where his/her powers began, but answers the questions concerning his/her birth, family, & start in life. BACK STORY: Your hero’s back story explains his/her powers & superhero part of life.

RESEARCH

Using graphic novels list the heroes from the stories and their origins &/or back stories. Hero Origin &/or Back Story

CREATE

Where does your hero come from…another planet, the ocean, a city, another country…? What family does s/he have? Do they have similar powers, different powers, no powers? When did your hero get his/her powers, at origin or later in life? How did your character get his/her powers? What is your superhero’s name? Does your hero have a secret identity (alter ego)? If so, what and why? Does s/he fight for a particular cause, such as justice or the environment? If so, what?



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INSTRUCTOR’S GUIDE ACTIVITY 3: POWERS

LEARN (15 minutes) Materials: Copies of student worksheet “Powers”

Read: Have class read the “Learn” section in round robin style by word. Have the first student read the first word, the second student the second word and so on. Students can also be assigned two or three words to read instead of one.

Model Share: Share the power that you would most like to have.

Student Share: Have students walk around and share their favorite powers with three different people and then return to their seat.









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STUDENT WORKSHEET ACTIVITY 3: POWERS

LEARN

POWERS: A superhero’s powers depend upon the type of hero s/he is and are built upon or explained by his/her origin &/or back story. Some heroes have one main power, others have several powers. Powers include the ability to fly, to be invisible, to hear through walls, to talk to animals, to breathe underwater, to teleport, to shrink, to use great strength, to change shape, to control the weather, and much more.

RESEARCH

Using graphic novels list the heroes from the stories and their powers. Hero Power

CREATE Based upon the type of character you are creating and upon the origin and back story that you produced list the powers that s/he has. What triggers your superhero’s powers? How are they put into action? (Dr. Banner becomes the Hulk when he gets angry; Iron Man must be wearing his suit. Etc.) What weaknesses does your superhero have? Can your character sometimes be too big or too small; can s/he run out of energy; can his/her tools get lost or broken…?



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INSTRUCTOR’S GUIDE ACTIVITY 4: PERSONALITY

LEARN (15 minutes) Materials: Copies of student worksheet “Personality”

Read: Read aloud the “Learn” section one sentence at a time. Have students do a partner paraphrase after each sentence. With their partner, have students share in their own words the meaning of each sentence after you read it. Allow a few seconds for students to share.

Model Share: Share an adjective that you would use to describe your personality.

Share: Have each student share an adjective that describes his/her personality. Have students share in popcorn style, each one taking a turn to pop up to share. Students pop up randomly and voluntarily.





Create: Teams will work together to make and record decisions concerning the superhero character they’re creating as directed on the lesson worksheet. Teams must come to a consensus; they must cooperate to come to united decisions.




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STUDENT WORKSHEET ACTIVITY 4: PERSONALITY

LEARN

PERSONALITY: A superhero’s personality is observed in his/her general attitude and manner and affects the way that s/he reacts to situations and how s/he communicates. Personality can be described using adjectives such as calm, intense, outgoing, etc. A character may have two different personalities, one for the alter ego and one for the superhero, such as Dr. Banner and the Hulk or Clark Kent and Superman. A superhero’s back story influences his/her personality depending on if s/he is in disguise, experiences physical changes, etc.

RESEARCH

Using graphic novels list the heroes and a few adjectives describing their personalities. Hero Personality

CREATE

Will your superhero have one personality or more? Use adjectives to describe your hero’s personality. If s/he has an alter ego, describe both personalities. Describe how your superhero’s personality would be observed in his/her general attitude, manner, and communication. How would s/he talk, walk, behave…?” How will your superhero’s personality affect the way that s/he responds to various situations? Will s/he be thoughtful, quick to react, emotional…?



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INSTRUCTOR’S GUIDE ACTIVITY 5: APPEARANCE

LEARN (15 minutes) Materials: Copies of student worksheet “Appearance”

Read: Read aloud the “Learn” section. Have students play fast facts with a partner. Without looking at the paragraph, partners take turns telling each other facts from the paragraph going back and forth and sharing as quickly as they can one fact at a time. Do a brief demo for students.

Model Share: After activity, allow students to check to see what facts they missed.

Student Share: Have each pair share one fact that they forgot.









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STUDENT WORKSHEET ACTIVITY 5: APPEARANCE

LEARN

APPEARANCE: A superhero’s appearance is the way that s/he looks physically. Superheroes may be any color or gender. The superhero’s appearance depends upon his/her type, back story, powers, and personality. The type of superhero determines whether s/he looks human or non-human, even mechanical. The back story may indicate that the superhero’s looks change if the character has the ability to morph into another size or shape. The personality will be seen in his/her body language and facial expressions. The powers may show in physical features, the type of suit worn or tools used. A superhero’s outfit is important to the way that s/he looks. Superheroes that have an alter ego usually look normal except when they wear their outfit and are in superhero mode.

RESEARCH

Using graphic novels list the heroes and describe their appearances. Hero Appearance

CREATE

Is your superhero human or non-human? Is your superhero male, female, or non-gender? Does your superhero have more than one look? Describe your superhero’s size, shape, and color of hair, eyes, skin (not outfit). If your character has an alter ego, describe the physical changes that occur when s/he goes into superhero mode. Describe your superhero’s outfit: color, tools, cape, mask, etc. Remember that the outfit must be based upon your hero’s type, back story, and powers.



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INSTRUCTOR’S GUIDE ACTIVITY 6: INSIGNIA

LEARN (15 minutes) Materials: Copies of student worksheet “Insignia”

Read: Have class read the “Learn” section in unison as a class.

Model Share: Share the symbol that you would use as an insignia for yourself.

Student Share: Go around the classroom round robin style and have each student share the symbol that s/he would use as his/her own insignia.









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STUDENT WORKSHEET ACTIVITY 6: INSGNIA

LEARN

INSIGNIA: A superhero’s insignia is the symbol, logo, or badge that represents him/her. The insignia usually reflects his/her power(s) &/or name and is worn on his/her outfit, cape, and accessories, such as vehicles.

RESEARCH

Using graphic novels list the heroes and describe their insignias. Hero Insignia

CREATE

What does your superhero’s insignia represent, his/her name, power(s), both, or something else? Describe his/her insignia: colors, pictures, borders… Where will your superhero wear &/or use his/her insignia? Draw a picture of your hero’s insignia and either color it or label the colors to be used.



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INSTRUCTOR’S GUIDE ACTIVITY 7: SUPERHERO DRAWING

LEARN (15 minutes) Materials: Review Questions

Review: Briefly review information from past lessons by asking questions that you prepare ahead, such as “Share a type of superhero. What is a back story? What is an alter ego? What is an insignia? Etc.”

CREATE (15-30 minutes) Materials: Copies of student worksheet “Create a Drawing,” pencils, team folders

Create: Teams will work together to draw their superhero, including all of the information from previous lessons.




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STUDENT WORKSHEET ACTIVITY 7: SUPERHERO DRAWING

CREATE A SUPERHERO DRAWING

Based upon the decisions that you have made about your superhero create a drawing that includes everything – type, origin & back story, powers, personality, appearance, and insignia. If your character has an alter ego, you should draw both the alter ego and the superhero. The goal is to put all of your written ideas into a picture format. Elaborate artwork is not required. It is okay to use simple icons to represent your reality. It is also okay to label your drawing to give details and explain specifics.



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INSTRUCTOR’S GUIDE ACTIVITY 8: SETTING

LEARN (15 minutes) Materials: Copies of student worksheet “Setting”

Read: Read aloud the “Learn” section one sentence at a time. Have students do a partner paraphrase after each sentence. With their partner, have students share in their own words the meaning of each sentence after you read it. Allow a few seconds for students to share.



Team Share: Each team will select a spokesperson to share with the class one of their answers. Team members should take turns being the spokesperson.

CREATE (15 minutes) Materials: Copies of lesson worksheet, pencils, team folders

Create: Teams will work together to make and record decisions as directed on the student worksheet. Teams must come to a consensus; they must cooperate to come to united decisions.




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STUDENT WORKSHEET ACTIVITY 8: SETTING

LEARN

SETTING: A setting is the place where a story happens. Some stories happen in one setting, but most have multiple settings. A setting may be a realistic place, such as a skyscraper, the woods, or a boat. However, the setting may also be an imaginary place, such as another planet, a type of vehicle that does not exist, or inside the earth. A setting may also be a combination of realistic and imaginary, such as underwater where people can breathe, a forest where the colors are different, or a building that is upside down. The setting of a story provides boundaries for a superhero’s powers. A superhero can only do what is logical within the setting. Example: Although a superhero may be able to fly, this is limited inside of a building, under water, or inside a vehicle.

RESEARCH

Using graphic novels list the various settings (locations/places). Settings

CREATE

What setting would you like to use to introduce your superhero?

How would this setting showcase your superhero’s powers?

What boundaries would this setting create for your superhero’s powers?



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INSTRUCTOR’S GUIDE ACTIVITY 9: CRISES

LEARN (15 minutes) Materials: Copies of student worksheet “Crises”

Read: Have class read the “Learn” section in round robin style by word. Start on one side of the room. Have the first student read the first word, the second student the second word and so on. Students can also be assigned two or three words to read instead of one.

Model Share: Tell students that crises happen every day and are solved by ordinary people. Share a crises, how it was solved and by whom.

Students Share: Have each student share a crises story with a partner.





Create: Teams will work together to make and record decisions as directed on the student worksheet. Teams must come to a consensus; they must cooperate to come to united decisions.




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STUDENT WORKSHEET ACTIVITY 9: CRISES

LEARN

CRISES: Crises are problems. There may be one crisis in a story or many crises. Crises may be caused by an enemy but may also be caused by natural forces, such as a meteor headed toward earth or a tornado headed toward a town. Superheroes often use their powers to solve crises.

RESEARCH Using graphic novels list the various crises (problems), their causes, and solutions. Crises Causes & Solutions

CREATE

Considering your superhero’s powers and the setting in which you would like to introduce him/her, list possible crises that s/he could encounter and solve. Crises Solutions



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INSTRUCTOR’S GUIDE ACTIVITY 10: SCENE

LEARN (15 minutes) Materials: Copies of student worksheet “Scene”

Read: Have class read the “Learn” section popcorn style. One person stands and reads one sentence. When s/he stops, another person stands and reads the next sentence. Students pop up to read randomly and voluntarily.



Team Share: Each team will select a spokesperson to share with the class one of their answers. Team members should take turns being the spokesperson.


Create: Teams will work together to make and record decisions as directed on the lesson worksheet. Teams must come to a consensus; they must cooperate to come to united decisions.




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STUDENT WORKSHEET ACTIVITY 10: SCENE

LEARN

SCENE: A scene is a dramatic sequence that happens in one setting. Stories can be subdivided into scenes so that they are easier to portray visually, such as for a stage play or a movie. Sometimes the setting will change for each scene, but not necessarily. Many scenes can happen in the same setting, such as a play that all occurs in the park or all in one room.

RESEARCH Using graphic novels list the various scenes (what happens). Scenes

CREATE Your superhero will be introduced in a 3-Dimensional project. This diorama, mural, or floor model will portray your superhero in a scene, using his/her powers to solve one or more crises. The scene must make sense happening within the setting that you chose and must include one or more of your chosen crises. Describe the scene, remembering that you will visually create it.



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INSTRUCTOR’S GUIDE ACTIVITY 11: SCENE DIAGRAM

LEARN (15 minutes) Materials: Review Questions

Review: Briefly review information from past lessons by asking questions that you prepare ahead, such as “What is a setting? What do superheroes use to solve crises? What is a dramatic sequence that takes place in one setting? Etc.”

CREATE (15 minutes) Materials: Copies of student worksheet “Scene Diagram,” pencils, team folders

Create: Teams will work together to draw their scene, including all information from previous lessons.




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STUDENT WORKSHEET ACTIVITY 11: SCENE DIAGRAM

CREATE A SCENE DIAGRAM

Based upon the decisions that you have made about your superhero, setting, crises, and scene create a diagram that includes everything. The goal is to put all of your written ideas into a drawing. Elaborate artwork is not required. It is okay to use simple icons to represent your reality. It is also okay to label your diagram to give details and explain specifics.



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INSTRUCTOR’S GUIDE ACTIVITY 12: 3D PROJECT

Objective: Teams will use their superhero drawings and scene diagrams to create their 3D project that will introduce their superhero. With students, choose one of the following ideas for the projects. When making a decision consider the materials required, the space available, the talents and abilities of students, and the interests of students. (See examples at back of book.)

Dioramas

Use cardboard boxes or create boxes out of poster board.

Make a 3D model inside of each box.

Each diorama will be a different superhero scene, similar to the scenes in a comic book or graphic novel.

Each scene must include a superhero created by the students.

The dioramas must include speech bubbles and narration to explain the scenes and introduce the superhero. This information can either be included in the scenes or can be written out and attached to the dioramas.

Materials to use might include paint, markers, clay, paper mache, types of paper… 3D Murals

Use butcher paper &/or poster board to create almost life-size superhero scenes, similar to scenes in a comic book or graphic novel.


The murals must include speech bubbles and narration to explain the scenes and introduce the superhero.

Materials to use might include paint, markers, various types of paper… Some items should be made from other materials and attached to the mural, such as cotton clouds, construction paper trees, etc. so that the mural will be 3D.

Hang the murals around the room.

Floor Models

Use boxes, butcher paper, poster board, and paper bags to create miniature “child size” 3D superhero scenes.

Set up models around the room connecting them with paper pathways or trails.

Consider hanging items from the ceiling.


The scenes must include speech bubbles and narration to explain the scenes and introduce the superheroes.

Materials to use might include paint, markers, clay, paper mache, types of paper…



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STUDENT WORKSHEET ACTIVITY 12: 3D PROJECT

CREATE YOUR 3-DIMENSIONAL PROJECT

Use your superhero drawing & your scene diagram to guide you to create your 3-D project. Following are three ideas that may be used. Diorama

Use a cardboard box or create a box out of poster board.

Make a 3D model inside of the box.

Materials to use might include paint, markers, clay, paper maché, recycled items…

Include speech bubbles and narration to explain the scenes and introduce your superhero. This information can either be included in the scene or can be written and attached to the diorama.

Hint: Lay out the entire scene before attaching anything. 3D Mural

Use butcher paper or poster board to create your superhero scene as a mural.

Materials to use might include paint, markers, various types of paper… Make some items from other materials and attach them to the mural, such as cotton clouds, construction paper trees, etc. so that the mural will be 3D.

Include speech bubbles and narration to explain the scene and introduce your superhero. Some of the information may be written and attached to the mural.

Hint: Draw your mural in pencil before using markers, paint, etc.

Floor Model

Use boxes, butcher paper, poster board, &/or paper bags to create a miniature “child size” 3D superhero scene.

Materials to use might include paint, markers, clay, paper mache, types of paper…

Consider hanging items from the ceiling.

Include speech bubbles and narration to explain the scene and introduce your superhero. Some of the information may be written and attached to the model.

Hint: Lay out the entire scene before finalizing with glue, tape, etc.



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NEXT STEPS

Have teams make superhero scene presentations to the class. Teams should share their superheroes’ names, powers, back story, etc. and show how the scenes depict the crises and solutions.

Host a special event to share the superhero scenes with visitors.

Document the scenes by taking pictures or videos of them, the presentations or event.

Create comic strips or comic books to more fully develop the superhero scenes into complete stories. These may be done manually or using technology. There are many software applications that allow students to create comic strips, books, and even videos on the computer.

Consider sharing your completed projects with Tamarie Tigh so that they can be spotlighted on the website to inspire and help others. Send email to: [email protected]

If you have not done it yet, purchase Reading is a Superpower! MARVEL and/or STAR WARS hardcover or eBooks. Get the curriculum free with an order of at least $750. Then run your own Reading is a Superpower! Program. Your students will have a BLAST!! Learn more at www.readingisasuperpower.com.

http://www.readingisasuperpower.com/



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3D Project Examples

3D Mural

Diorama

Floor Model



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About the Author

Tamarie Tigh is a writer and trainer of resources and tools for

afterschools.

For twenty years Ms. Tigh worked in the literacy department of the

public library in National City, California creating and administrating

programming for preschool through adults, including the award

winning WINGS Before, After, and Summer School Programs, which

she created and administrated for the National School District at

their ten elementary schools.

Ms. Tigh has written the “Reading Is a Superpower!” curriculum for ABDO Publishing. She has

also written “Banish Boredom! Engage-em” and “Banish Boredom! Match-em Card Games”

books as well as hundreds of other lessons and resources.

Through her experience writing and working in various settings with learners of all ages and

types, Tamarie developed a passion for teaching with multisensory methods that allow learners

to live the learning experience. Ms. Tigh believes that even the most uninspiring and difficult

material can be taught in an exciting and effective manner when interactive methods are

applied. Her mantra is “See it; hear it; say it; do it; learn it!”

Ms. Tigh’s goal is to share what she knows in such a way that afterschool programs can take it,

make it their own, and use it to run the BEST afterschool programs possible!

Documents

Create A Superhero! · Superheroes use their powers for the good of others. Villains use their powers for themselves and often for evil. There are many types of superheroes; some