Superheroes and Modals

Presented by: Jenny Fournier

School Context

• Small secondary school in St-Anselme• 2 groups of secondary one, regular program• Not really advanced in English, not really

motivated• There are 3 groups in sec. 1, the 30 best are

in Enriched 1 strong group, 2 weak groups

My Project

• Final Product: a Comic Strip– Including: A superhero A mean character

A problem A resolution

Modals Action Verbs

First Step

• Brainstorming on Heroes– Who are superheroes?

What do they look like?– What are their powers? – Physical Description,

powers, action…Ex: Batman, Superman,

Spiderman, Catwoman

Listening Comprehension

• In the book Inter_Active• Comic Strip involving 2 superheroes• The students read and listened to

the comic strip• They answered questions about the

comic strip

Features of a Comic Strip

• Analysed the features of comic strips• Speech Thought Narration Balloons Balloons

• Sound Effects Language used Action verbs…

Modals• Since superheroes have superpowers, the

use of modals to talk about them is necessary

• Done using the cardboards (Function, modals, examples)

• The students took notes in their notebooks

• The students understood the concept since it was clearly explained without long definitions.

• Then, they did the exercices that I designed for them (see sheet)

• The topic of the exercises are superheroes, so the students see more vocabulary on the subject

• Finally, we reviewed the comic strip to find modals and their functions

• Explanation of the project• (Designing characters, finding a problem

and creating the comic strip)• The students receive a booklet with

a checklist, the evaluation, self-evaluation and the task sheets

(The students receive the evaluation and the requirements to know what they will be evaluated on)

• Creating the “Hero” the “Bad Guy” - Task sheets 1 and 2• Name, age, physical description, clothing,

special powers, special features, personality and fears

• Drawing the character at the back of the sheet• I wrote a list of resources on the board• (Student book, sheets in their binders,

dictionnary, exercises on superheroes…)

• Creating the Problem – Task sheet 3• Finding a conflict for the story• What is the bad guy doing?• What is the mission?• Which powers are used?• What is the conclusion/resolution?The student are making the plan for their

story by filling on this sheet

• Then, the students had to write their script.• It had to fit into 9 to 12 boxes.• It had to be approved by me and corrected

before heading to the final product.• I took notes of the quality of the scripts for

matters of evaluation.

The last step was to copy the text on a blank sheet of paper, already divided into six boxes.

Then, the students could do their drawings in pencil to be able to erase.

Finally, they could complete their comic strip and add some colours.