SuperHero Lesson Plan
Social Studies Lesson Plan: My Own Super Safe Superhero
Goals / Objectives
1. Students will be able to create a superhero that has an ability that makes them especially safe, modeled of choices real people make to keep themselves safe.
2. Students will be able to express their creation either in a detailed story, an illustration with short written explanation, or a planned acting presentation.
Standards
CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
CC.1.4.1.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CC.1.5.1.F: Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
Materials and preparation
Paper
Pencils
Crayons/ colored pencils
speech planner sheets
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. The students are used to working independently at their seats, both drawing and writing. They may be new to making a verbal presentation, but they will be provided with a “speech planner” for this purpose. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Day 1
Hook (5 minutes max.):
1. Because we are just humans we must make safe choices instead of sprouting safety shields or flying away from danger on command. If we were superheroes, however, our choices could become powers. For example, instead of making the safe choice to tell my friends when I am feeling uncomfortable I could have the super power of broadcasting my thoughts to my friends so could know immediately if I needed help. Over the next two days we’re each going to create a super safe superhero.
2. Once we have come up with our super safe superheroes we’re going to share them with each other!
Body (30 minutes):
1. We are all going to brainstorm about our super safe superheroes. Please take 1 minute to think in your head about what kind of superhero you might like to create.
2. Now please take 3 minutes to talk to a partner about your ideas. Make sure you listen to their ideas, too! It might help you.
3. Does anyone want to share a cool idea they thought? (Allow 3-5 to share).
4. Today we’re each going to make a web about our super safe superhero. Please take the next 15 minutes to create a web with at least 5 details about your superhero. Some details you might include might be the superhero’s name, the super safe superpower, how they got their power, and how they use their power.
Closure (5-7 minutes):
1. Tomorrow we’re going to bring our superheroes to life! You may choose to write a detailed story about your superhero using their power to be super safe, to draw your superhero in great detail with a short written explanation of their name and superpower, or to act as your superhero answering questions about your power.
Day 2
Hook (about 5 minutes):
1. Please take a moment to look over your superhero web from yesterday. You may have thought of something you would like to add or something you would like to change. That’s ok! You may make any small changes before you begin.
2. As I said yesterday you may write a detailed story, draw a detailed picture with a short written explanation, or act out your superhero.
a. If you choose to write a detailed story, your story must include your superhero’s name and superpower. The story should be about a time the superhero used their superpower to be extra safe. We should see just how helpful that power is to them! You will need to write a draft, get it looked at by an adult, and write a final copy of your story.
b. If you choose to draw your superhero I should be able to tell from your drawing what your superhero’s super safe superpower is. For example, if your superhero can run really quickly away from bad guys, I should be able to tell how fast they can run either from their awesome sneakers or the wind flying behind them. Your picture might even show them using their power in a dangerous situation. You will also have to write a short explanation with their name and superpower.
c. If you choose to act you can create a simple costume, but you need to answer all of the questions of the script preparation sheet. You will still need a name, a power, an example of a time you used your power, and an interesting fact. Remember, you will need to become your superhero for the class.
d. We will share our superheroes tomorrow on the rug after a practice share with a partner.
Body (40 minutes):
1. Students will be allowed to access writing paper, pencils, and crayons as needed. If help is necessary to make a costume, both my cooperating teacher and I will be circulating.
a. Students writing a story should write a draft that will then get checked by a circulating adult before moving on to their final copy.
Closure (2 minutes max.):
1. Tomorrow we’re going to share our superheroes with each other on the rug! Are there any questions?
a. Sharing on the rug will be limited to 1-2 minute presentations each either reading their story, showing their drawing, or acting as their superhero being interviewed.
Assessment of the goals/objectives listed above
Students will be assessed on whether their superhero has a power that makes them safer, whether they have explained that power thoroughly, and whether they have used the medium of their choice to communicate that superhero’s powers and their reasons behind creating that power.
Anticipating students’ responses and your possible responses
Students may find the concept of choice confusing because they are rarely given a choice. To mitigate this confusion, I will explain each option to the whole class before allowing students to choose their preferred medium.
Students may have trouble thinking of a super safe superpower, and I hope this will be mitigated by our day 1 brainstorm. If this becomes a serious concern for any child, I will talk to them about some of the animals we have studied or use my knowledge of them personally to find a good fit.
Students may want a power that has nothing to do with safety. To mitigate this concern I will refer back to the other lessons up to that point which have included some element of a safe choice and remind them that their superhero is to be super safe, not just super. Student may also include other powers, but they must demonstrate an understanding of safe choices.
Students choosing the acting route may get excitable, so I will have a “speech writing helper” paper that will help students remain diligent about including relevant details in their presentation.
I do not anticipate having issues motivating students given they will know they are creating something to present to their classmates.
Accommodations
Built into this culminating assessment is the ability to choose the medium of assessment. This is done intentionally to allow students the opportunity to show their strengths rather than a blanket assessment.
Students for whom writing is difficult may ask an adult to “underwrite” given that they have demonstrated sufficient effort in writing something independently first.
Any student who feels anxious about presenting their superhero to the whole group may opt instead to present their superhero to just me and perhaps a classmate during the beginning of a free period or lunch. This anxiety will likely be lessened by the “pair share” before whole group sharing, too.
Goals / Objectives
1. Students will be able to create a superhero that has an ability that makes them especially safe, modeled of choices real people make to keep themselves safe.
2. Students will be able to express their creation either in a detailed story, an illustration with short written explanation, or a planned acting presentation.
Standards
CC.1.4.1.A: Write informative/ explanatory texts to examine a topic and convey ideas and information.
CC.1.4.1.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
CC.1.5.1.D: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CC.1.5.1.F: Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
Materials and preparation
Paper
Pencils
Crayons/ colored pencils
speech planner sheets
Learning environment and management issues
Lesson will take place with whole class. There will be 26 students at table groups of either 4 or 5, the way they are used to sitting. The students are used to working independently at their seats, both drawing and writing. They may be new to making a verbal presentation, but they will be provided with a “speech planner” for this purpose. They have known me as a part of their classroom since winter break and feel comfortable asking for my help.
Plan
Day 1
Hook (5 minutes max.):
1. Because we are just humans we must make safe choices instead of sprouting safety shields or flying away from danger on command. If we were superheroes, however, our choices could become powers. For example, instead of making the safe choice to tell my friends when I am feeling uncomfortable I could have the super power of broadcasting my thoughts to my friends so could know immediately if I needed help. Over the next two days we’re each going to create a super safe superhero.
2. Once we have come up with our super safe superheroes we’re going to share them with each other!
Body (30 minutes):
1. We are all going to brainstorm about our super safe superheroes. Please take 1 minute to think in your head about what kind of superhero you might like to create.
2. Now please take 3 minutes to talk to a partner about your ideas. Make sure you listen to their ideas, too! It might help you.
3. Does anyone want to share a cool idea they thought? (Allow 3-5 to share).
4. Today we’re each going to make a web about our super safe superhero. Please take the next 15 minutes to create a web with at least 5 details about your superhero. Some details you might include might be the superhero’s name, the super safe superpower, how they got their power, and how they use their power.
Closure (5-7 minutes):
1. Tomorrow we’re going to bring our superheroes to life! You may choose to write a detailed story about your superhero using their power to be super safe, to draw your superhero in great detail with a short written explanation of their name and superpower, or to act as your superhero answering questions about your power.
Day 2
Hook (about 5 minutes):
1. Please take a moment to look over your superhero web from yesterday. You may have thought of something you would like to add or something you would like to change. That’s ok! You may make any small changes before you begin.
2. As I said yesterday you may write a detailed story, draw a detailed picture with a short written explanation, or act out your superhero.
a. If you choose to write a detailed story, your story must include your superhero’s name and superpower. The story should be about a time the superhero used their superpower to be extra safe. We should see just how helpful that power is to them! You will need to write a draft, get it looked at by an adult, and write a final copy of your story.
b. If you choose to draw your superhero I should be able to tell from your drawing what your superhero’s super safe superpower is. For example, if your superhero can run really quickly away from bad guys, I should be able to tell how fast they can run either from their awesome sneakers or the wind flying behind them. Your picture might even show them using their power in a dangerous situation. You will also have to write a short explanation with their name and superpower.
c. If you choose to act you can create a simple costume, but you need to answer all of the questions of the script preparation sheet. You will still need a name, a power, an example of a time you used your power, and an interesting fact. Remember, you will need to become your superhero for the class.
d. We will share our superheroes tomorrow on the rug after a practice share with a partner.
Body (40 minutes):
1. Students will be allowed to access writing paper, pencils, and crayons as needed. If help is necessary to make a costume, both my cooperating teacher and I will be circulating.
a. Students writing a story should write a draft that will then get checked by a circulating adult before moving on to their final copy.
Closure (2 minutes max.):
1. Tomorrow we’re going to share our superheroes with each other on the rug! Are there any questions?
a. Sharing on the rug will be limited to 1-2 minute presentations each either reading their story, showing their drawing, or acting as their superhero being interviewed.
Assessment of the goals/objectives listed above
Students will be assessed on whether their superhero has a power that makes them safer, whether they have explained that power thoroughly, and whether they have used the medium of their choice to communicate that superhero’s powers and their reasons behind creating that power.
Anticipating students’ responses and your possible responses
Students may find the concept of choice confusing because they are rarely given a choice. To mitigate this confusion, I will explain each option to the whole class before allowing students to choose their preferred medium.
Students may have trouble thinking of a super safe superpower, and I hope this will be mitigated by our day 1 brainstorm. If this becomes a serious concern for any child, I will talk to them about some of the animals we have studied or use my knowledge of them personally to find a good fit.
Students may want a power that has nothing to do with safety. To mitigate this concern I will refer back to the other lessons up to that point which have included some element of a safe choice and remind them that their superhero is to be super safe, not just super. Student may also include other powers, but they must demonstrate an understanding of safe choices.
Students choosing the acting route may get excitable, so I will have a “speech writing helper” paper that will help students remain diligent about including relevant details in their presentation.
I do not anticipate having issues motivating students given they will know they are creating something to present to their classmates.
Accommodations
Built into this culminating assessment is the ability to choose the medium of assessment. This is done intentionally to allow students the opportunity to show their strengths rather than a blanket assessment.
Students for whom writing is difficult may ask an adult to “underwrite” given that they have demonstrated sufficient effort in writing something independently first.
Any student who feels anxious about presenting their superhero to the whole group may opt instead to present their superhero to just me and perhaps a classmate during the beginning of a free period or lunch. This anxiety will likely be lessened by the “pair share” before whole group sharing, too.