!!Becoming a Superhero!!

Unit: !!SUPERHEROES!! Grade: 2 Date: Feb. 23, 2021

Name: Richard Johnston Subject: ELA
Learning Objectives:
 I learned that superheroes get their powers because something happened to them, even
for the ones who do not have powers.
 I spell my words correctly, using capitals and punctuation when needed.
 I share my ideas with the class and listen to my friend’s ideas.
Student Competencies (QEP):
 English Language Arts
o Competency One: “To read and listen to literary, popular and information-
based texts” (Gouvernement du Québec Ministère de l’Éducation [GQME],
2001, p. 74).
 I listen to the storybook of Batman’s Dark Secret to understand how
origin stories happen.
 I listen to my friends as they share their superhero origin stories and use
it to inspire my own stories.
o Competency Two: “To write self-expressive, narrative and information-based
texts” (GQME, 2001, p. 82).
 I write my superhero’s origin story using complete sentences and proper
spelling.
 I use capitalization and punctuation where needed.
o Competency Four: “To use language to communicate and learn” (GQME, 2001,
p. 99).
 I talk about my superhero’s origin story with my friends in the class.
 I share my superhero’s origin with the class, telling them how they got
their powers, how they found out they have powers, and if they told
anyone about their powers.

Cross-Curricular Competencies (QEP):

 Competency One: “To use information” (GQME, 2001, p. 16).
o I use the superhero vocabulary papers and the examples of origin stories shared
with the class to inspire my superhero’s origin.
 Competency Four: “To use creativity” (GQME, 2001, p. 22).
o I create my own origin story for my superhero, even if it is a little similar to
other origins.
 Competency Nine: “To communicate appropriately” (GQME, 2001, p. 38).
o I share my superhero’s origin story with the class, telling them how they got
their powers, how they found out they have powers, if they were happy to know
they have powers, and if they told anyone about their powers.
Broad Areas of Learning (QEP):
 Media Literacy (GQME, 2001, pp. 48-49).
o I learn about how supervillains are shown in comics.
I learn how to make a supervillain based on the Marvel and DC characters.
Notes for the lesson:
 Fill out the “Making a Superhero” activity sheet pages 1 and 2 before class, so that you
have something to share with the kids (For supply teacher, see the binder for today
with filled-out sheets to use).
 Remember that the class is still learning to write, so help them without giving the
answer directly. Help them sound out the words or ask indirect questions, like “what do
we do at the beginning/end of a sentence?”
 Remind students that the classroom is a safe space for sharing, which is why everyone
will share, and that you will be there to ask prompting questions if they need.
 “Give them the opportunity to share their greatness” – my AT

Notes about student needs:

 Check on ----- every few minutes, otherwise they will talk and not do their work.
 ------ will try not to answer questions so try to call on her at least once during the
lesson.
 -------- may get up and disturb the other students, just tell them to go back to their desk.
 DO NOT LET -----, --------, and ----- talk to each other during the activity section,
or they will begin roughhousing.

Materials for Teacher (in red): Materials for Students (in blue):
 Batman’s Dark Secret by Kelley  “Making a Superhero” activity sheet
Puckett and Jon J. Muth (see appendix page 1 and 2 (see appendix 3 and 4).
1).  Writing materials.
 Vocabulary word set “Unit” (see Optional Material for guidance:
appendix 2).  “Unit” word sheet (see Appendix 5).
 “Making a Superhero” activity sheet  “Costume” word sheet (see Appendix
page 1 and 2. 6).
 “Powers” word sheet (see Appendix
7).
Assessment
Method of Assessment:
The students will be doing an activity sheet, where they will be writing the origin stories for
their superheroes by answering the questions, How did your superhero get their powers?, How
did your superhero discover they have powers?, and Was your superhero happy to know they
have powers? Did they tell anyone?
Method for Grading:
The students will not be given a grade, but grammar, spelling, and talking will be addressed in
the checklist for the lesson (see Appendix 8).
Lesson Plan Instructions
Introduction (15 minutes)
 Begin the day by having the children read the vocabulary Materials needed:
 words on the board, where they will read the one you are
pointing at. Batman’s Dark
o Point at them in any order. The Words are: Superhero, Secret by Kelley
Powers, Secret Identity, Costume, origin story, Villain, Puckett and Jon. J
Evil, Zap, and Pow. Muth.
 Once they have practiced enough, ask them if they know
which words we would use when talking about origin stories. Vocabulary word set
o Possible words are: Powers, Secret Identity, costume, “Unit.”
and origin story. Although villain and superhero can
also be used. A Computer.
 Ask them if they know the origin stories of any heroes (every
hero has some sort of origin story for how they got their A Television.
powers or how they came to earth).
o Let them use the Superhero Encyclopedias to look up
origin stories if there are any in the classroom.
o You should probably familiarize yourself with the
origin stories of the most popular heroes before this
lesson.
o Possible origins: Spider-man was bit by a spider,
Superman is an alien from Krypton, The Flash was
struck by lightning.
 After this, show them Batman’s Dark Secret and explain that
we will be exploring how Batman became batman.
o Ask the class if they know Batman’s origin story. (do
not say right or wrong, just say maybe).
 Begin to read the book, asking the questions below on the
corresponding pages:
o Page 11: What do you think Alfred is going to do?
o Page 24: What do you think will happen to Bruce?
 NOTE: you can ask any other questions you
can think of in the story in the moment.
 Once the story is over, ask if anyone can tell you what
happened during the story.
o Partial answers are fine, keep prompting until all the
information is out, and then retell it to the class.
o Bruce was scared of the dark, but he was brave, and
found out how to face it. He then decided to use the
dark to fight evil, becoming what he was scared of.
 Remind the kids of making their superheroes yesterday and let
them know that today we will be making the origin stories of
our own superheroes.

Main Activity (30 minutes)

 Hand out the completed “Making a Superhero” sheet 1 to the Materials needed:
students, so that they can remember the superhero they are
 making an origin story for. “Making a
 After all students have their original work handed back, hand Superhero” activity
out “Making a Superhero” sheet 2. sheet page 2.
 Once all kids have their sheets, begin to explain the activity.
o They will need to answer the questions on the sheet “Making a
and will be provided with an example of each using the Superhero” activity
Amazing Spider-man. sheet page 1.
o Read the first question, “How did your superhero get
their powers?” and provide the example of Peter Parker “Making a
who got bit by a radioactive spider at Oscorp, and then Superhero” activity
write it on the example sheet. sheet page 2.
o Read the second question, “How did your superhero
discover they have powers?” and provide the example
of how Peter Parker jumped out of the way of a car that
almost hit him, and he stuck to the wall, and write it on
the example sheet.
o Read the third question, “Was your Superhero happy to
know they have powers? Did they tell anyone?” and
provide the example of how Peter was sad because his
powers led to Uncle Ben being killed, but he swore to
become Spider-man to protect people, but not to tell
anyone so that they do not end up in danger.
 After the explanation, let the them begin working on their
superhero origins.
o They can talk while working, but if they are working
(see student needs section above).
o Go around and help the kids by asking them about their
ideas or guiding them in spelling the words, or to look
for mistakes of punctuation or capitalization.
o Once they have finished their sheet properly, they can
play with the sensory toys in the classroom
individually.

Closure of activity (15 minutes)

 Ask everyone to return to their desks after the activity time is Materials needed:
up by ringing the wind chimes in the classroom.
 Explain that everyone is going to share their superhero origins, “Making a
and they can take a few minutes to prepare. Once the time has Superhero” activity
sheet page 2.
passed, ask if anyone would like to share. Have them come to
the front, and tell the name of their superhero again, how they
“Making a
got their powers, how did they know they had powers, were Superhero” activity
they happy, and did they tell anyone. sheet page 2.
o Once they have finished, have the class clap for their
presentation.
  Continue until everyone who wants to present has done so, and
then pick names out of a hat for the remaining students until
all of them had gone.
 Once all of them have gone, present your own superhero origin
to the class, showing all the same things that the kids did, so
they know we are all doing this together.
Additional Activities (if any)
If the children want to, they can write a story with the answers to these Materials needed:
questions to make the actual origin story, or draw a picture, or any
representation of their work in a new way.

Notes for the lesson:

Reflection
What happened?
Went well:

Needs Work:

How can this be Improved?

 References

Gouvernement du Québec Ministère de l’Éducation. (2001). Québec education program:

Preschool education, elementary education.
http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/educprg2001.pdf

Puckett, K. & Muth, J. J. (2016). Batman’s Dark Secret. Scholastic Press.

Appendix 1: Batman’s Dark Secret by Kelley Puckett and Jon J. Muth.
Appendix 2: Vocabulary word set “Unit.”

Note: pictures are black as they have not been added yet (waiting for either free images or to
make my own).
Appendix 3: “Making a Superhero” activity sheet page 1.

The “Superhero” and “POW” were unlicensed media from Pixabay.com

Appendix 4: “Making a Superhero” activity sheet page 2.

The “Superhero” and “POW” were unlicensed media from Pixabay.com

Appendix 5: “Unit” word sheet.

Note: pictures are black as they have not been added yet (waiting for either free images or to
make my own).
Appendix 6: “Costume” word sheet.
Appendix 7: “Powers” word sheet.

Not
e: pictures are black as they have not been added yet (waiting for either free images or to make
my own).
Appendix 8: Checklist for lesson