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MANCHESTER COLLEGEDepartment of EducationLESSON PLAN BY: Alina BigJohnyLESSON: Superheroes vs. villains (Fantasy Unit)LENGTH: 2 periods: minutesAGE OR GRADE INTENDED: 7th gradeStandard(s): English 7.3.3: Analyze characterization as shown through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.Performance Objective:Seventh grade students visually display the differences between superhero and villain by completing the characteristic worksheet and drawing a new character. Advanced Preparation by Teacher:_ Prepare overhead projector_ Make 105 character organizer copies_ Make idea sheet into overhead sheet_ Gather 8 transparency sheets for overhead_ Make Venn Diagram into overhead sheet _ Make 105 Venn Diagram copies_ Print off at least 20 copies of superhero/villain pictures_ Make own superhero, fill out chart, make into overhead sheet_ Collect 105 sheets of paper to draw_ Collect markers/colored pencils_ Bring capesProcedure:Introduction/ Motivation: (3 minutes)Once students are seated, turn on overhead projector and have picture of Spiderman and all of his villains displayed. Students will be interested to see what they are going to learn that has to do with Spiderman. Does anyone know who this is? What about the other guys? (Spiderman, Green Goblin, Dr. Octopus, Sandman, Venom)What is the difference between Spiderman and the rest of the characters? (Blooms I: Knowledge) Step-by-Step Plan: Fantasy Unit (7 minutes)As you all know, we are currently in a fantasy unit. We have read Water of Life and The Smallest Dragonboy, both stories that have fantasy components such as a quest and moral lessons. Do you believe that superheroes can be categorized into the fantasy unit?Let’s define superhero and villain. (Blooms I: Knowledge)Superhero: any of various comic-strip characters with superhuman abilities or magical powers, wearing a distinctive costume, and fighting against evilVillain: a cruelly malicious person who is involved in or devoted to wickedness or crime; scoundrel.a character in a play, novel, or the like, who constitutes an important evil agency in the plot. Using your vocabulary words, tell me a few reasons why superheroes are considered fantasy. (Blooms III: Application)Quest: superheroes always have something they need to accomplish/someone to save. Supernatural device: always have a power that is not realistic, plus villains.Metamorphosis: sometimes superheroes and/or villains can morph into something new. Fate: Almost always, the superheroes fate is to beat the villain. Moral lesson: most superhero stories have the good guys win, are about helping others. Because the superhero realm is so large, they are often categorized into their category called superhero fantasy, but this category still falls underneath the fantasy unit. Similarities/Differences of Superheroes vs. Villains- Whole Group (10 minutes)There are certain qualities that make a superhero a superhero and a villain a villain. Why do you think it would be important to be able to recognize the differences? (Blooms IV: Analysis)There are good people and bad people, it is important to know who is who in real life and just when you are reading a story. It helps you recognize what will happen or why things happen. I am going to give each of you a superhero and matching villain and I want you to use a Venn Diagram to chart the similarities and differences between your given pair. Analyze what makes your character a good guy and/or a bad guy.Say and Write on board: Think about: how they look, how they act, how they talk, and the decisions that they make. (Gardner: Visual-Spatial)First, let’s go over one together. Let’s just use Spiderman and Green Goblin as our example. Put Venn Diagram on overhead. Call on students to give similarities/differences. Allow students to write their answers on the overhead. (Gardner: Bodily-Kinesthetic)Similarities/Differences of Superheroes vs. Villains- Partner (20 minutes)After I am done explaining directions, you can choose ONE partner to work with. I will give you TEN MINUTES to analyze the differences and similarities between the two characters that I give you. Remember to think about: how they look, how they act, how they talk, and the decisions that they make. Go sit next to your partner. If you don’t have a partner come to me and we will find you one. If you prefer working alone, that is ok too. (Gardner: Interpersonal)Have a student pass out Venn Diagrams. (Gardner: Logica-Mathematical)You pass out superhero/villain picture pairs. Try not to give groups sitting nearby each other the same pair to analyze. Near ten minutes, tell groups to * their favorite similarity and favorite difference. After ten minutes, have students go back to their seats. Ask each group to tell who their pair was and name one similarity and one difference. (Gardner: Verbal-Linguistic)After listening to all these similarities and differences thinking about the stories that these characters belong to… Who can elaborate on why it is important to be able to distinguish superhero from villain? (Blooms V: Synthesis)How can you translate this to real life? (Blooms IV: Analysis)Real World Problems ( 5 minutes)Superheroes always have some type of quest that they are on, whether it be to save the world, save a friend, stop criminals, or so on. Thinking about superhero stories that you know and our own lives that we live right now, name some real world problems. They can be world problems or even problems in your neighborhood or school. (poverty, hunger, murder, thieves, shootings, gangs, bullies, bad grades, mean parents/siblings, stray animals…)Write all “problems” on board. Make your own Superhero or Villain (15 minutes)Now, it is time to get creative. With these problems on the board, we are going to create our own superheroes on the quest that you choose from the board. Tell class about your superhero: Bottomless Pit. Present the story to them. Put your pre-filled chart on overhead. I am going to give you a chart the same as this one to fill out for the character that you create. Go through your chart so that students can see what is expected of them. I want you to decide, in your head, right now if you want to create a superhero or a villain. Who wants to be a superhero? A villain?If the amount is about 50/50, tell them to go find a partner who wants to create the opposite character of them. If not, tell them that it will work best if each group has one of each, so try to find a partner willing to do the opposite. Rules: Be creative. It can be realistic or funny as long as you fill out all the categories. You will either draw or act our your characters (to be described later) so get creative with costume, home, vehicle, etc. You will have ten minutes to fill out this sheet and then we will come back together so that I can explain the next step. Pass out charts. (Garnder: Visual-Spatial)I know that not everyone is naturally creative. If you are a person who likes my rules about what to create, I have a list of ideas that you can use. I will put the list on the overhead. You are all free to get ideas from the list on the overhead. Put list of ideas on overhead. Produce your own Superhero/Villain ( 12 minutes)Now that you have created your own character along with costumes, setting, quest, and so on, we get to produce our characters. Your choices are to either draw your superhero or create a skit with your partner which you will act out. If you draw: you and your partner can help one another, but each person must do some of the work. Get creative and draw the costume, draw the setting, represent the quest somehow and so on. After we are done, you will stand up together and tell the class about your characters and story. If you create a skit: Both people have to be a part of the skit. I want you to somehow represent the quest you have made, tell about your characters’ features such as costume, name, home, vehicle (maybe have one person say: Hey, (name), your purple and green suit with a big S on it is not very stylish… give more examples), and have your characters go on their adventure. Like a mini-movie clip. You have TEN MINUTES to either draw your picture or create your skit. Walk around to make sure students are on task. See if groups want to use capes. Make sure that skit groups do not plan to actually battle if they choose to have a battle scene. Find props for skit groups. Give poster groups ideas for symbolism, setting, and so on. Present your character (15-30 minutes)Ask for volunteers to go first. Give groups acting out a skit the capes, if wanted. Have each group present their characters. (Gardner: Verbal-Linguistic)Closure: (5 minutes)Superheroes are a part of the fantasy unit. Who can name a reason as to why superheroes can be included in the fantasy genre? Name a few key similarities and differences between superheroes and villains?Why is it important to notice these similarities/differences in life and/or when reading or watching a movie?Great job on your character creations! Tomorrow we continue our fantasy unit by watching The Wizard of Oz. Adaptations/ Enrichment:ADHD: This lesson naturally involves three different activities so this will keep this student from wandering off in his mind as much. During discussion time, I will use proximity to this student to ensure that he is paying attention. During group work, I will pay close attention to his group to make sure that he is actively participating. I will also choose his group members wisely as a way to make sure that he is not paired with other students whose minds tend to wander. Intellectual Disability: It is important to monitor peer relationships with students who have ID. I will make sure that I choose this student’s group wisely to make sure that her classmates are encouraging, will allow her input, and not put her down. Emotional Disturbance: ED students often need positive reassurance and solid relationships. I will choose this student’s group according to whom he meshes well with. I will also make sure to praise and encourage this student each time he answers a question. Sometimes ED students do not work well with others. If this student prefers to work alone, I will allow him to for this lesson. Learning Disability: If creativity is a problem, I will allow this student to have his own ideas sheet to refer to when creating his own character. I will tell this student ahead of time what we will be doing, so that he can prepare some ideas for the character making. If speaking in front of the class is a problem, I will allow his partner to give the presentation and allow him to tell me after class about his character. Self-Reflection: Did the students stay engaged throughout the whole lesson? Which part did the students seem to like the best? Did the students retain information from their fantasy notes? Do the fantasy notes need to be reviewed? Did the students find the connection between superheroes and real life? How creative were the students? What part of the lesson did not go as well as expected? What can I change? What was my favorite part of the lesson? How long did the lesson take? ................
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