arts & crafts lesson plans
LESSON PLANS Arts & Crafts ARTS & CRAFTS LESSON PLANS Use these lesson plans in conjunction with our Marvel book bins for your afterschool programs, library programs, classroom programs, or other programs.
INCLUDED ARTS & CRAFTS ACTIVITIES: 3D Superhero Scene Superhero Costumes Emblem Creation Life-size Superhero Supersized Comic Strip
OTHER LESSON PLAN SUBJECTS AVAILABLE: Character Education Drama Interactive Reading Media & Writing Movement & Fitness STEM Pair activities with other subjects to create a week or month of well-rounded superhero fun! For questions, please contact us at [email protected]
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
3D SUPERHERO SCENE Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME 60+ minutes, activity can be done in stages over time ACADEMIC AND SOCIAL GOALS Students will: • Analyze how comic book scenes portray action, crisis (problem), and solution • Develop their writing skills as they create their own scene • Create a 3D project representing their written scene • Use their oral language and listening skills to participate in a class discussion MATERIALS NEEDED • Cardboard boxes, such as shoe boxes (diorama), medium and large sizes (floor model) • Butcher paper or poster board (3D mural) • Various types of paper • Pencils, markers, paint, etc. • 3D items, such as pipe cleaners, clay, cotton, yarn, etc. • Glue, tape, stapler, etc. • Comic books CLASS CONFIGURATION • Standing or sitting at tables INSTRUCTOR PREPARATION • Make a sample or gather photos for demonstration purposes CLASS PREPARATION • Using comic books, lead a discussion on how action, crisis, and solution are depicted in scenes using illustrations, speech bubbles, narrative boxes, and onomatopoeias (sound words). • Tell students that they will write their own scene and create a 3D project (diorama, 3D mural, or floor model) depicting a crisis (problem) and a superhero using powers to solve it. STEPS 1. Write a brief scene narrative addressing the following issues. a. What crisis will be in the scene and how will it be portrayed? b. What superhero will solve the crisis, with what powers, and how will it be shown? 2. Draw a mockup of the scene as it will look. 3. Lay out the scene using different materials. Do not secure anything. Try various layouts and materials until satisfied with the plan. 4. Complete the project by painting, coloring, and securing items. 5. Add finishing touches such as, speech bubbles, narrative, and onomatopoeias (sound words). ADAPTATIONS/VARIATIONS • Allow students to work together in partners or small groups instead of individually.
continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
3D SUPERHERO SCENE continued Arts & Crafts EXTENSIONS • Have students make class presentations about their 3D projects. • Display 3D projects at a special event where visitors can view them. COMMON CORE STATE STANDARDS ADDRESSED Grade 3 Reading Standards for Literature: Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Grade 4 Reading Standards for Literature: Integration of Knowledge and Ideas 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Grade 5 Reading Standards for Literature: Integration of Knowledge and Ideas 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Grades 3, 4, 5 & 6 Writing Standards: Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Grade 3 Writing Standards: Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Grades 4, 5 & 6 Writing Standards: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Grades 3, 4, 5 & 6 Writing Standards: Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
3D SUPERHERO SCENE EXAMPLES
DIORAMA
3D MURAL
FLOOR MODEL Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERHERO COSTUMES Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME Allow 15-30 minutes for each costume component. Activity can be done in stages over time. ACADEMIC AND SOCIAL GOALS Students will: • Learn and use the term “function” and/or its derivatives “functional, functionality” • Learn and use the term “symbol” and/or its derivatives “symbolic, symbolism, symbolize” • Research superhero costumes • Design and create original costumes • Use their oral language and listening skills to participate in discussion • Practice teamwork as they help each other create complicated pieces MATERIALS NEEDED • Butcher paper, tissue paper, paper plates, paper bags • Pencils, markers, paint, etc. • Yarn, string, ribbon, etc. • Glue, tape, stapler, etc. • Comic books CLASS CONFIGURATION • Seated at tables INSTRUCTOR PREPARATION • Make a sample costume for demonstration purposes CLASS PREPARATION • Show your sample and explain why you created your various costume components and how they are functional (practical) and/or symbolic (representing something). • Tell students that they will create their own costumes. STEPS 1. In small groups, have students use comic books to research superhero costumes and make a list of costume components (mask, cape, belt, etc). 2. As a class, discuss and make a “T” chart to list the components that are functional (practical; i.e. belt) on one side of the “T” and symbolic (representative; i.e. cape) on the other side of the “T.” 3. Have students draw mock-ups of costumes they would like to create. 4. When students are satisfied with their plans, have them create their costumes, working together on challenging pieces. 5. Have students make class presentations of their costumes using the following sentence frames: “This ___________________ is functional because ___________________.” “This ___________________ is symbolic of ___________________.”
continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERHERO COSTUMES continued Arts & Crafts COSTUME EXAMPLES • Mask: Cut a paper plate into any shape, decorate it, and add yarn to secure around head. • Cape: Cut butcher paper into a cape shape, decorate it, and add yarn to secure around neck. • Muscles: Stuff lunch bags and tie with string to define shape. Wear inside sleeves. • Belt: Cut, fold, and decorate butcher paper, then add yarn ties to secure around waist. • Accessories: Tissue paper works well when a softer more pliable paper is needed. EXTENSIONS • Have a parade or fashion show where students can wear and show off their costumes. • Wear costumes during a dramatic presentation or special event, such as an open house. COMMON CORE STATE STANDARDS ADDRESSED Grades 3, 4, 5 & 6 Speaking and Listening Standards: Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners…building on others’ ideas and expressing their own clearly. Grade 3 Language Standards: Vocabulary Acquisition and Use 4b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Grades 4, 5 & 6 Language Standards: Vocabulary Acquisition and Use 4b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERHERO COSTUME EXAMPLES
Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERHERO COSTUME COMPONENTS List the components that are functional (practical; i.e. belt) on one side and symbolic (representative; i.e. cape) on the other side.
FUNCTIONAL
Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SYMBOLIC
EMBLEM CREATION Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME 30-60 minutes ACADEMIC AND SOCIAL GOALS Students will: • Learn and use the terms “emblem” and “symbol” and/or its derivatives “symbolic, symbolism, symbolize” • Research superhero emblems and discuss their symbolism • Create original symbolic emblems • Use their oral language and listening skills to participate in discussion MATERIALS NEEDED • Paper plates • Pencils, markers, paint, etc. • Comic books CLASS CONFIGURATION • Seated at tables INSTRUCTOR PREPARATION • Make a sample emblem for demonstration purposes CLASS PREPARATION • Explain that an emblem is a symbol (sign, icon) that represents a superhero. • Show your sample and explain why you created your particular emblem, and what it symbolizes. • Tell students that they will create their own symbolic emblems. STEPS 1. In small groups, have students use comic books to research superhero emblems. 2. As a class, brainstorm the symbolism of the emblems – why specific icons were chosen to represent specific superheroes. During the discussion, have students use the following sentence frame: “I think this emblem symbolizes ________________________ superhero because ________________________.” 3. Have students draw mockups of the emblems they would choose for themselves, using pencils so that it is easy to make changes. 4. When students are satisfied with their plans, have them create their emblems on paper plates. 5. Complete the projects by coloring with markers, paint, etc. 6. Have students make class presentations about the symbolism of their emblems. ADAPTATIONS/VARIATIONS • Make the emblems 3D by adding yarn, pipe cleaners, different types of paper, etc. • Make the emblems wearable by adding yarn ties for a necklace or pins to attach to clothing.
continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
EMBLEM CREATION continued Arts & Crafts EXTENSIONS • Display emblems at a special event where visitors can view them. • Have a parade or fashion show of students wearing their emblems. • Research other ways that emblems are used, such as clothing brands, sports teams, etc. COMMON CORE STATE STANDARDS ADDRESSED Grades 3, 4, 5 & 6 Speaking and Listening Standards: Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners…building on others’ ideas and expressing their own clearly. Grade 3 Language Standards: Vocabulary Acquisition and Use 4b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Grades 4, 5 & 6 Language Standards: Vocabulary Acquisition and Use 4b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
LIFE-SIZE SUPERHERO Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME 60 minutes ACADEMIC AND SOCIAL GOALS Students will: • Research superhero poses • Create their own life-size superhero • Interact with others using their oral language skills to share their ideas and opinions • Practice cooperation as they work together to make decisions and create their superhero MATERIALS NEEDED • Butcher paper • Pencils, markers, paint, etc. • Comic books CLASS CONFIGURATION • On the floor, ground, or at a large table INSTRUCTOR PREPARATION • Prepare life-size pieces of butcher paper for each group to use CLASS PREPARATION • Tell students that they will create life-size superheroes. STEPS 1. In small groups, have students use comic books to research superhero poses (body positions) when running, flying, using powers, etc. 2. As a class, practice poses by holding up a card that contains an action word and having students pose as though completing the action (like statues). 3. Each group must decide the pose of their life-size superhero and the student that will be best able to re-create the pose while lying down on butcher paper. 4. Others in the group will trace the student that poses on the butcher paper. 5. After an outline of the pose has been traced, the superhero will be cut out and colored or painted to look like a superhero. ADAPTATIONS/VARIATIONS • Make the superhero 3D by adding yarn, pipe cleaners, different types of paper, etc. EXTENSIONS • Create environments around the superheroes so that they are displayed in the jungle, in outer space, on top of a building, etc. • Display life-size superheroes at a special event where visitors can view them. • Write stories about the superheroes, deciding names, powers, and crises to solve.
continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
LIFE-SIZE SUPERHERO continued Arts & Crafts COMMON CORE STATE STANDARDS ADDRESSED Grades 3, 4, 5 & 6 Speaking and Listening Standards: Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners…building on others’ ideas and expressing their own clearly.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
LIFE-SIZE SUPERHERO EXAMPLES
Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERSIZED COMIC STRIP Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME 60+ minutes, activity can be done in stages over time ACADEMIC AND SOCIAL GOALS Students will: • Analyze how comic book stories progress • Develop writing and drawing skills as they outline, write, and illustrate their own comic strip • Interact with others using their oral language skills to share their ideas and opinions • Practice cooperation as they work together to make decisions and create their comic strip MATERIALS NEEDED • Butcher paper • Pencils, markers, paint, etc. • Comic books CLASS CONFIGURATION • Standing or sitting at large tables or on the floor INSTRUCTOR PREPARATION • Prepare large sheets of butcher paper for class to use CLASS PREPARATION • Using comic books and working in small groups, have students answer the following questions: • Where does the story take place? What environment? • What characters are involved? • How are they introduced? • What crisis occurs? • What superhero solves the crisis using what powers? • How does the story end? • Explain that the class is going to create its own supersized comic on butcher paper. STEPS 1. As a class, write an outline addressing the following issues. a. Where will the story take place? What environment? b. What characters will be involved? c. How will they be introduced? d. What crisis will occur? e. What superhero will solve the crisis using what powers? f. How will the story end? 2. Divide the butcher paper into squares, like a comic book or comic strip. 3. Work together to write a brief plan for each square, deciding what information will be contained in pictures, and what information will require speech bubbles, narrative, and onomatopoeias (sound words). 4. Assign squares and/or tasks to specific students. continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERSIZED COMIC STRIP continued Arts & Crafts 5. Work together to complete comic. If there is not enough room for everyone to work at the same time, some items can be written or drawn in another location and glued in place later. 6. Display completed project for all to enjoy. ADAPTATIONS/VARIATIONS • Instead of a class project, have small groups work on separate comic stories. • Instead of a supersized comic, have individuals or partners create their own small comic stories. EXTENSIONS • Research and practice various comic drawing techniques. COMMON CORE STATE STANDARDS ADDRESSED Grade 3 Reading Standards for Literature: Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Grade 4 Reading Standards for Literature: Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Grade 5 Reading Standards for Literature: Key Ideas and Details 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Grade 6 Reading Standards for Literature: Key Ideas and Details 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Grades 3, 4, 5 & 6 Writing Standards: Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Grade 3 Writing Standards: Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Grades 4, 5 & 6 Writing Standards: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERSIZED COMIC STRIP EXAMPLES
Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
INCLUDED ARTS & CRAFTS ACTIVITIES: 3D Superhero Scene Superhero Costumes Emblem Creation Life-size Superhero Supersized Comic Strip
OTHER LESSON PLAN SUBJECTS AVAILABLE: Character Education Drama Interactive Reading Media & Writing Movement & Fitness STEM Pair activities with other subjects to create a week or month of well-rounded superhero fun! For questions, please contact us at [email protected]
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
3D SUPERHERO SCENE Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME 60+ minutes, activity can be done in stages over time ACADEMIC AND SOCIAL GOALS Students will: • Analyze how comic book scenes portray action, crisis (problem), and solution • Develop their writing skills as they create their own scene • Create a 3D project representing their written scene • Use their oral language and listening skills to participate in a class discussion MATERIALS NEEDED • Cardboard boxes, such as shoe boxes (diorama), medium and large sizes (floor model) • Butcher paper or poster board (3D mural) • Various types of paper • Pencils, markers, paint, etc. • 3D items, such as pipe cleaners, clay, cotton, yarn, etc. • Glue, tape, stapler, etc. • Comic books CLASS CONFIGURATION • Standing or sitting at tables INSTRUCTOR PREPARATION • Make a sample or gather photos for demonstration purposes CLASS PREPARATION • Using comic books, lead a discussion on how action, crisis, and solution are depicted in scenes using illustrations, speech bubbles, narrative boxes, and onomatopoeias (sound words). • Tell students that they will write their own scene and create a 3D project (diorama, 3D mural, or floor model) depicting a crisis (problem) and a superhero using powers to solve it. STEPS 1. Write a brief scene narrative addressing the following issues. a. What crisis will be in the scene and how will it be portrayed? b. What superhero will solve the crisis, with what powers, and how will it be shown? 2. Draw a mockup of the scene as it will look. 3. Lay out the scene using different materials. Do not secure anything. Try various layouts and materials until satisfied with the plan. 4. Complete the project by painting, coloring, and securing items. 5. Add finishing touches such as, speech bubbles, narrative, and onomatopoeias (sound words). ADAPTATIONS/VARIATIONS • Allow students to work together in partners or small groups instead of individually.
continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
3D SUPERHERO SCENE continued Arts & Crafts EXTENSIONS • Have students make class presentations about their 3D projects. • Display 3D projects at a special event where visitors can view them. COMMON CORE STATE STANDARDS ADDRESSED Grade 3 Reading Standards for Literature: Integration of Knowledge and Ideas 7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Grade 4 Reading Standards for Literature: Integration of Knowledge and Ideas 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Grade 5 Reading Standards for Literature: Integration of Knowledge and Ideas 7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Grades 3, 4, 5 & 6 Writing Standards: Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Grade 3 Writing Standards: Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Grades 4, 5 & 6 Writing Standards: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Grades 3, 4, 5 & 6 Writing Standards: Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
3D SUPERHERO SCENE EXAMPLES
DIORAMA
3D MURAL
FLOOR MODEL Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERHERO COSTUMES Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME Allow 15-30 minutes for each costume component. Activity can be done in stages over time. ACADEMIC AND SOCIAL GOALS Students will: • Learn and use the term “function” and/or its derivatives “functional, functionality” • Learn and use the term “symbol” and/or its derivatives “symbolic, symbolism, symbolize” • Research superhero costumes • Design and create original costumes • Use their oral language and listening skills to participate in discussion • Practice teamwork as they help each other create complicated pieces MATERIALS NEEDED • Butcher paper, tissue paper, paper plates, paper bags • Pencils, markers, paint, etc. • Yarn, string, ribbon, etc. • Glue, tape, stapler, etc. • Comic books CLASS CONFIGURATION • Seated at tables INSTRUCTOR PREPARATION • Make a sample costume for demonstration purposes CLASS PREPARATION • Show your sample and explain why you created your various costume components and how they are functional (practical) and/or symbolic (representing something). • Tell students that they will create their own costumes. STEPS 1. In small groups, have students use comic books to research superhero costumes and make a list of costume components (mask, cape, belt, etc). 2. As a class, discuss and make a “T” chart to list the components that are functional (practical; i.e. belt) on one side of the “T” and symbolic (representative; i.e. cape) on the other side of the “T.” 3. Have students draw mock-ups of costumes they would like to create. 4. When students are satisfied with their plans, have them create their costumes, working together on challenging pieces. 5. Have students make class presentations of their costumes using the following sentence frames: “This ___________________ is functional because ___________________.” “This ___________________ is symbolic of ___________________.”
continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERHERO COSTUMES continued Arts & Crafts COSTUME EXAMPLES • Mask: Cut a paper plate into any shape, decorate it, and add yarn to secure around head. • Cape: Cut butcher paper into a cape shape, decorate it, and add yarn to secure around neck. • Muscles: Stuff lunch bags and tie with string to define shape. Wear inside sleeves. • Belt: Cut, fold, and decorate butcher paper, then add yarn ties to secure around waist. • Accessories: Tissue paper works well when a softer more pliable paper is needed. EXTENSIONS • Have a parade or fashion show where students can wear and show off their costumes. • Wear costumes during a dramatic presentation or special event, such as an open house. COMMON CORE STATE STANDARDS ADDRESSED Grades 3, 4, 5 & 6 Speaking and Listening Standards: Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners…building on others’ ideas and expressing their own clearly. Grade 3 Language Standards: Vocabulary Acquisition and Use 4b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Grades 4, 5 & 6 Language Standards: Vocabulary Acquisition and Use 4b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERHERO COSTUME EXAMPLES
Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERHERO COSTUME COMPONENTS List the components that are functional (practical; i.e. belt) on one side and symbolic (representative; i.e. cape) on the other side.
FUNCTIONAL
Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SYMBOLIC
EMBLEM CREATION Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME 30-60 minutes ACADEMIC AND SOCIAL GOALS Students will: • Learn and use the terms “emblem” and “symbol” and/or its derivatives “symbolic, symbolism, symbolize” • Research superhero emblems and discuss their symbolism • Create original symbolic emblems • Use their oral language and listening skills to participate in discussion MATERIALS NEEDED • Paper plates • Pencils, markers, paint, etc. • Comic books CLASS CONFIGURATION • Seated at tables INSTRUCTOR PREPARATION • Make a sample emblem for demonstration purposes CLASS PREPARATION • Explain that an emblem is a symbol (sign, icon) that represents a superhero. • Show your sample and explain why you created your particular emblem, and what it symbolizes. • Tell students that they will create their own symbolic emblems. STEPS 1. In small groups, have students use comic books to research superhero emblems. 2. As a class, brainstorm the symbolism of the emblems – why specific icons were chosen to represent specific superheroes. During the discussion, have students use the following sentence frame: “I think this emblem symbolizes ________________________ superhero because ________________________.” 3. Have students draw mockups of the emblems they would choose for themselves, using pencils so that it is easy to make changes. 4. When students are satisfied with their plans, have them create their emblems on paper plates. 5. Complete the projects by coloring with markers, paint, etc. 6. Have students make class presentations about the symbolism of their emblems. ADAPTATIONS/VARIATIONS • Make the emblems 3D by adding yarn, pipe cleaners, different types of paper, etc. • Make the emblems wearable by adding yarn ties for a necklace or pins to attach to clothing.
continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
EMBLEM CREATION continued Arts & Crafts EXTENSIONS • Display emblems at a special event where visitors can view them. • Have a parade or fashion show of students wearing their emblems. • Research other ways that emblems are used, such as clothing brands, sports teams, etc. COMMON CORE STATE STANDARDS ADDRESSED Grades 3, 4, 5 & 6 Speaking and Listening Standards: Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners…building on others’ ideas and expressing their own clearly. Grade 3 Language Standards: Vocabulary Acquisition and Use 4b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Grades 4, 5 & 6 Language Standards: Vocabulary Acquisition and Use 4b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
LIFE-SIZE SUPERHERO Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME 60 minutes ACADEMIC AND SOCIAL GOALS Students will: • Research superhero poses • Create their own life-size superhero • Interact with others using their oral language skills to share their ideas and opinions • Practice cooperation as they work together to make decisions and create their superhero MATERIALS NEEDED • Butcher paper • Pencils, markers, paint, etc. • Comic books CLASS CONFIGURATION • On the floor, ground, or at a large table INSTRUCTOR PREPARATION • Prepare life-size pieces of butcher paper for each group to use CLASS PREPARATION • Tell students that they will create life-size superheroes. STEPS 1. In small groups, have students use comic books to research superhero poses (body positions) when running, flying, using powers, etc. 2. As a class, practice poses by holding up a card that contains an action word and having students pose as though completing the action (like statues). 3. Each group must decide the pose of their life-size superhero and the student that will be best able to re-create the pose while lying down on butcher paper. 4. Others in the group will trace the student that poses on the butcher paper. 5. After an outline of the pose has been traced, the superhero will be cut out and colored or painted to look like a superhero. ADAPTATIONS/VARIATIONS • Make the superhero 3D by adding yarn, pipe cleaners, different types of paper, etc. EXTENSIONS • Create environments around the superheroes so that they are displayed in the jungle, in outer space, on top of a building, etc. • Display life-size superheroes at a special event where visitors can view them. • Write stories about the superheroes, deciding names, powers, and crises to solve.
continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
LIFE-SIZE SUPERHERO continued Arts & Crafts COMMON CORE STATE STANDARDS ADDRESSED Grades 3, 4, 5 & 6 Speaking and Listening Standards: Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners…building on others’ ideas and expressing their own clearly.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
LIFE-SIZE SUPERHERO EXAMPLES
Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERSIZED COMIC STRIP Arts & Crafts
GRADE LEVELS Grades 3–6 TIMEFRAME 60+ minutes, activity can be done in stages over time ACADEMIC AND SOCIAL GOALS Students will: • Analyze how comic book stories progress • Develop writing and drawing skills as they outline, write, and illustrate their own comic strip • Interact with others using their oral language skills to share their ideas and opinions • Practice cooperation as they work together to make decisions and create their comic strip MATERIALS NEEDED • Butcher paper • Pencils, markers, paint, etc. • Comic books CLASS CONFIGURATION • Standing or sitting at large tables or on the floor INSTRUCTOR PREPARATION • Prepare large sheets of butcher paper for class to use CLASS PREPARATION • Using comic books and working in small groups, have students answer the following questions: • Where does the story take place? What environment? • What characters are involved? • How are they introduced? • What crisis occurs? • What superhero solves the crisis using what powers? • How does the story end? • Explain that the class is going to create its own supersized comic on butcher paper. STEPS 1. As a class, write an outline addressing the following issues. a. Where will the story take place? What environment? b. What characters will be involved? c. How will they be introduced? d. What crisis will occur? e. What superhero will solve the crisis using what powers? f. How will the story end? 2. Divide the butcher paper into squares, like a comic book or comic strip. 3. Work together to write a brief plan for each square, deciding what information will be contained in pictures, and what information will require speech bubbles, narrative, and onomatopoeias (sound words). 4. Assign squares and/or tasks to specific students. continued on next page Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERSIZED COMIC STRIP continued Arts & Crafts 5. Work together to complete comic. If there is not enough room for everyone to work at the same time, some items can be written or drawn in another location and glued in place later. 6. Display completed project for all to enjoy. ADAPTATIONS/VARIATIONS • Instead of a class project, have small groups work on separate comic stories. • Instead of a supersized comic, have individuals or partners create their own small comic stories. EXTENSIONS • Research and practice various comic drawing techniques. COMMON CORE STATE STANDARDS ADDRESSED Grade 3 Reading Standards for Literature: Key Ideas and Details 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Grade 4 Reading Standards for Literature: Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Grade 5 Reading Standards for Literature: Key Ideas and Details 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Grade 6 Reading Standards for Literature: Key Ideas and Details 3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Grades 3, 4, 5 & 6 Writing Standards: Text Types and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Grade 3 Writing Standards: Production and Distribution of Writing 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Grades 4, 5 & 6 Writing Standards: Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Developed by Tamarie Tigh for ABDO Publishing Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
SUPERSIZED COMIC STRIP EXAMPLES
Not for resale • Photocopy and adapt as needed for educational use • www.abdopublishing.com
