Ask students to talk about what they know about the characters generally (they have super powers, fight evil, wear costumes, live in cities, and so forth). Show the students some superheroes they are likely to be familiar with, such as Superman, Spider-Man, or Elastigirl from The Incredibles. Start class with the Superheroes & Villians site and/or the Characters page, projected for the students to see.Explain that students will be studying superheroes and super-villains today to better understand “what makes them tick” before they make their own super-characters tomorrow who will have the power to change a problematic aspect of society.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.ġ1. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.ħ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
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