Herts English Team
English Department
Title of unit: Superheroes / Year: 8 / Term: / Duration: 18 lessons
Overview:
This scheme is designed to support the teaching of the key reading strategies students need to develop in preparation for SATs-style reading tasks through the genre of Superheroes; tasks based on writing narrative are also included.
The scheme enables students to develop their use of ICT in a variety of ways, inc. the use of film-making software, but does not have to rely heavily on the use of computers if this is impractical for classrooms that are not suitably designed for this aspect of the unit.
The activities are designed for teachers to pick and choose or adapt as appropriate.
Key Outcomes:
A piece of narrative written in the style of a Superhero story
A section of a graphic novel
A storyboard or a short film considering the role of the director and the use of mise-en-scene
An essay analysing the use of mise-en-scene and cinematography in film / APP Focuses:
Reading AF3 - deduce, infer or interpret information, events or ideas from texts
Reading AF6 - identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader.
Outline of Scheme:
Week / Key Question / Activities
1 / Which reading techniques can be used to analyse the main traits of a superhero and a super-villain? / Range of images and film clips used to design a superhero and a super-villain to eventually become the main characters in their own superhero stories
2 / What are the key features of a stereotypical superhero story? / Students create an advertisement in role then use skimming, scanning, inference and deduction skills to elicit main features of a superhero plot
3 / How do considered vocabulary choices create a range of effects in writing? / Analysis of extracts from novels and graphic novels to enable students to create a section of their own superhero stories in two different forms
4 / What is the director’s role in film-making and how does mise-en-scene create effects on the audience? / Study of film clips to support students in creating either a storyboard or a filmed scene from their stories, making carefully considered visual and audio choices as directors
5 / How does a director use mise-en-scene to ensure that the audience fully understands the key messages of his/her film? / Students write an analytical essay using PEE techniques; can be assessed using APP Reading Assessment Focuses 3 and 6
6 / This week should be spent further developing one task from the scheme; choice of this key piece of work will depend on ICT access and strengths displayed by class over past five weeks.
Key Concepts:
Creativity
  1. Making fresh connections between ideas, experiences, texts and words, drawing on a rich experience of language and literature.
Critical understanding
a. Exploring others’ ideas and developing their own.
  1. Analysing and evaluating spoken and written language to appreciate how meaning is shaped.

Personalised Learning and Thinking Skills (PLTSs):
  • Creative thinkers
  • Reflective learners

Key Processes:
Speaking and listening
k)use different dramatic techniques to convey action, character, atmosphere and tension
l)explore the ways that words, actions, sound and staging combine to create dramatic moments
Reading
a)extract and interpret information, events, main points and ideas from texts
b)infer and deduce meanings, recognising the writers’ intentions
f)recognise & discuss different interpretations of texts, justifying their own views on what they read and see, & supporting them with evidence
i)understand how meaning is created through the combination of words, images and sounds in multimodal texts
j)how texts are crafted to shape meaning and produce particular effects
k) how writers structure and organise different texts, including non-linear and multimodal
Writing
a)write clearly and coherently, including an appropriate level of detail
m)develop logical arguments and cite evidence
p)present material clearly, using appropriate layout, illustrations and organisation
N.B. For personalisation and objective options per year, see ‘Key Learning Objectives’ sheet.

Resources List:

Week 1 / (1) Reading Strategies card sort activity
(2) Superhero images (in colour if possible)
(3) X-Men image
(4) Superhero symbols
(5) Superhero Scenarios OHT
Spiderman I film (chapters 11/12)
Star Wars III – A New Hope film (chapters 46/47)
Week 2 / (6) Advertising Taglines OHT
Selection of adverts
Clip of Mystery Men – beginning of ch.3 (14 minutes and 23 seconds into film)
(7) Fine art images with thought bubbles
(8) Superman graphic novel extract, cut up with captions removed
(9) Superman graphic novel extract in full
(10) Blank comic strip
Episode from a Superhero series
Week 3 / (11) Extract from Harry Potter and the Goblet of Fire
(12) Single images from X-Men graphic novel with captions removed
(13) Single images from X-Men graphic novel
(14) Superhero Top Trumps cards
Page from graphic novel (could use Superman extract from previous week or one of students’ own choice)
Week 4 / Clip of Superhero film with striking cinematography
(15) Mise-en-Scene OHT
Selection of pieces of music, preferably including some classical and contemporary examples
Week 5 / Opening scene of ‘Batman Begins’
Mise-en-Scene OHT
(16) Mise-en-Scene note-making grid (without notes first, then sharing filled in grid afterwards)
(17) APP Reading Assessment Focus grids (AF3 and AF6)
(18) Exemplar paragraph of essay based on ‘Batman Begins’
(19) APP Reading Assessment Focus ladders and criteria (AF3 and AF6)

Superheroes Scheme of Work

Key Learning Objectives

Year 7 / Year 8 / Year 9

Speaking and Listening

Key Processes:
j) use different dramatic approaches to explore ideas, texts and issues
k) use different dramatic techniques to convey action, character, atmosphere and tension
l) explore the ways that words, actions, sound and staging combine to create dramatic moments.
Framework Objectives
4 Drama, role-play and performance

4.1 Using different dramatic approaches to explore ideas, texts and issues

explore ideas, texts and issues through a variety of dramatic approaches and conventions / use specific dramatic approaches and conventions in structured ways for effective exploration of ideas, texts, issues and themes / use a wide variety of dramatic approaches and conventions to analyse complex and challenging ideas, issues, themes and texts

4.2 Developing, adapting and responding to dramatic techniques, conventions and styles

work on their own and with others to develop dramatic processes, narratives, performances or roles / develop and sustain processes, narratives, performances and roles through the use of a variety of dramatic conventions, techniques and styles / develop and sustain a variety of processes, narratives, performances and roles through the selection and adaptation of appropriate dramatic conventions, techniques and styles
comment on the effectiveness of the different dramatic conventions and techniques used / evaluate the impact and effectiveness of a range of dramatic conventions and techniques / analyse and explain, in and out of role, the use, impact and effect of different dramatic conventions and techniques

Reading

Key Processes:

a)extract and interpret information, events, main points and ideas from texts

b) infer and deduce meanings, recognising the writers’ intentions

f) recognise and discuss different interpretations of texts, justifying their own views on what they read and see, and supporting them with evidence

i) understand how meaning is created through the combination of words, images and sounds in multimodal texts j) how texts are crafted to shape meaning and produce particular effects

k) how writers structure and organise different texts, including non-linear and multimodal

Framework Objectives: 5 Reading for meaning: understanding and responding to print, electronic and multi-modal texts

5.1 Developing and adapting active reading skills and strategies

extract the main points and relevant information from a text or source using a range of strategies such as skimming and scanning / use a range of reading strategies to retrieve relevant information and main points from texts, distinguishing between fact and opinion where appropriate / select from a range of strategies and use the most appropriate ways to locate, retrieve and compare information and ideas from a variety of texts
use inference and deduction to recognise implicit meanings at sentence and text level / use inference and deduction to explore layers of meaning within a text / use a repertoire of reading strategies to analyse and explore different layers of meaning within texts
make relevant notes when gathering ideas from texts / make relevant notes when researching different sources, comparing and contrasting information / make relevant notes in a range of formats and approaches when researching a variety of sources

5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts

identify and understand the main ideas, viewpoints, themes and purposes in a text / trace the development of a writer's ideas, viewpoint and themes / analyse and respond to the range of ideas and differing viewpoints, purposes and themes in a variety of related texts
make a personal response to a text and provide some textual reference in support / respond to a text by making precise points and providing relevant evidence in support of those points / develop interpretations of texts, supporting points with detailed textual evidence

6 Understanding the author's craft

6.2 Analysing how writers' use of linguistic and literary features shapes and influences meaning

identify and describe the effect of writers' use of specific literary, rhetorical and grammatical features / explore the range, variety and overall effect on readers of literary, rhetorical and grammatical features used by writers of literary and non-literary texts / analyse in depth and detail writers' use of literary, rhetorical and grammatical features and their effects on different readers

6.3 Analysing writers' use of organisation, structure, layout and presentation

explore the range of different ways writers use layout, form and presentation in a variety of texts / explain how specific choices and combinations of form, layout and presentation create particular effects / analyse how meaning is conveyed differently according to the form, layout and presentation selected by the writer for specific purposes
explore the variety and range of ways the content of texts can be organised, structured and combined / explain how specific structural and organisational choices in texts create particular effects / analyse how meaning can be conveyed in different ways according to structural and organisational choices at sentence and text level

Writing

Key Processes:

a) write clearly and coherently, including an appropriate level of detail m) develop logical arguments and cite evidence p) present material clearly, using appropriate layout, illustrations and organisation

Framework Objectives Writing – 8 Composition: shaping and constructing language for expression and effect

8.1 Developing viewpoint, voice and ideas

develop character and voice in their own fiction writing / draw on some techniques and devices used by writers in order to develop distinctive character and voice in their own fiction / establish and sustain distinctive character, point of view and voice in their fiction writing by drawing on a wide range of techniques and devices used by writers
develop their own viewpoint, drawing on evidence, opinions and the particular purpose of the task / select techniques and devices used by writers, and draw on a range of evidence, opinions, information and the purpose of the task, in order to develop a consistent viewpoint in their own non-fiction writing / establish and sustain a clear and logical personal viewpoint through the analysis and selection of convincing evidence, opinions and appropriate information, and other techniques used by writers to meet the purpose of the task

8.4 Developing varied linguistic and literary techniques

develop in their own writing some of the key linguistic and literary techniques used by writers, and deploy them for deliberate effect on the reader / draw on a repertoire of linguistic and literary techniques, and select those most appropriate for creating specific effects in their own writing / elicit a range of responses from the reader, having made a judgement about the effectiveness of specific linguistic and literary techniques in particular contexts or for specific tasks

8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen

make ideas and purpose clear by appropriate use of paragraphs and by choosing from a range of linking words and phrases / use a range of cohesive devices with audience and purpose in mind, drawing on experience of how writers develop and connect ideas within and between paragraphs / shape and craft language within individual paragraphs, and structure ideas between them, to achieve particular literary, transactional or rhetorical effects with purpose and audience in mind
shape the overall organisation, sequence and presentation of a text to convey ideas clearly and effectively / experiment with different ways of presenting texts, drawing on a range of modes, formats and media with the needs of the reader in mind / select the most appropriate text format, layout and presentation to create impact and engage the reader
POSSIBLE TEACHING SEQUENCE
Week 1
Key Learning Objectives
Speaking and Listening
Framework Objectives

4.1 Using different dramatic approaches to explore ideas, texts and issues

4.2 Developing, adapting and responding to dramatic techniques, conventions and styles

Reading

Framework Objectives

5.1 Developing and adapting active reading skills and strategies

5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts

6.2 Analysing how writers' use of linguistic and literary features shapes and influences meaning

RESOURCES:
(1) Reading Strategies card sort activity
(2) Superhero images (in colour if possible)
(3) X-Men image
(4) Superhero symbols
(5) Superhero Scenarios OHT
Spiderman I film (chapters 11/12)
Star Wars III – A New Hope film (chapters 46/47)
TEACHING IDEAS:
Lesson 1
Starter:
  • Students use card sort activity to match reading strategies(1) with definitions to engage with the key skills they will be developing during this scheme of work and in preparation for SATs style reading techniques.
Development:
  • Discuss what makes a good ‘Superhero’ story; students list as many different superheroes they can think of in 3 minutes then, as a class, define the key elements of this genre (identifying stereotypical characters, plot, settings…etc);
  • Use close reading skills to analyse the appearance of a superhero; give pairs of students an image of a superhero or a super-villain(2) and annotate, getting them to elicit what their costumes tells us about the character, looking at how they are represented through colour and overall physical appearance;
  • Share findings and discuss differences; students then either pick their favourite superhero/super-villain or choose one already discussed and write one paragraph explaining in detail what his/her costume represents to the reader.
Plenary:
  • Selection of students to read aloud paragraphs and generate discussion on ideas as appropriate.

Lesson 2
Starter:
  • Using visualising skills, in pairs, one student must describe an image(3) and partner must draw what is being described; explain that the better the description used, the more accurate the drawn image will be as a result.
Development:
  • Look at representation of symbols; students must analyse a range of superhero symbols(4); discuss how they represent power and strength;
  • Students should then individually decide what their ideal super-power would be and how their costume might look if they were a superhero; then in pairs or small groups, students must design an original superhero and a super-villain (who will eventually be the main characters in the superhero story that they will create in subsequent lessons) - students can either sketch their characters or use play-dough (use your own judgement on what would be most appropriate for the class you are teaching!) but can only use a maximum of three colours for each character; a symbol should be designed for each one too.
Plenary:
  • Students must annotate their images, explaining their choices and what they are supposed to symbolise.
Lesson 3
Starter:
  • Give students a range of scenarios(5); students must decide what they would do to resolve situation if they were a) themselves, b) Superman and c) Lex Luther
Development:
  • Elicit definition for the word empathy; discuss differences between heroes and villains in literature and film; watch two film clips, each showing the final moment that motivates one character to become a superhero and one character to become a super-villain (recommended suggestion: moment in Spiderman 1 where Peter Parker first uses his powers to make money and his uncle dies (ch. 9-12) and moment in Star Wars when Padme dies giving birth and Darth Vader is fully born (ch. 46/47); whilst the students are watching these clips, they should be looking for the answer to the question: ‘What is the key difference in these two characters that makes one live to fight ‘evil’ and the other to fight ‘good’?’; clips should generate group and then class discussion looking at personality and motivation of character.
Plenary:
  • Students should list key character traits for their own superheroes and super-villains and what motivates them;
  • If time, they could then perform an interview using role-play, with the interviewer asking questions regarding what makes their superhero so special – why will he/she win the day, what his/her weaknesses might be…etc.

Outcomes

Analysis of images related to the superhero
Group and whole class discussion regarding motivation of character
Plan beginning of a superhero story – key characters
Week 2
Key Learning Objectives
Speaking and Listening
Framework Objectives

4.1 Using different dramatic approaches to explore ideas, texts and issues

Reading

Framework Objectives: