Lesson 1: Introduction

Learning Objective:
To understand how to identify key elements of a genre and use narration to
introduce a character.
Skill Focus:
To create an original ‘Superhero’ as part of a group using the key elements taught.
To use narration to introduce a character to an audience.

Homework Superhero's – L1:

Task: Watch the video using the link: https://www.youtube.com/watch?v=DSGf6is3U2w

You must make half a page of notes explaining:

You should find out:
• What makes a superhero?
• What elements are used to create superheroes?
• What does Stan Lee say specifically about the audience?
• Draw/print an image of your favorite superhero!

Challenge: Add any extra information that interests you from the video.

Literacy:
Genre
Narration
Creation
 Lesson 1: Superheroes Introduction
Starter:
Look at the symbols.
What are they?
What impressions to you get from them?
 Intro:
Watch this trailer…
Discuss:
• What you expect heroes to be like?
• What language was used in the trailer?
• What was the tone?

Discuss typical characters,

plots and situations that
are common of
superheroes.
 Did someone
say Banana
Man?!
• Watch the opening clip
of ‘Banana Man’
• (An ordinary boy ‘Eric’
is turned into
Bananaman when he
eats a banana.
• https://www.youtube.co
m/watch?v=GO7GlkMO
kFA
 Narration:
• If you could choose, which superhero
would you be?
Here is some information about my superhero character

Here is a clue to who I would be:

https://www.youtube.com/watch?v=WAf4DFiesUk

How did he/she get to have Superpowers?

Was he/she born with them or was it an accident?
Who is his/her alter ego?
How do they turn into the Superhero?
 Main: Your Turn
Design a character:
• Get into groups of 5. Together you will
need to create a set of characters for a
superhero TV series or film.
You need to decide the following:
• - Who is The superhero
• - Who is The alter ego
• - Who is The sidekick
• - Who is The arch nemesis
• - Who is The love interest
• Everyone must have a part!
 Extension:
• You could produce a colourful, detailed drawing
of their chosen character for display. It should
include:
• - Name – e.g. Biscuit man, Burger Girl, Ice
woman.
• - Any costume features
• - Any symbols of power
• - Superpowers/abilities
• - Any key characteristics
• - Personal items
• - How they turn into their hero
 Plenary:
• Presentation
• Pupils to present what they have
come up with and who’s who in their
groups.
 Lesson 2: Hero Duties
Learning Objective:
To create effective still images within time limits.
Skill Focus:
To create a montage (linking short scenes together).
To use narration to link scenes.

Homework:
Task: Draw the Montages you created in class. You should draw six boxes
in your book and draw the images first. Then underneath or around the
images write the narration used.

Challenge: Add colour and speech bubbles to develop your pictures.

Literacy:
Still image
Montage
Narration
 Lesson 2: Hero Duties

Starter:
Get into the groups you were in last week.
You need to produce a still image that shows your characters,
and the rest of the class need to guess who’s who form their
body language and facial expression.

Challenge: Why could/couldn’t you guess?

 Warm-up:

Still Images:
• You are in you groups of 5/6.
• I will now read out several scenarios. For each, you must
produce a still image in thirty seconds, using all of the
group members.

The Superhero is:

• - Saving a cat from a tree.
• - Putting out a dangerous fire.
• - Saving a small child who has fallen from a great height.
• - Stopping a runaway train.
• - Lifting a very heavy car in the air, to free a trapped
person.
 Task:
Task: Write how you would use the
following, to create a series of montages:
The Superhero is:
• - Saving a cat from a tree.
• - Putting out a dangerous fire.
• - Saving a small child who has fallen from a
great height.
• - Stopping a runaway train.
• - Lifting a very heavy car in the air, to free a
trapped person.
 Main: Montage
• 1.In groups, each show your superhero helping others in
various situations as a series of short scenes E.g. Helping a
granny rescue her cat from a tree, catching a young child who
falls from a high building, putting out a dangerous fire.

• 2. Do the same montages, but this time link together with clear
narration (select one narrator per montage)

• Others are actors in the scene using mime and/or dialogue.

Pupils to perform their final pieces to the class.

 Plenary:
• Evaluate the structure of the
performances – montage / narration.
• Who used the most effective
narration and why?
• How were the scenes linked
together?
 Lesson 3: Alter Ego’s
Learning Objective:
To learn and understand the term ‘alter ego’.
Skill Focus:
To use thought –tracking to reveal the feelings of others towards a character.

Superhero's – L3:
Task: Write a paragraph based on each question on your alter ego. Answer
the following questions:
What is their name?
What kind of personality do they have?
What do they look like?
Write your alter egos back story – like spiderman, where does yours come
from? X1 paragraph

Challenge:

Literacy:
Alter ego
Thought tracking
Evaluation
 Starter:
With the person next to you, come up with a
definition for both of these key words:

Alter-e
u g h t - go
T h o
k in g
trac Marking the moment

Your definitions must be in

full sentences and in
Standard English!
 Lesson 3: Alter Ego’s

Starter:
Walk around the room. Think a out who your Alter Ego is!
Try to get across the point that the alter ego is the ‘geek’ whereas
the Superhero is of course brave, strong, handsome and charming.

As your Alter Ego:

Chop down a tree
Run a marathon
Clean a house
Do your weekly shopping
Make dinner
Ride a bike
Go ice skating
 Lesson 4: Contrasts

Starter:
Walk around the room and gradually adopt an exaggerated
characteristics of first a Superhero and then a Villain.

The two lines below can be used to help with choosing a

suitable voice for each character.

- I’m going to save the world.

- I’m going to destroy the world.
 Alter ego:

• You have created a Superhero in you groups. You

should now consider the Superhero’s alter ego
(his/her true identity). This person should be
different to the Superhero and is usually ‘troubled’ in
some way e.g. Clark Kent is a clumsy Newspaper
Reporter, Spiderman is a teenage high school
student who is very weedy and bullied by others.
Task:
• Devise a scene showing the alter ego in his/her
school days. How do others view him/her? Freeze
the scene and THOUGHT-TRACK each of the
characters showing their attitudes towards the alter
ego.
 Extension:
• Next devise a contrasting scene showing
the character as a now grown up
Superhero.
• The others are unaware of his alter-ego.
Again THOUGHT –TRACK their feelings
towards the Superhero. They are likely to
be different but some may not change.

Challenge: Does anyone know of his secret

identity?
 Plenary: Copy from the board
• A contrast between the two scenes
• Effective use of thought tracking - A
difference in opinions towards the
alter ego/superhero even though
they are the same person.
• The way I used thought tracking
today was by It was effective
because
 Lesson 5: Assessment Rehearsal
Learning Objective:
To show two characters and their contrasting reactions to events in their lives.
Skill Focus:
To use a ‘Split Scene’ and ‘Cross Cutting’ effectively within performance.
To use ‘Marking the Moment’ within performance.

Homework:
Task: Extended Writing: You should write three PEEL paragraphs
explaining ho you used split stage and marking the moment within your
piece.
P1 – Split stage and its effects
P2 – Cross cutting and its effects
P3 – Marking the moment and its effect
Success Criteria:
COULD: Use language devices, such as similes and hyperbole.
SHOULD: Use ambitious vocabulary.
MUST: Use punctuation and capital letters correctly. Check your spelling is
correct.
Literacy:
Split scene
Cross cutting
Marking the
moment
 Lesson 5:Assessment

Starter:
Watch the batman ‘fight’ and point out the use of the captions e.g.
‘pow’ kerpow’ etc.
https://www.youtube.com/watch?v=Ds_eI8J50Dw

Assessment Task:
Your task: In your groups you are going to devise
a superhero movie trailer.
 Steps to Success
• Step 1 – Decided who is going to be the narrator with a dramatic voice
over.

• Step 2 – Using a freeze frame create an image that represents each of the
characters you have created.

• Step 3 – Create a scene with the alter ego at school. Characters using
thought tracking to speak how they feel about the alter ego.

• Step 4 – Contrasting moment: a scene where we see the villain causing

problems and the super hero saves the day.

• Step 5 – Using split stage and cross cutting show the difference in the
super Hero's life. For example: one side of the stage is the alter ego and
his life at home. Other side of the stage has the super hero and a day in
his life.

• Step 6 – The ending –does everyone find out who the alter ego is? You
decide!
 D-/D C-/C+ B-/B+ (and
beyond)…
Performing
Communicating Be able to take a role Be able to use voice Be able to use voice
character in seriously and stay in and body to create an and body creatively to
performance. character. effective character. communicate a range
of engaging
characters.

Demonstrating Be able to position Be able to make Be able to make

awareness of the yourself in the space choices about your informed choices
audience. so that you hold the positioning to ensure about staging to
audience’s attention. your work is visually sustain audience
interesting for an interest throughout.
audience.

Demonstrating skills in Be able to Be able to Be able to

using a range of styles, demonstrate simple demonstrate a range demonstrate a wide
genres and forms in performance skills and of performance skills range of performance
performance. techniques with some and dramatic skills and dramatic
control. techniques with techniques with
control. control and precision.
 Plenary:
• Perform and Evaluate:
• Effective staging of the ‘Split Scene’
• Appropriate use of ‘Cross Cutting’
• Effective using of ‘Marking the
Moment’
 Lesson 4: Contrasts
Learning Objective:
To show two characters and their contrasting reactions to events in their lives.
Skill Focus:
To use a ‘Split Scene’ and ‘Cross Cutting’ effectively within performance.
To use ‘Marking the Moment’ within performance.

Homework:
Task: Extended Writing: You should write three PEEL paragraphs
explaining ho you used split stage and marking the moment within your
piece.
P1 – Split stage and its effects
P2 – Cross cutting and its effects
P3 – Marking the moment and its effect
Success Criteria:
COULD: Use language devices, such as similes and hyperbole.
SHOULD: Use ambitious vocabulary.
MUST: Use punctuation and capital letters correctly. Check your spelling is
correct.
Literacy:
Split scene
Cross cutting
Marking the
moment
 Warm-up: Biscuit Man Script:

• In pairs, you must use the script

between ‘Biscuit Man’ and his
archnemesis ‘Cookie Monster’ and
act it out in exaggerated fashion.
The Villain must do the evil laugh at
the end.
 Script: Biscuit mas
• Cookie Monster : So Biscuit Man we
meet again!
• Superhero: Yes, Cookie Monster I have
found you at last.
• Cookie Monster: Prepare to be turned
into crumbs Biscuit Man!
• Superhero: I shall melt your chocolate
chips with my radioactive rolling pin.
• Cookie Monster: Not if I have anything
to do with it – Mooohahaha!
 Discussion:

• What makes one

person want to fight
evil whilst another
wants to fight good?
 Life-Changing Event:

• Using a SPLIT SCENE, show a particular event

that changes the life of your Superhero and
makes him/her vow to help others
• In the other scene, show a particular event
that makes your Villain turn to evil.

• E.g. Batman's parents are murdered so he

vows to fight crime in Gotham City. A Villain
on the other hand would react by getting
revenge on the world.
 Advise
• Using CROSS-CUTTING, switch
between the scenes at appropriate
points.
• For each, MARK THE MOMENT at the
point in which they turn good/evil.
 Lesson 5:Assessment

Starter:
Watch the batman ‘fight’ and point out the use of the captions e.g.
‘pow’ kerpow’ etc.
https://www.youtube.com/watch?v=Ds_eI8J50Dw
 Lesson: Assessment
Learning Objective:
To develop an original performance as a group based on the ‘Superhero’ genre.
Skill Focus:
To use placards within a performance.

Literacy:
Devising
Placards
Assessment
 Flashback
Rules: • Create the opening flashback
• You must include a fight scene, scene for your Superhero series.
using placards.
• No physical contact but a series of • Use a Narrator as the voiceover,
images or slow motion. T explaining what happened last
• You should choreograph this to the episode and linking each short
scene together.
Batman music.
• You must leave the performance on
• Challenge: You can make up their
a CLIFFHANGER.
own script.
• E.g superhero is dangling over a
cliff, a raging inferno, about to be
run over by a train, walls are
caving in....
 Example: Script
• Cookie Monster : So Biscuit Man we
meet again!
• Superhero: Yes, Cookie Monster I have
found you at last.
• Cookie Monster: Prepare to be turned
into crumbs Biscuit Man!
• Superhero: I shall melt your chocolate
chips with my radioactive rolling pin.
• Cookie Monster: Not if I have anything
todo with it – Mooohahaha!
 Plenary:
• Perform and Evaluate:
• Well structured performances, clear
beginning, middle and end
• Effective use of a narrator
• An effective fight scene with good
use of placards.
• Exaggerated performances – they
are comic book characters