Captain Ahab's Weird Wide World: Superheroes of the Sea

Learning intention:

I am learning to create a visual story based on a character so that I can develop my skills in telling stories through different mediums.

 

Success criteria:

• I can create and illustrate a fictitious character using a mixture of factual information and imaginative ideas.
• I can identify and understand the elements of a comic strip, including storytelling through pictures, dialogue and onomatopoeia.
• I can develop a visual story using the narrative elements of a comic strip.

 

Essential knowledge:

For inspiration on creating characters, watch The School Magazine’s English Textual Concept video Character.

 

After reading the article, ask students to recall the ‘superpowers’ of an octopus. These should include:

• They can move fast by propelling jets of water
• They can very quickly change the shape of their body
• They can change their colour instantly to camouflage themselves
• They can change the texture of their skin to blend in even more with their surroundings.

 

Discuss how these special abilities can be used to the benefit of an octopus, such as sneaking up on prey, hiding from predators and escaping when they need to. Further discuss this from a fictitious viewpoint, bringing the superhero elements into the discussion. This may include suggestions familiar to students, such as zooming to the rescue when they need to save an underwater city or hiding from the oceanic villain in the middle of a battle.

Inform students that they are to come up with their own octopus superhero and create a comic strip where their tentacled character can use their powers. To do this, students should:

• Brainstorm ideas for a superhero scenario
• Build a plan for a story around it
• Give their superhero a name
• Create a logo for their superhero
• Design a superhero outfit (cape, mask etc.).

You may wish to read and analyse the comic serials Roller Toaster and Miles From Home in this issue to help provide inspiration and structure in regards to telling a story visually by using illustrations, thought bubbles and speech bubbles.

Once students have planned their superhero story idea, they should each divide an A4 piece of paper into at least six boxes and create their comic strip. When completed, students may wish to share their comic strips with the class or swap with a partner to read.

 

Assessment as learning:

Upon completion of the task, use the success criteria to encourage children to self reflect on their own learning using a scale such as:

	I need to work on this.	I got it with the help of a knowledgeable buddy.	This was my strength today.
I can create and illustrate a fictitious character using a mixture of factual information and imaginative ideas.
I can identify and understand the elements of a comic strip, including storytelling through pictures, dialogue and onomatopoeia.
I can develop a visual story using the narrative elements of a comic strip.

 

For further assessment K-6 assessment strategies seek guidance from Assessment for, as and of learning on the NESA website.