the amazing spider-man #1 reading and understanding

Tasks

• Discuss the text• Discuss the goals• Read pt.1 of the text as a class and

discuss as a group• Complete class activity• Continue Pt. 2 next class

Reading and Understanding

Using Amazing Fantasy Comic “Spider-Man #01”

Learning Goals• B1: read, both collaboratively and independently, to comprehend a variety of literary texts,

including– literature reflecting a variety of times, places, and perspectives– literature reflecting a variety of prose forms– poetry in a variety of narrative and lyric forms– significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)– traditional forms from Aboriginal and other cultures– student-generated material

• B6: during reading and viewing, select, adapt, and apply a range of strategies to construct, monitor, and confirm meaning, including

– comparing and refining predictions, questions, images, and connections– making inferences and drawing conclusions– summarizing and paraphrasing– using text features– determining the meaning of unknown words and phrases– clarifying meaning

What do these mean?

Expectations

• Quietly read along or follow the class reading

• Record thoughts and information on the handout

• Be prepared to participate• When reading be sure to say the name of

the character you are reading for• Do not use your cell phones or laptops

until instructed to do so.

Cultural References• It is very common that writing is specifically

altered to fit the time and place in which it was/is written.

• This writing is from the early 1960’s of North America

• The comic is written to satisfy the science fiction fantasies of high school teenagers.

• The dialogue of characters is done in a New York/New Jersey accent—Some words are said in “short forms”

“Special Vocabulary”

• “Hey Gang!”• Kiddin’• Foolin’• “Midtown High”• Bookworm• Egghead• Laughing Stock

• Authors will try to make their writing more interesting to a target audience by using language and colloquialism that the audience can relate to.

Vocabulary• Confidentially• Gathered• Wallflower*• Nephew**• Wrestle__________________• Fortune• Unwittingly• Cruel• Regards• Taunt____________________• Fascinating• Demonstration• Laboratory

• Descending• Accidentally• Nearest__________________• Ebbs*• Unnerved• Fugitive• Charged• Miraculous________________• Effortlessly• Agility• Gigantic• Sensational• Gimmick*

Characters• Narrator**• Uncle Ben*• Aunt May*• Flash Thompson• Peter Parker*• Burglar• Police Officer• High School Students• Sally• Scientists

When Reading…

• EVERYONE should be writing down any literary devices they notice while reading along with the comic.

• These will be necessary to the group work we do next.

• YES! Even comics use literary devices

Check for Understanding

• What point of view is the story read in?• Why do you think have the authors chosen

to write in this POV?• Where did Spider-Man get his name?• Did Peter Parker fight any crime as of

now?• Where does the webbing come from?

Summary

• Peter Parker is a regular teenage boy• He is bullied a lot• He attends a science experiment • Peter Parker gains powers• Peter Parker creates a costume• Peter Parker begins to call himself Spider-

Man and get famous

Group Activity• Follow the instructions on the hand outs in the

groups I have chosen. • Group 1 will…• Group 2 will…• Group 3 will…• Group 4 will…• Group 5 will…• After the group activity we will discuss from

group to group, the things we did and ask questions about things we are unsure about.

Thank you for your participation!!

Have a great day!

Reading and Viewing Part 2

Using Amazing Fantasy Comic “Spider-Man #01”

Learning Goals• B8: explain and support personal responses to texts, by– making comparisons to other ideas and concepts– relating reactions and emotions to understanding of the text– explaining opinions using reasons and

• B12: recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning, including

– form and genre– functions of text– literary elements– literary devices– use of language– non-fiction elements– visual/artistic devices

Scaffolding

• The technique of using the knowledge you already have to expand your knowledge of new things.

• Recap last class…• Now we will be taking a closer look at the

writing style of the Authors, Stan Lee and S. Ditko

“Special Vocabulary”

• "Show’em”• Kiddin’• Foolin’• “Midtown High”• Bookworm• Egghead• Laughing Stock• “Oughta run you in!”

• Special vocabulary words are ways that writers have made the material more relatable to the target audience

Vocabulary• Spectacular• Goon• Roster• Realm• Awe-Stricken______________• Fortune• Unwittingly• Cruel• Regards• Taunt____________________• Fascinating• Demonstration• Laboratory

• Descending• Accidentally• Nearest__________________• Ebbs*• Unnerved• Fugitive• Charged• Miraculous________________• Effortlessly• Agility• Gigantic• Sensational• Gimmick*

Check for Understanding

• Is Spider-Man good or bad in this comic?• What word could you use to describe your

feelings of him? Write it on a piece of paper and keep it a secret to yourself.

• Next, raise your paper with the word above your head, if you have the same word as someone else you will both need to change it to another unused word.

Reflect

• Split into fantastic groups of 4 and discuss the literary devices you noticed in the reading.

• If you have not written any, refer back to the comic and reread it with your group members

• Be sure to provide the page and brick number that you noticed the device in.

Summary

• Peter Parker begins to call himself Spider-Man and get famous

• Spider-Man could have stopped a small-time burglar but ignored the issue

• Uncle Ben is shot and killed• Peter Parker finds the burglar and realizes

he could have prevented the death of Uncle Ben

Reflect-

• Write a short paragraph (5 or more sentences) about an experience you had in which the lack of attention for a short time, DRASTICALLY affected your life from that point on.

Web of Alternatives

• With a group of three, choose one of your group member’s experiences and create a web of alternatives that could have happened if other choices were made.

A Web of Alternatives

Peter Parker witnessed a burglary

Peter Parker Catches him Shuts his eyes Lets him get away

Uncle Ben Lives

Spider-Man becomes famous

Uncle Ben Dies

Spider-Man doesn’t know who killed Uncle Ben

Spider-Man’s Web of Alternatives

Witnessing a crimeStopping the crime

Letting the burglar escape

Shutting his eyes

Burglar Commits Crimes

Uncle Ben Dies

Uncle Ben LivesUncle Ben Dies

Burglar commits crimes

Burglar cannot commit crimes

Character Development

• How does the author show the reader that the life of Peter Parker has changed?

• Discuss the changes between the way the author narrates the life of Peter Parker in Part 1 and Part 2.

• What might the author be trying to emphasize to the audience?

Have a great day True-Believers!

Thanks for your participation