what s my superpower
TRANSCRIPT
What You’ll Need
Topics Covered Line, Shape & Pattern
Time Needed 2 Sessions at 40 Minutes
1
What’s my superpower
© DEEP SPACE SPARKLE & THE SPARKLERS CLUB 2
ABOUT THE BOOK Nalvana can find what’s special about all of her friends; superpowers like super
strength and super speed, but she can’t figure out what her own superpower is. She’s
feeling left out and a bit sad when her mother points out that her superpower has been
there all the time; she is great at making others feel special. This book can help students reflect
on their own strengths and uncover their very own unique superpower.
What makes you uniquely super? Maybe it’s speed or kindness -
or maybe you’re a super artist. This lesson is all about uncovering
and celebrating each student’s very own superpower. Based on
the book, What’s My Superpower, this lesson offers an
opportunity for self-expression and reflection, along with
touching on many basic art concepts, like line,
shape and pattern,
combined with a stylized
super self-portrait. This one is
sure to be a hit with your first
graders.
What You’ll Need: 12” x 18” white sulphite paper
Pencil
Oil pastels
Cake tempera
Medium round paintbrush
What’s my superpower
Drawing the portrait• This lesson offers two different options for the
drawing, either HORIZONTAL or VERTICAL. The
horizontal version is outlined on this
page, vertical is on the
following page.
• After reading the book
What’s My Superpower
aloud, you can start
brainstorming potential
superpowers with students.
• It can be helpful to start a list for students to give
them something to start with.
• For either version, have students begin by filling in
the My Superpower worksheet on page six.
• Start with a 12” x 18” piece of white sulphite
paper turned HORIZONTAL.
• Fold the paper in half horizontally to make two
halves. Open the paper back up.
• Follow the drawing guide on page seven to draw
the SELF-PORTRAIT with an oil pastel.
• On the right side of the page, add the flowing cape.
• In the empty space above, write your superpower.
Draw a line around it, whether BUMPY, ZIG-ZAG or
CURVY. Add radiating lines from the superpower.
• Use colored oil pastels to add LINES and SHAPES to create PATTERNS in the background.
Handouts on page 6 & 7
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Vertical option• For the vertical option, turn the paper
vertically, then fold in half vertically.
• Open the paper back up. The
fold line will divide the
space for the head from
the space for the body.
• Use a black oil pastel to follow the steps on the drawing guide on
page eight.
• Start by drawing the face in the top half of
the paper. The chin should touch the fold at
the bottom.
• Below the fold line, add the arms and a
large shape on the chest to house your
superpower. Write the word in the center.
• Add radiating lines from one side of the
paper. If you run into the self-portrait, pick up
your oil pastel and continue again on the
other side.
• Use colored oil pastels
to add accent lines
within the self-portrait
and the background.
• If you are short on
time, you can avoid
the patterns in the
background to
simplify a bit.
Handout on page 8
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Painting the superhero• For the final step, use puck tempera paint to paint
the superhero and background.
• Pan watercolor would work well, too.
• Ask students if they were a superhero, what colors
their superhero suits would be.
• Do the colors have anything to do with your own
superpower? Having a plan in place before painting
can be helpful.
• For the background, choose colors that
CONTRAST, or stand out, against the colors in the
superhero suit.
• This is helpful so the superhero is the star of the show.
• Don’t be afraid to paint directly over the oil pastel
lines. The oil in the oil pastels will repel the water in
the paint. This is called a RESIST.
• The painting steps are the same for both
versions.
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© DEEP SPACE SPARKLE & THE SPARKLERS CLUB 6
H A
N D
O U
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upe
rpow
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O R
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H E
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NA
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3 th
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1 2 3
NA
ME:
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3 th
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s th
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1 2 3
On one side of a pre-folded paper, draw a straight line. Add a curved, “W” line below to form the goggles. Add inside details.
Add a “U” shaped face that extends down from the goggles. Draw a nose and mouth.
Draw the center knot of the cape, then an angled tail from each end of the knot.
© DEEP SPACE SPARKLE & THE SPARKLERS CLUB 7
D R A W I N G G U I D E
2
Add shoulders that slope downward and a flowing cape to on the right side of the paper.
Draw hair on top of the head. Write your superpower large in the open space. Add a zig zag or curvy line around it. Draw angled lines from the shape out to the edge of the paper.
1
My superpower
43
65
On the top of a pre-folded
paper, draw a straight line.
Add a curved “W” line
below to form the goggles.
Add inside details.
From the goggles, draw a
long “U” shape for the face
that goes almost to the fold.
Add a nose and mouth inside.
Draw an ear on each side of
the goggles. Add hair on top
of the head.
Draw a curved cape knot
below the chin. Add angled
tails. Draw long, sloped lines
for the shoulders and
diagonal lines for the cape.
Add angled arms and
straight lines for the waist.
Draw simple, bumpy lines
for the balled up hands on
each arm.
1
© DEEP SPACE SPARKLE & THE SPARKLERS CLUB 8
Draw a large geometric shape
on the chest. Write your
superpower inside. Draw
radiating, diagonal lines in the
background.
2 3
4 5 6
D R A W I N G G U I D EMy superpower
© DEEP SPACE SPARKLE & THE SPARKLERS CLUB 9
National Core Arts Standards - 1st GradeW H A T ’ S M Y S U P E R P O W E R
C R E AT I N G
Common Core StandardsCCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters,
setting, or events.
As you read What’s my Superpower with the students, you can
have students describe the characters in the story based on the
illustrations. Ask them to refer specifically to the images when describing the characters or any
other information they gain from looking at the illustrations.
CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about,
state an opinion, supply a reason for the opinion, and provide some sense of closure.
Students address this standard when completing the artist statement worksheet (located in
Teacher Aids). They are writing their opinion about the artwork they made based on how it was
created and how they were inspired.
CCSS.Math.Content.1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the
words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.
When you fold the paper in half before drawing, be sure to continually refer to the top and
bottom half or left and right half as students draw to help cement the concept for them.
VA:Cr1.1.1a - Generate and conceptualize artistic ideas and work - Engage collaboratively in exploration and imaginative play with materials.
VA:Cr2.1.1a - Organize and develop artistic ideas and work - Explore uses of materials and tools to create works of art or design.
VA:Cr3.1.1a - Refine and complete artistic work - Use art vocabulary to describe choices while creating art.
I Ca
n Statem
entsW
HA
T’S
MY
SU
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OW
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© D
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PA
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Today I will learn about LIN
E so that
I CAN
use a variety of lines, like BUM
PY,
ZIG-ZA
G and CU
RVY LINES to draw
my
superhero.
Today I will learn about PATTERN
so that I CAN
use repeating
LINES and SH
APES to create patterns in m
y background.
Today I will learn about PA
INTIN
G TECH
NIQ
UES so that I CA
N
create a RESIST by painting puck tempera over oil pastels.
Criteria
Craftsmanship
Effort
Great! Good Needs Work
Did you follow all the steps?
Did you use the art supplies correctly?
Did you do your best?
How do you feel about your project?
TEACHER ASSESSMENT
© DEEP SPACE SPARKLE & THE SPARKLERS CLUB
© DEEP SPACE SPARKLE & THE SPARKLERS CLUB
STUDENT ASSESSMENT K-1K-1
K-1K-1
Did the student use a variety of lines to draw their superhero?
Did the student create patterns by using repeating lines and shapes?
Did the student create a resist by painting with puck tempera over oil pastels?
Student Name:__________________ Class:__________ Project: What’s My Superpower
Student Name:__________________ Class:__________ Project: What’s My Superpower
Resist
Self-portrait
W H A T ’ S M Y S U P E R P O W E R V O C A B U L A R Y
© DEEP SPACE SPARKLE & THE SPARKLERS CLUB 12