ESL and English Students can display their ability to read and understand various types of literature, published as well are the texts and handouts, see next uploads. This is an in class activity through the use of the real #1 issue of Spider-Man

1. 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

2. Reading and Understanding
Using Amazing Fantasy Comic
“Spider-Man #01”

3. 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?

4. 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.

5. 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”

6. “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.

7. 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*

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

9. 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

17. 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?

18. 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

19. 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.

20. Thank you for your
participation!!
Have a great day!

21. Reading and Viewing Part 2
Using Amazing Fantasy Comic
“Spider-Man #01”

22. 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

23. 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

24. “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

25. 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*

31. 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.

32. 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.

33. 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

34. 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.

35. 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.

36. 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

37. Spider-Man’s Web of Alternatives
Witnessing a crime
Stopping the crime
Letting the burglar escape
Shutting
his eyes
Burglar Commits
Crimes
Uncle Ben Dies
Uncle Ben Lives
Uncle Ben Dies
Burglar commits crimes
Burglar cannot commit crimes

38. 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?

39. Have a great day True-
Believers!
Thanks for your participation 