What s my superpower

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


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


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.



H A

N D

O U

TM

y s

upe

rpow

erW

O R

K S

H E

E T

NA

ME:

____

____

____

____

____

____

____

____

____

____

___

CLA

SS:_

____

____

____

____

____

____

____

____

____

____

__

3 th

ing

s th

at

ma

ke m

e sp

ecia

l:

1 2 3

NA

ME:

____

____

____

____

____

____

____

____

____

____

___

CLA

SS:_

____

____

____

____

____

____

____

____

____

____

__

3 th

ing

s th

at

ma

ke m

e sp

ecia

l:

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.


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


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


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

PE

RP

OW

ER

© D

EE

P S

PA

CE

SP

AR

KLE

& T

HE

SP

AR

KLE

RS

CLU

B 10

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


What s my superpower

Documents

Transcript of What s my superpower