For students’ first read, have them follow along as they listen to the audio read-aloud, located in the Resources tab in Teacher View and at the top of the story page in Student View.
Have students silently reread the article to themselves.
Poll the class and tally the results on the board:
“Should we look up to superheroes?”
“No matter what you personally think about superheroes, who do you think makes the better argument: Finlee or Declan?”
Now trace and evaluate the arguments in each essay:
1. Read the directions in the Scavenger Hunt box on page 29 or at the bottom of the digital story page. If you need to review the bolded academic vocabulary in the box, here are definitions and examples:
central claim: the big idea that the author supports in their argument; their position, belief, or viewpoint
Example: School should start later.
reasons: the grounds on which a central claim is based; the individual reasons that support or prove the central claim
Example: Middle school-aged kids need more sleep.
supporting evidence: facts, statistics, and examples that show why a reason should be believed; evidence and reasons support and “hold up” a claim
Example: A study by the Sleep Institute found that 47 percent of kids aren’t getting enough sleep.
counterclaim: an acknowledgment of a concern or disagreement from those with opposing viewpoints
Example: Some may argue that starting school later won’t help kids get more sleep, that they’ll just go to bed later.
rebuttal: an author’s direct response to an opposing viewpoint or claim (the “comeback” to a counterclaim)
Example: Some may argue that starting school later won’t help kids get more sleep, that they’ll just go to bed later. ←[counterclaim] While that may be true in some cases, a 2018 study that looked at two schools in Seattle found that students’ sleep increased an average of 34 minutes each night after start times were moved nearly an hour later. ←[rebuttal]
For more argument terms support, see our Argument Terms Glossary, found in the Resource Library at Scope Online.
2. Project Finlee’s essay and do a think-aloud that models each step in the Scavenger Hunt. Students can mark along in their magazines with you, or fill in the Scavenger Hunt graphic organizer found at Scope Online. This activity is offered on two levels; the lower-level version has students identify central claims, reasons, and supporting evidence only.
Identify Finlee’s central claim. (What does Finlee think?)
First, ask students: “Based on her essay, how would Finlee respond to the question in the introduction: Should we truly look up to superheroes? (Finlee would say, “Yes, we should look up to superheroes.”)
Think aloud: “I’m going to circle lines that express this big idea: ‘Superheroes can be ideal role models.’”
Underline Finlee’s reasons. (Why does she think that?)
Think aloud: “I just circled Finlee’s central claim—that is, what Finlee thinks. Now I’m going to underline her reasons—or why she thinks what she thinks. I’m going to underline ‘They display courage, teamwork, and resilience, and they remind us to stand up for what is right, even when it’s hard’ and ‘Superheroes inspire us to be better.’ Then I’m going to underline ‘Whether it’s grief, anxiety, or fear we face, superheroes remind us that we can get through it.’ Finally, I’m going to underline ‘Superheroes inspire us to be brave, help others, and stand up for what’s right.’”
Put check marks on two pieces of supporting evidence. (How does she know?)
Think aloud: “Can I find information Finlee provides to back up her reasons?” Then draw students’ attention to the following three pieces of evidence: (1) “. . . Erik Killmonger wants to use the kingdom’s technology for war, T’Challa doesn’t think it’s right. He fights for his beliefs and doesn't back down.” (2) “But he [Spider-Man] struggles too, and he makes mistakes—just like we all do. In the end though, he always continues to try to do good.” (3) “Watching superheroes rise above their challenges, experts say, helps us believe we can do the same.”
Star the counterclaim. (What does the other side say?)
Think aloud: “Where does Finlee acknowledge a concern or concerns from the opposing viewpoint? I’m going to star ‘I’m not saying superheroes are perfect. They can be violent and reckless.’”
Put a double star next to her rebuttal. (What is her response to the other side?)
Think aloud: “Does Finlee have a comeback for the viewpoint that superheroes can be poor role models? Yes. She says, ‘But these are fictional stories; we know violence is not the answer in the real world! Plus, imperfections are what make superheroes relatable.’”
3. Have students work in pairs to complete the Scavenger Hunt for Declan’s essay, optionally using the Scavenger Hunt graphic organizer available at Scope Online. Then share out responses as a class. Sample responses:
Central claim: “Superheroes are too flawed to be role models.” Students may also say: “Superheroes’ actions often send harmful messages” or "Superheroes are entertaining, but we shouldn’t look to them for guidance.”
Reasons: “For one thing, many rely on violence. And their reckless behavior often hurts innocent people”; “They send a troubling message: It’s OK to ignore rules if you think you’re doing the right thing”; “Plus, many superheroes display physical and moral standards that are not possible to live up to . . . This can make young viewers like me feel bad about ourselves.”
Supporting evidence: “. . . but when the two [Dr. Strange and Wanda Maximoff] face off, they leave a path of destruction behind them”; “But what about vigilante heroes like Batman, who consistently break the law in their pursuit of justice?”; “Thor and Wonder Woman, for example, are often portrayed as nearly flawless. They are both impossibly fit and rarely do wrong.”
Counterclaims: “We often praise superheroes for being able to right any wrong. And that’s not a bad thing.”
Rebuttals: “But what about vigilante heroes like Batman, who consistently break the law in their pursuit of justice? They send a troubling message: It’s OK to ignore the rules if you think you’re doing the right thing.”
Discuss: Which evidence do you find most convincing in each essay? Least convincing? What do Finlee and Declan agree about? Are there any important reasons you think they left out of their arguments? Answers will vary.
