Character, Identity, Belonging

Overview

In this third lesson of Spider-Verse: Stories on Screen, students examine how Miles and other Spider-characters are represented through dialogue, action, relationships, costume, and transformation. Building on previous work identifying film techniques, students practise making a claim, choosing a precise moment as evidence, and explaining its effect on ideas about identity and belonging.

Learning intentions

Students will:

• identify ways screen characters communicate identity and belonging
• make a clear claim about a character’s representation
• select a specific moment as evidence
• explain how a film choice affects the audience
• connect character experiences respectfully to ideas about identity and belonging

Success criteria

• I can make a claim about how a Spider-character is represented.
• I can refer to a specific moment, detail, or film choice as evidence.
• I can explain what the evidence suggests and how it affects the audience.
• I can listen respectfully when others discuss identity and belonging.

Curriculum links

• Visual and digital texts — developing detailed planning to enhance the coherence and depth of visual texts.
• Discursive texts — refining plans and outlines to develop coherent, detailed responses.
• Audience and purpose — selecting and adapting planning strategies to improve clarity and coherence.
• Creative texts — explaining how language, structural, and stylistic features shape meaning and audience engagement.

Lesson structure (50 minutes)

1. 0–5 min · Hook and connection. Teacher opens with the provocative hook slide showing a split-screen idea: Miles in school clothing beside Miles in Spider-Man costume, and asks, “Can one person belong to more than one world?” Students complete a quick think-pair-share, then offer an interpretation or question. Remind students that personal sharing is optional; they may discuss the characters instead.

2. 5–12 min · Model claim, evidence, effect. Teacher uses the claim-evidence-effect model to model: “Miles is represented as someone negotiating different expectations. His movement between school and Spider-Man spaces shows this contrast, making the audience understand his pressure.” Explicitly identify the three parts: claim, precise evidence, and effect on meaning or audience. Students annotate the model and improve a weak explanation such as “Miles feels different” by adding a moment and an effect.

3. 12–24 min · Scene investigation. Teacher plays two or three short, pre-selected scenes from Spider-Man: Into the Spider-Verse or the class text, using the scene focus prompts to pause and ask: What does the character say or do? What do costume, colour, movement, framing, or relationships communicate? Students record brief notes on the character evidence grid, choosing one character or comparing Miles with another Spider-character. Do not require students to disclose personal experiences.

4. 24–36 min · Collaborative character profiles. Teacher places students in mixed-readiness groups of four and displays the group profile instructions. Each group assigns roles: facilitator, evidence finder, recorder, and reporter. Students create a shared profile for Miles or another Spider-character, covering identity, relationships, pressures, strengths, and belonging. They must select two moments and turn one into a claim-evidence-effect statement. Provide the discussion frames: “The character is represented as…”, “This is shown when…”, and “This may make the audience…”

5. 36–45 min · Share and refine. Teacher displays the discussion and feedback prompts. Groups share one statement; listeners identify the claim, evidence, and effect, then offer one strengthening suggestion: “Your evidence is specific because…” or “You could explain the audience effect by…” Students revise their own statement on the worksheet. Invite connections to whānau, place, culture, language, friendship, or community only where students choose to make them; frame belonging as complex and varied rather than a single experience.

6. 45–50 min · Exit reflection. Teacher returns to the plenary question and asks students to complete the final section of the individual exit reflection: “One screen choice that communicates identity or belonging is… It suggests… because…” Students hand in the worksheet or submit a photograph of it before leaving.

Resources

• the complete Spider-Verse analysis slide deck
• the character evidence and reflection worksheet
• Pre-selected, age-appropriate film scenes and playback equipment
• Projector, speakers, and reliable offline copies of clips
• Whiteboard and markers
• Mixed-readiness group seating
• Optional headphones or a quiet viewing space for students who need reduced sensory input

Assessment

• Listen for students distinguishing a claim from evidence during modelling and group discussion.
• Check worksheets for specific scene references and explanations of how choices shape audience response.
• Use the exit reflection to identify students ready to develop a full analytical paragraph and those needing further support with evidence or explanation.

Differentiation

• Provide a visual claim-evidence-effect scaffold, word bank, and sentence frames; accept labelled notes, speech-to-text, or oral rehearsal before writing.
• Pre-select accessible scenes and pause frequently. Offer transcripts or key dialogue for students who benefit from reading while viewing.
• Pair students strategically and assign meaningful roles; allow students to analyse a character rather than make a personal identity connection.
• Extend confident students by comparing two Spider-characters and explaining how contrasting costume, relationships, or transformation creates different ideas about belonging.
• For EAL learners, preview terms such as identity, belonging, representation, evidence, transformation, pressure, and audience effect using examples from the scenes. Check understanding through drawing, gesture, and oral explanation as well as writing.