Zapato Power

Lesson 20 - Writing


Write a story describing how you use a superpower by writing a narrative that includes details that describe actions, thoughts, and feelings. 

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Writing Focus Areas


Narrative Writing Focus Areas

  • Brainstorm and include events relevant to the focus. 
  • Develop a focused narrative with a beginning, middle, and end. 
  • Zoom in on one moment by including details to describe a character’s actions, thoughts, and feelings.

Language Focus Areas

  • Use adverbs to describe. 
  • Use different types of sentences, including declarative, interrogative, imperative, and exclamatory. (review)

Target Task


Writing Prompt

Imagine that you wake up one morning with a new superpower. You only have the superpower for a day. Write a story describing how you use your superpower. 

Make sure your story includes the following things: 

  • A description of your superpower. 
  • A problem you solve using your superpower. 
  • What you learn from using your superpower. 

Lesson Guidance

Day One

TEACHING POINT: Good writers brainstorm and plan their stories before they write. Talking about an idea helps a writer grow his or her idea. 


  • Review the task with students. Have students retell and explain what they are being asked to do. 
  • Give students 5 minutes to think in their heads of a potential superpower and a potential problem to solve using the superpower. Students shouldn’t be writing at this point. After students have had a chance to think, have students turn and share with a partner. Then have partners share with the entire class. Jot down student ideas. 
  • Have students fill in a brainstorming graphic organizer. Students do not need to write using complete sentences, rather they should just be jotting down ideas . 
  • If time, have students begin writing their stories. 
  • Potential graphic organizer: 
Beginning: What superpower do you have? How can you use the superpower? What problem do you need to solve with the superpower? 
Middle: How do  you use your superpower to solve a problem? 
End: What lesson do you learn from using your superpower? How do things end?

Day Two

TEACHING POINT: Writers use details to describe a character’s actions, thoughts and feelings. Writers tell what a character does, thinks, feels, and says. 


Analyze an Exemplar/Non-Exemplar: 

  • Display the following two sections of text. 
  • I use my superpower to save the lost cat. I find the cat and bring the cat home. 
  • All of a sudden I’m invisible. I need to find the cat! I quickly zoom in and out of my neighbor’s house. The cat wasn’t there. Where else could the cat be? The cat sometimes likes to hide in the woods. I rapidly rush to the woods. I stop. I’m not allowed into the woods. Then I remember no one can hear me! I tiptoe quietly into the woods. I don’t want to step on a branch and scare the cat. 
  • Prompt, “Which paragraph helps a reader better understand what is happening in the story? Why?” 
  • Prompt, “What types of details does the writer include?” (Details that describe what the character does, thinks, feels etc.)

Independent Practice:

  • Students should begin drafting their stories with a focus on including details that describe a character’s actions, thoughts and feelings. 
  • Circulate to give students feedback and push students to include more details where necessary. If time, have students share their writing with a partner. 

Day Three

TEACHING POINT: Writers use precise language, including adverbs, to show how characters respond to events. 

Key Understandings: 

  • Adverbs describe how, where, and when something happens. 
  • Adverbs that describe how show the intensity, degree, or manner in which something happens. 
  • Adverbs should be used sparingly. 



I rapidly rush to the woods. 
I rush to the woods. 

I zoom in and out of my neighbor’s house. 
I quickly zoom in and out of my neighbor’s house. 

  • Prompt, “What do you notice?” 
  • Prompt, “How does the adverb help a reader better understand the character’s actions?” 

Independent Practice: 

  • Pick three or four sentences from student writing. Have students add adverbs to the sentences. If needed, brainstorm a list of potential adverbs together as a class. 
  • Next challenge students to include 2-3 adverbs in their own writing to describe how something happened. Then, push students to edit their work in order to add adverbs. 
  • If students have not finished drafting, have students finish their drafts. If students have finished drafting, have students add illustrations and create final copies of their stories. Students could share their stories in partners or with reading buddies in another class. 

Enhanced lesson plan

Enhanced Lesson Plan

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Coming Soon:
November 2020


Common Core Standards

  • W.2.1 — Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

  • W.2.3 — Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

  • W.2.5 — With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.