Tony Weaver, Jr. is an award-winning writer and educator who creates diverse stories that make young people feel seen and valued. After seeing the impact that media stereotypes had on students in his community, Tony embarked on a journey to create new media narratives that would challenge the status quo. He is the author of Weirdo, a graphic novel for middle grades that celebrates self-acceptance and belonging.
This lesson was part of 826 National’s 2026 anthology project. Submissions are now closed, but we encourage you to visit Write Your Power with Tony Weaver, Jr. to find a video from Tony, a facilitator guide, and more.
Students will learn how to connect their inner strengths to a time when they felt invincible.
Students will produce a poem that introduces their superhero persona.
This lesson aligns with the following CASEL Competency:
10 Minutes
Ask students to close their eyes—if they feel comfortable—and imagine a superhero. Once they have an image in their head, ask them to look past the character’s physical characteristics and focus on their internal traits—the invisible superpowers that aren’t always seen until the superhero springs into action— like bravery, cunning, or compassion. Then, ask students to open their eyes and share one of the traits they identified. Write these traits on the board.
Then, tell students that it’s these invisible superpowers that they will identify within themselves to help them create their own superhero persona.
10 Minutes
2 minutes
On a piece of scrap paper or in their writing journal, ask students to number their paper, 1-10. Ask students to spend two minutes creating a list of times they’ve felt like a superhero. From quiet moments, like figuring out a tricky problem in math class, to tougher challenges, like helping out a friend, all experiences are welcome.
Encourage students to keep their pencils moving for the whole two minutes, even when they can’t think of anything to write! If they can’t think of something to write, they can write their name, “I don’t know,” a snippet of their favorite song lyric. . . anything to keep their pencil moving and their mind working. Eventually, they will think of an item to add to their lists. Students can keep adding to their list if they’ve reached 10 before time is up.
8 minutes
Ask students to choose one of the experiences from their list and spend the remaining eight minutes freewriting everything they can remember about that moment, including what they did that made them feel like a superhero.
15 Minutes
Next, display the mentor texts on pages 1-3 of the Superhero Persona Poems — Handout and ask for volunteers to take turns reading each poem:
As students listen to the poems, ask them to focus on the ways each piece talks about the main character of the poem, as well as any fantastical elements found in each. Once they have read the texts, ask students to share their thoughts: What superpowers can they identify in each poem? Which internal traits stand out to them and why?
15 Minutes
Ask students to return to the mentor texts “Owl Girl” and “Marshmallows.” One thing that makes these poems special is the way they blend fantasy elements (“I am from a family of owls”) with the writer’s reflections on their identity (“She is a force for the good, great, and the extraordinary”).
Pass out pages 4 and 5 of the handout. On page 4, students reflect on parts of their identity. Remind students that, in this case, identity refers to their many unique characteristics and the experiences and perspectives that have shaped who they are. On page 5, they begin imagining a part of their identity as a superpower.
We recommend completing this activity alongside students, sharing parts of your identity as needed to model both the level of critical thinking and the vulnerability you’re looking for from students. Let students know that the answers on this handout will not be shared with others, unless they choose to. Encourage them to think deeply and respond openly to the questions.
When students finish, ask for volunteers to share one of their statements with the group. Remind students they can decide if and what to share at this time.
Ask them to circle any pieces of their identity that they think helped them feel like a superhero in the story they freewrote about in STEP 1.
10 Minutes
Then, pass out pages 6 and 7 of the handout. Here, students use the Superhero-O-Matic to help them create their superhero persona. The Superhero-O-Matic is an imaginary machine that designs new superheroes based on the information that it’s given! From the design of their uniform to the variety of different superpowers they possess, students should have a strong idea of their superhero persona after completing this handout.
30-60 Minutes
Finally, students write their superhero persona poem. Below are a few prompts, if students need a place to start:
When students are happy with their draft, it’s time to revise! We recommend dedicating at least thirty minutes, or an extra day, on revision if possible. Feel free to use whichever structures for revision you may have in place, or students can try one or more of these revision tips:
Revision Tips:
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