Standards Correlations

R.1, R.2, R.3, R.4, R.6, R.7, R.9, W.2, SL.1, L.4, L.6

Learning Objective

Students will synthesize information from two texts about superfans.

Key Skills

compare and contrast, text features, vocabulary, author’s craft, cause and effect, reading for information, key details, critical thinking, informational writing

Complexity Factors

Purpose: The first text describes how Beatles fans showed their devotion to the band; the second discusses superfans of the K-pop group  BTS.

Structure: Both texts contain descriptive and cause-effect structures. Both focus on specific fans to illustrate a point about a wider phenomenon.

Language: The language is clear and direct.

Knowledge Demands: No prior knowledge is required.

Levels

Lexile: 600L-700L 

Guided Reading Level: S 

DRA Level: 40

Lesson Plan: Superfans! Then and Now

Essential Questions

  • What does it mean to be a superfan?
  • How does a desire for a sense of belonging drive our actions?

Literature Connection

  • Novel: VIP: I’m With the Band by Jen Calonita

1. Preparing to Read 

Activate Prior Knowledge (5 minutes)

Post the following on the board for students to respond to as they walk into the classroom: When you think of a superfan, what words come to mind? Invite volunteers to share their ideas. Sample answers: obsessed, love, enthusiastic, screaming, emotional

Preview Text Features (15 minutes)

Guide students to locate the articles. Then preview the text features by asking the following questions:

  • Read the title for the whole feature (both articles together). Read the subtitles (the text around the title). Look at the images of fans in the past and fans today. How are the pictured Beatles fans similar to the pictured BTS fans? How are they different? Both groups of fans are showing a lot of enthusiasm and excitement on their faces. Both groups appear to be screaming. The main difference is that today’s fans have phones in their hands while fans from the past did not have phones, only signs.
  • Read the first article’s title and subtitle. What do you think it means to be lasting legends? A legend is someone extremely famous. Calling the Beatles lasting legends means that they have continued to be extremely famous over time.
  • Read the second article’s title and subtitle. What, if anything, do you know about K-pop? Answers will vary. If students don’t know anything about K-pop, tell them they’ll find out what it is when they read the article.

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the terms (chaos, desperate, armored, stream, devoted) aloud and discuss their definitions.
  • Play the Vocabulary Slideshow.

Make a Plan for Reading

Before students start to read, walk them through a reading plan: 

  • Set a purpose for reading by telling students that the articles provide information about how fans have shown their devotion to bands in the past and how they do it today.
  • Tell students that after they read, they’ll complete a compare-and-contrast activity using information from the texts.

2. Reading and Unpacking the Text

Guide students to read the articles. Once they understand them well, discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes)

  • In the introduction to the first article, the author writes that Annette Joseph Walker, a superfan of the Beatles, stole a maid’s uniform and tried to sneak into the hotel where the band was staying. Why do you think the author includes this detail in the article? (author’s craft) Based on the article, it sounds like Annette was trying to get closer to the members of the band. Of course, she wouldn’t have been allowed near them since they were so popular, so she tried to sneak into their hotel disguised as a maid. The author probably includes this detail to show how far fans would go to get a glimpse of their favorite band members.
  • Why did the Beatles stop playing shows after 1966? Use details from the first article in your answer. (cause and effect) It became dangerous for the band to appear in front of a live audience. In Canada, fans charged the stage, and 160 people were injured. In Germany, guard dogs were used to control the crowds. The band started coming to concerts in an armored car. Also, the crowds at concerts were so loud that the Beatles couldn’t hear themselves play.
  • What is BTS ARMY? Why does it exist? (reading for information) BTS ARMY exists to promote the K-Pop band BTS and to provide a community for its fans. To help the band, fans translate everything BTS does from Korean to English, and they make sure the band’s songs get millions of listens online. Thanks to these efforts, BTS has become one of the biggest bands in history. It made $4.5 billion in 2019. The fans’ work also helps create a community online. ARMY members tutor each other online, and they share recipes and ideas for books to read.
  • Think about your answer to the question above. Which detail from “Beatlemania” best shows that Beatles fans also enjoyed a sense of belonging as a result of being superfans? (key details) At the end of “Beatlemania,” a quote from a fan states, “We were all in it together.” This shows that people loved being fans not just because of the band’s music but also because of the friends they made and the community they belonged to.
  • How did Beatles fans keep up with news of the Beatles? How does BTS ARMY keep up with news of BTS? (compare and contrast) In the past, there was no internet or social media. So fans tuned into small radios called transistors. They would get news of the Beatles from radio stations. Today, BTS fans stay connected online. There are fan websites and forums where fans can chat and celebrate the band members’ birthdays. Fans can also keep up with the band members by following them on social media. They can see daily updates from the band members’ lives—including moments when they are eating or working out. You can even see how messy their bedrooms are.

Critical-Thinking Questions (10 minutes)

  • Why do you think boy bands have the power to get massive amounts of attention from the public? Do you think this phenomenon is specific to boy bands? What other groups of people or individuals have huge groups of fans? (critical thinking) Sample answer: Boy bands’ popularity may have to do with charisma (their charm and attractiveness). They steal fans’ hearts with the way they dress, speak, and act. They are at once familiar (like people you could be friends with) and glamorous (like the celebrities they are). Other people who often have charisma include political figures, athletes, and social media influencers. 
  • Do you think it’s a good use of a person’s time to be an active BTS ARMY member? Why or why not? (critical thinking) Answers will vary. Students may say yes, because you contribute to a large community with a strong shared interest. Just as with any other community you might be a member of (a sports team, a volunteer group, etc.), you benefit from the feeling of being part of something greater than yourself. Other students may say no, because your efforts result mainly in making a popular band richer and more popular. It might be more satisfying to put your energy into activities that benefit you, your loved ones, or people in need. 

3. Skill Building and Writing

  • Have students work in pairs or small groups to complete the Compare and Contrast Skill Builder.  (Click here to view all of your Skill Builders.)
  • Writing Prompt: Imagine that you’re preparing to write an article about superfans for your school newspaper. Think about what you would appreciate most about having superfans if you were in a band. Then think about what you’d like least. List at least two good things and two bad things about superfans and what they do.

Learn Anywhere Activity

An enrichment activity to extend the learning journey at home or in the classroom

Let Your Fan Flag Fly

What are you a fan of? A band? A video game? A book series? A sports team? Most people have a favorite type of entertainment, and it can feel great to be part of a community that shares  your passion.

Think of something you’re a fan of: a movie series, a TV show, a comic book character, anything. Then make a short video to persuade other people to try the thing you love. Your video should answer these questions:

  • What’s so great about the thing  you’ve chosen?
  • When you have the chance to discuss this thing with other fans, what do you talk about?
  • If someone wants to give this thing a try, where should they start (read the first book, download a certain song, etc.)?

If you feel comfortable, post your video online. You never know: You might help create some new Star Wars or Marvel fans!



Language-Acquisition Springboard

Use Central Idea and Key Details to review the texts.

To help make the articles more digestible for multilingual learners, provide the following “central idea” statements before reading.

  • The Beatles were a very popular band in the 1960s.
  • Some Beatles fans were out of control.

As students read the first article, ask them to notice key details that support one of these two statements. They might use different colored pencils to underline sentences that correspond to each central idea.

After completing the exercise above with the first article, more advanced learners can work independently to come up with a central idea statement for the second article and provide key details.

Looking for more ELL support? Download our full lesson plan and scroll to p. 5 to find questions that will help your ELLs respond to the text at the level that’s right for them.

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