Activity Overview
As students compare and contrast these two poems, they will likely be thinking about their own hopes, wishes, and goals in life, and what would happen if they are unable to achieve them. Ask students to consider their most important dream or goal in their lives, and use the Storyboard Creator to make a five-cell depiction of their future dream. Have them explain what motivated them or prompted them to decide on these dreams, and have them include some fears of obstacles that might get in the way. Have the students present their storyboards and then engage in a class discussion of why dreams are important to have, and to follow.
Connecting to Your Dreams Student Example
Background
My name is David, and my parents are immigrants from Russia. My father is a cook at a restaurant, and my mother works in a clothing store in our neighborhood. They arrived in New York 20 years ago, and moved to be near my uncle, who lives in Boston.
Dream
One day, I would like to own my own restaurant. I love to watch my dad cook, and he has taught me a lot of things about authentic Russian cooking. I wish my dad owned the restaurant, because then he could make more of his own hours. His boss is also pretty terrible sometimes.
Why this Dream?
My friend Kevin’s dad owns a restaurant, and makes enough money to support his family well. Kevin’s father is well-respected in the area, and the food his restaurant makes is delicious. His father takes a lot of pride in his food. I would like to make enough money to take care of my mom and dad one day, because they’ve sacrificed so much to take care of me.
Obstacles to My Dream
Some obstacles that might get in the way are not having enough money to open my own restaurant, or trouble getting a loan. I also need to make sure I get good grades so that I can go to a good culinary school when I graduate.
How will I Achieve this Dream?
I will get good grades so that I can attend a very prestigious culinary institute. Then, I will work very hard and make a name for myself in the industry. When I get enough money, I will open a restaurant that has a great atmosphere, good food, and great staff. I will make sure I am a fair boss who treats my employees respectfully.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows a dream that you have. Use the template storyboard to guide you.
- Click "Start Assignment".
- Write a short explanation under each cell, using the template to help you.
- Depict each cell using any combination of scenes, characters, items, and text boxes.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 27 Points | Beginning 22 Points | Try Again 17 Points | |
|---|---|---|---|---|
| The Dream Description | Each aspect of the dream activity is filled in, and shows time, thoughtfulness, and reflection. It is obvious that the student put a lot of time and effort into carefully planning and explaining the different aspects of his or her dream. | Most of the aspects of the dream activity are filled in and show adequate time, thoughtfulness, and reflection. The student may have left out a key piece of information under an aspect, but overall, the finished product shows planning and thorough explanations. | Some of the aspects of the dream activity are filled in but they do not show a lot of reflection about the student's dream. Some of the explanations may be confusing or missing. The final product may seem rushed. | Most aspects of the dream activity are missing or too limited to score. The final product shows a lack of planning, time, thoughtfulness, and reflection. |
| Artistic Depictions | Art used is appropriate and accurate to the different aspects of the dream being described. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | Art used is accurate to the different aspects of the dream being described, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | Most of the art used to depict the aspects of the dream being described is accurate, but there are serious deviations that cause confusion or inaccuracies. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are inappropriate to the aspects of the dream being described, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| English Conventions | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
Activity Overview
As students compare and contrast these two poems, they will likely be thinking about their own hopes, wishes, and goals in life, and what would happen if they are unable to achieve them. Ask students to consider their most important dream or goal in their lives, and use the Storyboard Creator to make a five-cell depiction of their future dream. Have them explain what motivated them or prompted them to decide on these dreams, and have them include some fears of obstacles that might get in the way. Have the students present their storyboards and then engage in a class discussion of why dreams are important to have, and to follow.
Connecting to Your Dreams Student Example
Background
My name is David, and my parents are immigrants from Russia. My father is a cook at a restaurant, and my mother works in a clothing store in our neighborhood. They arrived in New York 20 years ago, and moved to be near my uncle, who lives in Boston.
Dream
One day, I would like to own my own restaurant. I love to watch my dad cook, and he has taught me a lot of things about authentic Russian cooking. I wish my dad owned the restaurant, because then he could make more of his own hours. His boss is also pretty terrible sometimes.
Why this Dream?
My friend Kevin’s dad owns a restaurant, and makes enough money to support his family well. Kevin’s father is well-respected in the area, and the food his restaurant makes is delicious. His father takes a lot of pride in his food. I would like to make enough money to take care of my mom and dad one day, because they’ve sacrificed so much to take care of me.
Obstacles to My Dream
Some obstacles that might get in the way are not having enough money to open my own restaurant, or trouble getting a loan. I also need to make sure I get good grades so that I can go to a good culinary school when I graduate.
How will I Achieve this Dream?
I will get good grades so that I can attend a very prestigious culinary institute. Then, I will work very hard and make a name for myself in the industry. When I get enough money, I will open a restaurant that has a great atmosphere, good food, and great staff. I will make sure I am a fair boss who treats my employees respectfully.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows a dream that you have. Use the template storyboard to guide you.
- Click "Start Assignment".
- Write a short explanation under each cell, using the template to help you.
- Depict each cell using any combination of scenes, characters, items, and text boxes.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 27 Points | Beginning 22 Points | Try Again 17 Points | |
|---|---|---|---|---|
| The Dream Description | Each aspect of the dream activity is filled in, and shows time, thoughtfulness, and reflection. It is obvious that the student put a lot of time and effort into carefully planning and explaining the different aspects of his or her dream. | Most of the aspects of the dream activity are filled in and show adequate time, thoughtfulness, and reflection. The student may have left out a key piece of information under an aspect, but overall, the finished product shows planning and thorough explanations. | Some of the aspects of the dream activity are filled in but they do not show a lot of reflection about the student's dream. Some of the explanations may be confusing or missing. The final product may seem rushed. | Most aspects of the dream activity are missing or too limited to score. The final product shows a lack of planning, time, thoughtfulness, and reflection. |
| Artistic Depictions | Art used is appropriate and accurate to the different aspects of the dream being described. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | Art used is accurate to the different aspects of the dream being described, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | Most of the art used to depict the aspects of the dream being described is accurate, but there are serious deviations that cause confusion or inaccuracies. The student may not have paid much attention to detail in crafting each depiction, and there may be evidence of rushing or limited effort. | Most of the art chosen to depict the scenes are inappropriate to the aspects of the dream being described, missing, or too limited to score. It is evident that the student did not put a lot of time, effort, and creativity into crafting each artistic depiction. |
| English Conventions | Ideas are organized. Displays control of grammar, usage, and mechanics. Shows careful proofreading. | Ideas are organized. Contains few errors in grammar, usage and mechanics. Shows some proofreading. | Ideas are organized. Contains errors in grammar, usage and mechanics which interfere with communication. Shows a lack of proofreading. | Contains too many errors in grammar, usage and mechanics; (and/or) errors seriously interfere with communication. Shows a lack of proofreading. |
How Tos about Connecting with the Themes of “Dreams” and “Harlem\" (A Dream Deferred)
Incorporate poetry into daily classroom routines to inspire student dreams
Bringing poetry into your daily schedule helps students connect with big ideas like hopes and dreams in a natural way. Try starting each morning or class period with a short, meaningful poem, and invite students to share what it makes them think or feel. This builds a routine of reflection and encourages strong classroom discussions about goals and aspirations.
Guide students to write their own 'dream' poems after reading Hughes
Encourage students to create personal poems about their own dreams after exploring works by Langston Hughes. Give them prompts like, “What does your dream look like?” or “What happens if your dream is delayed?” This writing activity deepens comprehension and allows for creative, authentic self-expression tied directly to the lesson.
Facilitate peer sharing and positive feedback sessions
Have students share their 'dream' poems with classmates in small groups or as a class. Teach them how to give constructive feedback by highlighting what they found inspiring or unique in each poem. This builds confidence and helps students value each other's perspectives and goals.
Create a classroom 'Dreams Wall' to celebrate student aspirations
Dedicate a bulletin board or wall space to showcase student storyboards and poems about their dreams. Invite students to decorate and update the wall as they grow. This ongoing display keeps goals visible and motivates students to reflect on and pursue their aspirations all year long.
Frequently Asked Questions about Connecting with the Themes of “Dreams” and “Harlem\" (A Dream Deferred)
How can I teach the themes of 'Dreams' and 'Harlem (A Dream Deferred)' to my students?
To teach the themes of "Dreams" and "Harlem (A Dream Deferred)", have students compare and contrast the poems, reflect on their own dreams, and create storyboards illustrating their hopes and obstacles. Facilitate a class discussion on the importance of having and pursuing dreams.
What is a good classroom activity for connecting students to the message of Langston Hughes’s poems about dreams?
Create a storyboard project where students depict their own dreams in five scenes, explain their motivations, discuss possible obstacles, and present their storyboards to the class. This helps students relate personally to the poem's themes.
Why are storyboards effective for exploring personal dreams in literature lessons?
Storyboards encourage students to visualize and organize their thoughts, making abstract ideas like dreams more concrete. This visual approach promotes deeper understanding and personalized connections to literature.
How can students identify obstacles to achieving their dreams in a classroom setting?
Students can reflect on potential challenges—such as financial barriers or educational requirements—while creating their storyboards. Sharing these helps foster empathy and problem-solving discussions in class.
What discussion questions help students analyze the importance of dreams in their lives?
Ask students: Why are dreams important? What motivates your goals? What fears or barriers might you face? How can you overcome them? These questions prompt deeper reflection and meaningful dialogue.
More Storyboard That Activities
Dreams and Harlem (A Dream Deferred)
![Dreams by Langston Hughes - Poetic Devices in "A Dream Deferred"](http://cdn.storyboardthat.com/storyboard-cells/3512903/cell-row-0-col-0-w400.png "Dreams by Langston Hughes - Poetic Devices in "A Dream Deferred"")
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