"Hold fast to dreams for if dreams die, life is a broken-winged bird that cannot fly."
Langston Hughes, American poet
"I've dreamt in my life dreams that have stayed with me ever after, and changed my ideas; they've gone through and through me, like wine through water, and altered the color of my mind." Emily Bronte, English novelist.
" Now Allah has created the dream not only as a means of guidance and instruction, I refer to the dream, but he has made it a window on the Unseen." Prophet Mohammed, Arabia, 7th century
"The future belongs to those who believe in the beauty of their dreams." Eleanor Roosevelt, Activist and Wife of U.S. President Franklin D. Roosevelt
Ask students to copy each quote shown above on the front side of an index card. On the reverse side of the index cards, ask students to write the contextual meaning of "dream" as stated in the quote. Discuss the differences between "night visions" and goals. (Answers will vary; there are two types of dreams. Dreams as subconscious thoughts generated during sleeping hours and dreams that are aspirations/goals/plans. Discuss with students words that have multiple meanings. You might consider having a Latino student distinguish the terms sueño and meta, for example.
Ask students to pair up with a partner to discuss either their funniest dream (night vision) or one of their personal dreams (goals/aspirations).
Provide students with a FOCUS FOR MEDIA INTERACTION by asking them to determine Rebecca's dream. Ask student to log onto the Annenberg CPB site, http://learner.org/progdesc/series71.html#jump1
. Ask a student volunteer to read the synopsis for Episode 1, "Rebecca's Dream". Direct students to raise their hands when they hear the reader state Rebecca's dream. (In the first sentence, the class will learn that Rebecca Casey is a 28-year old workingwoman from Boston whose dream is to become a professional singer/musician
Log onto the actual Video on Demand (VoD) site for Connect with English for Episode 10: "Negotiations".
Provide students with a FOCUS FOR MEDIA INTERACTION by asking them to identify a potential problem with the interaction between Rebecca and Alberto, the male character in the scene. PLAY the episode from the beginning. You will see Rebecca in a hotel room packing her bags. PAUSE the video when Rebecca leaves the room. (Pause is the square-like symbol created by two parallel vertical lines). Discuss student responses to the FOCUS FOR MEDIA INTERACTION. (Rebecca is in a room by herself when Alberto, an apparent casual acquaintance knocks on the door. He asks to take a shower; this may not be a safe place for her to remain by herself
Distribute the word/phrase cards
. FAST FORWARD video (double right-facing arrow heads) to the image of Alberto and Rebecca at a diner, The Desert Center Café. Provide students with a FOCUS FOR MEDIA INTERACTION by asking them to use the dialogue from the next segment to determine the meaning of the word "coincidence"; ask students to write their response on the back of the card. PLAY video. PAUSE video when Rebecca begins drinking from a mug. Alberto will say, "I can't believe you're going to San Francisco." (A coincidence occurs when two separate or unrelated events occur at the same time. In this case, Alberto being from San Francisco (and traveling to San Francisco) was coincident with Rebecca's goal of reaching San Francisco for music school. Because they did not know each other and had not discussed their individual plans before, these two events are coincidental
Provide students with a FOCUS FOR MEDIA INTERACTION by asking them to define "dream catcher" on the back of its phrase card. PLAY the video. You will see Rebecca and Alberto in a small store. (A dream catcher according to Native American legend catches bad dreams and releases good dreams if placed over a bed. Discuss with students the meaning behind other cultural "tokens" like the four-leaf clover and rabbit's foot. Ask them if they have any legends to share from their culture
FAST FORWARD video to the image of Rebecca looking at her watch. PLAY. Rebecca says "it's eleven o' clock". Provide students with a FOCUS FOR MEDIA INTERACTION by asking them to imagine what the face of Rebecca's watch looks like, draw a picture of the watch face on the back of the "eleven o' clock" phrase card and write, using numbers, the appropriate expression for eleven o' clock. (11:00)
PAUSE video. Ask students to identify whether it is 11:00 a.m. or p.m.? (It is 11:00 a.m. because it is daytime
). Provide students with a FOCUS FOR MEDIA INTERACTION by asking them to identify the word card that describes what document Rebecca is signing. PLAY video. You will see Rebecca, Alberto and the auto mechanic standing near Alberto's Jeep. Ask students to write the meaning of title on the reverse side of the word card. (Rebecca must sign the title of the car; this document proves legal ownership of the vehicle
Provide students with a FOCUS FOR MEDIA INTERACTION by asking them to use the Web site to find out how long it would take Rebecca to drive from Boston to San Francisco. Log onto the Rand McNally
Web site. Click on the "Plan A Road Trip" tab. Choose an appropriate name for the trip in order to continue. Enter Boston, MA as the starting point and San Francisco, CA as the final destination for the road trip. Click "Continue" in order to determine the mileage for the trip and estimated travel time. (The estimated travel time to travel 3114 miles is 49 hours and 45 minutes
Ask students to create a supply list for a trip between Boston and San Francisco. (Answers will vary
.) Provide students with a FOCUS FOR MEDIA INTERACTION by asking them to use the Rand McNally
Web site to create a budget for the trip that would include three, one-night stays in the lodging facility of their choosing. Use the Back arrow located at the top left-hand corner of the current web page. Click on the "add a stop" button. Add three stops, Springfield (IL), Denver (CO) and Austin (NV). (The budget will vary in accordance with which amenities were chosen; the greatest difference will be reflected in the amount of time and mileage required for the total trip. As an extension activity, instruct students to pay special attention to lodging details provided with regard to location latitude, longitude and direction-North, South, East, West, Northwest
Coupons are a tradition in advertising that is unfamiliar in many cultures. In recent years, specialized coupons and customer loyalty programs have driven the travel and tourism industry. Explore how using one specific hotel chain (Sample names: Marriott, Holiday Inn, Sheraton) for your three, one-night stays impacts your travel time, mileage and budget.
There are two word cards that are not used directly in the lesson: "From sea to shining sea" and FYI. On the back of the cards, establish a cultural reference for these phrases. ("From sea to shining sea" is a reference to the distance between the Atlantic Ocean and the Pacific Ocean, North America or the United States; the reference is from the lyrics to "America the Beautiful. F.Y.I. is an abbreviation used to quickly indicate the purpose of a communication-"For Your Information
". The use of idiomatic phrases is a nuance common in American English that often distinguishes it from Standard European English. Develop more word cards with examples of idiomatic phrases or cultural references whose meaning often eludes you.
Role-playing for young learners
From the episode viewed in the lesson, Rebecca placed herself in potentially dangerous situations. Identify those situations in the video and role-play resolutions to the problems presented by them.
Poetry/spoken word fora
Attend a poetry reading or spoken word forum at a local college, bookstore or library. Make note of the number of pieces that expound on the concept of dreams-aspirations, plans, and goals. If none are being staged in your area, create one! Using Langston Hughes' "Dream Deferred" as an inspiration, pose the question: "what happens when a dream is never realized?"