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


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.


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.

  1. Click "Start Assignment".
  2. Write a short explanation under each cell, using the template to help you.
  3. Depict each cell using any combination of scenes, characters, items, and text boxes.

Lesson Plan Reference

Common Core Standards
  • [ELA-Literacy/W/9-10/3] Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
  • [ELA-Literacy/W/9-10/4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • [ELA-Literacy/W/9-10/6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically


(You can also create your own on Quick Rubric.)

Connecting to Your Dreams Activity
Create a 5-cell storyboard that depicts a dream that is important to you. Give some background about yourself and your family, describe your dream, and explain why this dream is so important to you. Then, think of 3-4 obstacles that may get in the way of your dream, but in the final cell, address some ways that you can overcome these obstacles and achieve your dream anyway. Then, create carefully-constructed scenes that help convey the main ideas expressed in your explanations.
33 Points
27 Points
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.

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