Teacher Resources | Riverdreams

Lesson Connections to completing the River Dream Journal!

LESSON 1: DREAM BIG

Text Dependent Questions

Vocabulary: narrative, details, setting, reflect inwardly, oak tree, preserves, separate but equal, regal

Tell students that today they will read a book, River Dreams, and learn how the main character and his friends Dreamed Big and how they too should DREAM Big!
To help students make predictions, engage students in a brief book walk prior to reading text aloud, paying close attention to the illustrations.
Explicitly teach vocabulary words that will help students make meaning from text.
Read book aloud to students with minimum interruptions (Note: this book can be read aloud at your pacing discretion).
Check for comprehension: Ask students Text Dependent Questions noted in the Text Dependent Questions section.
Task: Miles and his friends each had goals of their own. Students will reread pages 14-15. Pair students with a partner and discuss the following: What were their goals? How did Miles use poetry to set goals? Students will complete page 36 of their River Dream Journal. Have students to cut and paste a small picture of him/herself onto the first page of the journal.
Use the following questions if students need prompting: 1. If I knew I couldn't fail, I would _______. 2. I would really like to get better at ____ .
Dream Catcher Jar: Lastly, find an empty jar/container and some construction paper. Write down a list of 31 positive affirmations. Cut them into strips and fold them. Place them in your empty jar/container. Let the dreaming begin! Pull one affirmation daily from your jar to inspire you to DREAM BIG!

LESSON 2: DO WHAT YOU CAN WITH WHAT YOU HAVE

Using details from the text, explain how Miles felt about his first day of school.
Why was the oak tree near the river significant to Miles?
What conclusions can be drawn about Miles' character when he describes Lil' Lenny's fishing books?
How did Miles' teachers and Principal play an important role in the lives of the children that attended school?
Identify details that tell about the setting of the story.
According to Miles, how were Principal Chance, W.E.B. DuBois and Frederick Douglas alike?
Why might Ms. McFarland have challenged her students to reflect inwardly about what they dreamed of becoming some day?
How did Ole' Man River help Miles throughout the story? Cite text evidence.
How are Lil' Lenny and his Silsbe different?
What text features does the author use to help you make meaning from the text?
What text structure does the author use in River Dreams?
Citing details from the text, compare and contrast the home of Miles and Lil' Lenny.
Why was the landmark case of Brown vs. The Board of Education, Topeka, Kansas?
What was Dred Scott's reaction to being denied his family's freedom?
How does the author use figurative language to describe the sound of rain?
Use details and illustration on page 26 from the text, describe how Miles felt when he was summoned to the office.
What valuable advice did Miles learn from Ole' Man River?
Why was the relationship between Miles, his Dad, and Ole' Man River significant?
What important lesson did Miles learn from what he considered as his most difficult experience in life?
According to the text, why was the election of the 44th President significant to American history?

Vocabulary: eager

Character Focus word: determination

Tell students that today they will identify some of the challenges in which Miles faced. Close read pages 10-13 and discuss the challenges Miles and his family endured.
Discuss how Miles used determination to work through his challenges.
Collaborative Conversations: In groups of 4, students discuss how Miles and his family respond to these challenges.
Task: One of the challenges in which Miles and his family faced was that they had very little resources compared to the Pierce family. Have students engage in a Restorative Circle protocol. Give everyone an equal opportunity to speak, be listened to and take turns describing a challenge that they have had to work through. Finally, have students complete page 37 of their River Dream Journal.

LESSON 3: Know your WORTH

Vocabulary phrase: "...our souls were worthy enough to stand in the world's sun"

Character Focus words: respect

Tell students that on yesterday, they identified some of the challenges in which Miles faced. Today, we will focus on those individuals that made him feel very special in spite of those challenges.
Close read pages 6-8 with students, and identify who those people were and how each person made Miles feel special.
Pair with a partner to discuss how the author's use of the phrase "...our souls were worthy enough to stand in the world's sun"
Task: Although Miles was poor, he had love surrounding him. His parents, teachers, and friends made him feel very special. Who is it that makes you feel loved and special during difficult times? Why? Record your response(s) on page 38 of the River Dream Journal.
Stand in the World's Sun- Create a replica of a sun using yellow construction paper. First, cut out 5 long strips and a large circle. On the sun, write the quote, "You are valuable because you exist. Not because of what you do or what you have done, but simply because you are" by Max Lucado. Write the following sentence starter on each strip: I am worthy to stand in the world's sun because _____. Next, fill in the blank and glue your strips around the edge of the sun. Now you have sun to hang up on your wall to remind you daily why you are worthy to stand in the world's sun.

LESSON 4: IF I CAN SEE IT, I CAN BE IT

Vocabulary: vengeance, scampered, astronomy, entrepreneur,

Character Focus word: citizenship

Tell students that we will continue to build on previous lessons. Tell students that on yesterday, they focused on individuals that made Miles feel very special in spite of his challenges.
Today, we will focus on individuals who made success look achievable to Miles. Close read pages 24-25 with students, and identify who were accomplished African Americans.
There were individuals who made success look achievable to Miles, helping him to understand he too has potential. Who were those individuals, and how did they influence him? Be sure to cite evidence from the text.
Have students reflect on who they know or have seen doing/being that which the aspire to become. If they can see it, they can be it!
Task: Using a variety of media resources, choose one of those models of success. Become an expert by researching your person of interest. Describe his/her major contributions and its impact on the world. Students may work together in triads.
Miles knew that success was achievable. Have students complete page 39 of their River Dream Journal.

LESSON 5 extension: my dream is BIGGER than me!

Character Focus word: citizenship

In this lesson, participants will explore how citizenship means being a member of and supporting one's community and country.

Say: We will continue to build on previous lessons. Tell students that on yesterday, they chose one success model and used a variety of media resources to describe the major contributors of his/her impact on the world.
Tell students we will explore how their chosen inventor shows citizenship by their impact on the world. Students should understand that their individual dreams should benefit others as well.
Task: Today, students will complete a 'Boxing Protocol activity' to chart their research using the model below. Finally, students will present their work to the class allowing time for a question and answer session at the end of their presentations.
On a piece of chart paper, recreate the model below. Have students to capture responses using research from Day 4.
Materials: chart paper, markers, Research from Day 4 lesson
No River Dream Journal entry needed for this lesson

LESSON 6 TAKE ACTION: GAME PLAN ON!

Vocabulary: character, character traits, analysis

Focus words: Trustworthiness, Responsibility

Tell students that today, we will learn about character and how affects one's action.
Read aloud the quote by Robert E. Wells "Control your thoughts because they become the words you use. Control your words because they become the actions you perform. Control your actions because they become the character you reflect. Control your character because your character becomes your destiny. Control your destiny by becoming what your Heaven Father and Savior, Jesus Christ, want you to be."
Take a moment and allow students to reflect and share out thoughts on this quote.
Tell students that we will conduct a character analysis of Silsbe and tell how her actions contribute to a series of events.
Close read pages 18-27.
Miles accepted a gift from Silsbe not knowing that it had been stolen. Choose one of Silsbe's character traits and tell how it contributes to a series of events. How did Miles feel about Silsbe as a result? Use evidence from the text to support your answer.
Task: Pair students with a partner to complete a character analysis graphic organizer. You may use the link below to access graphic organizers.
https://www.literacyleader.com/sites/default/files/Character%20Graphic%20Organizers.pdf
Game Plan ON!-Today we learned how actions contribute to a series of events. This helps us understand how your character controls your actions. Now it's time to use your character to develop your plan of action! Complete page 40 of your River Dream Journal. Extra time may be given for this activity or extended as homework.

LESSON 7: Celebrate small WINS!

Tell students that they have completed all 6 entries of their journals, and we will celebrate this as a small win! There is power in small wins! Small wins make up BIG wins and gives us confidence needed to propel forward.
Remind students of all they have learned about their history, black inventors, personal challenges, to creating their own action plans.
Today is ILLUSTRATION DAY! Students will use this time illustrating their dream in action on page 41 of their journal. Allow students to use illustrations, articles, and other sources to create their best sketch! Be sure to take a picture of it and email it to us at: inkthedream@gmail.com
Materials needed: markers, pencils, crayons.
NOTE: This sketch will be used to help students complete the culminating activity whereby students will be able to create a Vision Board using a poster!
Celebrate the SMALL wins: Small wins are stepping stones that moves us closer to our goal. Gather up a few rocks, and paint one rock each time you accomplish a small win. Using a Sharpie (marker), write one word on your stone that describes your feeling of victory in that moment! It can be words like UNSTOPPABLE, BLESSED, COURAGEOUS. Before long, you will have a collection of stepping stones to remind you of how much you've accomplished and the many reasons you have to keep going!

Culminating activity: Vision Board
A vision board helps clarify and focus on a specific goal
Tell students that they will continue to build on yesterday's lesson that required students to illustrate their dream in action using sketches, articles and other sources as needed. Using this information, students will create a vision board to synthesize their goal, solutions, role model, action steps, etc. showing their dream in action.
Students will articulate and explain to peers their final product
Materials: poster board, markers, crayons, scissors, magazines/newspapers, etc.

Extend this activity with a Career Fair:

Invite role models in the community to speak to Youth about various careers and the pathway to achieving their goals.