Standards Correlations

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

Learning Objective

Students will synthesize information from two texts.

Key Skills

synthesizing, text features, vocabulary, cause and effect, summarizing, key details, compare and contrast, critical thinking, narrative  writing

Complexity Factors

Purpose: The first text explains the science behind dreaming. The second, a poem, highlights the surreal nature of dreams.

 

Structure: The article is informational. The poem is a series of vivid, dreamlike vignettes.

 

Language: The article uses accessible language with domain-specific terms defined in the vocabulary box. The poem uses figurative language and surreal imagery.

 

Knowledge Demands: The article mentions Aristotle and also includes some pop culture references.

Levels

Lexile: 600L-700L 

Guided Reading Level: T 

DRA Level: 50

Lesson Plan: Why Do You Dream?/In Praise of Dreams

Essential Questions:

  • Why do we dream? How do different cultures interpret dreams?
  • How does poetry help us communicate ideas and feelings?

1. Preparing to Read 

Preview Text Features (10 minutes)

Guide students to locate the articles in their magazines or at Action Online. Preview the text features by asking the following questions:

  • Read the title and subtitle of the first text. What is your answer to the question, “Why do you dream?” Answers will vary. Use the opportunity to elicit background knowledge on the topic of dreams.
  • Turn to the poem and read the sidebar, “Meet the Poet.” What are three facts it tells you about Gary Soto? Sample answers: Gary Soto is a poet and children’s author. He was born in 1952. He is known for writing about the Mexican American experience. 

Preview Vocabulary (10 minutes)

  • Point out the vocabulary box. Read the words (slithering, supernatural, associated with, chauffeur, summit, gratitude) 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 article will explain the science behind dreams and what certain types of dreams might mean, while the poem will show what dreams can feel like.
  • Tell students that after they read, they’ll synthesize information from the two texts to better understand dreams.

 2. Reading and Unpacking the Text

Read the texts. (Higher- and lower-Lexile versions are available on the Story page at Action Online. Click Presentation View to access an audio read-aloud.) Then discuss the following close-reading and critical-thinking questions.

Close-Reading Questions (20 minutes)

  • The article says that during REM sleep, your brain sorts through thoughts, memories, and feelings. How does this affect what you dream about? (cause and effect) Because your brain is sorting through thoughts, memories, and feelings during REM sleep, your dreams often include people you know, places you’ve been, and emotions you’ve felt. These real-life experiences become part of the stories your brain creates while you sleep.
  • What are some ideas experts have about why we dream? (summarizing) Some scientists believe that dreams help us figure out how to react in certain situations. Others say dreams help us sort out our emotions. Still others think dreaming helps our brain organize memories.
  • What does the speaker of the poem “In Praise of Dreams” dream about? Why do you think he includes these scenes? (key details) The poet dreams about strange and funny situations, like swimming with dolphins in lawn chairs, meeting famous artists, and curing laryngitis. These details show how unpredictable and creative dreams can be.
  • How are the article and the poem similar in how they show what dreams are like? (compare and contrast) Both the article and the poem show that dreams are made up of memories, emotions, and imagination. The article explains this with science, while the poem shows it through images.

Critical-Thinking Questions (10 minutes)

  • Do you think dreams always have meaning, or can they be just random thoughts? Why? Answers will vary. Sample answer: Some dreams might have meaning because they come from our emotions or worries, like the article explains. But other times, dreams could just be random memories or images our brain is sorting through. It might just depend on the dream.
  • Which stanza of the poem did you find the most entertaining, emotional, or clever? Why? Answers will vary. Students may mention the stanza about the alligator making a “snap judgment” as being clever because it uses wordplay. “Snap judgment” usually means a quick decision, but here it also refers to the alligator snapping its jaws.

3. Skill Building and Writing

  • Have students work in pairs to complete our Synthesizing skill builder. (Click here to view all your Skill Builders for this article.)
  • Writing prompt: Write a poem in the style of “In Praise of Dreams” by Gary Soto. Imagine a series of wild, funny, magical, or emotional dream moments—just like the poet does. Your poem doesn’t need to rhyme or follow a strict pattern. Instead, use your imagination to create surprising images that could happen only in a dream.

Language-Acquisition Springboard

Review the digraph ph to improve fluency.

After reading the poem, point out the words dolphins and trophy and ask students what they have in common. While the words have a few common features (e.g., they’re both two-syllable words), the most notable is that they both contain the digraph ph.

Let students know that a digraph is two letters that make a new sound when they’re put together, such as ch and th. Remind them that the digraph ph is pronounced like an f. Have them review this digraph by saying the words in the list below.

  • alphabet
  • biography
  • elephant
  • graphic
  • metaphor
  • photograph
  • physical
  • telephone

Finally, challenge each student to think of (or look up) three more words that contain a ph. (Extra credit if they’ve noticed that the word digraph contains this digraph!)

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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Text-to-Speech