Juneil

Balo, 3 BSED-ENG

Imagery in Langston Hughes’ “Dreams”

Meeting no. Lesson Proper Remarks
I. Objective
1
At the end of the lesson the students are expected
to:

1. Read the lines of the poem with correct stress

and rhythm.
2. Explain the images found in the poem.
3. Identify the comparisons of ideas in the poem.
4. State the theme expressed in the poem

II. Motivation

Strategy: Word Bingo Game, Picture Prompt

On a powerpoint slide, six words are displayed.

Students match the words into pairs to unlock an
image. Students are asked to identify and relate to
the pictures. They are given time to talk about
their impressions.

Images:

II. broken-winged wird

III. frozen snow
IV. barren field

III. Lesson Development

Strategy: Read-Aloud Karaoke; Question-

Response; Concept Map

Teacher uses a powerpoint slide with motion

graphics similar to the running text in a karaoke
song. This interactive read-aloud guides the
students in reading the poem with correct rhythm
and stress. Teacher reads aloud first, then groups
the class in two. The two groups read the first and
second stanza alternately.

Dreams
by Langston Hughes, 1902 - 1967

Hold fast to dreams

For if dreams die
Life is a broken-winged bird
That cannot fly.

Hold fast to dreams

For when dreams go
Life is a barren field
Frozen with snow.

The pictures shown earlier are displayed to create
a concept map and to highlight keywords.
Teacher asks the students to identify the main
theme of the poem.
Juneil Balo, 3 BSED-ENG

Imagery in Langston Hughes’ “Dreams”

Questions:

Let's see how the pictures we saw earlier were

incorporated by Hughe's in his poem.

Can you identify the lines where the images are?

What happens to the broken-winged bird?...and

what is it compared to?

What figurative device is used to compare the

images?

Then the metaphors are basically metaphors of

what?

What, then, is the theme or the overall message of

the poem?

The poet, therefore, uses images like the broken-

winged bird, barren field, and snow to highlight the
cold and empty image of a life without dreams and
goals.

IV. Closure

Strategy: Informal Debate

Teacher presents two opposing ideas and asks the

students to reflect and choose whether they are
"Pragmatists" or "Dreamers/ Idealists". They think
up an argument and state it in class.

Pragmatists Dreamers/ Idealists

It's better to be a It's better to be a

pragmatist because dreamer because
_____________ _______________

V. Assessment

Strategy:

In a quarter sheet of paper, students write down

the lines from the poem and supply the rest with
their own metaphor.
Juneil Balo, 3 BSED-ENG

Imagery in Langston Hughes’ “Dreams”

VI. Valuing

As a wrap-up to the Closure activity, teacher asks

the question "Why dream?" to drive the point
about the importance of having goals and dreams.

VII. Assignment.

Think of a song which talks about dreams. Pick

out the images or metaphors used and create a
concept map that would lead to its main theme.