BOYS TO MEN FOUNDATION
BTM BOYS - TUESDAY and THURSDAY SESSIONS
Beginning - for all sessions
Starter (3 minutes)
Start the class by offering examples such as the following to illustrate how people have worked to make their dreams come true:
Point out that these people all had dreams—they knew what they wanted to do, and they did whatever they had to do in order to make their dreams come true. Helen Keller had to overcome personal difficulties. Steve Wozniak and Steve Jobs were willing to sacrifice and work with whatever they had to start their company. Hulda Crooks trained hard for her incredible climb, even though there were probably people around her who thought she was too old for such a demanding effort and tried to discourage her.
Say, “You have to work hard to make your dreams come true, but first you need to have a dream. Today, we’re going to talk about some of your dreams.”
Part I: This Is Your Life (20 minutes)
Purpose: Students interview one another about the future.
1. Students listen to directions.
Divide the class into pairs. Explain that students will take turns interviewing their partners and being interviewed themselves.
Explain that as interviewers, students are to imagine that they are TV reporters who are preparing brief reports about their partners’ lives. Tell students that when they are being interviewed, they are to imagine that a local TV station is interviewing them on their 100th birthday.
Since everyone will play both parts, all students should write down the following interview questions. As they write, encourage students to consider how they would like to answer each of the following questions:
2. Students conduct their interviews.
Set a time limit of four minutes for each interview. Have students take turns interviewing one another. Remind them that when they are playing the role of the reporter, they should take notes that they can use later for a brief report.
3. Students “broadcast” their interviews.
Invite about 10 volunteers to present one-minute “broadcasts” on the people they interviewed. Encourage students to add some personal reflections when they report their stories. After they have finished their reports, thank the students for their presentations.
4. Students reflect on their imaginary lives.
Invite students to reflect on their responses about their lives. Ask them to consider the following questions: When you were being interviewed, did your answers reflect dreams that you have? Did they reflect things that you would really like to do in the future? Encourage students to consider the possibility that the answers they gave could come true.
Part II: Can Dreams Be Real? (15 minutes)
Purpose: Students identify and explore their dreams and goals for the future.
1. Students discuss the concept of dreams.
Invite volunteers to offer explanations of what dreams are. Through a brief discussion, prompt and guide students to focus on the definition of dreams as hopes or goals for the future. Write this definition on the board. Circle the words “hopes or goals for the future,” and point out that unlike the dreams we have when we sleep, these kinds of dreams can be real.
2. Students identify their personal dreams.
Ask, “What are your dreams? Did you talk about your dreams in your interview, or do you have different dreams?”
Invite students to talk about things they would like to do or be in the future. Ask two volunteers to take turns writing the responses on the board.
Encourage every student to respond. Say, “It looks like there are as many dreams written here as there are people in this class. I guess everyone has dreams for the future.” Share with students one of your dreams for the future.
3. Students reflect on the importance of having dreams.
Point out to students that keeping their dreams in mind is a good way to feel inspired, especially when they’re faced with an obstacle. That’s why it’s important for them to know what their dreams are. Say, “If you make the effort to think about what you really want to do, you’ve taken the first step toward getting there. As you learn about new things and new options, your dreams may change. That’s okay. The most important thing is to keep envisioning them.”
Part III: Cloud Nine (10 minutes)
Purpose: Students draw pictures in order to visualize their dreams.
ATTENTION: the document for mentees to draw on can be downloaded or copied from the BTM Groupme page.... it is a pic of a dream cloud.
1. Students focus on their personal dreams.
Explain to students that there will be times when they will get so busy with school, family, and life that they will lose sight of their dreams. Tell them that making a note about their dreams on paper is a good way to remember them. Doing this can help their dreams seem achievable even when life, school, and family seem to be taking up all of their time.
As you hand out copies of the “Cloud Nine” activity sheet, ask the students to think of an image that will remind them of one of their dreams. Tell them to draw this image on the activity sheet. Explain that you have extra activity sheets if anyone wishes to draw more than one dream.
2. Students draw pictures of their dreams.
Allow five minutes for students to complete their drawings. Ask students to save their drawings and bring them to the next class. Explain that students will create folders in which they will store their work. Their dream pictures will be included in these folders.
Conclusion (2 minutes)
Ask students to name the dreams they have for the future. Have them describe the first time they envisioned these dreams. Ask students to identify some benefits of recognizing their dreams. Elicit from students the following key points that were taught in this lesson: