midnight at the dragon cafe adult education guide 2007

Londer Learning CenterMultnomah County

Department of Community Justice

Midnight at the Dragon CafeAdult Education Guide

Everybody ReadsMultnomah County Library

2007

Midnight at the Dragon Cafe – Adult Education Guide - Page 1

IntroductionIntroduction

A deep look at literacy issues in the United States reveals some alarming trends: According to the National Institute for Literacy, more than 20% of adults in the United States read at or below a 5th grade level. Forty-four percent of adults in the United States do not read one book in the course of a year. Given these statistics, how can we include low-level or reluctant adult readers in a community book reading project?

With hopes of facilitating the inclusion of low-level adult readers in the 2007 Everybody Reads project, staff at Multnomah County’s Londer Learning Center, a unit of the Department of Community Justice, have created this Adult Education Guide. The Londer Learning Center serves adults who are on probation, parole or in drug/alcohol treatment programs. Most of our adult basic education or GED students have reading difficulties and/or learning disabilities. Many have never read a book in their adult lives; 65% read below an 8th grade level.

To make the task of reading a book easier for these readers, as well as low-literate adults in the greater community, this Adult Education Guide provides adult educators, literacy tutors and English as a Second Language instructors with tips and techniques, worksheets and websites. We believe that with some planning and access to background materials, Multnomah County adults, who are low-level readers, will be able to participate fully in the 2007 Everybody Reads community book reading project.

Carole SchollProgram Manager

Cheyenne TullerAdult Basic Skills and GED instructor

Table of Contents

Donald H. Londer Center for LearningDepartment of Community Justice, 421 SW 5th Ave, 4th floor Portland, OR 97204 (503) 988-3466


Recommendations, page 3Literary Genres, page 4Author Background, page 4Biography Web, page 5Vocabulary, page 6Reading Progress Report, page 9Reading Discussion Questions, page 10Group Activities, page 11Essay Questions, page 13Getting to Know Characters, page 14Character Web, page 15Mind Map, page 16We’re All Immigrants, page 17Strengthening My Community, page 18Education and Income, page 19Low Income Families, page 20Moving the Family, page 21Keeping the Family Together, page 23Portland’s Chinese Heritage through Photographs, page 24

RecommendationsRecommendations

Pre-reading activities that facilitate the understanding of concepts, activate interest and/or learner’s background knowledge can make all the difference in the success of a reading task. Midnight at the

Dragon Cafe is an excellent catalyst for discussions of many issues that affect our students: poverty, discrimination, class differences, etc.



Having students tell their own stories, using the text as a model, can be tremendously empowering.

Learning disabled students The task of the adult basic skills educator is to present reading materials in an accessible manner for low-literate readers or learners with reading disabilities, such as dyslexia. Printed material should not look too dense--use graphics and large type as much as possible-- and print out worksheets on colored paper.

Use strategy If you’re limited in time, you could read excerpts from the book instead of tackling the whole text, or show film clips and read around these clips. For low-level readers who suffer from reading disabilities, audio cassettes are a great help. Reading along while hearing the story takes a lot of stress out of the work of reading. Be prepared also to discuss new vocabulary, or have some means for students to record new words but don’t let students get hung up on difficult vocabulary. Finally, checking in frequently about various elements of the story can help with focus and staying on task.

LITERARY GENRES

1. Bring in examples of different types of books: fiction, non-fiction, science fiction, or mystery. Ask students to explain the differences between these types of books. Find out what types of books they most like to read.

AUTHOR BACKGROUND: INTRODUCTION TO JUDY FONG BATES

1. Find a simple biography of Bates, such as: http://www.multcolib.org/reads/aboutauthor.html


http://www.multcolib.org/reads/aboutauthor.html%20


Hand out copies and have students take turns reading. 2. Then hand out copies with key words omitted. 3. Students fill in missing words from word bank. 4. Follow with a general discussion of Bates’s life.5. Fill out the biography web on the next page.6. Read the interview with Bates found at

http://www.mcclelland.com/catalog/display.pperl?isbn=9780771010972&view=auqa. One student can be Bates with the others being interviewers. Students then write other questions they’d like to ask Bates.

7. Read the author’s message at http://www.multcolib.org/reads/authorsmessage.htmlHave students write a reply to Bates, with questions for her visit to Portland.


http://www.multcolib.org/reads/authorsmessage.html

http://www.mcclelland.com/catalog/display.pperl?isbn=9780771010972&view=auqa

http://www.mcclelland.com/catalog/display.pperl?isbn=9780771010972&view=auqa


Biography Web for Judy Fong Bates

Judy Fong Bates

What’s her educational background?

What’s her job? What does she write about?

When did she write Midnight at the Dragon

Cafe?

What’s she look like? What other books did she write?

Midnight at the Dragon Cafe – Adult Education Guide – Page 6

VOCABULARY Teaching Techniques

Student Vocabulary List1. Students underline words they don’t understand

as they read. 2. Teacher makes a list on the board.3. Students add words to on-going vocabulary list.4. Teacher gives simple definition for word, which students copy.5. Students pick 2-3 words and discuss.6. Students write sentences with their favorite words.7. Follow up/review activity:

Word Jeopardy1. Students select words from the list, or select words as they read.2. Students make word cards with definitions using the dictionary – on the back of the index card they write:

a. the word in syllable partsb. the definition in their own words (not in “dictionary speak”)c. the word used in a sentenced. optional: synonym and antonym

3. Students form teams, come to front, and quiz each other using the cards4. Rules: There are 5 points per word: 1 for pronunciation, 1 for

number of syllables, 1 for definition, 1 for sentence, 1 for spelling the word on the board. The rest of the class acts as judges. The teacher only records team scores on the board.

Vocabulary GamesMake learning fun with vocabulary crosswords and word searches. This website has free and easy-to-use puzzle making tools:http://puzzlemaker.school.discovery.com/

http://puzzlemaker.school.discovery.com/


Vocabulary Words—A 3-part learning project:

Assignment #1: Match the words on the vocabulary lists to the definitions.

Assignment #2: Write each vocabulary word in a sentence.Teacher will specify the method:1. Individual, partner, or team2. Students write on notepaper to be turned in or write on board to present to classmates

Assignment #3: Prepare for Spelling!Teacher will specify the method:1. Spelling Quiz Students study then write words that are dictated to them. or

2. Word Jeopardy Spelling**Divide class into two teams. Each team chooses a “scribe” who goes to the board. Each team takes turns giving a vocabulary word to the scribe of the other team to spell on the board. The team with the most correct words wins.

or

3. Both!


MIDNIGHT AT THE DRAGON CAFE VOCABLUARY

Match the following words with their definitions.

1.____ lo-fon a. use of supernatural powers

2.____ sei gew doys b. non-Chinese person

3.____ miniature c. made into a thick solid

4.____ congregation d. set of knives, forks, and spoons

5.____ sorcery e. dead ghost kids

6.____ Goh Goh f. hanging around afterward

7.____ Communists g. a very small copy or amount

8.____ perspiration h. group of worshippers at a church

9.____ congealed i. sweating

10.___ cutlery j. Elder Brother

11.___ lingering k. someone from a country where the government plans and controls the economy


READING PROGRESS REPORT Date: ______________ Page Numbers: ____________

1. What happened in the last section you read?

2. What happened in today’s section?

3. What was the most important thing that happened today (the main idea)?

4. What do you think will happen in the next section?

5. What characters were featured today?

6. What is one new thing you learned about the main character?

New Words Meaning

1. _________ _________________________________________

2. _________ _________________________________________

3. _________ _________________________________________

4. _________ _________________________________________

READING DISCUSSION QUESTIONS1. Find a list of reading discussion questions such as:http://www.multcolib.org/reads/discussionquestions.html orhttp://www.mcclelland.com/catalog/display.pperl?isbn=9780771010972&view=rg.

http://www.mcclelland.com/catalog/display.pperl?isbn=9780771010972&view=rg

http://www.mcclelland.com/catalog/display.pperl?isbn=9780771010972&view=rg

http://www.multcolib.org/reads/discussionquestions.html


2. Divide the class into small groups. Each group writes responses to the questions assigned.

3. Give an individual or group an excerpt from the book. Have them write their own discussion questions. Here is an excerpt:

I HAVE KEPT ONLY three possessions from my childhood. Each one is a book. The first is a coil-bound sketch pad with a cover made of heavy cardboard, a muted olive green. The pages are filled with drawings – of trees and flowers, of animals and soft nudes, but also of fantastic creatures, some beautiful, some hideous, entwined and growing out of one another, out of eyes, bellies, tongues, mouths. As a child I found the drawings magical, yet they unsettled me, pulling me into a world I did not understand. When I look at them now, many years later, they disturb me in a different way; I am left feeling hollow and haunted.

Group ActivitiesGroup Activities

RECOMMENDATIONSThe following are just a few recommended activities that will encourage connecting the book to learners’ lives.


GROUP ACTIVITIES

1. Attend community events sponsored by the Everybody Reads program.2. Put on a play of key scenes.3. Invite immigrants in your community for a group reading and/or discussion.4. Group discussion questions. Have each group discuss one of the following questions and report back to the class.

a. What is Su-Jen’s home country like? How does each family member describe it?b. Why did Su-Jen’s family move to Canada? Why do people leave their home countries?c. What new things did Su-Jen and her mother experience when they moved to Canada? What would it be like to move to a new country?d. What Chinese expressions are in the book? Make a list of the expressions and their meanings (if you can find them).

5. Ask the experts: A collaborative group activityDivide students into groups to explore these different topics. Optional artwork, too! Have groups present their findings to the class.

GROUP 11. Describe Su-Jen. What does she look like? What does she think

about? Is she happy?2. What are Su-Jen’s hopes and dreams?

GROUP 21. Describe Su-Jen’s family. Are they happy? Are they hopeful?2. What dreams do Su-Jen’s parents have for their children?

GROUP 31. Describe where Su-Jen lives. 2. Describe the neighborhood. What people live there? Are they rich

or poor? Are they happy?


ESSAY QUESTIONS or GROUP WORKAgree or disagree? Discuss in a group or write a paragraph discussing whether you agree or disagree with the following statements.

1. Dreams that can’t come true aren’t worth having.

2. There’s more to a person than their name.

3. You can’t escape from your childhood.

4. Take every day as it comes, finding happiness where you can.

5. Home is where the heart is.

6. Society has a responsibility to take care of children.

7. People should not be judged by what they wear.

8. A house is different from a home.

9. Everyone wants to escape from their hometown.

10. If you’re told you’re bad your whole life, you’ll probably

turn out bad.

11. Boys and girls live by different standards.

12. You can tell a lot about a person by their friends.

13. We all have a responsibility to our own community.


GETTING TO KNOW CHARACTERS1. Post the names of the major characters. What

words describe the characters? Add new words to this list while you read.

2. Who said it? Write the name of the character next to the quote.

“Remember, Su-Jen, that water is your danger sign. You must always be careful when you are near.”

“You need a new name for school, Su-Jen, a Canadian name.”

“But soon you will learn English, and talk just like the lo fons. I am too old to learn, but you, Su-Jen, you will be just like them.”

“If you forget my name, just call me Toothless Uncle.”

“I have kept only three possessions from my childhood.”


Character Web

________________________Character name

What’s he/she look like?

Where does he/she live?

What does he/she like to do?

What does he/she care about?

What problem does this character have?

What words describe him/her?


MIND MAP Put yourself into Su-Jen’s place. Fill in the open mind diagram below with objects, images, symbols and quotations from the story to provide a picture of what might be going through her mind. Activity created by Erin Carlson. See: http://urbandreams.ousd.k12.ca.us Click on Language Arts.

OTHER GROUP ACTIVITIES

WE’RE ALL IMMIGRANTS… A survey

http://urbandreams.ousd.k12.ca.us/


Class survey1. In groups, ask: Where are you from?

What state are you from?What states are your parents from?

2. Make a chart or map that shows the different places you, your family or friends have lived.


STRENGTHENING MY COMMUNITY

See the One World lesson plans at Scholastic.Com. A direct link to similar activities is: http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lesson10http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/index.asp

Brainstorm: What is a community? How does Su-Jen feel about her community? List problems in your community. Who can make a community better? Activity: Write the following on index cards. Give one card to each group. Discuss and report back to class.

EventsAn event that could strengthen my community:

A possible outcome of this event:

Clubs or TeamsA club or team that could strengthen my community:

A possible outcome of this:

RulesRules that could make my community better:

A possible outcome of this rule:

New placesPlaces that could make my community better:

A possible outcome of having this in the community:

http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/index.asp

http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lesson10

http://www.teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lesson10


EDUCATION AND INCOME Su-Jen says her parents are smart, yet their family is struggling. Look at the following charts. What percent of low-income children have parents who haven’t finished high school? What percent of low-income children have parents who attended more than high school?

Yearly trends. Percent of children in low-income families by parents’ education level: Parents employed full-time.

Percent of children in low-income families by parents’ education level: Parents employed full-time.

Source: :National Center for Children in Poverty. See: www.nccp.org

http://www.nccp.org/


SOURCE: National Center for Children in Poverty. See: www.nccp.org, Koball, H.” Where do Children in Low-income Families Live?” Nov. 2003.

MOVING THE FAMILY

Look at these charts and maps.

Low Income FamiliesDo you think Su-Jen is from a “low-income family”? Look at the charts. 1. Where do most low-income people live? 2. What area in the United States has the most low-income people? 3. From 1999 to 2001 were there fewer numbers of low-income children in the South? 4. From 1999 to 2001 did the numbers of low-income children increase in the Midwest?

Low-income is defined as a

family income that is twice the poverty level,

or $36,800 for a family of four

(2003).



Look at the information about low-income families. Do they move more than high- income families?

Moving families1. Have you moved recently?

2. Why do families have to move?

3. Community connection: Where in Portland can you find cheap places to rent?

Low-income is defined as a family income that is twice the poverty level, or $36,800 for a family of four (2003).

SOURCE: National Center for Children in Poverty. See: www.nccp.org, Koball, H.” Where do Children in Low-income Families Live?” Nov. 2003.

Median Gross Rents as Percentages or Household Income for the United States, 1990-2000Source: http://www.census.gov/population/www/cen2000/briefs.html

Percent of children who moved in the previous year by region and family income, 2001

http://www.census.gov/population/www/cen2000/briefs.html



KEEPING THE FAMILY TOGETHER

What’s a healthy relationship?What’s an unhealthy relationship?

Put the phrases below in the matching column. Add some more.

Willing and able to make own decisionsLikes to always be in control

THE HIGH COSTS OF HOUSING Look at the charts showing rental costs.

Vocabulary: Median, gross rent

1. Which region has the highest median gross rent? 2. In the West, what was the median gross rent in 1990? In 2000?3. Where are the states with the cheapest rents?4. You can find more charts and graphs from the website of the US Census Bureau at http://www.census.gov5. Your cost of living. How much did you pay for rent 10 years ago? How much do you pay for rent now?6. How much did you get paid 10 years ago? How much do you get paid now?

http://www.census.gov/


Open and honestPut DownsIsolationAngry all the timeViolent sometimesConfidentRespects OthersListens

Healthy Relationship Unhealthy relationship

Problem Solve. Where can you get help? Find resources in your community.

PORTLAND’S CHINESE HISTORY THROUGH PHOTOGRAPHS

1. Visit the following website for photos of Portland’s Chinese Heritage:

http://www.ohs.org/education/oregonhistory/historical_records/dspDocument.cfm?doc_ID=1A5E6E0D-F1E3-3481-AE04F33E9BD9BE37 or find any photos on your own.

2. Assign each group a picture. Have them write a story about what’s going on in the picture.

3. Have groups write captions for the picture. Then mix up the pictures and captions and have groups match them up.

http://www.ohs.org/education/oregonhistory/historical_records/dspDocument.cfm?doc_ID=1A5E6E0D-F1E3-3481-AE04F33E9BD9BE37

http://www.ohs.org/education/oregonhistory/historical_records/dspDocument.cfm?doc_ID=1A5E6E0D-F1E3-3481-AE04F33E9BD9BE37