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Diana Welling Comp 521 UOPHX April 15, 2005

Dragon’s Gate Literature Unit. Diana Welling Comp 521 UOPHX April 15, 2005. Dragon’s Gate Background.

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Diana Welling Comp 521 UOPHX April 15, 2005

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  1. Dragon’s Gate Literature Unit Diana Welling Comp 521 UOPHX April 15, 2005

  2. Dragon’s Gate Background • This is a historical literature connection to the theme of immigrants. Although the book Dragon’s Gate primary focus is that of Chinese immigrants, other cultural communities and peoples will be discussed during the social studies lesson that is in conjunction with the Language Arts unit.

  3. Students will read the story Dragon’s Gate by Laurence Yep and keep an interactive journal that includes vocabulary, reader responses, original art, enrichment activities, and conclude with a PowerPoint presentation that furthers the understanding of all immigrants that came through California to work during the gold rush and on the transcontinental railroad from 1849 through 1870. Making connections to how it has shaped our valley today.

  4. Our California Heritage • Living in the central valley we are blessed with a rich history of cultural diversity. • Many families have settled here from all over the world. Some for the riches the valley has or had to offer, while others for political or personal reasons. • Some of your families have called this valley home for generations, but were not born here. • No matter where we are from, we are not only American’s, but we are the people of California. • In keeping with our focus theme of immigration, this is what makes Dragon’s Gate important not only as a novel to read, but as an insight to what the railroad truly meant for our State.

  5. About the Author of Dragon’s Gate • Laurence Yep is a native Californian born in San Francisco. He attended Marquette University, the University of California at Santa Cruz, and the State University of New York at Buffalo where he received his Ph.D. in 1975. • He has been a part-time instructor of English, a visiting lecturer in Asian American Studies and a writer-in-residence. His Chinese-American background is central to the spirit of many of his novels. He comments, "Having been raised in a Black ghetto and having commuted to a bilingual school in Chinatown, I did not confront White American culture until high school. Approaching that culture as somewhat of a stranger, I have been fascinated by all its aspects..." All of Mr. Yep's books have dealt with the outsider. In recent years he has explored the rich mythology of China in his writing. • Laurence has received numerous awards for the many books he has written. Dragonwings alone won nine awards in 1975-76, while in 1989, Rainbow People won the Boston Globe-Horn Book Honor Award. • Source: http://www.ucalgary.ca/%7Edkbrown/k6/yep.html

  6. Your Literature Group Task • This is our second literature group focus. • Along with the literature group materials that your team will be using to explore Dragon’s Gate, as a final cumulative project, classroom learning teams, will use technology to complete a PowerPoint presentation on the transcontinental railroad and the many ethnic groups that helped to connect our nation, and California via the Dragon’s Gate.

  7. The Details of the Final Presentation • Your team will present a PowerPoint show highlighting elements in the book Dragon’s Gate to the current readings in our Social Studies text, along with and not limited to historic events of the time period and how these events have shaped California today. • Your presentation will be at least 15 slides and last a minimum of 15 minutes. • Each person on your team will orally present part of the PowerPoint. • You may add movie clips and sound if it is cited and if they pertain to the mood or effect of your overall presentation. They must also be “Historic” in nature.

  8. The Details of the Final Presentation • The must have slides: • Your team must have a title slide with all the team members names. • An introduction. • Notes can be added at the bottom of slides. • Your team must list all references and sources APA style. • A hard copy of the presentation must be given to the instructor.

  9. The Peer Grading Rubric GRADING RUBRIC FOR POWERPOINT PRESENTATIONS • NAME:_____________________________ • KNOWLEDGE:    4 3 2 1 0  Shows an understanding of the material  Able to answer questions • PARTICIPATION:   4 3 2 1 0  Does their “fair share” in presenting the material  Participates in each part of the presentation • LENGTH:     4 3 2 1 0  Long enough to adequately cover assigned material • CONTENT:    4 3 2 1 0  Topic covered thoroughly  Enough information given to understand topic  Did not exclude any important information or include  any unnecessary information • DESIGN:     4 3 2 1 0  Very creative  Easy to see and follow  Did not include any unnecessary graphics • HANDS-ON ACTIVITY:  4 3 2 1 0  Included class in the learning process  Did more than lecture to the class • TOTAL ________ • 23-24  A 21-22  B • 18-20  C 16-17  D • 0-15    F • Source:  http://www.schools.lth5.k12.il.us/aviston/KBLesson8.html

  10. Some Focus Questions • Keep these questions in mind as you study about Dragon’s Gate and immigrants that worked for the railroad. • Essential Questions: • Who were “Crocker’s pets?” • Why did so many Chinese men chose to work on transcontinental the railroad? • How many estimated Chinese workers died in the Sierra Nevada Mountains during the winter of 1867 -1868? • What happened to all of the workers after the railroad was completed? • Does Yep’s character Otter help explain the role of Chinese workers in that time period? Cite evidence from your book Dragon’s Gate and from Internet sources.

  11. Gleaming Information • Unlike a Web Quest, your team will be researching sites on your own. Make sure you use the internet appropriately. • One important site your team should visit is: The California State Railroad Museum. Http://www.csrmf.org/ • What other sites can we think of that might have information that would be important? • Let us brainstorm this for a few minutes.

  12. Projected Graphic Organizer

  13. Some Computer Lab Reminders • No food or drink in the lab. • No software games are allowed in the lab. • Music must be pre-approved by instructor and for use in your presentation only. • Because time is of an essence, use your time wisely. • Sign up for time blocks to use the scanners. • Use the red cup to request assistance from the instructor. • Save your files in your class folder or on a disk.

  14. Adding Media to your presentation • Photo graphics • Movies • Sound • Clip art • Timelines • Charts & Graphs

  15. Adding Photos to your Presentation • When adding photographs to your presentation here are a few must follow rules: • Make sure you sign up to use the scanners. • Limit your scanning to 10 minutes so others may have a turn. 3. Cite, Cite, Cite your sources.

  16. The Iron Road through Dragon’s Gate Http://www.memory.loc.gov/cgi-bin/query

  17. Team Questions • Your team will have many questions. • Please make sure that you submit those in writing after your first meeting. • Also note them in your team’s literature circle log.

  18. References: • American Memory Photographs of Chinese. Retrieved on October 30, 2004 • from http://memory.loc.gov/cgi-bin/query • A Celebration of Literature for Children and Young Adults. Retrieved on November 6, 2004 • from http://www.ucalgary.ca/%7Edkbrown/k6/yep.html • Bloom’s (1950). Learning domains. Retrieved on November 6, 2004 • from http://coe.sdsu.edu/eet/Articles/BloomsLD/ • Burkhardt, P. (2004). Traditional Chinese painting. Retrieved on November 3, 2004 from • http://www.mindbeams.net/NMA/callig3.htm • Grossen, B. (1996). Differentiated chart. Retrieved on October 24, 2004 from • http://darkwing.uoregon.edu/~adiep/grp.htm • Houghton Mifflin Company Retrieved on November 6, 2004 from • http://www.mcdougallittell.com/state/ca/cachi.cfm • ISTE NETS. Retrieved on November 6, 2004 from http://cnets.iste.org/students/s_stands.html • Itc. Interactive multimedia for 4th grade. Retrieved on November 4, 2004 • from http://www.texancultures.utsa.edu/txtext/chinese/4thgrade_chinesetexans_1.htm • Journal rubric. Retrieved on November 6, 2004 from • http://www.catholic-forum.com/churches/cathteach/outcomes_rubric_reflection_journal.html • Peer grading rubric. Retrieved on November 6, 2004 from • http://www.schools.lth5.k12.il.us/aviston/KBLesson8.html • PowerPoint presentation rubric. Retrieved on November 6, 2004 from http://www.ncsu.edu/midlink/rub.pres.html • PowerPoint tutorial. Retrieved on April 7, 2005 from http://www.actden.com/pp/ • Staiger, A (2004). Dragon’s Gate Journal questions and vocabulary. Retrieved on • November 6, 2004 from http://www.sle.slv.k12.ca.us/~astaiger/dragonsgate.html • The following forms have been developed by the sixth grade teachers. Retrieved on November 6, • 2004 from http://home.att.net/~candlers/resources.htm • Tomlinson, C. (1995). Differentiating instruction for advanced learners in the mixed-ability • middle school classroom, P.3. Retrieved on October 24, 2004 from • http://eric.org/digests/e536.html

  19. Some Student Sources • AskJeeves for Kids • Yahooligans • Sites to go to find out about more about Chinese immigrants and culture: A Celebration of Literature for Children and Young Adults • http://www.ucalgary.ca/%7Edkbrown/k6/yep.html • American Memory movies about early Chinese in California • http://memory.loc.gov/cgi-bin/query • American Memory Photographs of Chinese • http://memory.loc.gov/cgi-bin/query • Houghton Mifflin Company • http://www.mcdougallittell.com/state/ca/cachi.cfm • http://www.texancultures.utsa.edu/txtext/chinese/4thgrade_chinesetexans_1.htm • Parade of Chinese / Thomas A. Edison, Inc.; producer, James White • http://memory.loc.gov/cgi-bin/query/r?ammem/papr:@field(NUMBER+@band(edmp+1278)) • Santa Clarita Valley History in Pictures • http://www.scvhistory.com/scvhistory/lang-090501-index.htm • THE CHINESE RAILROAD MEN • http://stereoviews.org/Museum/Fusang.html

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