Chinese Radical Project

Chinese Radicals

Exemplar:

 Show Chinese radicals by body postures

Objective:

I can use my body postures to show a Chinese radical. 

Task: 

Scholars need to learn the 8 basic Chinese radicals that includes know the strokes of the 8 radicals, memorize the meaning of the 8 radicals, and able to recognize the 8 radicals. Scholars need to work in group and try to help each other to show the basic radicals by using their body postures. 

Vocabulary: 

2^nd to 3^rd grade:

4^th to 6^th grade:

Assessment:

Score 4.0: The scholar demonstrates the advanced beginning level performance.

Score 3.5: The scholar demonstrates some advanced beginning level performance.

Score 3.0: The scholar has mastered the beginning level performance. This obvious when:

Scholars can write characters correctly.  (2^nd to 3^rd grade)

Scholars can write characters correctly and can write the sentence completely. (4^th to 5^th grade)

Scholars can write characters correctly, can write the sentence completely, and use sentence pattern correctly. (6^th grade)

Score 2.5: The scholar has a basic understanding and its progressing towards mastery.

Score 2.0: The scholar has achieved basic understanding.

Score 1.5: The scholar has demonstrated basic understanding with some assistance.

Score 1.0: The scholar has demonstrated basic understanding only with assistance.

Score 0.5: The scholar has demonstrated some basic understanding only with assistance.

Task Description: 

The radical  is an essential element of the Chinese dictionary. The list of Chinese radicals is a rough equivalent of a Chinese "alphabet". Every Chinese character is classified under a radical, the radicals being sorted by the number of strokes  used in writing them.

This unit is an introduction of Chinese radicals. Scholars have been introduced several basic Chinese radicals and their evolutional history. The essential questions for this unit are: How is a Chinese character formed? How do I learn and remember Chinese characters? What are the advantages of leaning the radicals? After scholars learnt this unit, 80% of them are able to answer these questions above. 

The task for this unit is that scholars need to learn the 8 basic Chinese radicals that includes know the strokes of the 8 radicals, memorize the meaning of the 8 radicals, and able to recognize the 8 radicals. Scholars need to work in group and try to help each other to show the basic radicals by using their body postures. Thought out this in class actively, scholars will obtain an deeper understanding of Chinese characters. 

Two trees on the top and a fire at the bottom. This character is“burning”. In order to present this character well, Jaiden stand on the ground to be the first layer and Hasaani and Isiaah stand on the table to be the second layer.  

A person inside a “mouth” so he can’t go anywhere. This radical is prisoner. Two girls tried to make a square to form the mouth radical; one girl folded her hands in order to make the person radical. Well done, girls!

Two arms plus the head is “mountain”. If two mountains put together that means “exit” because the emperor put exit between mountains in the old time.

Chinese Pen Pal

Chinese Pen Pal

Exemplar: Write a letter to Chinese pen pal in Mandarin. 

Objective:

2^nd to 3^rd  grade---I can write a letter to my Chinese friend in Mandarin properly. 

4^th to 5^th  grade---I can write a letter to my Chinese friend in both Mandarin and English. 

6^th grade---I can write a letter to my Chinese friend in both Mandarin and English properly.

Task: 

2^nd to 3^rd  graders need to write  a letter to their Chinese pen pal by using completed Chinese sentences, writing characters in corrected stroke order, and following Chinese letter manners.  The content of this letter need to include greeting, self-introduction, and family.  

4^th to 5^th   graders need to write a letter to their Chinese pen pal by using completed Chinese sentences, writing characters in corrected stroke order, and following Chinese letter manners. The content of this letter need to include greeting, self-introduction, and family. Scholars are also encouraged to write one Yes/No question and one “Wh- “question in audio-lingual method.  

6^th   graders need to write a letter to their Chinese pen pal by using completed Chinese sentences, writing characters in corrected stroke order, and following Chinese letter manners. The content of this letter need to include greeting, self-introduction, and family. Moreover, scholars are also required to write one Yes/No question and one “Wh- “question in audio-lingual method.

Sentence Patterns:

• 2nd to 3rd grade: 

你好 （ni hao）	Hello
我叫_____。 （wo jiao ______.）	I am called____________.( My name is _____.)
我_____岁。 （wo ______sui.）	I’m ____years old.
我爱_______.（wo ai______.）	I love_______.

• 4^th to 5^th grade:

你好 （ni hao）	Hello
我叫_____。 （wo jiao ______.）	I am called____________.( My name is _____.)
我_____岁。 （wo ______sui.）	I’m ____years old.
你叫什么？( ni jiao shen me?)	You are called what? (What’s your name?)
你几岁？( ni ji sui ?)	You how many years old? (How old are you?)
我爱_______.（wo ai______.）	I love_______.

• 6^th grade:

你好 （ni hao）	Hello
我叫_____。 （wo jiao ______.）	I am called____________.( My name is _____.)
我_____岁。 （wo ______sui.）	I’m ____years old.
你叫什么？( ni jiao shen me?)	You are called what? (What’s your name?)
你几岁？( ni ji sui ?)	You how many years old? (How old are you?)
我爱_______.（wo ai______.）	I love_______.
你爱____吗？ （ni ai _____ma?）	You love________? (Do you love_____?)
我有________。(ni you______________.)	I have__________?
你有______吗？(Do you have__________?)	You have__________? (Do you have___?)

Assessment:

Score 4.0: The scholar demonstrates the advanced beginning level performance.

Score 3.5: The scholar demonstrates some advanced beginning level performance.

Score 3.0: The scholar has mastered the beginning level performance. This obvious when:

Scholars can write characters correctly.  (2^nd to 3^rd grade)

Scholars can write characters correctly and can write the sentence completely. (4^th to 5^th grade)

Scholars can write characters correctly, can write the sentence completely, and use sentence pattern correctly. (6^th grade)

Score 2.5: The scholar has a basic understanding and its progressing towards mastery.

Score 2.0: The scholar has achieved basic understanding.

Score 1.5: The scholar has demonstrated basic understanding with some assistance.

Score 1.0: The scholar has demonstrated basic understanding only with assistance.

Score 0.5: The scholar has demonstrated some basic understanding only with assistance.

Task Description: 

Our scholars have been extended the opportunity to join a Chinese & American Pen Pal Program with Xian Street Elementary School（县街小学） and their 4th grade scholars. This program is going to be a fantastic opportunity to extend and apply our scholars’ learning around Chinese characters, Chinese sentences, and Chinese culture. Each scholar will have a Chinese friend from our sister school in China and they will exchange latter to each other on a monthly basis. 

Scholars need to write a letter to their Chinese pen pal by using completed Chinese sentences, writing characters in corrected stroke order, and following Chinese letter manners. This letter is in dual language so that scholars write the first half letter in Mandarin and the other half in English. Nevertheless, the content of the two paragraphs are must be different so that scholars can practice to translate between two languages.  The content of this letter need to include greeting, self-introduction, and family. Moreover, scholars are also required to write one Yes/No question and one “Wh- “question in audio-lingual method.  

  

Joseph, his letter format obeys

Chinese letter manners. his handwriting is

clear, straight, and neat. All his sentences

are grammatically correct ! However, I hope his strokes can be more straightcharacters can include all stroke next time.

Bryee, as a second grader, he really did agood job on this pen pal letter. First of all, allhis characters are in correct stroke order.Secondly, your handwriting is neat and clear.The most important thing is that hissentences are all grammatically correct!