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Student obtained approval from teacher and gave an excellent explanation on why Kanji has personal meaning.
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Student obtained approval from teacher and gave a reasonable explanation on why the Kanji has personal meaning.
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Student obtained approval from teacher but did not give a sufficient explanation on why the Kanji was selected.
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Student did not obtain approval from teacher nor did they give an explanation on why the Kanji was selected.
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Student used correct writing techniques including stroke order and placement. Student used felt tip marker on non-lined paper; result was extremely neat.
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Student followed correct writing techniques for the most part - there were several mistakes in stroke order and placement. Student used felt tip marker on non-lined paper; result was neat.
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Student followed correct writing techniques to some extent - there were numerous mistakes in stroke order and placement. Student did not use felt tip marker and/or non-lined paper; result was not neat.
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Student did not follow correct writing techniques - there were many mistakes in stroke order and placement. Student did not use felt tip marker and/or non-lined paper; result was messy.
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Student used specified paper and felt tip pen. Kanji was positioned correctly and all strokes were properly aligned. Strokes were balanced and commensurate with overall size. Student signature was written in katakana letters and properly placed.
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Student used specified paper and felt tip pen. Kanji was not positioned correctly and/or strokes were not properly aligned. Strokes were somewhat balanced and commensurate with overall size. Student signature was written in katakana letters and properly placed
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Student used specified paper and felt tip pen. Kanji was not positioned correctly and/or strokes were not properly aligned. Strokes were not balanced nor commensurate with overall size. Student signature was omitted.
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Student did not use specified paper and/or felt tip pen. Kanji was not positioned correctly and/or strokes were not properly aligned. Strokes were not balanced nor commensurate with overall size. Student signature was omitted.
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Student gave a three minute presentation that thoroughly described their kakijiku, defined kanji, and explained the kanji's personal significance.
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Student gave a less than three minute presentation that adequately described their kakijiku, defined kanji, and explained the kanji's personal significance.
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Student gave a rambling presentation that did not adequately address either the description of the kakijiku, the definition of kanji, or their kanji's personal significance
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Student did not give an oral presentation.
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Student provided an excellent summary paper or 250 words on their kanji selection, its meaning, and its significance. Grammar/spelling was excellent.
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Student provided a summary paper of less than 250 words but adequately addressed their kanji selection, its meaning, and/or its significance. There were less than five grammar/spelling errors.
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Student provided a summary paper that did not describe either their kanji selection, its meaning, or its significance. There were less than ten grammar/spelling errors.
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Student provided an inadequate summary paper that did not adequately address kanji selection, its meaning, and its significance. There were more than ten grammar/spelling errors.
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