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お名前：
Kamishibai Culminating Project 日付：
クラス：
CATEGORY Exceeds standards Meets standard Minimal standards Insufficient standards
Title page has a clear graphic related to
the story; English / Japanese title; Title page has a graphic, the title, Title page has only some of the Title page has very few of the
Title Page author, illustrator and performer names; author name, and the date. required elements of a title page. required elements.
and the date
Japanese vocabulary used but
1-3 Japanese full sentences per Japanese phrases present but Japanese phrases with several
Nihongo storyboard minor grammatical errors errors
errors or incorrect usage
throughout
Several (min5) Japanese onomatopoeia Japanese onomatopoeia are not
Some Japanese onomatopoeia are Few Japanese onomatopoeia are
Onomatopoeia are used appropriately throughout the
used throughout the story. used in the story.
used in the story or are used
story to give it life. inappropriately.
Main characters are appropriately
The main characters are named
named and clearly described in text as The main characters are named.
and described. Most readers would It is hard to tell who the main
Characters well as pictures. Characters are
have some idea of what the
The reader knows very little about
characters are.
appropriately chosen in Japanese the characters.
characters looked like.
context.
Original illustrations are detailed,
Original illustrations are somewhat
attractive, creative and relate to the text Original illustrations relate to the Illustrations are not present OR
detailed, attractive, and relate to
Illustrations on the page. No white background or
the text on the page. Minimal white
text on the page. Some white they are not original. Significant
empty space. Large, vibrant pictures background or empty space. white background or empty space.
background or empty space.
are used.
All of the written requirements (min 12
Most (about 75%) of the written
typed-pages, 12 graphics, ARIAL 14 Almost all (about 90%) the written
Requirements font, Japanese font, 1-2 paragraphs per requirements were met.
requirements were met, but Many requirements were not met.
several were not.
page) were met.
A catchy beginning was attempted No attempt was made to catch the
First paragraph has a "grabber" or First paragraph has a weak
Introduction catchy beginning. "grabber".
but was confusing rather than reader's attention in the first
catchy. paragraph.
It is very easy for the reader to It is fairly easy for the reader to It is not very clear to the reader It is not clear what the creation
Content understand the creation myth or moral understand the creation myth or what is the creation myth or moral myth or moral code is or there are
code & follow the plot. moral code & follow the plot. code & the plot is confusing. multiple stories going on.
There is an appropriate amount of
There is too much dialogue in this There is not quite enough dialogue
dialogue to bring the characters to life It is not clear which character is
Dialogue and it is always clear which character is
story, but it is always clear which in this story, but it is always clear
speaking.
character is speaking. which character is speaking.
speaking.
Some vivid, descriptive words are The reader can figure out when
Many vivid, descriptive words are used The reader has trouble figuring out
used to tell the audience when and and where the story took place, but
Setting to tell when and where the story took
where the story took place. the author didn't supply much
when and where the story took
place. Japanese context. place. No Japanese context.
Somewhat Japanese context. detail. Minor Japanese reference.
The story contains a few creative
The story contains many creative The story contains a few creative There is little evidence of creativity
details and/or descriptions, but
details and/or descriptions that details and/or descriptions that in the story. The author does not
they distract from the story. The
Creativity contribute to the reader's enjoyment & contribute to the reader's
author has tried to use imagination
seem to have used much
give it a Japanese flavor. The author enjoyment. The author has used imagination. Story copies other
but has used simialr stories as
has really used imagination. imagination. stories or characters.
reference.
The story is pretty well organized.
The story is very well organized. One The story is a little hard to follow.
One idea or scene may seem out Ideas and scenes seem to be
Organization idea or scene follows another in a
of place. Clear transitions are
The transitions are sometimes not
randomly arranged.
logical sequence with clear transitions. clear.
used.
The final draft of the story is readable, The final draft of the story is
The final draft of the story is The final draft is not neat or
clean, neat and attractive. It is free of readable, neat and attractive. It
readable and some of the pages attractive. It looks like the student
Neatness erasures and crossed-out words. It may have one or two erasures, but
are attractive. It looks like parts of just wanted to get it done and didn't
looks like the author took great pride in they are not distracting. It looks like
it might have been done in a hurry. care what it looked like.
it. the author took some pride in it.
Student devotes sufficient time and
Student devotes a lot of time and effort Student devotes some time and
effort to the writing process Student devotes little time and
to the writing process (prewriting, effort to the writing process but
Writing Process drafting, reviewing, and editing). Works
(prewriting, drafting, reviewing, and
was not very thorough. Does
effort to the writing process.
editing). Works and gets the job Doesn't seem to care.
hard to make the story wonderful. enough to get by.
done.
Student brought Kamishibai to life Student sometimes brought Student rarely brought Kamishibai Student did not bring Kamishiabi to
Performance utilizing a variety (5+) of performance Kamishibai story to life and utilized to life and rarely used performance life. Performance variations did not
variations some performance variations variations exist.
お名前:
クラス：
Assignment Due dates モートン先生
English draft 4月30日
Japanese draft 4月30日
12-16 storyboard draft 5月2日
1st 5月 5日
English revisions due
6th 5月 7日
1st 5月 6日
Japanese due
6th 5月 9日
Illustrations finalized 5月13日
Compile Kamishibai 5月14日
Practice Performance 5月15日
Computer lab for misc needs 5月16日
Performance & FINAL 5月19日 ~ 5月21日
お名前:
クラス：
In class effort Due dates モートン先生
12 story-board draft 5月18日
English draft 5月23日
English due 5月25日
Japanese draft 5月30日
Japanese due 6月1日
Computer Lab 6月4日 ~ 6月8日
Illustrations finalized 6月4日 ~ 6月8日
Practice Performance 6月11日
Performance & FINAL 6月12日 ~ 6月15日
Kamishibai Title
紙芝居のタイトル：
Participation:
Role / Tasks: Use of time: Comments:
Were they present in
What were their How often were they on Any other insight or input
both body & mind? Did
responsibilities? How task? Did they support or you want to share about
they contribute when
did they contribute? hinder the group dynamic? your group
お名前 they were here?
Member 1
Member 2
Member 3
Member 4
What did you like about this project?
What didn't you like about this project?
How could this project be better?
What did you learn in terms of Japanese language? What did you learn as a language learner about yourself?
What did you learn about Japanese culture?
What would you have done differently?
