SUBJECT: OTHER WORLD LANGUAGES/CHINESE

Chinese Calligraph an! "#$r Treas$res % Less#n &lan

Grade Level: 9TH/10TH Title of Lesson: Calligraphy and the Four Treasures of China Time Frame: 90 M !"T#$ $unshine $tate $tandard*s+: (FL.B.1.4) The student demonstrates an understanding of the relationship between the perspectives and products of culture studied and uses this knowledge to recogni e cultural practices. FL.B.1.4.4 identifies and dis(usses artisti( e3pressions and forms of the target (ulture, (FL.!.".4) The student understands and interprets written and spoken language on a variet# of topics. FL,4,-,5,5 understands various aspe(ts of and relationships &et)een the arts6 musi(6 literature6 history6 politi(s6 or e(onomi(s as presented through material produ(ed &y the target (ulture,

%&'e(tives: $tudent )ill &e a&le to *1+, dentify and dis(uss the importan(e of the four s(holarly treasures of China *-+, dentify and dra) &asi( (alligraphy stro.es */+, 0roperly dra) the Chinese (hara(ter 1 2%!G

0revie) /7arm1up Brainstorming: Project a copy of the concept map with the key word valuable in the middle. Ask students to brainstorm the following question: ( ! "hat do you own that you think is valuable# something you might think of as a treasure$ %e&t ask ('! "hat do you think people believed was valuable ((( or '((( years ago. As a transition question# students are asked if they can guess the four scholarly treasures of )hina

0resentation *he four scholarly treasures are shown and discussed with the class. +ach item is projected using the document camera. *he )hinese Brush# )hinese ,nk -tone# ,nk stick and .ice /aper. -everal e&amples of different styles of )hinese )alligraphy will be projected from original source materials. *he teacher will discuss the significance of )hinese writing as an art form known as calligraphy. *he teacher will demonstrate the basic calligraphy strokes using the document camera to project onto the screen. *he teacher will ne&t introduce the character 01%2 and highlight the

0ra(ti(e -tudents will initially practice the individual basic strokes. *he teacher will call on select students to come to the front and demonstrate their technique which will be projected to the front screen. -tudents will then practice the 01%2 character which incorporates all the ma3or basic strokes. Again select students will be asked to demonstrate their calligraphy. *heir actual writing technique will be projected as they write# both students and teacher can comment. +&amples of student work can be projected for critique.

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SUBJECT: OTHER WORLD LANGUAGES/CHINESE

component character strokes using the document camera.

8a(.ground/previous .no)ledge: 8asi( level Chinese students )ho have a fundamental .no)ledge of )riting Chinese (hara(ters, Materials list: Computer6 $ocument %amera6 Chinese Calligraphy $et9 $tudents need ne)sprint6 in.6 )riting &rush6 )ater and in. &o)ls, 0repare handouts )ith &asi( (alligraphy stro.es and a ghost *tra(ing+ image of the 2%!G (hara(ter, %ral 4ssessment: 4s. students to *1+ identify the four treasures *-+ to des(ri&e ea(h treasure and primary use */+ name the : &asi( (hara(ter stro.es, "ritten Assessment: -tudents paint the )haracter 01%2 for classroom display.

Additional usage: Save clips of student work and the writing process for future incorporation into Powerpoint demo
of calligraphy by-the-numbers and for publishing student work on internet, specifically a school website under student activities. Allows documentation for student digital portfolio and can be used to compare later work. Incorporation of the document camera along with an interactive whiteboard and a touch pad would significantly enhance the use of technology in the classroom and help make students power-users.

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