● We’re making an activity book.● Each person will be responsible for one page.● A partner will help you critique and revise.

● Your resources: ○ the tour○ sample activities○ a picture library + other technology○ a “cheat sheet” + a language consultant

中文专家

● In light of the tour you just took, think about:○ Activity page formats (connect the dots, spot the

difference...)○ Places / things / activities○ How to connect to 佳佳！

BY THE END OF THE DAY:1. Each person has sketched out a one page activity

design + title + instructions, in English first.● 标题 biāotí

● 图画 túhuà

● 说明 shuōmíng

● A title / name

● A picture or pictures

● Instructions

BY THE END OF THE DAY:2. Partners have interviewed a consultant to get

needed language, come away with WRITTEN OUTPUT IN CHARACTERS AND PINYIN.

BY THE END OF THE DAY:3. Advanced users may have started design work

online (reformatting pictures, doing page layout).

Driving Question:

How can we design and create a printed activity book for distribution through Hawaii’s Plantation Village, designed for young Chinese-speaking visitors to the Village, that connects things they see at the Village to their own lives?

Need-to-Know Questions: Hawaii’s Plantation Village Activity Book Project

Question: As beginning learners of Chinese, what age group can we most effectively target in the activity book?

Information/links related to the question:

Teacher’s idea: Around kindergarten~second grade age (beginning readers)

Question: What are typical, appropriate activity-book activities for kids around kindergarten age?

Information/links related to the question:

Examples of activities from a variety of commercial products

Question: How will our teams be formed?Information/links related to the question:

Teacher’s idea: Each person designs and drafts a page in the activity book, and works with one partner to give each other support and suggestions for improvement.

Question: What basic elements should all the activity pages have in common?Information/links related to the question:

Teacher’s ideas:

● A theme related to HPV and plantation history● A title / name at the top● A picture or pictures that form the heart of the activity ● A set of instructions, menu of choices, main question, or

other text placed at the bottom. These should be bilingual in Chinese and English.

Question: What activity would I like to design?Information/links related to the question:

Folder of photo stock from Hawaii’s Plantation Village (all photos OK to use; please take care not to delete items)

Typical user instructions for various activity types

Question: How can I start with my page design?Information/links related to the question:

Idea: Start on a big piece of paper. Draft in English first. Identify all the bits and pieces of language you need.

Idea: Brainstorm with a friend or with staff.

Idea: If the folder of photo stock does not have the pictures you need, take one yourself, then ask staff to help you put your picture in the folder to use.

Idea: Visit the Activity Book Draft document to see where you will finalize your activity design.

Question: What language do I need for my activity?Information/links related to the question:

Typical user instructions for various activity types

Your guide for getting language from a Chinese-speaking informant

Question: How can identify, learn, and use the technologies I need to complete my activity design?Information/links related to the question:

Using Google Slides: Tutorial on basic skills if needed before working in draft slide deck

Photo processing: save photos from stock to computer, then process through “Free Picture Stencil Maker”

Typing in Chinese: see next slide

Question: How can I get the language onto my design page?

Information/links related to the question:

Teacher: Use Pinyin romanization to type in Chinese directly! → Select “Pinyin - Simplified” from the Keyboard menu (upper right) and

simply type a string of text in Pinyin (no spaces!), then choose the right characters based on what your informant gave you. Need more help? Start here.

Question: How can we assess the project product?

Information/links related to the question:

Rubric-building resources from UH Mānoa’s Assessment Office

A PPT from Yao Hill at that office that helps us think about developing Student

Learning Outcomes