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RECONCILING TRADITIONAL & CONTEMPORARY KOREAN CULTURE

By Gregory Ross,2014-07-04 08:18
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CONTEXT: THIS IS A UNIT OF WORK ON THE THEME CULTURAL IDENTITY, CONTEMPORARY ISSUE: RECONCILING TRADITIONAL & CONTEMPORARY KOREAN CULTURE FOR THE PRELIMINARY OR ...

Stage 6 (Years 11 and 12) Korean

    Language: Korean Target group: Stage 6 Background Unit of work: Reconciling traditional & Indicative time: 810 hours (34

    contemporary Korean culture Speakers Preliminary or HSC weeks) Context: This is a unit of work on the theme Cultural Identity, contemporary issue: Reconciling traditional & contemporary Korean culture for the Preliminary or

    HSC Korean Background Speakers course

    Outcome/s Students will demonstrate these outcomes by:

    3.1 3.3 3.4 3.8 ; developing an understanding of traditional and contemporary Korean culture 1.2 3.5 3.8 ; developing an appreciation for traditional Korean culture 1.2 2.3 3.8 ; comparing traditional and contemporary Korean culture 2.1 4.1 4.2 4.3 ; exploring ways of reconciling traditional and contemporary Korean culture. Key competencies

    The following key competencies are embedded in the Korean Background Speakers Stage 6 syllabus to enhance student learning. ; communicating ideas and information ; working with others and in teams ; collecting, analysing and organising information ; using technology

    ; planning and organising activities ; solving problems.

    Building the field

    ; Watching a series of short video clips, Korea, sparkling from visit Korea ;LINK (CDs available)

    ; Brainstorming some examples of traditional and contemporary Korean culture and the meaning of cultural identity ; Watching a video, Butcher’s daughter (백정의 ) and discussing traditional Korean customs

    ; Introducing relevant vocabulary, grammatical patterns, and cultural contexts.

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

    Suggested teaching and learning activities: Evidence of learning Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment tasks.

     ; Class discussion and teacher LR: Listening and responding, RR: Reading and responding, W: Writing, S: Speaking feedback on student 1. Group Ben Diagram Activity (LR, S) contributions

    1) Students watch some video clips as noted in Building the field, Korea, sparkling from visit Korea ; Student use of appropriate

    ;LINK vocabulary structures for the contemporary issue 2) Students discuss examples of traditional and contemporary Korean culture and customs in groups

     ; Student ability to sequence 3) Students give reasons for their choice of examples and complete their lists on the Ben diagram ideas (butcher’s paper)

    ; Student use of culturally 4) Students present feedback to the class and request verbal feedback from other students. appropriate behaviour 2. Group mini-documentary video clip production (LR, W, S *)

    ; Teacher observation of level of 1) Students choose a topic in relation to theme and issue. (one item, such as Kimchi, Ondol (Korean participation in class discussion house heating system) and Hangeul, has features of both traditional and contemporary culture, which is and oral feedback. also related to cultural identity)

     2) Students research the Internet to gather information and images

    Feedback for students 3) Students decide on a documentary storyline based on their research

    Ongoing feedback through: 4) Students create a video clip using Adobe Premier Element 7 ;LINK

    ; teacher observation 5) Students conduct a group presentation of the mini documentary.

    ; oral/written feedback 3. Webquests (LR, RR, W, S *) Trip to Korea

    ; student self-evaluation 1) Display the task around the classroom. Students will be placed into groups of five. Each member in a

    ; peer evaluation group is asked to choose one of the roles, surf the links provided, and collect any information to create

    a group product for oral presentation

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

     2) Sample Webquest sites (this Webquests can be used without modification): ;LINK Listening activities: teacher

    observation and oral feedback on Wiki site can be used for Webquests. Other sites where teachers can create class Webquests: ;LINK purpose and content

    4. Listening and responding (LR) Speaking activities: teacher

    1) Students listen to a song, Mask Dance (탈춤) listening for gist, then details provides oral feedback on correct

    pronunciation and vocabulary and 2) Students fill out the gaps on the lyric cloze ability to maintain an interaction

    3) Students write their own version of the lyric of the song and give reasons for changes Discussion activities: teacher

    4) Students report back to the class in the form of an oral presentation. observation and oral feedback on

    how well students participate and 5. Reading and responding (RR) recognise and use the vocabulary

    1) Students read some articles which include both positive and negative aspects of specific Korean culture Reading activities: teacher gives

    2) Students discuss the issues raised on the given articles (group discussion, whole class discussion) oral/written feedback on identifying

    general or specific information, 3) Students provide some suggestions to overcome the negative aspects of Korean culture and customs purpose and content

    6. Writing text types in relation to the theme and issue (W, S) Written activities: teacher

    1) Students read and respond to topics observation and written feedback

    on purpose and content; peer Possible topics are as follows:

    evaluation - essay writing on How to reconcile Korean traditional and contemporary culture

    ICT activities: use of internet for - journal entry on How people maintain their cultural pride and how it affects their lives research to provide additional

    activities that allow for independent - book review of a short story, Camellia (동백꽃)

    student progression or group 2) Brainstorm in pairs or as a whole class led by teacher progression.

    3) Outline the essay using a mind map tool, ;LINK

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

    4) Students write an essay based on their essay outline using the MS word application

    5) Students read teacher’s written feedback or comments on their writing.

Resources

Web resources

    ; Adobe Premier Element 7: http://www.adobe.com/designcenter/premiereelements/

    ; Korea Sparkling: http://english.visitkorea.or.kr/enu/AK/AK_EN_1_2_1.jsp#

    ; Sample Webquests: http://www.cabriniconnections.net/interns/jaekyu/process.html

    ; Webquests developer: http://www.kn.att.com/wired/fil/

    ; Mind map tool, CMAP: http://cmap.ihmc.us/conceptmap.html

    ; Korean Background Speakers class notes: http://ssclkbs.blogspot.com/2009_06_01_archive.html

Texts and other resources

    ; 탈춤, 활주로 (Song) ; 전통문화와 효사상, 홍일식

    ; 분을 지켰던 선비 정신 ; 민족문화의 전통과 계승, 이기백

    ; 건건이 사리 ; 청소년 전통 문화 활동의 전망

    ; 한국인의 버릇, 이규태, 신원출판사, 1999, Book ; 두엄마 (Video)

    ; 정말 예쁜 젊은이들 ; X세대와 방송환경

    ; 전통이 바로서야 나라도 바로 서지요, 이칠용 ; 백정의 (Video)

    ; 동백꽃, 김유정 (Short story) ; , 전숙희

    ; 우리 문화의 보존과 계승 ; 세계화와 문화, 송복

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

Evaluation and variation

    Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of resources; suitability of ICT/laptop activities; literacy/numeracy links.

     Date commenced: Date completed:

     Class Teacher signature: Head Teacher signature:

    Intellectual quality Quality learning environment Significance ; Deep knowledge ; Explicit quality criteria ; Background knowledge ; Deep understanding ; Engagement ; Cultural knowledge ; Problematic knowledge ; High expectations ; Knowledge integration ; Higher-order thinking ; Social support ; Inclusivity ; Metalanguage ; Students’ self-regulation ; Connectedness ; Substantive communication ; Student direction ; Narrative

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