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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 p