Big Ideas
Big Ideas
Listening and viewing with intent helps us understand a message.
We can explore our identity through a new language.
Reciprocal
involving back-and-forth participation
communication is possible using high-frequency words and patterns.
Stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
help us to acquire language and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Learning about language from diverse communities helps us develop cultural awareness.
Content
Learning Standards
Content
Korean phonemes
individual speech sounds (e.g., consonants and vowels)
particles
e.g., 은/는, 이/가 (subject particles)
(functional words)
language formality
the three basic endings indicating degree of formality:
and etiquette
- formal polite (honorific): ~(스)ㅂ니다
- informal polite: ~아/어/해요
- casual: ~아/어/해
common, high-frequency vocabulary, sentence structures, and expressions, including:
- types of questionse.g., 이 사람이 누구예요? 이게/저게 뭐예요?
- descriptions of peoplee.g., family members and friends
- hobbies and topics of intereste.g., 제 취미는 ~이에요/예요, ~을/를 좋아해요
- common emotions and physical statese.g., 기분이 좋아요/나빠요, ~이/가 아파요
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works.
Korean works of art
e.g., creative works in dance, drama, music, or visual arts, with consideration for the ethics of cultural appropriation and plagiarism
cultural aspects
e.g., activities, celebrations, clothing, festivals, food, music, traditions, geography, history
of Korean communities in Canada and around the world
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between pronunciation, sounds, phonetic representation, Korean characters, and meaning
Identify key information
answers to questions such as 누가, 언제, 어디서, 무엇을, 어떻게, 왜 (육하원칙)
in slow, clear speech and other texts “Text” is a generic term referring to all forms of oral, written, visual, and digital communication. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend stories
Comprehend high-frequency words and patterns in slow, clear speech and other simple texts
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
Interpret non-verbal cues
e.g., gestures, facial expressions, pictures, props
to increase understanding
Respond to questions, simple commands, and instructions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
e.g., 다시 말해 주세요.
of meaning using common statements and questions
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge