Big Ideas
Big Ideas
Listening and viewing with intent supports our acquisition and understanding of a new language.
We can express ourselves and talk about the world around us in a new language.
With increased fluency, we can participate actively in reciprocal
involving back-and-forth participation
interactions.
We can share our experiences and perspectives through 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.
.
Creative works
representing the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture.
Content
Learning Standards
Content
particles
e.g., 은/는, 이/가 (subject particles), 을/를 (object 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., 시청에 어떻게 가요? 시청에 언제 가요? 거기에 왜 가요?
- time and frequencye.g., 어제/오늘/내일, 작년/올해/내년, 매일/보통/자주/종종
- preferences, emotions, and physical statese.g., ~아/어/해서 좋아해요/싫어해요/아파요
- beliefs and opinionse.g., 저는 ~라고 생각해요
past, present, and future time frames
Sentence endings change according to when events occur. For example:
- past: ~았/었/했어요
- present: ~아/어/해요
- future: ~ (으)ㄹ 거예요
common elements of stories
place, characters, setting, plot
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 A sense of place can be influenced by, for example, 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
of Korean communities around the world
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between pronunciation, sounds, phonetic representation, Korean characters, and meaning
Comprehend key information
answers to questions such as 누가, 언제, 어디서, 무엇을, 어떻게, 왜 (육하원칙)
and supporting details in speech and other texts
Comprehend meaning in stories
Use various strategies
language-learning strategies such as interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding and produce oral and written language
Narrate stories, both orally and in writing
- Use common expressions of time and transitional words to show logical progression.
- Use present, past, and future time frames.
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 and verify
e.g., 다시 말해주세요. 뭐라고요? 네? ~라는 말씀이세요?
meaning
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
Review similarities and differences between their own cultural practices and traditions and those of Korean communities
Engage in experiences
e.g., blogs, concerts, festivals, films, drama, social media, stores and restaurants with service in Korean
with Korean people and communities
Examine 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