PALOS VERDES PENINSULA UNIFIED SCHOOL DISTRICT

HIGH SCHOOL COURSE DESCRIPTION

Course Title: Korean 4* (UC/CSU pending) Grade Level: 11-12 Credit: 10 credits (School Year) Prerequisite: Korean 3 with a grade of “B” or better; Placement in accordance with District honor policy Textbook: Integrated Korean Intermediate 1, 2nd Edition, University of Hawai’i Press; Author(s): Young-Mee Cho, Hyo Sang Lee, Carol Shultz, Ho-Min Sohn, Sung-Ock Sohn; ISBN 978-0-8248-3650-4

Supplemental Materials: Integrated Korean Workbook: Intermediate 1 (Klear Textbooks in ) Bilingual, Workbook Edition, by Mee-Jeong Park (Author), Sang-Suk Oh (Author), Joowon Suh (Author), Mary Shin Kim (Author).

Course Description:

This Korean 4 course is designed to help students understand the advanced level in reading, writing, listening, speaking and the advanced development of cultural literacy. Students will expand their understanding of , culture, history, and society. Students will gather, synthesize, compare and contrast information through a variety of sources on a given topic of interest to exchange discourse and opinions consolidating their knowledge of the full range of advanced grammatical structures and broadening their Tier 3 level of vocabulary.

Students reinforce and expand their language skills by reading and writing in a variety of genres and interacting with materials from a variety of sources, including print media and the internet. Students will navigate through more in- depth study of Hanryu (Korean Pop-Culture), customs and lifestyles of Korea. Students will read various authentic and raw materials; i.e. novels, short stories, which help in the expansion of their vocabulary in context. These readings also introduce different aspects of Korean culture and history as well. Students are expected to be able to demonstrate the mastery of 25 essential characters and 15 Four Character Idioms including proverbs by end of the course.

Course Objectives: Korean 4* (World Language) Page 1 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 1 of 11

Upon completion of the course the student will be able to:

1. Gather, compare and contrast information through a variety of sources on topics of interest to support their opinions and perspectives. 2. Write essays, reviews, or short research reports, expressing their opinions on various social issues and events. 3. Function clearly and effectively in Korean in different real life settings in a culturally appropriate manner by applying advanced grammar structures and usages. 4. Develop critical thinking skills, carrying out group work, discussion, debate, project-based work and presentations, as well as using authentic materials from content-based resources in history, , and current social issues and events. 5. Understand and discuss expressive products of Korean culture including Korean film, literature and performance, as well as explore ways in which these products reflect Korean people’s lifestyles, beliefs, and values. 6. Participate in school and community projects which require proficiency in Korean.

Digital Portfolio Assessment/Evaluation is an important part of Korean 4 curriculum. The curriculum will be divided into 5 parts: Culture, Language, History/People, Art and Literature. The portfolio preparation will promote student’s self-evaluation, reflection and critical thinking. This will also enable the teacher and students to share the responsibility for setting learning goals and for evaluating progress toward meeting those goals. Students will have an opportunity to have extensive input through cooperative work, peer editing and feedback as well. Students will write a reflection on their course of study throughout the course; critical thinking skills are key components of evaluation.

The electronic portfolio shows examples of different kinds of work, such as PowerPoint presentations, Excel file, Word file, photograph and video examples. Each example is accompanied by a reflection composed by the student. The reflection includes a brief description of why the particular work has been included in the e-portfolio and explanation to why the particular work demonstrates achievement.

Course Content:

Unit 1: Cultures – Customs, Pop Cultures and Lifestyles (Chapter 1, 4, 5, 16)

Korean 4* (World Language) Page 2 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 2 of 11

Content and Goals

The goal and focus of Unit 1 is to learn about different aspects and products of Korean culture and its influence. Students will explore ways in which these products reflect Korean people's lifestyles, beliefs and values. Students will compare and contrast cultures and lifestyles with those of the United States. The goal is to deepen students' foundation of cultural understanding, and allow them to engage in a more sophisticated way with cultural practices, products and perspectives.

Grammar and Vocabulary

Students learn and review verb endings and clausal connectives used to quote and analyze cultural products. They study expressions frequently used to describe popular culture including movies, songs, and TV programs such as genres of movie and music. They are also provided tools such as useful vocabulary to synthesize or analyze an article.

Key Assignments:

1. Movie Review: to develop analytical, evaluative, and critical thinking skills. After watching the movie ‘Punch’, students discuss multiculturalism in Korea, the theme of the movie. They discuss how multiculturalism was perceived and practiced in the movie. Then, they write a movie review in 150 words, analyzing, comparing, and critiquing the movie. 2. Formal essays: to promote expository, persuasive, and argumentative writing skills. Formal essays in 150 words are assigned in class once a semester. Students are required to use and define (for their classmates) new vocabulary and information from articles on Korean news sites such as chosun.com, joins.com, kbs.co.kr, or hani.co.kr. Then, essays are often shared and peer-edited in class so that students can think critically to detect and learn from their own mistakes and those of their peers, as well as benefit from seeing well-written and organized essays, advanced grammar structures, and use of expressions in others’ works as well. 3. PowerPoint Presentation: To promote, compare and contrast skills, and critical thinking skill. Comparing two cultures: After reading the description about three rites of passages on the textbook, students watch video clips showing the events. They are divided into groups with three different topics on rites of passages - birth, marriage, and death. Students in each group compare and contrast the differences in customs and traditions between Korea and the US, and explain their underlying perspectives. Each group presents their findings using PowerPoint.

Korean 4* (World Language) Page 3 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 3 of 11 4. Video Project: To learn how to collect and analyze data visiting Korean websites, summarize their findings, and organize the visual and text on the video clip. Students who have similar interests choose a topic about any aspect of Korean pop culture and conduct research. They prepare a video clip with the information, pictures, and videos, and present them in class. While orally presenting, students should use the grammatical elements covered in this unit.

Unit 2: Language – Idioms, Expression & Conversational Styles (Chapters 8, 9, 14, 17)

Content and Goals

Students learn unique aspects of the Korean language, such as idiomatic expressions (e.g., four-character idioms, proverbs and old sayings), Korean specific body language, gestures and emoticons. They also learn unique Korean conversational styles and acquire the ways of how to make a smooth conversation in Korean. Learning the different features of the Korean language and conversational styles will promote clear and effective communicative understanding.

Students will be able to understand how the daily life of Korean people and their culture are reflected on the proverbs and old sayings by learning about the origins, hidden meanings, and the backgrounds of fixed expressions, body language, and gestures. These ways of expressing oneself were created by historical people and are frequently used in , which will help students to understand the connection between culture, history and language.

Grammar and Vocabulary

Students learn essential old sayings and proverbs that are frequently used in Korean, fixed expressions to make a smooth conversation, and various transition words to make a coherent and cohesive conversation in Korean.

Key Assignments:

1. Reading the Korean novel ‘엄마를 부탁해' and writing a book report: to develop summarizing, descriptive, analytical and creative writing skills in 200 hundred words. 2. Write a short paragraph about a situation when the Korean proverbs and old sayings covered in class can be used. Also, find and write similar expressions in English equivalent to Korean old sayings or idioms.

Korean 4* (World Language) Page 4 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 4 of 11 3. Formal essays in 150 words are assigned in-class once a semester. Students are required to use and define (for their classmates) new vocabulary and information from articles on Korean news sites such as joins.com, kbs.co.kr, or hani.co.kr. Then, essays are often shared and peer-edited in class so that students can think critically to detect and learn from their own mistakes and those of their peers, as well as benefit from seeing well-written and organized essays, advanced grammar structures and use of expressions in others’ works as well. 4. PowerPoint Presentation: to develop analytical skills and to promote habits of collaborative learning. Students in small groups of 2-4 conduct research on ten commonly used proverbs, different from each other, analyzing the socio-historical origin, modern-day usage, and meanings of such expressions. They prepare PowerPoint presentations with meaningful visuals of their findings for the class. After the presentation, students post their slides on the School Loop, so that other students will have access and study through it. 5. Role play: to enhance students’ understanding of Korean conversational styles that are different from those of America. Students are given a card with conflicting situations written. They try to solve the problems by employing Korean conversational styles which they learned in class. They perform a role play, improvising a conversation, and other students are asked to find inappropriate choice of words or expressions and to share their opinions with all classmates. 6. Discussion: to develop reflective, comparative, and interpretive thinking skills. Discuss Korean and American body language and gestures: Students compare different body languages, eye contact, gestures, or greetings between the and the Americans, and discuss the background of the differences.

Unit 3: History & People – Current Events (Chapters 2, 6, 7, 13)

Content and Goals

Students learn about great Korean figures in Korean history and their life. By knowing their beliefs, hardships, and achievements, students can deepen their understanding of norms, values, and history. They also acquire vocabulary words related to professions, future aspirations, and classifying personality types.

Students learn about Korean history such as different dynasties, Japanese occupancy, Korean Civil War, and the history after the war. They are also introduced to current events with various materials from newspapers, magazines, and websites. Examples include popular Korean social issues

Korean 4* (World Language) Page 5 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 5 of 11 such as children’s early study abroad program for English education, after- school private education, low birth rate, college entrance exam, and late marriage. Students learn various expressions used to describe and discuss social issues and current events by reading various authentic reading materials such as newspapers or magazines. They also learn different strategies to write expository essays more coherently and cohesively.

By learning about important Korean figures and their influence, students will be able to better understand value, norms, beliefs, and morals of Korean people. They also become informed of the situation, conditions, or the state of affairs surrounding the specific people and the era, which will help students to understand the society and the at critical times.

History and major events definitely make an effect on the language and culture of any ethnic group. By learning about key historical and social events in Korea, students will have more comprehensive perspectives towards what makes current Korean society and culture.

Grammar and Vocabulary

Students learn vocab words and phrases used to express feelings and emotions to describe people, and grammatical elements such as verb endings and clausal connectives for reported speech forms frequently used in the biography.

Students practice grammar related to emphasis, cause and effect, hypotheses, and conditions in the context of explaining controversial issues. They also learn how to use transition words to connect sentences and the clausal connectives needed to write an expository essay.

Key Assignments:

1. Movie Review: to develop expository, analytical, and evaluative writing. After watching the movie 명량 ‘Roaring Currents’, students discuss the theme of the movie and write a movie review in 100 words in which the goal is to develop analytical, evaluative, and critical thinking skills by analyzing, comparing, and critiquing the movie. 2. Writing a formal essay: to improve students’ summative interpretation skills and expository writing skills. For pre-reading activity, students freely talk about great people in Korean history, remembering the people that they learned about in the previous Korean classes or those Korean 4* (World Language) Page 6 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 6 of 11 who they individually know. Then, they choose one of the historically important Koreans such as The Great King Gwanggaeto, Kim Dae- joong, or Ban Gi-moon, and carry out research, reading online and printed materials about him/her. Then, they write an essay in 150 words, summarizing the life of the person, his/her legacy, students’ opinions about the person with evidence justifying their opinions, and the reference. 3. Interview and Presentation: to develop interpersonal communication skills, analytical, and summarization skills. Students interview someone who is a native of the target culture, or who has lived there for a year or longer. They prepare ten or more interview questions, set up an appointment, and record the interview with the person. Students can choose any interview topic that they want to investigate about the Koreans. Afterwards, they present their findings, showing the video recording to class. 4. Students watch a Korean movie about Korean Civil War, Taegukki, which presents a tragedy of the war, major historical event in modern Korean history. They discuss the content of the movie, the situation of that time, and the results of the war, which promotes analytical and critical thinking skills. They write up a movie report with a summary, and share their opinions or thoughts about various aspects or results of the war, supporting their judgments through references to the scenes and to prior knowledge. 5. Debate: to develop persuasive and critical thinking skills and to learn effective ways of communication and interaction. Class divides into groups of 2 -5 to debate on controversial issues such as early English education or after-school private education. Students on each side list the “pros and cons” of the issue, and prepare for the debate together beforehand carrying out research on the issue online. On the day of the debate, students with the “pro side” explain their position for three- to-five minutes without interruption, and then, the students with the “con side” follow. After conferring and preparing for their rebuttal, students on each side participate in rebuttal equally.

Unit 4: Art – Visual Art, Music & Dance (Chapters 11, 15)

Content and Goals

Students are introduced to different categories of arts such as visual art, dance, and music. They also learn about national museums, palaces, and performing arts centers in Korea.

Korean 4* (World Language) Page 7 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 7 of 11 While students learn and conduct research about Korean artists and their works using authentic materials, they come to understand how they are connected with the ideas or emotions of Korean people. Since various art forms and art works come up with new ideas, they develop language components to express these ideas. Therefore, becoming acquainted with Korean artists and art works help students comprehend how language is influenced by culture.

Grammar and Vocabulary

Students review and practice different ways of making modifiers and subordinate clauses to describe objects or scenery in the art works. Mimetic/imitative words and descriptive expressions such as adjective and adverb words and phrases are introduced because they are frequently used to describe and portray art works. Especially, onomatopoeia and mimetic words are extensively covered because their richness is one of the major characteristics of the Korean language.

Key Assignments: 1. Writing a museum report: to promote analytical, interpretive, and evaluative skills. Students go on a field trip to LACMA (Los Angeles County Museum of Art) to learn about Korean art. Students are provided with a worksheet that engages students with the art works in the museum. The task starts with choosing one work of art in each era of Korean history that students find to be particularly creative or interesting. Students write a note on the worksheet in the museum and later, they write a complete report including the title of work, artist’s name, date of work, and the medium used. Students are asked to clearly describe the artwork of their choice in detail, using adjectives and mimetic words. 2. Describing features using onomatopoeia: to increase students’ describing writing skill. A few traditional Korean drawings are shown to students. Students make a list of five adequate descriptions to portray people, objects, and scenery in each picture, using the onomatopoeia covered in class. They share their descriptive expressions with each other. Afterwards, students discuss what they find interesting about the pictures. 3. Use ‘jigsaw’ method to read text “About the characteristics of traditional Korean mask dance.” Each group reads a portion of text and takes notes on main ideas, then teaches their information to other groups so that main points of entire article are taught. 4. Students choose one singer to present. They begin with a short biography of each singer, and present how their era and circumstances have influenced their music.

Korean 4* (World Language) Page 8 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 8 of 11 5. Comparing Korean and Western arts: Students discuss the similarities and differences between Korean traditional paintings and those of Western world in terms of themes, color tones, ingredients, size, background, etc.

Unit 5: Literature – , , Essays, Novels & Traditional Folktale (Chapters 3, 10, 12 & 18)

Content and Goals

Since literature is an authentic source of language and can play an important role in facilitating the students’ access to Korean culture, students are required to read various novels through-out the school year. For this part, tasks and activities are particularly focused on literature, including traditional literature form such as ‘Sijo’, personal essays, poetry and Korean folktales.

Learning about different genres of Korean literature, students can see different ways of expressing oneself and various viewpoints, and make connections between different themes and standpoints toward different ways of living.

Diverse instructional methods and strategies are used to promote students’ communicative skills in speaking and writing as well as to develop their higher order thinking skills. Instruction is conducted with the purpose of providing extensive exposure to the Korean language and culture with authentic materials and offering opportunities to use the language in diverse settings. Also, most activities require students to make use of all four language skills, listening, speaking, reading, and writing all together, to accomplish the tasks.

Grammar and Vocabulary

Students review conditional sentence forms using past tense, reported speech forms frequently used in the traditional folktales. They learn clausal connectives used in Sijo, traditional Korean poetic form. They are also introduced figurative language, idioms, fixed expressions, and metaphors.

Key Assignments:

1. Poetry Project: to improve analytical, comparative, and critical thinking skills. Students are introduced to a few Korean poems where figurative language is used to convey meaning and enhance writing. They discuss the similarities and differences between Korean and Western poetry in terms of format, content, and perspectives to understand and compare various ways of perceiving the world. Afterwards, they choose a Korean poem from a provided list, carry out research on the poem and its author, and write a short

Korean 4* (World Language) Page 9 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 9 of 11 report about them in 200 words. They should also recite the poem in front of the class, putting emotion into the poem and making gestures if necessary in addition to the short introduction about the poet. 2. Making a folktale book: to develop summary and synthesizing skills and creativity. Students choose one of the Korean folktales and make a picture book of 10 pages. They draw and paint simple scenes and figures, and write a 150 word story, using their own words. They twist the ending of the story, making use of their interpretive and creative thinking skills. Students should include a certain number of grammatical elements and vocabulary words covered in this unit. They will present their books to other students. 3. Sijo project: to enhance creative writing skill. Students learn about Sijo, a Korean classical poetic form that emerged in the period, flourishing during the Dynasty and still being written today. After learning the special format and structure of Sijo, students write a Sijo poem on 한지 - Korean traditional paper, using a Korean brush to imitate traditional calligraphy. Their works will be posted on the walls.

Educational Technology 1. Format a document using word processing application using 2 set Korean Typing Program to enhance text and include graphics, symbols and pictures. 2. Understand appropriate uses for social media and the negative consequences of misuse. 3. Required to use District-approved ONE NOTE Program to collaborate with peers and a teacher with ethical digital citizenship. 4. Websites: world.kbs.co.kr / sejonghakdang.org / studykorean.net / learnkoreannow.com / naver.com / koreatimes/com / koreadaily.com 5. Online Quiz: quizlet.com / kahoot.com / edpuzzle.com 6. Multimedia: Toondoo, Vocaroo, Voicethread, Voki, Padlet

Student Assessment:

FINAL EXAM/ASSESSMENT: There is a comprehensive final exam each semester accessing knowledge and skills gained during the semester. The exam will contain the following: 1. 100 multiple-choice questions 2. Five Hanja and two four-Characters Idioms Analysis Direct Responses 3. Essay: Students will write a two paragraphs essay (1st semester) and three paragraphs essay (2nd semester) in Korean on a given topic. The essay should have more than 150 words but do not exceed 250 words. Students are expected to write an essay on a given time. Rubric and criteria will be given prior to the exam. 4. Digital Portfolio Assessment/Evaluation is an important part of Korean 4 curriculum. The curriculum will be divided into five parts: Culture, Korean 4* (World Language) Page 10 of 11 01/17/18 *Weighted PVPUSD Course Weighted PVPUSD & UC Course Exhibit A - Korean 4 HS Course Description 1-17-18 Page 10 of 11 Language, History/People, Art and Literature. The portfolio preparation will promote student’s self-evaluation, reflection and critical thinking. This will also enable the teacher and students to share the responsibility for setting learning goals and for evaluating progress toward meeting those goals. Students will have an opportunity to have extensive input through cooperative work, peer editing and feedback as well. Students will write a reflection on their course of study throughout the course; critical thinking skills are key components of evaluation. The entire evaluation/assessment will be solely done online. The electronic portfolio shows examples of different kinds of work, such as PowerPoint presentations, Excel file, Word file, photograph and video examples. Each example is accompanied by a reflection composed by the student. The reflection includes a brief description of why the particular work has been included in the e-portfolio and explanation to why the particular work demonstrates achievement.

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