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Swahili Novice 9-12 Student Curriculum 2017-1

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Swahili Novice 9-12 Student Curriculum 2017-1 M-2016.832.1-#KwaRahaZetu Student Program Curriculum Basic Program Information Host Institution: Ohio University Program Title: 2016 Swahili STARTALK program at Ohio University Curriculum Title: #KwaRahaZetu Language(s): Swahili; Grade(s) of Learners: G9-12; Undergraduate; Language Background: Heritage; Non-heritage; Program Setting: Non-residential Program Type: Blended Duration: 24 Days Updated 2016 Page 1 of 40 M-2016.832.1-#KwaRahaZetu Contact Hours: 5 Hours Updated 2016 Page 2 of 40 M-2016.832.1-#KwaRahaZetu STAGE 1: What will learners be able to do with what they know by the end of the program? Target Proficiency/Target Performance Target Proficiency Level (by end of program): Novice Range Target Performance Level(s) (during and by end of program): Novice Mid, Novice High Program Overview and Theme This will be a four-week program that will be based on student-centered instruction. To achieve this, students will be prepared and expected from the onset to be active participants. The theme of our program is “Preparing Students for a Future Visit to East Africa.” The program will thus aim at preparing the students both linguistically and culturally for their next extended Swahili immersion program in Updated 2016 Page 3 of 40 M-2016.832.1-#KwaRahaZetu East Africa. During the first week of the program, students will learn Swahili greetings, self-introductions, talking about their families and a comparative analysis of the East African and American daily routines. The second week will focus on food and meals. Students will learn the Swahili names of the popular food items in East Africa, how to buy ingredients required for preparing different types of food, how to cook various types of popular Swahili cuisines, and how to place an order at the restaurant. Equally important, numbers and the Swahili time will be introduced in order for them to be aware of when different types of food and meals are eaten and for the purposes of converting the currencies. In addition, students will learn how to welcome visitors at their host families’ homes. The third week will focus on the East African seasons/weather, clothes, kangas, buibuis, and the Maasai Shukas. Learning about the clothes is crucial for our theme due to the diversity of the East African communities. This diversity requires people to dress differently based on where they are visiting. A simulation of a typical East African market-place will be staged to enable the students to participate in bargaining and buying various clothing items at the market. The fourth week will focus on the places of interest to visit while in East Africa and different modes of transport. In particular, students will learn about the famous East African Safari and visit The Wilds near Zanesville, Ohio where they can participate in an open- air safari with African animals. The topics to be covered in the fourth week aim at preparing them for the different kinds of interactions and travels that Swahili students make while they are on study abroad programs in East Africa. The program will engage with the population of the Swahili speakers in Columbus and Athens, Ohio to enrich the students’ learning experiences. The teaching assistants, who are currently Swahili Teaching Assistants at Ohio University, will be working with students while doing group activities, during the conversation Updated 2016 Page 4 of 40 M-2016.832.1-#KwaRahaZetu hours and cultural simulations, as well as during the actual field trips. In addition, the teaching assistants will play a pivotal role in working with students for their final projects, which will showcase to their parents and their invited guests on the last day of the program. Learning Goals NCSSFL-ACTFL Global Can-Do Benchmarks Program Can-Do Statements or Be sure to label the mode and proficiency level of each statement. NCSSFL-ACTFL Can-Do Statements Interpersonal Communication (Novice Mid: I can communicate on very familiar topics using 1. I can initiate greetings using age and time appropriate a variety of words and phrases that I have practiced and greetings. memorized. )(Novice High: I can communicate and exchange information about familiar topics using phrases and simple 2. I can introduce myself to a group. sentences, sometimes supported by memorized language. I can 3. I can ask how much food or clothing items cost at the market, usually handle short social interactions in everyday situations by state how many items I need. asking and answering simple questions. ) Updated 2016 Page 5 of 40 M-2016.832.1-#KwaRahaZetu 4. I can sustain an introductory conversation for some time on greetings by inquiring general information about others based on the time I meet them. I can respond to similar questions about myself. (Novice High) 5. I can initiate a conversation to bargain for prices. (Novice High) Interpretive Listening (Novice Mid: I can recognize some familiar words and phrases 6. I can recognize words and phrases I am familiar with when when I hear them spoken.)(Novice High: I can recognize pieces of visitor(s) are introducing themselves in Swahili. information and sometimes understand the main topic of what is being said.) 7. I can recognize words and phrases used in conversations to signal turn-taking such as those pertaining to greetings, leave- takings (good-byes), and introductions. Updated 2016 Page 6 of 40 M-2016.832.1-#KwaRahaZetu 8. I can recognize and sometimes understand basic information pertaining to family members, food, hobbies, and likes and dislikes. (Novice High) 9. I can recognize and sometimes understand words and phrases used in learned contemporary East African Swahili songs. (Novice High) Interpretive Reading (Novice Mid: I can recognize some letters or characters. I can 10. I can read simple Swahili dialogues about basic things that I understand some learned or memorized words and phrases when have learned in Swahili e.g. greetings, phone numbers, years, etc. I read. )(Novice High: I can understand familiar words, phrases, and sentences within short and simple texts related to everyday 11. I can read price lists of food items and clothes in Swahili. life. I can sometimes understand the main idea of what I have read. ) Updated 2016 Page 7 of 40 M-2016.832.1-#KwaRahaZetu Presentational Speaking (Novice Mid: I can present information about myself and some 12. I can introduce myself to a group and discuss my name, age, other very familiar topics using a variety of words, phrases, and field of study, hometown, places I have visited, likes and dislikes, memorized expressions. )(Novice High: I can present basic etc. information on familiar topics using language I have practiced using phrases and simple sentences.) 13. I can describe different weather patterns in different seasons in my country and in East Africa. I can also describe the clothes people wear in different seasons. 14. I can say where I want to visit in East Africa and the means of transport I will use to get there. 15. I can describe my daily chores/routines and when I do them. 16. I can talk about what I I like to eat at different times of the day. 17. I can talk about game animals that I would like to see. Updated 2016 Page 8 of 40 M-2016.832.1-#KwaRahaZetu 18. I can introduce my family members with photos. I can talk about my immediate family members, including their names, ages, occupations, likes and dislikes, as well as where they live. (Novice High) 19. I can name different modes of transport I have used while in the U.S. and the ones I would most likely use while in East Africa. (Novice High) Presentational Writing (Novice Mid: I can write lists and memorized phrases on familiar 20. I can write words and phrases I am familiar with when my topics.)(Novice High: I can write short messages and notes on instructor/classmates read them. familiar topics related to everyday life.) 21. I can write a list of my daily chores and the time of the day when I perform them. Updated 2016 Page 9 of 40 M-2016.832.1-#KwaRahaZetu 22. I can write the Swahili names of different types of fruits, vegetables, drinks, and food. 23. I can write names of months and clothes that people in my country wear in different seasons in Swahili. 24. I can write the names of game animals I would like to see in East Africa as well as places of interest that I would like to visit. 25. I can write a list of East African meals and a list of ingredients used to prepare them. 26. I can write words and phrases about myself and my family such as "my name is, I come from, My dad's name is, my mom's name is, I have ... siblings, the name of my school, my friend, pets and hobbies." (Novice High) Updated 2016 Page 10 of 40 M-2016.832.1-#KwaRahaZetu STAGE 2: How will learners demonstrate what they can do with what they know by the end of the program? Summative Performance Assessment INTERPRETIVE TASK INTERPERSONAL TASK PRESENTATIONAL TASK Learners understand, interpret, Learners interact and negotiate Learners present information, concepts, and analyze what is heard, read, meaning in spoken, or written and ideas to inform, explain, persuade, or viewed on a variety of topics. conversations to share information, and narrate on a variety of topics using reactions, feelings, and opinions. appropriate media and adapting to various audiences of listeners, readers, or viewers. 1. Learners will listen to audio/video 1. Learners will interact with the seller 1. Students will introduce members recordings of native speakers greeting at the fruit/vegetable/clothing market.
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