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
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Contact Hours: 5 Hours
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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
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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
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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. )
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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.
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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. )
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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.
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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.
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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)
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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. of their families to the “host family”. in Swahili at different times of the day The seller will greet and invite them to Students will either use photos from
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and they will match greetings with buy their merchandise. The students photo albums or their electronic devices.
their respective responses as well as will ask how much the items they want The prompts that students will use for match different times of the day with cost, state the number of items they need this task will include the names, ages, their appropriate greetings. Community and negotiate for prices. The instructor occupations, where they live, likes members who will be invited to talk will watch and record the interactions. and dislikes. 2. Learners will watch a to them will introduce themselves in 2. The cultural consultant will set up a documentary on street food in Kenya. Swahili and students will respond to “restaurant” where she will serve East Each group will compile a list of the some questions about the visitors such African meals/drinks to students. She will different types of food sold to a particular as names, where they come from, interact with her “customers” when they group of people in the documentary. and places in East Africa they have enter her restaurant in Swahili before The list will include the ingredients visited. 2. Learners will watch a video they place their orders in Swahili. 3. used to prepare food, where the food
of an American missionary living in Learners interview each other to talk is prepared, and the price. They will Tanzania talk about the East African about their favorite destinations for use this information to write an essay food/clothing open air market and note vacation, and the modes of transport about food in Kenya to share with the down major differences between the they use to get there. rest of their classmates, who will also be East African markets and the U.S. preparing to go on a study abroad. 3. For ones. Two instructors will role-play “the the transportation and places of interest
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market scenario” involving a seller and lessons, the learners will keep a field
a buyer who are negotiating for the journal to document their observations price of real fruits/vegetables/clothes. from our field trips to Columbus and Learners work out the differences The Wilds. They will share their journal between the initial price of the items entries with the class in writing and in and the amount each party suggests oral presentations. 4. For their final to the other until they arrive at an assessment, learners will each select agreeable amount. 3. Learners listen one East African country to research. to the storybook "Mcheshi Aenda They will create a Power Point or Prezi Safari" (Mcheshi Goes on a presentation to inform the class about Journey). They track Mcheshi's the following topics: languages spoken,
journey through the map of Kenya as population, geography, ethnic groups, she visits different places of interest, religions, foods, major cities, currency, and observe cultural and geographical flags, places of interest, etc. During the differences in the pictures. Using Google final week of class, they will present to Maps, they can calculate the distance by converting kilometers to miles, observe
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geographical differences via satellite, their peers and post their final projects
and discuss how the different modes on LinguaFolio. of transport are used to reach each destination.
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STAGE 3: What will prepare learners to demonstrate what they can do with what they know?
Learning Experiences
No. Program Can-Do Language, Culture, Content Major Learning
Statements NCSSFL- Learners need to use…List the Experiences & Evidence ACTFL Can-Do Statements language chunks, vocabulary, Learners will experience & Learners can…These Can-Dos are grammatical structures, cultural demonstrate…Describe the key learning from Stage 1 Learning Targets. knowledge, and content information tasks/activities/formative assessments that learners need to accomplish the that allow learners to demonstrate stated Can-Dos listed in column 1. that they can meet the stated Can-Do.
Interpersonal Communication
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1 I can initiate greetings using age Maamkio: (Greetings) Shikamoo/ - Learners will listen and observe Swahili
and time appropriate greetings. Marahaba. (Respectful greetings speakers as they exchange greetings. - with an elder or teacher.) Habari Learners will practice greeting each other za ... (How is....) Hujambo.... (How and their instructors/visitors using age are you?) Mambo.... (What's up?) and time appropriate greetings on a daily Asubuhi, mchana, jioni, usiku. basis. (Morning, afternoon, evening, night.) Baba, mama, kaka, dada, mwalimu. (Father, mother, brother, sister, teacher.)
2 I can introduce myself to a group. Kujitambulisha: (Introductions) -The instructors will give demos on
Jina langu ni... (My name is...) introductions in Swahili. Learners will Ninaitwa.... (I am called....) listen and then practice introducing Ninatoka.... (I come from....) themselves to each other in pairs. - Ninasoma.... (I am studying....) Learners will move around the class
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Ninasema.... (I say/speak....) Nina greeting and introducing themselves to
kaka/dada, paka/mbwa.... ( I have colleagues and instructors, then to the a brother/sister, cat/dog....) Baba larger group. This will be done on a daily jina lake ni... (Father's name is....) basis since students will be interacting Mama jina lake ni ... (Mother's with different Swahili speakers. name is....)
3 I can ask how much food or clothing X ni bei gani? (___ is what price?) - Learners will explore a simulated East
items cost at the market, state how X ni pesa ngapi? (___ is how much African marketplace in the classroom. many items I need. money?) Unauzaje X? (How are Various food, clothing items and jewelry you selling ___?) East African will be displayed from various cultures currency Numbers Vocabulary for (shirts, pants, skirts, jackets, formal food ingredients Vocabulary for wear, socks, shoes, kangas, vikoi, clothing items Authentic materials vitenge, shukas, buibui, and kanzu). - (clothing, jewelry, fruits, vegetables, Learners will read and observe market etc.) exchanges and interactions. They will learn the vocabulary for different food or
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clothing items. - Learners will practice
bargaining, buying, and selling items with each other in the marketplace with the support of instructors, teaching assistants, and cultural consultants. - Learners will also learn how to convert the US dollar to Kenyan/Tanzanian currencies. - Learners will present and record demonstrations of market interactions for the class.
4 I can sustain an introductory Maamkio. (Greetings) -The instructors will demonstrate how
conversation for some time on Kujitambulisha. (Introductions) to initiate an introductory conversation greetings by inquiring general Habari ya... (How is....) Unaitwa in Swahili using age/time appropriate information about others based on nani? (What are you called?) greetings. - Learners will work in pairs the time I meet them. I can respond Unatoka wapi? (Where do you to practice initiating simple introductory come from?) Unataka nini? (What conversations. - Learners will role
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to similar questions about myself. do you want?) Unapenda nini? play scenarios provided to them about
(Novice High) (What do you like?) Una kaka au meeting with their old friends or teachers dada? (Do you have a brother or at a mall. sister?) Una mbwa au paka? (Do you have a dog or cat?) Nambari yako ya simu ni gani? (What is your phont number?) Una miaka mingapi? (How many years do you have? - i.e. How old are you?) Una marafiki wangapi wa Facebook? (How many friends do you have
on Facebook?) Marafiki zako wanapenda kufanya nini? (What do your friends like to do?) na kadhalika.... (etc.)
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5 I can initiate a conversation to Unauzaje? (How are you -The instructors will demonstrate to the
bargain for prices. (Novice High) selling....?) East African currency learners how to initiate a conversation on Numbers Vocabulary for food bargaining at the market using authentic ingredients Vocabulary for food/clothing items. -Learners will work clothing items "Naomba X mbili, in pairs to practice asking for the prices tatu, nne, tano ..." (I would like of food/clothing items at the market. - two, three, four, five ____ " Learners will practice stating how many Bargaining skills: "Punguza bei items they would want to purchase to the tafadhali." (Please lower the price.) seller (instructor). -Learners will practice "Mimi ni mwanafunzi. Sina pesa." (I negotiating for the prices. am a student. I don't have money.)
"Lo! Bei ghali sana!" (Hey! That's a very expensive price!)
Interpretive Listening
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6 I can recognize words and phrases -Jina langu ni ... (My name is...) - Learners will listen to Swahili
I am familiar with when visitor(s) are -Ninatoka ... (I come from....) speakers from the community introduce introducing themselves in Swahili. -Ninasema ... (I speak ....) - themselves. - Learners will respond Nina kaka X na dada Y (I have to prompts about the visitors such as ___ brothers and ___ sisters.) their names, where they come from, -Ninafanya... (I do/make .... the languages they speak, number of occupations and activities) - siblings/children. - Swahili speakers Nina paka/mbwa... (I have a cat/ from the community will visit the class dog) -Swahili pronouns -Swahili and students will ask them questions adjectives -Swahili tenses based on their presentations questions about themselves, their families and
daily activities. The instructor will watch, listen, and record student performance. Learners will greet and respond to greetings from Swahili speaking visitors that they will interact with throughout the
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program, during their conversation hours,
talks, cookouts, and market/restaurant simulations. Their interactions will mostly be based on their ability to interpret the questions that the community members will ask them.
7 I can recognize words and phrases Maamkio. (Greetings) Habari za.... - Learners will listen/watch native
used in conversations to signal (How is....) Kwa heri. (Good bye.) speakers greeting or introducing turn-taking such as those pertaining Haya. (OK.) Na wewe je? (And themselves. - Learners will respond to greetings, leave-takings (good- you?) Tutaonana (We will see to prompts about the dialogues such byes), and introductions. each other) Hodii! (Hello? Are you as identifying the ages, gender, of the there?) Karibu (Welcome) Swahili participants and the time of the day when pronouns Time of the day (morning, they meet. - Learners will be expected noon, afternoon, evening, night) to interpret/respond to words/phrases
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signaling their turns to participate/
respond to greetings/questions.
8 I can recognize and sometimes Familiia/Jamaa. (Family, Kin) - Learners will listen to the instructor
understand basic information Mama, Baba, Bibi, Babu, Dada, introducing their families from a tree pertaining to family members, food, Ndugu, Kaka, Wajukuu, etc... diagram/photo album before they are hobbies, and likes and dislikes. (Mother, Father, Grandmother, asked to practice introducing their (Novice High) Grandfather, Sister, Brother, own families in pairs and later to the Brother, Grandchildren, etc.) whole class. -Learners will listen to the Chakula.... (food) Napenda/ instructors talking about their hobbies, Sipendi.... (I like/ I don't like...) favorite food as well as likes and dislikes Swahili tenses Days of the week and respond to prompts about each jana, leo kesho, kesho kutwa, instructor. Pictures of their respective wikendi (Yesterday, today, hobbies, favorite foods, likes and dislikes
tomorrow, the day after tomorrow, will be provided. weekend)
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9 I can recognize and sometimes CDs, mp3 files, YouTube videos. - Learners will learn some of the popular
understand words and phrases Lyrics. Language games Cultural Swahili songs from their instructors and used in learned contemporary East consultants cultural consultants. The instructors will African Swahili songs. (Novice provide lyrics to help the students to High) comprehend the language in the songs. - Learners will sing along when the songs are played on YouTube. - Learners will learn some dances that are popular in East Africa.
Interpretive Reading
10 I can read simple Swahili dialogues Maamkio (Greetings) Nambari - Learners will read simple dialogues
about basic things that I have (Numbers) Nyakati (Time) Miezi from the textbook and Power Point learned in Swahili e.g. greetings, (Months) Siku za wiki (Days of the presentations and answer questions phone numbers, years, etc. either individually or in pairs. -
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week) Hobbies Family Members Learners will read short and simple
Wanyama (Animals) comprehensions from textbooks, newspapers, storybooks etc -Learners might be required to act out events in the readings such as in the songs/language games.
11 I can read price lists of food items Numbers Swahili names for - Learners will participate in a market
and clothes in Swahili. different food items Swahili names simulation which will require them to for different Clothing items East prepare a list of the items they would African currency purchase, based on the amount of money they have and the marked prices of the items being sold. -Learners will participate in a restaurant simulation where they will order food based on the Swahili menu they will be provided with. -Learners will participate in a task
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requiring them to convert the US dollar
into either Kenyan/Tanzanian currency.
Presentational Speaking
12 I can introduce myself to a group Jina langu ni... (My name is...) -Learners will be provided with scenarios
and discuss my name, age, field Nina miaka.... (I have ___ years.) that will elicit self introductions such of study, hometown, places I have Nina umri wa... (I am ___ age.) as a rehearsal on self introduction to visited, likes and dislikes, etc. Ninasoma.... (I am studying....) the host family. -Learners will introduce Ninatoka nchi ya/jimbo la/mji themselves to the visitors who will be wa/kijiji cha... (I come from the visiting them every week by stating country/state/city/village of...) their names, where they come from, Nimetembelea .... (I have visited....) the schools they attend, etc. - Learners' Nimesafiri.... (I have traveled....) presentational speaking will be recorded Ninapenda.... (I like....) Sipendi..... (I (audio and video) to keep track of their do not like....) Nina miaka... (I have performance.
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___ years...) Nilizaliwa .... (I was
born....)
13 I can describe different weather Miezi (Months) Majira (Seasons) - Learners will watch authentic videos
patterns in different seasons in my Hali ya hewa (Weather) Wakati from East Africa depicting the seasons, country and in East Africa. I can wa .... (Time of...) Kiangazi weather, climate, and different clothing. also describe the clothes people (Summer, hot season) Kipupwe -Learners will complete a graphic wear in different seasons. (Winter, Cold season) Mvua (Rain) chart with photos of different types of Baridi (Cold) Theluji (Snow) Barafu weather and clothing, and will write in the (Ice) Jua kali (Hot sun) Majira ya... appropriate vocabulary terms to match (Season of...) Miezi (months) Leo the pictures. - Learners will talk about kuna jua, joto, upepo... (Today their favorite seasons and the clothes there is sun, heat, wind...) Clothing they wear. -Learners will give a day's items: Suruali (pants) koti (coat) weather report of the capital cities of the
skafu (scarf) kaputula (shorts) East African countries using words they shati (shirt) fulana (undershirt) already know such as morning, midday, sketi (skirt) blauzi (blouse) sweta evening and night.
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(sweater) kofia (hat) suti (suit) viatu
(shoes) etc.
14 I can say where I want to visit Google Maps will be an excellent - The instructors will use Google Maps
in East Africa and the means of resource for this lesson. to demonstrate various climatic zones, transport I will use to get there. Jiografia. (Geography) Mazingira. geographic places of interest, and (Environment) Mahali mbalimbali. popular tourist destinations in East (Different places) Tourist attractions Africa. - Learners will talk about the in East Africa Milimani. (In the places they would like to visit while in Mountains) Pwani. (At the Coast) East Africa and identify various means Mjini. (In the city) Ziwani. (At the of transportation they would mostly lake) Sokoni. (At the market) use while responding to a scenario on Msituni. (In the forest) Kisiwani. (On exploring East Africa. the island) Modes of transportation:
Basi. (Bus) Ndege. (Airplane) Motokaa/gari (Car) Gari la moshi/ Treni (Train) Mashua (boat or
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dhow) Pikipiki (motorcycle) Baisikeli
(bicycle) Mkokoteni (push cart) Tuk-Tuk (motorized rickshaw) Punda (donkey) Kwa miguu (on foot) Matatu/daladala (minibus/van) Teksi (taxi)
15 I can describe my daily chores/ Asubuhi (morning) Mchana - Learners will use flash cards with
routines and when I do them. (afternoon) Jioni (evening) Usiku described scenarios of activities (night) Days of the week. Activities: performed at different times of the day. Kuamka (waking up) Kulala Learners will play "charades" and try (sleeping) Kula (eating) Kuoga to act out these activities for the class, (bathing/washing) Kusoma as their peers try to guess the activities (studying/reading) Kwenda shuleni using Swahili vocabulary. - Learners (going to school) etc... Swahili will describe to their host families their tenses: habitual, past, present, normal school day while responding to future, and perfect tense. a scenario on "my normal school day."
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- Instructors will lead the learners in
various language games/songs e.g. "Simama Kaa" and "Simon Says."
16 I can talk about what I I like to eat at Naomba.... (I request ....) - Learners will make a presentation
different times of the day. Ninapenda kukula.... (I like to about what they like to eat at different eat....) Ninapendelea.... (I prefer....) times of the day while responding to a Sipendi... (I do not like...) Saa: scenario requiring them to brief their asubuhi, mchana, jioni, usiku host families in East Africa about their (Times: morning, afternoon, preferences for food/drinks. evening, night) Chakula cha asubuhi: (breakfast foods) kahawa (coffee) chai (tea) mkate (bread) mayai (eggs) mandazi (fried bread/ donuts) chapati (flatbread) matunda
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(fruits) etc... Comparatives Swahili
time.
17 I can talk about game animals that I Wanyama: (Animals) Simba - Learners will talk about the animals
would like to see. (Lion) Chui (Cheetah) Tembo/ they are interested to see at The Wilds. Ndovu (Elephant) Kifaru (Rhino) - Learners will describe the animals in Kiboko (Hippo) Nyati (Buffalo) terms of size, colors, what they eat, Kima (Monkey) Tumbili (Monkey) etc ... Twiga (Giraffe) Punda milia (Zebra) Swala (Antelope) etc.... Resources: Children's books and animal folk tales by Mwenye Hadithi - Children's game "watoto wangu eeeh!" (My child eeeh!) - Animal
game - Adjectives
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18 I can introduce my family members Mti wa familia. (Family Tree) - Learners will be shown a family tree
with photos. I can talk about Photo album or smartphones/ including grandparents from both my immediate family members, tablets Numbers Demonstratives sides, parents and siblings and how to including their names, ages, Adjectives Maps introduce them before being asked to do occupations, likes and dislikes, as the same for their own family members. well as where they live. (Novice Learners might be asked to use their High) smartphones/tablets if they have saved pictures of their family members to make the task more authentic.
19 I can name different modes of - Children's book: "Mcheshi goes - Learners will narrate the means of
transport I have used while in the on a Journey." - Safari. (Journey) transport they use to and from school. - U.S. and the ones I would most - A short documentary on matatus Learners will describe the places/states/ likely use while in East Africa. (minibuses used for public transport countries they have visited in the U.S. (Novice High) in Kenya) -Nauli (passenger fares) - and how they traveled there. - Learners Maps will present about places of interest to
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visit while in East Africa and how they
would like travel there.
Presentational Writing
20 I can write words and phrases I am -Hujambo/hamjambo ... (How -The instructor will always show pictures
familiar with when my instructor/ are you?) - habari gani/habari before names when introducing new classmates read them. za ... (How is....?) - baba yangu, vocabulary. Learners will be encouraged mama yangu, kaka yangu, dada to make an attempt to write the names yangu, bibi yangu... (my father, of the items/activities before they are my mother, my brother, my sister, shown how they are written. - Learners my grandmother...) - Ninapenda/ will write a shopping list in Swahili about Sipendi... (I like/I don't like...) things they would like to purchase - Ninatoka... (I am from....) - at the food/clothe market - Learners Nimetembelea... (I have visited...) - will compose lists of their families' Matunda, chakula, vinywaji (fruits, preferences for fruits/food/vegetables
foods, beverages) - Nguo (clothing) and drinks. - Learners will be given
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-Swahili tenses: -li, -ta, -me, (past, prompts to respond to when visitors are
future, past perfect) introducing themselves or listening to/ watching Swahili dialogues.
21 I can write a list of my daily chores -Times of the day -habitual tense - Learners will make and present lists
and the time of the day when I (hu-) -amka (wake up) -nawa uso of their normal daily schedules . - Every perform them. (wash face) - sugua meno (brush day, the learners will be presenting and teeth) - kula chakula cha asubuhi discussing about what they did after (eat breakfast) - kwenda shuleni (go school/on the weekend. -Learners will to school) - kusoma (study/read) - write an essay on "My Weekend." kucheza (play) - kurudi nyumbani (return home) - kumtembeza mbwa (take the dog for a walk) - kucheza na paka (play with the cat) -kulala (sleep) - kutazama
televisheni (watch television) - kucheza michezo ya video (play
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video games) -etc. -Days of the
week Swahili tenses
22 I can write the Swahili names of - Names of fruits - Names of - Learners will create a collage of
different types of fruits, vegetables, vegetables - Names of popular their favorite foods and write a list of drinks, and food. foods - Names of drinks -Swahili ingredients or recipe in Swahili. (i.e. tenses in affirmative/negative Pizza ni unga, maji, chumvi, hamira, forms. supu ya nyanya, jibini, mboga, nyama.... Pizza is made of flour, water, salt, yeast, tomato sauce, cheese, vegetables, meat...) - Students will write a meal plan to welcome their parents back from a long weekend. They will respond to prompts about fruits, vegetables, drinks,
food.
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23 I can write names of months and - Names of the months in Swahili - Students will create a packing list for
clothes that people in my country - Swahili names of seasons in the their trip to East Africa. They will present wear in different seasons in Swahili. U.S. - names of different types of this as a collage with photos of the items clothes - Swahili tenses that they will bring. They will also create a photo collage with a shopping list of East African clothing items they hope to purchase at a market or have custom- made by a tailor.
24 I can write the names of game - Swahili names for different game - Learners will create a journal before,
animals I would like to see in East animals -Names of places of during, and after the safari at The Wilds. Africa as well as places of interest interest such as Pwani (coast), - Learners will write a list and report that I would like to visit. ziwani (lake), mjini (city), mlimani about the game animals that they saw (mountains), msituni (forest), on their safari. - Learners will research kisiwani (island), etc. - Adjectives: and write about various game parks in size, color -Swahili tenses
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different East African countries for their
final presentations.
25 I can write a list of East African - Swahili names for different Swahili - Learners will create menus and
meals and a list of ingredients used food items - Recipes for popular recipes for an authentic Swahili meal. to prepare them. East African dishes - If time and space allows, learners will participate in cooking the meal with their instructors and cultural consultants.
26 I can write words and phrases _ Jina langu ni/ninaitwa ...(My name - Learners will write letters to introduce
about myself and my family such is.../ I am called....) - Ninatoka ... themselves to their host family in East as "my name is, I come from, My (I come from...) - Baba/mama Africa. - Throughout the program, dad's name is, my mom's name yangu anaitwa... (My father/mother students will keep portfolios on is, I have ... siblings, the name of is called....) - kaka/dada yangu LinguaFolio in order to track their my school, my friend, pets and anaitwa ... (My brother/sister is performance and provide evidence of hobbies." (Novice High) called....) -Ninatoka... (I come their ability to write and communicate from....) - Ninaishi.... (I live...) - in Swahili. Their progression to
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Nimetembelea... (I have visited....) "Novice Mid" proficiency level should
-Nina paka/mbwa... (I have a cat/ be documented through evidence dog) -Jina la shule yangu ni ... (The documented on LinguaFolio. name of my school is....) -Rafiki yangu anaitwa/anatoka/anasoma/ ana miaka... (My friend is called/ comes from/studies/is ___ age....) - Swahili tenses -Swahili pronouns
Materials & Other Resources
We plan to use the following primary resources: Mwangi, P. (2016). "Elementary Swahili STARTALK workbook." Athens, OH: Ohio University. Ferrari, A. (2016). "Master Swahili Through East African Music: Guided by Pedagogical Activities." Mediarts Language Immersion. Vol 2. Hadithi, M (1984-2010). "African Animal Tales" (Baby Baboon, Laughing Giraffe, Greedy Zebra, Lazy Lion, Hot Hippo, Crafty Chameleon, Tricky Tortoise, etc.). Hachette Children's. Kershal, K. (2010). "Swahili: A language map." Bilingual Books. Mathenge, J.W. & Miranda, R. (2015). "Mcheshi Goes to School; Mcheshi Aenda Shuleni." Jacaranda Designs, Ltd. Mathenge, J.W. &
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Miranda, R. (2015). "Mcheshi Goes on a Journey; Mcheshi Aenda Safari." Jacaranda Designs, Ltd. Mugane, J. (2015). "The Story of
Swahili." Athens, OH: Ohio University Press. Omar, A. (2015). "Kiswahili - Lugha na Utamaduni kwa wanafunzi wa shule za sekondari." Bloomington, IN: Indiana University. These are links which we use in the classroom for Elementary Swahili: Jambo Bwana (Hello Sir): https://www.youtube.com/watch?v=fK0wPpLryc4 Wako Wapi? (Where are You?): https://www.youtube.com/watch?v=EyqNZuEriD8 Sindi (Popular song and music video): https://www.youtube.com/watch?v=STvCWByuMCs Kiswahili Kitukuzwe (Swahili song on Penn State Swahili web site): http://swahili.la.psu.edu/songs/kiswahili_kitukuzwe.html Mbagala (Popular song and music video): https:// www.youtube.com/watch?v=zeUe1NFwqnw Nitarejea (Popular song and music video): https://www.youtube.com/watch?v=rZt2KJpGuTg Narudi Nyumbani (DSTV Kenya Olympics Flash Mob): https://www.youtube.com/watch?v=worZ21sXR3w Speaking Swahili (Video of American Swahili students' introductions): https://www.youtube.com/watch?v=RE0XTieKjo4 Weather Report (Video of American Swahili students discussing the weather in East Africa): https://www.youtube.com/watch?v=uGK4gKhjxuo The African Marketplace (Video of open air market): https://www.youtube.com/watch?v=2Xkle7C2OjM Speaking Swahili again (Video of American students speaking
Swahili): https://www.youtube.com/watch?v=SSsbEJtp0u0 What we eat (Video about Swahili foods): https://www.youtube.com/watch? v=2Xkle7C2OjM Saba Saba Clothing Market (Video of clothing market in Morogoro): https://www.youtube.com/watch?v=lgGLP60SpAM
Daily Schedule
Schedule Activity
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9:00-9:30 a.m. Opening session (Swahili songs, general conversation)
9:30-10:30 a.m. Classroom instruction: Episodes based on Learning Plans. Reviews of homework, exercises, and
performance-based activities. Check for comprehension and interaction every 15 minutes.
10:30-10:45 a.m. Break ($2.00 snack or coffee catered for in the budget)
10:45 a.m. - 12:00 noon Classroom instruction: Episodes based on Learning Plans. Videos, Presentations, interpretive activities,
classroom guests, and interactive practice. Formative and Summative assessments. Check for comprehension and interaction every 15 minutes.
12:00 noon-1:00 p.m. Lunch in the dining hall ($8.00 lunch catered for in the budget)
1:00-1:45 p.m. Swahili conversation hour
1:45-2:00 p.m. Break ($2.00 snack or coffee catered for in the budget)
2:00-3:00 p.m. Interactive afternoon session: oral tasks, classroom guests, cultural consultants, projects, computer labs
(LinguaFolio online assignments).
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