Characteristics of the Course

Korean Online Center Online School (KECOS) 680 Wilshire Place #401, Los Angeles, CA 90005 http://www.ikeneducate.org/kecos/ [email protected]

INTRODUCTION

Characteristics of the Course:

● Korean Online Course was developed based on the Common Core State Standards, National Korean Standards, and ACTFL Proficiency Guidelines. ● In addition to student’s self-study via online materials, this online course includes a weekly one-on-one mentoring by a real teacher conducted via video / audio chat. ● It is expected that students will access the course website a minimum of three times a week and engage in their online learning. Students must keep track of their coursework in order to finish assignments on a weekly basis and finish the entire coursework within the school year. Students should also be responsible for checking and responding to any email correspondences using the email address indicated on their registration form. Teachers will generally expect students to respond to emails within 48 hours of receipt. ● Students are not to print or save the online materials other than instructions and worksheets, unless approved by your teacher. ● Some of the assignments will be graded automatically as they are multiple choice assignments with exact answers. Other assignments, such as open-ended questions and free response sections, will be graded manually by instructors. ● After successful completion of this course, students will be able to receive a progress report and a final report. A transcript will be issued upon student’s request.

Technical Requirements:

● Students can access the online coursework via personal computer, laptops, smartphones, and/or tablet PCs. ● The laptop should have working speakers and microphone access as there will be listening and speaking activities. ● Students will need to be able to type in Korean using their device. Be sure to have the Korean keyboard installed on your computer.

1 ● Students will participate in video conferencing with their instructor using Zoom. Be sure to have Zoom software downloaded from https://zoom.us/

Course Policies:

● Withdrawal: Request for withdrawal must be sent to the instructor during the 1st week of the course. ● Plagiarism: The term plagiarism includes, but is not limited to: o Receiving or knowingly supplying unauthorized information. o Using unauthorized material or sources. o Using the Internet as a means to copy work or post work for other students to copy. o Plagiarizing work in any form, including plagiarism committed by a member of a group in which the group is responsible for the assignment. In such a case, all members of the group have violated academic integrity. ● As determined by your instructor, the International Korean Educators Network, aka IKEN administration, or school and/or district administrator, if evidence of academic misconduct on assignments or exams is established, or if your submitted work is found to be profane or unduly disrespectful of others, the following consequences may apply: o You will fail the lesson o You will fail the lesson and be denied the opportunity to resubmit the lesson o You will fail the lesson and the class o You will fail the lesson, fail the class, and will be ineligible to enroll again.

● Academic Honor Code o The values of honesty, learning and the pursuit of excellence are central to the mission of this course. The Academic Honor Code is the system through which students taking this Korean Online Course uphold these values by assuming individual responsibility for integrity. An environment that encourages personal responsibility facilitates one of the highest aims of education, the free pursuit of knowledge. o At its core the Academic Honor Code is based on trust. Because trust is the bond that forms among all members associated with this course, it cannot exist independently or in a vacuum. Thus, it is essential that all members associated with this course in a way that exemplifies integrity. Students taking this online course are trusted and expected to be honest in their academic work. Any

2 violation of the Academic Honor Code destroys the value of the work, erodes the spirit of trust, and negatively impacts the mission of this course. o It is a basic assumption that credit is awarded for the work of the individual student and judged according to its quality by a designated teacher and the course as a whole. Violations of the Academic Honor Code thus involve an infraction of that basic assumption. Such violations include but are not limited to: ▪ Giving your log-in ID and password to someone so that he/she has access to the contents. ▪ Giving any material in any online materials to anyone, ranging from prereading activities to final exams. ▪ Someone else does your work for you and you submit it. ▪ Someone else does your work for you and he/she submits it for you. ▪ Downloading, copying, or printing the contents in part or the whole. ▪ Capturing images of the contents of the course in part or the whole. ▪ Using someone else’s voice when speaking. ▪ Looking at any materials when taking a test.

● Nondiscrimination Policy o The International Korean Educators Network, in compliance with the Title VII of the Civil Rights Act of 1664, Title IX of the Education Amendments of 1972 and the Rehabilitation Act of 1973, does not discriminate in matters of admission to this course and any activities because of race, color, national origin, marital status, religion, age, handicap, or sex. The organization will take steps to assure that the language not be a barrier to admission and participation to this course.

● Late Assignment Policy & Netiquette: Points will be deducted for late assignments.

● Community Standards and “Netiquette”: Each student is expected to conduct himself/herself in a professional manner during the class - taking full advantage of the learning opportunities available. This includes active participation in group work, participating in online discussions and assignments, adhering to proper netiquette, and so on. Netiquette refers to a set of behaviors that are appropriate for online activity - especially with e-mails and threaded discussions. The core rules of netiquette can be found at http://www.albion.com/netiquette/corerules.html. Please read through these netiquette rules to ensure that you are familiar with what will be the expected online behavior for this course.

Contact: • Instructors: Jini Shim • E-mail: [email protected] (The best way to contact instructors is through email. Instructors will try to respond to emails within 48 hours except weekends and holidays.) • Office hours: Usually available Tue-Fri between 5-8pm PST; contact instructor to make an appointment. • Technical support: Charles Kim of Webpublished (Phone: 213-605-6095; Email: [email protected]).

Steps to register: ● Go to www.ikeneducate.org ● Register by clicking “Enroll Now” and submit payment via PayPal or Visa ● Take the placement test ● Receive your level assignment (Levels 1, 2, 3, 4) ● Start lessons! (virtual instructor available via web-based communication) ● Follow the site “Help to Enroll Now”

Textbooks:

No textbook is required.

Suggested supplementary materials: http://www.webpublished.com/gallery/view.asp?seq=192295&path=0120724052925

IKEN Standard Korean Textbook

Level 6 ISBN 978-1-4951-9972-1 (2015 3rd edition)

Level 7 ISBN 978-1-4951-9966-0 (2015 3rd edition)

Level 8 ISBN 978-1-4951-9967-7 (2015 3rd edition)

Level 9 ISBN 978-1-4951-9968-4 (2015 3rd edition)

4 Level 10 ISBN 978-1-4951-9969-1 (2015 3rd edition)

Level 11 ISBN 978-1-4951-9970-7 (2015 3rd edition)

Level 12 ISBN 978-1-4951-9971-4 (2015 3rd edition)

COURCE STANDARDS

Language Performance Standards:

(aligned to the Common Core State Standards 2010) http://www.ikeneducate.org/wp-content/uploads/2019/03/CCSS_ela_learning_progressions.pdf

CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RL.9‐10.1. Cite RI.9‐10.1. Cite strong RH.9‐10.1. Cite RST.9‐10.1. Cite strong and thorough textual specific textual specific textual and thorough textual evidence to evidence to support evidence to support evidence to support support analysis of analysis of primary analysis of science analysis of what the what the text says and secondary and technical texts, text says explicitly as explicitly as well as sources, connecting attending to important well as inferences inferences drawn insights gained from distinctions the drawn from the text, from the text, specific details to an author including determining including determining understanding of the makes and to any where the text leaves where the text leaves text as a whole. gaps or matters uncertain. matters inconsistencies in the uncertain. account.

CCR Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5 RL.9‐10.2. RI.9‐10.2. Determine RH.9‐10.2. RST.9‐10.2. Determine two or two or more central Determine the Determine more themes or ideas of a text and central ideas or the central ideas or central ideas of a text analyze their information of a conclusions of a text; and analyze their development over primary or secondary summarize complex development over the course of the source; provide an concepts, processes, the course of the text, accurate summary or information text, including how including how they that makes clear the presented in a they interact and interact and build on relationships among text by paraphrasing build on one another one another to the key details and them in simpler but to produce a complex provide a complex ideas. still accurate terms. account; provide an analysis; provide an objective summary of objective summary the text. of the text.

CCR Reading Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.9‐10.3. Analyze RL.9‐10.3. Analyze a RH.9‐10.3. Evaluate RST.9‐10.3. Follow the impact of the complex set of ideas various explanations precisely a complex author’s choices or sequence of for actions or events multistep procedure regarding how to events and explain and determine which when carrying out develop and relate how specific explanation best experiments, elements of a story individuals, ideas, or accords with textual taking or events interact and evidence, measurements, or drama (e.g., where a develop over the acknowledging performing technical story is set, how the course of the text. where the text leaves tasks; analyze the action is ordered, matters specific how the characters/ uncertain. results based on archetypes are explanations in the introduced text. and developed).

CCR Writing Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCR Writing Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

6 CCR Writing Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.

CCR Writing Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCR Writing Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.9‐10.1. Write arguments to support claims WHST.9‐10.2. Write informative/explanatory in an analysis of substantive topics or texts, texts, including the narration of historical using valid reasoning and relevant and events, scientific procedures/ experiments, or sufficient evidence. technical processes.

W.9‐10.3. Write narratives to develop real or W.9‐10.4. Produce clear and coherent writing imagined experiences or events using in which the development, organization, and effective technique, well‐chosen details, and style are appropriate to task, purpose, and well‐structured event sequences. audience. (Grade‐specific expectations for writing types are defined in standards 1–3 W.9‐10.5. Develop and strengthen writing as above.) needed by planning, revising, editing, rewriting, or trying a new approach, focusing WHST.9‐10.5. Develop and strengthen on addressing what is most significant for writing as needed by planning, revising, a specific purpose and audience. editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

RL.11‐12.1. Cite RI.11‐12.1. Cite RH.11‐12.1. Cite RST.11‐12.1. Cite strong strong and thorough specific textual specific textual and thorough textual textual evidence to evidence to support evidence to support evidence to support support analysis of analysis of primary analysis of science analysis of what the what the text says and secondary and technical texts, text says explicitly as explicitly as well as sources, connecting attending to important well as inferences inferences drawn insights gained from distinctions the drawn from the text, from the text, specific details to an author including determining including determining understanding of the makes and to any where the text leaves where the text leaves text as a whole. gaps or matters uncertain. matters inconsistencies in the uncertain. account.

7 CCR Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL.11‐12.2. RI.11‐12.2. RH.11‐12.2. RST.11‐12.2. Determine two or Determine two or Determine the Determine more themes or more central ideas of central ideas or the central ideas or central ideas of a text a text and analyze information of a conclusions of a text; and analyze their their development primary or secondary summarize complex development over over the course of source; provide an concepts, processes, the course of the the text, accurate summary or information text, including how including how they that makes clear the presented in a they interact and interact and build on relationships among text by paraphrasing build on one another one another to the key details and them in simpler but to produce a complex provide a complex ideas. still accurate terms. account; provide an analysis; provide an objective summary of objective summary the text. of the text.

CCR Reading Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.11‐12.3. Analyze RL.11‐12.3. Analyze RH.11‐12.3. Evaluate RST.11‐12.3. Follow the impact of the a complex set of various explanations precisely a complex author’s choices ideas or sequence of for actions or events multistep procedure regarding how to events and explain and determine which when carrying out develop and relate how specific explanation best experiments, elements of a story individuals, ideas, or accords with textual taking or events interact and evidence, measurements, or drama (e.g., where a develop over the acknowledging performing technical story is set, how the course of the text. where the text leaves tasks; analyze the action is ordered, matters specific how the uncertain. results based on characters/ explanations in the archetypes are text. introduced and developed).

CCR Writing Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11‐12.1. Write arguments to support WHST.11‐12.1. Write arguments focused on claims in an analysis of substantive topics or discipline‐specific content. texts, using valid reasoning and relevant and o A. Introduce precise, knowledgeable sufficient evidence. claim(s), establish the significance of the o A. Introduce precise, knowledgeable claim(s), distinguish the claim(s) from claim(s), establish the significance of the alternate claim(s), distinguish the claim(s) from or opposing claims, and create an alternate or opposing claims, and create an organization that logically sequences the

8 organization that logically sequences claim(s), counterclaims, reasons, and claim(s), counterclaims, reasons, and evidence. evidence. o B. Develop claim(s) and counterclaims fairly o B. Develop claim(s) and counterclaims and thoroughly, supplying the most relevant fairly and thoroughly, supplying the most data and evidence for each while relevant evidence for each while pointing out pointing out the strengths and limitations of the strengths and limitations of both in a both claim(s) and counterclaims in a manner that anticipates the audience’s discipline‐appropriate form that anticipates knowledge level, concerns, values, and the possible biases. audience’s knowledge level, concerns, C. Use specific rhetorical devices to support values, and possible biases. assertions (e.g., appeal to logic through o C. Use words, phrases, and clauses as well reasoning; appeal to emotion or ethical belief; as varied syntax to link the major sections of relate a personal anecdote, case study, or the text, create cohesion, and clarify the analogy). relationships between claim(s) and reasons, o D. Use words, phrases, and clauses as well between reasons and evidence, and between as varied syntax to link the major sections of claim(s) and counterclaims. the text, create cohesion, and clarify the o D. Establish and maintain a formal style relationships between claim(s) and reasons, and objective tone while attending to the between reasons and evidence, and between norms and conventions of the discipline in claim(s) and counterclaims. which they are writing. o E. Establish and maintain a formal style o E. Provide a concluding statement or and objective tone while attending to the section that follows from or supports the norms and conventions of the discipline in argument presented. which they are writing. o F. Provide a concluding statement or section that follows from and supports the argument presented.

SL.CCR.1 CCR Speaking & Listening Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Grade 9-10 SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

9 o A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐reasoned exchange of ideas. o B. Work with peers to set rules for collegial discussions and decision‐making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. o C. Proper conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. o D. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SL.CCR.5 CCR Speaking & Listening Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Grade 9-10 SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. L.CCR.3. CCR Language Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Grade 9-10 L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. o A. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

L.CCR.4.

10 CCR Language Anchor Standard 4: Determine or clarify the meaning of unknown and multiple‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Grade 9-10 L.9-10.4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. o A. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. B. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy) and continue to apply knowledge of Greek and Latin roots and affixes. C. Consult general and specialized reference materials (e.g., college‐level dictionaries, rhyming dictionaries, bilingual dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. o D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.CCR.6. CCR Language Anchor Standard 6: Acquire and use accurately a range of general academic and domain‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Grade 9-10 L.9-10.6. Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

11 Speaking Assignment Rubric:

CATEGORY 4 3 2 1 Student is able Student is able Student is able Student is to accurately to accurately to accurately unable to answer almost answer most answer a few accurately Comprehension all questions questions about questions about answer about the the question. the question. questions about question. the question. Student is Student seems The student is Student does completely pretty prepared somewhat not seem at all prepared and but might have prepared, but it prepared to Preparedness has obviously needed a is clear that present. rehearsed. couple more rehearsal was rehearsals. lacking. Speaks clearly Speaks clearly Speaks clearly Often mumbles and distinctly all and distinctly all and distinctly too much or (100-95%) the (100-95%) the most ( 94-85%) can not be Enunciation & time with time, but there of the time and understood. clarity of the natural flow. were mumbles quite language disconnections often with often. disconnections between sentences.

Writing Assignment Rubric:

12 make the writing wonderful.

The writing is very The writing is The writing is a Ideas and scenes well organized. The pretty well little hard to seem to be whole writing is organized. The follow. The whole randomly cohesive to the whole writing is writing is not arranged. topic and in a sometimes not cohesive at all and Organization logical sequence cohesive or writing the transitions are with clear may seem out of sometimes not transitions. place. Clear clear. transitions are used. There are little There are several There are many Most of words are spelling errors in spelling errors in spelling errors in misspelled. The the writing. Most the writing. Most the writing. Most writing is hard to words are chosen words are chosen words are chosen understand. Writing and used correctly. and used correctly. and used It is easily Most part of incorrectly and it is understandable. writing is somewhat hard to understandable. understand.

13 Content Standards:

Aligned to World Readiness Standards for Korean Language learning

by American Association for Teachers of Korean AATK 2010

http://www.ikeneducate.org/1100-2/,

http://www.ikeneducate.org/wp-content/uploads/2019/03/NSP1-FINAL-COPY405-455-2012- 1.pdf, Goal 1: COMMUNICATION: Communicate in Korean

Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

A. Students use multiple modes of communication, conventional or digital, such as letters, text messaging and social network websites, about topics of interests with peers and teachers. B. Students express and respond to opinions on personal and social issues, such as body image, fashion, family relations, peer pressure and multiculturalism. C. Students share opinions, preferences, and critiques about popular culture, competitive sports, and arts including Korean TV dramas, K-pop music, and soccer. D. Students develop and propose solutions to issues and problems that are of concern to members of their own or Korean communities E. Students gather and compare and contrast information through a variety of sources on topics of interest to support their opinions and perspectives. F. Students describe and discuss with peers their personal and academic lives, such as making friends with people of different backgrounds, going to college, and choosing majors. G. Students give simple oral presentations (e.g., show-and-tell, report) about people, activities, or events in their daily lives (e.g., school field trips, family vacation, and birthday parties). H. Students make illustrated stories (e.g. big books, posters, dioramas, cartoons) to share with the class about people, activities, or events in their environment. I. Students perform or recite age-appropriate songs, short plays, and poems commonly known in Korean communities. J. Students create greeting cards or letters for special holidays and occasions such as Teacher Appreciation Day, Parents’ Day, Lunar New Year’s Day.

Standard 1.2 Students understand and interpret written and spoken Korean on a variety of topics.

A. Students demonstrate comprehension of significant details of spoken and written Korean such as media postings related to popular culture.

14 B. Students chart information on plots, characters, themes, and underlying perspectives of cultural texts, such as folktales, songs, proverbs, and short stories.

C. Students read and outline key elements from accounts of historical events and biographies of key Korean historical figures. D. Students demonstrate ability to identify main ideas, significant details and implications of the views presented in live or recorded discussions and lectures on Korea (e.g., Confucianism in Korea, the Korea-U.S. relationship, growing ethnic diversity). E. Students understand main ideas and identify key information in conversations and stories in audiovisual and print media on age-appropriate topics of interest. F. Students comprehend announcements and messages connected to their daily life (e.g., classroom announcements, electronic messages and bulletin postings).

Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

A. Students present skits, recite selected poems, tell anecdotes, and perform songs in Korean at school events. B. Students write stories or reports about personal experiences, events, or other school subjects for journals, school newsletters or blogs to share with peers or Korean speakers. C. Students produce narratives, short stories, or poetry based on historical events or current affairs of Korean-speaking communities. D. Students summarize orally or in writing the content of articles or documentary films intended for native speakers of Korean, to discuss historical or contemporary issues (e.g., Korea’s rapid economic growth, separation of family members in North and South Korea, Korean athletes' successes in international stages). E. Students write essays, reviews, or newspaper articles for student publication expressing opinions on school-related issues (e.g., home-coming dance, spirit week events, dress codes, students’ misconduct such as bullying and harassment, etc). F. Students summarize the plot and describe the characters in age-appropriate literary works, such as poems, short stories, folk tales and anecdotes.

Goal 2. CULTURES: Knowledge and Understanding of Korean Culture

Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Korean culture.

A. Students demonstrate an understanding of Korean cultural practices related to birthday milestones and different ways to count age. B. Students show an understanding of the cultural usage of kinship terms and titles to address and refer to people. Example: 할머니, 할아버지, 아줌마, 아저씨, 선생님, 사모님

15 C. Students show an understanding of traditional and contemporary marriage customs in Korea, and are able to articulate differences, similarities, and meanings contained in each set of customs. D. Students obtain information in Korean through various sources (e.g., Internet, news media, library materials) on topics of other disciplines such as current events, art and music, and popular culture. E. Students exchange information and opinions in Korean orally and/or in writing about topics being studied in other school subject areas, such as political, economic, and social issues (e.g., climate change, government structure, public health). F. Students synthesize and evaluate information gathered in other disciplines in Korean to enhance theoretical concepts on topics on socio-cultural and historical issues (e.g., a study of gender roles in a sociology course through a discussion of changing gender roles in Korea). G. Students observe and discuss Korean superstitions and their manifestation in the lives of Korean people (e.g., eating traditional taffy on college examination day, avoiding writing one’s name in red), with an emphasis on the meanings behind these superstitions. H. Students identify, examine, and discuss the experiences and elements of the social life of high school students in Korea (e.g., school trips, Korean’s jealous emphasis on education manifested in private academic institutes and college entrance examinations). I. Students discuss unique aspects of the Korean language, such as idiomatic expressions (e.g. four-syllable proverbs), by analyzing the socio-historical origin, modern-day usage, and meanings of such expressions.(Example: 사자성어-상부상조, 일석이조, 새옹지마, 관용표현-코가 높다, 발이 넓다 J. Students use and understand Korean proverbs and idiomatic expressions commonly appearing in everyday interactions, and demonstrate an awareness of the basic significance of such proverbs and expressions. Example:누워서 떡 먹기, 손꼽아 기다리다, 하늘의 별 따기

Standard 2.2 Students demonstrate an understanding of the relationships between the products and perspectives of Korean culture

A. Students identify tangible products of Korean culture (e.g., toys, clothing, household items, food) B. Students identify and familiarize themselves with products of Korean culture, such as children’s stories, songs, and dances. C. Students participate in age-appropriate Korean traditional games and sports. D. Students recognize genres of Korean music and performances, from modern and traditional perspectives. Example: 민요, 사물놀이, K-pop E. Students experience and explore concrete products of Korean culture that reflect daily life, such as food, dwelling, and leisure activities, and discuss the elements of Korean culture that are represented in daily life. Example: 한국의 발효 음식 (간장, 된장, 김치), 한옥과 온돌, 노래방, 찜질방, 등산 G. Students experience and discuss expressive products of Korean culture including Korean film, literature, and performance and explore ways in which these products reflect Korean people’s lifestyles, beliefs, and values. Example: 판소리, B-boy, 난타

16 H. Students participate in Korean traditional games and sports. Example: 닭싸움, 말타기, 고무줄 놀이, 숫자나 말로 하는 놀이 (삼육구, 쥐를 잡자)

Goal 3: CONNECTIONS: Connect with Other Disciplines and Acquire information

Standard 3.1 Students reinforce and further knowledge of their disciplines through the Korean language

A. Students demonstrate ability to discuss topics and concepts from other subject areas, including geographical features (e.g., precipitation cycle and volcanic activities), historical facts (e.g., state history and world wars), mathematical problems (e.g., averages and word problems), and scientific information (e.g., photosynthesis and blood types). B. Students comprehend age-appropriate written and visual materials in Korean on topics they are studying in other subject areas. C. Students report in Korean, orally and/or in writing, on topics they are studying in other classes. D. Students discuss in Korean the connections and relationships between Korean and world history (e.g., the Korean War and Korean immigration to the U.S). E. Students obtain information in Korean through various sources (e.g., internet, news media, library materials) on topics of other disciplines such as current events, art and music, and popular culture. F. Students exchange information and opinions in Korean orally and/or in writing about topics being studied in other school subject areas, such as political, economic, and social issues (e.g., climate change, government structure, public health). G. Students understand Korean perspectives as they are related to history, arts, science and technology.

Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through Korean language and cultures.

A. Students acquire information through authentic materials, such as books, newspapers, or the Internet, pertaining to Korean practices in politics and social and environmental issues (e.g., Korean recycling regulations, compulsory military service, air-raid drill).

B. Students expand their understanding of young adulthood by learning about the characteristics of Korean and Korean-American youths and the issues and challenges they face.

C. Students evaluate and synthesize information from a variety of authentic Korean sources to identify and analyze distinct Korean perspectives on social and political issues in relation to other cultural perspectives.

17 D. Students develop and support a point of view on topics of personal interest incorporating information

E. Students discuss and understand unique aspects of Korean language and culture such as Sino-Korean words and their historical and cultural background.

F. Students read, listen to, and talk about works of Korean folktales, short stories, and historical novels written for young people.

Goal 4. COMPARISONS: Develop Insight into the nature of Language and Culture

Standard 4.1 Students demonstrate an understanding of the nature of language through the comparisons of the Korean language and their own.

A. Students demonstrate awareness of various written styles and degrees of formality using appropriate speech levels and forms for reporting speeches and marking speaker stance. B. Students analyze elements of the Korean language, such as time, tense, and aspects, and comparable linguistic element in English to understand various representations of events. C. Students demonstrate awareness of the subtle nuances of speech level choices and its implications for the relationship between speakers in different social situations (e.g., switching from polite to intimate speech level or vice versa). D. Students demonstrate the knowledge of the ways in which the Korean language has been influenced by the historical contact with Chinese, Japanese, and English (e.g., Sino-Korean vocabulary, loan words). E. Students compare the organizational principle in the Korean language of general-to- specific, and macro-to-micro with that of their own language (e.g. dates, mailing address, surname-given name). F. Students demonstrate awareness and compare the ways of expressing respect and communicating age and status differences in Korean (e.g., speech styles, honorific words, address terms) to those of their own language. G. Students recognize clause connectors in Korean and compare their meanings and usages to English clause connectors.

Standard 4.2 Students demonstrate understanding of the concepts of culture through comparisons of Korean culture and their own.

A. Students explore and demonstrate how proverbs, sayings, and idiomatic expressions reflect one‘s culture through examples from the Korean language and their own.

B. Students understand Korean cultural perspectives regarding familial and generational relationships manifested in respect for elders, importance of birth order, family responsibilities and duties, parental sacrifice for children and filial obligations. C. Students compare and contrast the importance of national holidays and cultural treasures of Korea with their own culture.

18 D. Students examine why certain products are significant in Korean culture and how different products have gained prominence in other cultures. (e.g., royal burial site, kimch’i refrigerator, metal chopsticks). E. Students explore and demonstrate how proverbs, sayings, and idiomatic expressions reflect one’s culture through examples from the Korean language and their own. F. Students understand Korean cultural perspectives regarding familial and generational relationships manifested in respect for elders, importance of birth order, family responsibilities and duties, parental sacrifice for children and filial obligations. G. Students compare and contrast the importance of national holidays and cultural treasures of Korea with their own culture.

Goal 5: COMMUNITIES: Participate in Multilingual Communities at Home and Around the World

Standard 5.1 Students use Korean both within the school setting and beyond.

A. Students meet and have discussions with members of the Korean language community about their intercultural experiences (e.g., student life in the U.S. vs. in Korea, cultural differences). B. Students interview Korean visitors and members of the local Korean community about various aspects of family and society (e.g., roles in the family, youth culture, education). C. Students enroll in summer camps and language programs in Korea or in Korean communities. D. Students investigate the history of the local Korean community. E. Students do internships or volunteer work at U.S-based Korean businesses. F. Students participate in activities that benefit the school or community, such as translating school announcements and activities for the Korean community. G. Students meet and have discussions with members of the Korean language community about their intercultural experiences (e.g., student life in the U.S. vs. in Korea, cultural differences). H. Students interview Korean visitors and members of the local Korean community about various aspects of family and society (e.g., roles in the family, youth culture, education). I. Students investigate the history of the local Korean community. J. Students do internships or volunteer work at U.S-based Korean businesses.

Standard 5.2 Students show evidence of becoming lifelong learners by using Korean for personal enjoyment and enrichment.

A. Students use Korean to obtain information on topics of personal interest and to advance knowledge of their Korean language, culture, and history. B. Students engage in activities for personal enjoyment and growth (e.g., martial arts, calligraphy, playing traditional instruments, watching Korean film) C. Students continue to utilize Korean websites to get news on current events and information pertaining to their personal interests. D. Students participate in school and community projects which require proficiency in Korean.

19 E. Students establish and/or maintain relationships with speakers of Korean through various means of communication (e.g., letters, email, social networking websites). F. Students use Korean to obtain information on topics of personal interest and to advance knowledge of their Korean language, culture, and history. G. Students engage in activities for personal enjoyment and growth (e.g. martial arts, calligraphy, playing traditional instrument, watching Korean film) H. Students continue to utilize Korean websites to get news on current events and information pertaining to their personal interests. I. Students participate in school and community projects which require proficiency in Korean.

Grading:

● 1st semester – Chapters 1 thru 7

● Each chapter is one sixth of the total grade. ● All practices consist of 90% of the chapter grade. That means if there are 10 practices, each practice is worth of 9 % of the total chapter grade.

● Assessment consists of 10% of the chapter grade.

Letter grade will be determined as follows: 90% - 100% ➔ A 80% - 89% ➔ B 70% - 79% ➔ C 60% - 69% ➔ D Less than 59% ➔ F

● 2nd semester – Chapter 8 thru 14. Grading system is the same as the 1st semester.

COURSE SYLLABUS Korean Course 1 http://www.ikeneducate.org/course-overview/ Overview Video: https://www.youtube.com/watch?v=2Ct4c6rw0FE

Table of Contents:

● Course Summary ● Prerequisites ● Course Contents ● Structure of a Chapter ● Course Description -Standards & Objectives ● Speaking Assignment Rubric ● Writing Assignment Rubric ● Grading & Transcript

Course Summary:

This course is designed for those who have no or little fluency to the Korean language. Students will learn how to read Korean writing system and speak Korean on limited basis. They will learn how to use simple Korean expressions and Korean numbering systems as well as the tenses.

Prerequisites: NONE

Course Contents: • First Semester 1. Chapter 1: Characteristics of the Korean Language, Korean Consonants & Vowels 2. Chapter 2: Compound Vowels & How to Make a Letter 3. Chapter 3: Korean Verbs, How to Conjugate, and Korean Sentences 4. Chapter 4: Particles 5. Chapter 5: Declarative, Interrogative, & Interrogative Moods 6. Chapter 6: Propositive Mood

7. Chapter 7: 이/그/저 & Interrogatives

• Second Semester

21 8. Chapter 8: Review 9. Chapter 9: Sino-Korean Numbers 10. Chapter 10: Pure-Korean Numbers 11. Chapter 11: Reading Time 12. Chapter 12: Units 13. Chapter 13: Tenses 14. Chapter 14: Negation Structure of a Chapter:

each chapter consists of the following:

• Virtual Lesson – This video explains the lesson you need to learn from the chapter. Some chapters have a multiple Virtual Lectures and each Virtual Lesson has a dialogue. You can watch it as many times as you want.

• Required Vocabulary – This is a list of vocabulary students need to master

• Instruction – This is a written explanation of grammars and expression explained and taught in Virtual Lesson

• Practice – It is to practice the lesson from the Virtual Lecture and/or Instruction. There are different ways to practice the contents. They include speaking, reading, writing, and listening. While you need to record your voice using Audacity, you need to print most of Practices and send them back to your assigned teacher once it is finished.

• Assessment – This is a Chapter Test. You have to following directions of the Assessment and finish it.

Course Description: Standards & Objectives

Language Performance Standards:

(based on the Common Core State Standards 2010) http://www.ikeneducate.org/wp- content/uploads/2019/03/CCSS_ela_learning_progressions.pdf

Content Standards: (Based on World Readiness Standards for Korean Language learning --National Korean Standards by AATK 2010)

http://www.ikeneducate.org/1100-2/, http://www.ikeneducate.org/wp-content/uploads/2019/03/NSP1-FINAL-COPY405-455- 2012-1.pdf ACTFL Proficiency Guideline: http://www.webpublished.com/gallery/view.asp?seq=192504&path=0120724084902

COURSE 1 (A) -- Equivalent to LEVEL 1

Chapter 1: • Characteristics of the Korean Language • Korean Vowels • Korean Consonants Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards SL.CCR.1. SL.CCR.5. L.CCR.3. L.CCR.4. L.CCR.6.

Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to speak simple expressions such as excuse me and thank you in Korean. • Students will be able to understand some characteristics of the Korean language.

23 • Students will be able to understand the historical background and the principles of Yin-Yang theory of the Korean writing system that was made in the 15th century • Students will be able to understand meaning of the honorific form in the Korean language. Language Objectives: • Students will be able to read and write fourteen consonants and ten vowels of the Korean writing system. • Students will be able to speak the basic expressions in Korean. Key grammar: • Characteristics of the Korean language • Korean Consonants • Korean Vowels Key vocabulary: 1. An-nyung-ha-sae-yo 안녕하세요? 2. Go-ma-wuo-yo 고마워요. 3. sil-lae-hae you 실례해요. Vocabulary Four worksheets and 3 Instructional PPT materials to introduce Practice: and to master the Korean consonants and vowels. Video Lectures: Video 1-1-1: Introduce the characteristics of the Korean language: a) Honorific language b) A verb comes last in a Korean sentence. c) The philosophy of the Yin-Yang theory embedded in the Korean vowel system

Video 1-1-2: Introduce 10 vowels in Korean: ㅏ,ㅑ,ㅓ,ㅕ,ㅗ,ㅛ,ㅜ,ㅠ,ㅡ,ㅣ

Video 1-1-3: Introduce 14 consonants in Korean : ㄱ,ㄴ,ㄷ,ㄹ,ㅁ,ㅂ,ㅅ,ㅇ,ㅈ,ㅊ,ㅋ,ㅌ,ㅍ,ㅎ

Speaking/Listening: Students will listen to the video lectures to understand the basic expressions and explanations about the characteristics of Korean language. Students will pronounce the vowels and consonants using the Audacity. Writing: Students will write the Korean consonants and vowels by completing the worksheets using electronic pen.

Chapter 2: • Korean Compound Vowels • Korean Expressions • Reading Korean Letters

24 • Reading 7 Days a Week

Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards SL.CCR.1. SL.CCR.5. L.CCR.3. L.CCR.4. L.CCR.6. Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to understand the principles of the Korean alphabet system. • Students will be able to understand the Yin-yang theory that was employed to the Korean vowels.

Language Objectives: • Students will be able to read and write the Korean compound vowels. • Students will be able to read and write the Korean double consonants. • Students will be able to make a Korean letter. • Students will be able to read and write any Korean. • Students will be able to learn 7 days a week in Korean. Key grammar: • Compound Vowels • Double Consonants • Making a letter: C + V, C + V + C, C + V + CC Key vocabulary: • Basic Expressions such as 안녕하세요, 수고하세요, 안녕히 계세요 and so on • 7 days a week Video Lectures: Video 1-2-1: Introduce the compound vowels in Korean and teach how to pronounce and to write the compound vowels: ㅔ, ㅖ, ㅐ, ㅒ, ㅘ, ㅚ, ㅙ, ㅞ, ㅢ, ㅟ, ㅝ,

Video 1-2-1: Introduce five double consonants: ㄲ, ㄸ, ㅃ, ㅆ, ㅉ

Video 1-2-2: Introduce the principles of Yin-yang theory and how to apply to make Korean letters by combining consonants and vowels: C + V, C + V + C, C + V + CC

25 Speaking/Listening: Students will listen to the video lectures to understand the compound vowels and double consonants and how to pronounce and how to write them. They also understand the principles of making the Korean letters by listening to the video lectures. Students will pronounce the Korean letters through the Audacity program. Writing: Students will write the Korean letters combining vowels and consonants on the practice worksheets using electronic pen.

Chapter 3: • Korean verbs and verb conjugation • ㅡ, ㄷ and ㄹ ㄱ irregular verbs • How to make a Korean sentence Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards SL.CCR.1. SL.CCR.5. L.CCR.3. L.CCR.4. L.CCR.6. Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to communicate using simple Korean sentences in daily life. • Students will be able to conjugate the Korean regular verbs. • Students will be able to conjugate the Korean irregular verbs. (ㅡ irregular and ㄷ irregular verbs)

Language Objectives: • Students will be able to understand different levels of speech in Korean. • Students will be able to understand the nature of Korean verbs and how to use them in a sentence. • Students will be able to understand the meaning of the Korean irregular verbs. • Students will be able to understand the Korean ‘ㅡ’, ‘ㄷ’, and ‘ㄹ’ irregular verbs. • Students will be able to understand how to make a Korean sentence. Key grammar: • Two endings “아요/어요/해요”, “ㅂ니다/습니다”, • Rules to make a Korean sentence

Key vocabulary: • Daily Verbs: 일어나다, 공부하다, 일하다, 기쁘다, 듣다, and so on. • Daily Nouns: 학교, 고등학교, 아침, 점심, and so on. Video Lectures: Video 1-3-1: Explain that Korean verbs come last of the sentence Video 1-3-2: Introduce the Korean verb conjugation “아요/어요/해요” and “ㅂ니다/습니다” form Video 1-3-3: Introduce how to conjugate the “ㄷ, ㄹ” irregular verbs Video 1-3-4: Introduce how to make a sentence arranging a subject and verbs

Speaking/Listening: Students will listen to the video lectures to understand the nature of Korean verbs and the principle of verb conjugation. They also listen to the video lectures about the irregular verbs and use in daily life. Writing: Students will write the regular and irregular verbs on the worksheet. Students will write some sentences combining subjects and verbs. Reading: Students will read the basic Korean verbs and irregular verbs. Students will read the sample sentences.

Chapter 4: • Introduction to Particles • Introductions of Particles 1. Subject particles:이/가 and 은/는 2. Object particles: 을/를 3. Locative particles:에, 에서 Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

27 Content Objectives: • Students will understand the particles and their functions in the Korean sentence structure. • Students will understand the principles of Korean sentence structure.

Language Objectives: • Students will be able to correctly use the subject particles in a sentence. • Students will be able to correctly use the object particles in a sentence. • Students will be able to correctly use the locative particles in a sentence. Key vocabulary: • 엄마가 저녁을 먹어요. • 선생님이 컴퓨터를 사요 • 지니 선생님이 한국어를 가르쳐요. 지니 선생님은 예뻐요. Video Lectures Video 1-4-1: Explain how to use subject/object particles and compare both particles. Video 1-4-2: Explain how to use locative particles and the difference between subject/object and locative particles Speaking/Listening: Students will listen to the video lectures to understand the nature of subject/object/locative particles and the correct usage of each particle.

Writing: Students will write the correct sentence using various particles.

Reading: Students will read the basic sentences including particles.

Chapter 5: Moods in Korean: Declarative, Interrogative, Imperative mood

Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

28 Content Objectives: • Students will understand four different moods in the Korean language and how to use them properly.

Language Objectives: • Students will be able to understand four different moods in the Korean language. • Students will be able to understand the use of the declarative mood in Korean. • Students will be able to understand the use of the interrogative mood in the Korean language. • Students will be able to understand the use of the imperative mood.

Key vocabulary: • A: 주말에 친구와 공원에서 놀아요?

B: 네, 나는 주말에 친구와 공원에서 놀아요.

• A: 오늘 오후에 친구와 도서관에 가요?

B: 아니요. 나는 오늘 오후에 친구와 도서관에 안 가요.

Video Lectures Video 1-5-1: Explain the principles of declarative and interrogative mood in the Korean language.

Video 1-5-2: Explain the principles of imperative mood in the Korean language. Speaking/Listening: Students will listen to the video lectures to understand the nature of propositive moods in Korean and the correctly use in daily life. Students will be able to ask questions and answer properly in Korean. Writing: Students will write the correct sentence using proper moods in a certain situation. Reading: Students will read the declarative, interrogative, and imperative moods including the negation.

Chapter 6: Moods in Korean: Propositive mood

29 Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will understand four moods in Korean language and how to use them properly in daily life.

Language Objectives: • Students will be able to understand four different moods in Korean language. • Students will be able to understand the propositive mood. Key vocabulary: • 갑시다 ➔ Let’s go.

• 갈래요? ➔ Shall we go?

• 가시겠습니까? ➔ Would you like to go?

Video Lectures Video 1-6-1: Explain the principles of propositive mood in the Korean language. Speaking/Listening: Students will listen to the video lectures to understand the nature of propositive moods in Korean and the correctly use in daily life. Students will be able to ask questions and answer properly in Korean. Writing: Students will write the correct sentence using proper moods in a certain situation. Reading: Students will read the propositive moods including particles.

COURSE 1 (B) -- Equivalent to LEVEL 2

Chapter 7: 이/그/저 Interrogative sentence using interrogative: what, when, where, why, how, and how much Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2

30 Standard. 5.1, 5.2

Content Objectives: • Students will understand 이/그/저 to be used to refer to the third object or person in daily life.

Language Objectives: • Students will be able to understand 이/그/저 to be used to refer to the third object or person. • Students will be able to understand how to make questions using interrogatives like what, who, when, where, and how. Key vocabulary: • 이 책 읽으세요. 그 컴퓨터는 비싸요. 저 물건을 주세요.

• 왜, 누가, 언제, 어디서, 어떻게, 무엇, 몇

Video Lectures Video 1-7-1: Explain the use 이/그/저 to be used to the third object or person. Video 1-7-2: Explain how to make the interrogative sentence using interrogatives such as what, when, who, which, why, how, and how much in daily conversation. Speaking/Listening: Students will listen to the video lectures to understand the usage of 이/그/저 and how to make interrogative sentences using what, when, who, where, why, how, and how much. Writing: Students will write the correct interrogative sentences using proper interrogatives in a daily conversation.

Reading: Students will read the basic sentences in which interrogatives are used. Project Students will do the worksheets to study interrogatives and 이/그/저 in daily conversation.

Chapter 8: Review (1) and (2): reviewing Chapter 1 – Chapter 7 Assessment

Language SL.CCR.1. SL.CCR.5. Performanc L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. e Standards Content See attached Content Standards based on US World Readiness Standards for Standards Korean Language -- National Korean Standards 2010

31 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to research through Internet how the Yin-yang theory has affected the lives of Koreans until today and share their own thoughts in a collaborative group in the discussion board. • Students will be able to communicate using the Korean language such as greetings, questioning and answering in daily conversation.

Language Objectives: • Students will be able to pronounce the Korean compound vowels. • Students will be able to pronounce the Korean double consonants. • Students will be able to make the Korean letters by combining consonants and vowels by the rules. • Students will understand four moods in Korean language and how to use them properly in daily life. • Students will understand the particles and their functions in the Korean sentence structure.

Chapter 9: Introduction to numbers: Counting Sino-Korean numbers up to 9999 How to read date and phone numbers in Korean Language SL.CCR.1. SL.CCR.2. . SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to understand two different ways to count numbers in Korean. One is Sino-Korean and the other is Pure-Korean way. • Students will be able to compare a MACRO language like Korean and a MICRO language like English (. You will see this kind of pattern quite a bit.

Language Objectives: • Students will differentiate the two different numbering systems in the Korean language.

32 • Students will be able to understand the Sino-Korean numbers: 일, 이, 삼, 사, 오, 육, 칠, 팔, 구, 십 • Students will be able to count up to the four-digit number. • Students will be able to read and write a date in Korean. • Students will be able to read and write phone numbers. Key vocabulary: 시험을 보다, 시험을 치다, 시험을 잘 보다, 시험을 못 보다 Video Lectures: ⚫ Video: 1-9-1 ➔ Explain the differences between two ways of Korean counting system: Sino-Korean way and Pure-Korean way. Sino-Korean counting system was originated developed based on the mathematical principles. Explain how to read date and phone number using Sino-Korean counting system. Reading: • Students will read four-digit numbers and dates. • Students will read phone numbers. Listening: • Students will listen to the video clip to learn the difference between two Korean counting systems: Sino-Korean way and Pure-Korean way. Writing: • Students will write up to the four-digit numbers in Sino-Korean way. • Students will write date and phone numbers.

Chapter 10: Introduction to numbers: Counting Pure-Korean numbers up to 9999 How to count how many, like how many students, how many books, how many bottles of water Language SL.CCR.1. SL.CCR.2. . SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Language Objectives:

33 • Students will be able to understand the Pure-Korean numbering system: 하나, 둘, 셋, 넷, 다섯, 여섯, 일곱, 여덟, 아홉, 열 • Students will be able to understand the characteristics of the Pure-Korean numbers and their usage. Key 하나, 둘, 셋, 넷, 다섯, 여섯, 일곱, 여덟, 아홉, 열, 스물, 서른, 마흔, 쉰, Vocabulary: 예순, 일흔, 여든, 아흔 Video Video: 1-10-1 ➔ Explain the differences between two ways of Korean counting system: Sino-Korean way and Pure-Korean way. When to use the Pure-Korean way to count numbers. It is basically to count how many. Then you should memorize 1 thru 10 and multiples of 10 up to 90. If you are wondering how you are going to read zero in Pure- Korean, there is none for that. So I will read 1 thru 10 once more. Reading • Students will count how many objects or people are there using the Pure-Korean numbers. Listening: • Students will listen to the video clip to learn how to count using Pure-Korean way: the pure-Korean way to read numbers goes only up to 99. So from a three-digit number, you have to use the Sino- Korean number and still only the last two digits will be used by the Pure-Korean numbers. Writing: • Students will write up to the four-digit pure-Korean numbers.

Chapter 11: ⚫ Reading time in Korean ⚫ How to ask a question with 몇 시? ⚫ Particles used with time: 에, 부터, 까지, Language SL.CCR.1. SL.CCR.2. . SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to read time in Korean. • Students will be able to communicate using time.

Language Objectives: • Students will be able to read time in Korean.

34 • Students will be able to use proper particles in association with time in Korean.

Key Pure-Korean 시 Sino-Korean 분, 여덟 시 사십 오 분, 오전, 오후 Vocabulary: • 하나 should be 한

• 둘 should be 두

• 셋 should be 세

• 넷 should be 네

한 시, 두 시, 세 시, and 네 시에 Video Video: 1-11-1 ➔ Explain the rule of reading time in Korean. When you read time, two components should be read. They are the hour and the minute. When you read time in Korean, you need to use both Pure- Korean numbers and Sino-Korean numbers. Explain the rule to read

time in Korean. Pure-Korean 시 Sino-Korean 분. And Am is 오전 in

Korean and pm is 오후 in Korean. To read 6 am, you need to say 오전

여섯 시. 8:50 pm will be 오후 여덟 시 오십 분. 3 pm will be 오후 세 시.

• Video: 1-11-2 Explain the time particles to expand our dialogue using time.

몇 시간 자요, 우리 엄마가 아홉 시부터 여섯 시까지 일해요.

Reading • Students will read a clock time in daily life.

Listening: • Students will listen to the video clip to learn how to read time using the Sino-Korean and Pure-Korean. Students will listen to how to recognize morning and afternoon in Korean Writing: • Students will write dialogues asking and answering time in daily life.

Chapter 12: When you count something, depending on what you are counting, different units are used. Noun + Pure-Korean number + unit 학생 서른 다섯 명

35 Language SL.CCR.1. SL.CCR.2. . SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to understand two different functions of the Sino-Korean and the Pure-Korean way. • Students will be able to understand the different units are used when you count something, depending on what you are counting.

Language Objectives: • Students will be able to understand that the noun that you are counting comes first then a numeral and a unit. • Students will be able to understand to put the proper particle either after the noun or after the unit. • Students will be able to understand a list of unit that should be used with the proper nouns. Key • 하루에, 한 달에, 일 주(일)에, 일 년에 Vocabulary: • 단위: 명, 마리, 송이, 그루, 자루, 권, 채, 분, 잔, 대,

Video • Video: 1-12-1 ➔ Explain the different units are used when you count something, depending on what you are counting. The noun that you are counting comes first then a numeral and a unit. Put the proper particle either after the noun or after the unit. Reading • Students will read the sentences with proper counting units.

Listening: • Students will listen to the video clip to learn how to use appropriate counting units after or before the noun. Writing: • Students will write sentences using the proper counting units in Korean.

Chapter 13: ⚫ Tenses in Korean ⚫ Present, past, and future tense Language SL.CCR.1. SL.CCR.2. . SL.CCR.5.

36 Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to understand the principles of tenses in Korean language. • Students will be able to use tenses in Korean in daily conversation.

Language Objectives: • Students will be able to understand to use the past tense for an action that took place in the past. We also have the present tense. • Students will be able to understand to use the present tense for an action that is happening right now or when referring to habit. • Students will be able to understand there are no perfect tenses but there are progressive tenses. But the progressive tenses are easy to make. Whenever you want to make the progressive tense, use “something 고 있다”. Key • Past tense: 살 + 았어요 → 살았어요. Vocabulary: • Future tense: 공부하 + ㄹ 거예요 → 공부할 거예요.

• Past Progressive tense: ~고 있었어요.

• Present Progressive tense: ~고 있어요.

• Future Progressive tense: ~고 있을 거예요, or ~고

있겠습니다.

Video Video: 1-13-1 ➔ Explain various tenses in Korean language: The past tense for an action that took place in the past. We also have the present tense. The present tense is used for an action that is happening right now or when referring to habit. • There are no perfect tenses but there are progressive tenses. But

the progressive tenses are easy to make.

37 Reading • Students will read sentences using various tenses.

Listening: • Students will listen to the video clip to learn how to use proper tenses in daily conversation.

Writing: • Students will write dialogues using various tenses in daily life.

Chapter 14: Negation in Korean

Language SL.CCR.1. SL.CCR.2. . SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, Standard. 2.1, 2.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to understand how to use negation properly in Korean language. • Students will be able to understand the difference between negation in English and Korean.

Language Objectives: • Students will be able to understand the form “noun 이/가 아니예요”. • Students will be able to understand the form “noun 에 없어요”. • Students will be able to understand the form “안” right in front of a verb to make a negation for the verb. • Students will be able to understand the form “something 지 않다”. Key • noun 이/가 아니예요 Vocabulary: • noun 에 없어요 • 안 • something 지 않다 Video • Video: 1-14-1 ➔ Explain how to use negation in Korean language:

38 noun 이/가 아니예요, noun 에 없어요, 안 해요, something 지 않다 Reading • Students will read the sentences with proper negation.

Listening: • Students will listen to the video clip to learn how to use negations in daily conversation. Writing: • Students will write sentences using the proper negations in Korean.

Speaking Assignment Rubric:

Grading:

● 1st semester – Chapters 1 thru 7

39 ● Each chapter is one sixth of the total grade. ● All practices consist of 90% of the chapter grade. That means if there are 10 practices, each practice is worth of 9 % of the total chapter grade.

● Assessment consists of 10% of the chapter grade.

Letter grade will be determined as follows: 90% - 100% ➔ A 80% - 89% ➔ B 70% - 79% ➔ C 60% - 69% ➔ D Less than 59% ➔ F

● 2nd semester – Chapter 8 thru 14. Grading system is the same as the 1st semester.

COURSE SYLLABUS Korean Course 2 http://www.ikeneducate.org/course-overview/ Overview Video: https://www.youtube.com/watch?v=2Ct4c6rw0FE

Table of Contents:

Course Summary:

This online Korean language course is for those who have passed Korean Level I or for those who have the fluency equivalent to level II. Students will learn how to communicate common daily situations such

40 as introducing themselves, shopping at a store, making a phone conversation, asking for directions, and expressing their emotions.

Prerequisites:

Passing Level I or equivalent fluency by passing the placement test

Textbook:

No textbook is required

Requirements:

• You are required to type many of the answers in Korean. If you don’t know how to type in Korean click here • You are required to have a headset to be able to hear listening activities. • You are required to have a microphone that can be connected to your computer or a microphone built-in computer.

Course Contents: Chapter 1: Self-Introduction (자기 소개) Chapter 2: In the Classroom (교실에서) Chapter 3: In the Library (도서관에서) Chapter 4: At a Store (가게에서) Chapter 5: Travel (여행) Chapter 6: At a Restaurant (식당에서) Chapter 7: Introducing a Friend (친구 소개하기) Chapter 8: Shopping (쇼핑하기) Chapter 9: Phone Conversation (전화하기) Chapter 10: Directions (길 찾기) Chapter 11: Inviting Guests (손님 초대하기) Chapter 12: Hobby (취미 생활)

Structure of a Chapter

• Each chapter consists of the following:

• Required Vocabulary – This is a list of vocabulary students need to master

• Instruction – This is a written explanation of grammars and expression explained and taught in Virtual Lesson

• Assessment – This is a Chapter Test. You have to following directions of the Assessment and finish it.

Course Description: Standards & Objectives

COURSE 2 (A) -- Equivalent to LEVEL 3

Chapter 1: Self-Introduction (자기소개) Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards SL.CCR.1. SL.CCR.5. L.CCR.3. L.CCR.4. L.CCR.6. Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

42 Content Objectives: • Students will be able to introduce themselves in Korean. • Students will be able to learn how to use advanced particles giving a deeper meaning in a sentence. • Students will be able to communicate better asking a favor, expressing their plan, and telling cause and effect.

Language Objectives: • Students will be able to understand advanced particles and their use: 도, 만, 처럼, 보다 • Students will be able to understand how to give a command in a polite way, to express their future plan, and telling cause and effect using the following: ~(으)려고 하다, 아서/해서/어서, ~아/어/해 주세요. • Students will be able to use a polite way of giving command: ~도록 하다 Key grammar: Grammar & Expressions: 1. Particles: 도, 처럼, 보다, 만 2. ~아/어/해 주세요 3. ~(으)려고 하다 4. ~아서/어서/해서 5. ~도록 하다 Key vocabulary: Conjunctives: 그리고, 그래서, 그렇지만, 그러므로 하지만, 그런데, 왜냐하면, 왜, 어떻게 Vocabulary Introduce themselves to other people and practice the usage of Practice: special particles and imperative mood in a polite way in Korean. Video Lectures: • Video Lecture 2-1-1 d) Explains advanced particles e) Explains how to ask a favor f) Explains how to express cause and effect g) Explains a polite of way of giving a command.

• Dialogue Included in video 2-1-1 a) Third-person introduction b) Self-introduction Speaking/Listening: Students will watch the video lecture and conversation to practice how to introduce them in Korean. Writing: Students will write sentences to introduce themselves.

Chapter 2: In the Classroom (교실에서) Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards SL.CCR.1. SL.CCR.5. L.CCR.3. L.CCR.4. L.CCR.6. Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to learn classroom expressions. • Students will be able to learn how to ask for permission.

Language Objectives: • Students will be able to learn one’s obligation using “~아야/어야/해야 하다”. • Students will be able to ask for and to grant permission using “~아도/어도/해도 되다”. • Students will be able to express themselves when a subject can do and can’t do something using “~(으)ㄹ 수 있다/없다”. • Students will be able to express themselves to describe one’s appearance and characters using 예쁘다, 착하다, 좋다, 나쁘다. Key grammar: Grammar & Expressions: 1. ~아야/어야/해야 하다 2. ~아도/어도/해도 되다 3. ~(으)ㄹ 수 있다/없다 Key vocabulary: Vocabulary used to describe characters such as 예쁘다, 착하다, 좋다, 나쁘다 Video Lectures: • Video Lecture 2-2-1 a) Explains how to express one’s obligation b) Explains how to express asking for or grant permission c) Explains how to express one’s ability and possibility

• Dialogue Included in Video 2-2-1 - Classroom conversation

44 Speaking/Listening: Students will watch the video lectures to understand how to express one’s obligation, asking for and granting permission and ability/possibility in daily situation. They will also practice how to utilize these expressions in Korean through Audacity. Writing: Students will write sentences and a paragraph to create a dialogue in the specific situation using key grammars.

Chapter 3: In the Library (도서실에서) Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards SL.CCR.1. SL.CCR.5. L.CCR.3. L.CCR.4. L.CCR.6. Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to express how to open an account at the library and how to check in and out books in Korean. • Students will be able to be introduced another ending used when they are in awe or admiration.

Language Objectives: • Students will be able to use the proper ending when they are in awe or admiration using 네(요) when the listener will agree with the speaker. • Students will be able to express themselves to indicate the time when in Korean using “~(으)ㄹ 때”. • Students will be able to express themselves when they “know or don’t know how to” using ~(으)ㄹ 줄 알다/모르다”. • Students will be able to explain why using ~(으)니까 for the present tense and “~았/었/했으니까” for the past tense.

45 Key Grammar: Grammar &Expressions: 1. ~네(요) 2. ~지(요) 3. ~(으)ㄹ때 4. ~(으)ㄹ 줄 알다/모르다 5. ~(으)니까 Occupation: 경찰, 교사, 교수, 검사, 판사, 변호사, 운동선수, 요리사 Key Vocabulary: etc. Video Lectures: • Video Lecture 2-3-1 a) Explains how to express when the speaker is in awe or admiration and the listener agrees with the speaker. b) Explains how to express the time when using “~(으)ㄹ 때”. c) Explains how to say “to know how to do” and “to not know how to do”.

• Dialogue Included in Video 2-3-1 - conversation happening in the library Speaking/Listening: Students will watch the video lectures to utilize expressions they can use at the library. It explains how to use the following expressions: 네(요), 지(요), ~(으)ㄹ 때, ~(으)ㄹ 줄 알다/모르다, ~(으)니까 Writing: Students will write a journal to describe what happened on the day using the key grammars and expressions in the chapter. Reading: Students will read a dialogue written in Korean and understand the related to the given paragraph.

Chapter 4 At a Store (가게에서) Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards SL.CCR.1. SL.CCR.5. L.CCR.3. L.CCR.4. L.CCR.6. Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

46 Content Objectives: • Students will be able to explain why they go to a certain place. • Students will be able to use Korean at a Korean store. • Students will be able to use a conditional statement. • Students will be able to learn and know about 관형형 and its present tense.

Language Objectives: • Students will be able to explain where they go and why they go such a place using “~(으)러 noun 에 가다”. • Students will be able to say their guess and assumption in Korean using “ ~(으)ㄴ가/나 보다”. • Students will be able to use the conditional statement using “~(으)면”. • Students will be able to know a Korean part of speech 관형형 and its present tense. Key grammar: Grammar &Expressions: 1. ~(으)러 noun 에 가요 2. ~(으)ㄴ가/나 보다 3. ~(으)면 4. 관형어 – Present tense Key vocabulary: Places: 도서관, 학교, 우체국, 공원, 집, etc. Video Lectures • Video Lecture 2-4-1 a) Explains how to express the purpose of going a place. b) Explains how to say when the speaker assumes or guesses. c) Explains how to use a conditional clause.

• Dialogue Included in Video 2-4-1- conversation at a store

• Video Lecture 2-4-2 a) Explains a Korean part of speech “관형어” and its use of the present tense. Speaking/Listening: Students will watch the video lectures to understand the usages of the several expressions. They will also watch a video clip that includes a conversation at a store. They will share their experiences in a similar situation with other students. Students will watch the video lecture to understand the principle of Korean noun modifier called 관형형 and its use in the present tense. Writing: Students will write a list to buy anything they need and write a dialogue using the key grammar and expressions they learned.

47 Students will write a paragraph using proper noun modifiers (관형어) in different situations. Reading: Students will read a dialogue at a store. Students will understand the questions related to the paragraph given.

Chapter 5 Travel (여행) Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to use the proper honorific expression when they ask a question for the past tense. • Students will be able to express themselves when it comes to travelling. • Students will be able to explain why to answer a question. • Students will be able to use a Korean noun modifier for the past and future tenses.

Language Objectives: • Students will be able to use the proper honorific form to ask a question in the past tense using ~(으)셨어요?”. • Students will be able to explain why when they answer to a question using “~기 때문에” in three different tenses: the past, the present, the future • Students will be able to use the proper forms of a noun modifier for the past and future tense. Key grammar Grammar &Expressions: 1. ~(으)셨어요? 2. ~기 때문에 3. 관형형 과거, 미래 Key vocabulary: Countries: 한국, 미국, 북한, 일본, 중국, 인도, 멕시코, etc.

48 Emotions: 감동하다, 걱정하다, 기분이 좋다/나쁘다, 맘에 들다, etc.

Video Lectures • Video Lecture 2-5-1 a) Explains how to use the proper honorific form when one uses it in the past tense. b) Explains how to answer to give a reason why in three different tenses.

• Dialogue Included in Video 2-5-1- conversation between friends about the family trip

• Video Lecture 2-5-2 a) Explains the past tense and the future tense of a noun modifier called 관형어 in Korean. Speaking/Listening: Students will watch the video lectures to know how to ask a question to anyone older than the speaker for the past tense. They will also watch the dialogue between friends about the family trip. Students will watch the video lecture to further study the nature of the Korean noun modifiers in the past and the future tenses. Writing: Students will write a narrative essay about their family trip using the key grammar and expressions they learned. Students will write a paragraph using proper noun modifiers in a situation given. Reading: Students will read a dialogue related to a family trip.

Chapter 6: At a Restaurant (식당에서) Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to speak common expressions at a Korean restaurant. • Students will be able to place an order in Korean at a Korean restaurant. • Students will be able to express their taste in Korean.

Language Objectives: • Students will be able to identify the particle “(으)로” to indicate the direction like “towards” . • Students will be able to use an indirect quote in a declarative mood: “~다고 하다”. • Students will be able to explain reason why as an ending using “거든요”. • Students will be able to learn to explain why using an ending “잖아(요)” and to differentiate it from “거든요”. • Students will be able to utilize the Korean progressive form “~고 있다”. Key Grammar Grammar &Expressions: 1. Particle (으)로 2. ~다고 하다 (indirect quote) 3. ~거든(요) 4. ~잖아요 5. ~고 있다 (Progressive tense) Key vocabulary: Taste: 짜다, 맵다, 싱겁다, 고소하다, etc. Color: 빨강, 하양, 녹색, 파란 색, etc. Video Lectures • Video Lecture 2-6-1 a) Explains how to use a particle to indicate direction towards. b) Explains how to use the indirect quote: declarative mood c) Explains how to use the ending ‘거든요” and “잖아요” to explain reason why. d) Explains the Korean progressive form “~고 있다”. • Dialogue Included in Video 2-6-1 - conversation at a restaurant Speaking/Listening: Students will watch the video lectures to understand the usage of a particle and the indirect quote in the declarative mood. They will also watch the dialogue included in the lesson. Students will watch the video lecture to understand how to order food in Korean at a restaurant. Writing: Students will write a narrative essay about their experience at a restaurant. They will write a dialogue using the key grammar and expressions they learned. Reading: Students will read a dialogue related to a restaurant. Students will understand the comprehension questions.

50 COURSE 2 (B) -- Equivalent to LEVEL 4

Chapter 7: Introducing a Friend (친구 소개하기) Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to learn common expressions to introduce their friends to others in Korean. • Students will be able to learn how to express themselves when they regret. • Students will be able to learn honorific words in Korean.

Language Objectives: • Students will be able to learn most honorific words in the Korean language such as 뵙다, 주무시다, 말씀드리다. • Students will be able to learn how to make an honorific form for any verb in Korean. • Students will be able to express their regrets using “~았/었/했더라면 좋았을텐데” or “~았/었/했더라면 좋았을 걸”. Key Grammar Grammar &Expressions: 1. ~에 대해(서) 2. ~ 았/었/했더라면 좋았을 걸 (=좋았을텐데) 3. Honorific words (존대어) Key vocabulary: Basic Verbs (ㄱ thru ㄷ) such as 가깝다, 공부하다, 다르다, 가입하다, etc Video Lectures • Video Lecture 2-7-1 a) Explains Korean honorifics. b) Explains how to lower the speaker c) Explain how to express one’s regret or feeling that is sorry

• Dialogue Included in Video 2-7-1- Introducing friends to mother

Speaking/Listening: Students will watch the video lectures to understand honorific expression and words in the Korean language. They will also listen to the dialogue in the video introducing friends to their parents. Writing: Students will write a dialogue using honorific words and rewrite the given sentences using the proper honorific words. Reading: Students will read a dialogue using honorific words.

Chapter 8: Shopping (쇼핑하기) Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to introduce their friends to others in Korean. • Students will be able to use the proper honorific words. • Students will be able to understand when and to whom they should use honorifics.

Language Objectives: • Students will be able to refer to the place they used to go, the people they used to meet, or the restaurant they used to eat at by using “~던” . • Students will be able to express themselves when they don’t know what to do exactly using “interrogative + ~(으)ㄹ 지 + verb”. • Students will be able to express the speaker’s feeling using the pattern “얼마나 ~(으)ㄴ 지” for the present tense. • Students will be able to express “thanks to” in Korean by using “noun 덕분에” or “noun 덕택에”. • Students will be able to combine two sentences into one.

52 Key Grammar Grammar &Expressions: 1. ~던 2. ~지만, ~(으)ㄴ데, ~고 3. ~(으)ㄹ 지 4. noun(의) 덕분에 (=덕택에) Key vocabulary: Basic Verbs (ㅁ thru ㅅ) such as 만나다, 맘에 들다, 복잡하다, 씻다, etc Video Lectures • Video Lecture 2-8-1 a) Explains how to refer to the noun that was used in the past b) Explains how to express when the speaker is hesitant to do something c) Explains how to express making a decision using interrogatives

• Dialogue Included in Video 2-8-1 – Shopping

• Video Lecture 2-8-2 a) Explains how to combine two sentences into one Speaking/Listening: Students will watch the video lectures to refer to the noun that was used habitually in the past. The video also explains how to express one’s hesitance. They will also listen to the dialogue for a shopping situation buying a gift for grandmother. Writing: Students will write a dialogue using interrogative when they are hesitant for any decisions under various situations. Reading: Students will read a dialogue using conjunctives and interrogatives. Students will understand the comprehension questions.

Chapter 9: Phone Conversation (전화하기) Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives:

53 • Students will be able to use expressions for phone conversation with others in daily life. • Students will be able to speak on the phone in Korean in various situations.

Language Objectives: • Students will be able to call in Korean looking for a person for to ask a few simple questions. • Students will be able to answer a phone call in Korean. • Students will be able to transfer the call to the third person while answering a phone call. • Students will be able to take a message for others when answering a call or to leave a message when calling. Key Grammar Phone Expressions: 1. 여보세요? 2. 혹시 누구세요? 3. “someone 와(과) 통화하려고 하는데요” or “~~ 계세요?” or “~~ 부탁드립니다” 4. 좀 크게 말씀해 주시겠어요? 5. “나중에 다시 전화하시겠어요?”. 잠시만(=잠깐만) 기다리세요. 6. 메시지 남겨 두시겠어요? 7. 전화 좀 해 달라고 해.

Key vocabulary: Basic Verbs (ㅇ thru ㅎ) such as 아름답다, 앉다, 잠그다, 적다, 청소하다, etc

Video Lectures • Video Lecture 2-9-1 a) Explains how to make a phone call in Korean. b) Explains how to answer a phone call in Korean. c) Explains different common expressions used during a phone conversation.

• Dialogue Included in Video 2-9-1 - Phone conversation between a son and mom’s friend

Speaking/Listening: Students will watch the video lecture to learn phone conversation in Korean. They will also watch the dialogue video. Common phone expressions can be heard in the video so that students can practice mimicking them. Writing: Students will write a dialogue of a phone conversation. They will write a journal about their experience. Reading: Students will read a dialogue about the phone conversation and answer the comprehension questions.

54 Chapter 10: Directions (길 찾기) Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to ask for a direction in Korean. • Students will be able to give a direction in Korean.

Language Objectives: • Students will be able to utilize vocabulary for the four directions: 동쪽, 서쪽, 남쪽, and 북쪽 • Students will be able to ask directions in Korean. • Students will be able to utilize some expressions that are used with directions such as “~ 자마자”, “~기 전에”, and “~고 나서”. • Students will be able to use “noun(이)라고 하다”, which means “it is called “ or “People call ~”.

Key Grammar Grammar & Expressions: 1. ~자마자 2. ~기 전(에) 3. ~고 나서 = ~(으)ㄴ 후(에) 4. noun(이)라던데(요)=noun(이)라고 하다. 5. ~기 descriptive verb

Key vocabulary: Direction: 동, 서, 남, 북, 우회전, 좌회전, 직진, etc. Video Lectures • Video Lecture 2-10-1 a) Explains how to ask directions in Korean. b) Introduces Korean expressions used with directions such as “Turn right”, “Turn left”, or “Go straight”. c) Explains how to give directions in Korean.

55 d) Explains how a noun is called in Korean.

• Dialogue Included in Video 2-10-1 -conversation to ask and give directions

Speaking/Listening: Students will watch the video lecture to learn how to ask/give directions in Korean. They will also watch the dialogue in the video for conversation related this situation. Writing: Students will write a dialogue to ask and to give directions. They will write a journal about their experience. Reading: Students will read a dialogue about the situation to ask and give directions and answer comprehension questions.

Chapter 11: Inviting Guests (손님 초대하기) Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will be able to learn an expression for a situation where any event almost happened. • Students will be able to learn how to use the indirect quotes in the four moods: declarative, interrogative, imperative, and propositive

Language Objectives: • Students will be able to use the expression “~(으)ㄹ 뻔 했다” in a situation where an event almost would have happened but in fact, it did not. • Students will be able to quote what another person said (indirect quote) in the declarative mood , using “~ (으)ㄴ다고 하다”. • Students will be able to quote what another person said (indirect quote) in the interrogative mood , using “~ 냐고 하다”. • Students will be able to quote what another person said (indirect quote) in the imperative mood , using “~ (으)라고 하다”.

56 • Students will be able to quote what another person said (indirect quote) in the propositive mood , using “~ 자고 하다”.

Key Grammar Grammar &Expressions: 1. Indirect quotes: • Declarative mood: ~ㄴ/는다고 하다, ~다고 하다 • Interrogative mood: ~냐고 하다 (=물어보다) • Imperative mood: ~(으)라고 하다 • Propositive mood: ~자고 하다 2. ~(으)ㄹ 뻔하다 Key vocabulary: Family & Relatives such as 형, 누나, 오빠, 삼촌, 할머니, etc

Video Lectures • Video Lecture 2-11-1 a) Explains how to express the situation where it almost would have happened but in fact, it did not. b) Explains how to use indirect quotes in the four different moods.

• Dialogue Included Video 2-11-1 - conversation at a party Speaking/Listening: Students will watch the video lecture to learn how to use indirect quotations in daily life. They will also watch a dialogue in the video at a party with friends. Writing: Students will write a dialogue using indirect quotations in various situations. They will write a journal about their experience. Reading: Students will read a dialogue using the indirect quotation in daily conversation and answer the comprehension questions.

Chapter 12: Hobby (취미생활) Language SL.CCR.1. SL.CCR.5. Performance L.CCR.3. L.CCR.4. L.CCR.5 L.CCR.6. Standards Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2

57 Standard. 5.1, 5.2

Content Objectives: • Students will be able to express themselves to give choices for actions to the listener. • Students will be able to use the expressions to mention “only” and “none” in Korean.

Language Objectives: • Students will be able to express themselves to give choices using verbs to the listener. - “~든지 ~든지” • Students will be able to give choices of actions using “~ (이)거나”. • Students will be able to utilize an expression to say “none” in Korean: 하나도 + negation • Students will be able to speak “only” in Korean: noun 밖에 + negation Key Grammar Grammar &Expressions: 1. ~든지 ~든지 2. ~(이)거나 3. 하나도 negation 4. noun 밖에 negation Key vocabulary: School Related Vocabulary such as 교과서, 참고서, 교문 etc.

Video Lectures • Video Lecture 2-12-1 a) Explains how to provide the listener with choices using verbs b) Explains how to provide the listener with choices in a command c) Explains how to speak “only” in Korean d) Explains how to speak “none” in Korean

• Dialogue Included in Video 2-12-1 -conversation about hobbies Speaking/Listening: Students will watch the video lecture to learn how to provide choices in declarative and imperative moods in daily conversation. They will also watch a dialogue two students talking about hobbies. Writing: Students will write a dialogue using negations in various situations. They will write a journal about their experience related hobbies. Reading: Students will read a dialogue using negation in daily conversation and answer the comprehension questions.

58 Rubric for speaking

CATEGORY 4 3 2 1 Student is able to Student is able to Student is able to Student is unable accurately answer accurately answer accurately answer to accurately Comprehension almost all most questions a few questions answer questions questions about the about the question. about the question. about the question. question. Student is Student seems The student is Student does not completely pretty prepared but somewhat seem at all Preparedness prepared and has might have needed prepared, but it is prepared to obviously a couple more clear that rehearsal present. rehearsed. rehearsals. was lacking. Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles too distinctly all (100- distinctly all (100- distinctly most ( 94- much or can not be 95%) the time with 95%) the time, but 85%) of the time understood. Enunciation & natural flow. there were and mumbles quite clarity of the disconnections often with language often. disconnections between sentences.

Grading:

• 1st semester – Chapters 1 thru 6 1 • Each chapter is one sixth() of the total grade. 6 • All practices consist of 90% of the chapter grade. That means if there are 10 practices, each practice is worth of 9 % of the total chapter grade.

• Assessment consists of 10% of the chapter grade.

Letter grade will be determined as follows: 97% - 100% ➔ A+ 93% - 96% ➔ A 90% - 92% ➔ A- 87% - 89% ➔ B+ 83% - 86% ➔ B 80% - 82% ➔ B- 77% - 79% ➔ C+ 73% - 76% ➔ C 70% - 72% ➔ C- 67% - 69% ➔ D+ 63% - 66% ➔ D 60% - 62% ➔ D- Less than 60% ➔ F

• 2nd semester – Chapter 7 thru 12 Grading system is the same as the 1st semester.

COURSE SYLLABUS Korean Course 3 http://www.ikeneducate.org/course-overview/ Overview Video: https://www.youtube.com/watch?v=2Ct4c6rw0FE

Table of Contents:

Course Summary:

This online Korean language course is for those who have passed Korean Level II or for those who have the fluency equivalent to level III. The study of different Korean literary genres is introduced. This is to refine the language skills of students and to be familiar with different genres of writings such as a diary, a short story, and an expository essay.

Prerequisites:

Passing Level II or equivalent fluency by passing the Level III placement test.

Course Contents:

● First Semester ● Chapter 1: 뗏목을 남긴 나그네 (A Traveler Who Left the Raft) ● Chapter 2: 열두 띠 이야기 (12 Zodiac Signs) ● Chapter 3: 태극기 의 의미 (Korean National Flag) ● Chapter 4: 세종대왕 (King Sejong the Great)

60 ● Chapter 5: 찰스 호 김 (Charles H. Kim) ● Chapter 6: 단군왕검 (The Founding Father of Korea)

● Second Semester ● Chapter 7: 이순신 장군 (Admiral Yi Sun Shin) ● Chapter 8: 사물놀이 이야기 (The Origin of Sa-mul-no-lee) ● Chapter 9: 물방울의 여행 (The Journey of the Water Drop) ● Chapter 10: 스포츠 영웅 새미 리 (Sports Hero, Sammy Lee ) ● Chapter 11: 세계 속의 태권도 (Global Martial Arts - Taekwondo) ● Chapter 12: 린다 수 박 (Linda Sue Park, an Author of Teen Fiction )

Structure of a Chapter:

● Each chapter consists of the following:

o Pre-reading Video Warm-up – This video plays as a warm-up. It draws your prior knowledge so that it connects to the chapter you are going to learn. Each video lasts no more than 3 minutes and you can view it as many times as you want.

o Body Text – This section is the main content of the chapter. You are required to read it thoroughly. Read it several times if needed. The amount of time needed to read the content depends on each individual and it varies depending on the length of the content (It is estimated to take at least 30 minutes to comprehend the readings). Look at some of the tools you can utilize while reading the texts.

o Audio - If you click the Speaker icon, you can hear the content. Not only will it improve your hearing for the language, but also you can improve your pronunciation as you repeat the audio repeatedly.

o Link - If the word(s) is highlighted in yellow, you can find a link related to the word(s). This will enable you to understand the word(s) better or it will give you more information about the word(s).

o Vocabulary – If the word is in blue, the word is included in the New Vocabulary list and you can find the definition of the word in English as you click the word or place the cursor over the word.

61 o Vocabulary List – This is a list of vocabulary students need to master o Vocabulary Activity 1 – This activity requires students to answer the questions about the vocabulary or explain the words in the New Vocabulary list. o Vocabulary Activity 2 – This activity is to fill in the blanks using the New Vocabulary. o Vocabulary Activity 3 – This activity is to fill in the blanks using the information from the content, not the New Vocabulary. This practice will connect you to the material discussed in the content. o Listening Activity – You will hear one or more sentences in the Body Text. You are going to answer questions based on the audio. o Reading Comprehension 1 – Some questions will test your knowledge based on information from the content. Most answers should be written in Korean. If the question says you may answer in English, you may answer in either Korean or English. Many of these questions directly relate to the Test given at the end of each chapter. Therefore spend as much time as possible studying the content by using the questions in Reading Comprehension. o Reading Comprehension 2 – The format of this activity is almost the same as “Reading Comprehension 1”. o Writing Activity – One or more prompts will be given and you are required to write in Korean according to the prompt. Most activities require you to choose only one prompt and respond. Your written response requires high order thinking and it should be expressed in Korean.

✓ Assessment – This is a Chapter Test. You have to following directions of the Assessment and finish it.

62 Course Description: Standards & Objectives:

COURSE 3 –Equivalent to LEVEL 5

Chapter 1: Ddetmokeul Namgin Nageunae 뗏목을 남긴 나그네 (A Traveler Who Left the Raft)

Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Chapter Summary: Students will describe and discuss with peers about their personal and academic lives. They will also discuss hardships that they face, such as making friends, getting accepted into college, and declaring majors. · Students will be able to use the proper forms of speech both in writing and speaking.

Language Objectives: · Students will be able to properly use the quotation mark during a sentence in the Korean language. · Students will be able to use the expression “~느라고”. · Students will be able to share their hardships in Korean. · Students will be able to develop narratives of the past or the future possible experiences or events.

63 Key grammar: · Expression: ~느라고 · Noun-modifying words (관형형) ex) 물살이 거센 강 · Using quotation marks in a sentence · Conjunctives: 하지만 · Endings to be used to show exclamation ex) 얼마나 애써 만든 것인가!

Key vocabulary 고민에 빠지다, 서운하다, 홀가분하다, 고마웠다, 즐겁다, Practice: 궁리하다, 여행길, 나그네, 거센, 칡넝쿨, 연장, 뗏목, 부르트다

Video Warm-up Video: 3-1-1: to connect student’s past hardships to the reading material

Reading: Students will read a narrative about a traveler who faced a dilemma during his trip and how he coped with it.

Listening & Students will listen to the audio to improve their listening ability. They Speaking: will answer questions either in writing or using Audacity.

Writing: Students will write an essay about their own personal life dilemma or hardships they faced and how they coped with them.

Assessment: Students will have an assessment on their understanding of the text, grammar listening, speaking, and writing. It will be submitted to the assigned teacher. After submission, they can check their answers on their own.

Chapter 2: Yeoldooddi Eyagi 열두 띠 이야기 (12 Zodiac Signs)

64 Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: ● Students will be able to demonstrate their understanding of traditional and contemporary Korean customs, such as the zodiac sign of a birth year. ● Students will be able to compare and contrast the differences and similarities between Asian zodiac and Western zodiac signs. ● Students will be able to analyze and synthesize the Yin-Yang principle from a variety of authentic Korean resources. They will be able to relate the Yin-Yang principle to the theory behind making the Korean alphabet.

Language Objectives: · Students will be able to analyze a complex set of ideas and sequence of events. · Students will be able to identify the characteristics of a fable within the text. · Students will be able to use the indirect quote “~(이)다고 하다”. · Students will be able to identify twelve animals used in zodiac signs, which is a common Korean custom. · Students will be able to write a narrative of their own past or the near future or a fictional dilemma/hardship.

Key grammar: · Indirect quotes-declarative mood ~(이)라고 한다. …(이)다(라)고 전해지다 · Conjunctive: 따라서 · Propositive mood “ ~자”

65 Key 조화, 음양, 성향, 배우자, 우화, 결승점, 시합, 재빨리, 슬며시, vocabulary Practice: 일찌감치, 훌쩍, 으르렁거리며, 앙숙, 도달하다, 동틀 무렵

Video Warm- Video: 3-2-1: Connecting students’ prior knowledge, which is the zodiac up signs, to the chapter reading

Reading: Students will read a fable about how the 12 Asian zodiacs started. They will also read about the general characteristics of each zodiac sign.

Listening & Students will listen to the audio to improve their listening ability. They Speaking: will answer questions either in writing or using Audacity.

Writing: Students will write an essay in regard to a zodiac sign and their related characters.

Chapter 3: Taegukgi 태극기 의 의미 (Korean National Flag)

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

66 Standard. 5.1, 5.2

Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, all which pertain to Korean common practices in politics, and/or social life. · Students will be able to understand the historical background and the meanings of the Korean National Flag, Taegukgi. · Students will be able to synthesize and analyze information gathered in other disciplines to enhance theoretical concepts on topics about socio-cultural and historical issues.

Language Objectives: · Students will be able to utilize the new vocabulary in the text. · Students will be able to use the following expressions: ~기도 하며, ~기도 하다” · Students will be able to understand how to make the Korean national flag, Taegukgi. · Students will be able to write an informative essay comparing both Korean and American national flags.

Key grammar: · Listing several actions “~기도 하며 and ~기도 하다” · Sequence “~(으)ㄴ 후” · Particles: 과, 에, (으)로, 에서, 까지 · Conjunctive: 그리고, 또한

Key 2 등분, 곡선, 너비, 대각선, 모서리, 반원, 비율, 너비, 지름, 직각, vocabulary Practice: 태극, 국경일, 게양하다, 사괘, 민족성, 채택하다, 정의, 지혜, 제정되다,

Video Warm- Video: 3-3-1: Explaining the background history and Yin-yang principles up: embedded within the Korean national flag, Taegukgi

Reading: Students will read an informative text on the meaning and background of the Korean national flag. They will also read about the ways to make it.

67 Listening & Students will listen to the audio to improve their listening ability. They Speaking: will answer questions either in writing or using Audacity.

Writing: Students will write an informative essay comparing and contrasting the similarities and differences between the Korean and American National Flags, Taegukgi and the Star Spangled Banner.

Chapter 4: Sejong Daewang 세종대왕 (King Sejong the Great)

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

68 Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, all which pertain to famous Korean heroes in history such as King Sejong the Great or Admiral Yi Sun Shin. · Students will be able to know a glimpse of Korean history. · Students will synthesize and analyze information gathered in other disciplines in Korean to enhance theoretical concepts on topics about socio- cultural and historical issues. · Students will read and outline key elements that account for past events and biographies of important Korean historical figures.

Language Objectives: · Students will be able to read and determine what the text says explicitly, as well as making logical inferences from it. · Students will be able to cite specific textual evidence when writing or speaking, to support conclusions drawn from the text. · Students will be able to utilize the meaning of new vocabulary in the text. · Students will be able to use the expression “~기 때문이다” in three tenses. · Students will be able to write an informative essay.

Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, all which pertain to famous Korean heroes in history such as King Sejong the Great or Admiral Yi Sun Shin. · Students will be able to know a glimpse of Korean history. · Students will synthesize and analyze information gathered in other disciplines in Korean to enhance theoretical concepts on topics about socio- cultural and historical issues. · Students will read and outline key elements that account for past events and biographies of important Korean historical figures.

69 Key grammar: · Expressions: ~(으)ㄹ 수 있도록, ~기 때문이다 · Particles: 과, 에, 에도, (으)로, 에서, 까지 · Adverbs: 그만, 마침내, 마음껏, 깨끗이 · Indirect Quote – imperative mood “~(으)라고 하다” · Ending: “~는가”

Key 해시계, 물시계, 측우기, 장영실, 세종대왕, 왕세자, 훈민정음, vocabulary Practice: 집현전, 학자, 장영실, 과학자, 조선, 보약, 업적, 소중히

Video Warm- Video: 3-4-1: Explaining King Sejong’s accomplishments and the up: historical background of Joseon dynasty

Reading: Students will read King Sejong the Great’s biography to cite strong and thorough evidence to support his greatness in Korean history.

Listening & Students will listen to the audio to improve their listening ability. They Speaking: will answer questions either in writing or using Audacity.

Writing: Students will write an informative essay explaining the famous inventions during the Joseon dynasty.

Chapter 5: Charles H. Kim 찰스 호 김 (Charles H. Kim)

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

70 Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, all which pertain to famous Korean- American heroes in history such as Sammy Lee or Charles Kim. · Students will be able to know a glimpse of Korean history of Japanese colonial period. · Students will synthesize and analyze information gathered in other disciplines in Korean to enhance theoretical concepts on topics about socio- cultural and historical issues. · Students will be able to read and outline key elements from accounts of historical events and biographies of important Korean historical figures. · Students will be able to expand their understanding of young adulthood by learning about the characteristics of Korean and Korean-American youths and the issues and challenges they face.

Language Objectives: · Students will be able to understand Charles H Kim’s accomplishment and his contribution to the both American and Korean-American societies. · Students will be able to utilize the new vocabulary in the text. · Students will be able to use the expression “~자 ~하다”. · Students will be able to know historical background of the Japanese colonization of Korea between 1910-1945. · Students will be able to write a biography of a historical person whom they admire by researching the Internet or other resources.

Key grammar: · Expressions: ~기 때문에, ~도록 하다 · Particles: (으)로써, (으)로서 · Conjunctive: 하지만 · Adverbs: 무사히, 부지런히, 조용히, 깨끗이 · ‘ㄷ’ Irregular Verbs: 걷다, 묻다, 긷다

71 Key 전기문, 최초로, 애국심, 강요하다, 수학, 독립, 탄광, 노동자, 경영, vocabulary Practice: 설치하다, 농장, 넥타린, 접붙이기, 평등, 이민자, 장학생, 유학생, 백만장자, 일자리, 묘지

Video Warm- Video: 3-5-1: Explaining Charles H. Kim’s accomplishments in America up: and the historical background regarding Japan’s colonization of Korea

Reading: Students will read the Charles H. Kim’s biography to cite strong and thorough textual evidence to support analysis of his early childhood, his annexation to China and America, his great success as the very first Korean millionaire, and his contributions to the community as a Korean-American.

Listening & Students will listen to the audio to improve their listening ability. They speaking: will answer questions either in writing or using Audacity.

Writing: Students will write a biography of a Korean they select by researching the Internet or other resources. It will include the person’s childhood, adult life and his/her hardships, accomplishments and contributions to the community.

Assessment Students will have an assessment on their understanding of the text, grammar listening, speaking, and writing. It will be submitted to the assigned teacher. After submission, they can check their answers on their own.

Chapter 6: Dangun Wanggum 단군왕검 (The Founding Father of Korea)

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

72 Content See attached Content Standards based on US World Readiness Standards Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, all of which pertain to totemism and the mythology of the Korean Founding Father, Dangun Wanggum. · Students will be able to read and outline key elements from accounts of historical events and biographies of important Korean historical figures. · Students will be able to compare and contrast the mythologies between Korea and Greece. · Students will be able to synthesize and analyze information gathered in other disciplines in Korean to enhance theoretical concepts about on socio- cultural and historical issues.

Language Objectives: · Students will be familiar with mythology and the genre of a script. · Students will be able to utilize new vocabulary in the text. · Students will be able to use the conditional statement “~(으)ㄴ다면 ~하다 ”. · Students will be able to read the 6-digit numbers in Sino Korean.

Key grammar: · Expressions: ~면서, ~(으)ㄴ다면 · Particles: (으)로 · Conjunctives: 그런데, 그래서 · Adverbs: 드디어, 절레절레, 하도, · To make an exclamatory sentence: 아! 난 더이상 참을 수 없어!

Key 극본, 환인, 환웅, 갖가지, 어루어지다, 허락하다, 농사짓기, vocabulary Practice: 편안하다, 부러워하다, 진심으로, 참고견디다, 인내심, 쑥, 마늘, 건장한, 결심하다, 청혼하다, 시조, 고조선, 홍익인간

Video Warm- Video: 3-6-1: Explaining the characteristics of mythology and the up: Korean Founding Father, Dangun Wanggum and his national principle.

73 Reading: Students will read the mythology of the Korean founding father to cite strong and thorough textual evidences to support analysis of what the text says. Students will also be able to explicitly read the text as well as draw inferences from the text.

Listening & Students will listen to the audio to improve their listening ability. They speaking: will answer questions either in writing or using Audacity.

Writing: Students will write an informative essay comparing and contrasting mythologies among different countries.

1st Semester Assessment A Chapters 1 thru 6

Number of questions 50

Components of questions Multiple choice Text-dependent questions Word usage and grammar in Korean

Answer keys Answer keys will be given upon submission of the answer document to his/her teacher.

Chapter 7: Yi Sun Shin Janggun 이순신 장군 (Admiral Yi Sun Shin)

74 Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, all of which pertain to famous Korean heroes in history such as King Sejong the Great or Admiral Yi Sun Shin. · Students will be able to read and outline key elements from accounts of historical events and biographies of important Korean historical figures. · Students will be able to understand the historical background of the Joseon Dynasty during the 16th century in Korean history.

Language Objectives: · Students will be able to read Admiral Yi’s biography to determine what the text says explicitly and to make logical inferences from it. · Students will be able to cite specific textual evidence when writing or speaking to support conclusions drawn from the text. · Students will be able to utilize new vocabulary in the text. · Students will be able to use the expression “~(으)ㄴ 끝에”. · Students will be able to understand how the Turtle Ship was made and why it was considered one of the best battle ships in naval history. · Students will be able to write an informative essay about making their own boat or warship.

75 Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, all of which pertain to famous Korean heroes in history such as King Sejong the Great or Admiral Yi Sun Shin. · Students will be able to read and outline key elements from accounts of historical events and biographies of important Korean historical figures. · Students will be able to understand the historical background of the Joseon Dynasty during the 16th century in Korean history.

Key grammar: · Expression: ~(으)ㄴ 끝에, noun(이)라고 하다 · Particles: 부터, 뿐, 에, (으)로, 만, 에서 · Conjunctives: 그러자, 그리고 · Noun-modifying words-Present tense: 전쟁에 능통한 장수, 만든 판옥선 · Imperative mood: ~아라/어라/해라

Key 지혜, 전과, 영웅, 엄히, 꾸짖다, 병법, 학문, 능통하다, 대장부, vocabulary Practice: 무과시험, 오랑캐, 승리, 대책, 전함, 배 밑창, 회전, 넓적하게, 대포, 용머리, 혼란, 쳐들어오다, 후퇴하다, 한산도대첩, 시기, 신하, 난중일기, 백의종군, 총탄

Video Warm- Video: 3-7-1: Explaining why Koreans revere the Admiral Yi Sun Shin up: and the historical background during his time

76 Reading: Students will read Admiral Yi’s biography to cite strong and thorough textual evidences to support analysis of what the text says. Students will also be able to explicitly read the text as well as draw inferences from the text.

Listening & Students will listen to the audio to improve their listening ability. They speaking: will answer questions either in writing or using Audacity.

Writing: Students will be able to write an informative essay about making their own boat or warship.

Chapter 8: Samulnori Eyagee 사물놀이 이야기 (The Origin of Sa-mul-no-lee)

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

77 Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, all of which pertaining to fairy tales such as Samulnori. · Students will be able to understand the information in plots, characters, themes, and underlying perspectives of cultural texts, such as folktales, songs, proverbs, and short stories. · Students will be able to synthesize and analyze information gathered in other disciplines in Korean to enhance theoretical concepts on topics about socio- cultural and historical issues.

Language Objectives: · Students will be able to read to determine what the text says explicitly and to make logical inferences from it. · Students will be able to analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. · Students will be able to utilize new vocabulary in the text. · Students will be able to use the expression “~자마자”. · Students will be able to use onomatopoeia and mimetic words to make their writing more vivid and rich. · Students will be able to create a cartoon or comic using specific elements such as characters, plot, onomatopoeia and mimetic words.

Key grammar: · Expressions: ~자마자, ~(으)면, ~(으)러 · Onomatopoeia: 후두둑, 쏴아아, 우르릉 쾅 · Mimetic words: 뭉게뭉게, 번쩍번쩍 · Conjunctive: 그러자 · Imperative mood: ~아라/어라/해라

Key 금강산, 존중하다, 태평소, 평화, 뒤죽박죽, 질서, 신음하다, 잿빛, vocabulary Practice: 뾰족하다, 청룡, 백호, 현무, 주작, 맹세, 보물, 가시덩굴, 동굴, 뭉게구름, 천둥번개, 얼음바다, 동서남북, 악기, 자손

Video Warm- Video: 3-8-1: Explaining the characteristics of four percussion up: instruments (사물놀이) and how it became popular to connect students’ interest to the reading

78 Reading: Students will read the origin of Samulnori to cite strong and thorough textual evidence to support analysis of a complex set of ideas or sequence of events. Students will also explain how specific individuals, ideas, or events interact and develop over the course of the text.

Listening & Students will listen to the audio to improve their listening ability. They speaking: will answer questions either in writing or using Audacity.

Writing: Students will make their own cartoons using the elements that consist within it such as characters, settings, onomatopoeia and mimetic words.

Chapter 9: Mulbangwul Yeohaeng 물방울의 여행 (The Journey of the Water Drop)

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

79 Content Objectives: · Students will be able to synthesize and analyze information gathered in other disciplines in Korean to enhance theoretical concepts on topics about scientific issues such as Global Warming or Water Cycle. · Students will be able to demonstrate awareness of various written styles and degrees of formality using appropriate speech levels and forms for reporting speeches and marking speaker stance. · Students obtain information in Korean through various sources (e.g., Internet, news media, and library materials) on topics of other disciplines such as current events, art and music, and popular culture.

Language Objectives: · Students will be able to determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. · Students will be able to cite specific textual evidence when writing or speaking to support conclusions drawn from the text. · Students will be able to utilize new vocabulary. · Students will be able to use the expression “~는 듯 하더니 ”. · Students will be able to synthesize how Global warming and current worldwide climate change affect the global ecosystem and human life. · Students will be able to write an informative essay or share their opinion on how to overcome issues like Global Warming to save the Earth.

Key grammar: · Expressions: ~(으)ㄴ 후(에), ~는듯 하더니, 얼마나 ~던지 · Conjunctive: 그동안, 그런데, 그러면서, 따라서 · Adverbs: 재빨리, 잠깐, 그나마 · Making a exclamatory sentence: ~(으)ㄴ다

Key 대기, 기온, 수증기, 액체, 기체, 고체, 증발, 강수, 응결, 지새우다, vocabulary Practice: 산꼭대기, 개울물, 후버댐, 분수대, 뱃속, 신기한, 경험, 모험, 소나기, 무지개, 찬란하다, 자랑스럽게, 휩쓸어 가다

Video Warm- Video: 3-9-1: Connecting students’ prior knowledge, which is the Water up: Cycle learned in other disciplines (science) to the chapter reading

80 Reading: Students will read the informative text about Water Cycle to cite strong and thorough textual evidences to support analysis of what the text says. Students will also be able to explicitly read the text as well as draw inferences from the text.

Listening & Students will listen to the audio to improve their listening ability. They speaking: will answer questions either in writing or using Audacity.

Writing: Students will write an informative essay explaining the Water Cycle and how it affects the human life.

Chapter 10: Sports Youngung Sammy Lee 스포츠 영웅 새미 리 (Sports Hero, Sammy Lee )

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

81 Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, pertaining to famous Korean heroes in the Korean Community such as Charles H. Kim and Dr. Sammy Lee. · Students synthesize and analyze information gathered in other disciplines in Korean to enhance theoretical concepts on topics on socio-cultural and historical issues. · Students read and outline key elements from accounts of historical events and biographies of key Korean historical figures. · Students expand their understanding of young adulthood by learning about the characteristics of Korean and Korean-American youths and the issues and challenges they face.

Language Objectives: · Students will be able to read closely to determine what the text says explicitly and to make logical inferences from it. · Students will be able to understand Dr. Sammy Lee’s accomplishments and his contributions to both American and Korean-American societies. · Students will be able to utilize the new vocabulary in the text. · Students will be able to use the expression “~기 위하여”. · Students will be able to write an autobiography including the elements of one such as their possible future professions and family life.

82 Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, pertaining to famous Korean heroes in the Korean Community such as Charles H. Kim and Dr. Sammy Lee. · Students synthesize and analyze information gathered in other disciplines in Korean to enhance theoretical concepts on topics on socio-cultural and historical issues. · Students read and outline key elements from accounts of historical events and biographies of key Korean historical figures. · Students expand their understanding of young adulthood by learning about the characteristics of Korean and Korean-American youths and the issues and challenges they face.

Key grammar: · Expressions: ~기 위하여, ~자 · Particles: (으)로써, 로서 · Conjunctive: 그런데, 하지만, 게다가, 그리고, 뿐만 아니라 · Adverbs: 여전히, 바로, · Conditional statement: (만약) ~(으)면

Key 수상자, 업적, 기리다, 현판식, 소수계, 역경, 획득하다, 후손, 두각을 vocabulary Practice: 나타내다, 떠오르다, 원조, 인물, 권위, 명에의 전당, 헌액, 이비인후과, 차별, 전문직업, 부당한 대우, 훈련, 몰두하다, 갈등, 틈틈이, 고난도, 우수동포

Video Warm- Video: 3-10-1: Drawing student’s interest on sport and connecting it to up: the chapter reading

83 Reading: Students will read Dr. Sammy Lee’s biography to cite strong and thorough textual evidences to support analysis of his early childhood in America, his hardships that he had to face, his accomplishment as an athlete, and his dedication and contributions as a Korean-American community member.

Listening & Students will listen to the audio to improve their listening ability. They speaking: will answer questions either in writing or using Audacity.

Writing: Students will be able to write an autobiography of them including the specific elements of one such as their possible future professions and family life.

Chapter 11: Taekwondo 세계 속의 태권도(Global Martial Arts - Taekwondo)

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

84 Content Objectives: · Students will be able to use Korean to obtain information on topics of personal interest and to advance knowledge of their Korean language, culture, and history. · Students will be able to engage in activities for personal enjoyment and growth (e.g., martial arts, calligraphy, playing traditional instruments, watching Korean film) · Students will be able to continue to utilize Korean websites to get news on current events and information pertaining to their personal interests. · Students will be able to participate in school and community projects which require proficiency in Korean.

Language Objectives: · Students will be able to cite strong and thorough textual evidence to support analysis of what the text says explicitly connecting insights gained from specific details to an understanding of the text as a whole. · Students will be able to utilize new vocabulary in the text. · Students will be able to use the particle to compare: 보다 (더) · Students will be able to broadcast a Taekwondo game in Korean by watching one on the Internet · Students will be able to compare and contrast between Taekwondo and other martial arts.

Key grammar: · Expressions: ~(으)ㄹ 때, ~며, ~(으)ㄴ 후 · Particles: 보다, 부터, 까지, 에서도, · Conjunctives: 그러나, 그리고, 그런데, 하지만 · Counting units: 명, 그루

Key 정통무술, 국기, 연마, 고대부족국가, 제천의식, 고분벽화, 대중화, vocabulary Practice: 발언, 채택하다, 시범 종목, 유단자, 추산하다, 방어, 연마, 점진적, 인내, 극기, 급속도로, 전파되다,

Video Warm- Video: 3-11-1: Explaining what the martial arts are and why they are up: becoming more popular in order to connect student’s interest to the chapter reading

Reading: Students will read the informative text to cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

85 Listening & Students will listen to the audio to improve their listening ability. They speaking: will answer questions either in writing or using Audacity.

Writing: Students will write a script to broadcast one Taekwondo match. They will watch two videos online and choose one. Then they will create the script and broadcast the match in Korean.

Chapter 12: Linda Sue Park 린다 수 박 (Linda Sue Park, an Author of Teen Fiction)

Language See attached Language Performance Standards based on Common Core Performance State Standards 2010 Standards RI.9-10.1, RH.9-10.2. W.9-10.1.

86 Content Objectives: · Students will be able to acquire information through authentic materials, such as books, newspapers, or the Internet, pertaining to famous Korean heroes in the Korean community such as Linda Sue Park, Charles H. Kim, and Dr. Sammy Lee. · Students synthesize and analyze information related to Korean literature to enhance · Students read and outline story elements and major events in Linda Sue Park’s literature and biographies of key Korean American author. · Students expand their understanding of young adulthood by learning about the characteristics of Korean and Korean-American youths and the issues and challenges they face.

Language Objectives: · Students will be able to read to determine what the text says explicitly and to make logical inferences from it. · Students will be able to understand Linda Sue Park’s accomplishment and her contributions to the society as a writer. · Students will be able to understand the elements of performing an interview in the text. · Students will be able to use the expression “~(으)려면”. · Students will be able to understand Korean historical background of each of her books. · Students will be able to understand Linda Sue Park’s reasons and efforts to include Korean history and culture in her books.

Key grammar: · Expression: ~(으)려면 · Adverbs: 톡톡히, 여전히 · Noun-modifying words-present tense: 자세한 묘사, 맺은 작품 · Indirect quotation-declarative mood: ~다고 하다

Key 주류사회, 아동문학상, 화제 추천도서, 청자 도공, 사금파리 한조각, vocabulary Practice: 폭풍경보, 모험소설, 번역, 보편성, 실감나게, 야망, 일제강점기 체험, 활용하다, 보충교재, 뿌리내리다, 독서광, 문단, 누에프로젝트, 비빔밥

Video Warm- Video: 3-12-1: Explaining the importance of the books and introducing up: popular Korean-American writers and books

87 Reading: Students will read Linda Sue Park’s biography to cite strong and thorough textual evidences of her motivation to write children books related to Korean history and culture. They will share Linda’s accomplishment as the very first Newberry Awardee as a Korean American.

Listening & Students will listen to the audio to improve their listening ability. They speaking: will answer questions either in writing or using Audacity.

Writing: Students will write their ideas or plans on how to play an important role in spreading Korean culture and educating others of Korean history in the future.

2nd Semester Assessment B Chapters 7 thru 12

Number of questions 50

Components of questions Multiple choice Text-dependent questions Word usage and grammar in Korean

Answer keys Answer keys will be given upon submission of the answer document to his/her teacher.

Writing Assignment Rubric: Written assignments will be assessed for depth of thinking, clarity of expression, power of analysis, and adherence to the standard rules of grammar, punctuation and spelling. All written assignments must be word-processed, double-spaced, use size 11 or 12 font and have 1 or 1.5 inch margins. All assignments will be expected on time. Late assignments will only be accepted with prior approval from the instructor and will result in a deduction of points.

CATEGORY 4 3 2 1 Topic The entire writing Most of the writing Some of the The writing is off is related to the is related to the writing is related to topic. assigned topic and assigned topic. The the assigned topic, allows the reader story wanders off but a reader does to understand at one point, but not learn much much more about the reader can still about the topic. the topic. learn something about the topic. Organizatio The writing is very The writing is The writing is a Supporting ideas n well organized. pretty well little hard to seem to be One idea or scene organized. One follow. The randomly follows another in idea or scene may transitions are arranged. a logical sequence seem out of place. sometimes not with clear Clear transitions clear. transitions. are used. Spelling and There are no There is one or two There are 3-6 The writing has Punctuation spelling or spelling or spelling and more than 6 grammar errors in grammar error in grammar errors in spelling and the writing. the writing. the writing. grammar errors. It is hard to understand the content.

Grading:

● 1st semester – Chapters 1 thru 6

● Assessment consists of 10% of the chapter grade.

Letter grade will be determined as follows: 90% - 100% ➔ A 80% - 89% ➔ B 70% - 79% ➔ C 60% - 69% ➔ D Less than 59% ➔ F

● 2nd semester – Chapter 7 thru 12. Grading system is the same as the 1st semester.

89 COURSE SYLLABUS Korean Course 4 http://www.ikeneducate.org/course-overview/ Overview Video: https://www.youtube.com/watch?v=2Ct4c6rw0FE

Table of Contents:

Course Summary:

This course is designed for those who have successfully completed Korean III and/or have greater normal exposure to the Korean language. Study of different Korean literary genres is continued with longer and in-depth materials. This is to refine the language skills of students and to work toward mastery, with the addition of a study of Korean proverbs and 4-letter words.

Prerequisites:

Completing Korean III with a C- or better or equivalent Korean fluency by passing the placement test

Course Contents:

• First Semester 15. Chapter 1: 동해물과 백두산이 16. Chapter 2: 한국의 전통놀이

90 17. Chapter 3: 한국 음식과 발효 식품 18. Chapter 4: 사진신부 19. Chapter 5: 한국 현대시의 감상

• Second Semester 20. Chapter 6: 위대한 발명 금속활자 21. Chapter 7: 4·29 – LA 폭동 22. Chapter 8: 새로운 문화의 물결 ‘한류’ 23. Chapter 9: 한국의 속담 24. Chapter 10: 소나기

Structure of a Chapter

• Each chapter consists of the following: Pre-reading activity, Body Text, Vocabulary list, Vocabulary Activity 1, Vocabulary Activity 2, Vocabulary Activity 3, Reading Comprehension 1, Reading Comprehension 2, Writing Activity, Project, Listening Practice, Test • Some chapters don’t have a Writing Activity and/or Project. • Chapter 8 is the only chapter that does not a Test. • Look at the table below to see the expected student’s learning expectations for each activity.

Activity Student’s Work Expectations Pre-reading Each chapter starts with the Pre-reading. This practice is to connect the student’s prior knowledge to the chapter that you are going to study. When you answer, please try to be as sincere and complete as possible. Some questions, you are going to answer “yes”, or “no” but for most, you are going to need to justify your answers. There is no required length for each answer, unless indicated otherwise, but your due diligence put in towards each response will be observed. Some questions may require research on the Internet or from different sources. Body Text This section is the main content of the chapter. You are required to read it thoroughly. Read it several times if needed. The amount of time needed to read the content depends on each individual and it varies depending on the length of the content (It is estimated to take at least 1 or 2 hours to comprehend the readings). Look at some of the tools you can utilize while reading the texts.

91 • Audio - If you click the Speaker icon, you can hear the content. Not only will it improve your hearing for the language, but also you can improve your pronunciation as you repeat the audio repeatedly. • Link-If the word(s) is highlighted in yellow, you can find a link related to the word(s). This will enable you to understand the word(s) better or it will give you more information about the word(s). • Vocabulary – If the word is in blue, the word is included in the New Vocabulary list and you can find the definition of the word in English as you click the word or place the cursor over the word.

Click here to see Common Core State Standards and Korean National Standards that are applied to each chapter. New Vocabulary The New Vocabulary list provides the meaning of some important words students need to know while reading the content. The Korean word in parentheses indicates the Korean part of speech for that word. Note that there are some differences between the Korean parts of speech and English parts of speech. It is sorted by Korean alphabets. Vocabulary 1, 2, Most vocabulary 1 practice requires students to answer the questions or 3 about the vocabulary or explain the words in the New Vocabulary list. Each word is explained with plain Korean words. Note that the answers can be found in the New Vocabulary list. Vocabulary 2/3 practices are to fill in the blanks. Most of Vocabulary 2 is to fill in the blanks with the words in the New Vocabulary list, while most of Vocabulary 3 practice is to use the information from the content, not the New Vocabulary. Be sure to read the directions carefully for Vocabulary 2 or 3 practices. Reading Some of Reading Comprehension 1 is to fill in the blanks with the Comprehension 1 correct words directly from the content. While some of them are to or 2 answer questions based on information from the content. Unless it is to fill in the blanks, most answers should be written in Korean. If the question says you may answer in English, you may answer either in Korean or English. A few questions may require research on the Internet. In those cases, follow the directions. Many of these questions directly relate to the Test given at the end of each chapter. Therefore spend as much time as possible studying the content using the questions in Reading Comprehension. Writing Activity Some chapters include a writing activity. Read directions carefully and adhere to the instructions for each given assignment. All writings should be written in Korean. If you have trouble typing in Korean, click here to learn how to type in Korean. It takes only about 30 minutes to learn how to type

92 Korean and you are required to type Korean. Click here to look at the rubric for the writing activity.

Speaking Activity Each chapter has a speaking activity. For each activity, there are two or more prompts to choose from. You are going to choose one question to answer. You are going to read them and prepare your answer in your own voice. You may have a few days to prepare this before you record it using the program called “Audacity”. You need to install the program to use the device. Click here to install it.

When you are ready to record, you can start the program located beside the questions. Be sure to speak instead of reading scripts. Click here to look at the rubric. Project Some chapters include a project. Follow the directions for each project. Once you finish it, take a picture of it or scan it. Then send the file to the designated contact via email. Your instructor will arrange other ways to submit for some projects. Listening Activity Listen to a dialogue for each chapter and answer the given questions. Listen several times until you fully understand it. Once you have 100% of the questions answered correctly, you will be able to see the script. Test Each chapter has a test. The test contains multiple-choice questions and free response questions. You need to type in Korean for free response questions. You are not required to look at any other materials when you take a test. (See Academic Honor Code.)

Course Description: Standards & Objectives

COURSE 4 – Equivalent to LEVEL 6

Chapter 1: Donghaemulgoa Baegdoosanee (Korean National Anthem) 동해물과 백두산이 Language See attached Language Performance Standards based on Common Performance Core State Standards 2010 Standards RI.11‐12.1, RH.11‐12.2. W.11‐12.1.

Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3

93 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will compare and contrast the national anthem of Korea and America using the discussion board. • They will research the composer of the Korean National Anthem and the meaning of the lyrics and the historical background of the Korean National Anthem. • Students will identify the names of the seas and geography of Korea. Language Objectives: • Students will understand the active form and passive form of the verbs in Korean language. • Students will complete the worksheet of each section by answering the text- depending questions. • Students will understand how to write the expository essay by creating a Korean-style poster board “See-hwa” in a collaborative group. • Students will share their “See-hwa” project in the virtual chatting session by explaining how they create that way and why. Key grammar: Active form and passive form (doeda form)

Key vocabulary: Vocabulary related to music such as compose, lyrics, and verse

Vocabulary Three worksheets to introduce and to master the vocabulary Practice: Reading: Students will read the expository text about the birth of the Korean national anthem and understand the meaning of the lyrics. The reading will also enable students to compare and contrast the national anthems of Korea and America.

Listening/speakin Students will listen to a dialogue between mother and son talking g: about the Korean national anthem. Then students will practice their listening comprehension. Project: Students will make a Korean-style poster board called “See-hwa”. It is an illustration that accompanies a poem, a song, or piece of writing. Students will make a “See-hwa” with an illustration of their own using the lyrics of the Korean national anthem.

94 Chapter 2: Hangookeui Jeontong Noree (Traditional Korean Folk Plays) 한국의 전통놀이 Language RI.11‐12.2. Performance RH.11‐12.3. Standards W.11‐12.1.

Content Objectives: • Students will identify the traditional Korean folk plays and restate how to play. • Students will explain where each game originated and how to play in their own words in a discussion board. • Students will understand that Korean people use two different calendars: solar and lunar calendars and identify the differences. • They will research through Internet how the lunar calendar has affected the lives of Koreans until today and share their own thoughts in a collaborative group in the discussion board. Language Objectives: • Students will understand the usage of the indirect quote using declarative, interrogative, imperative, and propulsive moods. • Students will demonstrate how to play the Korean Yut (4 stick) games in their own words using the virtual chatting session. • Students will understand the dialogue talking about the field trip by completing the listening comprehension questions. • Students will write an expository essay about their favorite game and share in the virtual chatting session. Key grammar: Indirect quote using declarative, interrogative, imperative, and propulsive moods: dago hada, nyago hada, lago hada, jago hada

Key vocabulary: Names of animals and names of different shapes

Reading: Students will read the expository text to explain the Korean folk plays. They will learn how each game originated and how to play.

95 Listening/speaking: Students will listen to a dialogue between teacher and student talking about the field trip to the Korean Friendship Bell. From the dialogue, students will learn the relationship between America and Korea and why the Korean Bell was brought to America from Korea.

Chapter 3: Hangoogeui Eumsiggoa Balhyo Sigpum (Korean Food & Fermented Products) 한국음식과 발효식품 Language RST.11‐12.2. Performance RL.11‐12.2. Standards WHST.11‐12.1

Content Objectives: • Students will explain the good characteristics of Korean fermented food for health in their own words in a virtual chatting room. • Students will identify the reasons why Korean fermented foods are good for healthy and how to cook in a collaborative group. • Students will research the various kinds of Korean fermented food and its globalization.

Language Objectives: • Students will use the vocabulary related to food such as fermentation, nutrition, and storage in daily life. • Students will explain the Korean fermented foods and will express their opinions and strategies how Korean food is becoming global and why they are popular to non-Koreans in a discussion board. • Students will write an essay about how to promote Korean food to non- Koreans to globalize the Korean food. • Students will categorize the Korean food according to its characteristics and compare and contrast with western food, such as ‘hamburger’.

Key grammar: Reading fractions in Korean

96 Key vocabulary: Vocabulary related to food such as fermentation, nutrition, and storage Reading: Students will read the expository text about the fermented Korean food. They will also understand how Korean food is becoming global and why they are popular to non-Koreans.

Listening/speaking: Students will listen to a dialogue between friends talking about eating Korean food together. Project: Students will go online and explore more about the Korean foods. They will find many Korean foods and categorize them into entrée, desert, drink, and soup.

Chapter 4: Sajin Sinboo (Picture Bride) 사진 신부 Language RH.11‐12.3. Performance RL.11‐12.3. Standards WHST.11‐12.1

Content Objectives: • Students will understand the historical background how Korean picture brides immigrated in Hawaii early 20 century. • Students will research and share how the picture brides and their descendants contributed to the success of Korean community in a discussion board. Language Objectives: • Students will use the vocabulary related to emotion and feelings in daily life and how to express at the certain event and occasions. • Students will share the sufferings and dilemma that the Korean picture brides experienced and how they contributed to the Korean community by reading the expository text in a virtual chatting room. • Students will compare and contrast the similarities and differences between Korean picture brides and Japanese by internet research.

97 Key vocabulary: Vocabulary related to emotions and feelings

Reading: Students will read the expository text about how Korean immigration to America had started and the roles of picture brides in Hawaii. They are going read stories about the sufferings and dilemma of the Korean picture brides experienced but how they contributed to the current Korean community. Listening/speaking: Students will listen to the dialogue between father and daughter talking about the Japanese and Korean picture brides. They are going to hear the similarity and difference between the two groups of picture brides. Writing: Students should be able to express their emotions and feelings on a certain event and occasion.

Chapter 5: Hangoog Hyundae Seeeui Gam Sang (Korean Contemporary Poems) 한국 현대시 감상 Language RL.11‐12.1. Performance RH.11‐12.2. Standards W.11‐12.1.

Content Objectives: • Students will understand the historical background of Korea’s Japanese Occupation period and political tension surrounding Korea in early 20th century. • Students will explain how Japanese Occupation period affected Korean scholars, especially Korean young writers and poets and how they reacted the Japanese oppression on the discussion board.

Language Objectives: • Students will identify the vocabulary related to poem such as stanza, metaphor, and rhyming in Korean.

98 • Students will understand the elements of a poem and the strategy how to comprehend poems. • Students will identify various elements commonly used in a poem such as rhyming, irony, simile, and metaphor. • Students will recite several Korean contemporary poems and they research the life style of each poet. They will share their research about each poet in a collaborative group. • Students will choose their favorite poem and write about their comprehension of the poem to present in a virtual chatting room.

Key vocabulary: Vocabulary related to poem such as stanza, metaphor, and rhyming Reading: Students will read several Korean contemporary poems and they are going to be introduced the poets as well. They will learn the historical background of each poem like the Japanese colonization and the Korean War. Listening/speaking: Students will listen to a dialogue between friends sharing Korean poems they like. Students will learn more about a Korean poet, Kim So wol from the dialogue. Writing: Students will choose one poem that they like and write about their comprehension of the poem.

1st Semester Assessment Coverage of Chapter 1, 2, 3, 4, 5 A Number of questions 50

Components of questions Multiple choices Open end questions Text-depending questions Usage and grammar in Korean

Answer keys Answer keys will be given upon the submission of the answer document.

LEVEL 4 (Course B—2nd Semester)

Chapter 6: Weedaehan Balmyung Gumsog Hwalja (Great Invention: Metal Movable Type) 위대한 발명 금속활자 Language RI.11‐12.1 Performance RST.11‐12.2.

99 Standards WHST.11‐12.1.

Content Objectives: • Students will restate the greatness of the metal movable type and how it affected the human culture and development in a virtual chatting room. • Students will share their ideas how the invention of the metal movable type affected the human history and the development of printing skills in Korea in 13th century.

Language Objectives: • Students will identify the cause and effect of one of the greatest inventions of humans, metal movable type by reading the expository text. • Students will explain how Korea invented the first movable type and how it was discovered in a discussion board. • Students will use the vocabulary related to printing and movable type in their writing. • Students will write a persuasive essay to convince others about their beliefs.

Reading: Students will read the expository text about one of the greatest inventions of humans: metal movable type. Students will find out which country was the first that invented it and how it was discovered.

Listening/ Students will listen to the dialogue between mother and son talking about speaking: how publishing books massively had affected the culture of mankind and it was Korea who did first. Writing: Students will be able to write a persuasive essay to convince others about their beliefs.

Chapter 7: Saigoo (4•29 – Los Angeles Riot) 사이구 Language RH.11‐12.1. Performance RH.11‐12.3. Standards WHST.11‐12.1.

100 Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will identify the cause and effect of the LA Riot and present their findings in a discussion board. • Students will research through Internet how it affected the Korean community and share their own thoughts in the discussion board. Language Objectives: • Students will interview people who had involved the LA Riot and find how LA Riot affected their life and share in a virtual chatting room. • Students will write a news article about the LA Riot using the interview and share in a virtual chatting session. • Students will write how each involved group of the LA Riot responded to the riot: city, state, federal government, and Koreans. Students will take their positions writing about the self-defense of Koreans at the time of riot.

Reading: Students will read the expository text about the Los Angeles riot that broke out in 1992 and how it affected the Korean community. They will learn why Koreans were victimized and how Koreans responded after the riot.

Listening/speaking: Students will listen to the dialogue between mother and son talking why Koreans were hit so hard when the Los Angeles occurred in 1992. Students will further listen to how the family was involved in the riot. Writing: Students should be able to write how each involved group of the riot responded to the riot: city, state, federal government, and Koreans. Students will take their positions writing about the self- defense of Koreans at the time of riot.

Chapter 8: Saelowoon Moonhwaeui Moolgyul ‘Hallyu’ (New Cultural Wave - Hallyu) 새로운 문화의 물결 ‘한류’ Language RL.11‐12.1. Performance RH.11‐12.2. Standards W.11‐12.1.

101

Content Objectives: • Students will identify the meaning of Hallyu and explain how new Korean cultures like K-pop and Korean dramas have become global. • Students will share their favorite Hallyu celebrity and why they like her or him in a discussion board. Language Objectives: • Students will understand the history of Korean culture quickly spreading to the world by reading the expository text. • Students will identify the period of 1st, 2nd, and 3rd wave of Hallyu and explain the characteristics of each wave in a virtual chatting room. • Students will write an expository essay about the global syndrome to the Hallyu and why and how it has affected the world giving specific personal experience of it. • Students will share how they feel about Hallyu and their own experience.

Reading: Students will read the expository text about the history of Korean culture quickly spreading to the world. They will read how the word Hallyu started how it affected the world and Korea as well.

Listening/speaking: Students will listen to the dialogue between friends talking about going to a Korean concert together. Students will hear why they are into the Korean culture and what their future plans are. Writing: Students should be able to write about the global syndrome to the Hallyu and why and how it has affected the world giving specific personal experience of it.

Chapter 9: Hangookeui Sogdam (Korean Proverbs) 한국의 속담 Language RI.11‐12.1. Performance RL.11‐12.3 Standards W.11‐12.1.

102 Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will identify the roles of proverbs in a language and how Korean proverbs have evolved. • Students will practice many Korean proverbs to use them in proper ways in daily life.

Language Objectives: • Students will understand how proverbs play roles in a language and the characteristics of the Korean proverbs by reading the expository text. • Students will practice many examples how each proverb is used either in a conversation or writing and share in a virtual chatting room. • Students will make dialogues using the given Korean proverbs in their own words in a collaborative group.

Reading: Students will read the expository text about how proverbs play roles in a language. Then they will be introduced Korean proverbs and the characteristics of the Korean proverbs. They will read many examples from the reading how each proverb is used either in a conversation or writing. Listening/speaking: Students will listen to the dialogue between father and daughter talking about Korean proverbs. The father is teaching his daughter several Korean proverbs and the uses of them. Writing: Students should be able to make dialogues using the given Korean proverbs.

Chapter 10: Sonagee (Soonagee – Korean Novel) 소나기 Language RL.11‐12.2. Performance RL.11‐12.3. Standards W.11‐12.1

Content Standards See attached Content Standards based on US World Readiness Standards for Korean Language -- National Korean Standards 2010

103 Standard.1.1, 1.2, 1.3 Standard. 2.1, 2.2 Standard. 3.1, 3.2 Standard. 4.1, 4.2 Standard. 5.1, 5.2

Content Objectives: • Students will understand the Korean culture and life style in the country side by reading the Korean short novel, Sonagee. • Students will compare and contrast the life style between Korean way and American way to express the feeling.

Language Objectives: • Students will summarize the story using the story elements: characters, settings, problems, events and resolution in a collaborative group in a virtual chatting room. • Students will draw a story board and share it in a discussion board. • Students will make inference the character’s feeling or intention using the dialogue in the text. • Students will discuss how they would feel and react when they were in the same situation in a collaborative group in a virtual discussion session. • Students will rewrite the story having the five elements of writing Korean novel: Baldan (beginning) , Jeonage (Event), Weegee (Conflict), Jeoljeong (Climax), and Geolmal (Ending)

Reading: Students will read the Korean short novel about a love story between boy and girl. Student should be able to read their emotions and feelings as they read it and they will be familiar with the Korean rural area as well. Listening/speaking: Students will listen to the dialogue between mother and son talking about a Korean poem and a novel representing the Korean emotions and feeling best. They talk about why Koreans love the poem and novel and the similarities of them. Writing: Students will rewrite the story having the five elements of writing Korean novel: Baldan, Jeonage, Weegee, Jeoljeong, and Geolmal

2nd Semester Assessment B Coverage of Chapter 6,7,8,9,10

Number of questions 50

Components of questions Multiple choices Open end questions

104 Text-depending questions Usage and grammar in Korean

Answer keys Answer keys will be given upon the submission of the answer document.

105 Rubric for writing

CATEGORY 4 3 2 1 The entire writing Most of the writing Some of the No attempt has is related to the is related to the writing is related to been made to assigned topic and assigned topic. The the assigned topic, relate the theme allows the reader writing wanders off but a reader does to the assigned Theme or topic to clearly at one point, but not learn much topic. understand much the reader can still about the topic. more about the learn something topic. about the topic. It is evident that Student devoted Student devoted Student devoted student devoted a sufficient time and some time and little time and lot of time and effort to the effort to the effort to the effort to the writing. It does not writing but was not writing. Doesn't writing. It has the have the required very thorough. seem to care. Writing Process required length length but gets the Does enough to and the student job done. get by. worked hard to make the writing wonderful. The writing is very The writing is The writing is a Ideas and scenes well organized. The pretty well little hard to seem to be whole writing is organized. The follow. The whole randomly cohesive to the whole writing is writing is not arranged. topic and in a sometimes not cohesive at all and Organization logical sequence cohesive or writing the transitions are with clear may seem out of sometimes not transitions. place. Clear clear. transitions are used. There are little There are several There are many Most of words are spelling errors in spelling errors in spelling errors in misspelled. The the writing. Most the writing. Most the writing. Most writing is hard to words are chosen words are chosen words are chosen understand. Writing and used correctly. and used correctly. and used It is easily Most part of incorrectly and it is understandable. writing is somewhat hard to understandable. understand.

106 Rubric for Speaking

CATEGORY 4 3 2 1 Student is able to Student is able to Student is able to Student is unable accurately accurately accurately to accurately answer almost answer most answer a few answer Comprehension all questions questions about questions about questions about about the the question. the question. the question. question. Student is Student seems The student is Student does not completely pretty prepared somewhat seem at all prepared and but might have prepared, but it prepared to Preparedness has obviously needed a is clear that present. rehearsed. couple more rehearsal was rehearsals. lacking. Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles too distinctly all distinctly all distinctly most much or can (100-95%) the (100-95%) the ( 94-85%) of not be Enunciation & time with time, but there the time and understood. clarity of the natural flow. were mumbles quite language disconnections often with often. disconnections between sentences.

Grading:

• 1st semester and 2nd semester (Both semesters offer 200 hours)

Chapter 1 Percent Prereading 2 Vocabulary 1 2 Vocabulary 2 2 Vocabulary 3 2 Reading Comprehension 1 2 Reading Comprehension 2 2 Listening 2 Speaking 2 Project 4 Chapter Test 4 24

107 Chapter 2 Prereading 2 Vocabulary 1 2 Vocabulary 2 2 Vocabulary 3 2 Reading Comprehension 1 2 Reading Comprehension 2 2 Listening 2 Speaking 2 Chapter Test 4 20 Chapter 3 Prereading 2 Vocabulary 1 2 Vocabulary 2 2 Vocabulary 3 2 Reading Comprehension 1 2 Reading Comprehension 2 2 Listening 2 Writing 3 Speaking 2 Chapter Test 4 23 Chapter 4 Prereading 2 Vocabulary 1 2 Vocabulary 2 2 Vocabulary 3 2 Reading Comprehension 1 2 Reading Comprehension 2 2 Listening 2 Writing 3 Speaking 2 Chapter Test 4 23 Chapter 5 Prereading 2 Vocabulary 1 2 Vocabulary 2 2 Vocabulary 3 2 Reading Comprehension 1 2

108 Reading Comprehension 2 2 Listening 2 Speaking 2 Project 4 Chapter Test 4 24

Final Exam 10

Total Percent 100

109