Big Ideas
Big Ideas
Listening and viewing with intent helps us understand an increasing variety of messages.
We can explore identity and place through increased understanding of a new language.
Reciprocal
involving back-and-forth participation
interactions help us understand and acquire language.
Stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
help us to acquire language and understand the world by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Knowing about diverse communities helps us develop cultural awareness.
Content
Learning Standards
Content
particles
e.g., 은/는, 이/가 (subject particles), 을/를 (object particles)
(functional words)
language formality
the three basic endings indicating degree of formality:
and etiquette
- formal polite (honorific): ~(스)ㅂ니다
- informal polite: ~아/어/해요
- casual: ~아/어/해
common, high-frequency vocabulary, sentence structures, and expressions
e.g., everyday observations about weather, food, clothing, daily activities
, including:- types of questionse.g., 시청에 어떻게 가요? 시청까지 얼마나 걸릴까요?
- instructions and comparisonse.g., 저는 키가 작아요., 하지만 제 동생은 키가 커요.
- descriptionse.g., hair colour, physical attributes, likes and dislikesof people
basic particle usage
common elements of stories
place, characters, setting, plot
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
Korean works of art
e.g., creative works in dance, drama, music, or visual arts, with consideration for the ethics of cultural appropriation and plagiarism
cultural aspects
e.g., activities, celebrations, clothing, festivals, food, music, traditions
of Korean communities in Canada and around the world
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between pronunciation, sounds, phonetic representation, Korean characters, and meaning
Comprehend key information
answers to questions such as 누가, 언제, 어디서, 무엇을, 어떻게, 왜 (육하원칙)
and supporting details in slow, clear speech and other texts “Text” is a generic term referring to all forms of oral, written, visual, and digital communication. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend meaning in stories
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding
Use pitch, accent, intonation, and tone
Understand:
to convey meaning
- when a speaker is making a statement or asking a question
- question and statement intonation patterns
- the use of tone to express different emotions
Follow instructions to complete a task and respond to questions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Seek clarification
e.g., 다시 말해 주세요./뭐라고요?/네?
of meaning using common statements and questions
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Identify, share, and compare linguistic and cultural information about Korean communities
Examine personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge