Stage 6 (Years 11 and 12) Korean
Language: Korean
Target group: Stage 6 Background
Speakers – Preliminary or HSC
Unit of work: Reconciling traditional &
contemporary Korean culture
Indicative time: 8–10 hours (3–4
weeks)
Context: This is a unit of work on the theme Cultural Identity, contemporary issue: Reconciling traditional & contemporary Korean culture for the Preliminary or
HSC Korean Background Speakers course
Outcome/s
3.1 3.3 3.4 3.8
1.2 3.5 3.8
1.2 2.3 3.8
2.1 4.1 4.2 4.3
Students will demonstrate these outcomes by:
 developing an understanding of traditional and contemporary Korean culture
 developing an appreciation for traditional Korean culture
 comparing traditional and contemporary Korean culture
 exploring ways of reconciling traditional and contemporary Korean culture.
Key competencies
The following key competencies are embedded in the Korean Background Speakers Stage 6 syllabus to enhance student learning.
 communicating ideas and information
 working with others and in teams
 collecting, analysing and organising information
 using technology
 planning and organising activities
 solving problems.
Building the field
 Watching a series of short video clips, Korea, sparkling from visit Korea LINK (CDs available)
 Brainstorming some examples of traditional and contemporary Korean culture and the meaning of cultural identity
 Watching a video, Butcher’s daughter (백정의 딸) and discussing traditional Korean customs
 Introducing relevant vocabulary, grammatical patterns, and cultural contexts.
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Suggested teaching and learning activities:
Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment tasks.
Evidence of learning
 Class discussion and teacher
feedback on student
contributions
LR: Listening and responding, RR: Reading and responding, W: Writing, S: Speaking
1. Group Ben Diagram Activity (LR, S)
2) Students discuss examples of traditional and contemporary Korean culture and customs in groups
 Student use of appropriate
vocabulary structures for the
contemporary issue
3) Students give reasons for their choice of examples and complete their lists on the Ben diagram
(butcher’s paper)
 Student ability to sequence
ideas
1) Students watch some video clips as noted in Building the field, Korea, sparkling from visit Korea
LINK
 Student use of culturally
appropriate behaviour
4) Students present feedback to the class and request verbal feedback from other students.
2. Group mini-documentary video clip production (LR, W, S *)
1) Students choose a topic in relation to theme and issue. (one item, such as Kimchi, Ondol (Korean
house heating system) and Hangeul, has features of both traditional and contemporary culture, which is
also related to cultural identity)
 Teacher observation of level of
participation in class discussion
and oral feedback.
2) Students research the Internet to gather information and images
Feedback for students
3) Students decide on a documentary storyline based on their research
Ongoing feedback through:
4) Students create a video clip using Adobe Premier Element 7 LINK
5) Students conduct a group presentation of the mini documentary.
3. Webquests (LR, RR, W, S *) – Trip to Korea
1) Display the task around the classroom. Students will be placed into groups of five. Each member in a
group is asked to choose one of the roles, surf the links provided, and collect any information to create
a group product for oral presentation
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction

teacher observation

oral/written feedback

student self-evaluation

peer evaluation
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
2) Sample Webquest sites (this Webquests can be used without modification): LINK
Wiki site can be used for Webquests. Other sites where teachers can create class Webquests: LINK
4. Listening and responding (LR)
Speaking activities: teacher
provides oral feedback on correct
pronunciation and vocabulary and
ability to maintain an interaction
1) Students listen to a song, Mask Dance (탈춤) – listening for gist, then details
2) Students fill out the gaps on the lyric cloze
3) Students write their own version of the lyric of the song and give reasons for changes
Discussion activities: teacher
observation and oral feedback on
how well students participate and
recognise and use the vocabulary
4) Students report back to the class in the form of an oral presentation.
5. Reading and responding (RR)
1) Students read some articles which include both positive and negative aspects of specific Korean culture
2) Students discuss the issues raised on the given articles (group discussion, whole class discussion)
3) Students provide some suggestions to overcome the negative aspects of Korean culture and customs
6. Writing text types in relation to the theme and issue (W, S)
Reading activities: teacher gives
oral/written feedback on identifying
general or specific information,
purpose and content
Written activities: teacher
observation and written feedback
on purpose and content; peer
evaluation
1) Students read and respond to topics
Possible topics are as follows:
-
essay writing on How to reconcile Korean traditional and contemporary culture
-
journal entry on How people maintain their cultural pride and how it affects their lives
-
book review of a short story, Camellia (동백꽃)
2) Brainstorm in pairs or as a whole class led by teacher
Listening activities: teacher
observation and oral feedback on
purpose and content
ICT activities: use of internet for
research to provide additional
activities that allow for independent
student progression or group
progression.
3) Outline the essay using a mind map tool, LINK
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
4) Students write an essay based on their essay outline using the MS word application
5) Students read teacher’s written feedback or comments on their writing.
Resources
Web resources

Adobe Premier Element 7: http://www.adobe.com/designcenter/premiereelements/

Korea Sparkling: http://english.visitkorea.or.kr/enu/AK/AK_EN_1_2_1.jsp#

Sample Webquests: http://www.cabriniconnections.net/interns/jaekyu/process.html

Webquests developer: http://www.kn.att.com/wired/fil/

Mind map tool, CMAP: http://cmap.ihmc.us/conceptmap.html

Korean Background Speakers class notes: http://ssclkbs.blogspot.com/2009_06_01_archive.html
Texts and other resources

탈춤, 활주로 (Song)

전통문화와 효사상, 홍일식

분을 지켰던 선비 정신

민족문화의 전통과 계승, 이기백

건건이 사리

청소년 전통 문화 활동의 전망

한국인의 버릇, 이규태, 신원출판사, 1999, Book

두엄마 (Video)

정말 예쁜 젊은이들

X 세대와 방송환경

전통이 바로서야 나라도 바로 서지요, 이칠용

백정의 딸 (Video)

설, 전숙희

세계화와 문화,

동백꽃, 김유정 (Short story)
Intellectual
quality

Deep knowledge

Deep
understanding
우리
문화의 보존과 계승

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge
송복  Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative
Evaluation and variation
Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of
resources; suitability of ICT/laptop activities; literacy/numeracy links.
Date commenced:
Date completed:
Class Teacher signature:
Head Teacher signature:
Intellectual quality

Deep knowledge

Deep understanding

Problematic knowledge

Higher-order thinking

Metalanguage

Substantive communication
Quality learning environment

Explicit quality criteria

Engagement

High expectations

Social support

Students’ self-regulation

Student direction
Significance

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative