2009 STUDENT PROGRAM CURRICULUM TEMPLATE

Transcription

1 2009 STUDENT PROGRAM CURRICULUM TEMPLATE Host Institution: Program Name: Language(s): Target Proficiency Level: Novice-Low Novice-Mid (focus on oral/aural skills and basic literacy) Number of Contact Hours: 90 hours University of Pennsylvania, Philadelphia PENN S STARTALK STUDENT HINDI PROGRAM Hindi Age of Students: High School Duration (weeks): 3 weeks Setting (classroom, camp, residential): Classroom, lab, open space Designed by: Dr. Shaheen Parveen A. Brief Description of Program (no more than 150 words) Provide an overview of your program. What will students experience during the program and what do you hope that your students will remember and be able to do after the program ends? You may find it easier to respond to this question after completing the sections on Program Theme, Unit Subthemes, Standards and Expected Outcomes and Specific Knowledge and Skills. This is a three-week program for high school students. All the participants are nonheritage except one. They will be exposed to the language of the day-to-day use and prevalent culture of India using reading, listening, speaking, and writing skills. Each sub-theme is based upon the basic language skills and culture. They will learn to greet and introduce themselves and others, ask and answer simple questions, exchange information about self, families, food, homes, shopping, hobbies, festivals, music, weddings, yoga, and art. The sub-themes will be supported by authentic material and activities, firsthand and hands-on experience and live activities such a field trip to an Indian store and an Indian family home, kite making and flying, making henna designs, playing games and musical instruments, singing, practicing yoga, and food decoration and preparation. A mock market will also be arranged on the site to give the students an opportunity to practice number, vocabulary, structure, and cultural aspects during transactions. At the end of the program, the students understanding about the Indian language and culture will broaden. They will learn about religions, holidays, customs, and traditions of India. 1

2 B. Program theme This is the umbrella theme that frames the curriculum and provides context for language and culture learning. LEARNING HINDI LANGUAGE & CULTURE THROUGH THE ARTS C. Unit Subthemes What are the subthemes that will address different aspects of the umbrella theme? These subthemes will facilitate student learning and enable students to demonstrate what they have learned. Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Indian Food Indian Indian Indian Hobbies Indian Music Indian Bazaar Homes Wedding D. Standards and Expected Outcomes What will students know and be able to do in the target language and culture? Identify what students will do in terms of the standards. Ideally, all standards will be addressed, but there may be exceptions depending on the type of program that is being offered. Standards Targeted Communication Interpretive Communication - Interpersonal Students Can Read simple information about and related to food, store/market, home, music, games, weddings Listen to multi-media materials related to the topics of sub-themes Identify vocabulary and structure related to above mentioned subthemes Recognize the socio-culturally appropriate gestures, expressions, and behavior with peers and elders Receive and make introductions Ask and answer simple questions Provide and obtain information 2

3 Communication - Presentational about themselves and others; express needs, likes and dislikes; give and follow commands; make requests; describe their and others routines, current, future, and simple past activities Describe familiar topics, places, and people Role-play Make PowerPoint presentation comparing Indian and American cultures for each sub-theme Cultural Practices/Products/Perspectives Identify objects related to the culture Demonstrate the understanding of cultural practices Recognize culturally-specific objects and behavior. Connections Comparisons Community Familiarize themselves with Indian arts, crafts, music, festivals, wedding (useful for understanding social studies, religion and art) Compare Indian and American music, food, homes, stores, sports, games, and weddings Visit Indian family home and shops Listen to and participate with Guest speakers Perform song for parents and guests Display creative work for parents and guests 3

4 E. Specific Knowledge and Skills Student Curriculum Template What specific linguistic, cultural, and other subject matter knowledge and skills will students be learning as they work with this theme? (e.g., language functions, cultural knowledge/ practices/ perspectives, knowledge related to subject matter or concepts.) Identify what students will do in terms of, but not limited to, LinguaFolio-like Can Do statements that are aligned with the Standards for Foreign Language Learning in the 21 st Century. Thematic Knowledge and Skills Students Can Students Use Greet, address, take, leave, thank (family, host, at the bank, hotel, school) Hello! Please listen/tell, How are you? Good-bye, nice to meet you, see you later, thank you Introduce themselves and others Talk about their and others likes and dislikes Ask questions Answer questions Tell their and others needs Give and follow instructions, make requests Describe objects My name is.., I am., s/he is, they are I like, I don t like, What is this, who is s/he, they? This is.., they are., is this..? This is.., S/he is.., X wants., (Please) give, take, eat. This is good, bad, red... Shop How much? Numbers-20, 25, 30, 40, 50, 60, 70, 80, 90, 100 I want/need, show me X. Dine What is this? Please bring me... That s it /enough Name common Indian dishes, vegetables, sweets, spices, utensils, musical instruments, jewelry, clothing, objects of worship, decorations Potato, cauliflower,x ki sabzi, palak paneer, chaval, roti, dal, laddoo, peda, ras malai, gulab jamun, barfi,haldi, kadrahi, thali. 4

5 Identify sports and games cricket, kite Identify name body parts Identify name colors Identify and name some Indian musical instruments Identify and name of some Indian dresses, jewelry, decorating things Identify and name of some Indian deities Memorize and sing a few verses of some songs Use formulaic expressions Extend and accept congratulations (Use formulaic expressions) Giving and accepting compliments Hand, head, back, face, foot Red, green, white, black, yellow, blue Tabla, harmonium, sitar, dholak Lahnga,sari,chunni, Henna,rangoli, sindoor,choori, haar, bindi,etc. Ram,sita,Ganesh,Hanuman,Laxmi,sarasvati Jai ho, aapne bulaya.. kis liye.., chal re meri patang, re mama re mama Vah vah, kya baat hai, Congratulations! How nice this is! F. End of Program Performance Tasks What culminating performance tasks will provide evidence that students have achieved the program learning objectives? Indicate how students will be assessed for each mode of communication through interpretive, interpersonal and presentational performance tasks. Interpretive tasks involve students in receptive communication of oral or written messages, in mediated communication via print and non-print material, or with listener, viewer, reader works with visual or recorded materials whose creator is absent. Interpersonal tasks require direct oral communication between individuals who are in personal contact or direct written communication between individuals who come into personal contact. Presentational tasks require students to engage in productive communication using oral or written language, produce spoken or written communication for people with whom there is no immediate personal contact or which takes place in a one-to-many mode, or author or create visual or recorded material for listeners or readers not personally known. 5

6 Interpretive tasks: Identifying objects of games, sports, shops, musical instruments, home, food of their choice from printed, visual, and audio material. Language games, substitution drills, yes/no and multiple-choice questions. Interpersonal tasks: Ask Role-paly the sample dialogues, interview their class mates and teachers for simple information,,ask and answer simple questions. Presentational tasks: Prepare power point presentations, scrap book about their activities, perform songs for the guest and parents. G. Other Types of Assessment and Evidence of Learning Other types of assessment and evidence of learning may include a wide range of activities and products that provide meaningful evidence of learning, such as dialogue journals, reflective journals, posters, LinguaFolio self-assessment, role plays, presentations of visual or performance arts, portfolios, audio portfolios, e-portfolios, research projects, or videos. Include some assessment or reflection about students attitudes and perspectives toward the target language and culture. Examples Role-plays Interviews Sentence completions Games and sports Song Brief description One student inviting the other to his/her sister s/brother s wedding One student buys things from another student Order food Narrating /describing recipe Sample dialogues Interview each other about their hobbies, likes, home, food, music One student completes another student s sentences Students play cricket, fly kite Memorize and sing a few lines of song H. Instructional Strategies 6

7 How will your program ensure that the following best practices are incorporated into your program? Strategies Use target language for instruction Facilitate student-centered learning Ensure meaningful interaction in the target language Integrate language, culture and content Differentiate instruction based on student need Delete Examples Honorific term, ji with names, and yes and no words, Greetings,, verbs, adjectives related to sub-themes will be presented to the students. Selected students will act out and other students describe the actions. Students will make their own skits. Students talk about their likes and dislikes, need, home, country. Students will prepare their own questions for interview/conversation. Students will be given real-life tasks. Ordering food in a restaurant, shopping in a market, inviting guests, tour to home, interviewing classmates/teachers. students will practice with authentic situation/ activities: shopping in the market, visiting house, making sweets, cones, making and decorating kites, sweets, flying kites, playing cricket, and musical instrument, making rangoli, and making design with henna, talk about movie. In the curriculum, a variety of themes will be included: hobbies, homes, weddings, food, and market to address the variety of students interest and goals. Students will work in pair and groups. In kite making activity, they will be asked to draw a scene of their choice and to describe the scene to their partners. A movie in parts for five days will be shown to the students. They will look for cultural aspects which they will discuss in English and Hindi. 7

8 I. Materials & Other Resources Describe the primary resources that you plan to use for the program. Resources Title of textbook, if applicable Realia / Authentic materials Description Teach yourself Hindi by Rupert Snell and Weightman for grammar Thematic units based on sub-themes: Indian food, Indian market, Indian homes, Indian sports, Indian songs, movies. Pictures, posters, and realia of statues of Indian deity, kite, cricket, musical instruments, sweets, utensils, food, dresses, henna, currency J. Technology If technology is part of your budget, how will that technology support instruction and enhance learning? Technological tools TV, DVD and VHS player, DVD and VHS Computers Explanation Internet access for songs, recipe. DVD and VHS player for showing movies, clips of Indian songs, food, sports, wedding Computers in the computer lab to practice the script, writing, and recording their work. 8