2010 STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDE Host Institution Fauquier County Public Schools Program Name Language(s) Age of Students Target Proficiency Level Turkish Rising 6 th 9 th grade Novice Mid Program Setting Non-residential XX Duration Weeks: 3 Contact Hours: 72 Designed by Name: Gamze Girgin, Gonul Sahin, Laura Hoover, Amy Hatton Email: lhoover@fcps1.org 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. During our program, students will plan every element of a 23 Nisan Çocuk Bayranı celebration from beginning to end. Our goal is to expose children to a less commonly taught language and 1
culture through the party planning process. We hope to build a foundation for further study and inspire students to want to learn more about the Turkish language and culture. Students who complete this program will participate in simple conversations on familiar topics in Turkish. They will be able to understand simple vocabulary and learn to identify the Turkish alphabet leading them towards the ability to read Turkish. They will write a party invitation in Turkish. It is our hope that this program will inspire students to be life-long language learners and that they will see the value in learning and promoting cultural and linguistic diversity. B. Program Theme This is the umbrella theme that frames the curriculum and provides context for language and culture learning. Planning a Holiday Party for 23 Nisan Çocuk Bayranı 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 Subthemes Invitation (Calendar- dates, days of the week, numbers, colors, time, family members, friends) Entertainment (dance, song, music, costumes, play, professions, clothing, poem) Food (writing/creating/reading menu, recipe, likes/dislikes, purchase food, making a shopping list, colors, measurement) 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. Goals Standards Students Can 2
Communication 1.1 Interpersonal 1.2 Interpretive Students will engage in conversations, provide and obtain information: Introduce themselves and others Give appropriate greetings and responses Answer simple questions about themselves and their families, weather, days of the week, and food Give and follow basic commands Express likes and dislikes about food, clothes, sports, music, colors and entertainment. Describe familiar objects, people, and basic terms Students record conversations with peers in Turkish on all of the above topics Students will be familiar with and be able to interpret on an introductory level written and spoken Turkish on a variety of familiar topics. Recognize the calendar Recognize all Turkish letters and identify differences between Turkish and English Listen to songs and phrases with strong multi-media support Read a party invitation, a menu Watch and understand a music video and a children s story to understand the main idea. 1.3 Presentational 3 Students present information to the class on a variety of topics: Letters and Sounds Calendar and Weather Greetings and Role Plays Students write: Party invitation Poem A menu Directions
Shopping list Ingredients in a dish 2.1 Practices Students can talk about the 23 Nisan çocuk Bayrami Students will drink Turkish coffee and learn about the tradition of fortune telling. Watch promotional videos from the Ministry of Culture and Tourism of Republic of Turkey (www.tourismturkey.org) 2.2 Products 3.1 Knowledge of Other Disciplines Name and talk about famous Turkish food dishes. Students will explore different Turkish clothing and decorations Students will learn and perform a Turkish dance and create a mosaic and make paper. Students will learn about nutrition and healthy eating in the Mediterranean basin. Students will learn about the weather in the Mediterranean area. Students will become familiar with Turkish geography and the relevance of Turkey as an important political contributor. Connections 3.2 Distinctive Viewpoints Cultural customs for eating within the Turkish family structure. Students will listen to folktales in Turkish that describe various cultural historical figures relevant to the celebration. Students will understand culture though exposure to the capital of Turkey as the place where the celebration is hosted. Students will broaden their understanding of Turkish culture and world cultures though a study of games, pastimes, cuisine and clothing. 4
Comparisons Communities 4.1 Nature of Language 4.2 Nature of Culture 5.1 Beyond the School Setting Students will demonstrate an understanding of the differences and similarities between the sound and writing systems of English and Turkish. Students will recognize words that are similar in both languages. Students will understand how words were borrowed from one language to another. Students compare simple patterns of behavior and verbal interaction including greetings, leave takings, etc. Students demonstrate awareness that gestures and behaviors are an important part of communication. Students show evidence of becoming lifelong learners by using the knowledge they acquire for personal enjoyment and enrichment: Eat at an authentic Turkish restaurant Students will visit a Turkish market to purchase authentic products to prepare dishes for the party Students will visit another site relevant to Turkish language and culture 5.2 Life-long Learners Students will participate in recreational activities that reflect Turkish culture. Students will listen to music of Turkish artists and perform dances of Turkish origin. Students will learn about relevant internet sites to enhance and continue learning. E. Specific Knowledge and Skills 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. Students Can Introduce themselves and others and give appropriate greetings and responses Thematic Knowledge and Skills Students Use Hello. How are you? Good morning, good afternoon. My name is What is your name? I 5
Answer simple questions about themselves and their families, weather, days of the week, and food Give and follow basic commands to participate in classroom activities and prepare for a party including food preparation Express likes and dislikes Describe familiar objects, people, and basic terms Recognize and interact with the calendar in an immersion environment Use calendar as starting point for creating party invitation Recognize and produce all Turkish letters and numbers am years old. I live in Good bye. See you later, see you tomorrow. Please and thank you. Yes/No. No, no it is not... Father, mother, sister, brother, boy, girl, man, woman. I have/i do not have Do you have? How old is? He/she is, What is this? What day is it? What is the weather today? Who/When/Where Go to, stand up, open, close, touch, move, point to, body parts, movements, mix, chop, cut, measure, stir, add, combine, bake I like/i do not like Vocabulary to identify likes and dislikes about games, sports, music, clothes and food Clothing, Body Parts People: man, woman, boy, girl (singular and plural) Food and nutrition Days of the week, months, numbers, colors, weather: sunny, rainy, cloudy, windy; shapes. Today is Tomorrow will be Yesterday was It is Participate in role play conversations involving thematic vocabulary Ordering in a restaurant: What is this? May I have? I would like Please bring me Greetings and introductions at a party Purchasing food in a market place Explaining an important Turkish holiday 23 Nisan Çocuk Bayranı Naming common Turkish foods Video of the Turkish holiday online Students will look at pictures and books regarding the holiday I would like 6
Lokum, leblebi, döner kebab, çay, bisküvi, lahmacun, Turk kahvesi etc. 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. Interpretive tasks: Students will be able to: Follow instructions in class to participate in activities. Read and comprehend short text about the 23 Nisan çocuk Bayrami. Read a party invitation, adds and menu Comprehend music videos, short video clips, children s audio stories and commercials in Turkish. Interpersonal tasks: Students will produce recordings of short conversations and dialogs about: Greetings and introductions, Likes and dislikes, entertainment, colors, food, music and clothes Day, time and weather, family and friends. Presentational tasks: Students will produce: A written invitation to the celebration, and 7
A written menu for the party, A tile mosaic, hand made paper and a memory book. Students will perform: a traditional Turkish dance and a poem/song or skit in Turkish. 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 LinguFolio self assessment Brief description Online assessment tool required by StarTalk to be completed two times during the program. Recorded conversations and role plays Students will use a digital voice recorder to record dialogs and conversations to be uploaded to Linguafolio. H. Instructional Strategies 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 Examples Calendar time is conducted in Turkish in an immersion environment. Children will learn songs, chants and poetry in the target languages. Chilren s stories will be read in the target language. Teachers will make every effort to use the target language as much as possible. Students create projects that display mastery of skills including alphabet books, number cards, color rings, and more. Students present learned skills at the end of each day. Skills are reinforced through games and crafts. Students will be encouraged to practice the skills they are learning with a partner, including dialogs and role plays. 8
Ensure meaningful interaction in the target language Integrate language, culture and content Differentiate instruction based on student need Activities will be designed to ensure that the students use the target language with each other and with the teacher. Teachers will take students to a Turkish store and a Turkish restaurant. They will study health and science topics including nutrition, weather, geography and math topics dealing with conversion of money. Students are divided into small groups based on age and learning styles. Activities vary to reach multiple learning styles including visual support, text support, TPR, songs, and games. Skills are reinforced in multiple settings and presented in multiple ways. 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 Multimedia Other Description Yeni HITIT Yabancilar Icin Calisma Kitabi Yeni HITIT Yabancilar Iicin Turkce Ders Kitabi 1000 Kelime ve Resim Turkish in Three Months Gorsel Egitim Seti Harf Kartlari Turkish Newspaper Adds and articles Food packages Turkish lira from Microsoft clipart Cucuk Sarkilari-Children s songs National Geographic DVD in Turkish http://babel.uoregon.edu/ylc/selfstudy/turkish/lessons/ Turkish Map Turkish Flag J. Technology If technology is part of your budget, how will that technology support instruction and enhance learning? Smart Board Technological Tools Digital cameras/still and video 9 Explanation Interactive white board where all computer programs and websites can be projected to the screen and interacted with. Take pictures and video of student activities to reinforce
TV/VCR/DVD Computer Lab/Internet Digital Voice recorders skills Watch culturally relevant videos, games, etc. Use websites, LinguaFolio, etc Students will record dialogs with their peers in the Target language. 10
For Your Reference Standards for Foreign Language Learning in the 21 st Century Goal 1: Communication Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions. Standard 1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3 Presentational Communication: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics. Goal 2: Cultures Standard 2.1 Practices and Perspective: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2 Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Goal 3: Connections Standard 3.1 Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2 Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Goal 4: Comparisons Standard 4.1 Nature of Language: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2 Culture: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Goal 5: Community Standard 5.1 Beyond the School Setting: Students use the language both within and beyond the school setting. Standard 5.2 Life-long Learners: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 11
Interpersonal Mode Communicative Modes The Interpersonal Mode is characterized by active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meaning and intentions are being communicated. Adjustments and clarifications can be made accordingly. As a result, there is a higher probability of ultimately achieving the goal of successful communication in this mode than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both the interpersonal and negotiated dimensions can be realized through reading and writing, such as the exchange of personal letters or electronic mail messages. Interpretive Mode The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker. Such instances of one-way reading or listening include the cultural interpretation of texts, oral or written, must be distinguished from the notion of reading and listening comprehension, where the term could refer to understanding a text with an American mindset. Put another way, interpretation differs from comprehension in that the former implies the ability to read (or listen) between the lines. Since the Interpretive Mode does not allow for active negotiation between the reader and the writer or the listener and the speaker, it requires a much more profound knowledge of culture from the outset. The more one knows about the other language and culture, the greater the chances of creating the appropriate cultural interpretations of a written or spoken text. It must be noted, however, that cultural literacy and the ability to read or listen between the lines are developed over time and through exposure to the language and culture. Presentational Mode The Presentational Mode refers to the creation of messages in a manner that facilities interpretation by members of the other culture where no direct opportunity for active negotiation of meaning between members of the two cultures exists. Examples of the one-way writing and speaking require a substantial knowledge of language and culture from the outset, since the goal is to make sure that members of the other culture, the audience, will be successful in reading and listening between the lines. National Standards in Foreign Language Education Project (2006). Standards for foreign language learning in the 21 st century. Lawrence, KS: Allen Press, Inc. pp. 36-38. 12