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Listening to this module
Angela Lee-Smith (Yale University)
descriptive, explanatory, inquiry, narrative, reflective

Heritage, identity, affective, reflection, language, culture, community, connection, Justice, Equity, Diversity, Inclusion, and Belonging (JEDIB)

Project-based learning, community-based, reflective learning, 21st century skills-critical thinking, creativity, collaboration, communication

Intermediate-Mid to High

This module invites students to engage deeply with their identities by exploring and empowering their heritage through their names. Heritage learners explore their identities through their heritage names, which are usually less equally respected, valued, and appreciated than their English names. Students explore the meaning of their names, the person who named them, how they feel when their heritage names are called, what their names mean to them, what memories and experiences are associated with their names, etc. Through this module, students research the origin and meaning of their name, complete the process of discovering their name's meaning, and feel empowered by their name. This project can contribute to areas where attitudes and practices concerning diversity-one's name in a language other than English-intersect with inclusiveness, belonging, and social justice issues.

Students come from diverse backgrounds. Students' heritage names may sound unfamiliar to others. When members of a school community are afraid of mispronouncing a student's name, the student may end up being excluded or marginalized in social or academic settings without anyone intending to do so. Through this project, students learn about each other's names, explore the meanings of their names, relate stories about their names, and brainstorm strategies for respectfully approaching unfamiliar names. Finally, students create ways to guide and claim that their names are adequately represented within their cultural or personal contexts.

Establish a respectful environment that encourages open discussion about the significance of students' names.

Empower students by facilitating research and discussion about the origins and meanings of their names.

Develop a sense of community focused on enhancing awareness and promoting action through the study of language and names.

Research on Heritage Name : Students will be able to explore and document the history and meaning behind their names, enhancing family engagement.

Explore Personal and Social Identity: Students will be able to analyze how their names influence their personal and social identities and articulate the societal perceptions and challenges associated with heritage names.

Develop Critical Reflection and Action: Students will be able to critically evaluate social issues related to heritage names and formulate practical strategies for advocacy and change within their communities.

Name Report: Students produce a report or presentation detailing their name's meaning, associated feelings, and relevant family history.

Identity and Social Experience Presentation: Students create a presentation that shares their personal experiences related to their names, explores their identities, and highlights social issues related to heritage names.

Action Plan Project: Students develop and document an action plan that addresses social matters tied to heritage names, focusing on justice, equity, diversity, inclusion, and belonging (JEDIB) strategies (e.g., PSA, Name pronunciation).

My Name Is © 2024 by Angela Lee-Smith is licensed under CC BY-NC-SA 4.0

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Yale OER Repository of Language Teaching and Learning Modules

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Listening to this module Angela Lee-Smith (Yale University) descriptive, explanatory, inquiry, narrative, reflective Heritage, identity, affective, reflection, language, culture, community, connection, Justice, Equity, Diversity, Inclusion, and Belonging (JEDIB) Project-based learning, community-based, reflective learning, 21st century skills-critical thinking, creativity, collaboration, communication Intermediate-Mid to High This module invites students to engage deeply with their identities by exploring and empowering their heritage through their names.

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Module Template: Shared on Google Folder. Please complete the template with your module content.

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Module Template: Shared on Google Folder. Please complete the template with your module content.

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Introduction

Educational Setting: (e.g., Grades 9-12, Postsecondary)

Thematic Keywords: (e.g., Heritage, Identity, DEIB)

Pedagogical Approaches: (e.g., PBLL, IPA, 21st C skills)

Language Levels: (e.g., Novice, Intermediate, Advanced)

General Description: Summary or abstract of the module.

Rationale (Optional)

Backward Design

Learning Objectives (Identify Desired Results):

What should students know, understand, and be able to do by the

end of the lesson or module?

Assessment (Determine Acceptable Evidence)

How will you know if students have achieved the desired results?

What evidence will you accept to demonstrate students'

learning and achievement?

Tasks and Activities (Plan Learning Experiences and Instruction)

What teaching methods, activities, and resources will help

students develop the knowledge and skills necessary to meet the

learning objectives? —Your instructional strategies,

classwork, and activities that will lead students to the outcomes

Additional

Suggested Materials: Learning materials to be used

Technology/AI Tools: Any helpful/relevant tools or technologies

Differentiated Instruction: Strategies for adapting the module to different students, levels, or teaching and learning contexts

(Optional): Reflections on teaching and learning

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Module by: Tianqi Jiang, Maria Kaliambou

Introduction

●     Educational Setting:

University

●     Thematic Keywords:

Heritage, Identity, Culture, Folktale,

●     Pedagogical Approaches:

Project Based LL

●     Language Levels:

Intermediate I

●     General Description: Summary or abstract of the module.

This approach integrates language learning with cultural exploration through folktales. Through conversations, students will enhance their language proficiency, gain deeper cultural insights, and discover new folktales related to selected characters. They will analyze classic folktales, identify key narrative elements, and ultimately create their own modern-day folktales, reflecting their personal experiences and perspectives.

●     Rationale (Optional)

- Enjoy learning!

- Be creative!

- considering students’ backgrounds, and challenging their pre-existing knowledge of the target language, history, and culture

Backward Design

●     Learning Objectives (Identify Desired Results):

What should students know, understand, and be able to do by the

end of the lesson or module?

- to identify main ideas, key information, and key elements of the folktale

- to summarize in writing and/or speaking the main events of the folktale

- to compare cultural elements between the story and other known stories

●     Assessment (Determine Acceptable Evidence)

How will you know if students have achieved the desired results?

What evidence will you accept to demonstrate students'

learning and achievement?

- formative assessment (oral / written)

- sumative

●     Tasks and Activities (Plan Learning Experiences and Instruction)

What teaching methods, activities, and resources will help

students develop the knowledge and skills necessary to meet the

learning objectives? —Your instructional strategies,

classwork, and activities that will lead students to the outcomes

- to create a short play in a modern form (i.e. Cinderella’s Instagram profile)

- to create a play in interactive visual arts, such as video games, AI generated video

Additional

●     Suggested Materials: Learning materials to be used

- Cinderella from different cultures

Chinese : https://www.kanunu8.com/book3/7602/167040.html

●     Technology/AI Tools: Any helpful/relevant tools or technologies

- Internet

- Videos

- AI support

●     Differentiated Instruction: Strategies for adapting the module to different students, levels, or teaching and learning contexts

- for more advanced students: team work on researching relevant cultural information (mini research paper)

- how do the folktale change over time and space (focus on linguistic and cultural aspects)

●     (Optional): Reflections on teaching and learning

- students’ feedback (survey, evaluation)

- share with colleagues and ask for their feedback

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Meejeong Song (Cornell University)

Introduction

Title of Your Module: My Family’s Immigrant History

Educational Setting: Grades 9-12 and Postsecondary

Thematic Keywords: Heritage, Identity, DEI

Pedagogical Approaches: PBLL

Language Levels: Intermediate (Mid/High)

General Description: Students will conduct an in-depth interview with one of their parents to explore their family’s immigration journey and cultural heritage. Drawing on the stories and experiences shared during the interview, students will craft a thoughtful presentation draft that highlights key moments, challenges, and milestones in their family's immigrant history. In addition to the written draft, students will create a set of engaging and informative slides that visually support their narrative. These slides should include relevant maps, family photographs, historical images, cultural symbols, or any other illustrations that help bring their family’s story to life. Creativity and authenticity are encouraged in both content and design. To support their preparation, each student will have a one-on-one meeting with the instructor to receive personalized feedback on their draft and slides before the final, live in-class presentation. This process is designed not only to help students improve their public speaking and storytelling skills but also to encourage reflection on their personal and cultural identity. The primary objective of this project is to foster a deeper appreciation of one’s roots and to cultivate a sense of pride and connection to family history. By sharing their stories with peers, students also contribute to a richer, more diverse understanding of the immigrant experience within the classroom community.

Backward Design

Learning Objectives

By the end of this project, students will be able to:

Engage in meaningful conversation in Korean by conducting an interview with a parent, using appropriate vocabulary and grammar, and striving to use Korean as much as possible based on their proficiency level.

Differentiate and apply appropriate Korean speech and writing styles: using informal polite speech (honorifics) in the context of the interview, formal polite speech in the class presentation, and academic writing style (plain style).

Develop and present a coherent narrative about their family’s immigrant history, incorporating chronological structure, descriptive details, and cultural context.

Design effective visual materials (slides) that support their oral presentation using relevant maps, photos, and culturally significant imagery.

Reflect on and articulate their cultural identity, gaining greater confidence and personal insight into their heritage and how it has shaped their lives.

Receive and apply individualized feedback from the instructor to revise and improve their writing, visual materials, and presentation skills.

Assessment

Formative Assessment

Formative assessments are embedded throughout the project to support student learning and provide ongoing feedback:

Interview Recording Submission (Step 1): Students demonstrate their ability to conduct an interview using Korean honorific speech and ask meaningful follow-up questions. The recording shows their communication skills and ability to engage in mutual conversation.

Draft Writing (Step 2): The narrative draft reflects students’ ability to summarize key points, use appropriate grammar (written style -다 ending), and organize ideas coherently.

Draft Meeting Feedback (Step 3): Individual meetings allow the instructor to assess students’ understanding of grammar and vocabulary and clarify content, providing immediate corrective guidance.

Error Correction Recording (Step 4): Students’ self-correction process through Zoom recordings demonstrates metalinguistic awareness, grammar knowledge, and ability to revise writing accurately.

Slides Preparation (Step 5): Slides show students’ ability to select relevant visuals and vocabulary support while avoiding overloading slides with text, reflecting understanding of effective presentation design.

Summative Assessment

The final presentation and supporting materials serve as summative evidence of learning:

Live Presentation (Step 6): The 5–7 minute oral presentation demonstrates students’ speaking skills using formal Korean speech, ability to convey a coherent narrative, integrate visual aids naturally, and engage with the audience during the Q&A.

Overall Project Completion: Submission of all required components (interview video, draft, error correction recording, slides, and live presentation) provides comprehensive evidence of students’ mastery of language skills, cultural understanding, and academic communication.

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(continued) My Family's Immigrant History

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(continued) My Family's Immigrant History

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Tasks and Activities

Step 1 (Interview): Conduct a 20–30 minute interview with one of your parents in Korean using polite speech (-요 ending) and appropriate honorifics. The goal is to learn about their immigrant background, including their reasons for immigrating, challenges they faced, lessons learned, and personal reflections. Encourage your parent to speak in simple Korean for better understanding. Approach the interview as a two-way conversation rather than a formal Q&A. Ask follow-up questions to explore details, stories, and thoughts more deeply. Make an active effort to clarify any misunderstandings that may arise due to your Korean language limitations. Record the interview via Zoom or FaceTime, and submit the video through the Canvas Modules by the assigned deadline.

Step 2 (Core Draft): Using the content from your recorded interview, select meaningful, interesting, or unique moments from your family’s immigrant history and write about them in a narrative format (not as a direct transcription of the interview). This draft will serve as a foundation for your live presentation, meaning the presentation will include this content but not replicate it word-for-word. Use written Korean style with the -다 ending. Strive to express the meaning clearly using grammar patterns learned in class. Prepare a one-page draft (double-spaced, Arial, font size 12), with assistance from your parents or AI tools as needed. Practice writing and revising multiple times to fully comprehend the content and internalize the language structures. Later in class, students will write out their drafts from memory, without referring to their prepared version.

Step 3 (Draft Meeting): Sign up for a 20-minute individual meeting with the instructor. During this meeting, the instructor will provide personalized feedback on your core draft and slide ideas. In addition, the instructor will ask follow-up questions related to grammar and vocabulary to clarify your content and support your language development. This is a valuable opportunity to strengthen both the structure and accuracy of your presentation.

Step 4 (Draft Error Correction): After receiving feedback and corrections from the instructor, students will record themselves revising their draft to demonstrate their understanding of the grammar and language issues. Using Zoom, students must share their screen with the annotated draft (with instructor corrections in red) open on the left side and a blank Google Doc on the right side. While recording, students should read each sentence aloud, explain the nature of the errors, and type the corrected version in real time. This process should reflect their awareness of grammar, spelling, spacing, and sentence structure. After completing the recording, students must upload the Zoom file to Google Drive and submit a shareable link. This reflective correction process helps students internalize language rules and reduce future writing errors.

Step 5 (Slides): Create a set of Google Slides for your live presentation using relevant photos, illustrations, and maps to visually support your story. Do not copy and paste sentences from your draft; instead, use keywords, short phrases, and visuals to guide your talk. Full sentences are not allowed on the slides. Include a brief introduction and conclusion in your presentation plan. To assist the audience, provide English definitions in brackets for any difficult Korean words used during your talk. Submit your Google Slides link via Canvas. Be sure to adjust the sharing settings to “anyone with the link can view” before submission.

Step 6 (Presentation): Deliver a live 5-7-minute presentation based on your draft and slides. Do not simply read your written script. There is no need to memorize it word for word. Instead, speak naturally, covering most of your core content while allowing room for spontaneous additions or clarifications. Include a clear introduction and conclusion, and describe or elaborate on the images, maps, or illustrations shown on your slides as part of your storytelling. Use the formal spoken style (습니다 ending) throughout your presentation. After your presentation, you will lead a brief Q&A session with the class.

Additional

Suggested Materials:

Previous students’ presentation slides from prior years are available for reference on Canvas, shared with their permission to respect privacy and consent. These examples serve as valuable models to guide current students in slide design, content organization, and presentation style. However, to maintain confidentiality, these student materials will not be publicly posted or distributed on OER repository sites. Additional learning materials include lecture notes on narrative writing, grammar points covered in class, and vocabulary lists related to immigrant experiences and family history.

Technology/AI Tools:

Students are encouraged to use AI tools (such as ChatGPT or Copilot) to support their draft preparation and brainstorming process. AI can help provide grammar suggestions, or offer vocabulary alternatives. However, the core learning goal is for students to engage actively with the language, so they will ultimately write their drafts independently, without referring directly to AI-generated content during the actual writing process. Additionally, technology such as Zoom or FaceTime will be used to record interviews and the draft error correction process, while Google Slides and Canvas will support presentation creation and submission. This integration of AI and digital tools aims to enhance learning while fostering authentic language use and critical thinking.

Differentiated Instruction:

This project is designed to be flexible and inclusive for a diverse student population, including heritage and non-heritage learners. Non-heritage students may interview their parents or family members in English or another heritage language if they are not fluent in Korean, allowing access to meaningful family histories while accommodating language ability. Regardless of interview language, all students will write their drafts and present their stories in Korean, ensuring language practice and cultural engagement. For students whose parents are not immigrants, interviews may be conducted with grandparents, aunts, uncles, or other extended family members who can provide immigrant or cultural background. This adaptability supports varied linguistic backgrounds and family contexts while promoting deeper understanding of identity, heritage, and language skills. Additional scaffolding such as vocabulary lists, sentence frames, or peer support can be provided for students at different proficiency levels.

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Introduction

Educational Setting: Postsecondary

Thematic Keywords: media, diaspora, identity, DEI, popular culture

Pedagogical Approaches: critical literacy, pedagogical translation, task-based learning, translanguaging, IPA

Language Levels: Intermediate High - Advanced Low

General Description: Students can critically analyze how Korean culture and Korean Americans are portrayed in mass media and present their interpretations and opinions.

Rationale:

Students often feel conflicted and confused between the stereotypical images of Korean Americans portrayed in mass media and their own sense of identity. This activity provides students with an opportunity to strengthen their sense of identity by examining and discussing the cultural biases and stereotypes held by the dominant culture about Koreans through a critical lens.

As students are constantly exposed to various forms of media in their daily lives, it is increasingly important for them to develop the ability to critically analyze and interpret media content, rather than accepting it at face value.

Backward Design

Learning Objectives (Identify Desired Results): At the end of the task, students will be able to…

Express their personal views and opinions, possibly using the grammar structures, -아/어 있다, -(으)로 보이다, and -(으)ㄴ/느(ㄴ)/(으)ㄹ 것 같다

Compare different views, possibly using the grammar structures, -(으)ㄴ/느(ㄴ)/(으)ㄹ 것처럼, -와/과 달리, and, -와/과 비슷하게

Assessment (Determine Acceptable Evidence): Integrated Performance Assessment

Interpretive: Identify key vocabulary and grammar structures in the materials, and analyze both the explicit (textual) and implicit (symbolic) messages they convey

Interpersonal: Discuss in small groups if there are any stereotypical or inaccurate portrayals of Koreans and Korean culture in the materials

Presentational: Revise/rewrite the script of the selected material, then reenact the scene

Tasks and Activities (Plan Learning Experiences and Instruction)

Pre-Task

1. In small groups, find an image, a video clip, or a social media post, which you think shows an acceptable representation of Korean-Americans or promotes Korean culture.

Example: 한복 Hanbok & 돌잔치 Dol Janchi (Running Point, 2025, Netflix) (https://www.instagram.com/reel/DHTgKuiPDm1/)

2. Name a Korean celebrity who, in your opinion, does not fit the prevalent stereotype.

Examples:

7 Christina Yang Quotes That Will Change Your Life Forever! (https://www.youtube.com/watch?v=KEWqLwSP02o)

미국판 ‘슬의생’ 주연 샌드라 오(미주), “한국식 이름 고집한 이유는” 중앙일보, 2021.08.31 00:37 (https://www.joongang.co.kr/article/25003058)

3. Post your finding on the Padlet board to share it with your classmates.

Main Task

1. Watch the following video clips. Do you think they (re)enforce stereotypical images of Korean Americans? Why? Do you think these stereotypes are still held by the mainstream society?

Examples: YouTube posts

Glen is Korean, not Chinese (The Walking Dead, 2010-2022, AMC)

(https://www.youtube.com/watch?v=C8R--M_Lx3I)

Family Guy Roasting Different Countries (15:00-15:20)

(https://www.youtube.com/watch?v=-pKGaxoVhok)

Dean meets Mrs. Kim (Gilmore Girls, 2000-2007, The WB)  (https://www.youtube.com/watch?v=E85s146GRQU)

Pitch Perfect – Kimmy Jin (https://www.youtube.com/watch?v=vuHbZs2RTfk)

2. Select one clip. Translate the scene into Korean. Then, rewrite the scene as you wish and reenact it with your group members.

3. Try to use some of the target grammar structures if possible.

Post-Task

Homework assignment:

1. Create a social media post of any type (e.g., a meme, a Short, a blog post, etc.) in Korean that illustrates a Korean-American or Korean culture.

2. Post it in the Discussions module of the course site.

Examples:

Why I don't like Korean culture 🇰🇷👎 #korea #seoul #streetinterview (https://www.youtube.com/shorts/VrkoMtT2N2U)

Koreans are “NPCs” (https://steemit.com/life/@hansikhouse/special-hanspot-article-npcs)

Additional

Suggested Materials: Video clips of popular movies, TV dramas, and social media posts

Technology/AI Tools: Machine translation services, generative AI tools, and an online bulletin board (e.g., Padlet, Canvas Discussions)

Differentiated Instruction: Incorporate the students’ lived experiences as a minority person and share their experiences in a safe environment

Reflections on teaching and learning:

Post-activity questions to ask students

Language: What expressions or grammar did you learn that are used to express your feelings and opinions?

Personal Connection: Did anything in the activity remind you or your own or your family’s experiences with language and culture?

Critical Thinking: How might the way Koreans are represented in mass media contribute to the marginalization of Korean immigrant communities?

Application: How would you respond if you encountered assumptions and stereotypes about Koreans?

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Introduction

Educational Setting: 대학교

Thematic Keywords: (e.g., Heritage, Identity, DEIB) HL NHL

Pedagogical Approaches: (e.g., PBLL, IPA, 21st C skills)  PBLL

Language Levels: (e.g., Novice, Intermediate, Advanced) Third year advanced low

General Description: Summary or abstract of the module. Finding and sharing family recipes presentation booklet

Rationale (Optional)

Backward Design

Learning Objectives (Identify Desired Results):

What should students know, understand, and be able to do by the

end of the lesson or module? Cooking vocabs and grammar points receiving and giving instructions, step by step instructions

Assessment (Determine Acceptable Evidence)

How will you know if students have achieved the desired results?

What evidence will you accept to demonstrate students'

learning and achievement?  Process assessment based rubrics

Tasks and Activities (Plan Learning Experiences and Instruction)

What teaching methods, activities, and resources will help

students develop the knowledge and skills necessary to meet the

learning objectives? —Your instructional strategies,

classwork, and activities that will lead students to the outcomes

Additional

Suggested Materials: Learning materials to be used

Technology/AI Tools: Any helpful/relevant tools or technologies

Differentiated Instruction: Strategies for adapting the module to different students, levels, or teaching and learning contexts

(Optional): Reflections on teaching and learning

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Introduction

Educational Setting: Grades 9-12, colleges

Thematic Keywords: 한국어 학습, 성장, 한류, 세계 속의 나

Pedagogical Approaches: PBLL

Language Levels: Intermediate Low

General Description:

Rationale (Optional)

Backward Design

Learning Objectives (Identify Desired Results):

Assessment (Determine Acceptable Evidence)

How will you know if students have achieved the desired results?

What evidence will you accept to demonstrate students'

learning and achievement?

Tasks and Activities (Plan Learning Experiences and Instruction)

What teaching methods, activities, and resources will help

students develop the knowledge and skills necessary to meet the

learning objectives? —Your instructional strategies,

classwork, and activities that will lead students to the outcomes

Additional

Suggested Materials:

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Module Title: 나의 박물관, Class at the Museum

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Module Title: 나의 박물관, Class at the Museum

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Educational Setting: University Level

Thematic Keywords:

Pedagogical Approaches: (e.g., PBLL, IPA, 21st C skills)

Language Levels: Novice

General Description

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Title: 레인보우 트레일 (Rainbow Trail)

Introduction

Educational Setting: Postsecondary

Thematic Keywords: Community, History, Identity

Pedagogical Approaches: PBLL

Language Levels: Intermediate High-Advanced Low

General Description: 하와이의 한인 이민 역사와 관련된 장소들 소개하는 자료 제작

Backward Design

Learning Objectives (Identify Desired Results):

1. 하와이의 한인 이민 역사를 이해할 수 있다.

2. 적절한 표현들을 사용해서 한인 이민 역사에 대한 글을 쓸 수 있다.

Assessment (Determine Acceptable Evidence)

프로젝트를 단계별로 나눠서 단계마다 피드백을 포함한 평가를 한다.

Tasks and Activities (Plan Learning Experiences and Instruction)

1. 선생님이 한인 이민 역사와 관련된 레퍼런스 리스트를 학생들에게 제공한다.

2. 학생들이 토의를 통해 의미있는 장소를 일곱 군데 정한다.

3. 학생들을 소그룹으로 나눠서 장소를 분배한다.

4. 각 그룹이 맡은 장소에 대해 조사를 하고 관련 사진/비디오와 소개하는 글을 Google My Maps를 사용해서 올린다.

5. 각 그룹별로 돌아가며 발표한다.

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Introduction

Educational Setting: post secondary

Thematic Keywords: (non-heritage, family)

Pedagogical Approaches: PBLL

Language Levels: novice (2nd year Korean)

General Description: Summary or abstract of the module.

Rationale (Optional)

Backward Design

Learning Objectives (Identify Desired Results):

Students will learn to use Korean kinship terms and gain understanding and awareness of Korean family culture.

Assessment (Determine Acceptable Evidence)

Will students be able to draw family trees?

Based on the understanding of kinship terms, will they be able to apply their knowledge to new family contexts?

Could they find examples outside of family contexts and show the ability to explain why those kinship terms are used in those contexts?

Tasks and Activities (Plan Learning Experiences and Instruction)

What teaching methods, activities, and resources will help

students develop the knowledge and skills necessary to meet the

learning objectives? —Your instructional strategies,

classwork, and activities that will lead students to the outcomes

Family trees with Simpsons or drama clips with big extended families.

Additional
Suggested Materials: Learning materials to be used

Technology/AI Tools: Any helpful/relevant tools or technologies

Differentiated Instruction: Strategies for adapting the module to different students, levels, or teaching and learning contexts

(Optional): Reflections on teaching and learning

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Educational Setting: High school, non-heritage learners of Korean (bilingual Filipino-English)

Thematic Keywords:  K-Movie, Movie Trailer, Director, Editor, Movie Genre

Pedagogical Approaches: PBLL

Language Levels: Novice (High School Year 2)

General Description: movie/drama trailer making

Rationale (Optional)

Backward Design

Learning Objectives:

1. Students will be able to create a parody movie trailer of one movie analyzed as different genres (mellow, rom-com, action, horror, historical, etc) in a small group based on students’ analysis of K-media shown over a semester.

2. Students will understand the thematic structure of trailers in different genres.

3. Students will learn to use vocabulary and expressions at the novice level relevant to the movie theme.

Assessment

Summative: Students will have successfully created a movie trailer in the genre of their choice based on the movie we watched together as a class, utilizing relevant vocabulary and expressions covered during class time

→ Rubric: Demonstrated understanding of different movie genres and cliches in K-movies, demonstrated appropriate use of the Korean language, demonstrated understanding of the plot and characters in the movie (both peer-evaluated and teacher-evaluated)

Formative: TBA

Tasks and Activities

1. A variety of K-movie trailers in different genres

2. One movie (select a small set of novice-appropriately themed movies, let the students choose which one to watch after watching trailers for each one)

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Title of your module: 나의 박물관, Class at the Museum

Educational Setting: University Level

Thematic Keywords: Culture

Pedagogical Approaches: PBLL, Task-Based

Language Levels: Novice M-H

General Description: "박물관 소개하기"

목표문형: 1) -있다/없다, 2) 격식제 어미: -ㅂ니다 문형 3) 보조사 은/는

학생은 역할은 박물관 안내원

학생은 여러 관람 후 박물관에서 인상적으로 본 것을 골라 자신의 언어로 소개하는 말 완성

마지막 프로젝트로 자신의 물건을 가져와서 클래스 안의 전시 마련, show & tell

장롱 형식을 빌려 자신의 theme에 맞는 물건을 전시

책가도 형식도 가능

JungHee Kim: junghee@uw.edu

Namwook Kang: kangnw@skku.edu

Meixiang Xuan: mika427@naver.com

Chanyoung Park: cypark@umass.edu

Sabina Rowe: sabina.Rowe97@login.cuny.edu

Hyesun Jang: hsjanjg@sas.upenn.edu

Taena Kim: tk7204@princeton.edu

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HHunju Ha(University of Pittsburgh)

Introduction

Title of your module:  Peer Interview

Educational Setting: (e.g., Grades 9-12,):

Postsecondary

Thematic Keywords: Speaking, community, grammar

Pedagogical Approaches:Task-based Language Teaching

Language Levels:Novice-mid

General Description:

Students will practice speaking by creating questions based on the grammar structures at the end of each unit and interview their classmates to demonstrate their learning and create class community bonds. After the peer interview, students will write a reflection paper about their peers.

Rationale (Optional)

1.     Enhancing speaking proficiency

2. building class community bond

3. Applying grammar structures to near authentic situation

Backward Design

Learning Objectives (Identify Desired Results):                              Visit our OER Module Website

What should students know, understand, and be able to do by the

end of the lesson or module?

Students will understand grammar structures thoroughly by creating questions by themselves, using them in authentic reality

Assessment (Determine Acceptable Evidence)

How will you know if students have achieved the desired results?

1. When a teacher give feedback on students’ questions

What evidence will you accept to demonstrate students'

learning and achievement?

1. Peer Interview Video Clips

Tasks and Activities (Plan Learning Experiences and Instruction)

Students will create 5 questions based on each grammar structure every day.

1. Teacher’s feedback

2. Students will collect their questions.

3. Choose a classmate and interview with the questions.

4. Upload it to a Pedlet.

5. Visit other classmates’ interviews and leave comments.

6. Writing a Reflection paper about their peers.

What teaching methods, activities, and resources will help

students develop the knowledge and skills necessary to meet the

learning objectives? —Your instructional strategies,

classwork, and activities that will lead students to the outcomes

Additional

Suggested Materials: Learning materials to be used

Technology/AI Tools: Any helpful/relevant tools or technologies

Differentiated Instruction: Strategies for adapting the module to different students, levels, or teaching and learning contexts

(Optional): Reflections on teaching and learning

# data[].attributes.body
·     ·      Title: 한국 가족 형태의 변화

·      Edu. Setting: adult

·      Thematic key words:   family,  1인 가구

·      Pedagogical approaches: 21st C skills (communication, critical thinking, collaboration & culture, comparisons)

·      Lan. Levels: intermediate)

·      General Description:

Backward Design

Learning Objectives:

Students will be able to do:

·      전통적인 한국 가족에 대한 정의 를 이해하고 현대 가족형태 변화에 대해서 이해한다 (대가족과 핵가족의 그리고 1인가족 변화와 원인 분석과 이해, 문화적 배경 이해),

·      그동안 배운 문법과 단어를 80~90 이상 정확히 사용하여 한국가족 변화를 분석하여 원인과 현 문제점에 대하여 한국어로 토론할 수 있다

·      각그룹의 발표를 듣고 질문하고 그룹의 분석에 대해서 평가 할수 있다

Assessment:

·      각 학생들과 선생님은 각 그룹의 발표를 듣고 루부릭에 의해 평가한다

·      정확성:

·      유창성:

·      전달 능력:

·      문화이해

Task & Activities

Act: 1인가구에 대한 신문 기사를 읽고 요약 하기  (개인적)

Act 2: 그룹으로 자신이 읽은 기사를 나누고 1인 가족에 대한 더 많은 정보를 얻기 위해 리처치 하기

Act 3: Act 1 & 2를 바탕으로 한국 가족형태의 변화와 원인, 그 변화로 인한 사회적인 문제 등에 대해  그룹 발표.

Reflection: writing paper

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방지현

jee.bang@dliflc.edu