StarTalk+Student+Curriculum

** STUDENT PROGRAM CURRICULUM TEMPLATE **
 * 2011 **


 * **Host Institution** |||| **SDSU** ||
 * **Program Name** |||| **Chinese StarTalk LARC** ||
 * **Language(s)** |||| **Mandarin** ||
 * **Age of Students** |||| **Kindergarten** ||
 * **Target Proficiency Level** |||| **Novice-Low** ||
 * **Program Setting** |||| **Residential___** ||
 * ^  |||| **Non-residential_X__** ||
 * ^  |||| **Distance/Online Component___** ||
 * ^  |||| **Other___ (Please specify)** ||
 * **Duration** || **Weeks:1** || **Contact Hours: 45 minutes** ||
 * **Designed by** || **Name:Jukay Lu** || **Email:jukay.lu@gmail.com** ||

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.
 * 1) **Brief Description of Program** (no more than 150 words)
 * This Chinese Immersion curriculum will enable the young kindergartners to explore with their five senses and fine motor skill to learn to identify colors, recognize each color in Chinese characters and pronounce in Mandarin. They will also learn about the cultural implication of colors, the importance of strokes and begin a life-long language learner. ||

This is the umbrella theme that frames the curriculum and provides context for language and culture learning.
 * 1) **Program Theme**
 * Fun with Colors! ||

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. ||  ||
 * 1) **Unit Subthemes**
 * || Subthemes  ||
 * Unit 1 || Let’s discover the colors around us! ||

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. Answer yes or no Identify and say colors || Share what they learn in the class with other children and their families ||
 * 1) **Standards and Expected Outcomes**
 * Goals ||  Standards  ||  Students Can…  ||
 * Communication || 1.1 Interpersonal || Greet teacher and classmates
 * ^  || 1.2 Interpretive || Identify/read the corresponding colors in mandarin characters ||
 * ^  || 1.3 Presentational || Present a drawing in crayons and use simple short sentence to describe their favorite colors ||
 * Cultures || 2.1 Practices || Understand the practices of wearing red in the new Year celebration ||
 * ^  || 2.2 Products || Identify Chinese lucky color(s) such as red pocket and other decorations in New Year ||
 * Connections || 3.1 Knowledge of Other Disciplines || Art:Chinese brush painting ||
 * ^  || 3.2 Distinctive Viewpoints || N/A ||
 * Comparisons || 4.1 Nature of Language || Recognize that Chinese characters are composed of strokes that must be written in certain ways; know these strokes are different from English alphabet ||
 * ^  || 4.2 Nature of Culture || Tell the differences and similarity in colors among major holidays celebrations in U.S. and other cultures ||
 * Communities || 5.1 Beyond the School Setting || Take a field trip to the park or beach and identify different colors in the surroundings
 * ^  || 5.2 Life-long Learners || Continue to participate in the local Chinese festival celebration ||

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 21st Century__. Identify colors Name colors Express yes or no    ||  Vocabularies Pronunciation of colors ||
 * 1) **Specific Knowledge and Skills**
 * Thematic Knowledge and Skills ||
 * Students Can ||  Students Use  ||
 * Greet teacher and classmates

What summative performance assessments will provide evidence that students have achieved the program learning objectives? How will the assessments demonstrate that students have met all of the program goals? Indicate how students will be assessed for each mode of communication through interpretive, interpersonal and presentational performance tasks. This should be designed to be an integrated performance task. The interpretive task should provide input needed for the interpersonal and presentational tasks. As the tasks are developed, be sure to take the proficiency level of the student into consideration. Students understand and follow the direction to fill in different colors on the paper as directed using their fine motor skill || Students can answer simple question with yes or no regarding the colors || Students can point to a picture to the class and say the color in a simple sentence ||
 * 1) **End of Program Performance Tasks –Summative Assessments**
 * **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:**
 * **Interpersonal tasks:**
 * **Presentational tasks:**

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. Be sure to include some assessment or reflection about students’ attitudes and perspectives toward the target language and culture. These tasks will occur throughout the program and should address all of the program goals.
 * 1) **Other Types of Assessment and Evidence of Learning – Formative Assessments**
 * Examples ||  Brief description  ||

How will your program ensure that the following best practices are incorporated into your program? Students will play a match game to reinforce naming the colors in Mandarin characters ||
 * 1) **Instructional Strategies**
 * Strategies ||  Examples  ||
 * Use target language for instruction || Teacher will provide comprehensible input while using 100 percent of the target language by incorporating a lot of gestures, color visuals to help the students understand the language ||
 * Facilitate student-centered learning || Students will be able to explore their senses by touching with their hands the different textured colorful materials, by observing with their eyes, also speaking and listeing ||
 * Ensure meaningful interaction in the target language || Students will share and take turn selecting crayons to finish coloring the paper ||
 * Integrate language, culture and content || Students will explore the color and the strokes through Chinese brush painting ||
 * Differentiate instruction based on student need || Students will use origami to reinforce naming the colors

Describe the primary resources that you plan to use for the program.
 * 1) **Materials & Other Resources**
 * Resources ||  Description  ||
 * Title of textbook, if applicable || ||
 * Realia / Authentic materials || Chinese posters and decorations, Chinese calligraphy and painting, a wide variety of colorful objects ||
 * Multimedia || Video clips on Chinese character writing ||
 * Other || ||

If technology is part of your budget, how will that technology support instruction and enhance learning?
 * 1) **Technology**
 * Technological Tools ||  Explanation  ||

**__ For Your Reference __** **Standards for Foreign Language Learning in the 21st 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.

**Communicative Modes** __Interpersonal Mode__ 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 21st century.// Lawrence, KS: Allen Press, Inc. pp. 36-38.