TED-ED VIDEO LESSON LEARNING OUTCOMES: (MOD#8 p2)
In the TED-ED video lesson that I made, the content focuses on the location particles '에,' and '에서.' For the most part, they mean "to" (as in: "I went to the store.") and "from" (as in: "It's an hour from here.") respectively. There are a couple other major different between these two particles that are explained in the video lesson. As one can imagine, these particles are necessary for everyday Korean language use. It would be quite difficult to express many ideas without knowing them. Students must be able to both identify these particles when they are used and they also must know how and when to use them in their own language use. Since there are some major differences besides just denoting "to," and "from," students should be able to explain why one should be used rather than the other in specific contexts. Thus, my learning objectives for this lesson would look like the following:
#1) Students will be able to identify '에,' and '에서' in both text and speech by isolating the particle with the noun that they are attached to.
#2) Students will be able to demonstrate the usage of both '에,' and '에서' in writing and in speech by using them in four basic complete sentences.
#3) Students will be able to verbally explain the major differences between '에,' and '에서' by looking at examples of their usage and making clear why those examples use the particles they do, and why they cannot take the other particle.
I would assess that the students have accomplished these objectives by pairing up students into groups of two and having each pair create a short video dialogue. The students would work with their partner to create a short script using both '에,' and '에서.' Both the written script and the video dialogue will be presented to the teacher. These students should also be able to explain why they used those particular particles the way they did in their dialogue and why they could not use the other to replace it with. In this way, each pair will need to demonstrate the key focus of the lesson in both writing and speech.
NYS Education Standards:
Standard#1:
Performance Indicator - LOTE.ML.1.2.A.B: Students can compose short, informal notes and messages to exchange information with members of the target culture.
Standard#2:
Performance Indicator - LOTE.ML.1.1.A.A: Students can comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults.
In the TED-ED video lesson that I made, the content focuses on the location particles '에,' and '에서.' For the most part, they mean "to" (as in: "I went to the store.") and "from" (as in: "It's an hour from here.") respectively. There are a couple other major different between these two particles that are explained in the video lesson. As one can imagine, these particles are necessary for everyday Korean language use. It would be quite difficult to express many ideas without knowing them. Students must be able to both identify these particles when they are used and they also must know how and when to use them in their own language use. Since there are some major differences besides just denoting "to," and "from," students should be able to explain why one should be used rather than the other in specific contexts. Thus, my learning objectives for this lesson would look like the following:#1) Students will be able to identify '에,' and '에서' in both text and speech by isolating the particle with the noun that they are attached to.
#2) Students will be able to demonstrate the usage of both '에,' and '에서' in writing and in speech by using them in four basic complete sentences.
#3) Students will be able to verbally explain the major differences between '에,' and '에서' by looking at examples of their usage and making clear why those examples use the particles they do, and why they cannot take the other particle.
I would assess that the students have accomplished these objectives by pairing up students into groups of two and having each pair create a short video dialogue. The students would work with their partner to create a short script using both '에,' and '에서.' Both the written script and the video dialogue will be presented to the teacher. These students should also be able to explain why they used those particular particles the way they did in their dialogue and why they could not use the other to replace it with. In this way, each pair will need to demonstrate the key focus of the lesson in both writing and speech.NYS Education Standards:
Standard#1:
Performance Indicator - LOTE.ML.1.2.A.B: Students can compose short, informal notes and messages to exchange information with members of the target culture.
Standard#2:
Performance Indicator - LOTE.ML.1.1.A.A: Students can comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults.
I was amazed at how in different languages small words mean so much. We don't have particles in Latin but we have enclitics and infixes which mean a great deal and I loved watching your videos from that standpoint.
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