2017 Student Program Curriculum

Transcription

1 2017 Student Program Curriculum Basic Program Information Host Institution: Program Title: Curriculum Title: Language(s): Grade(s) of Learners: Language Background: Program Setting: Program Type: Duration: Contact Hours: San Diego State University Research Foundation Swahili Infrastructure Building Project Going on an East African Safari Swahili 11 th 12 th Graders Heritage and Non-Heritage Non-Resident Face-to-Face 20 Days 80 Hours 1

2 STAGE 1: What will learners be able to do with what they know by the end of the program? Target Proficiency/Target Performance: This section of the template identifies the target proficiency level learners will reach by the end of the program. Programs are also asked to identify the target performance levels where learners will perform given that they are working within a specific content/context during the program. The distinction between proficiency and performance recognizes that teachers need to teach slightly beyond the current level of the student in order to advance their proficiency level. Program Overview and Theme 1 : In a paragraph, provide a brief overview of your program. What is the theme that will guide standards-based instruction and learning throughout the program? What will learners experience during the program? What do you hope learners will be able to do at the end of the program? Combination Program: How will the students benefit by being connected to the teacher program? Target Proficiency Level (by end of program): Advanced Low Target Performance Level(s) (during and by end of the program): Advanced Mid Through the theme of Going on an East African Safari, learners will explore the current conditions of wildlife by studying about the national parks such as Lake Nakuru National Park in Kenya and Lake Manyara National Park in Tanzania. They will further learn about the role of the Kenyan and Tanzanian governments in the preservation of endangered animals. Learners will also explore the Lake Nakuru National Park in Kenya and learn about its geography, climate, habitat and wildlife. Learners will explore the relationship of human and human government toward animals (for example animals are used as a source of income). The curricula are aligned with a specific target proficiency level. For each level, two curricula exist, one for speaking/listening and one for writing/reading, with the designated curricular topics being explored at each level with differentiated content and tasks appropriate to learners actual and target proficiency levels. This allows teachers to tailor the curriculum according to the needs of distinct learner groups (i.e. heritage learners) whose speaking/listening levels may be quite different from their writing/reading levels. As such, the program has identified strategies/activities that cater specifically to heritage learners within each curriculum. However, the program will predominantly target nonheritage learners in grades 11 to 12 (16 to 17 years old). Activities will be varied to differentiate instruction for heritage learners who are entering the program Heritage learners would be exposed to more authentic print and non-print materials, for instance. 1 The theme frames the curriculum development process. It defines the program, providing the context for culture, content, and language learning. 2

3 The curricula are intended for 80-hour, intensive STARTALK programs with a structure of five class days per week and three classroom hours per day plus one hour for homework and further practice. They can be easily adapted, however, for different program structures such as weekend schools, semester long programs, etc. In the process of learning, learners will read articles and longer texts and conduct independent and joined research. They will further discuss topics through Moodle discussion forum and offer their viewpoints. In addition, they will write at least an article/ or a researched paper throughout the program. Learners will work in pairs or small groups to carry out individual as well as group assignments. As a final program project, learners will be able to write an argumentative essay about whether government should allow legal hunting of endangered animals. Learning Goals or each mode of communication targeted by your program, select up to two NCSSFL-ACTFL Global Can-Do Benchmarks. Then, select NCSSFL- ACTFL Can-Do Statements or create your own program Can-Do Statements for the proficiency level(s) and mode you have selected. Attention to and balance of the various modes will depend on your program goal(s). LinguaFolio Online will then allow programs to document progress on the learning goals that are identified. Can-Do Statements should reflect the age and language proficiency of your learners, align with the program theme, and be attainable within planned hours of instruction. NCSSFL-ACTFL Global Can-Do Benchmarks Select the performance level(s) for the mode of communication. Select up to two benchmarks. Program Can-Do Statements NCSSFL-ACTFL Can-Do Statements Specific to your theme. or Interpersonal Communication Advanced Low I can participate in conversations about familiar topics that go 1. I can explain the current condition of wildlife conservation in Kenya and Tanzania and discuss its effects on the Maasai communities. 3

4 beyond my everyday life. I can talk in an organized way and with some detail about events and experiences in various time frames. I can describe people, places, and things in an organized way and with some detail. I can handle a familiar situation with an unexpected complication. Advanced Mid I can express myself fully not only on familiar topics but also on some concrete social, academic, and professional topics. I can talk in detail and in an organized way about events and experiences in various time frames. I can share my point of view in discussions on some complex issues. 2. I can interview someone and defend points of views about the role of the government in the Kenyan and/or Tanzanian preservation of endangered animals, including elephants. 3. I can maintain discussion and share my point of view about economic challenges facing national parks and provide possible solutions. 4. I can give a detailed description about the Lake Nakuru National Park in Kenya and discuss its geography, climate, habitat and wildlife. Interpretive Listening Advanced Low I can understand the main idea and some supporting details in organized speech on a variety of topics of personal and general interest. I can understand information presented in a variety of genres of familiar topics. Advanced Mid I can understand the main idea and most supporting details on a variety of topics of personal and general interest, as well as some topics of professional interest. I can follow stories and descriptions of some length and in various time frames. I can understand information presented in most genres, even if not familiar with the topic. 1. I can understand the expert speakers explanations about the complexity of running a national park. 2. I can understand some information from a movie clip about the Lake Nakuru National Park in Kenya. 3. I can understand the main idea of a presentation on wildlife conservation. 4. I can understand an interview with a government official about the role of the government in the Kenyan and/or Tanzanian preservation of endangered animals, such as elephants. Presentational Speaking 4

5 Advanced Low I can deliver organized presentations appropriate to my audience on a variety of topics. I can present information about events and experiences in various time frames. Advanced mid I can deliver well-organized presentations on concrete social, academic, and professional topics. I can present detailed information about events and experiences in various time frames. 1. I can make a presentation related to wildlife conservation in Kenya and Tanzania. 2. I can provide a rationale for the importance of the Kenyan and Tanzanian government's role in preservation of endangered animals. 3. I can present on the geography, climate, habitat, and wildlife of the Lake Nakuru National Park in Kenya. 4. I can present arguments for and against legal hunting in a national park. STAGE 2: How will learners demonstrate what they can do with what they know by the end of the program? Summative Performance Assessment: Describe the major summative performance assessments you will use for each mode of communication. These assessments will provide evidence that learners have achieved the program learning objectives. Indicate the real-world summative assessment tasks that allow learners to show what they know and can do in the language. INTERPRETIVE TASK INTERPERSONAL TASK PRESENTATIONAL TASK Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Learners interact and negotiate meaning in spoken, or written conversations to share information, reactions, feelings, and opinions Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. 5

6 Non-heritage Learners: Non-heritage Learners: Non-heritage Learners: Learners will be given some sources about national parks. They have to consult these sources to find out how national parks function. They will gather information about resources (money, staff, ) that are provided by the government, revenues from tourism and legal hunting, the average annual costs for running and preserving a park and the economic impact of the existence of the park on the local economy. They will categorize the information and draw some conclusion about the economic stability of national parks. In addition to the above activities, heritage learners listen to experts round table discussions on the topic. They too categorize the information and draw some conclusion about the economic stability of national parks. Learners will work in small group and use the information they have gathered in the interpretative task to discuss whether government can be justified in allowing the hunting of endangered animals for money. The learners will have to use the formal register and appropriate phrases for taking turns, expressing opinion, conceding the other side s argument, politely disagreeing with someone else s opinion, etc. Heritage learners will also work in groups and use the information that they have gathered to discuss whether government can be justified in allowing the hunting of endangered animals for money. They will further discuss the contradictions of human actions, which in one hand create these national parks to preserve animals and environment and on the other hand allow legal hunting of the same animals. Learners will write an argumentative essay about whether government should allow legal hunting of endangered animals. They should offer some suggestions on how to fill the financial gap that would be created if this practice were to stop. In addition to writing an argumentative essay, heritage learners will create a PowerPoint presentation and explain the main points of their essay. They will then present and record their PowerPoint presentation and their argument, they will also include English subtitle. They will send their video to animal protection organizations (i.e. PeTA, World Animal Protection, etc.) both inside and outside the East African countries. STAGE 3: What will prepare learners to demonstrate what they can do with what they know? Learning Experiences: In this section, list the major learning experiences and related evidence of learning from the beginning through the end of your unit/program. Align your learning goals to the language, culture, and content learners need to know to complete the task identified as a major learning 6

7 experience. In the Language, Culture, Content column, determine the specific linguistic, cultural, and other subject matter knowledge and skills that learners will acquire as they work with your program theme. In the Major Learning Experiences & Evidence column, indicate the learning experiences that will allow learners to develop these skills and knowledge so that they can perform the summative tasks identified in Stage 2. The STARTALK principles should be at the forefront of your planning as you complete this section of the template. What you say here will be further explained when preparing the daily learning plans. No. Program Can-Do Statements, NCSSFL-ACTFL Can-Do Statements Learners can these Can-Dos are from Stage 1 Learning Targets. Language, Culture, Content Learners need to use List the language chunks, vocabulary, grammatical structures, cultural knowledge, and content information that learners need to accomplish the stated Can-Dos listed in column 1. Major Learning Experiences & Evidence Learners will experience & demonstrate Describe the key learning tasks/activities/formative assessments that allow learners to demonstrate that they can meet the stated Can-Do. Interpersonal Communication 1. Advanced Low: I can explain the current condition of wildlife conservation in Kenya and Tanzania and discuss its effects on the Maasai communities. Vocabulary: Wildlife/wanyama pori, pastrolists/wafugaji, pasture/malisho, water/maji, farmers/wakulima, draught/ukame, livestock/mifugo, game parks/mbuga za wanyama, fence/ua, electricity/umeme, lion/simba, leopards/chui, cheetah/duma, hyena/fisi, elephants/tembo au ndovu, government/serikali, guards/walinzi, wildlife service/huduma kwa wanyama pori Human-wildlife conflict/mizozo baina ya watu na wanyama pori, revenue/mapato Grammatical structures: Noun classes, adjectives, pronouns, demonstratives, tenses, verbs, adverbs, interrogatives Ngeli, vivumishi, viwakilishi, vionyeshi, nyakati, vitenzi, vielezi, viulizi Learners will, in groups, participate in a roundtable/panel discussion to talk about wildlife conservation in Kenya and Tanzania by listing and explaining the initiatives that the two countries have taken to conserve wildlife in general. The audience will engage the panel with questions. Learners will, in their panels, talk about the wildlife-human conflict as experienced by the Maasai community or by their own relatives living in either Kenya or Tanzania. Also, they will mention how the local communities benefit from the revenue that is generated from the game parks. 7

8 Language chunks: The Kenyan and Tanzanian governments have fenced the game parks Serikali za Kenya na Tanzania zimezingira mbuga za wanyama kwa ua The Kenyan/Tanzanian governments have wildlife service units Serikali za Kenya na Tanzania zina vikosi vya huduma kwa wanyama pori Some parts of the national parks are not fenced Baadhi ya sehemu za mbuga za wanyama hazijazingirwa kwa ua Dangerous wild animals from the national park sneak out Wanyama pori hatari hutoroka kutoka mbugani Wild animals kill the Maasais livestock Wanyam pori huua mifugo ya Wamaasai Wild animals destroy the Maasai farms Wanyama prori huharibu mashamba ya Wamaasai The Maasai warriors kill the wild animals Moran wa Kimaasai huua wanyama pori Draught causes human-wildlife conflict Ukame husababisha mzozo baina ya watu na wanyama The pastoralists graze in the national park Wafugaji huwalisha mifugo mbugani How the Maasais benefit from the game parks revenue Jinsi Wamaasai hunufaika kutokana na mapato ya mbuga za wanyama Cultural knowledge: Learners will learn how some wildlife conservation efforts end up bringing about some unintended consequences resorting to tension between the 8

9 local communities and the wildlife service Content: Wildlife conservation and human-wildlife conflict 2. Advanced Low: I can interview someone and defend points of views about the role of the government in the Kenyan and/or Tanzanian preservation of endangered animals, including elephants. Vocabulary: Wildlife/wanyama pori, wildlife service/huduma kwa wanyama pori, game parks/mbuga za wanyama, wildlife conservation/uhifadhi wa wanyama pori, endangered animals/wanyama walio kwenye hatari ya kuangamia, ban/kupiga marufuku, law/sheria, hunt/winda, poach/uwindaji haramu, burn/choma, smuggling/magendo, guards/walinzi, weapon/silaha Civic engagement/kuushirikisha umma Grammatical structures: Noun classes, adjectives, pronouns, demonstratives, tenses, verbs, adverbs, interrogatives Ngeli, vivumishi, viwakilishi, vionyeshi, nyakati, vitenzi, vielezi, viulizi Language chunks: Kenya/Tanzania has banned poaching Kenya/Tanzania imepiga marufuku uwindaji haramu Poachers have killed many wildlife Wawindaji haramu wamewaua wanyama wengi Learners will interview their teacher, who will act as an officer from the Kenya Wildlife Service (KWS), on the initiatives the Kenyan government is taking on wildlife conservation. They will ask questions about one of the endangered animals (elephant) and try to understand the reasons behind elephant s extinction. The officer will provide information by focusing on parts of the animal s body and the financial value of those parts. Heritage learners will interview representatives (native speakers from the Swahili community) of the two countries (Kenya and Tanzania) about the endangered animals the Big Five. They will ask questions and follow-up questions Why to better what is actually happening and how the local communities can help slow down the erosion of animals becoming extinct. The learners will use the information to prepare a presentation, for a later time. 9

10 Poachers use sophisticated weapon to kill the wildlife Wawindaji haramu hutumia silaha hatari kuwaua wanyama Poachers smuggle animal body parts Wawindaji haramu huuza sehemu za mwili za wanyama kwa magendo Kenya/Tanzania has laws against poaching Kenya/Tanzania ina sheria dhidi ya uwindaji haramu Endangered rhinos are guarded throughout Vifaru walio katika hatari ya kuangamia wanachungwa kila mara Kenya/Tanzania has many wildlife service police Kenya/Tanzania ina polisi wa huduma kwa wanyama pori Kenya/Tanzania is sensitizing the local communities about human-wildlife coexistence Kenya/Tanzania inaelimisha umma kuhusu jinsi ya kuishi kwa amani pamoja na wanyama pori Kenya/Tanzania is promoting community policing Kenya/Tanzania inahamasisha uhusiano mwema baina ya polisi na umma There are many local clubs that advocate for wildlife conservation Kuna klabu nyingi zinazohamasisha uhifadhi wa wanyama pori Cultural knowledge: Learners will learn about the reasons that compel the government and organizations to initiate conservation initiatives to guard and to preserve the wildlife. Content: Wildlife Conservation 10

11 3. Advanced Mid: I can maintain discussion and share my point of view about economic challenges facing national parks and provide possible solutions. Vocabulary: Traditional/ -a kitamaduni, Bull/fahali, village/kijiji, community/jamii, participate/shiriki, leader/kiongozi, time/saa, times of the day/nyakati za siku, days of the week/siku za juma, months/miezi, numbers/nambari, winner/mshindi, looser/mshinde, team/timu, colors/rangi, crowd/umati wa watu, cheer/shangilia, dance/densi, village/kijiji communal life/maisha ya jumuiya, economy/uchumi Grammatical structures: Noun classes, pronouns, adjectives, demonstratives, verbs, adverbs, interrogatives, tenses ngeli, viwakilishi, vivumishi, vionyeshi, vitenzi, vielezi, viulizi, vitenzi Language chunks: The name of the game is Jina la shindano ni The game is popular among the (community) Shindano ni maarufu miongoni mwa jamii ya The game takes place in (month) Shindano hufanyika katika mwezi wa The game usually takes place on (day of the week) Learners will watch video clips and short movies to learn about national parks and their financial resources. They will then discuss their finding with their friends. The learners, apart from participating in the above two tasks, will share with their colleagues how the traditional games such as bullfighting and any other common games in their communities back in East Africa enhance communal life as well as the local economy. 11

12 Shindano kwa kawaida hufanyika mnamo siku ya The game usually takes place at (time) Shindano kwa kawaida hufanyika saa The participatns are people from local villages Wanaoshiriki ni watu kutoka vijiji vya karibu The villages accompany their bulls to the field Wanakijiji husindikiza fahali wao kwenye uwanja The villagers sing traditional songs Wanakijiji huimba nyimbo za kitamaduni The bulls have names of famaous people Mafahali wana majina ya watu maarufu The competitions build friendships through bringing people together Mashindano hujenga urafiki kwa kuwaleta watu pamoja Cultural knowledge: Learners will learn the importance of traditional games/performances in enhancing communal life as well as boosting the local economy. Content: Traditional Games 4. Advanced Mid: I can give a detailed description about the Lake Nakuru National Park in Kenya and discuss its geography, climate, habitat and wildlife. Vocabulary: Serengeti Plain/Nyika ya Serengeti, environment/mazingira, trees/miti, bush/kichaka, grass/nyasi, river/mto, season/majira, draught/ukame, migrate/hama, cross/vuka, border/mpaka, return/go back, mwaka/year, colony/koloni, independence/uhuru, wild Learners will, in a seminar-like setting, share and discuss their ideas about the history of Serengeti Plain over the years. They will focus on its geography, environment as well as the wildlife that have inhabited Serengeti over the years. The teacher will facilitate the discussion through asking guided questions. Discussion points will include information such as the size of the national park, wildlife at the 12

13 animals/wanyama pori, numbers/nambari, compass/dira, tourist/mtalii Tourism/utalii, economy/uchumi, local communities Grammatical structures: Noun classes, pronouns, adjectives, demonstratives, verbs, adverbs, interrogatives, tenses ngeli, viwakilishi, vivumishi, vionyeshi, vitenzi, vielezi, viulizi, vitenzi Language chunks: The serengeti National Park is in Tanzania Mbuga ya wanyama ya Serengeti iko Tanzania The environment of Serengeti consists of Mazingira ya Serengeti yana Wildebeests and zebras mostly graze in Serengeti Nyumbu na pundamilia hula katika Mbuga ya Serengeti Animals migrate from Serengeti to Masai Mara Wanyam huhama kutoka Serengeti hadi Masai Mara The reason for the animal migration are Sababu za wanyama kuhama ni Animals migrate from Serengeti in (season and months) Wanyama huhama kutoka Serengeti katika majira na miezi ya Animals go back to Serengeti in (seasons and months) Wanyama hurudi Serengeti katika majira na miezi ya Animals cross Wanyama huvuka national park, the number of tourists it receives per year, seasons, animal movement etc. At the end in groups of 2-3, learners will take a minutes to summarize information about one aspect (i.e., geography, environment, wildlife, etcs) to the class. Apart from performing the above task, heritage learners (in pairs) will also share and discuss the impact of tourism on the economy of Kenya and Tanzania, as well as how the local communities benefit. They will answer other learners questions. 13

14 Animals encounter such dangers as Wanyama hukumbana na hatari kama Animal migration attract many tourists Uhamaji wa wanyama huwavutia watalii wengi Many tourists come from Watalii wengi hutoka Local communities benefit from Jamii zilizoko karibu hunufaika kutokana na Cultural knowledge: Learners will learn about the Great Rift Valley in East Africa and how it influences the people s lives as demonstrated through the Lake Nakuru National Park. Content: Lake Nakuru National Park 1. Advanced Low: I can understand an expert speakers explanations about the complexity of running a national park. Vocabulary: Interpretive Listening Traditional/ -a kitamaduni, village/kijiji, community/jamii, participate/shiriki, leader/kiongozi, time/saa, times of the day/nyakati za siku, days of the week/siku za juma, months/miezi, numbers/nambari, winner/mshindi, looser/mshinde, team/timu, colors/rangi, crowd/umati wa watu, cheer/shangilia, dance/densi, village/kijiji, clothes/mavazi, ornaments/mapambo, food/chakula, drinks/vinywaji, farm animals/mifugo, dow racing/mbio za mashua, donkey race/mbio za punda, bullfighting/vita vya fahali, wrestling/mieleka, Learners will participate in an expert roundtable activity. In this activity, learners will take notes as they listen to the experts. Every fifteen minutes learners will receive a question that they have to answer and submit. They will then continue listening and taking notes. After fifteen minutes, learners will engage in another task: this time they will need to write three main points of the speech. In addition to the above tasks, heritage learners watch a documentary movie related to the topic. They will write a 14

15 culture/utamaduni, economy/uchumi, gender/jinsia Grammatical structures: Noun classes, pronouns, adjectives, demonstratives, verbs, adverbs, interrogatives, tenses ngeli, viwakilishi, vivumishi, vionyeshi, vitenzi, vielezi, viulizi, vitenzi Language chunks: Wanyama hutoroka kutoka kwenye mbuga za wanyama ambazo hazijazingirwa Animals escape from the unfenced national parks Wafugaji huvamia baadhi ya mbuga za wanyama Pastoralists invade some of the national parks Baadhi ya barabara za kwenda mbugani hazipitiki Some of the roads leading to the national parks are impassible Ni vigumu kwa watalii kutembelea baadhi ya mbuga za wanyama majira ya mvua It is difficult for the tourists to access certain national parks during the rainy seasons Wawindaji haramu hupunguza watalii kwa kuwaua wanyama maarufu Poachers reduce the number of tourists by killing famous animals Baadhi ya barabara na reli hupita kwenye mbuga za wanyama short summary about the movie. 15

16 Some roads and railway lines pass through the game parks Barabara/reli huathiri makazi ya wanyama Roads/railway lines interfere with animals habitats Upungufu wa watalii kutokana na vikwazo vya kutembelea nchi huzinyima mbuga za wanyama mapato Reduction of the number of tourists due to travel bans leads reduced incomes for the national parks Wanyama hufariki kutokana na ukame Animals die due to droughts Wananchi wenye ghadhabu karibu na mbuga huwaogofya watalii Disgruntled citizens near the parks scare away the tourists Serikali hutumia pesa nyingi kuwalipa wakulima/wafugaji kutokana na hasara inayosababishwa na wanyama pori The governments use a lot of money to compensate the farmers/pastoralists form losses caused by the wild animals Mashindano hujenga urafiki kwa kuwaleta watu pamoja Cultural knowledge: Learners will learn about different cultural performances by different East African communities, which help in cementing communal life as well as preserving the culture while at the same time generating revenue. 16

17 2. Advanced Low: I can understand some information from a movie clip about the Lake Nakuru National Park in Kenya. Content: Cultural Performances Vocabulary: Lake/ziwa, Rift Valley/Bonde la ufa, birds/ndege, Flamingo/korongo, hippo/kiboko, rhino/kifaru, baboon/nyani, giraffes/twiga, buffalo/nyati au mbogo, lion/simba, leopard/chui, tourist/watalii, colors/rangi, months/miezi, seasons/majira, weather/hali ya hewa, numbers/nambari, compass/direction, transportation/usafiri migrate/hama, economy/uchumi, salt-water lake/ziwa la maji ya chumvi, fresh-water lake/ziwa la maji safi Grammatical structures: noun classes, pronouns, demonstratives, adjectives, verbs-to have, tenses ngeli, viwakilishi, vionyeshi, vivumishi, vitenzi-kuwa na, nyakati Language chunks: Lake Nakuru National Park is located (direction) of Nairobi Mbuga ya Ziwa Nakuru iko (dira) kutoka Nairobi Nakuru is located (distance in km ) from Nairobi Nakuru iko (kilometa) kutoka Nairobi You can travel to Lake Nakuru National Park by Uanaweza kusafiri kwenda Mbuga ya Ziwa Nakuru kwa kutumia Lake Nakuru has salty water Learners will watch a video clip on Lake Nakuru National park ( zl0 ). Learners will identify the Swahili names of the animals that are found in Lake Nakuru and their general characteristics. The Major focus will be on the flamingoes who attract many tourists to Lake Nakuru National Park. Learners will mark on the Kenyan maps, which the teacher will have provided them with, other places where flamingos are found in Kenya. Learners will watch the video on Lake Nakuru and identify animals that live on the land within the Lake Nakuru national park. Learners will identify if there are any endangered animals at the Lake Nakuru National Park. On a sheet of paper, the learners will summarize what they have listened to/ or watched and highlight the major points which might be interesting for someone who may go on a safari. Heritage learners will watch video clips (see the links below) and identify the reasons of flamingos migration at the Lake Nakuru. In groups of two, they will discuss the reasons and then meet with other groups to share their ideas. In addition, heritage learners will create small groups with non-heritage and less proficient learners in order to scaffold 17

18 3. Advanced Mid: I can understand the main idea of a presentation on wildlife conservation. Ziwa Nakuru lina maji ya chumvi Lake Nakuru has many flamingoes Ziwa Nakuru lina korongo wengi Flamingos eat Korongo hula Animals at the Lake Nakuru National Park are Wanyama katika mbuga ya wanyama ya ziwa Nakuru ni Flamingos migrate from Lake Nakuru to during the months of Korongo huhama kutoka Ziwa Nakuru hadi Ziwa katika miezi ya Flamingos migrate because of Korongo huhama kwa sababu ya Cultural knowledge: Learners will learn about the significance of the great rift valley to both Kenya and Tanzania through the flamingoes at the Lake Nakuru National Park Content: Lake Nakuru National Park Vocabulary: Non- Wildlife/wanyama pori, pastrolists/wafugaji, pasture/malisho, water/maji, farmers/wakulima, fishermen/wavuvi, draught/ukame, livestock/mifugo, game parks/mbuga za wanyama, fence/ua, electricity/umeme, lion/simba, leopards/chui, cheetah/duma, hyena/fisi, elephants/tembo au ndovu, government/serikali, guards/walinzi, wildlife service/huduma kwa wanyama pole, msitu/forests, mountains/milima, river/mto, vocabulary and some basic information to help them understand the concepts. links: Korongo wa Ziwa Nakuru/Lake Nakuru flamingos: D5sa8Ms Zaidi ya korongo milioni moja/over one million flamingos: CI Learners will listen to a round table presentation from an East African panel on wildlife conservation in Swahili. Learners will first summarize targeted areas of conservation such as forests, lakes, national parks, rivers, etc., Learners will also summarize which animals are targeted in each area. Learners will secondly summarize the presentation based on the people affected by the conservation efforts in terms of their animals, crops, or occupations such as pastoralists, farmers, fishermen, etc. 18

19 lake/ziwa, oacen/bahari Heritage Learners: Human-wildlife conflict/mizozo baina ya watu na wanyama pori, revenue/mapato Grammatical Structures: Noun classes, adjectives, pronouns, demonstratives, tenses, verbs, adverbs, interrogatives Ngeli, vivumishi, viwakilishi, vionyeshi, nyakati, vitenzi, vielezi, viulizi Language chunks: The Kenyan and Tanzanian governments have fenced the game parks/forests Serikali za Kenya na Tanzania zimezingira mbuga za wanyama/misitu kwa ua The Kenyan/Tanzanian governments have wildlife service units Serikali za Kenya na Tanzania zina vikosi vya huduma kwa wanyama pori Some parts of the national parks are not fenced Baadhi ya sehemu za mbuga za wanyama hazijazingirwa kwa ua Dangerous wild animals from the national park sneak out Wanyama pori hatari hutoroka kutoka mbugani Wild animals kill the pastrolists livestock Wanyam pori huua mifugo wa wafugaji Wild animals destroy people s farms Wanyama prori huharibu mashamba ya watu People kill the wild animals Watu huua wanyama pori Draught causes human-wildlife conflict Ukame husababisha mzozo baina ya watu na wanyama Learners will, in their summaries, identify wildlife-human conflicts that have either led to or emanated from the conservation efforts. 19

20 The pastoralists graze in the national park Wafugaji huwalisha mifugo mbugani How the people benefit from the game parks revenue Jinsi watu hunufaika kutokana na mapato ya mbuga za wanyama Cultural knowledge: Learners will learn about the infrastructure exist to shelter animals. They will also understand the significance of proper habitat for wildlife in the national parks. Content: Wildlife conservation 4. Advanced Mid: I can understand an interview with a government official about the role of the government in the Kenyan and/or Tanzanian preservation of endangered animals, such as elephants. Vocabulary: Wildlife/wanyama pori, wildlife service/huduma kwa wanyama pori, game parks/mbuga za wanyama, wildlife conservation/uhifadhi wa wanyama pori, endangered animals/wanyama walio kwenye hatari ya kuangamia, ban/kupiga marufuku, law/sheria, hunt/winda, poach/uwindaji haramu, burn/choma, smuggling/magendo, guards/walinzi, weapon/silaha, forest/msitu Civic engagement/kuushirikisha umma, corruption/ufisadi Grammatical structures: Noun classes, adjectives, pronouns, Non-Heritage Learners Learners will listen to an interview involving a government official from either Kenya/Tanzania (teachers can act this interview) on the conservation efforts being pursued to protect the endangered animals. First, learners will summarize the interview by identifying the featured endangered animals, as well as parts of their bodies that make them financially valuable. Second, learners will use graphic organizers to summarize conservation efforts for every endangered animal in Swahili Heritage Learners Learners will, apart from carrying out the two activities, identify any civic engagement efforts or cases of corruption mentioned in the 20

21 demonstratives, tenses, verbs, adverbs, interrogatives Ngeli, vivumishi, viwakilishi, vionyeshi, nyakati, vitenzi, vielezi, viulizi Language chunks: The Kenyan/Tanzanian government has fenced the game parks Serikali ya Kenya/Tanzania imezingira mbuga za wanyama kwa ua The Kenyan/Tanzanian government has wildlife service units Serikali ya Kenya/Tanzania ina vikosi vya huduma kwa wanyama pori Kenyan government provides security to the only two remaining white rhinos Serikali ya Kenya hutoa ulinzi kwa vifaru wawili pekee weupe The Kenyan/Tanzanian government has laws against poaching Serikali ya Kenya/Tanzania ina sheria dhidi ya uwindaji haramu The Kenyan/Tanzanian government is involving the local communities Serikali ya Kenya/Tanzania inawashirikisha wanajamii The Kenyan/Tanzanian government is involving the international community Serikali ya Kenya/Tanzania inaihusisha jamii ya kimataifa. The Kenyan government has burned many elephant tasks Serikali ya Kenya imechoma pembe nyingi za ndovu The Kenyan/Tanzanian government provides water to the animals in when there is draught interview. Through The Minute Paper, learners will in 1 minute describe the most meaningful thing they have learned. 21

22 Serikali ya Kenya/Tanzania huwapa wanyama maji wakati wa ukame. The Kenyan/Tanzanian government pays the pastoralists/farmers for the damages the wildlife causes Serikali ya Kenya/Tanzania huwalipa wafugaji/wakulima kwa hasara kutoka kwa wanyama pori. Corruption inhibits conservation efforts Ufisadi hulemaza juhudi za uhifadhi wa wanyama pori Cultural knowledge: Learners will learn about both the short and long term conservation efforts being employed to protect/preserve the East African wildlife. 1. Advanced Low: I can make a presentation related to wildlife conservation in Kenya and Tanzania. Content: Wildlife Conservation Presentational Speaking Vocabulary: Wildlife/wanyama pori, pastrolists/wafugaji, pasture/malisho, water/maji, farmers/wakulima, fishermen/wavuvi, draught/ukame, livestock/mifugo, game parks/mbuga za wanyama, fence/ua, electricity/umeme, lion/simba, leopards/chui, cheetah/duma, hyena/fisi, elephants/tembo au ndovu, government/serikali, guards/walinzi, wildlife service/huduma kwa wanyama pole, msitu/forests, mountains/milima, river/mto, lake/ziwa, oacen/bahari Learners will present their findings on wildlife conservation using a poster. In their presentations, learners will highlight specific animal habitations that are needed to be preserved such as, forests, mountains, rivers, lakes, etc., Having identified the habitations, learners will delve into each one of them and identify specific animals that live there and the type of dangers they face. In both tasks, learners will answer questions from the audience. Learners will use PowerPoint presentations to talk about the situations in both countries that 22

23 Human-wildlife conflict/mizozo baina ya watu na wanyama pori, revenue/mapato Grammatical structures: Noun classes, adjectives, pronouns, demonstratives, tenses, verbs, adverbs, interrogatives Ngeli, vivumishi, viwakilishi, vionyeshi, nyakati, vitenzi, vielezi, viulizi Language chunks: The Kenyan and Tanzanian governments have fenced the game parks/forests Serikali za Kenya na Tanzania zimezingira mbuga za wanyama/misitu kwa ua The Kenyan/Tanzanian governments have wildlife service units Serikali za Kenya na Tanzania zina vikosi vya huduma kwa wanyama pori Some parts of the national parks are not fenced Baadhi ya sehemu za mbuga za wanyama hazijazingirwa kwa ua Dangerous wild animals from the national park sneak out Wanyama pori hatari hutoroka kutoka mbugani Wild animals kill the pastrolists livestock Wanyam pori huua mifugo wa wafugaji Wild animals destroy people s farms Wanyama prori huharibu mashamba ya watu People kill the wild animals Watu huua wanyama pori Draught causes human-wildlife conflict Ukame husababisha mzozo baina ya watu na wanyama The pastoralists graze in the national park have necessitated the ongoing concerted efforts from multiple stakeholders to pursue different conservation initiatives. The situations will be backed up by data both in terms of the animals killed, monetary value attributed to the smuggled body parts. Learners will answer questions from the audience. 23

24 Wafugaji huwalisha mifugo mbugani How the people benefit from the game parks revenue Jinsi watu hunufaika kutokana na mapato ya mbuga za wanyama Cultural knowledge: Learners will demonstrate their cultural understanding of the tension emanating from the need to conserve the wildlife and the people s socio-economic activities in both Kenya and Tanzania Content: Wildlife conservation 2. Advanced Low: I can provide a rationale for the importance of the Kenyan and Tanzanian government's role in preservation of endangered animals. Vocabulary: Wildlife/wanyama pori, wildlife service/huduma kwa wanyama pori, game parks/mbuga za wanyama, wildlife conservation/uhifadhi wa wanyama pori, endangered animals/wanyama walio kwenye hatari ya kuangamia, ban/kupiga marufuku, law/sheria, hunt/winda, poach/uwindaji haramu, burn/choma, smuggling/magendo, guards/walinzi, weapon/silaha, forests/misitu, human activity/shughuli za binadamu, water sources/vyanzo vya maji Civic engagement/kuushirikisha umma, corruption/ufisadi Grammatical structures: Noun classes, pronouns, adjectives, verbs, Learners will make a poster presentation on the conservation initiatives that Kenya and Tanzania have implemented in different parts of the two countries such as fencing around the forests, planting trees, passing laws, etc. For each conservation initiative, learners will show the human activities that prompted it and how those human activities affected the wildlife. In both tasks, learners will answer questions from the audience. Learners will make PowerPoint presentations on the government initiatives and rationale in engaging members of the public in conservation efforts and the fight against corruption. 24

25 adverbs, tenses Ngeli, viwakilishi, viwakilishi, vitenzi, vielezi, vitenzi Language chunks: Animals are rare Wanyama hawapatikani kwa wingi Animals are faced with a real danger of extinction Wanyama wamo katika hatarini ya kuangamia Poachers kill many animals every year Wawindaji haramu huwaua wanyama wengi kila mwaka Poachers smuggle animal parts Wawindaji haramu huuza sehemu za wanyama kimagendo People cut down the trees in the forests Watu hukata miti misituni Cutting down of trees affect sources of water for animals Ukataji wa miti huathiri vyanzo vya maji ya wanyama Pastrolists invade the game parks during the dry seasons Wafugaji huingilia huingilia mbuga za wanyama wakati wa kiangazi. Wildlife is a major tourist attraction Wanyama pori ni kivutio kikubwa cha watalii Wildlife is a brings in a lot of foreign exchange Wanyama pori huleta pesa nyingi za kigeni Conservation is done for the future generation Uhifadhi unafanywa kwa sababu ya vizazi vya kesho Public participation is important Kushiriki kwa umma ni muhimu Cultural knowledge: 25

26 Learners will learn about the endangered animals and understand why their existences are threatened. They will also explore the many reasons that compel the governments to initiate strict conservation strategies and laws. Content: Wildlife conservation 3. Advanced Mid: I can present on the geography, climate, habitat, and wildlife of the Lake Nakuru National Park in Kenya. Vocabulary: Lake/ziwa, Rift Valley/Bonde la ufa, birds/ndege, Flamingo/korongo, hippo/kiboko, rhino/kifaru, baboon/nyani, giraffes/twiga, buffalo/nyati au mbogo, lion/simba, leopard/chui, tourist/watalii, colors/rangi, months/miezi, seasons/majira, weather/hali ya hewa, numbers/nambari, compass/direction, Mlima/mountain, weatther/hali ya hewa, transportation/usafiri, lodges/nyumba za wageni migrate/hama, economy/uchumi, salt-water lake/ziwa la maji ya chumvi, fresh-water lake/ziwa la maji safi Grammatical structures: noun classes, pronouns, demonstratives, adjectives, verbs-to have, tenses ngeli, viwakilishi, vionyeshi, vivumishi, vitenzi-kuwa na, nyakati Language chunks: Lake Nakuru National Park is located (direction) of Nairobi Learners will, through the use of maps and posters describe the geography of the Lake Nakuru National Park in terms of its location, direction from Nairobi, weather around Lake Nakuru National Park, geographical features such as Mt. Menengai, The Rift Valley, communities around the park, etc. Learners will then delve into the wildlife that is found at the Lake Nakuru National Park and how the features in the first task make the park habitable for the wildlife. Learners will present using the PowerPoint presentations the economic benefits to the local community from the Lake Nakuru National Park. In particular, how the migration of the flamingos affect the local economy. 26

27 Mbuga ya Ziwa Nakuru iko (dira) kutoka Nairobi Nakuru is located (distance in km ) from Nairobi Nakuru iko (kilometa) kutoka Nairobi You can travel to Lake Nakuru National Park by Uanaweza kusafiri kwenda Mbuga ya Ziwa Nakuru kwa kutumia Lake Nakuru has salty water Ziwa Nakuru lina maji ya chumvi Lake Nakuru has many flamingoes Ziwa Nakuru lina korongo wengi Flamingos are in color Korongo wana rangi Flamingos eat Korongo hula Animals at the Lake Nakuru National Park are Wanyama katika mbuga ya wanyama ya ziwa Nakuru ni The park opens/closes at Mbuga hufunguliwa/hufungwa saa Flamingos migrate from Lake Nakuru to during the months of Korongo huhama kutoka Ziwa Nakuru hadi Ziwa katika miezi ya Flamingos migrate because of Korongo huhama kwa sababu ya Cultural knowledge: Learners will learn about the Great Rift Valley in East Africa and how it influences the people s lives as demonstrated through the Lake Nakuru National Park. Content: Lake Nakuru National Park 27

28 4. Advanced Mid: I can present arguments for and against legal hunting in a national park. Vocabulary Non-Heritage Learners: Traditional/ -a kitamaduni, village/kijiji, community/jamii, participate/shiriki, leader/kiongozi, time/saa, times of the day/nyakati za siku, days of the week/siku za juma, months/miezi, numbers/nambari, team/timu, colors/rangi, crowd/umati wa watu, cheer/shangilia, dance/densi, village/kijiji, neighbor/jirani communal life/maisha ya jumuiya, economy/uchumi Grammatical structures: Noun classes, pronouns, adjectives, demonstratives, verbs, adverbs, interrogatives, tenses ngeli, viwakilishi, vivumishi, vionyeshi, vitenzi, vielezi, viulizi, vitenzi Language chunks: The game is popular among the (community) Shindano ni maarufu miongoni mwa jamii ya The game takes place in (month) Shindano hufanyika katika mwezi wa The game usually takes place on (day of the week) Shindano kwa kawaida hufanyika mnamo siku ya The game usually takes place at (time) Non-Heritage Learners In preparation for their debate activity, learners will gather their research about animal hunting in the national parks. They will also use their graphic organizers from previous activities as a reference. The class will be divided into two groups, learners in group one will outline five arguments against legal hunting (i.e. animal s pain and suffering: since they mostly get injured, animals have right, endangering animals, it tears animal families apart, etc.). Learners in the group two will outline five arguments for legal hunting (i.e. it controls animal s over populations, hunting is a ritual, etc.) During the debate, learners will clearly verbalize their positions on this topic. They will use convincing arguments to sway others opinion. Heritage Learners In addition to the above task, heritage learners will engage in some deeper and more meaningful conversation about the topic. 28

29 Shindano kwa kawaida hufanyika saa The participants are people from local villages Wanaoshiriki ni watu kutoka vijiji vya karibu The villages accompany their bulls to the field Wanakijiji husindikiza fahali wao kwenye uwanja The villagers sing traditional songs Wanakijiji huimba nyimbo za kitamaduni The bulls have names of famous people Mafahali wana majina ya watu maarufu Villagers and friends cheer their bulls Wanakijiji na marafiki huwashangilia mafahali wao Community members of both genders participate Wanajamii wa jinsia zote hushiriki The competitions build friendships through bringing people together Mashindano hujenga urafiki kwa kuwaleta watu pamoja The winner gets cash prize Mshindi hupata zawadi ya pesa Cultural Knowledge: Learners will learn about the endangered animals and understand why their existences are threatened, including illegal hunting. Content: Hunting Materials & Other Resources: Describe the primary resources that you plan to use for the program. Be specific so that these resources can be shared with other programs. The materials and resources named here should be specific to your program. 29

30 Tamasha za Utamaduni Lamu/Lamu cultural performances: Mashindano ya jahazi Lamu/Dhow racing in Lamu: Densi ya vijiti Lamu/The stick dance in Lamu: Mshindano ya fahali/bullfighting: Mashindano ya fahali/bullfighting: Mizozo baina ya WaMaasai na wanyama pori/wildlife-maasai conflict: Lake Nakuru National park ( ). Korongo wa Ziwa Nakuru/Lake Nakuru flamingos: Zaidi ya korongo milioni moja/over one million flamingos: Daily Schedule: Describe the typical daily schedule for a participant. Consider how to create a program day that creates a blend of different types of activities and learning experiences throughout the day. Consider how culture, content, and language are integrated in each learning experience throughout the day. Schedule Indicate the daily schedule giving start and end times for each segment of the day Activity Indicate what will be happening at the specified time 9:00 9:20 Opening activity: Teacher will review homework and introduce the objectives of the day (daily schedule will vary). 9:20 10:20 Learning Episodes Speaking/Listening Learners will be learning the new lesson through interpersonal, interpretive and presentational modes of communication, such as: group work, independent work, games, storytelling, 30

31 drawing, role-playing, etc. The teacher will conduct a formative assessment throughout the lesson. He/she will use recasting to correct learners pronunciation. 10:20-10:40 Break 10:40 12:00 Learning Episodes Reading/Writing Learners will be learning the new lesson through interpersonal, interpretive and presentational modes of communication, such as: group work, independent work, games, storytelling, drawing, role-playing, etc. The teacher will conduct a formative assessment throughout the lesson. 31