Topic(s): E. Religion, Myths & Legends, Folklore
1. Folktales contain universal values that reflect the attitudes, beliefs, customs, traditions, and values of the ethnic group.
2. The cultural perspectives that are inherent in the folktales.
3. Proverbs contain the wisdom of the ancients.
1. What are common themes throughout different cultures' folktales?
2. What are the characteristics of folktales?
3. Why do people use proverbs?
"Kongjwi and Patjwi" introduces aspects of Korean cultures such as traditional clothes, houses, proverbs, typical expressions of daily life, and traditional wedding ceremonies.
We explore these cultural aspects through this folktale to present and share anew for a local community project .
A simple version of Kongjwi and Patjwi:
1. The script with illustrations of main events of the story
2. The video clip: https://www.youtube.com/watch?v=e8x2MokXL3s.
3. PowerPoint slides with authentic material such as the art of the Joseon Dynasty and pictures of Korean modern times.
4. Realia: Korean traditional clothes- Hanbok, wedding dress, shoes, hats, and accessories.
5. Picture books of "Kongjwi and Patjwi"
6. An Infographic about the hierarchical society of the Joseon Dynasty.
1. Students watch a video of "Kongjwi and Patjwi," and then write down the characters’ names.
2. Students read the PPT slides and compare the two stories of “Kongjwi and Patjwi” and “Cinderella” on the story’s background and plot.
1. I can identify the characters of the story.
2. I can recognize the names and personalities of the two-story characters and their daily lives with a few words and phrases that I learned or memorized with the help of visuals.
1. Students work in pairs by asking each other what Kongjwi’s tasks are and how others help her.
2. Students share similarities and differences between the two stories in small groups by looking at the picture cards.
1. I can exchange information with my partner about the main character's impossible tasks and her helpers.
2. I can ask and answer questions about what kinds of chores the two-story characters have done.
1. Students make the storyboard with given pictures and sentences to present to the community project.
2. Students create a Venn diagram to compare the two stories using Pictionary.
1. I can make a storyboard of Kongjwi by matching the given pictures with sentences.
2. I can tell the similarities and differences between the two stories using picture cards and learned phrases or vocabulary.
A detailed version of Kongjwi and Patjwi :
1. The script of the story
2. The video clip: https://www.youtube.com/watch?v=mckq5zM1Ca8
3. PowerPoint slides with authentic material such as the art of the Joseon Dynasty and pictures of Korean modern times.
4. Realia: Korean traditional clothes- Hanbok, wedding dress, shoes, hats, and accessories.
5. Picture books of "Kongjwi and Patjwi"
6. An Infographic about the hierarchical society of the Joseon Dynasty.
1. With the provided reading material, students circle vocabulary and sentences that they understand while they watch a video of Kongjwi’s story.
2. Students look at the PPT slides for "Kongjwi and Patjwi” and compare traditional Korean costumes, houses, and cultural living in the past with those of modern times.
1. I can recognize the traits of the characters in the story.
2. I can identify that aspects of Korean culture in the past are different from the present.
1. Students share information about the main character's life and compare her life to their own.
2. Students are divided into groups with topics such as costumes, houses, and everyday tools to exchange information that they will present on.
1. I can share the similarities and differences between the main character's life and mine.
2. I can exchange information on traditional Korean houses, Hanok, and traditional Korean clothes, Hanbok.
1. Students create a poster or PowerPoint with Google slides comparing the life of the main character with modern life.
2. Each group creates a Korean traditional culture presentation board or poster to introduce to other language classes and community groups.
1. I can create a poster and present a comparison of modern life with the main character's life.
2. I can describe the structure of Hanok, a traditional Korean house, and the traditional Korean heating system, Ondol.
1. The story of "Konjwi and Patjwi"
2. Newspaper articles and cartoons quoting provers.
3. PowerPoint slides with authentic material such as the art of the Joseon Dynasty and pictures of Korean modern times.
4. Realia: Korean traditional clothes- Hanbok, wedding dress, shoes, hats, and accessories.
5. Picture books of "Kongjwi and Patjwi"
6. An Infographic about the hierarchical society of the Joseon Dynasty.
1. Students read the story of “Kongjwi and Patjwi” and an article describing the cultural elements represented by the characters in the folktale.
3. Students learn about the characteristics of the iconic character in traditional Korean folktales through "Kongjwi and Patjwi" and learn the provers derived from the story.
1. I can analyze the main idea and the cultural significance of the characters in the story.
3. I can understand some proverbs derived from the folktale, which are often used in everyday life in Korea.
1. Students answer questions about what cultural symbols the characters represent in the folktale and whether there are stories with similar characters in their culture.
2. In groups, students discuss idioms represented in folktales that symbolize Korean culture and exchange information on whether their culture has similar character types and expressions.
1. I can discuss with my classmates the symbolic characters in the folktale and make connections within my own culture.
2. I can discuss with my peers whether idioms derived from traditional Korean folktales are also present in Western culture.
1. Students write an essay about the cultural values represented in the folktale and introduce any folktales of other cultures that teach similar lessons.
2. The students prepare a group project to tell the story of Kongjwi to other foreign language classes and community groups and introduce the symbolic characters and proverbs that appear in the story.
1. I can write about the moral values that the folktale contains and introduce a similar story.
2. I can tell the story of "Kongjwi and Patjwi," the symbolic character of the story, and proverbs that derived from the story.