Big Ideas
Big Ideas
Listening and viewing with intent supports our acquisition and understanding of a new language.
Stories
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
give us unique ways to understand and reflect on meaning.
Expressing ourselves and engaging in conversation in a new language require courage, risk taking, and perseverance.
Cultural expression
represents the experience of the people from whose culture it is drawn; for example, celebrations, customs, folklore, language use, traditions, and creative works (e.g., books, paintings, pictures, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
can take many different forms.
Acquiring a new language provides a unique opportunity to access and interact with diverse communities.
Content
Learning Standards
Content
vocabulary, sentence structures, and expressions, including:
- complex questionsopen-ended questions, such as those beginning with how and why, or those that involve reflection or deep thinkingand instructions
- activities, situations, and events
- descriptions of people, objects, places, and personal interests
- sequence of events
elements of common texts
e.g., format (letter versus email message), language, context, audience, register (informal versus formal), purpose
common elements of stories
e.g., place, characters, setting, plot, problem and resolution
past, present, and future time frames
e.g., using appropriate tenses (e.g., ਮੈਂ ਬਰਗਰ ਖਾਂਦਾ ਹਾਂ। ਤੁਸੀਂ ਕੀ ਖਾ ਰਹੇ ਹੋ?)
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
Punjabi works of art
e.g., creative works in dance, drama, music, or visual arts
Punjabi media
e.g., online resources, articles, blogs, cartoons, music, news, videos
cultural aspects of various Punjabi communities
contributions of Punjabi Canadians to society
ethics of cultural appropriation
use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and plagiarism
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize the relationships between Punjabi letter patterns, pronunciation
e.g., predict the pronunciation of written words and groups of words
, and meaning
Recognize how choice of words
e.g., degrees of formality, degrees of directness, verb tense, modality
affects meaning
Comprehend key information and supporting details in speech and a variety of other texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Comprehend meaning and viewpoints in stories
Use various strategies
For example:
to increase understanding and produce oral and written language
- integrate new vocabulary into familiar Punjabi structures
- take risks to extend language boundaries
- use a variety of reference materials
Narrate stories, both orally and in writing
- Use expressions of time and transitional words to show logical progression.
- Use past, present, and future time frames.
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, orally and in writing
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Seek clarification and verify
e.g., request or provide repetition, word substitution, reformulation, or reiteration
meaning
Personal and social awareness
Describe regional, cultural, and linguistic practices, traditions, and attitudes in various Punjabi regions and their role in shaping cultural identity
Appreciate that there are regional variations
e.g., different dialects of Punjabi regions and communities
in Punjabi
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants with service in Punjabi
with Punjabi people and communities
Analyze personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge