Punjabi Introductory 11

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

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.
help us acquire language and understand the world
by exploring, for example, thoughts, feelings, knowledge, culture, and identity
around us.
Expressing ourselves in a new language requires courage, risk taking, and perseverance.
Exploring diverse forms of cultural expression
represent the experience of the people from whose culture they are 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)
allows us to experience and appreciate cultural diversity.
Acquiring a new language provides a unique opportunity to access and interact with diverse communities.

Content

Learning Standards

Content

Punjabi alphabet
Gurmukhi script, which is based on the “one sound, one symbol” principle
, symbols, sounds
e.g., structure, formations, and sounds of the Gurmukhi script
, phonemes
consonant sounds, short and long vowel sounds, nasal sounds (e.g., ਬਿੰਦੀ, ਟਿੱਪੀ), stress sounds (e.g., aਦਹaਕ), conjuncts/blended sounds (e.g., ਹੳਹੳ in ਡੋਟ-ਕ੍ਰ and ਹੳਹੳ in ਡੋਟ-ਪੜ੍ਹ)
, and letter patterns
e.g., rhyming words and groupings of letters that make the same sound
common, high-frequency vocabulary, sentence structures, and expressions, including:
  • types of questions
    e.g., ਕੀ?, ਕਿਵੇਂ?, ਕਿੱਥੇ?, ਕਦੋਂ?, ਇਹ ਕੀ ਹੈ?, ਕਿਹੜਾ/ਕਿਹੜੀ, ਅਤੇ ਉੱਤਰ ਦੇਣੇ
  • formal and informal
    e.g., ਤੂੰ, ਤੁਸੀਂ
     forms of address
  • gender and number
    • basic masculine, feminine, or gender-identity forms of words
    • variable endings, such as ਕਰਦਾ ਜਾਂ ਕਰਦੀ
    • singular and plural forms of words (number), such as ਕੁਰਸੀ ਅਤੇ ਕੁਰਸੀਆਂ
    • numerals
  • descriptions
    For example:
    • family, pets, friends, community members, characters in texts
    • objects in the classroom, school, home, community
    • where and when an event will take place
     of people, objects, locations, and events
  • personal interests, opinions, and preferences
    e.g., ਮੈਂ ਇਸ ਨੂੰ ਪਸੰਦ ਕਰਦਾ ਹਾਂ ਕਿਉਕਿ... ਮੈਂ ਇਸ ਨੂੰ ਪਸੰਦ ਨਹੀਂ ਕਰਦਾ ਕਿਉਕਿ; ਉਹ ਡਰਦਾ/ਡਰਦੀ ਹੈ…; ਮੇਰੇ ਹਿਸਾਬ ਨਾਲ/ਮੇਰੇ ਮੁਤਾਬਕ…; ਮੈਂ ਇਹ ਸੋਚਦਾ/ਸੋਚਦੀ…; ਮੇਰੀ ਰਾਇ ਨਾਲ… (often uses the present indicative tense)
  • comparisons
past, present, and future time frames
a change in time frame requires a change in wording (e.g., ਮੈਂ ਅੱਜ ਥੱਕਿਆ/ਥੱਕੀ ਹੋਇਆ/ਹੋਈ ਹਾਂ; ਮੈਂ ਕੱਲ ਰੋਟੀ ਖਾਧੀ ਸੀ; ਅਸੀਂ ਕੱਲ਼੍ਹ ਨੂੰ ਹਾਕੀ ਖ਼ੇਡਾਂਗੇ)
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
Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works.
common elements of stories
e.g., place, characters, setting, plot, problem and resolution
cultural aspects
e.g., activities, celebrations, clothing, festivals, food, land, music, protocols, traditions
 of Punjabi communities
Punjabi works of art
e.g., creative works in dance, drama, music, or visual arts
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 pronunciation, intonation, tone of voice
For example:
  • differentiate between a statement and a question
  • recognize the emotion of the speaker and how it relates to his or her message
, and meaning
Comprehend key information
answers to questions such as who, what, where, when, why, and how (e.g., ਕੀ?, ਕਿਵੇਂ?, ਕਿੱਥੇ?, ਕਦੋਂ?, ਇਹ ਕੀ ਹੈ?, ਕਿਹੜਾ/ਕਿਹੜੀ?, ਅਤੇ ਉੱਤਰ ਦੇਣੇ?)
 and details in speech and 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 and retell
Identify key information in oral and written stories and retell stories orally and in writing.
 simple stories, using a variety of strategies
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
 to increase understanding
Use non-verbal cues
e.g., gestures, facial expressions, pictures, props
 to increase understanding and convey meaning
Narrate
  • Use expressions of time and transitional words to show logical progression.
  • Use past, present, and future time frames.
 stories, both orally and in writing
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
 and information using complete sentences, both orally and in writing
Seek clarification and verify
e.g., request or provide repetition, word substitution, reformulation, or reiteration
 meaning
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

Personal and social awareness

Engage in experiences
e.g., blogs, classroom and 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
Consider 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