Punjabi 12

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

Language learning is a lifelong process.
Sharing our feelings, opinions, and beliefs in a new language contributes to our identity.
With increased language proficiency, we can discuss and justify opinions with nuance and clarity.
Exploring diverse forms of cultural expression
representing 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)
promotes greater understanding and appreciation of cultures worldwide.
Becoming more proficient in a new language enables us to explore global issues.

Content

Learning Standards

Content

increasingly complex vocabulary, sentence structures, and expressions
idiomatic expressions to communicate and understand points of view
, including:
  • complex questions
  • sequence
    expressions of time using appropriate verb tenses (e.g., ਅਖੀਰਲਾ, ਅੱਧੇ ਘੰਟੇ ਬਾਅਦ, ਢਾਈ ਘੰਟੇ ਪਿਛੋ)
     of events in stories
  • doubts, wishes, possibilities, and hypothetical situations
    e.g., ਜੇ ਮੈਂ ਚਾਹੁੰਦੀ ਤਾਂ, ਮੈਨੂੰ ਸ਼ੱਕ ਹੈ ਕਿ
  • emotions
    e.g., ਅਸੀਂ ਸਾਰੇ ਖੁਸ਼ ਹਾਂ
     and opinions
    expressions of support and defence, such as ਮੈਂ ਇਹ ਸੋਚਦਾ ਹਾਂ ਕਿaੁਂਕਿ...; ਮੇਰੇ ਅਨੁਸਾਰ...; ਮੇਰੇ ਮੁਤਾਬਿਕ
  • degrees of formality
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.
past, present, and future time frames
indefinite, continuous, perfect, and perfect continuous tenses
language formality and etiquette
e.g., using elements of formal and informal speech and writing appropriate for audience and purpose, such as ਸ਼੍ਰੀਮਾਨ ਜੀ, ਸ਼੍ਰੀਮਤੀ ਜੀ, ਧੰਨਵਾਦ, ਆਗਿਆਕਾਰੀ, ਕ੍ਰਿਪਾ ਕਰਕੇ, ਬੇਨਤੀ ਹੈ ਕਿ ਆਦਿ
Punjabi resources and services
e.g., websites, blogs, courses, clubs, community centres, newspapers, magazines, other online sources
Punjabi works of art
e.g., creative works in dance, drama, music, or visual arts
cultural impact on behaviour and attitudes
contributions
ways in which Punjabi language and culture have shaped Canadian society
 of Punjabi communities and Punjabi Canadians to Canada
connections
as expressed through creative works (e.g., books, dance, paintings, pictures, poems, songs), regional dialects, historical origins of words and expressions
 between language and culture
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

Negotiate meaning in a wide variety of contexts
e.g., contexts differing in terms of audience, purpose, setting, formality/informality
Locate
search for various types of Punjabi texts
, explore, and interpret a variety of authentic 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).
 in Punjabi
Use various strategies
For example:
  • negotiate meaning by using questions in Punjabi and other techniques for clarification
  • summarize information in oral, visual, and written forms
  • use dictionaries and other reference materials for clarity of comprehension and expression
 to increase understanding and produce oral and written language
Recognize different purposes
e.g., to convince, inform, entertain
, degrees of formality, and cultural points of view in a variety of texts
Analyze and compare elements of creative works from the Punjabi world
Narrate
  • Use expressions of time and transitional words to show logical progression.
  • Use multiple time frames.
 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.
, both orally and in writing
Respond personally
e.g., provide personal interpretations or opinions
 to a variety of texts, including oral, written, and visual forms
Engage
with peers, teachers, and members of the wider community; can include virtual/online conversations
 in conversations on a variety of topics of interest
e.g., personal, local, regional, national, or global topics of interest, such as current events, matters of public debate, political issues, or social trends
, orally and in writing
Express
support, defend, synthesize, evaluate, and respond
 themselves effectively, with fluency and accuracy
e.g., using the full range of tenses and moods, developing flow, employing precise vocabulary, using appropriate structures
, both 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

Personal and social awareness

Identify perspectives
A text can reflect the author's personal point of view, which may include bias.
 in texts
Examine personal, shared, and others' experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Identify and explore educational and personal/professional opportunities
e.g., academic research, translation, international affairs, government, teaching, travel, study abroad
 requiring proficiency in Punjabi
Identify and explore opportunities to continue language acquisition beyond graduation
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