Punjabi 8

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.
We can express ourselves and talk about the world around us in a new language.
With increased fluency, we can participate actively in reciprocal
involving back-and-forth participation
interactions.
We can share our experiences and perspectives through 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.
.
Creative works
representing the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture
are an expression of language and culture.
Acquiring a new language and learning about another culture deepens our understanding of our own language and culture.

Content

Learning Standards

Content

the relationships between Punjabi letter patterns and pronunciation
  • rhyming words and groupings of letters that make the same sound (e.g., ਬਸ, ਬੱਸ; ਸਿੰਘ, ਸਿੰਗ)
  • groupings of letters and symbols that change the sound (e.g., ਪੈਰ ਵਿੱਚ ਬਿੰਦੀ ਸ਼ to soften the sound, conjunct letters to shorten the 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
  • time and frequency
    e.g., ਅੱਜ, ਕੱਲ੍ਹ, ਪਰਸੋਂ, ਹਰ ਰੋਜ਼, ਨਿੱਤ, ਕੱਲ੍ਹ ਨੂੰ, ਕਦੋਂ, ਕਦੇ/ਕਦੀ ਨਹੀਂ
  • descriptions of people, objects, and locations
  • preferences, emotions, and physical states
    e.g., ਮੈਨੂੰ ਇਸ ਕਰਕੇ ਡਰ ਲਗਦਾ ਹੈ…; ਉਹ ਇਸ ਕਰਕੇ ਡਰਦੀ/ਡਰਦਾ ਹੈ…
  • personal interests, beliefs, and opinions
    e.g., ਉਹ ਡਰਦਾ/ਡਰਦੀ ਹੈ…; ਮੇਰੇ ਹਿਸਾਬ ਨਾਲ/ਮੇਰੇ ਮੁਤਾਬਕ…; ਮੈਂ ਇਹ ਸੋਚਦਾ/ਸੋਚਦੀ…; ਮੇਰੀ ਰਾਇ ਨਾਲ… (often uses the present indicative tense)
  • directions
    e.g., ਸੱਜੇ; ਖੱਬੇ; ਉਪਰ; ਥੱਲੇ; ਉਤਾਂਹ; ਹੇਠਾਂ, north, south, west, east
  • formal and informal modes of address
    e.g., ਤੂੰ, ਤੁਸੀਂ
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 ਖ਼ੇਡਾਂਗੇy)
common elements of stories
place, characters, setting, plot, problem and resolution
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, with consideration for the ethics of cultural appropriation and plagiarism
cultural aspects
e.g., activities, celebrations, dance, festivals, traditions, clothing, food, history, land, music, protocols, rituals, parades, sports, decorations
of Punjabi communities around the world

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Comprehend key information
e.g., who, what, where, when, why, and how
and supporting 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.
stories
Use various strategies
language-learning strategies such as interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
to increase understanding and produce oral and written language
Use intonation and tone of voice
  • differentiate between a statement and a question
  • recognize the emotion of the speaker and how it relates to his or her message
effectively to 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
Follow instructions to complete a task and respond to questions
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, 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

Describe similarities and differences
e.g., compare the purpose of activities, celebrations, holidays, practices, and traditions
between their cultural practices and traditions and those of Punjabi communities
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, stores and restaurants with service in Punjabi
with Punjabi people and communities
Examine 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