| Curricular Competency |
Use various strategies to increase understanding and produce oral and written language |
Punjabi 12 |
Thinking and communicating |
| Keyword: strategies |
Elaboration: For example:negotiate meaning by using questions in Punjabi and other techniques for clarificationsummarize information in oral, visual, and written formsuse dictionaries and other reference materials for clarity of comprehension and expression |
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| Curricular Competency |
Locate, explore, and interpret a variety of authentic texts in Punjabi |
Punjabi 12 |
Thinking and communicating |
| Keyword: Locate |
Elaboration: search for various types of Punjabi texts |
| Keyword: texts |
Elaboration: “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). |
|
| Curricular Competency |
Negotiate meaning in a wide variety of contexts |
Punjabi 12 |
Thinking and communicating |
| Keyword: contexts |
Elaboration: e.g., contexts differing in terms of audience, purpose, setting, formality/informality |
|
| Big Ideas |
Becoming more proficient in French allows us to explore diverse opportunities. |
Core French 12 |
No CCG |
| Keyword: opportunities |
Elaboration: for example, educational, personal, professional, social, and travel opportunities |
|
| Big Ideas |
Exploring diverse forms of cultural expression promotes a greater understanding and appreciation of cultures worldwide. |
Core French 12 |
No CCG |
| Keyword: forms of cultural expression |
Elaboration: represent the experience of the people from whose culture they are drawn; for example, customs, folklore, language use, traditions, ways of celebrating, and creative works (e.g., architecture, dance, filmmaking, musical composition, painting, poetry and prose, sculpture, theatre) |
|
| Big Ideas |
Appreciation of Francophone cultures allows us to understand and explore global issues with greater awareness. |
Core French 12 |
No CCG |
|
| Big Ideas |
Sharing our feelings, opinions, and beliefs in French enhances our identity as French speakers. |
Core French 12 |
No CCG |
|
| Big Ideas |
With increased proficiency in French, we can discuss and justify opinions with nuance and clarity. |
Core French 12 |
No CCG |
|
| Big Ideas |
Language learning is a lifelong process. |
Core French 12 |
No CCG |
|
| Content |
ethics of cultural appropriation and plagiarism |
Core French 12 |
No CCG |
| Keyword: cultural appropriation |
Elaboration: 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 |
|
| Content |
idiomatic expressions from across la francophonie |
Core French 12 |
No CCG |
| Keyword: idiomatic expressions |
Elaboration: for example:expressions using avoir, faire, être (e.g., avoir besoin de, faire beau, être d’accord)expressions from l’argot (e.g., jaser for bavarder)other expressions (e.g., coûter les yeux de la tête, c’est dommage, un coup de foudre) |
|
| Content |
register and language etiquette |
Core French 12 |
No CCG |
| Keyword: register and language etiquette |
Elaboration: elements of formal versus informal speech and writing (e.g., cela versus ça; que l’on versus qu’on; c’est pourquoi versus c’est la raison pour laquelle)etiquette, such as addressing people they have not met as Monsieur or Madame + surname/title (e.g., Monsieur le Directeur)use of topic-specific jargon, abbreviations, and txt spk (e.g., mdr = mort de rire [LOL]; @+ = à plus tard; cad = c’est-à-dire; bp de = beaucoup de; qqn = quelqu’un; qqch = quelque chose) |
|
| Content |
commonly used vocabulary and sentence structures for communication in past, present, and future time frames:- questions
- sequences of events
- doubts, wishes, possibilities, and hypothetical situations
- explanations of needs, emotions, and opinions
|
Core French 12 |
No CCG |
| Keyword: past, present, and future |
Elaboration: for example, J’ai étudié pour mon test hier soir; Il faisait des sports quand il était jeune; Elles étaient parties avant la fête; Elles ne sont pas à l’école aujourd’hui; Nous allons regarder un film demain; Je ferai mes devoirs en rentrant chez moi; Voudriez-vous manger au restaurant à midi?; Je ne veux pas que tu partes en voyage |
| Keyword: questions |
Elaboration: including using open-ended questions to elicit a deeper level of response (e.g., Pourquoi as-tu choisi ce film?; Le français, comment est-il similaire à l’anglais?) |
| Keyword: sequences |
Elaboration: using appropriate verb tenses and expressions of time (e.g., premièrement, en premier, tout d’abord, au début, pour commencer, deuxièmement, après, de plus, ensuite, puis, par la suite, troisièmement, finalement, dernièrement, en dernier lieu, enfin, pour conclure, pour terminer, après 30 minutes, une heure plus tard, à partir de ce moment, auparavant, à l’époque, autrefois, désormais, sous peu, tout de suite) |
| Keyword: doubts, wishes, possibilities, and hypothetical situations |
Elaboration: for example, Je ne pense pas que…; Je doute que…; J’espère que…; J’aimerais…; Il est possible que… |
| Keyword: needs, emotions, and opinions |
Elaboration: for example, J’ai besoin de…; Il faut que…; Je suis triste que…; Je suis ravi que…; Je ne crois pas que…; Je ne pense pas que… |
|
| Curricular Competency |
Identify and explore opportunities to continue language acquisition beyond graduation |
Core French 12 |
Personal and social awareness |
| Keyword: continue language acquisition |
Elaboration: for example, clubs, meet-ups, online resources, personal connections, travel, volunteering |
|
| Curricular Competency |
Identify and explore personal, educational, and professional opportunities requiring proficiency in French |
Core French 12 |
Personal and social awareness |
|