| Curricular Competency |
Narrate stories, both orally and in writing |
Punjabi 11 |
Thinking and communicating |
| Keyword: Narrate |
Elaboration: Use expressions of time and transitional words to show logical progression.Use past, present, and future time frames. |
| Keyword: stories |
Elaboration: 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. |
|
| Curricular Competency |
Use various strategies to increase understanding and produce oral and written language |
Punjabi 11 |
Thinking and communicating |
| Keyword: strategies |
Elaboration: For example:rephrase in Punjabi to compensate for unknown expressionsmake personal notes to use as a reference for oral and written productionactively review common, useful expressions and patterns to refine communication |
|
| Curricular Competency |
Analyze cultural points of view in texts |
Punjabi 11 |
Thinking and communicating |
| 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 |
Demonstrate degrees of formality in speech and writing to reflect different purposes |
Punjabi 11 |
Thinking and communicating |
| Keyword: purposes |
Elaboration: e.g., to convince, inform, entertain |
|
| Curricular Competency |
Derive meaning in a wide variety of contexts |
Punjabi 11 |
Thinking and communicating |
| Keyword: contexts |
Elaboration: e.g., contexts differing in terms of audience, purpose, setting, formality/informality |
|
| Curricular Competency |
Recognize how choice of words affects meaning |
Punjabi 11 |
Thinking and communicating |
| Keyword: choice of words |
Elaboration: For example:nuances between verb tenses (e.g., ਦੇਖਣਾ, ਦੇਖੋ, ਦੇਖਿਆ)pronouns (e.g., ਤੂੰ, ਤੁਸੀ)words with close but not identical meanings (e.g., ਸਿੰਗ versus ਸਿੰਘ) |
|
| Big Ideas |
Developing proficiency in a new language provides opportunities for careers, travel, personal growth, and study abroad. |
Spanish 11 |
No CCG |
|
| Big Ideas |
Exploring diverse forms of cultural expression promotes greater understanding of our own cultural identity. |
Spanish 11 |
No CCG |
| Keyword: forms of cultural expression |
Elaboration: 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) |
|
| Big Ideas |
The communicative context determines how we express ourselves. |
Spanish 11 |
No CCG |
|
| Big Ideas |
Language and culture are interconnected and shape our perspective, identity, and voice. |
Spanish 11 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent supports our acquisition of a new language. |
Spanish 11 |
No CCG |
|
| Content |
ethics of cultural appropriation and plagiarism |
Spanish 11 |
No CCG |
| Keyword: cultural appropriation |
Elaboration: The 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 |
Hispanic works of art |
Spanish 11 |
No CCG |
| Keyword: works of art |
Elaboration: e.g., creative works in dance, drama, music, visual arts |
|
| Content |
distinguishing features of major Spanish and Hispanic regional dialects |
Spanish 11 |
No CCG |
| Keyword: regional dialects |
Elaboration: e.g., accents, idiomatic expressions, local slang vocabulary |
|
| Content |
language formality and etiquette |
Spanish 11 |
No CCG |
| Keyword: language formality and etiquette |
Elaboration: elements of formal and informal speech and writing (e.g., estos versus esos; aquí versus ahí)etiquette, such as addressing people they have not met before as señor or señora + surname/titleuse of topic-specific jargon, abbreviations, and texting short forms (e.g., tqm = te quiero mucho; tbn = también; q = que) |
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