| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Punjabi 7 |
Thinking and communicating |
| Keyword: presentation format |
Elaboration: e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media |
|
| Curricular Competency |
Seek clarification of meaning using common statements and questions |
Punjabi 7 |
Thinking and communicating |
| Keyword: Seek clarification |
Elaboration: Request or provide repetition, word substitution, reformulation, or reiteration (e.g., ਮੈਨੂੰ ਸਮਝ ਨਹੀਂ ਆਈ, ਕ੍ਰਿਪਾ ਕਰਕੇ ਇੱਕ ਵਾਰ ਫਿਰ ਦੱਸੋ, ਇਸ ਨੂੰ ਕਿਸ ਤਰਾਂ ਕਹੋਗੇ?). |
|
| Curricular Competency |
Exchange ideas and information, both orally and in writing |
Punjabi 7 |
Thinking and communicating |
| Keyword: Exchange ideas |
Elaboration: with peers, teachers, and members of the wider community; can include virtual/online conversations |
|
| Curricular Competency |
Follow instructions to complete a task and respond to questions |
Punjabi 7 |
Thinking and communicating |
|
| Curricular Competency |
Use intonation and tone of voice effectively to convey meaning |
Punjabi 7 |
Thinking and communicating |
| Keyword: intonation and tone of voice |
Elaboration: For example:differentiate between a statement and a questionrecognize the emotion of the speaker and how it relates to his or her message |
|
| Curricular Competency |
Use language-learning strategies to increase understanding |
Punjabi 7 |
Thinking and communicating |
| Keyword: language-learning strategies |
Elaboration: e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates |
|
| Curricular Competency |
Comprehend meaning in stories |
Punjabi 7 |
Thinking and communicating |
|
| Curricular Competency |
Comprehend key information and supporting details in slow, clear speech and other texts |
Punjabi 7 |
Thinking and communicating |
| Keyword: key information |
Elaboration: 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?) |
| 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). |
|
| Big Ideas |
Acquiring a new language provides a unique opportunity to access and interact with diverse communities. |
Japanese 10 |
No CCG |
|
| Big Ideas |
Cultural expression can take many different forms. |
Japanese 10 |
No CCG |
| Keyword: Cultural expression |
Elaboration: represents the experience of the people from whose culture it is drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture) |
|
| Big Ideas |
Expressing ourselves and engaging in conversation in a new language require courage, risk taking, and perseverance. |
Japanese 10 |
No CCG |
|
| Big Ideas |
Stories give us unique ways to understand and reflect on meaning. |
Japanese 10 |
No CCG |
| 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. |
|
| Big Ideas |
Listening and viewing with intent supports our acquisition and understanding of a new language. |
Japanese 10 |
No CCG |
|
| Content |
ethics of cultural appropriation and plagiarism |
Japanese 10 |
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 |
contributions of Japanese Canadians to society |
Japanese 10 |
No CCG |
|