| Curricular Competency |
Engage in experiences with Punjabi people and communities |
Punjabi 9 |
Personal and social awareness |
| Keyword: Engage in experiences |
Elaboration: e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants with service in Punjabi |
|
| Curricular Competency |
Describe similarities and differences between their own cultural practices and traditions and those of Punjabi communities |
Punjabi 9 |
Personal and social awareness |
| Keyword: similarities and differences |
Elaboration: e.g., compare the purpose of activities, celebrations, holidays, practices, and traditions |
|
| Curricular Competency |
Recognize the importance of story in personal, family, and community identity |
Punjabi 9 |
Personal and social awareness |
|
| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Punjabi 9 |
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 and verify meaning |
Punjabi 9 |
Thinking and communicating |
| Keyword: Seek clarification and verify |
Elaboration: e.g., request or provide repetition, word substitution, reformulation, or reiteration |
|
| Curricular Competency |
Exchange ideas and information, both orally and in writing |
Punjabi 9 |
Thinking and communicating |
| Keyword: Exchange ideas |
Elaboration: with peers, teachers, and members of the wider community; can include virtual/online conversations |
|
| Curricular Competency |
Participate in short and simple conversations |
Punjabi 9 |
Thinking and communicating |
|
| Curricular Competency |
Narrate stories, both orally and in writing |
Punjabi 9 |
Thinking and communicating |
| Keyword: Narrate |
Elaboration: Use expressions of time and transitional words to show logical progression.Use past, present, and future time frames. |
|
| Curricular Competency |
Use various strategies to increase understanding and produce oral and written language |
Punjabi 9 |
Thinking and communicating |
| Keyword: strategies |
Elaboration: 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 |
|
| Curricular Competency |
Comprehend meaning in stories |
Punjabi 9 |
Thinking and communicating |
|
| Curricular Competency |
Derive meaning from speech and a variety of other texts |
Punjabi 9 |
Thinking and communicating |
| Keyword: Derive meaning |
Elaboration: Understand key information, supporting details, time, and place. |
| 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 |
Recognize the relationships between Punjabi letter patterns, pronunciation, and meaning |
Punjabi 9 |
Thinking and communicating |
| Keyword: letter patterns, pronunciation |
Elaboration: e.g., predict the pronunciation of written words and groups of words |
|
| Big Ideas |
Each culture has traditions and ways of celebrating. |
Punjabi 5 |
No CCG |
|
| Big Ideas |
Stories help us to acquire language. |
Punjabi 5 |
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 |
We can explore our identity through a new language. |
Punjabi 5 |
No CCG |
|