| Big Ideas |
Reciprocal communication is possible using high-frequency words and patterns. |
Punjabi 5 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and-forth participation |
|
| Big Ideas |
Both verbal and non-verbal cues contribute meaning in language. |
Punjabi 5 |
No CCG |
| Keyword: non-verbal cues |
Elaboration: e.g., gestures, facial expressions, pictures, props |
|
| Big Ideas |
Listening and viewing with intent helps us acquire a new language. |
Punjabi 5 |
No CCG |
|
| Content |
common elements of Punjabi cultural festivals and celebrations |
Punjabi 5 |
No CCG |
| Keyword: common elements |
Elaboration: e.g., activities, clothing, artistic expression, dance, decorations, food, music, parades, sports |
| Keyword: cultural festivals and celebrations |
Elaboration: e.g., Diwali, Vaisakhi, Lohri |
|
| Content |
Punjabi communities across Canada |
Punjabi 5 |
No CCG |
| Keyword: Punjabi communities |
Elaboration: regional demographic centres with Punjabi heritage (e.g., Paldi, B.C.; sites in Metro Vancouver and the Greater Toronto Area) |
|
| Content |
Punjabi works of art |
Punjabi 5 |
No CCG |
| Keyword: works of art |
Elaboration: e.g., creative works in dance, drama, music, or visual arts, with consideration for the ethics of cultural appropriation and plagiarism |
|
| Content |
First Peoples perspectives connecting language and culture, including oral histories, identity, and place |
Punjabi 5 |
No CCG |
| Keyword: oral histories |
Elaboration: e.g., conversations with an Elder about celebrations, traditions, and protocols |
| Keyword: identity |
Elaboration: Identity is influenced by, for example, traditions, protocols, celebrations, and festivals. |
| Keyword: place |
Elaboration: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works. |
|
| Content |
common, high-frequency vocabulary, sentence structures, and expressions, including:- simple questions and descriptions
- basic information about self and others
- numerals
- gender and number
- formal and informal modes of address
|
Punjabi 5 |
No CCG |
| Keyword: questions |
Elaboration: e.g., ਕਿਵੇਂ…?, ਇਹ……ਹੈ?, ਕਿੱਥੇ…?, ਕਦੋਂ…?, ਕਿਹੜਾ…?, ਕੀ…? |
| Keyword: descriptions |
Elaboration: descriptive words such as numbers, colours, sizes, and other physical attributes |
| Keyword: information |
Elaboration: e.g., expressions used in greetings, salutations, and getting to know others (e.g., ਸਤਿ ਸ੍ਰੀ ਅਕਾਲ; ਤੁਸੀਂ ਕਿਵਂੇ ਹੋ?...; ਤੁਹਾਡਾ ਕੀ ਹਾਲ ਹੈ?; ਤੁਹਾਡੀ ਕਿੰਨੀ ਉਮਰ ਹੈ?; ਮੇਰਾ ਨਾਮ…; ਮੈਂ ___ਸਾਲ ਦਾ/ਦੀ ਹਾਂ; ਮੈਂ ____ ਹਾਂ…; ਮੈਂ ____ ਪਸੰਦ ਕਰਦਾ/ਕਰਦੀ ਹਾਂ…; ਅਸੀਂ ___ ਭੈਣ-ਭਰਾ ਹਾਂ।…) |
| Keyword: numerals |
Elaboration: Gurmukhi numerical symbols |
| Keyword: gender and number |
Elaboration: basic masculine, feminine, or gender-identity forms of wordsvariable endings, such as ਕਰਦਾ ਜਾਂ ਕਰਦੀsingular and plural forms of words (number), such as ਕੁਰਸੀ ਅਤੇ ਕੁਰਸੀਆਂ |
| Keyword: modes of address |
Elaboration: e.g., ਤੂੰ, ਤੁਸੀਂ |
|
| Content |
Punjabi language origin |
Punjabi 5 |
No CCG |
|
| Content |
Punjabi phonemes |
Punjabi 5 |
No CCG |
| Keyword: phonemes |
Elaboration: individual speech sounds (e.g., b, s, nasal vowels,ਬਿੰਦੀ ।.॥; ਟਿੱਪੀ ।ੰ॥) |
|
| Content |
Punjabi alphabet |
Punjabi 5 |
No CCG |
| Keyword: alphabet |
Elaboration: Gurmukhi script, which is based on the “one sound, one symbol” principle |
|
| Content |
symbols and sounds |
Punjabi 5 |
No CCG |
| Keyword: symbols and sounds |
Elaboration: e.g., structure, formations, and sounds of the Gurmukhi script |
|
| Curricular Competency |
Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge |
Punjabi 5 |
Personal and social awareness |
| Keyword: ways of knowing |
Elaboration: e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive |
|
| Curricular Competency |
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens |
Punjabi 5 |
Personal and social awareness |
| Keyword: cultural lens |
Elaboration: e.g., values, practices, traditions, perceptions |
|
| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Punjabi 5 |
Thinking and communicating |
| Keyword: presentation format |
Elaboration: e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media |
|