panjabi framework

Integrated Resource Package 1995

IRP 030

Province ofBritish ColumbiaMinistry ofEducation

PUNJABI 5 TO 12

III

TABLE OF CONTENTS

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PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE

Preface III

INTRODUCTION TO PUNJABI 5 TO 12

Options for Punjabi Language Education 1The Nature of the Subject 1Rationale 2Organization of the Curriculum 2Instructional Strategies 4Integration of Cross-Curricular Interests 4Suggested Assessment Strategies 4Learning Resources 6

THE PUNJABI 5 TO 12 CURRICULUM

Grade 5 8Grade 6 16Grade 7 24Grade 8 32Grade 9 40Grade 10 48Grade 11 56Grade 12 64

THE INTRODUCTORY PUNJABI 11 CURRICULUM

Introduction 73Introductory Punjabi 11 75

PUNJABI 5 TO 12 APPENDICES

Appendix A: Prescribed Learning Outcomes A-3Appendix B: Learning Resources B-3Appendix C: Cross-Curricular Interests C-3Appendix D: Assessment and Evaluation D-3Assessment and Evaluation Samples D-7Appendix E: Acknowledgments E-3Appendix F: Glossary and Punjabi Alphabet F-3Appendix G: Additional Resources G-3Appendix H: Planning Your Program H-3

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Implementation of Punjabi 5 to 12 willbegin in the fall of 1996, with full imple-mentation in September 1997. This

Integrated Resource Package (IRP) providessome of the basic information that teacherswill require to implement the curriculum.The information contained in this IRP is alsoavailable through the Internet. Contact theMinistry of Education’s home page:http://www.educ.gov.bc.ca/

THE INTRODUCTION

The Introduction provides general informa-tion about Punjabi 5 to 12, including specialfeatures and requirements. It also provides arationale for the subject—why Punjabi istaught in BC schools—and an explanation ofthe curriculum organizers.

THE PUNJABI 5 TO 12 CURRICULUM

The provincially prescribed curriculum forPunjabi 5 to 12 is structured in terms ofcurriculum organizers. The main body of thisIRP consists of four columns of informationfor each organizer. These columns describe:

• provincially prescribed learning outcomestatements for Punjabi 5 to 12

• suggested instructional strategies forachieving the outcomes

• suggested assessment strategies for deter-mining how well students areachieving the outcomes

• provincially recommended learningresources

Prescribed Learning Outcomes

Learning outcome statements are contentstandards for the provincial educationsystem. Learning outcomes set out theknowledge, enduring ideas, issues, concepts,skills, and attitudes for each subject. They arestatements of what students are expected to

know and be able to do in each grade.Learning outcomes are clearly stated andexpressed in measurable terms. All learningoutcomes complete this stem: "It is expectedthat students will . . . . " Outcome statementshave been written to enable teachers to usetheir experience and professional judgmentwhen planning and evaluating. The out-comes are benchmarks that will permit theuse of criterion-referenced performancestandards. It is expected that actual studentperformance will vary. Evaluation, reporting,and student placement with respect to theseoutcomes depends on the professionaljudgment of teachers, guided by provincialpolicy.

Suggested Instructional Strategies

Instruction involves the use of techniques,activities, and methods that can be employedto meet diverse student needs and to deliverthe prescribed curriculum. Teachers are freeto adapt the suggested instructional strat-egies or substitute others that will enabletheir students to achieve the prescribedoutcomes. These strategies have beendeveloped by specialist and generalistteachers to assist their colleagues; they aresuggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a varietyof ways to gather information about studentperformance. Some assessment strategiesrelate to specific activities; others are general.These strategies have been developed byspecialist and generalist teachers to assisttheir colleagues; they are suggestions only.

Provincially Recommended LearningResources

Provincially recommended learningresources are materials that have been

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reviewed and evaluated by British Columbiateachers in collaboration with the Ministry ofEducation according to a stringent set ofcriteria. They are typically materials suitablefor student use, but they may also includeinformation primarily intended for teachers.Teachers and school districts are encouragedto select those resources that they find mostrelevant and useful for their students, and tosupplement these with locally approvedmaterials and resources to meet specific localneeds. The recommended resources listed inthe main body of this IRP are those that havea comprehensive coverage of significantportions of the curriculum, or those thatprovide a unique support to a specificsegment of the curriculum. Appendix Bcontains a complete listing of provinciallyrecommended learning resources to supportthis curriculum.

THE APPENDICES

A series of appendices provides additionalinformation about the curriculum, andfurther support for the teacher.

• Appendix A contains a listing of theprescribed learning outcomes for thecurriculum arranged by curriculumorganizer and by grade.

• Appendix B contains a comprehensivelisting of the provincially recommendedlearning resources for this curriculum.As new resources are evaluated, thisappendix will be updated.

• Appendix C outlines the cross-curricularreviews used to ensure that concerns suchas equity, access, and the inclusion ofspecific topics are addressed by allcomponents of the IRP.

• Appendix D contains assistance forteachers related to provincial evaluationand reporting policy. Curriculumoutcomes have been used as the sourcefor examples of criterion-referencedevaluations.

• Appendix E acknowledges the manypeople and organizations that have beeninvolved in the development of this IRP.

• Appendix F contains the Punjabi(Gurmukhi) alphabet and a glossary ofterms specific to the Punjabi curriculum.

• Appendix G contains additional resourcematerials.

• Appendix H provides further support forplanning and implementing a Punjabiprogram.

VII

SUGGESTED INSTRUCTIONAL STRATEGIESPRESCRIBED LEARNING OUTCOMES

the

SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES

Students at this level are expected to demonstrateease and control in a variety of situations when theycommunicate orally and in writing. Assessmentactivities and criteria focus on students’communication strategies as well as their facilitywith oral and written language.

• Provide frequent opportunities for students tointeract in partner, small group, and class activitiesin which they discuss topics and presentviewpoints. Note the extent to which they areable to:- volunteer information and ideas to stimulate

discussion- express opinions and beliefs clearly- offer logical details, examples, and reasons to

support their opinions- ask questions to extend and clarify information- use appropriate strategies to improve

communication (e.g., repeating, rephrasing, self-correcting, adapting known structures andvocabulary).

• Focus responses to student résumés and coverletters on criteria previously discussed in class.These may include:- career plans and goals stated clearly- details of personal qualifications and short-term

goals provided- points are clear and logically sequenced- vocabulary and style are appropriate and concise- employs correct business letter format (salutation,

closure)- uses correct punctuation, spelling, and sentence

structures• As students role-play job interviews, use a class list

or checklist to note observations. Collect students’interview questions and point-form answer sheets,along with a brief peer assessment in which the“interviewer” explains whether she or he wouldhire the candidate, and why or why not.

It is expected that students will:

• exchange opinions and beliefs on topics of interest• defend a viewpoint• express plans, goals, and intentions• demonstrate understanding of a wide range of

idiomatic expressions• communicate effectively and spontaneously in

common life situations

Print Materials

• G. C. S. E. Panjabi• Oxford Picture Dictionary English-Punjabi• Punjabi-English Dictionary• Simple Punjabi Grammar

Software

• Anandpursahib Lippi Fonts• GurbaniLippi/Amrit Lippi Fonts

GRADE 12 • Interpersonal Communication


Suggested AssessmentStrategies

The SuggestedAssessment Strategies

offer a wide range ofdifferent assessmentapproaches useful in

evaluating the PrescribedLearning Outcomes.

Teachers should considerthese as examples they

might modify to suit theirown needs and theinstructional goals.

Suggested InstructionalStrategies

The SuggestedInstructional Strategiescolumn of this IRPsuggests a variety ofinstructional approachesthat include group work,problem solving, and theuse of technology. Teachersshould consider these asexamples that they mightmodify to suit thedevelopmental levels oftheir students.

Recommended LearningResources

The RecommendedLearning Resourcescomponent of this IRP is acompilation of provinciallyrecommended resourcesthat support the PrescribedLearning Outcomes. Acomplete list including ashort description of theresource, its media type,and distributor areincluded in Appendix B ofthis IRP.

Prescribed LearningOutcomes

The Prescribed LearningOutcomes column of this

IRP lists the specificlearning outcomes for

each curriculumorganizer or sub-

organizer. These aid theteacher in day-to-day

planning.

Grade Curriculum Organizer

Grade

In Grade 12 Punjabi, many students can communicate ina wide variety of situations. Their written work is clearand well organized.

• With the whole class, create a simple model résumé andcover letter. Introduce new vocabulary related todescribing personal experience and qualifications. Thenhave students work in pairs to write personal résumésand cover letters in Punjabi, following the model.Review these for accuracy and appropriateness.

• Conduct a brainstorming session to generate a list ofquestions that:- someone looking for a job might ask an interviewer

about the organization- an interviewer might ask a prospective job applicant

Students select and write down the questions they wouldlike to use from each list. Working in pairs, they then taketurns interviewing each other.• Extend the activity by having students remain in pairs

and write up the answers to each question in pointform.

• Have students read a classified ad and make a list ofqualifications for that job.

• Encourage students to apply for Work Experienceplacements that require them to use their Punjabi skills.

• At the conclusion of a Punjabi-oriented work placement,ask students to prepare a report on their experience.This could take the form of an album (class orindividual) that includes photos, a description of theorganization and job, and personal reactions to theplacement.


Curriculum Organizer

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This Integrated Resource Package setsout the provincially prescribedcurriculum for Punjabi language

education, grades 5 to 12. The developmentof this Integrated Resource Package has beenguided by the principles of learning:

• learning requires the active participationof the student

• people learn in a variety of ways and atdifferent rates

• learning is both an individual and a groupprocess

OPTIONS FOR PUNJABI LANGUAGE

EDUCATION

To ensure that they receive a broad educationprogram, all students must take studies in asecond language as part of the requiredcurriculum in grades 5 to 8 (see the SpecialNeeds section in this Introduction forinformation on the sole exception to thisrequirement). Core French will be the secondlanguage, unless a school district elects tooffer an alternative language program suchas Punjabi in one or more of its schools.School districts will base their selection ofalternative second-language offerings oncommunity demand, student enrolment, andavailability of instructional resources.

In grades 9 to 12, students may choose topursue second-language studies offered intheir district. In grades 11 and 12, Punjabilanguage studies that enable students tosuccessfully pass the Punjabi grade 12provincial exam will typically be offered astwo four-credit selected studies courses.Consistent with district placement policy,students would be required to havecompleted some previous Punjabi languagestudies in order to participate in thesecourses. In cases where students have beenunable to complete prerequisite studies inPunjabi in grades 5 to 10, districts may

choose to offer an Introductory Punjabi 11course to prepare students for Punjabi 11.The provincially prescribed curriculum forIntroductory Punjabi 11 has accordingly beenset out in this Integrated Resource Package.

THE NATURE OF THE SUBJECT

Punjabi language education is the experienceand study of language and culture. Thecurriculum set out in this IntegratedResource Package is designed to serve thelearning needs of all students, whether ornot they have exposure to the language inthe home. The Punjabi language that is thesubject of this curriculum is understood tobe standard Punjabi (see the Glossary inAppendix F). While this language can berepresented in a variety of written forms, forthe purposes of this document, Punjabialphabet is understood to refer to Gurmukhiscript.

The aim of Punjabi language education is todevelop communication skills and promotelifelong learning and positive attitudes thatencourage awareness and understanding ofcultural diversity. More specifically, thecurriculum focusses on the development ofcommunicative competence (see theGlossary in Appendix F). This involves:

• a recognition that the main function oflanguage is to communicate meaning forreal-life purposes

• an emphasis on communicative languagepractice as a context for skill development(that is, the use of communicative instruc-tional methods wherein language learningbecomes performance with language,rather than mere acquisition of knowledgeabout language)

• the establishment of a strong connectionbetween school learning and the practicalskills needed in society beyond the class-room

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To support this communicative approach,curriculum-related instructional activitiessuggested in this Integrated ResourcePackage are all designed to be conducted inPunjabi, with only minimal use of English.

The study of Punjabi through to the end ofGrade 12 will provide students with a solidfoundation of communicative competence.Such a foundation will give them the abilityto pursue further study in Punjabi or engagein meaningful communication within aPunjabi-speaking environment with increas-ing confidence and fluency.

RATIONALE

Punjabi is a regional language of India and iswidely understood throughout the country.It is also the official language of Punjab. Inaddition, it is spoken in several other coun-tries around the world (such as Singaporeand Canada) where immigrant communitieshave become part of the cultural mosaic. InBritish Columbia, the Punjabi communityhas been established since early in thecentury and now numbers over 150 000. Insome BC school districts, students of Punjabibackground constitute the third-largestgroup of students.

This Punjabi-speaking community providesBritish Columbia with an important windowon the world. Today, as never before, theeconomic and social demands of a globalmarketplace require citizens in all walks oflife to interact with a wide variety of culturesand to adapt to new situations. By providingsupport for students who wish to developtheir understanding of Punjabi language andculture, schools maintain and enhance thecultural vitality of the province and contrib-ute to potential future prosperity born ofincreased economic and social ties withcommunities around the world. The under-standing that students gain through a study

of Punjabi language and culture affords themlifelong benefits, including:

• an increased range of career opportunities• a broadened global perspective• expanded insight into their own cultures• increased respect for other cultures

Exposure to the expression of Punjabilanguage and culture in its many forms alsofurthers students’ intellectual, emotional,and social development during their schoolyears. Applying specific communicationstrategies helps students:

• practise taking risks and develop self-confidence

• acquire verbal and non-verbal interper-sonal skills

• develop sensitivity to culture and anaugmented aesthetic awareness

• develop critical thinking and learningskills such as active listening, predicting,generalizing, imagining, categorizing, andutilizing resources (human, print, andtechnology)

In communities that already include aPunjabi-speaking population, the availabilityof Punjabi language education programs canhave community-wide benefits. Trust andco-operation within a community andbetween school and community can beincreased (this Integrated Resource Packagespecifically promotes school and communitypartnerships to enhance learning). Punjabilanguage education enhances cross-culturalcommunication and positive self-concept byencouraging students of various back-grounds to learn together and interact witheach other.

ORGANIZATION OF THE CURRICULUM

Punjabi language education includes fourinterrelated curriculum organizers: Interper-sonal Communication, Informational

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Communication, Creative Works, andCultural Contexts. These curriculumorganizers offer a coherent means of group-ing the learning outcomes at each gradelevel, and they describe general aspects ofPunjabi language education that must beconsidered in any program of instruction.Classroom teachers may, however, addressthe learning outcomes for a particular gradein any order or combination. It is understoodthat effective instruction will integrateinstruction related to the four organizers.

Interpersonal Communication

Effective language learning involves both theawareness and understanding of the charac-teristic linguistic elements (e.g., pronunciation,written system, sentence structure, vocabu-lary) and the ability to apply this knowledgein meaningful communicative contexts.

The four language skill elements integral tothe effective learning of Punjabi (listening,speaking, reading, and writing) areinterdependent and interrelated, and applyto learning Punjabi at all grade levels. Therelative emphasis given to each skill elementwill vary according to students’ currentlevels of linguistic experience, individualneeds and interests, and the activities inwhich they are involved.

Informational Communication

Punjabi is used to acquire information fromPunjabi language resources for a variety ofauthentic purposes. An authentic purposeengages students in thoughtful learning andis meaningful and relevant to their lives.Sources from which information is to beextracted should be age- and level-appropri-ate and chosen to include a balance ofnon-fiction, fiction, and media forms (level-appropriate refers to the students’ levels of

maturity and to their levels of fluency andknowledge of the language).

Various technologies and media are increas-ingly influencing the way in which peoplethroughout the world communicate. Tech-nologies and media relevant for languagelearning include Multicultural TV, theKnowledge Network, language-learningsoftware, Internet, CD-ROM, microfiche,audiotape, videotape, and laserdisc.

Creative Works

Students listen to, read, produce, and viewcreative works in various forms of expres-sion in Punjabi (e.g., literature, film, dance,art). They develop a personal response tocreative works in Punjabi (e.g., poetry,journal entries, dramas, songs, painting).

Cultural Contexts

Language and culture are inseparable.Language is most meaningful whenexperienced within cultural contexts. Basiccultural understanding enhances thelanguage-learning process. An attentionto intonation, facial expression, bodylanguage, and emotions as appropriate to thespecific situation is important to effectivecommunication.

Punjabi culture involves traditions arisingfrom a long history that has beeninfluenced by religious, social, economic,and political changes. The culture andlanguage component of the curriculum doesnot intend to include Punjabi culture as awhole, but rather to provide students withexperiences to help them build a basiccultural understanding and appreciation,and to stimulate further interest. Learningabout another culture promotes an aware-ness of the global community and allowsstudents to better understand and appreciatetheir own cultural heritage.

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INSTRUCTIONAL STRATEGIES

Instructional strategies have been includedfor each curriculum organizer and gradelevel. These strategies are suggestions only,designed to provide guidance for generalistand specialist teachers planning instructionto meet the prescribed learning outcomes.The strategies may be either teacher directedor student directed, or both. It should benoted that there is not necessarily a one-to-one relationship between learning outcomesand instructional strategies, nor is thisorganization intended to prescribe a linearmeans of course delivery; it is expected thatteachers will adapt, modify, combine, andorganize instructional strategies to meet theneeds of students and respond to localrequirements.

INTEGRATION OF CROSS-CURRICULAR

INTERESTS

Throughout the curriculum developmentand revision process, the advice of expertshas been invited to ensure that relevance,equity, and accessibility issues are addressedin all Integrated Resource Packages.

The recommendations of these cross-curricular reviews have been integrated intothe prescribed learning outcomes, suggestedinstructional strategies, and assessmentstrategies components of all curriculum withrespect to the following:

• Applied Focus• Career Development• Multiculturalism and Anti-Racism• English as a Second Language (ESL)• Special Needs• Aboriginal Studies• Gender Equity• Information Technology• Media Education• Science-Technology-Society• Environment and Sustainability

See Appendix C: Cross-Curricular Interestsfor more information.

Students with Special Needs

Ministry of Education policy states that allstudents must take a second language as partof the required curriculum in grades 5 to 8,except those who may be exempted forspecial needs. However, this does not meanthat all students who have been identifiedas having special needs should be exempted.Second-language study may actuallyenhance first-language development forsome students.

Decisions to exempt a student from taking asecond language should be made only afterconsidering the following:

• assessment information about thestudent’s cognitive, sensory, or physicaldisabilities

• whether it is in the student’s best interestto concentrate on the acquisition ofEnglish

When a student is exempted for specialneeds, this must be documented as partof the Individual Education Plan (IEP).For example, students who are deaf mighthave difficulty with the oral sections of asecond-language curriculum. Other studentswho are experiencing difficulty establishingcommunication might concentrate on devel-oping an alternative communication systemsuch as Bliss symbols or voice computertechnology. Students with languageprocessing disabilities may have difficultieswhich would preclude second-languagestudy. Such exemptions should includeconsultation with parents or guardians aspart of the IEP process.

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SUGGESTED ASSESSMENT STRATEGIES

Teachers determine the best assessmentmethods for their students. The assessmentstrategies in this document describe a varietyof ideas and methods for gathering evidenceof student performance. The assessmentstrategies for a particular organizer alwaysinclude specific examples of assessmentstrategies. Some strategies relate to particularactivities, while others are general andcould apply to any activity. These specificstrategies may be introduced by a contextstatement that explains how students atthis age can demonstrate their learning,what teachers can look for, and how thisinformation can be used to adapt furtherinstruction.

About the Provincial Learning AssessmentProgram

The Provincial Learning AssessmentProgram gathers information on students’performance throughout the province.Results from these assessments are used inthe development and revision of curriculaand provide information about teachingand learning in BC. Where appropriate,knowledge gained from these assessmentshas influenced the assessment strategiessuggested in this IRP.

About Assessment in General

Assessment is the systematic process ofgathering information about students’learning in order to describe what theyknow, are able to do, and are workingtoward. From the evidence and informationcollected in assessments, teachers describeeach student’s learning and performance.They use this information to providestudents with ongoing feedback, planfurther instructional and learning activities,set subsequent learning goals, and determine

areas requiring diagnostic teaching andintervention. Teachers base their evaluationof a student’s performance on the informa-tion collected through assessment. They usetheir insight, knowledge about learning, andexperience with students, along with thespecific criteria they establish, to makejudgments about student performance.

Teachers determine: the purpose, aspects,or attributes of learning on which to focusthe assessment; when to collect the evidence;and the assessment methods, tools, ortechniques most appropriate to use. Assess-ment focusses on the critical or significantaspects of the learning to be demonstratedby the student. Students benefit when theyclearly understand the learning goals andlearning expectations.

The assessment of student performance isbased on a wide variety of methods andtools, ranging from portfolio assessment topencil-and-paper tests. Appendix D includesa more detailed discussion of assessment andevaluation.

Provincial Reference Sets

The provincial reference sets can also helpteachers assess the skills that studentsacquire across curricular areas. These are:

• Evaluating Reading Across Curriculum(RB 0034)

• Evaluating Writing Across Curriculum(RB 0020 & RB 0021)

• Evaluating Problem Solving AcrossCurriculum (RB 0053)

• Evaluating Group Communication SkillsAcross Curriculum (RB 0051)

• Evaluating Mathematical Development AcrossCurriculum (RB 0052)

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A series of assessment handbooks developedto provide guidance for teachers as theyexplore and expand their assessmentrepertoires is also available.

• Performance Assessment (XX0246)• Portfolio Assessment (XX0247)• Student-Centred Conferencing (XX0248)• Student Self-Assessment (XX0249)

LEARNING RESOURCES

The Ministry of Education promotes theestablishment of a resource-rich learningenvironment through the evaluation ofeducationally appropriate materials intendedfor use by teachers and students. The mediaformats include, but are not limited to,materials in print, video, and software, aswell as combinations of these formats.Resources that support provincial curriculaare identified through an evaluation processwhich is carried out by practicing teachers. Itis expected that teachers will select resourcesfrom those that meet the provincial criteriaand that suit their particular pedagogicalneeds and audiences. Teachers who wishto use non-provincially recommendedresources to meet specific local needs musthave these resources evaluated through alocal district approval process.

The use of learning resources involves theteacher as a facilitator of learning. However,students may be expected to have somechoice in materials for specific purposes suchas independent reading or research. Teachersare expected to use a variety of resources tosupport learning outcomes at any particularlevel. A multimedia approach is encouraged.

Some selected resources have been identifiedto support cross-curricular integration.The ministry also considers special needsaudiences in the evaluation and annotationof learning resources. As well, special-format

versions of some selected resources (Brailleand taped-book formats) are available.

Learning resources for use in BritishColumbia schools fall into one of twocategories: provincially recommended materialsor locally evaluated materials.

All learning resources used in schoolsmust have recommended designation or beapproved through district evaluation andapproval policies.

Provincially Recommended Materials

Materials evaluated through the provincialevaluation process and approved throughMinister’s Order are categorized asrecommended materials. These resourcesare listed in the print and CD-ROM versionsof the Catalogue of Learning Resources.

Locally Evaluated Materials

Learning resources may be approved for useaccording to district policies, which providefor local evaluation and selection procedures.

A Note on Authorized Materials

Authorized status will no longer exist as newlearning resources are evaluated and selectedfor all new provincial curricula and courses.Those existing authorized resources whichmeet the needs of new curricula and coursesare given recommended status.�

CURRICULUMPunjabi 5 to 12

PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES

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• use common expressions and vocabulary forfamiliar objects

• introduce themselves and others, usingappropriate family relationship terms in thecase of family introductions

• exchange simple greetings• make and respond to simple requests• respond to and give basic instructions

For many students, this is their first exposure to asecond language. Since Grade 5 sets the stage foryears to come, it is important that the language-learning experience be non-threatening, rewarding,and enjoyable. Give students every opportunity tohear, repeat, and have fun with the language.Routinely give classroom instructions in Punjabi.Encourage students to use drawings and othervisual aids to extend communication beyond theirlimited Punjabi.

• Model patterns for greetings in Punjabi. Havestudents sit or stand in a circle, and begin with(e.g.,

). The next student repeats thegreeting to the next person. Students mingle andpractise these phrases.

• Use a similar approach to introduce informationabout age, birthday, address, phone number, andso on.

• Create a generic family tree to introduce vocabu-lary for family relations.

• As vocabulary for classroom objects is intro-duced, label them in Punjabi to reinforce wordrecognition.

• Have students create and maintain a picturedictionary.

• Use name tags as part of the daily greeting toreinforce the connection between written and orallanguage.

• Put a number of common objects on a table. InPunjabi, invite a student to take an object, give itto someone else, and then return it to the table.For example, ask:

Do this several times. Then ask students to give theinstructions to each other.

RECOMMENDED LEARNING RESOURCESSUGGESTED ASSESSMENT STRATEGIES

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GRADE 5 • Interpersonal Communition

Taking risks is an important part of learning alanguage. To explore and practise their emerginglanguage skills, students need to develop theconfidence that comes from receivingencouragement and constructive feedback. Theyneed to know that errors will be accepted as anecessary part of language learning. Teacher andpeer assessment can help students practise their newskills effectively and gain confidence in them.

• As students participate in oral activities, use achecklist or class list to record notes. At times,consider focussing on a small group of studentswhile others practise. Look for evidence ofgrowth in students’ abilities to:- listen and respond with ease and confidence- choose appropriate forms of address for the

teacher and for peers- recognize and respond when someone greets

or addresses them- repeat modelled phrases independently- respond to simple requests or instructions- self-correct (evidence of ability to listen to

themselves)• Assess the extent to which students are able to

accurately match images and correspondingwritten or spoken words. For example, have theycorrectly matched labels and pictures in theirpicture dictionaries and organized them in auseful way (e.g., by initial letter or in categoriesaccording to meaning)?

• Self-assessment is an important part of languagelearning. As students develop and practiselanguage skills, keeping track of what and howthey are learning can increase their confidenceand help them focus their efforts. For example,students can keep a list of things they havelearned to do.

Print Materials

• Amardeep Punjabi Sulekh Mala, 2• Oxford Picture Dictionary English-Punjabi• The Panjabi Alphabet Guide Work Book (With

Pictures)• Panjabi Book 1, 2, 3• The Panjabi Guide (Work Book)• Panjabi Made Easy• Panjabi Workbook• A Pictorial Panjabi-English Dictionary• Punjabi Posters• Punjabi Rachna• Star Children’s Picture Dictionary• Sumit Shabad Bodh

Software

• Anandpursahib Lippi Fonts• GurbaniLippi/Amrit Lippi Fonts• Matra Primer• Panjabi Kaida


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GRADE 5 • Informational Communication


• extract specific information from varioussources to complete authentic tasks by usingoral language and visuals

Information sources should be simple and alreadyfamiliar to students. Using a new language to workwith something familiar will increase theirenjoyment and success.

• Have students practise telling time with a modelclock. (Using a clock will help students feelcomfortable with the numbers 1–12.)

• Use a calendar daily to introduce the days of theweek, the months of the year, and importantdates in students’ lives (e.g., holidays, birthdays,festivals).

• Choose a simple story with limited vocabularyand considerable visual accompaniment, and tellthe story in Punjabi. Use the visuals to helpstudents comprehend the story line. To buildvocabulary and comprehension, go through thestory several times, focussing on the names ofcharacters, specific objects, and so on. As studentsbecome familiar with the story, extend theactivity by having them:- dramatize the story- retell the story using visual prompts- illustrate the story

• Using visuals that depict a variety of occupations,have students identify the names of the occupa-tions in Punjabi. Ask pairs of students to mimeactions related to the occupations and performthem for their classmates. Classmates try to guessthe occupation.


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Students demonstrate their abilities to acquire anduse information when they have opportunities towork on meaningful tasks using a variety ofresources in the classroom and the community.Because students are likely to have limited writtenand oral Punjabi skills at this level, they willfrequently rely on visual and concreterepresentations to convey what they have learned.

• When students are working with Punjabiresources, note and support their efforts to:- apply what they have learned to new

situations- use visual cues (e.g., illustrations, graphics)- make predictions based on what they know

about stories and other genres• As students work with the model clock, look for

evidence that they are increasingly confident andaccurate in:- recognizing the numbers 1–12- telling the time orally (to the nearest quarter-

hour)- positioning the hands of the clock to show a

specific time• Assess students’ comprehension of a simple

Punjabi story you have read or told them byobserving the extent to which they are able to:- create a series of illustrations that present key

events in sequential order- sequence illustrations that other students have

created- mime the reaction of a character to a particular

event in the story• When students listen to a Punjabi story or work

with other information, ask them to select one ormore words or phrases that they want to remem-ber and use. Have them show the words throughsketches or cartoon bubbles and share them witha partner. Discuss and review the words fromtime to time.

Print Materials

• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• Panjabi Made Easy• A Pictorial Panjabi-English Dictionary• Punjabi Posters• Punjabi Rachna• Star Children’s Picture Dictionary


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GRADE 5 • Creative Works


• respond in a personal way to creative worksthat they listen to or view

• produce visual creative works based onPunjabi resources

Students enjoy opportunities to respond to Punjabisongs, rhymes, and picture books in personal ways.The teacher should provide creative works writtenin the Punjabi alphabet at an early stage. This is arewarding way for students to become familiar withthe script.

• Have students listen to and learn a simple song.As a follow-up, they can:- create pictures illustrating the idea(s) of the

song- create a free-form dance that expresses the

theme of the song- use simple percussion instruments to reinforce

the rhythm and stress of the language- work in pairs to make up a new line to the

song and present it in written or oral form• Have students work in groups to design and

create greeting cards (e.g., for Mother’s Day,Diwali, Vaisakhi). Students can illustrate theircards and write simple messages according to thetheme of the event. To prepare for this activity,elicit words related to the event and write themout for all to see. The teacher might also createlists of rhyming words or develop several samplecards with the whole class.


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When students are being introduced to creativeworks in Punjabi, assessment should focus on theirparticipation and interest. At this level, they are notexpected to show detailed understanding or toproduce work that involves more than a simplebasic vocabulary.

• As students participate in creative activities, use achecklist or class list to note evidence thatindividual students:- participate willingly- notice and comment on how the Punjabi works

are like others they have heard, seen, or read- suggest ways to respond to or extend the

activity• In assessing the students’ creative works in

response to a song, consider the extent to whichtheir responses:- reflect an individual or personal response- are consistent with the meaning of the lyrics

Print Materials

• Baal Geet• Sumit Punjabi Baal Geet

Multimedia

• The Festival


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GRADE 5 • Cultural Contexts


• demonstrate a familiarity with aspects ofPunjabi games, sports, arts, customs, celebra-tions, and festivals

• use language associated with Punjabi games,sports, arts, customs, celebrations, andfestivals

• relate Punjabi games, sports, arts, customs,celebrations, and festivals to those of theirown and other cultures

The focus at this early stage of introduction to Punjabiculture is on sharing information about personalholidays and traditions. It is important that students feelthe classroom offers a safe environment of mutualrespect.

• Focus on one of the Punjabi holiday celebrations (e.g.,Diwali in late October or early November, Vaisakhi onApril 13th). Relate the holiday to other holidays withwhich students are familiar. (For example, Vaisakhi,like Thanksgiving, has reference to the harvest; it alsosignals a new year. Diwali, like Christmas, involves theuse of lights and an exchange of gifts.) Students can:- make up a picture story illustrating holiday

preparations- prepare one or more food items related to the

celebration- prepare art posters and murals with captions

relating to the theme- view videos showing how the holiday is celebrated

in Punjab• Have students learn and play children’s games

common in Punjab such as Kotla-Chhapaaki (similar toDuck-Duck-Goose) or Kikli (a partner-swingingactivity performed while chanting a simple song).Students can more readily learn the game throughdemonstration and direct involvement than by havingit explained.


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The outcomes associated with cultural contexts donot require extensive language skills. Studentsdemonstrate their awareness and understanding byparticipating in classroom activities. Assessmentemphasizes observation and review of students’visual representations.

• In assessing students’ understanding andappreciation of a given celebration, consider theextent to which their works (stories, posters,murals, and so on) include key features associ-ated with the event. In the case of Diwali, forexample, students might be expected to includereferences to diwa lights (oil lamps: Diwali is a“festival of lights”); fireworks; sugar sweets;giving gifts; Diwali greeting cards; specialclothing; the story of sixth guru, Guru HarGobind, coming out of Gwaliar Fort with 52 kings(Sikh); Laxmi-Puja (Hindu).

• As students learn about games, sports, arts,customs, celebrations, and festivals, they canshow their awareness of relationships acrosscultures through a variety of visual representa-tions. Assessment can be based on the number offeatures they include, logic of the associationsthey show, and accuracy of their portrayals ofcultural features in forms such as:- Venn diagrams showing common and unique

features- picture charts comparing features of a Punjabi

activity with related activities in other cultures- a collage of pictures, symbols, and words from

a variety of cultures (e.g., greeting words,birthday or wedding celebrations, titles offamily members)

Print Materials

• Canadian Sikhs: History, Religion andCulture of Sikhs In North America

• Encyclopaedia Of Sikh Religion And Culture• Punjabis in Canada• The Sikhs

Multimedia

• The Festival


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• exchange information about likes, dislikes,and interests

• make and respond to simple requests• respond to and give basic instructions• demonstrate an understanding of classroom

routines conducted in Punjabi• use formal and informal forms of address as

appropriate

Small-group activities give students opportunities topractise a relatively limited vocabulary with newtopics and new situations.

• A Find Someone Who activity can help studentslearn the question form. In this activity, studentssurvey their classmates and the teacher aboutpersonal likes and dislikes. Using a preset list ofquestions prepared by the teacher, studentscirculate among their classmates asking questionssuch as:

The survey might focus on a particular topic (e.g.,food, clothing, sports). Create a survey using a gridwith symbols to help students record responses. Thewhole class then shares the information.

• Bring samples of common, familiar foods to class(e.g., fruits, vegetables, sweets). Have studentsdescribe each food sample using one or morecategories (e.g., shape, colour, type, food group,smell, taste). Ask students to classify the foodsunder appropriate categories.


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Focussed assessment, feedback, and reflection canhelp students develop the confidence to take risks inexploring and practising their language skills.Students need to be certain that their errors will beaccepted as evidence they are working on theirlanguage skills. At this level, assessment focusses onthe amount of language and meaning students areable to produce.

• As students talk about their likes and dislikes,participate in role plays, and engage in classroomroutines, note and provide feedback on the extentto which they are able to:- make themselves understood- ask questions- respond to simple and familiar questions- show increasing comfort and confidence- perform introductions and offer simple

greetings• To practise skills and provide peer assessment

and feedback, have students work in pairs tocreate word cubes (a cube made of paper or cardsthat has a different word on each of six sides).Encourage them to choose words they think areespecially interesting or useful. Students can usethe cubes in groups of four to create a variety ofactivities. For example, one pair can throwanother’s cube, then make a sentence using theword that turns up. The pair who originallyselected the word checks the sentence andprovides feedback. Teachers can observe groupsto gather evidence about emerging languageskills.

Print Materials

• Amardeep Punjabi Sulekh Mala, 2• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• The Panjabi Guide (Work Book)• Panjabi Made Easy• Panjabi Workbook• A Pictorial Panjabi-English Dictionary• Punjabi Posters• Punjabi Rachna• Star Children’s Picture Dictionary• Sunder Sulekh Pustak• Tamak Toon

Software

• Anandpursahib Lippi Fonts• GurbaniLippi/Amrit Lippi Fonts• Matra Primer• Panjabi Kaida


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• extract specific information from varioussources to complete authentic tasks orally,visually, and in simple written form

Role play with pre-framed models allows studentsto apply information from various sources. Studentscan share and apply non-verbal strategies, (e.g.,guessing, predicting) to develop confidence orallyand with simple written work.

• Have students watch a video (or read or tell astory) about a family celebration that involvesfood and interactions between people who areusing different forms of appropriate address.Students can then role-play the situation, focus-sing on:- introductions and greetings- making requests (including asking for

permission)- offers of food- leave-taking- formal and informal forms of speech

• Read or tell a story about a celebration thatinvolves food and interactions between peopleusing various forms of appropriate address.Students can then role-play the situation or event.

• Present students with a set of related illustrations(e.g., of people sharing food during a celebration)and have them generate sentences orally todescribe what is happening. Have students workwith supplied sentence stems (or work indepen-dently) to write sentences such as:

Students can then read their sentences to a partner.• Encourage students to develop and use personal

picture dictionaries.


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Although students have not yet acquired extensiveoral and written skills, they can demonstrate theirabilities to use visual, print, and oral informationsources in a variety of other ways. Assessmentshould consider the extent to which students areable to both acquire information and then use thatinformation to accomplish relevant and meaningfultasks.

• When students are working with information,watch for evidence that they are able to:- identify the main topic(s)- focus on key words or phrases- make logical predictions based on the situation

and their prior knowledge- use strategies such as previewing, looking, and

listening for patterns; using context clues;watching for body language and intonation

- persevere, even when they are not able tounderstand most of what they see, hear, orread

• At this level, students should not be expected toacquire detailed understanding through listeningto or reading Punjabi sources. Assessment shouldfocus on key ideas—for example, to what extentstudents are able to:- present the main ideas in words or other forms- follow a logical sequence when they represent

events or information• When students present information orally, look

for evidence that they are increasingly able tomake themselves understood (e.g., in usingPunjabi pronunciation, they can distinguishbetween the various d, t, r, and n sounds, andproduce nasal sounds that do not exist inEnglish).

• When students write Punjabi, check that they areable to form an increasing number of recogniz-able letters and numbers.

Print Materials

• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• Panjabi Made Easy• A Pictorial Panjabi-English Dictionary• Punjabi Posters• Punjabi Rachna• Star Children’s Picture Dictionary• Tamak Toon


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• respond in a personal way to creative worksthat they listen to or view

• produce visual creative works based onPunjabi resources

Exposure to a variety of creative works adds tostudents’ enjoyment of the language.Comprehension will be greater than expressiveability, so students should have opportunities toshow understanding in various ways.

• Have students watch a video of a Punjabi fable orfolk tale. Play part of the video. Ask students toguess what the story is about and to predict whatmight happen next. Continue playing the videoto confirm predictions. To extend this, studentscould:- dramatize the story- illustrate the story

• Students may want to create a poster or adver-tisement for the video. They should include thename of the movie, the actors’ names, and anyother pertinent information.


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At this level, assessment emphasizes studentinterest and participation. In most cases, studentswill be able to respond at a more sophisticated levelthan they can show through oral and writtenlanguage. Assessment will frequently rely onevidence from visual, dramatic, or musicalrepresentations, as well as on students’ enthusiasmand contributions.

• Note students’ participation in and response tocreative works and activities in Punjabi. Studentsmay show their interest by:- voluntarily bringing Punjabi works to class- commenting on works or activities they notice

at home or in the community- suggesting that the class repeat or extend

creative activities they have enjoyed- being attentive when a new activity is intro-

duced- taking risks in order to take part in creative

activities that may be difficult for them at first• When students make posters about the videos

they watch, look for evidence that they have:- incorporated key ideas, events, or characters

from the video- tried to interest or intrigue their audience by

using interesting details

Print Materials

• Phull Piare Piare• Sumit Punjabi Baal Geet• Tamak Toon

Multimedia

• The Festival


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• demonstrate a knowledge of Punjabi games,sports, arts, customs, celebrations, andfestivals

• use language associated with Punjabi games,sports, arts, customs, celebrations, andfestivals

• identify similarities and differences betweenPunjabi games, sports, arts, customs, celebra-tions, and festivals and those of their ownand other cultures

As students explore a variety of Punjabi customsand traditions, it is important to encourage respectand trust in the classroom. Emphasize ways inwhich diversity enriches the classroom experienceand brings Punjabi culture to life.

• Watch a video or live performance of a groupperforming a Punjabi dance such as Bhangra orGidha. Have students familiarize themselves withthe music and lyrics, then begin creating imitativemoves that fit with the rhythm and words.

• Students can build and fly kites, a commonpastime in India. As students work with the kites,help them learn some related vocabulary.Decorate the classroom or hallways with thefinished kites.

• Teach students a distinctive Punjabi sport such asKabaddi (a game similar to Red Rover) or KhudoKhundi (field hockey) and the vocabulary associ-ated with it. Note that these sports can becomerough and may need to be adapted for somestudents. Consider teaching Khoh-Khoh, which is aless aggressive variant of Kabaddi.

• Once students have learned the Punjabi games,ask them to compare them to more familiarpastimes (e.g., rugby, Red Rover).

• Have students brainstorm schoolyard games thatare common in Canada (e.g., jacks, marbles,skipping, hopscotch). Choose one that has aPunjabi counterpart (several versions of hop-scotch are played in Punjab), and teach it inPunjabi. Invite students to play the game inPunjabi.


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Since students’ Punjabi language skills at this pointmay be limited, they should have opportunities todemonstrate their awareness and understanding inways that do not depend upon language.

• Frequently ask students to describe the culturalactivities in which they are engaged. Encouragethe use of Punjabi, but be aware that theirunderstanding of the activities will exceed theirlanguage abilities at this stage. Some Englishwords may be used. Look for evidence that they:- understand the activity- recognize its significance or relationship to

other aspects of Punjabi culture- use vocabulary related to the activity- comment on how it is the same or different

from cultural activities in other cultures• During dance and game activities, note the extent

to which students show interest and understand-ing. For example:- follow oral instructions- begin to sing along with parts of a song- imitate the moves of a dance and show the

appropriate mood (e.g., serious, comic, happy,sad) through their movements

- follow the rules of a game and play tocompletion

- use key vocabulary terms associated with thegame or dance

• Students can reinforce and reflect on theircultural understanding by making a visual recordabout selected cultural activities. For example,they might create and label a sketch, collage, orphotograph; make a web chart or collage ofwords they associate with the activity; or drawand label equipment, clothing, or symbolsassociated with a particular activity.

Print Materials


• Encyclopaedia Of Sikh Religion And Culture• Punjabis in Canada• The Sikh Canadians• The Sikhs

Multimedia

• The Festival


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GRADE 7 • Interpersonal Communications


• communicate with others to complete a task• discuss personal likes, dislikes, and interests• exchange information about day-to-day

situations, events, and activities• use formal and informal forms of address as

appropriate• use Punjabi to participate in classroom

activities

At this level, students are building on the repeatedexpressions and language they have learned, andcan begin to express ideas in complete messages orshort interactions. Writing can involve some simplesentence construction.

• As a class, brainstorm and list on the board all theextra-curricular activities that students and theteacher are involved in each week. Students canthen use the list to create personal week-at-a-glance schedules. Have them share with a partnerand compare their weekly activities.

• As a small-group activity, have students counthow many in their group are doing the same orsimilar activities each day.

• Students can use a grid to record and sharelikes, dislikes, and interests in extra-curricularactivities. Findings should be reported back to theclass.

• To initiate a study of a celebration such asVaisakhi, have students brainstorm a list of thingsthey already know and what they think might beinteresting to find out about this celebration (tryto have students express personal viewpoints aspart of the brainstorm). Alternatively, identifysome features of Vaisakhi that students couldlearn more about. These might include thesignificance of Sikhs’ use of the names Singh(male) and Kaur (female), food associated withthe event, or the five Ks:

swordbracelethairundergarmentcomb

• At this level, personal dictionaries can beextended to include the Punjabi alphabet.


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At this level, assessment focusses on students’abilities to interact using words and structures theyhave practised. Students show their increasingfluency and confidence by using Punjabi tocomplete a larger range of classroom activities.

• As students engage in class and group activities,look for evidence that they are increasingly able to:- understand what the teacher and other

students say- make themselves understood- participate in simple, short interactions with

little teacher prompting- risk using Punjabi in classroom activities- use simple, familiar vocabulary and structures

(e.g., short statements, one- or two-wordanswers, simple questions formed with thefive question words)

• Periodically review students’ personal diction-aries and journals to assess and support theirefforts to:- match labels and pictures- write simple, understandable messages- form an increasing number of recognizable

letters and words- form phrases and sentences by sequencing

words appropriately• Encourage students to set personal daily or

weekly goals for using Punjabi in and out ofschool. At the end of each class or week, they canreview their goals and decide how they areprogressing. Teachers may provide sample goalstatements in Punjabi. Here are a few examples:- I am going to talk to _______ about _______.- I am going to speak at least _______ times in

class today.- I am going to use two new words today:

_______ and _______.- I am going to write a message about _______ to

_______.

Print Materials

• G. C. S. E. Panjabi• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• The Panjabi Guide (Work Book)• Panjabi Made Easy• Panjabi Workbook• A Pictorial Panjabi-English Dictionary• Punjabi Alphabet—Part One• Punjabi Posters• Punjabi Rachna• Star Children’s Picture Dictionary• Sunder Sulekh Pustak• Tamak Toon

Software

• Anandpursahib Lippi Fonts• GurbaniLippi/Amrit Lippi Fonts• Matra Primer


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• extract information from various sources tocomplete authentic tasks in simple oral andwritten form

Students have by now gained familiarity withfinding information in age-appropriate resources.They are able to use strategies such as guessing themeaning or substituting language to deal withunfamiliar words.

• Have students choose items from a restaurantmenu to prepare a celebration with family orfriends. They should select items to fit within aspecific monetary amount.

• Extend the previous activity by having studentsrole-play a situation in a restaurant.


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At this stage, students’ representations should uselanguage frequently, though the language may becombined or supplemented with dance, music, orvisual representations. Because the authentic natureof the tasks is a key factor in assessing studentdevelopment for this organizer, students shouldfrequently be involved in designing and makingchoices about their tasks and assignments.

• Circulate, asking questions and providingfeedback as students talk and work together.Look for evidence that students are able to:- understand and respond to questions- make short, simple statements about the

activity- ask for help when they need it- use understandable language to talk about

time• Look at students’ written work for evidence that

they are able to:- combine words and pictures to convey simple

meaning- organize their work to make it easy to follow- make their work interesting and appealing by

including details or using a variety oflanguage structures

• Assign partners and ask students to role-playa situation that shows at least one effectivelistening strategy for acquiring information. Theclass may make a class chart listing the variety ofstrategies portrayed.

Print Materials

• G. C. S. E. Panjabi• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• Panjabi Made Easy• A Pictorial Panjabi-English Dictionary• Punjabi Posters• Punjabi Rachna• Star Children’s Picture Dictionary• Tamak Toon


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• respond in a personal way to creative worksthat they listen to, view, or read

• produce visual works and simple oralcreative works based on Punjabi resources

Students can appreciate creative works when theyhave an opportunity to relate them to personalexperience. Hands-on activities encourage a widerrange of experience.

• To initiate a unit on myths and folk tales, select aPunjabi tale or a story that has a Punjabi variant,such as “Aladdin and the Magic Lamp.” Intro-duce or review relevant vocabulary, trying toelicit from students the meanings of wordswhenever possible. Organize the class intogroups. Give each group a list of new or reviewedvocabulary words. Include words that appear inthe story and some that do not. Groups shouldsort the words that they predict will be in thestory into two categories: those they can say andthose they cannot. Have the groups also predictwhat they believe the story will be about. Readthe story aloud and have students confirm theirpredictions.

• Give students an opportunity to read, view, orlisten to resources that deal with a Punjabicelebration. With Vaisakhi, for example, involvethem in putting together plans for a school-basedcelebration of the occasion. Each group ofstudents takes on responsibility for one particularaspect of the celebration. Choices might include:- building a model of a Vaisakhi float- putting together a Vaisakhi fashion show- designing and distributing promotional

material


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Students at this level are able to respond to andcreate an increasing variety of simple creativeworks. Observation and self-assessment continue tobe important, but teachers can also collect writtenwork and visual representations to assess thedevelopment of students’ creative skills andresponses.

• When students write and draw in response tostories and drama they hear, read, or view, lookfor evidence that they:- recognize the main idea- show their personal feelings or ideas- try to take a unique twist or perspective- include main characters (where appropriate)- show the mood, feeling, or viewpoint of the

story (e.g., humour, tragedy, satire, morallesson)

- sequence key events (where appropriate)• Activities connected with celebrations such as

Vaisakhi can be assessed for the creative processesstudents use and the work they produce. Forexample, groups can assess the extent to whichgroup members:- generate a variety of ideas- respect and encourage risk taking and

divergent thinking- collaborate to develop a work plan- contribute to the activity or product- work together to overcome problems they

encounter- are satisfied with the work they produce

• Have students keep an ongoing list of the creativeactivities they are involved in. Work with them todevelop a set of symbols (perhaps computer-generated) or Punjabi labels they can use to showtheir personal assessment of three aspects of eachactivity: how enjoyable it was, how easy it was,and how effectively they participated.

Print Materials

• Panja Putran Da Pio• Phull Piare Piare• Piare Piare Bole• Tamak Toon

Multimedia

• The Festival


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• demonstrate a knowledge of the languageneeded to explain and participate in Punjabigames, sports, arts, customs, celebrations,and festivals

• categorize similarities and differencesbetween Punjabi games, sports, arts, customs,celebrations, and festivals and those of theirown and other cultures

Exploring myths and celebrations naturallyencourages awareness of similarities and differencesamong students’ own cultures and family traditions.

• To extend students’ understanding of commonelements in Punjabi myths and stories, have themstudy several fables and then categorize commonfeatures of this type of literature (e.g., goodversus evil, moral endings, magical or super-natural events, elements of the natural worldpersonified).

• Invite students to compare Punjabi myths andstories with similar stories from other cultures.They could choose stories from varied media,such as film animation, ballads, and so on. SomePunjabi stories closely resemble tales familiar toWestern readers. For example, “The Golden Fish”

is similar to Grimm’s fairy tale,“The Fisherman’s Wife.” Students can alsocompare Punjabi myths and folk tales withAboriginal stories.

• Students could represent their knowledge ofVaisakhi in ways such as:- creating related artwork- developing an oral presentation with props- demonstrating the procedures involved in

preparing a festive food- assembling a display of labelled objects that

relate to the holidayStudents could complete these projects in smallgroups.

• To develop students’ sense of the similarities anddifferences between Vaisakhi and comparablecelebrations in other cultures, have them create(as a whole class or in small groups) a Venndiagram showing both common and differentelements.


39


Students demonstrate their cultural knowledgethrough talking, writing, representing, andengaging in classroom activities. At this level,assessment will usually rely on teacher and peerobservation, discussion, and self-assessment, withminimal language demands.

• When assessing students’ knowledge of acelebration such as Vaisakhi, look at the extent towhich they include a variety of aspects of thecelebration in their representations of the event.In the case of Vaisakhi, students might mentionaspects such as:- the harvest- the date of the celebration and creation of

Khalsa (April 13th)- the significance of Singh and Kaur- the five Ks- replacing the saffron-coloured nishan sahib

(pole covering and flag)- a parade or procession with floats and bands;

distribution of free food during the procession- dances, songs, parties, festive foods, sweets

• When students create Venn diagrams or picturecharts comparing Punjabi stories, myths, andcelebrations, look for evidence that they are able to:- identify important features of the Punjabi

celebration or story- show similarities and differences

Print Materials


• Encyclopaedia Of Sikh Religion And Culture• Panja Putran Da Pio• Punjabis in Canada• The Sikh Canadians• The Sikhs

Multimedia

• The Festival


40



• develop simple dialogues• describe activities and interests in oral and

written form• request and provide information• seek or grant permission, formally and

informally• use Punjabi to conduct familiar activities (real

or simulated)

At the Grade 8 level, many students are able to moreeasily communicate about activities they enjoy. Theyare often able to write structured material withincreasing confidence.

• In small groups, have students work with mapsand other resources to identify places wherePunjabi is spoken. They can then select placesthey would like to visit. Each group shouldchoose a general area to visit and three or fourspecific places they would like to explore.

• Students can use a variety of resources (e.g.,print, video, computer, interviews) to find outmore about their chosen locations. The classcould work as a whole group to develop a model,then work in partners to create a dialogue inwhich they ask their parents for permission to goon a trip.

• Invite students to work on other dialoguescenarios related to travelling in a Punjabi-speaking area. Possibilities include makingreservations and transportation arrangements,shopping, ordering meals, or locating or obtain-ing services (e.g., laundry, photo finishing).

• As a class, create sample travel-journal entriesand postcards. Students then develop their ownsimple journals or postcards.

• Model with the class how to write a letter to apen pal. Help students set up pen pals in Punjabi-speaking communities around the world.Alternatively, pair students with others in adifferent BC community who are studyingPunjabi at the same level. Fax and e-mail can beused to ensure rapid turnaround of correspon-dence.


41


As students acquire increasing facility withlanguage, they are able to communicate about moretopics. Assessment focusses on meaning—the extentto which they are able to share ideas andinformation. Oral interactions continue to be mostimportant; however, students also need feedbackand support in developing written skills.

• Discuss assessment criteria with students beforethey present the dialogues they have practised.Point out that communicating meaning is mostimportant; all criteria are related to whether ornot the dialogue successfully conveys a message.These criteria could be the basis for a checklist orrating scale for teacher, peer, and self-assessment.To what extent do students:- convey an understandable message- use appropriate titles and forms of address- include relevant and interesting details or

features- find ways to keep the conversation going- use a variety of vocabulary and language

structures (e.g., questions, responses)• Here are some examples of similar criteria that

can be used in assessing letters and other writtenwork:- meaning is clear- includes interesting, relevant details- follows appropriate conventions as practised

in class (e.g., greetings, closings, use of titles)- uses a range of vocabulary to form simple

sentences- takes risks in using language not practised in

class• Provide students with frames, such as those they

can use to write about learning Punjabi:- I learn Punjabi best when I _______.- The hardest thing I’ve learned in Punjabi is

_______.- I’d like to learn how to _______.- The people who help me learn Punjabi are

_______.

Print Materials

• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• The Panjabi Guide (Work Book)• Panjabi Made Easy• Panjabi Workbook• A Pictorial Panjabi-English Dictionary• Punjabi Alphabet—Part One• Punjabi Posters• Sunder Sulekh Pustak• Tamak Toon

Software



42



• extract and process information from varioussources to complete authentic tasks in oraland written form

There are many ways in which a theme such astravel can help students learn how to acquireinformation. It is important to make tasks simpleand relevant to student interests.

• Ask students to make a travel video or brochureof their own community for someone fromanother place.

• Brainstorm categories of information that mightbe useful for planning a trip to India. Studentsmay suggest information such as:- trip costs- currency and exchange- costs of transportation- routes, modes of transportation- when to travel (considering weather and

climate)- how long to stay- passport, visa, immunization requirements

• Have students work in pairs or small groups tobegin acquiring information about one or morecategories of material identified from the brain-storm. Information could be obtained from atravel agent or other resources (e.g., travelogues,books). Students could be asked to represent theirfindings by:- preparing a trip itinerary- presenting their travel plans to other students

(two groups could present to each other)• Ask students to describe (orally, in writing, or

both) places or landmarks they are interested invisiting and explain why they are interested inthose places. Students could support theirdescriptions with visual or audio-visual material.


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Students at this stage are able to offer an increasingamount of information orally and in writing. Theyalso continue to support and extend meaningthrough visual representations, dance, drama, andmusic. They often need the support of the teacher ora partner, but they should be able to discern keyideas and form impressions of simple,straightforward material they have heard, viewed,or read independently.

• As students discuss and exchange informationrelated to a trip to India, look for evidence thatthey are able to:- suggest appropriate information sources- find the information they need for specific

tasks or questions- ask relevant questions- use a variety of vocabulary- record or recall key words and simple informa-

tion- develop a logical sequence when they describe

their plans• Look for evidence of specific knowledge related

to assigned tasks—for example, to what extentstudents are able to:- recognize names and denominations of

currency; compare the value of rupees anddollars

- use vocabulary associated with travel (e.g.,passport, visa, modes of transportation)

- use appropriate descriptive words to discussplaces of interest

• When students develop an itinerary, look forevidence that they are able to use the informationthey acquire to make logical decisions and plans.For example:- select appropriate clothing and travel items- make reasonable choices within practical limits

such as cost or space- sequence destinations in a logical order- allow a reasonable amount of time for planned

activities

Print Materials

• Bir Bahadar Jagge Di Varta• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• Panjabi Made Easy• A Pictorial Panjabi-English Dictionary• Punjabi Posters• Tamak Toon


44




• produce visual, oral, and simple writtencreative works based on Punjabi resources

In Grade 8, the creative works that studentsexperience should be relevant to their interests. Artcan be as varied as movie posters, CDs, andsculptures.

• Bring in pictures or examples of art that studentsmight see during a trip to India (e.g., architecture,paintings, sculpture). Arrange these around theroom and allow students to examine them.Students can use a simple grid format withpictures to record the feelings or responses thateach piece evokes. They can do this activity ingroups and later share the information. Alsoinvite them to look for what makes the piecesdistinctive and what they have in common. Havethem work in groups to classify the articles.

• Ask students as a group to compose a story aboutone of the works they have seen by makingsuggestions and comments that the teacher canrecord. Invite each student to contribute onecomment for inclusion. The story can be used forfurther writing and reading practice.

• Have students locate and bring to class examplesof typical Indian art with an explanation of whatthey think makes the art typical.

• Show students a video that relates to life in India,travel in India, or a particular place of interest.Have students represent their understanding ofwhat they have seen by:- finding it on a map- composing a letter home- making a collage with pictures and written

labels- summarizing in simple sentences the

characters, setting, problem, and resolution ofthe video


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At this level, students work collaboratively torespond to works of art. They also create artwork oftheir own. Assessment can focus on students’responses to their classmates’ work as well as totraditional and contemporary authors, artists,musicians, and actors. Students can show theirresponses and create works in a wide variety offorms.

• When students are working in groups to respondto works of art, look for evidence that they are:- committed to participating in and contributing

to the group- willing to risk putting forward their ideas- focussing on and responding to key features of

the work- open to considering a variety of views and

interpretations- using appropriate vocabulary and structures

• The following criteria are useful guidelines forcreating collaborative stories:- the story begins with a problem to be solved- the story is easy to understand and follow- the relationships of the characters to each other

are clear- events follow a logical sequence- the ending resolves the story problem

• When students create artwork, have themdevelop a short, simple assessment form (inPunjabi) that their classmates, teacher, and familymembers can fill out. For example, they mightpose two questions:- What is one thing you liked?- What is one thing we could improve?

Print Materials

• Baal Kahanian• Badesi Lok Kahanian• Bir Bahadar Jagge Di Varta• Jaadu Di Soti—Magic Wand• Panja Putran Da Pio• Phull Piare Piare• Piare Piare Bole• Sach Khud Bolta Hai• Samen—Samen Di Gall• Tamak Toon


46



• explain and demonstrate procedures associ-ated with Punjabi games and sports

• describe and explain Punjabi arts, customs,celebrations, and festivals

• explain similarities and differences betweenPunjabi games, sports, arts, customs, celebra-tions, and festivals and those of their ownand other cultures

Teaching each other games and procedures inPunjabi allows students to share their knowledge.As they compare similarities and differences,students develop a better understanding of aspectsof Punjabi culture.

• Split the class into two groups and have each halflearn a card game. When both groups havelearned the game, rearrange the students intoseveral small groups in which half the studentsare drawn from each of the original two groups.Students then teach each other the games theyhave learned. Have students identify gamescommonly played in Canada that resemble thesePunjabi games.

• Working in pairs, students read in Punjabi therules of a game they already know. Then theytrade rules with another pair and try to follow theinstructions they have received.

• Ask students to write in Punjabi the rules of agame they know.


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Students need frequent opportunities to participatein Punjabi games and sports so that they candemonstrate and extend their understanding. At thislevel, most assessment information comes fromobserving and talking to students. The participationand self-assessment records that students keep canalso reveal information about their interests andunderstanding.

• Have students work in pairs or small groups todemonstrate a game or sport. Together, teacherand students discuss the criteria that will be usedto assess their demonstrations. The teacher orstudents record observations on a feedback sheet,checklist, or simple rating scale. Focus theassessment on three to five key aspects, such as:- the presentation or demonstration is clear and

easy to follow- the language associated with the activity is

used accurately- students show enthusiasm and commitment to

the task- students invite and respond to simple ques-

tions to help make the game or sport clear• After students learn about a specific game,

celebration, or other cultural activity, have themwork with a partner or small group to make achart (in words or sketches) comparing theactivity to an activity or event in another culture.Assess the information and provide feedbackabout accuracy and relevance, clear meaning, andlogical organization.

• Invite students to set aside a section of theirnotebooks or portfolios for recording andcommenting on their participation in culturalactivities. Their records might include:- a written or visual description of key aspects

of the activity- a personal reaction or comment

• From time to time, review students’ recordsfor evidence of increasing knowledge andappreciation of Punjabi culture. Students can alsoreview their own records.

Print Materials

• Bir Bahadar Jagge Di Varta• Canadian Sikhs: History, Religion and

Culture of Sikhs In North America• Encyclopaedia Of Sikh Religion And Culture• Golden Temple• Harimander Sahib (Golden Temple)• Panja Putran Da Pio• Punjabis in Canada• The Sikh Canadians• The Sikhs


48



• express opinions and preferences, givingreasons

• exchange information related to activities,people, and things

• ask for and give assistance and information• use Punjabi in a variety of authentic situa-

tions• use vocabulary related to needs and emotions

By Grade 9, many students have acquired a range ofstrategies, structures, and vocabulary that enablesthem to communicate about activities they enjoy.

• Bring two or three samples of traditional andcontemporary Punjabi music for the students tolisten to. Ask students to express some opinionabout the music (whether or not they like it, andtheir reasons). Present information about themusic (e.g., date, era, purpose, performer,composer).

• In subsequent lessons, have students bring toclass a piece of music they like. They should beprepared to do a two-minute oral presentation(e.g., including composer and performer, date,theme, reason for preference).

• Students role-play shopping in a music store.Scenarios could include the following:- Two friends are shopping for music as a gift

for another friend. They disagree and onlyhave enough money for one CD.

- A group of students are planning a schooldance and must agree on the music. The schoolhas given them a fixed budget to buy CDs ortapes.

• Students create a questionnaire about musicpreferences.

• Have students develop regular journal entries.


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At this level, students are expected to talk and writeabout increasingly complex ideas and information.Assessment emphasizes the extent to which they areable to convey meaning in classroom interactionsand prepared presentations. Students continue torely on language they have practised. They are alsobeginning to develop individual repertoires ofvocabulary and structures that they can use tocommunicate personally meaningful ideas andinformation.

• When students make oral presentations, includ-ing role plays, they can provide feedback to eachother by focussing on criteria such as:- meaning is clear and comprehensible- presentation includes appropriate and relevant

details- vocabulary and structures are varied and

appropriate for the purpose and context- delivery is fluid, with most pauses at the end

of phrases or sentences- body language, intonation, and visuals

support meaning• In written presentations, look for evidence of

features such as:- clear and relevant information- varied vocabulary; more specific word choice- appropriate structures; simple sentences with

increasing detail- risk taking (some attempts to go beyond

vocabulary and structures practised in class)- surface features (e.g., letter formation, spell-

ing) do not obscure meaning• Setting their own goals for participation in oral

activities can help students to take risks and gainconfidence. For example, provide a minute or twoat the beginning of each class for students todecide on one thing they will work on (e.g., astudent may decide to answer at least onequestion or to use a particular word or structure).At the end of the class, check whether or notstudents were able to accomplish their goals.

Print Materials

• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• Panjabi Made Easy• Panjabi Workbook• A Pictorial Panjabi-English Dictionary• Punjabi Alphabet—Part One• Punjabi Posters

Software



50



• extract and process information from varioussources to complete authentic tasks in oraland written form

In Punjabi 9, many students are able to acquire moredetailed information from practical material andrepresent it in a variety of both written and oralforms.

• Obtain a copy of the BC driver’s manual inPunjabi. Review appropriate vocabulary anddirect students to the questions in the manual.Students can quiz each other on selectedquestions. This could be done in pairs, withwritten answers.

• Display an accident scene sketch on an overhead(or distribute it as a handout). Students role-playscenarios such as:- reporting the incident to the police, giving

necessary descriptions and directions- a passer-by witnesses the accident and

describes it later to family members


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During Punjabi 9, students extend the range ofresources they are able to use and the everydaytasks they are able to complete in Punjabi. They areable to understand more complex ideas expressed inPunjabi. Most students should be able to write atleast a short paragraph in Punjabi using structuresand vocabulary they have practised in class.

• Work with the students to develop criteria fortheir oral presentations. Here are some examples:- clear message or ideas- information is appropriate and accurate- presentation uses a variety of language- presentation is clear and easy to understand

(e.g., pronunciation, volume, awareness ofaudience)

• When students locate and retrieve information,collect their notes and lists of the sources theyhave used. Look for evidence that they have:- used a variety of resources- recorded important and relevant information- used a range of vocabulary related to the topic- organized the information so it is easy to use

• Collaborate with students to develop a shortchecklist or chart showing the information skillsthey are developing. They can choose a way oftracking their progress on each skill (e.g., a simplerating scale, symbols, recording the date theyaccomplish each item). A list might include itemssuch as the following:- locate Punjabi materials on specific topics in

the school library- ask simple questions to get information I need

when I am shopping in a Punjabi store- answer simple questions about topics we have

discussed in class- give directions and simple instructions- add information to classroom databases- figure out the topic or main ideas in a

television program or advertisement

Print Materials

• Bir Bahadar Jagge Di Varta• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• Oxford Picture Dictionary English-Punjabi• Panjabi Book 1, 2, 3• Panjabi Made Easy• A Pictorial Panjabi-English Dictionary• Punjabi Posters• Sachittar Primary Punjabi Kosh (with

Sentences)


52




• produce a variety of visual, oral, and simplewritten creative works based on Punjabiresources

When students have opportunities to share theirpersonal reactions to creative works, they increasetheir understanding of common emotions sharedacross cultures.

• Have students read a simple poem or story oftheir choice. Make a collage using pictures orwords, expressing the theme or central idea.

• Have students create short poems or prosepassages that express their personal feelings abouta topic or event (e.g., a wedding in the family, aschool dance, birth of a sibling). Follow up bycreating a display of the students’ creative writingor by publishing their works in some way.


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At this level, students are able to create short poemsand prose passages using language they havestudied. In assessing their creative work, focus oninterest and ability to convey personal messages orfeelings.

• Assess students’ short poems or prose works forthe extent to which they:- offer personal feelings or viewpoints- provide clear themes or messages- draw on features of the poetry and prose they

have read and heard• Have students work in pairs to complete and

submit a performance assessment assignment.For example:- find a contemporary creative work through the

popular media (cable television, video, radio,CD, or tape) that interests you

- represent the main ideas or message in theformat of your choice

- represent and support your views or responseto the work

- identify two strengths of your assignment andlist one or two areas that were difficult or thatyou would like to improve

• To prompt reflection and self-assessment, havestudents keep a log of their reading, viewing, andlistening activities, both in and outside of school.They should include:- title and author, artist, actor, or musician- context, genre or form (e.g., movie on video-

tape, CD I bought, magazine in the library)- a short description- a brief comment or symbol that shows their

opinion of the work• At regular intervals, ask students to review their

logs (perhaps with a partner, or in a teacher,student, or parent conference) and talk or writeabout a work that was particularly meaningful tothem.

Print Materials

• Baal Kahanian• Badesi Lok Kahanian• Bir Bahadar Jagge Di Varta• Jaadu Di Soti—Magic Wand• Panja Putran Da Pio• Piare Piare Bole• Sach Khud Bolta Hai• Samen—Samen Di Gall


54



• apply knowledge of characteristic Punjabigames, sports, crafts, customs, or celebrationsto plan and implement a cultural event

• identify ways that knowledge of Punjabilanguage and culture has affected their dailylives

• demonstrate an appreciation of Punjabilanguage and culture and its place in localand global communities

• demonstrate an understanding of thesignificance of particular Punjabi customs,celebrations, and festivals

When students gain an understanding of theimportance of traditions in Punjabi culture throughinteresting activities, they are encouraged to shareand accept cultural differences.

• Have students learn or teach a variety of Punjabifolk songs (perhaps with a common theme). (SeeAppendix G for examples of songs that might besung at a Punjabi wedding.) Students may plan toperform a concert for another class or for parents,or to be videotaped. If it is a live concert, havestudents put together a program with programnotes.

• Conduct a whole-class brainstorm session to puttogether a list of possible Punjabi given names.Note that in Punjabi most names can be used foreither males or females. Use the list as a spring-board for various information-gatheringactivities, such as:- finding out the meanings of names (as an

assignment, each student could interview oneresource person to find out the meaning of aPunjabi name chosen from the list and a namethat is characteristic to another culture)

- learning what ceremony, if any, accompaniesthe naming of a child in the Punjabi cultureand in another culture (again, by interviewinga resource person)

- discussing similarities and differences betweennaming practices in Punjabi and other cultures(whole-class discussion)

• As a comprehensive summary, students couldprepare an annotated collage of names.


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At this level, students demonstrate theirunderstanding and appreciation of Punjabi culturethrough their interest and participation in classroomactivities and in their written assignments andprojects. Assessment should focus on culturalunderstanding, rather than on the fluency andprecision of the language students use to expresstheir ideas.

• When students practise and present Punjabi folksongs, note and respond to:- enthusiasm and commitment- ability to collaborate effectively- accuracy in singing the lyrics- appropriateness of their selections and

groupings of songs- explanations of the meaning and significance

of the songs• After students have participated in a variety of

classroom and research activities about Punjabinames, have them demonstrate what they havelearned by preparing individual or partnerreports that show:- understanding of name meanings and origins- awareness of similarities and differences in

names and naming ceremonies in differentcultures

• As students engage in a variety of culturalactivities, watch for evidence that they are able to:- obtain information from a variety of Punjabi-

speaking resource people- connect new information to what they already

know about Punjabi and other cultures

Print Materials




56



• communicate needs, desires, and emotionsappropriately

• describe events and experiences sequentially• explain how to do an everyday activity or

procedure• recognize and use simple idiomatic

expressions• use Punjabi in a variety of authentic

situations

At this level, many students are willing to take morerisks with language. They can use group work toexpand their communication abilities by sharingand linking ideas.

• Have students brainstorm factors that affecthealth (e.g., diet, exercise, hygiene, adequatesleep, balance of work and leisure, positiveinterpersonal contact). Divide the class intogroups and have each group:- choose an aspect of health and develop ideas

on how to achieve it (e.g., devise a briefexercise program for younger students, deviseand implement a plan for keeping the schoolclean)

- prepare a written or oral summary of rules orprocedures for maintaining health (e.g., a set ofrules for waste disposal or recycling)

• Provide students with proverbs, some of whichare related to health and lifestyle. Each studenthas one proverb on a card. In small groups,students read their proverbs to each other. As agroup, students try to determine the meaning ofeach proverb and work out which ones arerelated to health and lifestyle. Discuss as a classand record the health-related proverbs on achalkboard or an overhead.

• Divide the class into small groups and have eachgroup:- select and review a simple recipe written in

Punjabi- go on a field trip to buy the ingredients needed

to prepare the recipe (shop in a place wherePunjabi is spoken, if possible)

Groups should then trade recipes and ingredients,and prepare the recipe.


57


At this level, assessment focusses on the increasingcontrol and fluency students show in their preparedwork and in spontaneous interactions. Studentsneed to know they will be supported when takingrisks to experiment with and use newly acquiredlanguage. Making errors is a necessary part oflanguage growth; students learn from theirmistakes.

• Throughout the course, direct students’ attentionto criteria for effective oral interactions. Thesecriteria can be the focus of teacher, peer, and self-assessments. For example, consider creating achecklist to record evidence that a student’scommunication features:- an understandable message or meaning- an increasing amount of important and

relevant information- appropriate language for the task and relation-

ship- active engagement- risk taking to extend language use and facility- pauses at the ends of phrases or ideas rather

than after each word• Specific activities have additional demands. Here

are some ideas for assessing them:- for the theme of safety and health care, note

evidence that students are using vocabularyrelated to the theme and to related careers

- consider the extent to which students can read,comprehend, and write simple proverbs

- assess the extent to which students are able tofollow instructions in recipes, ask for andprovide clarification of the recipes in Punjabi,write a recipe, and explain how to prepare adish in correct sequence

• Provide frequent opportunities for students toreview and reflect on what they have learned andto establish personal goals and action plans forincreasing their Punjabi language skills. (Theseactivities may be integrated with career andpersonal planning.)

Print Materials

• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• Oxford Picture Dictionary English-Punjabi• Punjabi-English Dictionary• Punjabi Posters• Simple Punjabi Grammar

Software



58



• extract and process information from avariety of sources to complete authentic tasks

At this level, students obtain pertinent informationfrom Punjabi materials. Writing skills show anability to create a narrative in logical sequence.

• Bring in a newspaper or teacher-generated articlein Punjabi that deals with a health-related topic.If there are pictures, begin by having studentslook at them and predict what the article mightbe about. Introduce any new vocabulary neededto understand the article. Then divide the articleinto short sections and conduct a jigsaw type ofreading activity (see the Glossary in Appendix F).To conclude the activity, students could answercomprehension questions and write reports.

• As a long-term activity, have students develop anemergency preparedness package that addressessituations such as flooding, earthquake, and soforth. As part of the activity, students couldbrainstorm lists of items for a first-aid kit andexplain why these items should be included.Possibilities include:- easily preserved foods (e.g., )- clothing, blankets, radios, candles

• As an extension, students could develop anemergency preparedness action plan for theirown families. This can be compared with theProvincial Emergency Program or other locallyavailable material.


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At this level, students should show increasingindependence in locating and using information. Inassessing progress, consider their language-learningstrategies as well as the work they complete.Conferences and self-assessment activities canprovide insights about these strategies.

• When students participate in a newspaper jigsaw-type activity, assess their ability to:- identify key information about the topic- explain what they have learned clearly and in

their own words- include an increasing amount of supporting

detail• If students develop an emergency preparedness

action plan, note their ability to:- identify a list of appropriate equipment and

supplies- offer logical reasons for their choices- take into account practical considerations (e.g.,

space, storage, access, size)- outline a sequential action plan

• Provide opportunities for students to apply andmonitor their Punjabi skills in real-life situations.Ask students to brainstorm situations outside ofschool where they can use Punjabi to interact andaccomplish a simple task (e.g., conversing withsomeone who speaks Punjabi, making a purchase,ordering a meal, or telephoning to ask forinformation about a job or newspaper advertise-ment). Work with students to develop criteria forassessing their degree of success. Assign partnersto work together. They should submit an outlineof the task, as well as peer and self-assessments oftheir effectiveness. If there are few Punjabispeakers in the community, this could be awritten task.

Print Materials

• Bir Bahadar Jagge Di Varta• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• Oxford Picture Dictionary English-Punjabi• Punjabi-English Dictionary• Punjabi Posters• Sachittar Primary Punjabi Kosh (with

Sentences)• Simple Punjabi Grammar


60



• respond in a personal way to creative worksthat they listen to, view, or read from avariety of sources

• produce a variety of creative works based onPunjabi resources, with increased emphasison writing

Encouraging creativity and variety promotesstudents’ enthusiasm and interest.

• Provide students with copies of Punjabi news-papers or magazines and invite them to:- scan for advertisements or articles dealing

with health, lifestyle, safety, or relatedproducts (e.g., naturopathic products)

- compose their own ads for health-relatedproducts using the same idiomatic andcolloquial style

- develop their advertisements as role plays(perhaps on video) or as print ads (e.g.,produced on computer)

- use humour and creativity• As an extension, students could work in groups

to assemble a “health and lifestyles” newsletter ordevelop a brief radio or TV program (e.g., usingthe Dear Abby approach). This project mightinclude:- advertisements- interviews- commentaries and editorials- feature articles

Again, encourage creativity and humour. Recordeach group’s work on videotape for assessmentpurposes and possible subsequent instructional use.


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As students develop increasing language skills, theyare able to find and use a wide variety of creativeworks outside of school. The range of works thatthey notice, talk about, and bring to the classroomcan reveal a great deal about their response toPunjabi arts and literature. They can represent theirresponses in many ways: writing, talking, modellingtheir own work on Punjabi sources, and creatingdramatic and visual representations.

• Provide a range of opportunities for students todiscuss and write about Punjabi creative worksthat they encounter in the classroom and else-where. As they work independently and in smallgroups, watch for evidence that they are increas-ing their:- openness and sensitivity to the role of Punjabi

arts and literature- knowledge about Punjabi artistic and literary

traditions and genres- interest in contemporary arts (e.g., music,

movies)- willingness to risk offering opinions and views- participation and commitment to class or

group activities• When students write advertisements, consider

the extent to which they:- convey a clear and relevant message- use idiomatic and colloquial language- try to add appeal by using language and

images in interesting or unusual ways

Print Materials

• Baal Kahanian• Badesi Lok Kahanian• Bir Bahadar Jagge Di Varta• Jaadu Di Soti—Magic Wand• Panja Putran Da Pio• Sach Khud Bolta Hai• Samen—Samen Di Gall


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• examine the effect that knowledge of Punjabilanguage and culture has on various aspectsof their lives


• explain the significance of particular Punjabicustoms, celebrations, and festivals

By examining the reasons behind cultural practices,students increase their awareness and appreciationof Punjabi culture.

• Invite students to plan and carry out a sports dayfor an elementary school class. The sports dayshould include familiar (especially Punjabi)games and may also include other activities theyhave made up themselves. Have students work inpairs to:- prepare instructions in Punjabi for each

activity- organize and lead activities during the sports

day• As a class, brainstorm foods that are a part of

the diet of various cultures (emphasize foodstypical to the Punjabi diet and offer support byproviding pictures of particular items). Havestudents analyse the lists by:- identifying foods that are part of a typical

Punjabi diet and those that are part of thetypical diet in another culture (many foodswill be common to both diets)

- categorizing the foods from both diets accord-ing to food groups defined in the Canada FoodGuide Handbook

- identifying similarities and differences• Extend the activity by discussing reasons for

some of the dietary differences that students haveidentified (e.g., geography, climate, customs,religion).

• Students should be encouraged in a variety ofongoing activities such as having pen pals. Theyshould also regularly produce journal entries,identifying activities they have enjoyed as part ofthe Punjabi class or describing any valuableunderstanding acquired through the study ofPunjabi.


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Students demonstrate their awareness andappreciation of Punjabi culture by the way theyreact to a wide variety of classroom activities.

• When students plan and participate in activitiessuch as a Punjabi sports day, note the extent towhich they:- contribute suggestions about Punjabi games

and sports- outline instructions and rules associated with

the games or activities they choose• Students can show their knowledge of Punjabi

foods and dietary practices in their discussions,writing, and representations (e.g., posters,computer graphics). Look for evidence that theyare able to:- use vocabulary related to foods- identify foods that are common to Punjabi and

other diets and those that are different- offer logical reasons and examples to explain

variations in diet- explain the significance of specific foods or

dietary practices• Conference with students to discuss pen pal

experiences and journal writing, and look forevidence that they are able to:- describe their experiences with Punjabi culture- express personal reactions to cultural activities- relate the activities they have experienced to a

wider community (local or global)- recognize how they have benefited from

learning about Punjabi language and culture- ask questions and express plans and intentions

to further their learning

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• exchange opinions on topics of interest• with some supportive detail, describe or

narrate an event, situation, or experience• identify and use common idiomatic

expressions• interact with increased independence in

familiar life situations

In Grade 11, many students are able to communicatewith greater confidence. As they work together, theycan apply more strategies to present viewpoints.

• Brainstorm a list of words associated with theenvironment (e.g., recycling, pollution, extinction,reforestation). Clarify spellings and meanings ofnew Punjabi vocabulary that students introduce.Using the brainstormed words, invite students tosuggest ideas for an environment-related groupproject that they can plan and carry out.

• Conduct a brief, informal debate on a topic orquestion related to the environment. (e.g., Shouldanimals on the verge of extinction be taken intocaptivity? Should the government immediatelyban the use of all pesticides?)

• Conduct a simulation related to an environmentalissue (see Appendix G for detailed suggestions).The general approach is to review the issue withstudents, indicating that there are severalviewpoints to consider. Preparation for thisactivity may take several class periods to com-plete. Then divide students into small groups,giving each group some information to supportone viewpoint. One group could be designated toact as observers. Each of the other groupsprepares an oral presentation to promote itsdesignated viewpoint. Bring the class together tocarry out the simulation. Following the discus-sion period, ask the observer group to givefeedback. Highlight the difficulty of resolvingsuch issues and stress the need for a decision-making process that takes account of the variousviewpoints.


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Students are expected to show increasing controland accuracy in their oral and written language, butcommunication and risk taking continue to be moreimportant in most situations. Students’ facility withlanguage is an important focus of assessment—notin and of itself, but because it allows them tocommunicate for an increasing range of purposes,both in and out of school.

• In assessing students’ debating skills, considerthe extent to which they are able to:- clearly offer a relevant viewpoint- provide supporting reasons and examples- use strategies to keep communication going

(e.g., self-corrects, rephrases in Punjabi, tries toapply known structures to new situations)

- speak with some spontaneity and fluidity(pauses tend to be at the end of phrases orsentences and rarely interfere with meaning)

• Before activities such as the simulated discussion,work with students to develop an assessment andfeedback form suitable for teacher and students.(Students and teachers may also find the refer-ence set Evaluating Group Communication SkillsAcross Curriculum helpful.) Students can use asimple checklist or rating scale to record theirobservations about skills such as:- offering information that is useful in com-

pleting the task- acknowledging or responding to information

from others- offering relevant details or examples to

support viewpoints- expressing information clearly (speech is

readily comprehensible)- asking questions to clarify or extend under-

standing- understanding and responding to questions

from others

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• research and use relevant information from avariety of sources to complete authentic tasks

With interest- and age-appropriate materials, manystudents are able to research and adapt specificinformation.

• Have students plan and carry out an environ-ment-related group project based on research(e.g., interviews, the Internet). Possibilities mightinclude:- planting trees (this would involve tasks such

as identifying the benefits, selecting a plantinglocation, obtaining needed permissions,getting seedlings)

- conducting a salmon enhancement project- writing up the project

• Select a short video with little or no narrative or aset of slides dealing with the environment. Thevideo or slides should emphasize images relatedto environmental problems and challenges. Tohelp students develop a narrative:- show the slides or video once without sound- pose general comprehension questions

(vocabulary development)- show the slides or video again in small

segments and have students develop anappropriate narrative orally and in writing

- have students use their narratives to create asoundtrack for the video or set of slides: helpstudents find Punjabi songs or poems dealingwith nature for example:

“Unique Flowers”“Varied Fish”“The Monkey”“The River”“The Cloud”

• Students can also create their own poems basedon these models.


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At this level, students can demonstrate theirinformational skills through an increasing range oforal and written activities. Assessment should focuson the extent to which they are able to apply theirlanguage skills and strategies to acquire informationand use it in carrying out meaningful tasks.

• When students prepare written research assign-ments, involve them in setting appropriatecriteria. For example:- clearly focussed on a central idea or issue- accurate and detailed information- all important aspects of the topic are addressed- information is logically sequenced and easy to

follow (transitions are used effectively)- vocabulary is varied and appropriate- sentence structure, usage, spelling, and

punctuation support meaning (errors do notobscure meaning)

• Assess students’ narratives and soundtracks byfocussing on criteria such as:- narrative is logically developed- attempts to appeal to the audience (e.g.,

originality, interesting detail)- uses descriptive and informational language

appropriate to the subject- soundtrack (including songs and poems) is

appropriate for the images and theme

Print Materials

• G. C. S. E. Panjabi• Oxford Picture Dictionary English-Punjabi• Punjabi-English Dictionary• Sachittar Primary Punjabi Kosh (with



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• respond in a personal way with a range offorms of expression to creative works from avariety of sources

• produce a variety of written, oral, and visualcreative works based on Punjabi resources

At this level, students are able to work together tocreate works with a clear message and range ofvocabulary and detail.

• Invite students to write poems or songs or createannotated artwork related to environmentalissues.

• Have students create a class newspaper on anenvironmental issue using a procedure such asthe following:- Review with students the various sections of

the newspaper (e.g., sports, international news,human interest, entertainment, classified ads,weather, cartoons, business).

- Conduct a whole-group brainstorming sessionto develop environment-related headlines thatcould appear in each section of a Punjabicommunity newspaper.

- Group students in pairs and have each pairchoose a headline to use as the basis fordeveloping a short article of fictitious news.

- Have the pairs write draft articles andexchange their work with another pair to editeach others’ work.

- To complete the newspaper, have studentscompose ads, cartoons, illustrations, andletters to the editor.

- Ask students to work in groups to lay outsections of the newspaper (e.g., using com-puter graphic software).

- Photocopy and distribute the newspaper.


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At this level, students can discuss and write aboutcreative works drawn from a variety of sources inthe classroom and the community. They shouldhave frequent opportunities to demonstrate creativeuse of Punjabi language, traditions, and resourcesthrough music, drama, and art as well as in writingand speech.

• As students engage in and discuss creativeactivities, look for evidence of:- awareness and appreciation of a growing

range of Punjabi creative works (bothtraditional and contemporary)

- increasing ability to identify and explainfeatures that appeal to them

- vocabulary and language structures that areuseful in discussing creative works

- willingness to share their own creative workwith the class for feedback and response

• When students create their own work, considerthe extent to which they are able to:- convey clear messages, feelings, or

impressions- focus on a topic or theme- use details to add interest or effect- use a range of appropriate vocabulary and

idioms- follow conventions of the form or genre (e.g.,

use simple rhymes and rhythmic patterns inpoems and songs)

• As students work on creative projects, watch forevidence that they are able to:- collaborate to develop a project such as a

newsletter- seek assistance and consultation from peers- suggest specific improvements when they are

editing a peer’s work

Print Materials

• Matrai Maa


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• analyse the effects that knowing aboutPunjabi language and culture might have onvarious aspects of their lives


• analyse the significance of particular Punjabicustoms, celebrations, and festivals

Students can make observations about aspects oftheir own lives by reflecting on their increasedknowledge of Punjabi culture and traditions.

• Select one or more myths from India and one ormore from another culture (e.g., Chinese, Greek,Aboriginal). Selected myths should deal withhumans and their relationship with the environ-ment, at least implicitly. After reading the stories,encourage students to:- identify symbolism and discuss the messages

of each story- discuss what the original purpose of each story

might have been and comment on its contem-porary relevance

- point out common ideas and elements in thevarious stories

- suggest ideas for characters, plot, and so on fora new myth that expresses contemporaryattitudes to the environment

• Students may enjoy working in groups to:- write a script for a myth they have studied or

created and present it as a play- design and incorporate costumes, sets, and

masks- perform their play for an audience of peers,

parents, or community members• Have students research the growth of the Punjabi

populations in BC communities and conduct ademographic analysis of the population.Specifically, students could identify:- numbers of people in the local Punjabi

community- dates of arrival in the community- countries of origin of people who speak

PunjabiStudents could use computer graphic software totabulate and display the data gathered.• Extend the demographic analysis by looking at

the patterns of migration of Punjabi populationsfrom India to BC and other parts of the world(when, how many, factors that encouraged themigrations).


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Students in Punjabi 11 can demonstrate theirappreciation of Punjabi language and culture througha variety of classroom and community assignments.They can also develop their own projects to showtheir understanding of the role of culture in theirlives, their communities, and the world.

• When students work with Punjabi myths, focusassessment on the extent to which they are able to:- retell key events in their own words- make connections between the myths and other

aspects of the culture- discuss the significance of key themes or lessons- compare Punjabi myths with those from other

cultures• To assess a demographic research activity, consider

the extent to which students:- locate relevant information about people of

Punjabi origin- provide detailed and accurate interpretations of

the data they collect- develop logical conclusions about the place of

Punjabi language and culture in the localcommunity

• Form groups and ask students to demonstratetheir understanding of the impact of Punjabilanguage and culture by preparing an oral,musical, or dramatic presentation (e.g., a panel, aseries of role plays, a short play, a song). Ensurethat students know how their work will beassessed and what criteria will be used. (Studentscan use the same criteria for peer assessment.) Forexample, teachers might focus on the extent of:- accurate interpretations and references to

Punjabi language and culture- specific and detailed references to the current or

potential impact of Punjabi language andculture on students’ lives

- relevant and appropriate references to the roleof Punjabi, locally and globally

- resourcefulness in presenting information thatadds to their classmates’ appreciation ofPunjabi

Print Materials


• Encyclopaedia Of Sikh Religion And Culture• Golden Temple• Harimander Sahib (Golden Temple)• Punjabis in Canada• The Sikh Canadians• The Sikhs


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• exchange opinions and beliefs on topics ofinterest

• defend a viewpoint• express plans, goals, and intentions• demonstrate understanding of a wide range of

idiomatic expressions• communicate effectively and spontaneously in

common life situations

In Grade 12 Punjabi, many students cancommunicate in a wide variety of situations. Theirwritten work is clear and well organized.

• With the whole class, create a simple modelrésumé and cover letter. Introduce new vocabu-lary related to describing personal experience andqualifications. Then have students work in pairsto write personal résumés and cover letters inPunjabi, following the model. Review these foraccuracy and appropriateness.

• Conduct a brainstorming session to generate a listof questions that:- someone looking for a job might ask an

interviewer about the organization- an interviewer might ask a prospective job

applicantStudents select and write down the questions theywould like to use from each list. Working in pairs,they then take turns interviewing each other.• Extend the activity by having students remain in

pairs and write up the answers to each questionin point form.

• Have students read a classified ad and make a listof qualifications for that job.

• Encourage students to apply for Work Experienceplacements that require them to use their Punjabiskills.

• At the conclusion of a Punjabi-oriented workplacement, ask students to prepare a report ontheir experience. This could take the form of analbum (class or individual) that includes photos,a description of the organization and job, andpersonal reactions to the placement.


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Students at this level are expected to demonstrateease and control in a variety of situations when theycommunicate orally and in writing. Assessmentactivities and criteria focus on students’communication strategies as well as their facilitywith oral and written language.

• Provide frequent opportunities for students tointeract in partner, small-group, and classactivities in which they discuss topics and presentviewpoints. Note the extent to which they areable to:- volunteer information and ideas to stimulate

discussion- express opinions and beliefs clearly- offer logical details, examples, and reasons to

support their opinions- ask questions to extend and clarify information- use appropriate strategies to improve com-

munication (e.g., repeating, rephrasing, self-correcting, adapting known structures andvocabulary)

• Focus responses to student résumés and coverletters on criteria previously discussed in class.These may include:- career plans and goals stated clearly- details of personal qualifications and short-

term goals provided- points are clear and logically sequenced- vocabulary and style are appropriate and

concise- employs correct business letter format (saluta-

tion, closure)- uses correct punctuation, spelling, and

sentence structures• As students role-play job interviews, use a class

list or checklist to note observations. Collectstudents’ interview questions and point-formanswer sheets, along with a brief peer assessmentin which the “interviewer” explains whether sheor he would hire the candidate, and why or whynot.

Print Materials


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• research, analyse, and use relevant informa-tion from several sources on a chosen topic tocomplete authentic tasks

At this level, many students are able to locateneeded information and use resources effectively.

• Have students conduct research to find com-munity organizations offering services in Punjabi(e.g., day-care centres, senior citizens’ organiza-tions, hospitals, immigrant service agencies,elementary schools offering Punjabi languageinstruction to younger students). They could alsoidentify organizations that might provide themwith Work Experience opportunities. Sources ofinformation might include community news-paper ads, personal referrals, communitydirectories, and so forth.

• Invite students to pool their research into a singleclass “data bank.” Students can then go throughthe data bank, identify the work opportunitiesthat interest them, and prepare short written ororal statements explaining why.

This activity can be extended using the activitiessuggested under the Interpersonal Communicationorganizer; ask the school’s Work Experience co-ordinator for assistance.


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During Punjabi 12, students should use a widevariety of resources (print, media, and people) todeal with formal research assignments and theirday-to-day information needs. Most students shouldbe able to convey clear and detailed informationboth orally and in writing. Relevant visuals cansupport their presentations.

• Before students begin working on researchassignments, discuss key features or criteria forsuccessful work. For example, discussion mightfocus on the following general criteria in severaldifferent research assignments:- information is complete, accurate, relevant,

and detailed- presentation (oral or written) is clear and

comprehensible- information is well organized and easy to

follow- information is based on a variety of

appropriate resources• When students research community organiza-

tions, assessment might be based on specificevidence that they have:- used their language skills to work with a

variety of different types of resources (i.e.,print, people, media)

- shown resourcefulness and perseverance inlocating information

- offered relevant, detailed reasons for theirplacement preferences

- made individual contributions of concreteinformation to the data bank

Print Materials

• G. C. S. E. Panjabi• Oxford Picture Dictionary English-Punjabi• Punjabi-English Dictionary• Sachittar Primary Punjabi Kosh (with



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• respond in a personal way with a range offorms of expression to creative works from avariety of sources

• produce a variety of creative works based onPunjabi resources

In Grade 12, students can produce creative works invarious formats by drawing on all aspects of theirknowledge of the language.

• Choose a short story or novel to read with theclass. During the reading have students identifyand discuss such things as plot, setting, character,conflict, motive, and symbolism. Introducevocabulary and critical reading skills such asskimming, scanning, and identifying viewpoint.Then have students select a short prose work toread independently. They can identify keyelements and ideas and prepare brief bookreports to share with their classmates. If poetryrather than prose is chosen, focus on suchelements as symbolism, figures of speech,rhythmic patterns, and imagery. Noted Punjabiauthors whose works might be consideredinclude:


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Students should have a broad range of opportunitiesto show their skills, attitudes, and knowledge inrelation to creative works. At this level, they shouldbe able to discuss their responses with some fluencyboth orally and in writing, and write short poems,stories, and other works. These works may besupported by visual representations.

• To assess students’ responses to literature, havethem present short reviews, orally or in writing.These should include some analysis, but the focusis on responding in a personal way (as opposedto offering literary criticism). In assessing theirreviews, look for evidence that they:- clearly state responses or opinions- cite reasons and details in support of personal

opinions- consider key elements of fiction: viewpoint,

character, plot, theme- are familiar with selected conventions of

Punjabi poetry- offer interpretations consistent with the ideas

and information in the work- write clearly, using a wide variety of

appropriate vocabulary and structures• Ask students to develop and submit portfolios of

creative works they have created during Punjabi12. Negotiate portfolio requirements withstudents. For example, a completed portfoliomight include a record of the works they haveread, listened to, and viewed; a cover letterdescribing the work they have done; and a setnumber of pieces such as poems, stories, visualarts, personal writing, poems, or lyrics.

• Students’ work can be assessed for:- expression of personal meaning- facility with language- appropriate use of conventions of various

Punjabi forms- commitment and insight into their own

development

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• Matrai Maa


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• analyse the effects that knowing aboutPunjabi language and culture might have onvarious aspects of their lives

• demonstrate an appreciation of Punjabilanguage and culture and its place in the localand global communities

• analyse the significance of particular Punjabicustoms, celebrations, and festivals

Students can draw on many aspects of theirknowledge of Punjabi to express cultural awarenessand appreciation.

• As a culminating activity, ask students toorganize and implement a Punjabi cultural eventto which parents and the community could beinvited. To do this, students can:- prepare and recite poems- learn and rehearse Punjabi songs and dances- write skits or short plays (or select an

appropriate short scene from a dramatic workin Punjabi)

- create props, costumes, and sets as needed tosupport their plays

- collect and develop Punjabi arts and crafts,and mount them as a display

- prepare Punjabi food- as a class, write a valedictory address explain-

ing how the study of Punjabi has enhancedtheir lives

- write letters of invitation- design and produce posters to advertise the

event• In making their preparations, have students work

in groups, discussing alternatives and makingchoices using their expanded Punjabi vocabularyand communication skills. Members of the localPunjabi community could be approached toprovide assistance with this activity (e.g., supplyfood or recipes). Younger students who arestudying Punjabi could also help with prepara-tions and activities.


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At this level, students should have developed andinternalized an understanding of Punjabi culture.Their cultural awareness and appreciation will befundamental to many of their discussions,assignments, and activities, even when the focus ison another aspect of the course.

• Criteria such as the following can form the basisfor teacher, peer, and self-assessment of participa-tion in cultural events:- shows enthusiasm and commitment- uses appropriate language related to the

cultural event- accurately interprets relevant cultural features- responds appropriately to questions about the

significance of specific aspects of the activity- offers useful feedback to peers about plans and

activitiesAs an example, teachers might provide studentswith a list of these criteria and have them rate theirparticipation on a scale of 0 to 5 (where 5 indicatesOutstanding, 0 indicates Not Observed).• To prompt reflection and self-assessment, have

students record their observations and reactionsto specific events or experiences that occuroutside the classroom (e.g., interacting withfluent Punjabi speakers, attending a Punjabievent). Review their reflections to assess theextent of their understanding and insight.Negotiate task requirements such as:- briefly describe the event or experience- talk about your participation in as much detail

as you can- comment on your feelings and reactions (e.g.,

enjoyment, confidence, interest, surprise)- identify one or two key things you want to

remember or learn more about

Print Materials


• Encyclopaedia Of Sikh Religion And Culture• Golden Temple• Harimander Sahib (Golden Temple)• Punjabis in Canada• The Sikh Canadians• The Sikhs

CURRICULUMIntroductory Punjabi 11


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I ntroductory Punjabi 11 is a provincially prescribed curriculum that serves as a prerequisite to Punjabi

11 for students who may not have takenPunjabi 5 to 10. Successful completion ofIntroductory Punjabi 11 will providestudents with a level of competence tosuccessfully participate in Punjabi 11 andPunjabi 12 courses. Introductory Punjabi 11is a four-credit Grade 11 course. However,to alleviate scheduling pressure onstudents during their final two years, it canbe offered at the Grade 10 level.

THE ORGANIZERS

The prescribed learning outcomes forIntroductory Punjabi 11 are grouped underthe same four organizers used for Punjabi 5to 12.

• The prescribed learning outcomes set outfor the course are repeats of outcomesidentified at the grade 5 to 10 levels.(This reflects the fact that IntroductoryPunjabi 11 is designed to providestudents with an equivalent preparationfor Punjabi 11 and Punjabi 12 courses.)

• The Interpersonal Communicationorganizer embraces a larger number ofoutcomes than the other organizers forthe course. (This ensures that studentswill acquire the linguistic skills theyneed to achieve all the Grade 11 and 12outcomes.)

In addition to the activities suggested inthis section of the Integrated ResourcePackage, teachers can adapt instructionaland assessment activities suggested forearlier grade levels, taking into account theinterests of senior secondary students.

INTRODUCTION


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INTRODUCTORY PUNJABI 11 • Interpersonal Communication I


• use common expressions and vocabulary forfamiliar objects

• introduce themselves and others, usingappropriate family relationship terms in thecase of family introductions

• exchange simple greetings• make and respond to simple requests

Because this is students’ first exposure to thePunjabi language, it is important that the language-learning experience be non-threatening, rewarding,and enjoyable (e.g., establish a routine of givingclassroom instructions in Punjabi).

• Write students’ names in the Punjabi alphabet onname tags or place cards to facilitate recognitionof the written form of the language.

• Model patterns for greetings in Punjabi. Havestudents sit or stand in a circle. The teacherbegins with a greeting such as:

The next student repeats the greeting to the nextperson. Once the pattern has been established,students mingle and practise these phrases.

• Use a similar approach to introduce informationabout age, birthday, address, phone number, andso on.

• Play Bingo to introduce and reinforce Punjabivocabulary related to numbers.

• Introduce vocabulary for classroom objects. Thenlabel them in Punjabi and use them to reinforceword recognition and pronunciation skills.

• As an ongoing activity, students can create andmaintain a personal dictionary. Have them enternew vocabulary words along with a sentence inwhich the word is correctly used.


85

GRADE 11 • Interpersonal Communication I

Risk taking is an important part of learning alanguage. Students need to be encouraged toexplore and practise their newly acquired languageskills. Errors should be used as part of the learningprocess. Teacher and peer assessment can helpstudents to practise their new skills effectively.

• As students participate in oral activities, use achecklist or class list to record notes. At times,consider focussing on a small group of studentswhile others practise. Look for evidence ofgrowth in students’ abilities to:- listen and respond with ease and confidence- choose appropriate forms of address for the

teacher and for peers- recognize and respond when someone greets

or addresses them- repeat modelled phrases independently- respond to simple requests or instructions- self-correct (evidence of ability to listen to

themselves)• Assess the extent to which students are able to

maintain a personal dictionary with accuracy. Forexample, assess whether students:- recognize if a word has more than one

meaning- correctly use the word in a sentence

• Self-assessment is an important part of languagelearning. As students develop and practiselanguage skills, keeping track of what and howthey are learning can increase their confidenceand help them to focus their efforts. For example,students can keep a list of things they havelearned to do.

Print Materials

• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• The Panjabi Alphabet Guide Work Book

(With Pictures)• Punjabi Posters

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INTRODUCTORY PUNJABI 11 • Interpersonal Communication II



• demonstrate an understanding of classroomroutines conducted in Punjabi

• use formal and informal forms of address asappropriate

Small-group activity gives students opportunities topractise a still limited vocabulary with new topicsand new situations.

• With the whole class, develop an interview formin Punjabi with questions pertaining to name,age, place of birth, likes, dislikes, activities,hobbies, and interests. Developing the form willhelp students acquire vocabulary for expressinglikes and dislikes and asking questions. In pairs,have students interview each other to elicitanswers to questions on the form. They can thenuse this information to introduce their partners tothe rest of the class.

• A Find Someone Who activity can help studentslearn the question form. In this activity, studentssurvey their classmates about personal likes anddislikes. Using a preset list of questions preparedby the teacher, students circulate among theirclassmates asking questions such as:

The survey might focus on a particular topic (e.g.,food, clothing, sports). Create a survey using a gridwith symbols to record responses. The whole classthen shares the information.


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INTRODUCTORY PUNJABI • Interpersonal Communication II

As students develop confidence in expressing theirideas, assessment focusses on communicating ideasrather than on language structures.

• As students talk about their likes and dislikes,participate in role plays, and engage in classroomroutines, note and provide feedback on the extentto which they are able to:- make themselves understood- ask questions- respond to simple and familiar questions- show increasing comfort and confidence- perform introductions and offer simple

greetings• To practise skills and provide peer assessment

and feedback, have students work in pairs tocreate word cubes (a cube made of paper or cardsthat has a different word on each of six sides).Encourage them to choose words they think areespecially interesting or useful. Students can usethe cubes in groups of four to create a variety ofactivities. For example, one pair throws another’scube, then makes a sentence using the word thatturns up. The pair who originally selected theword checks the sentence and provides feedback.Teachers can observe groups as they play withthe cubes to gather evidence about emerginglanguage skills.

Print Materials

• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• The Panjabi Alphabet Guide Work Book (With

Pictures)• Punjabi Posters

Software



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INTRODUCTORY PUNJABI 11• Interpersonal Communication III


• communicate needs, desires, or emotionsappropriately

• seek or grant permission, formally andinformally

• use Punjabi to conduct familiar activities (realor simulated)


• describe events and experiences sequentially• explain how to do an everyday activity or

procedure• recognize and use simple idiomatic expres-

sions

Students can use group work to expand theircommunication abilities by sharing and linkingideas. At this level, they are able to write structuredmaterial with increasing confidence.

• Display a variety of pictures in which people areexpressing emotion. Have students work in pairs.Ask them to study the pictures and choose threeor four for which they will:- identify the emotion being expressed- speculate why the people are expressing that

emotion- predict what might happen next

The sophistication of this activity will varydepending on the students’ vocabulary levels andfamiliarity with the Punjabi language. To debrief,students can present their conclusions either orallyor in writing to another pair of students.• Divide the class into groups and have each group

select a simple recipe written in Punjabi. Go on afield trip to buy the ingredients needed toprepare the recipe (shop in a place where Punjabiis spoken, if possible). Groups should then traderecipes and ingredients, and prepare the recipe.Students should ask each other for clarification asneeded. Invite all students to taste the variousfoods and express opinions and preferences,citing reasons.

• For a field trip, have students compose a letter inPunjabi to their parents requesting permission toparticipate. They should then compose a responseform that the parents can use to grant or denypermission.


89

INTRODUCTORY PUNJABI 11• Interpersonal Communication III

Oral communication continues to be the main focusas students exchange ideas, opinions, andpreferences. Students are also expected to developwriting skills in the form of dialogue.

• Throughout the course, direct students’ attentionto criteria for effective oral interactions. These canbe the focus of teacher, peer, and self-assessments.For example, consider creating a checklist torecord evidence that a student’s communicationfeatures:- an understandable message or meaning- an increasing amount of important and

relevant information- appropriate language for the task and relation-

ship- active engagement- risk taking to extend language use and facility- pauses at the ends of phrases or ideas rather

than after each word• For the recipe activity, assess the extent to which

students are able to:- follow instructions- ask for and provide clarification of the recipes

in Punjabi- write a recipe- explain the preparation of a dish in correct

sequence• Provide frequent opportunities for students to

review and reflect on what they have learned,and to establish personal goals and action plansfor increasing their Punjabi language skills.(These activities may be integrated with careerand personal planning course work.)

• Criteria such as the following can be used inassessing letters and other written work:- meaning is clear- includes interesting, relevant details- follows appropriate conventions as practised

in class (e.g., greetings, closings, use of titles)- uses a range of vocabulary to form simple

sentences

Print Materials

• G. C. S. E. Panjabi• Jaadu Di Soti—Magic Wand• The Panjabi Alphabet Guide Work Book (With

Pictures)• Punjabi Posters

Software



90

INTRODUCTORY PUNJABI 11 • Informational Communication


• extract and process information from varioussources to complete authentic tasks

Students can share and apply non-verbal strategiessuch as guessing or predicting in order to developconfidence orally and with simple written work.

• Using the chalkboard, invite the whole class toparticipate in creating a model course timetable.Introduce vocabulary related to numbers, time,and course names. Have students individuallycomplete personal timetables (with course nameswritten in Punjabi) and then work in pairs to askeach other questions such as:

• As students acquire more skill and facility inrecognizing the written forms of individualwords and phrases, have them read simple,illustrated stories silently and independently.They can also read aloud to each other. Oncestudents have become familiar with the story,invite them to:- arrange labelled pictures of the story

sequentially- create a mural illustrating the story- compose sentences about the story

• Using a number of pictures depicting variousoccupations, ask students to:- identify the name of the occupation- brainstorm duties associated with the

occupation- develop a list of qualifications required to

fulfill the duties• Collect from Punjabi newspapers, magazines,

professional journals, or online sources a set ofadvertisements for jobs in the areas previouslydiscussed. (Students may also compose simulatedadvertisements.) Have students compare thequalifications listed in the advertisement withthose they have generated, and ask them to adjusttheir own lists as necessary. In groups, encouragestudents to compose an advertisement based onthe models they have studied.


91

INTRODUCTORY PUNJABI 11 • Informational Communication

To make language more relevant to their daily lives,students are introduced to a variety of resources thatare interesting and simple in vocabulary.Assessment should be based on students’ abilities toacquire information and use it to accomplishrelevant and meaningful tasks.

• At this level, students should not be expected toacquire detailed understanding through listeningto or reading Punjabi sources. Assessment shouldfocus on key ideas. For example, to what extentare students able to:- present the main ideas in words or other forms- follow a logical sequence when they represent

events or information• When students present information orally, look

for evidence that they are increasingly able tomake themselves understood (e.g., in usingPunjabi pronunciation, they can distinguishbetween the various d, t, r, and n sounds inPunjabi and produce nasal sounds that do notexist in English).

• When students write Punjabi, check that they areable to form an increasing number of recogniz-able letters and numbers.

• When students write advertisements, considerthe extent to which they:- convey clear and relevant messages- use a variety of expressions- try to add appeal by using language and

images in interesting or unusual ways

Print Materials

• Bir Bahadar Jagge Di Varta• G. C. S. E. Panjabi• Panjabi Workbook• Punjabi Posters• Punjabi-English Dictionary• Sachittar Primary Punjabi Kosh (with



92

INTRODUCTORY PUNJABI 11• Creative Works



• produce a variety of creative works based onPunjabi resources

Students’ written work should become increasinglyclear and logically sequenced. As they worktogether, they can apply more strategies to presentviewpoints.

• Introduce journal writing as an ongoing activity.• Introduce a fable or short story that has been

recorded on tape and invite students to listenonce or twice, as necessary. Check for overallcomprehension of the story line. Present thewritten version of the story in a Cloze (see theGlossary in Appendix F). As a follow-up,students could rewrite the story:- by placing it in a contemporary setting- by changing all the direct speech to indirect- by changing all the indirect speech to direct

• Use a Strip Story technique (see the Glossary inAppendix F) to introduce particular fables orstories to students working in small groups. As afollow-up, students could:- rewrite the story by changing the ending- redo the story as a newspaper article- role-play the story and record their work using

video or audio recording equipment


93

INTRODUCTORY PUNJABI 11 • Creative Works

As students are introduced to creative works inPunjabi, assessment should focus on theirrecognition of the sequence of events, identificationof vocabulary, and ability to transfer material to acontemporary setting.

• When students create their own work, considerthe extent to which they are able to:- convey clear messages, feelings, or

impressions- focus on a topic or theme- use details to add interest or effect- use a range of appropriate vocabulary and

idioms- follow conventions of the form or genre (e.g.,

use simple rhymes and rhythmic patterns inpoems and songs)

- convey mood, feeling, or viewpoint of thestory (e.g., humour, tragedy, satire, morallesson)

- follow a sequence of key events- present a unique twist or perspective

• As students work on creative projects, watch forevidence that they are able to:- collaborate to develop a project such as a

newspaper article- seek assistance and consultation from peers- suggest specific improvements when they are

editing peers’ work

Print Materials

• Badesi Lok Kahanian• Panja Putran Da Pio• Phull Piare Piare• Sach Khud Bolta Hai (Truth Speaks for Itself)

Multimedia

• The Festival


94

INTRODUCTORY PUNJABI 11 • Cultural Contexts



• demonstrate an understanding of thesignificance of particular Punjabi customs,celebrations, and festivals

Hands-on activities allow students to share theirknowledge of Punjabi language and culture andenable them to develop better understanding ofaspects of the culture.

• Invite students to compare Punjabi myths andstories with similar stories from other cultures(e.g., Chinese, Greek, Aboriginal). They couldchoose stories from varied media such as filmanimation, ballads, and so on. Some Punjabistories closely resemble tales familiar to Westernreaders. For example, “The Golden Fish”

is similar to Grimm’s fairy tale,“The Fisherman’s Wife.”

• Split the class into two groups and have eachgroup learn a card game (e.g., ). Whenboth groups have learned their game, rearrangethe students into several small groups in whichhalf are drawn from each of the original twogroups. Students then teach each other the gamesthey have learned. Have students identify gamescommonly played in Canada that resemble thesePunjabi games.

• Working in pairs, ask students to write in Punjabithe rules of a game they already know. Then theytrade rules with another pair and try to follow theinstructions they have received.

• Using visual aids and videos, introduce vocabu-lary and knowledge related to a Punjabi celebra-tion such as Vaisakhi (e.g., a Vaisakhi parade on avideo acquired from a local Gurdwara orcommunity cable channel). Involve students inputting together plans for a school-based celebra-tion of the occasion. Each group of students takesresponsibility for one aspect of the celebration,such as:- building a model of a Vaisakhi float- putting together a Vaisakhi fashion show- designing and distributing promotional

material


95

INTRODUCTORY PUNJABI 11 • Cultural Contexts

Students demonstrate their cultural knowledgethrough talking, writing, representing, andengaging in classroom activities. Assessment willfocus on teacher and peer observation, discussion,and self-assessment, with minimal languagedemands.

• When students compare Punjabi stories, myths,and celebrations, look for evidence that they areable to:- identify important features of the Punjabi

activity or work- indicate similarities and differences

• Have students work in pairs or small groups todemonstrate a game or sport. Explain the criteriafor assessing their demonstrations, and recordobservations on a feedback sheet or simple ratingscale. Other students can also provide feedback.Focus assessment on two to four key aspects suchas:- presentation or demonstration is clear and

easy to follow- language is used accurately- participants show enthusiasm- students invite and respond to questions to

help make the game or sport clear• Activities connected with celebrations such as

Vaisakhi can be assessed for the creative processesstudents use and the work they produce. Forexample, groups can assess the extent to whichmembers:- generate a variety of ideas- respect and encourage risk taking and diver-

gent thinking- collaborate to develop a work plan- contribute to the activity or product- work together to overcome problems they

encounter- are satisfied with the work they produce

• Invite students to keep an ongoing list of theactivities they are involved in. Ask them to recordhow enjoyable and easy the activities are as wellas how effectively they participate.

Print Materials


• Encyclopaedia Of Sikh Religion And Culture• Punjabis in Canada• The Sikhs

Multimedia

• The Festival


96


97

APPENDICESPunjabi 5 to 12


98

APPENDIX APrescribed Learning Outcomes

A-100

APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12

A-101


INTERPERSONAL COMMUNICATION

It is expected that students will use Punjabi to establish and maintain personal relationships,share ideas and opinions, and accomplish a variety of tasks.


Grade 5 Grade 6 Grade 7

• use common expressions andvocabulary for familiar objects

• introduce themselves andothers, using appropriate familyrelationship terms in the case offamily introductions

• exchange simple greetings• make and respond to simple

requests• respond to and give basic

instructions

• exchange information aboutlikes, dislikes, and interests

• make and respond to simplerequests

• respond to and give basicinstructions

• demonstrate an understandingof classroom routines conductedin Punjabi

• use formal and informal formsof address as appropriate

• communicate with others tocomplete a task

• discuss personal likes, dislikes,and interests

• exchange information aboutday-to-day situations, events,and activities


• use Punjabi to participate inclassroom activities

A-102



• develop simple dialogues• describe activities and interests

in oral and written form• request and provide information• seek or grant permission,

formally and informally• use Punjabi to conduct familiar

activities (real or simulated)

• express opinions and prefer-ences, giving reasons

• exchange information related toactivities, people, and things

• ask for and give assistance andinformation

• use Punjabi in a variety ofauthentic situations

• use vocabulary related to needsand emotions

• communicate needs, desires,and emotions appropriately

• describe events and experiencessequentially

• explain how to do an everydayactivity or procedure

• recognize and use simpleidiomatic expressions

• use Punjabi in a variety ofauthentic situations




A-103





Grade 11 Grade 12 Introductory Punjabi 11

• exchange opinions on topics ofinterest

• with some supportive detail,describe or narrate an event,situation, or experience

• identify and use commonidiomatic expressions

• interact with increased indepen-dence in familiar life situations

• exchange opinions and beliefson topics of interest

• defend a viewpoint• express plans, goals, and

intentions• demonstrate understanding of a

wide range of idiomaticexpressions

• communicate effectively andspontaneously in common lifesituations

• use common expressions andvocabulary for familiar objects

• introduce themselves andothers, using appropriate familyrelationship terms in the case offamily introductions

• exchange simple greetings• make and respond to simple

requests• exchange information about

likes, dislikes, and interests• demonstrate an understanding

of classroom routines conductedin Punjabi


• communicate needs, desires, oremotions appropriately

• seek or grant permission,formally and informally

• use Punjabi to conduct familiaractivities (real or simulated)

• express opinions and prefer-ences, giving reasons

• describe events and experiencessequentially

• explain how to do an everydayactivity or procedure

• recognize and use simpleidiomatic expressions

A-104


INFORMATIONAL COMMUNICATION

It is expected that students will acquire information from a variety of Punjabi resources for avariety of purposes.



• extract specific information fromvarious sources to completeauthentic tasks by using orallanguage and visuals

• extract specific information fromvarious sources to completeauthentic tasks orally, visually,and in simple written form

• extract information from varioussources to complete authentictasks in simple oral and writtenform

A-105






• extract and process informationfrom various sources to com-plete authentic tasks in oral andwritten form

• extract and process informationfrom various sources to com-plete authentic tasks in oral andwritten form

• extract and process informationfrom a variety of sources tocomplete authentic tasks

A-106






• research and use relevantinformation from a variety ofsources to complete authentictasks

• research, analyse, and userelevant information fromseveral sources on a chosentopic to complete authentic tasks

• extract and process informationfrom various sources to com-plete authentic tasks

A-107


CREATIVE WORKS

It is expected that students will respond in personal ways to creative works in Punjabi thatthey listen to, view, or read.


• respond in a personal way tocreative works that they listen toor view

• produce visual creative worksbased on Punjabi resources


• respond in a personal way tocreative works that they listen toor view

• produce visual creative worksbased on Punjabi resources

• respond in a personal way tocreative works that they listento, view, or read

• produce visual works andsimple oral creative works basedon Punjabi resources

A-108



CREATIVE WORKS




• produce visual, oral, and simplewritten creative works based onPunjabi resources


• produce a variety of visual, oral,and simple written creativeworks based on Punjabiresources

• respond in a personal way tocreative works that they listento, view, or read from a varietyof sources

• produce a variety of creativeworks based on Punjabiresources, with increasedemphasis on writing

A-109


CREATIVE WORKS



Grade 12 Introductory Punjabi 11Grade 11

• respond in a personal way witha range of forms of expression tocreative works from a variety ofsources

• produce a variety of written,oral, and visual creative worksbased on Punjabi resources

• respond in a personal way witha range of forms of expression tocreative works from a variety ofsources

• produce a variety of creativeworks based on Punjabiresources


• produce a variety of creativeworks based on Punjabiresources

A-110


CULTURAL CONTEXTS

It is expected that students will experience Punjabi culture, making personal connections with their ownlives and cultures, and apply knowledge of Punjabi culture and society to enhance communication.


• demonstrate a familiarity withaspects of Punjabi games,sports, arts, customs, celebra-tions, and festivals

• use language associated withPunjabi games, sports, arts,customs, celebrations, andfestivals

• relate Punjabi games, sports,arts, customs, celebrations, andfestivals to those of their ownand other cultures


• demonstrate a knowledge ofPunjabi games, sports, arts,customs, celebrations, andfestivals

• use language associated withPunjabi games, sports, arts,customs, celebrations, andfestivals

• identify similarities and differ-ences between Punjabi games,sports, arts, customs, celebra-tions, and festivals and those oftheir own and other cultures

• demonstrate a knowledge of thelanguage needed to explain andparticipate in Punjabi games,sports, arts, customs, celebra-tions, and festivals

• categorize similarities anddifferences between Punjabigames, sports, arts, customs,celebrations, and festivals andthose of their own and othercultures

A-111


CULTURAL CONTEXTS




• explain and demonstrateprocedures associated withPunjabi games and sports

• describe and explain Punjabiarts, customs, celebrations, andfestivals

• explain similarities and differ-ences between Punjabi games,sports, arts, customs, celebra-tions, and festivals and those oftheir own and other cultures

• apply knowledge of characteris-tic Punjabi games, sports, crafts,customs, or celebrations to planand implement a cultural event

• identify ways that knowledge ofPunjabi language and culturehas affected their daily lives

• demonstrate an appreciation ofPunjabi language and cultureand its place in local and globalcommunities

• demonstrate an understandingof the significance of particularPunjabi customs, celebrations,and festivals


• examine the effect that knowl-edge of Punjabi language andculture has on various aspects oftheir lives


• explain the significance ofparticular Punjabi customs,celebrations, and festivals

A-112


CULTURAL CONTEXTS





• analyse the effects that knowingabout Punjabi language andculture might have on variousaspects of their lives


• analyse the significance ofparticular Punjabi customs,celebrations, and festivals


• analyse the effects that knowingabout Punjabi language andculture might have on variousaspects of their lives


• analyse the significance ofparticular Punjabi customs,celebrations, and festivals

• apply knowledge of character-istic Punjabi games, sports,crafts, customs, or celebra-tions to plan and implement acultural event

• demonstrate an understand-ing of the significance ofparticular Punjabi customs,celebrations, and festivals

APPENDIX BLearning Resources

APPENDIX B: LEARNING RESOURCES

B-114


B-115

Curriculum Creative WorksOrganizer(s):

5. Curriculum Organizers

4. Cautions

2. Media Format

9. Supplier

8. Audience

7. Category

®

®

What information does an annotation provide?

WHAT IS APPENDIX B?

Appendix B is a comprehensive list of the recommended learning resources for Punjabi 5 to 12.The titles are listed alphabetically and each resource is annotated. In addition, Appendix Bcontains information on selecting learning resources for the classroom.

1. General Description

Badesi Lok Kahanian

Author(s): Kairon, Dr. Joginder Singh (ed.)

General Description: Illustrated book presents avariety of short stories that have elements of magic,fantasy, suspense, and humour. The stories come frommany lands and are written in a simple, familiar stylethat supports the communicative approach to languageteaching.

Caution:

Audience: General

Category: Student, Teacher Resource

®

®

6. The Grade Level Grid

K/1 2/3 4 5 6 7 8 9 10 11 12

Year Recommended: 1995

Supplier: Far Eastern Books

P.O. Box 846, Adelaide Street East Stn.Toronto, ONM5C 2K1

Tel: (905) 477-2900 Fax: (905) 479-2988

Price: (not available)

ISBN/Order No: (not available)

Grade Level:

®

®

✓ ✓ ✓

®

3. Author(s)

®

®


B-116

1. General Description: This section providesan overview of the resource.

2. Media Format: This is represented by anicon next to the title. Possible icons include:

Audio Cassette

CD-ROM

Film

Games/Manipulatives

Laserdisc, Videodisc

Multimedia

Music CD

Print Materials

Record

Slides

Software

Video

3. Author(s): Author or editor information is provided where it might be of use to the teacher.

4. Caution: This category is used to alertteachers about potentially sensitive issues.

5. Curriculum Organizers: This categoryhelps teachers make links between theresource and the curriculum.

6. Grade Level Grid: This category indicatesthe suitable age range for the resource.

7. Category: This section indicates whether itis a student and teacher resource, teacherresource, or professional reference.

8. Audience: The audience category indicatesthe suitability of the resource for differenttypes of students. Possible studentaudiences include the following:• general• English as a second language (ESL)• Students who are:

- gifted- blind or have visual impairments- deaf or hard of hearing

• Students with:- severe behavioural disorders- dependent handicaps- physical disabilities- autism- learning disabilities (LD)- mild intellectual disabilities (ID-mild)- moderate to severe/profound disabilities (ID-moderate to severe/profound)

9. Supplier: The name and address of thesupplier are included in this category.Prices shown here are approximate andsubject to change. Prices should be verifiedwith the supplier.


B-117

What about the videos?

The ministry attempts to obtain rights formost recommended videos. Negotiations forthe most recently recommended videos maynot be complete. For these titles, the originaldistributor is listed in this document, insteadof British Columbia Learning ConnectionInc. Rights for new listings take effect theyear implementation begins. Please checkwith British Columbia Learning ConnectionInc. before ordering new videos.

CRITERIA FOR SELECTION

There are a number of factors to considerwhen selecting learning resources.

Content

The foremost consideration for selection isthe curriculum to be taught. Prospectiveresources must adequately support theparticular learning objectives that the teacherwants to address. Resources on theministry's recommended list are not matcheddirectly to learning outcomes, but they arelinked to the appropriate curriculumorganizers. It is the responsibility of theteacher to determine whether a resource willeffectively support any given learningoutcomes within a curriculum organizer.This can only be done by examiningdescriptive information regarding thatresource; acquiring additional informationabout the material from the supplier,published reviews, or colleagues; and byexamining the resource first-hand.

Instructional Design

When selecting learning resources, teachersmust keep in mind the individual learningstyles and abilities of their students, as wellas anticipate the students they may have inthe future. Resources have beenrecommended to support a variety of specialaudiences, including gifted, learningdisabled, mildly intellectually disabled, andESL students. The suitability of a resourcefor any of these audiences has been noted inthe resource annotation. The instructionaldesign of a resource includes theorganization and presentation techniques;the methods used to introduce, develop, andsummarize concepts; and the vocabularylevel. The suitability of all of these should beconsidered for the intended audience.

SELECTING LEARNING RESOURCES

FOR THE CLASSROOM

Selecting a learning resource means choosinglocally appropriate materials from the list ofrecommended resources or other lists ofevaluated resources. The process of selectioninvolves many of the same considerations asthe process of evaluation, though not to thesame level of detail. Content, instructionaldesign, technical design, and socialconsiderations may be included in thedecision-making process, along with anumber of other criteria.

The selection of learning resources should bean ongoing process to ensure a constant flowof new materials into the classroom. It is mosteffective as an exercise in group decisionmaking, co-ordinated at the school, district,and ministry levels. To function efficientlyand realize the maximum benefit from finiteresources, the process should operate inconjunction with an overall district and schoollearning resource implementation plan.

Teachers may choose to use provinciallyrecommended resources to support provincialor locally developed curricula; or they maychoose resources that are not on the ministry'slist; or they may choose to develop their ownresources. Resources that are not on theprovincially recommended list must beevaluated through a local, board-approvedprocess.


B-118

Teachers should also consider their ownteaching styles and select resources that willcomplement them. The list of recommendedresources contains materials that range fromprescriptive or self-contained resources, toopen-ended resources that requireconsiderable teacher preparation. There arerecommended materials for teachers withvarying levels and experience with aparticular subject, as well as those thatstrongly support particular teaching styles.

Technology Considerations

Teachers are encouraged to embrace avariety of educational technologies in theirclassrooms. To do so, they will need toensure the availability of the necessaryequipment and familiarize themselves withits operation. If the equipment is notcurrently available, then the need must beincorporated into the school or districttechnology plan.

Social Considerations

All resources on the ministry's recommendedlist have been thoroughly screened for socialconcerns from a provincial perspective.However, teachers must consider theappropriateness of any resource from theperspective of the local community.

Media

When selecting resources, teachers shouldconsider the advantages of various media.Some topics may be best taught using aspecific medium. For example, video may bethe most appropriate medium when teachinga particular, observable skill, since itprovides a visual model that can be playedover and over or viewed in slow motion fordetailed analysis. Video can also bringotherwise unavailable experiences into theclassroom and reveal "unseen worlds" to

students. Software may be particularlyuseful when students are expected todevelop critical-thinking skills through themanipulation of a simulation, or wheresafety or repetition are factors. Printresources or CD-ROM can best be used toprovide extensive background informationon a given topic. Once again, teachers mustconsider the needs of their individualstudents, some of whom may learn betterfrom the use of one medium than another.

Funding

As part of the selection process, teachersshould determine how much money isavailable to spend on learning resources.This requires an awareness of school anddistrict policies, and procedures for learningresource funding. Teachers will need toknow how funding is allocated in theirdistrict and how much is available for theirneeds. Learning resource selection should beviewed as an ongoing process that requires adetermination of needs, as well as long-termplanning to co-ordinate individual goals andlocal priorities.

Existing Materials

Prior to selecting and purchasing newlearning resources, an inventory of thoseresources that are already available shouldbe established through consultation with theschool and district resource centres. In somedistricts, this can be facilitated through theuse of district and school resourcemanagement and tracking systems. Suchsystems usually involve a computer databaseprogram (and possibly bar-coding) to helpkeep track of a multitude of titles. If such asystem is put on-line, then teachers cancheck the availability of a particular resourcevia a computer.


B-119

SELECTION TOOLS

The Ministry of Education has developed avariety of tools to assist teachers with theselection of learning resources.

These include:

• Integrated Resource Packages (IRPs) whichcontain curriculum information, teachingand assessment strategies, andrecommended learning resources

• learning resources information viaannotation sets, resource databases ondisks, the Learning Resources CD-ROM,and, in the future, on-line access

• sets of the most recently recommendedlearning resources (provided each year to anumber of host districts throughout theprovince to allow teachers to examine thematerials first hand at regional displays)

• sample sets of provincially recommendedresources (available on loan to districts onrequest)

A MODEL SELECTION PROCESS

The following series of steps is one way aschool resource committeee might go aboutselecting learning resources:

1. Identify a resource co-ordinator (forexample, a teacher-librarian).

2. Establish a learning resources committeemade up of department heads or leadteachers.

3. Develop a school vision and approach toresource-based learning.

4. Identify existing learning resource andlibrary materials, personnel, andinfrastructure.

5. Identify the strengths and weaknesses ofthe existing systems.

6. Examine the district Learning ResourcesImplementation Plan.

7. Identify resource priorities.

8. Apply criteria such as those found inSelection and Challenge to shortlist potentialresources.

9. Examine shortlisted resources first-hand ata regional display or at a publishers'display, or borrow a set from the LearningResources Branch.

10. Make recommendations for purchase.

FURTHER INFORMATION

For further information on evaluation andselection processes, catalogues, CD-ROMcatalogues, annotation sets, or resourcedatabases, please contact the LearningResources Branch at 387-5331 or by faxat 387-1527.

Recommended Learning Resources (Punjabi 5 - 12)


1995

Supplier:

Year Recommended:

CurriculumOrganizer(s)

ISBN/Order No:Price:

(not available)$1.50

P. O. Box 162, Station E2411 Dundas Street WestToronto, ONM6P 1X3

Tel: (416) 531 1230 Fax: (416) 530 0041

Asian Educational Supplies Ltd.Audience: General

General Description: Workbook helps teach Punjabi scriptthrough the writing of individual letters and simple words thatcontain two, three, or four letters. Lamination would increasedurability.


Amardeep Punjabi Sulekh Mala, 2

Grade Level:

K/1 2/3 4 5

✓

7 8 9 10 11 126

✓


1995

Supplier:

Year Recommended:




9457 - 120th StreetDelta, BCV4C 6S2

Tel: (604) 582-9999 Fax: (604) 582-8809

Amritech Computer Systems

Audience: General

General Description: Windows software program adds atypeface to those already on the computer. Allows the user totype in Gurmukhi by matching similar-sounding Englishalphabet keys to the Punjabi alphabet. A user's manual withinstallation instructions and character location map is included.

System requirements: 386 or later; Windows 3.1; 2 Mb RAM;PostScript printer.


Anandpursahib Lippi Fonts

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓

12033 St. Thomas CrescentTecumseh, ONN8N 3V6

Tel: (519) 735-3313 Fax: (519) 735-5043

Multi-cultural Books and Videos Inc.or

Creative Works

1995

Supplier:

Year Recommended:




7495 Hurdle CrescentSurrey, BCV3V 8T8

Tel: (604) 597-5837 Fax: (604) 594-8514

Asian PublicationsAudience: General

General Description: Book of poems and nursery rhymespromotes aural and reading skills. Some of the poems areequivalent to English language nursery rhymes. Humourcontributes to student engagement and colourful illustrationsenhance understanding of the poems. Lamination would increasedurability.


Baal Geet

Grade Level:

K/1 2/3 4 5

✓

7 8 9 10 11 126

- 9 -


Creative Works

1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043

Multi-cultural Books and Videos Inc.Audience: General

General Description: Book consists of eight short storiesfeaturing topics such as nature, daily life, friendship, andtravel. The stories use descriptive language to depict realisticsituations.


Baal Kahanian

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126

Author(s): Maadpuri, Sukhdev; Bhullar, Gurbachan Singh(eds.)

Creative Works

1995

Supplier:

Year Recommended:



(not available)(not available)


Tel: (905) 477-2900 Fax: (905) 479-2988

Far Eastern BooksAudience: General

General Description: Illustrated book presents a variety of shortstories that have elements of magic, fantasy, suspense, andhumour. The stories come from many lands and are written in asimple, familiar style that supports the communicativeapproach to language teaching.


Badesi Lok Kahanian

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126

Author(s): Kairon, Dr. Joginder Singh (ed.)

Creative WorksCultural ContextsInformational Communication

1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Hardcover resource features Punjabi folktales and legends, many of which can be adapted to dramaformat. Simple black and white illustrations are scatteredthroughout the book.


Bir Bahadar Jagge Di Varta

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126

Author(s): Daataa, Piara Singh

- 10 -


Cultural Contexts

1995

Supplier:

Year Recommended:



0-9698470-0-9$39.95


Tel: (519) 735-3313 Fax: (519) 735-5043

Multi-cultural Books and Videos Inc.

Audience: General

General Description: Professional reference book providesbackground information about Canadian Sikh history, religion,and culture. It also addresses the political, social, and economicdevelopment of Canadian Sikhs since the days of the firstimmigrants. Glossary, bibliography, and extensive appendicesare included.

Category: Professional Reference

Canadian Sikhs: History, Religion andCulture of Sikhs In North America

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓

Author(s): Singh, Narindar; Mansukhani, Dr. Gobind Singh

Cultural Contexts

1995

Supplier:

Year Recommended:



0-7069-8368-8$49.00


Tel: (604) 597-5837 Fax: (604) 594-8514

Asian Publications

Audience: General

General Description: Professional reference book, which mayalso be useful to students in grades 11 and 12, containsinformation about Sikh religion, culture, history, tribes, castes,folklore, customs, and festivals, and the origin of Sikh names.The presentation is brief but thorough. An extensivebibliography and an index are included.


Encyclopaedia Of Sikh Religion And Culture

Grade Level:

K/1 2/3 4 5

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7

✓

8

✓

9

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10

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11

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12

✓

6

✓

Author(s): Dogra, R.C.; Mansukhani, Dr. Gobind Singh

Creative WorksCultural Contexts

1995

Supplier:

Year Recommended:


ISBN/Order No:

Price:

Text: 1-85269-074-7

Text: $8.75Audio Cassette: $6.95


Tel: (905) 477-2900 Fax: (905) 479-2988


General Description: Resource package consists of a softcoverpicture dictionary in Punjabi and English and an audio cassette.They present the story of an Indian festival as seen through theeyes of a young boy. The cassette is narrated in English andenhanced with Indian music.


The Festival

Grade Level:

K/1 2/3 4 5

✓

7

✓

8 9 10 11 126

✓

Author(s): Bonnici, Peter

- 11 -


Informational CommunicationInterpersonal Communication

1995

Supplier:

Year Recommended:



1-870383-060(not available)


Tel: (519) 735-3313 Fax: (519) 735-5043


Audience: General

General Description: Resource developed for the BritishG.C.S.E. examinations supports a functional approach toteaching Punjabi. Chapters are divided into the four languageskills of reading, listening, speaking, and writing. Topics suchas family relationships, personal identification, travel,transport, weather, holidays, food, shopping, and health helpto develop purposeful language skills.


G. C. S. E. Panjabi

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

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11

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12

✓

6

Author(s): Nagra, J.S.

Cultural Contexts

1995

Supplier:

Year Recommended:



962-217-167-2$22.00


Tel: (604) 597-5837 Fax: (604) 594-8514


General Description: English language resource presents thehistory and development of Sikhism's holiest shrine, the GoldenTemple at Amritsar. The majority of the book comprises colourphotographs, preceded by an introduction to the history of thetemple and the development of Sikhism in India's Punjab region.

Category: Teacher Resource

Golden Temple

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11

✓

12

✓

6

Author(s): Singh, Mohinder


1995

Supplier:

Year Recommended:




8697A - 120 St.North Delta, BCV4C 6R4

Tel: (604) 591-8496 Fax: (604) 591-8496

MicroPro Compu Electronics Ltd.

Audience: General

General Description: Software program, for Macintosh andWindows, adds a typeface (font) to the computer. It allows theuser to type in Gurmukhi by matching similar-sounding Englishalphabet keys to the Punjabi alphabet. A user's guide withinstallation instructions is included.

System requirements: Macintosh System 6.0.7 or later; Windows3.1; Adobe Type Manager.


GurbaniLippi/Amrit Lippi Fonts

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10

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11

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12

✓

6

✓

Author(s): Thind, Kulbir S.

- 12 -


Cultural Contexts

1995

Supplier:

Year Recommended:



962-217-167-2$22.00


Tel: (604) 597-5837 Fax: (604) 594-8514


General Description: Punjabi language resource presents thehistory and development of Sikhism's holiest shrine, the GoldenTemple at Amritsar. The majority of the book comprises colourphotographs, preceded by an introduction to the history of thetemple and the development of Sikhism in India's Punjab region.


Harimander Sahib (Golden Temple)

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11

✓

12

✓

6

Author(s): Singh, Mohinder

Creative WorksInformational CommunicationInterpersonal Communication

1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Book features Punjabi fairy tales todevelop student reading skills. Colour illustrations support thetext and aid student comprehension.


Jaadu Di Soti - Magic Wand

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126

Author(s): Kaur, Rajinder


1995

Supplier:

Year Recommended:





Tel: (604) 582-9999 Fax: (604) 582-8809


Audience: General

General Description: Windows software program helps teachthe Punjabi vowels (matra) in three steps: definition of eachmatra, one-letter examples, and word creation. Graphics supportthe text, and the sound capability enables students to practisewhat they have heard and record words. A user's manual withinstallation instructions is included.

System requirements: 386 or 486; Windows 3.1; 2 Mb RAM;Maboli Systems Inc.'s Anandpursahib Lippi Fonts.


Matra Primer

Grade Level:

K/1 2/3 4 5

✓

7

✓

8 9 10 11 126

✓

- 13 -


Creative Works

1995

Supplier:

Year Recommended:



81-85243-35-2$19.00


Tel: (604) 597-5837 Fax: (604) 594-8514

Asian Publications

Audience: General

General Description: Novel in Punjabi relates the story of anorphaned boy who is adopted by kind neighbours who supporthim financially and emotionally. The young man eventuallytravels to England to study law. He returns to India to work asa government lawyer and to marry the daughter of his adoptivefamily.


Matrai Maa

Grade Level:

K/1 2/3 4 5 7 8 9 10 11

✓

12

✓

6

Author(s): Singh, Nanak


1995

Supplier:

Year Recommended:



0-19-560704-X$8.95


Tel: (519) 735-3313 Fax: (519) 735-5043


Audience: General

General Description: Colour picture English-Punjabi dictionary isorganized by themes such as space, land, the world, the town,clothing, household occupations, travel, recreation, and thehuman body. Over 2000 everyday objects are presented. It alsocontains information in both Punjabi and English on how to usethe dictionary.


Oxford Picture Dictionary English-Punjabi

Grade Level:

K/1 2/3 4 5

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7

✓

8

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9

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10

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11

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12

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6

✓

Author(s): Parnwell, E.C.

Creative WorksCultural Contexts

1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Short story about the relationship of afather to his five sons and to his grandchildren. "Respect forthe older generations" is a central theme. Simple two-toneillustrations enhance text. This resource could serve as aspringboard to discussion on intergenerational matters.


Panja Putran Da Pio

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11 126

Author(s): Kuar, Bachint

- 14 -



1995

Supplier:

Year Recommended:




13487-98A AvenueSurrey, BCV3T 1C7

Tel: (604) 581-3185 Fax: (604) 263-4201

Kesar Singh (Gyani)Audience: General

General Description: Student workbook supports the teaching ofPunjabi script. Students learn the number of strokes required toform each letter. Space is provided for practising these strokes.Black and white illustrations support the learning of Punjabivocabulary. Lamination would increase durability.


The Panjabi Alphabet Guide Work Book(With Pictures)

Grade Level:

K/1 2/3 4 5

✓

7 8 9 10 11 126

Author(s): Singh, Kesar


1995

Supplier:

Year Recommended:



(not available)Books 1, 2 and 3: $9.95 each


Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Three-level series of softcover booksteaches the basics of Punjabi reading and writing. Studentsprogress from learning the alphabet to reading short prose andpoetry selections. Repetition and developmentalappropriateness assist students in acquiring basic skills.


Panjabi Book 1, 2, 3

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10 11 126

✓

Author(s): Phull, Kalra; Kaur, Jaskanwal Jit


1995

Supplier:

Year Recommended:




13487-98A AvenueSurrey, BCV3T 1C7

Tel: (604) 581-3185 Fax: (604) 263-4201

Kesar Singh (Gyani)Audience: General

General Description: Student workbook reviews the Punjabialphabet and progresses to short phrases. Pronunciation of somePunjabi letters and words is written in English. There areopportunities to translate from Punjabi into English and Englishinto Punjabi. Lamination would increase durability.


The Panjabi Guide (Work Book)

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

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9 10 11 126

✓

Author(s): Singh, Kesar

- 15 -



1995

Supplier:

Year Recommended:





Tel: (604) 582-9999 Fax: (604) 582-8809


Audience: General

General Description: Windows software program contains eachletter of the Punjabi alphabet along with words and picturesrelated to that letter. Each page has pronunciation cues andnavigation signs. The user can record his or her own voice; aplayback button allows the learner to listen to the spoken word.Word games are provided. A user's manual with installationinstructions is included.

System requirements: 386 or 486; Windows 3.1; 2 Mb RAM;Maboli Systems Inc.'s Anandpursahib Lippi Fonts.


Panjabi Kaida

Grade Level:

K/1 2/3 4 5

✓

7 8 9 10 11 126

✓


1995

Supplier:

Year Recommended:



Book 1: 0-9508035-4-5Book 2: 0-9508035-9-6Book 3: 1-870383-00-1

(not available)


Tel: (519) 735-3313 Fax: (519) 735-5043


Audience: General

General Description: Three-level British series teaches thebasics of Punjabi reading and writing. Topics relate to dailylife: shopping, holidays, the beach, restaurants, and so on.


Panjabi Made Easy

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10 11 126

✓


1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Workbook introduces basic Punjabivocabulary through phonic exercises. It promotes oral, aural,writing, and reading skills as well as thinking skills throughactivities such as completions, question-answers, and games.


Panjabi Workbook

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10 11 126

✓

- 16 -


Creative Works

1995

Supplier:

Year Recommended:





Tel: (905) 477-2900 Fax: (905) 479-2988


General Description: Book introduces a variety of Punjabipoetry. The poems deal with topics about daily life such asschool, home, family relationships, and animals. Simple colourdrawings enhance text. Lamination would increase durability.


Phull Piare Piare

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9 10 11 126

✓

Author(s): Bhullar, Gurbachan Singh (ed.)

Creative Works

1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Book presents a variety of short Punjabipoems that deal with aspects of everyday life. The rhymeschemes encourage and assist in student reading. Although thevocabulary is simple, the concepts are meaningful for a broadrange of learners.


Piare Piare Bole

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10 11 126

Author(s): Saabar, Sant Singh


1995

Supplier:

Year Recommended:



0-907108-77-6$9.95


Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Basic Punjabi-English dictionary presentsfunctional Punjabi words in both Punjabi and roman scripts.Pictures of the words aid comprehension. Lamination wouldincrease durability.


A Pictorial Panjabi - English Dictionary

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

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9

✓

10 11 126

✓

Author(s): Kalra, Surjit Singh

- 17 -



1995

Supplier:

Year Recommended:




878 Viewfield RoadVictoria, BCV9A 4V1

Tel: (604) 387-5331 Fax: (604) 387-1527

Learning Resources BranchAudience: General

General Description: Book teaches students to write the Punjabiscript. A page is devoted to each letter or sound, and samplewords are provided. Exercises enable students to practise writingthe script and reading simple words and phrases.


Punjabi Alphabet - Part One

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10 11 126

Author(s): Binning, Sadhu


1995

Supplier:

Year Recommended:



81-7205-070-4(not available)


Tel: (905) 477-2900 Fax: (905) 479-2988


General Description: Book is a Punjabi-English dictionary.Punjabi words are in boldface type followed by their Englishequivalents.


Punjabi - English Dictionary

Grade Level:

K/1 2/3 4 5 7 8 9 10

✓

11

✓

12

✓

6


Tel: (604) 597-5837Fax: (604) 594-8514

Asian Publicationsor

Laurier Books Ltd.Box 2694, Station DOttawa, ONK1P 5W6

Tel: (613) 738-2163Fax: (613) 247-0256

or

Author(s): Singh, Dr. Gurcharan; Singh, Saran; Kaur,Ravinder (eds.)


1995

Supplier:

Year Recommended:



(not available)$3.50 each


Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Group of 16 colour posters introduces avariety of lexical items by themes: flowers, insects, mammals,vegetables, fruits, numbers, colours, days of the week, sports, andso on. Vocabulary is written in English and Punjabi.Corresponding pictures and symbols aid comprehension.


Punjabi Posters

Grade Level:

K/1 2/3 4 5

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7

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8

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9

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10

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11 126

✓

- 18 -



1995

Supplier:

Year Recommended:



Book 0: 81-7010-151-4Book 1: 81-7010-152-2Book 2: (not available)

Book 0, Book 1, and Book 2: $2.00 each


Tel: (416) 531 1230 Fax: (416) 530 0041


General Description: Set of three softcover workbooks teachesstudents to read and write Punjabi script. The first bookintroduces the formation of letters; the remaining books presentsentences, paragraphs, and story writing. Activities includecompletions, true and false, matching, and answeringcomprehension questions. Lamination would increase durability.


Punjabi Rachna

Grade Level:

K/1 2/3 4 5

✓

7

✓

8 9 10 11 126

✓

Cultural Contexts

1995

Supplier:

Year Recommended:



81-7001-099-3$19.00


Tel: (604) 597-5837 Fax: (604) 594-8514


General Description: Professional reference book employs ascholarly approach in a study of the immigration of Punjabipeople to Canada. It elaborates upon patterns of migration andintra-family conflicts of Punjabis to explain the formation of acommunity in Canada. All data is properly documented.


Punjabis in Canada

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓

Author(s): Judge, Paramjit S.

Creative Works

1995

Supplier:

Year Recommended:



81-7205-086-0$8.95


Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Reader contains short stories written inPunjabi script that deal with such themes as friendship,loyalty, family relationships, and co-operation. The narrativeand dialogue employ common, relevant language. Laminationwould increase durability.


Sach Khud Bolta Hai

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126


Tel: (604) 597-5837 Fax: (604) 594-8514

Asian Publicationsor

Author(s): Bedi, Wanjara

- 19 -



1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Punjabi - Punjabi dictionary hasdual-column entries. It provides definitions of each word andsample sentences to clarify the context in which the word maybe used. Illustrations, some of which appear to be out of focus,are scattered throughout.


Sachittar Primary Punjabi Kosh (withSentences)

Grade Level:

K/1 2/3 4 5 7 8 9

✓

10

✓

11

✓

12

✓

6

Creative Works

1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Book of Punjabi folk tales introducesPunjabi heritage and traditions. Colourful pictures aidcomprehension. Lamination would increase durability.


Samen - Samen Di Gall

Grade Level:

K/1 2/3 4 5 7 8

✓

9

✓

10

✓

11 126

Author(s): Singh, Gurcharan

Cultural Contexts

1995

Supplier:

Year Recommended:



1-89073-44-8$17.00


Tel: (604) 597-5837 Fax: (604) 594-8514

Asian Publications

Audience: General

General Description: Book with black and white photospresents a history of Sikh culture in Canada. It is divided intochapters on Sikh migration, Sikh religion and history, Sikhculture and traditions, and Sikhs in Canada today. Briefbiographical information is presented on prominent CanadianSikhs.


The Sikh Canadians

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓


Tel: (519) 735-3313 Fax: (519) 735-5043

Multi-cultural Books and Videos Inc.or

Author(s): Minhas, Manmohan Singh

- 20 -


Cultural Contexts

1995

Supplier:

Year Recommended:





Tel: (604) 597-5837 Fax: (604) 594-8514


General Description: Professional reference book explains Sikhhistory, beliefs, and traditions. The text uses subheadingswhich allow for easier access of information. Numerous clear,full-colour photographs enhance the textual information.


The Sikhs

Grade Level:

K/1 2/3 4 5

✓

7

✓

8

✓

9

✓

10

✓

11

✓

12

✓

6

✓

Author(s): Singh, Khushwant; Rai, Raghu


1995

Supplier:

Year Recommended:




5987 Prince Albert StreetVancouver, BCV5W 3E2

Tel: (604) 321-1226 Fax: (604) 321-1226

Amar PublicationsAudience: General

General Description: Book supports language learning strategiesfor advanced students of Punjabi. Grammatical concepts (e.g.,adjectives, verbs, idioms, prepositions) are introduced by meansof examples in relevant language, followed by practice exercises.A glossary and a list of proverbs complete the book.


Simple Punjabi Grammar

Grade Level:

K/1 2/3 4 5 7 8 9 10

✓

11

✓

12

✓

6

Author(s): Alag, Sarup Singh; Singh, Amar


1995

Supplier:

Year Recommended:



0-907264-65-4$23.95


Tel: (519) 735-3313 Fax: (519) 735-5043


Audience: GeneralESL - dual language entries and colour illustrations couldpromote language learning for beginning ESL students

General Description: Colourfully illustrated English-Punjabidictionary presents more than 1000 words grouped into 14 themes(e.g., alphabet, numbers, animals, food, home, human body,measurements, people, places, transportation). The pictureentries are of words familiar to children from all over theworld.


Star Children's Picture Dictionary

Grade Level:

K/1 2/3 4 5

✓

7

✓

8 9 10 11 126

✓


Tel: 1-800-291-8886 Fax: (905) 479-2988

Far Eastern Booksor

Author(s): Verma, Babita (ed.)

- 21 -


Creative Works

1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Book features 20 rhyming poems written insimple vocabulary. Simple illustrations enhance text. The useof nursery rhymes could facilitate oral work and serve as anintroduction to Punjabi poetry.


Sumit Punjabi Baal Geet

Grade Level:

K/1 2/3 4 5

✓

7 8 9 10 11 126

✓

Author(s): Kohli, K.S.


1995

Supplier:

Year Recommended:





Tel: (519) 735-3313 Fax: (519) 735-5043


Audience: General

General Description: Book teaches how to put Punjabi alphabetletters together to form words. Colour illustrations supportindividual words and short text.


Sumit Shabad Bodh

Grade Level:

K/1 2/3 4 5

✓

7 8 9 10 11 126


1995

Supplier:

Year Recommended:



(not available)Part 3, Part 4, and Part 5: $1.50 each


Tel: (416) 531 1230 Fax: (416) 530 0041


General Description: Set of three workbooks supports theteaching of Punjabi script. Level Three teaches the writing ofindividual words and simple phrases; Level Four developssentence writing skills and sequencing of sentences; and LevelFive develops paragraph writing skills. Lamination wouldincrease durability.


Sunder Sulekh Pustak

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9 10 11 126

✓

- 22 -


Creative WorksInformational CommunicationInterpersonal Communication

1995

Supplier:

Year Recommended:



81-7010-150-6$9.95


Tel: (519) 735-3313 Fax: (519) 735-5043


General Description: Book features Punjabi fables to developreading skills. Colour illustrations support the text. Laminationwould increase durability.


Tamak Toon

Grade Level:

K/1 2/3 4 5 7

✓

8

✓

9 10 11 126

✓

Author(s): Singh, Bhagat

- 23 -

APPENDIX CCross-Curricular Interests

APPENDIX C: CROSS-CURRICULAR INTERESTS

C-2

C-3


The three principles of learning statedin the introduction of this IntegratedResource Package (IRP) support the

foundation of The Kindergarten to Grade 12Education Plan. They have guided all aspectsof the development of this document, includ-ing the curriculum outcomes, instructionalstrategies, assessment strategies, and learningresource evaluations.

In addition to these three principles, theMinistry of Education wants to ensure thateducation in British Columbia is relevant,equitable, and accessible to all learners. Inorder to meet the needs of all learners, thedevelopment of each component of thisdocument has been guided by a series ofcross-curricular reviews. This appendixoutlines the key aspects of each of thesereviews. The information here is intendedto guide the users of this document as theyengage in school and classroom organizationand instructional planning and practice.

The areas of cross-curricular interest are:

• Applied Focus in Curriculum• Career Development• English as a Second Language (ESL)• Environment and Sustainability• Aboriginal Studies• Gender Equity• Information Technology• Media Education• Multiculturalism and Anti-Racism• Science-Technology-Society• Special Needs

APPLIED FOCUS IN CURRICULUM

An applied focus combines the followingcomponents in curriculum development,consistent with the nature of each subjectarea:

Learning Outcomes—expressed asobservable, measurable, and reportableabilities or skills

Employability Skills—inclusion ofoutcomes or strategies that promote skillsthat will enable students to be successfulin the workplace (e.g., literacy, numeracy,critical and creative thinking, problemsolving, technology, and informationmanagement)

Contextual Learning—an emphasis onlearning by doing; the use of abstract ideasand concepts, including theories, laws,principles, formulas, rules, or proofs in apractical context (e.g., home, workplace,community)

Contextual Learning—inclusion of strategiesthat promote co-operative activities andteamwork

Career Development—inclusion ofappropriate connections to careers,occupations, entrepreneurship, or theworkplace

An applied focus in all subjects and coursespromotes the use of practical applications todemonstrate theoretical knowledge. Usingreal-world and workplace problems andsituations as a context for the applicationof theory makes school more relevant tostudents’ needs and goals. An applied focusstrengthens the link between what studentsneed to know to function effectively in theworkplace or in postsecondary educationand what they learn in Kindergartenthrough Grade 12.

Some examples of an applied focus indifferent subjects are:

English Language Arts—increasingemphasis on language used in everydaysituations and in the workplace, such as forjob interviews, memo and letter writing, wordprocessing, and technical communication(including the ability to interpret technicalreports, manuals, tables, charts, andgraphics)


C-4

Mathematics—more emphasis on skillsneeded in the workplace, includingknowledge of probability and statistics, logic,measurement theory, and problem solving

Science—more practical applications andhands-on experience of science, such asreducing energy waste in school or at home,caring for a plant or animal in the classroom,using computers to produce tables andgraphs and for spreadsheets

Business Education—more emphasis onreal-world applications such as preparingrésumés and personal portfolios, participatingin groups to solve business communicationproblems, using computer software to keeprecords, and using technology to create andprint marketing material

Visual Arts—applying visual arts skillsto real-world design, problem solving, andcommunications; exploring career appli-cations of visual arts skills; experimentingwith a variety of new technologies to createimages; and a new emphasis on creating andunderstanding images of social significanceto the community

This summary is derived fromThe Kindergarten toGrade 12 Education Plan (September 1994), and curriculumdocuments from British Columbia and other jurisdictions.

CAREER DEVELOPMENT

Career development is an ongoing processthrough which learners integrate theirpersonal, family, school, work, andcommunity experiences to facilitatecareer and lifestyle choices.

Students develop:

• an open attitude toward a variety ofoccupations and types of work

• an understanding of the relationshipbetween work and leisure, work and thefamily, and work and one’s interests andabilities

• an understanding of the role of technologyin the workplace and in daily life

• an understanding of the relationshipbetween work and learning

• an understanding of the changes takingplace in the economy, society, and the jobmarket

• an ability to construct learning plans andreflect on the importance of lifelong learning

• an ability to prepare for multiple rolesthroughout life

The main emphases of career developmentare career awareness, career exploration,career preparation, career planning, andcareer work experience.

In the Primary Years

Career awareness promotes an open attitudetoward a variety of career roles and types ofwork. Topics include:

• the role of work and leisure• relationships among work, the family,

one’s personal interests, and one’s abilities

A variety of careers can be highlightedthrough the use of in-class learning activitiesfocussing on the students themselves andon a range of role models, including non-traditional role models.

In Grades 4 to 8

The emphasis on self-awareness and careerawareness is continued. Topics include:

• interests, aptitudes, and possible futuregoals

• technology in the workplace and in ourdaily lives

• social, family, and economic changes• future education options• career clusters (careers that are related to

one another)• lifestyles• external influences on decision making

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Games, role-playing, drama, and appropriatecommunity volunteer experience can beused to help students actively explore theworld of work. Field experiences in whichstudents observe and interview workers intheir occupational environments may alsobe appropriate. These learning activities willfacilitate the development of interpersonalcommunications and group problem-solvingskills needed in the workplace and in otherlife situations.

In Grades 9 and 10

The emphasis is on providing studentswith opportunities to prepare for and makeappropriate and realistic decisions. Indeveloping their student learning plans, theywill relate self-awareness to their goals andaspirations. They will also learn many basicskills and attitudes that are required for aneffective transition into adulthood. This willassist in preparing them to be responsibleand self-directed throughout their lives.Topics include:

• entrepreneurial education• employability skills (e.g., how to find and

keep a job)• the importance of lifelong education and

career planning• involvement in the community• the many different roles that an individual

can play throughout life• the dynamics of the working world (e.g.,

unions, unemployment, supply anddemand, Pacific Rim, free trade)

The examination of personal interests andskills through a variety of career explorationopportunities (e.g., job shadowing) isemphasized at this level. Group discussionand individual consultation can be used tohelp students examine and confirm theirpersonal values and beliefs.

In Grades 11 and 12

Career development in these grades isfocussed more specifically on issues relatedto the world of work. These include:

• dynamics of the changing work forceand changing influences on the job market(e.g., developing technology and economictrends)

• job-keeping and advancement skills(interpersonal skills needed in theworkplace, employment standards)

• occupational health issues and accessinghealth support services

• funding for further education• alternative learning strategies and

environments for different life stages• mandatory work experience (minimum

30 hours)

Work Experience

Work experience provides students withopportunities to participate in a variety ofworkplace situations to help prepare themfor the transition to a work environment.Work experience also provides studentswith opportunities to:

• connect what they learn in school with theskills and knowledge needed in theworkplace and society in general

• experience both theoretical and appliedlearning, which is part of a broad liberaleducation

• explore career directions identified in theirStudent Learning Plans

Descriptions of career development are drawnfrom the Ministry of Education’s Career Developer’sHandbook, Guidelines for the Kindergarten to Grade 12Education Plan, Implementation Resource, Part 1, and theCareer and Personal Planning IRP, April 1995.


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ENGLISH AS A SECOND LANGUAGE (ESL)

ESL assistance is provided to students whoseuse of English is sufficiently different fromstandard English to prevent them fromreaching their potential. Many studentslearning English speak it quite fluently andseem to be proficient. School, however,demands a more sophisticated version ofEnglish, both in reading and writing. Thuseven fluent speakers might require ESL toprovide them with an appropriate languageexperience that is unavailable outside theclassroom. ESL is a transitional service ratherthan a subject. Students are in the process oflearning the language of instruction and, inmany cases, the content matter of subjectsappropriate to their grade level. Thus ESLdoes not have a specific curriculum. Theprovincial curriculum is the basis of much ofthe instruction and is used to teach Englishas well as individual subject areas. It is themethodology, the focus, and the level ofengagement with the curriculum thatdifferentiates ESL services from otherschool activities.

Students in ESL

Nearly 10% of the British Columbia schoolpopulation is designated as ESL students.These students come from a diversity ofbackgrounds. Most are recent immigrants toBritish Columbia. Some are Canadian-bornbut have not had the opportunity to learnEnglish before entering the primary grades.The majority of ESL students have a well-developed language system and have hadsimilar schooling to that of British Columbia-educated students. A small number, becauseof previous experiences, are in need of basicsupport such as literacy training, academicupgrading, and trauma counselling.

Teachers may have ESL students at any levelin their classes. Many ESL students areplaced in subject-area classes primarily forthe purpose of contact with English-speakingpeers and experience with the subject andlanguage. Other ESL students are whollyintegrated into subject areas. A successfulintegration takes place when the student hasreached a level of English proficiency andbackground knowledge in a subject to besuccessful with a minimum of extra support.

Optimum Learning Environment

The guiding principle for ESL support is theprovision of a learning environment wherethe language and concepts can beunderstood by the students.

Good practices to enhance the learning ofstudents include:

• using real objects and simple languageat the beginning level

• taking into consideration other culturalbackgrounds and learning styles at anylevel

• providing adapted (language-reduced)learning materials

• respecting a student’s “silent period”when expression does not reflect the levelof comprehension

• allowing students to practise andinternalize information before givingdetailed answers

• differentiating between form and contentin student writing

• keeping in mind the level of demandplaced on students

This summary is drawn from Supporting Learnersof English: Information for School and DistrictAdministrators, RB0032, 1993, and ESL Policy DiscussionPaper (Draft), Social Equity Branch, December 1994.

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ENVIRONMENT AND SUSTAINABILITY

Environmental education is defined as a wayof understanding human relationships withthe environment. It involves:

• students learning about their connectionsto the natural environment through allsubjects

• students having direct experiences in theenvironment, both natural and human-built

• students making decisions about andacting for the environment

The term sustainability helps to describesocieties that “promote diversity and do notcompromise the natural world for anyspecies in the future.”

Value of Integrating Environment andSustainability Themes

Integrating these themes into the curriculumhelps students develop a responsible attitudetoward caring for the earth. Studies thatintegrate environment and sustainabilitythemes provide students with opportunitiesto identify their beliefs and opinions, reflecton a range of views, and ultimately makeinformed and responsible choices.

The guiding principles that should beinterwoven in subjects from Kindergartento Grade 12 are:

• Direct experience is the basis of humanlearning.

• Analysis of interactions helps humansmake sense of their environment.

• Responsible action is both integral to and aconsequence of environmental education.

Some organizing principles are:

• Human survival depends on complexnatural and human-built systems.

• Human decisions and actions haveenvironmental consequences.

• Students should be provided withopportunities to develop an aestheticappreciation of the environment.

The theme study units might include:Consumerism, School Operating Systems,Pollution, or Endangered Species.

This summary is derived from A Plan for EnvironmentalEducation, Curriculum Branch, October 1995.

ABORIGINAL STUDIES

Aboriginal studies focus on the richnessand diversity of Aboriginal cultures andlanguages. These cultures and languages areexamined within their own unique contextsand within historical, contemporary, andfuture realities. Aboriginal studies are basedon a holistic perspective that integrates thepast, present, and future. Aboriginal peoplesare the original inhabitants of North Americaand live in sophisticated, organized, andself-sufficient societies. The First Nationsconstitute a cultural mosaic as rich anddiverse as that of Western Europe, includingdifferent cultural groups (e.g., Nisga’a,KwaKwaka’Wakw, Nlaka’pamux,Secwepemc, Skomish, Tsimshian). Each isunique and has a reason to be featured inthe school system. The First Nations ofBritish Columbia constitute an importantpart of the historical and contemporaryfabric of the province.

Value of Integrating Aboriginal Studies

• First Nations values and beliefs aredurable and relevant today.

• There is a need to validate andsubstantiate First Nations identity.

• First Nations peoples have strong, dynamic,evolving cultures that have adapted tochanging world events and trends.

• There is a need to understand similaritiesand differences among cultures to createtolerance, acceptance, and mutual respect.


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• There is a need for informed, reasonablediscussion and decision making regardingFirst Nations issues, based on accurateinformation (for example, as moderntreaties are negotiated by Canada, BritishColumbia, and First Nations).

In studying First Nations, it is expected thatthe students will:

• demonstrate an understanding andappreciation for the values, customs, andtraditions of First Nations peoples

• demonstrate an understanding of andappreciation for unique First Nationscommunications systems

• demonstrate a recognition of theimportance of the relationship betweenFirst Nations peoples and the naturalworld

• recognize dimensions of First Nations artas a total cultural expression

• give examples of the diversity andfunctioning of the social, economic, andpolitical systems of First Nations peoplesin traditional and contemporary contexts

• describe the evolution of human rightsand freedoms as they pertain to FirstNations peoples

Some examples of curriculum integrationinclude:

Visual Arts—comparing the artistic stylesof two or more First Nations cultures

English Language Arts—analysingportrayals and images of First Nationspeoples in various works of literature

Home Economics—identifying forms offood, clothing, and shelter in past andcontemporary First Nations cultures

Technology Education—describing thesophistication of traditional First Nationstechnologies (e.g., bentwood or kerfed boxes,weaving, fishing gear)

Physical Education—participating in anddeveloping an appreciation for First Nationsgames and dances

This summary is derived from First Nations Studies:Curriculum Assessment Framework (Primary throughGraduation), Aboriginal Education Branch, 1992, andB.C. First Nations Studies 12 Curriculum, AboriginalEducation Branch, 1994.

GENDER EQUITY

Gender-equitable education involves theinclusion of the experiences, perceptions,and perspectives of girls and women, as wellas boys and men, in all aspects of education.It will initially focus on girls in order toredress historical inequities. Generally, theinclusive strategies, which promote theparticipation of girls, also reach boys whoare excluded by more traditional teachingstyles and curriculum content.

Principles of Gender Equity in Education

• All students have the right to a learningenvironment that is gender equitable.

• All education programs and careerdecisions should be based on a student’sinterest and ability, regardless of gender.

• Gender equity incorporates aconsideration of social class, culture,ethnicity, religion, sexual orientation,and age.

• Gender equity requires sensitivity,determination, commitment, and vigilanceover time.

• The foundation of gender equity isco-operation and collaboration amongstudents, educators, educationorganizations, families, and membersof communities.

General Strategies for Gender-EquitableTeaching

• Be committed to learning about andpractising equitable teaching.

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• Use gender-specific terms to marketopportunities—for example, if atechnology fair has been designed toappeal to girls, mention girls clearly andspecifically. Many girls assume thatgender-neutral language in non-traditionalfields means boys.

• Modify content, teaching style, andassessment practices to make non-traditional subjects more relevant andinteresting for female and male students.

• Highlight the social aspects and usefulnessof activities, skills, and knowledge.

• Comments received from female studentssuggest that they particularly enjoyintegrative thinking; understandingcontext as well as facts; and exploringsocial, moral, and environmental impactsof decisions.

• When establishing relevance of material,consider the different interests and lifeexperiences that girls and boys may have.

• Choose a variety of instructional strategiessuch as co-operative and collaborativework in small groups, opportunities forsafe risk taking, hands-on work, andopportunities to integrate knowledge andskills (e.g., science and communication).

• Provide specific strategies, specialopportunities, and resources to encouragestudents to excel in areas of study inwhich they are typically under-represented.

• Design lessons to explore manyperspectives and to use different sourcesof information; refer to female and maleexperts.

• Manage competitiveness in the classroom,particularly in areas in which malestudents typically excel.

• Watch for biasses (e.g., in behaviour orlearning resources) and teach studentsstrategies to recognize and work toeliminate inequities they observe.

• Be aware of accepted gender-bias practicesin physical activity (e.g., in team sport,funding for athletes, and choices inphysical education programs).

• Do not assume that all students areheterosexual.

• Share information and build a network ofcolleagues with a strong commitment toequity.

• Model non-biassed behaviour: useinclusive, parallel, or gender-sensitivelanguage; question and coach male andfemale students with the same frequency,specificity, and depth; allow quiet studentssufficient time to respond to questions.

• Have colleagues familiar with commongender biasses observe your teaching anddiscuss any potential bias they mayobserve.

• Be consistent over time.

This summary is derived from the preliminary Reportof the Gender Equity Advisory Committee, received by theMinistry of Education in February 1994, and from areview of related material.

INFORMATION TECHNOLOGY

Information technology is the use of toolsand electronic devices that allow us to create,explore, transform, and express information.

Value of Integrating Information Technology

As Canada moves from an agricultural andindustrial economy to the information age,students must develop new knowledge,skills, and attitudes. The informationtechnology curriculum has been developedto be integrated into all new curricula toensure that students know how to usecomputers and gain the technologicalliteracy demanded in the workplace.

In learning about information technology,students acquire skills in informationanalysis and evaluation, word processing,


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database analysis, information management,graphics, and multimedia applications.Students also identify ethical and socialissues arising from the use of informationtechnology.

With information technology integrated intothe curriculum, students will be expected to:

• demonstrate basic skills in handlinginformation technology tools

• demonstrate an understanding ofinformation technology structure andconcepts

• relate information technology to personaland social issues

• define a problem and develop strategiesfor solving it

• apply search criteria to locate or sendinformation

• transfer information from external sources• evaluate information for authenticity and

relevance• arrange information in different patterns

to create new meaning• modify, revise, and transform information• apply principles of design affecting

appearance of information• deliver a message to an audience using

information technology

The curriculum organizers are:

• Foundations—the basic physical skills,and intellectual and personalunderstandings required to useinformation technology, as well as self-directed learning skills and sociallyresponsible attitudes

• Explorations—defining a problem toestablish a clear purpose for searchstrategies and retrieval skills

• Transformations—filtering, organizing,and processing information

• Expressions—designing, integrating, andpresenting a message using text, audioand visual information, and messagedelivery

This information is derived from the draft InformationTechnology Curriculum K to 12 currently underdevelopment.

MEDIA EDUCATION

Media education is a multidisciplinary andinterdisciplinary approach to the study ofmedia. Media education deals with keymedia concepts and focusses on broadissues such as the history and role of mediain different societies and the social, political,economic, and cultural issues related to themedia. Instead of addressing the concepts indepth, as one would in media studies, mediaeducation deals with most of the centralmedia concepts as they relate to a varietyof subjects.

Value of Integrating Media Education

Popular music, television, film, radio,magazines, computer games, andinformation services—all supplying mediamessages—are pervasive in the lives ofstudents today. Media education developsstudents’ abilities to think critically andindependently about issues that affect them.Media education encourages students toidentify and examine the values containedin media messages. It also cultivates theunderstanding that these messages areproduced by others to inform, persuade,and entertain for a variety of purposes.Media education helps students understandthe distortions that may result from the useof particular media practices and techniques.All curriculum areas provide learningopportunities for media education. It isnot taught as a separate curriculum.

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The key themes of media education are:

• media products (purpose, values,representation, codes, conventions,characteristics, production)

• audience interpretation and influence(interpretation, influence of media onaudience, influence of audience on media)

• media and society (control, scope)

Examples of curriculum integration include:

English Language Arts—critiquingadvertising and examining points of view

Visual Arts—analysing the appeal of animage by age, gender, status, and othercharacteristics of the target audience

Personal Planning—examining the influenceof the media on body concepts and healthylifestyle choices

Drama—critically viewing professional andamateur theatre productions, dramatic films,and television programs to identify purpose

Social Studies—comparing the depiction ofFirst Nations in the media over time

This summary is derived from A Cross-CurricularPlanning Guide for Media Education, prepared by theCanadian Association for Media Education for theCurriculum Branch in 1994.

MULTICULTURALISM AND ANTI-RACISM

EDUCATION

Multiculturalism Education

Multiculturalism education stresses thepromotion of understanding, respect, andacceptance of cultural diversity within oursociety.

Multicultural education involves:

• recognizing that everyone belongs to acultural group

• accepting and appreciating culturaldiversity as a positive feature of our society

• affirming that all ethnocultural groups areequal within our society

• understanding that multiculturaleducation is for all students

• recognizing that similarities acrosscultures are much greater than differencesand that cultural pluralism is a positiveaspect in our society

• affirming and enhancing self-esteemthrough pride in heritage, and providingopportunities for individuals to appreciatethe cultural heritages of others

• promoting cross-cultural understanding,citizenship, and racial harmony

Anti-Racism Education

Anti-racism education promotes theelimination of racism through identifying andchanging institutional policies and practicesas well as identifying individual attitudes andbehaviours that contribute to racism.

Anti-racism education involves:

• proposing the need to reflect about one’sown attitudes on race and anti-racism

• understanding what causes racism in orderto achieve equality

• identifying and addressing racism at boththe personal and institutional level

• acknowledging the need to take individualresponsibility for eliminating racism

• working toward removing systemicbarriers that marginalize groups of people

• providing opportunities for individuals totake action to eliminate all forms of racism,including stereotypes, prejudice, anddiscrimination

Value of Integrating Multiculturalism andAnti-Racism Education

Multiculturalism and anti-racism educationprovides learning experiences that promotestrength through diversity and social,economic, political, and cultural equity.Multiculturalism and anti-racism educationgives students learning experiences that areintended to enhance their social, emotional,


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aesthetic, artistic, physical, and intellectualdevelopment. It provides learners with thetools of social literacy and skills for effectivecross-cultural interaction with diversecultures. It also recognizes the importanceof collaboration between students, parents,educators, and communities working towardsocial justice in the education system.

The key goals of multiculturalism andanti-racism education are:

• to enhance understanding of and respectfor cultural diversity

• to increase creative interculturalcommunication in a pluralistic society

• to provide equal opportunities foreducational achievement by all learners,regardless of culture, national origin,religion, or social class

• to develop self-worth, respect for oneselfand others, and social responsibility

• to combat and eliminate stereotyping,prejudice, discrimination, and other formsof racism

• to include the experiences of all students inschool curricula


Fine Arts—identifying ways in which the finearts portray cultural experiences

Humanities—identifying similarities anddifferences within cultural groups’ lifestyles,histories, values, and beliefs

Mathematics or Science—recognizing thatindividuals and cultural groups have usedboth diverse and common methods tocompute, to record numerical facts, andto measure

Physical Education—developing anappreciation of games and dances fromdiverse cultural groups

This summary is derived from Multicultural and Anti-Racism Education—Planning Guide (Draft), developed bythe Social Equity Branch in 1994.

SCIENCE-TECHNOLOGY-SOCIETY

Science-Technology-Society (STS) addressesour understanding of inventions and disco-veries and of how science and technologyaffect the well-being of individuals and ourglobal society.

The study of STS includes:

• the contributions of technology toscientific knowledge and vice versa

• the notion that science and technologyare expressions of history, culture, anda range of personal factors

• the processes of science and technologysuch as experimentation, innovation, andinvention

• the development of a conscious awarenessof ethics, choices, and participation inscience and technology

Value of Integrating STS

The aim of STS is to enable learners to investi-gate, analyse, understand, and experience thedynamic interconnection of science,technology, and human and natural systems.

The study of STS in a variety of subjectsgives students opportunities to:

• discover knowledge and develop skills tofoster critical and responsive attitudestoward innovation

• apply tools, processes, and strategies foractively challenging emerging issues

• identify and consider the evolution ofscientific discovery, technological change,and human understanding over time, inthe context of many societal andindividual factors

• develop a conscious awareness of personalvalues, decisions, and responsible actionsabout science and technology

• explore scientific processes andtechnological solutions

• contribute to responsible and creativesolutions using science and technology

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The organizing principles of STS are: Humanand Natural Systems, Inventions andDiscoveries, Tools and Processes, Society andChange. Each organizer may be developedthrough a variety of contexts, such as theeconomy, environment, ethics, socialstructures, culture, politics, and education.Each context provides a unique perspectivefor exploring the critical relationships thatexist and the challenges we face as individualsand as a global society.


Visual Arts—recognizing that demandsgenerated by visual artists have led to thedevelopment of new technologies andprocesses (e.g., new permanent pigments,fritted glazes, drawing instruments)

English Language Arts—analysing therecent influence of technologies on listening,speaking, and writing (e.g., CDs, voice mail,computer-generated speech)

Physical Education—studying howtechnology has affected our understandingof the relationship between activity andwell-being

This summary is derived from Science-Technology-Society—A Conceptual Framework, Curriculum Branch,1994.

SPECIAL NEEDS

Students with special needs have disabilitiesof an intellectual, physical, sensory, emotional,or behavioural nature; or have learningdisabilities; or have exceptional gifts or talents.

All students can benefit from an inclusivelearning environment that is enriched by thediversity of the people within it. Opportunitiesfor success are enhanced when provinciallearning outcomes and resources aredeveloped with regard for a wide range ofstudent needs, learning styles, and modesof expression.

Educators can assist in creating moreinclusive learning environments byintroducing the following:

• activities that focus on developmentand mastery of foundational skills (basicliteracy)

• a range of co-operative learning activitiesand experiences in the school andcommunity, including the application ofpractical, hands-on skills in a variety ofsettings

• references to specialized learningresources, equipment, and technology

• ways to accommodate special needs (e.g.,incorporating adaptations and extensionsto content, process, product, pacing, andlearning environment; suggestingalternate methodologies or strategies;making references to special services)

• a variety of ways, other than throughpaper-and-pencil tasks, for students todemonstrate learning (e.g., dramatizingevents to demonstrate understanding ofa poem, recording observations in scienceby drawing or by composing andperforming a music piece)

• promotion of the capabilities andcontributions of children and adultswith special needs

• participation in physical activity

All students can work toward achievementof the provincial learning outcomes. Manystudents with special needs learn what allstudents are expected to learn. In some casesthe student’s needs and abilities require thateducation programs be adapted or modified.A student’s program may include regularinstruction in some subjects, modifiedinstruction in others, and adaptedinstruction in still others. Adaptations andmodifications are specified in the student’sIndividual Education Plan (IEP).


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Adapted Programs

An adapted program addresses the learningoutcomes of the prescribed curriculum butprovides adaptations so the student canparticipate in the program. Theseadaptations may include alternative formatsfor resources (e.g., Braille, books-on-tape),instructional strategies (e.g., use ofinterpreters, visual cues, learning aids), andassessment procedures (e.g., oral exams,additional time). Adaptations may also bemade in areas such as skill sequence, pacing,methodology, materials, technology,equipment, services, and setting. Studentson adapted programs are assessed using thecurriculum standards and can receive fullcredit.

Modified Programs

A modified program has learning outcomesthat are substantially different from theprescribed curriculum and specificallyselected to meet the student’s special needs.For example, a Grade 5 student in languagearts may be working on recognizingcommon signs and using the telephone, ora secondary student could be mapping thekey features of the main street betweenschool and home. A student on a modifiedprogram is assessed in relation to the goalsand objectives established in the student’sIEP.

Ministry Resources for Teachers of Studentswith Special Needs

The following publications are currentlyavailable from the Learning ResourcesBranch or are under development and willbe available soon:

The Universal Playground: A Planning Guide(Ministry of Education, 1991, FCG 129)

Hard of Hearing and Deaf Students—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1994, RB0033)

Special Education Services—A Manual ofPolicies, Procedures and Guidelines (Ministry ofEducation, 1995)

Individual Education Planning for Students withSpecial Needs: A Resource Guide to SupportTeachers (Ministry of Education, 1995)

Students with Visual Impairments—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1995)

Gifted Students—A Resource Guide to SupportClassroom Teachers (Ministry of Education,1995)

Students with Intellectual Disabilities: AResource Guide to Support Teachers (Ministryof Education, 1995)

Teaching for Student Differences—A ResourceGuide to Support Classroom Teachers (Ministryof Education, 1996)

Resource Handbook for Adapted CurriculumSoftware (Ministry of Education, 1995)

Awareness of Chronic Health Conditions: Whatthe Teacher Needs to Know (Ministry ofEducation, 1995)

This summary is derived from the Handbook forCurriculum Developers, February 1994, and SpecialEducation Services—A Manual of Policies, Procedures andGuidelines, June 1995.

APPENDIX DAssessment and Evaluation

ABOUT THIS APPENDIX

Prescribed learning outcomes,expressed in measurable terms,provide the basis for the development

of learning activities and assessment andevaluation strategies. After a generaldiscussion of assessment and evaluation, thisappendix uses sample evaluation plans toshow how activities, assessment, andevaluation might come together in aparticular Punjabi program.

ASSESSMENT AND EVALUATION

Assessment is the systematic gathering ofinformation about what students know, areable to do, and are working toward.Assessment methods and tools include:observation, student self-assessments, dailypractice assignments, quizzes, samples ofstudent work, pencil-and-paper tests, holisticrating scales, projects, oral and writtenreports, performance reviews, and portfolioassessments.

Student performance is evaluated from theinformation collected through assessmentactivities. Teachers use their insight,knowledge about learning, and experiencewith students, along with the specific criteriathey establish, to make judgments aboutstudent performance in relation toprescribed learning outcomes.

Students benefit most when evaluation isprovided on a regular, ongoing basis. Whenevaluation is seen as an opportunity topromote learning, rather than as a finaljudgment, it shows learners their strengthsand suggests how they can develop further.Students can use this information to redirectefforts, make plans, and establish futurelearning goals.

Evaluation may take different forms,depending on the purpose.

• Criterion-referenced evaluation should beused to evaluate student performance inclassrooms. It is referenced to criteriabased on learning outcomes described inthe provincial curriculum. The criteriareflect a student’s performance based onspecific learning activities. When astudent’s program is substantiallymodified, evaluation may be referenced toindividual goals. These modifications arerecorded in an Individual Education Plan(IEP).

• Norm-referenced evaluation is used forlarge-scale system assessments; it is not tobe used for classroom assessment. Aclassroom does not provide a large enoughreference group for a norm-referencedevaluation system. Norm-referencedevaluation compares student achievementto that of others, rather than comparinghow well a student meets the criteria of aspecified set of learning outcomes.

CRITERION-REFERENCED EVALUATION

In criterion-referenced evaluation, astudent’s performance is compared toestablished criteria rather than to theperformance of other students. Evaluationreferenced to prescribed curriculum requiresthat criteria are established based on thelearning outcomes listed under thecurriculum organizers for Punjabi 5 to 12and Introductory Punjabi 11.

Criteria are the basis of evaluating studentprogress. They identify the critical aspects ofa performance or product that describe, inspecific terms, what is involved in meetingthe learning outcomes. Criteria can be usedto evaluate student performance in relationto learning outcomes. For example,weighting criteria, using rating scales, orperformance rubrics (reference sets) are threeways that student performance can beevaluated using criteria.

APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

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APPENDIX D: ASSESSMENT AND EVALUATION • Samples

Samples of student performance shouldreflect learning outcomes and identifiedcriteria. The samples clarify and makeexplicit the link between evaluation andlearning outcomes, criteria, and assessment.

APPENDIX D: ASSESSMENT AND EVALUATION • Introduction

Where a student’s performance is not aproduct, and therefore not reproducible, adescription of the performance sampleshould be provided.

Criterion-referenced evaluation may be based on these steps:

Step1 ® Identify the expected learning outcomes (as stated in this Integrated ResourcePackage).

Step 2 ® Identify the key learning objectives for instruction and learning.

Step 3 ® Establish and set criteria. Involve students, when appropriate, in establishingcri teria.

Step 4 ® Plan learning activities that will help students gain the knowledge or skills outlined inthe criteria.

Step 5 ® Prior to the learning activity, inform students of the criteria against which theirwork will be evaluated.

Step 6 ® Provide examples of the desired levels of performance.

Step 7 ® Implement the learning activities.

Step 8 ® Use various assessment methods based on the particular assignment and student.

Step 9 ® Review the assessment data and evaluate each student’s level of performance orquality of work in relation to criteria.

Step 10 ® Where appropriate or necessary, assign a letter grade which indicates how well thecriteria are met.

Step 11 ® Report the results of the evaluations to students and parents.

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APPENDIX DAssessment and Evaluation Samples

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The samples in this section show how ateacher might link criteria to learningoutcomes. Each sample is based on

prescribed learning outcomes taken fromone or more organizers. The samples providebackground information to explain theclassroom context, suggested instructiontasks and strategies, the tools and methodsused to gather assessment information, andcriteria used to evaluate studentperformance.

HOW THE SAMPLES ARE ORGANIZED

There are five parts to each sample:

• identification of the prescribed learningoutcomes

• overview• planning for assessment and evaluation• defining the criteria• assessing and evaluating student

performance

Identification of the Prescribed LearningOutcomes

This part identifies the organizer ororganizers and the specific prescribedlearning outcomes selected for the sample.

Overview

This is a summary of the key features of thesample.

Planning for Assessment and Evaluation

This part outlines:

• background information to explain theclassroom context

• instructional tasks• the opportunities that students were given

to practise learning• the feedback and support that was offered

students by the teacher

• the ways in which the teacher preparedstudents for the assessment

Defining the Criteria

This part illustrates the specific criteria,which are based on the prescribed learningoutcomes, the assessment task, and variousreference sets.

Assessing and Evaluating StudentPerformance

This part includes:

• assessment tasks or activities• the support that the teacher offered

students• tools and methods used to gather the

assessment information• the way the criteria were used to evaluate

student performance

EVALUATION SAMPLES

The samples on the following pages illustratehow a teacher might apply criterion-referenced evaluation in Punjabi 5 to 12.

• Sample 1: Grade 5My Family and Me(Page D-9)

• Sample 2: Grade 6The Language of Food(Page D-13)

• Sample 3: Grade 7Vaisakhi(Page D-16)

• Sample 4: Grade 8Planning a Trip to India(Page D-21)

• Sample 5: Grade 9Personal Interests(Page D-26)

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• Sample 6: Grade 10Lifestyle and Health(Page D-31)

• Sample 7: Grade 11Environmental Issues(Page D-36)

• Sample 8: Grade 12Reading and Responding toPunjabi Fiction(Page D-41)

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▼ SAMPLE 1: GRADE 5

Topic: My Family and Me

Prescribed Learning Outcomes:



• use common expressions and vocabularyfor familiar objects

• introduce themselves and others, usingappropriate family relationship terms inthe case of family introductions

• make and respond to simple requests• respond to and give basic instructions

OVERVIEW

In this introductory unit, studentscommunicated in a variety of ways as theytalked about and created representations ofthemselves and their families. This unitprovided opportunities for integration withfine arts (e.g., illustrations, collages, posterdesigns) and personal planning. Evaluationwas based on:

• participation in oral activities• a visual display• a short oral presentation based on the

visual display

PLANNING FOR ASSESSMENT AND

EVALUATION

Students engaged in a variety of activitiesdesigned to help them become comfortableusing simple vocabulary and languagestructures to communicate.

• Daily routines provided students withopportunities to introduce themselves,find their own names (written in thePunjabi alphabet) from a set of namecards, greet the teacher and each other inPunjabi, and follow simple instructions.

• Students practised introducing themselves(name, age, birthday) to partners and insmall groups. As they developed moreconfidence, students were encouraged tooffer additional information, such asnumber of siblings, where they were born,and the name of their community.

• Students frequently participated in gamesand activities that provided practice inname recognition, following instructions,and making simple requests.

• The teacher modelled generic family trees,focussing on relationship names.

• Students created pictorial representationsof themselves, their family members, andsome of their activities. The teacherprovided cut-out labels of vocabularyuseful for describing family relationshipsand common activities. Students wrotetheir own names and used the labels tocreate their choice of a poster or collage.

• Students presented their representationsto the class using simple languagestructures they had practised.

DEFINING THE CRITERIA

The teacher reviewed the prescribed learningoutcomes for these activities, explained therequirements of each task, and discussed thekey criteria with students.

Participation in Oral Activities

• recognizes name written in the Punjabialphabet

• follows simple classroom instructions• makes simple, understandable requests

using practised structures• takes risks; makes efforts to speak Punjabi

D-10


Visual Representation

• writes own name in Punjabi alphabet• uses appropriate relationship names to

label pictures or symbols• presents information clearly, making it

easy to follow and understand

(Illustrations and graphic designs wereassessed as part of fine arts.)

Oral Presentation

• correctly uses language structurespractised in class

• pronounces words so they can beunderstood (perhaps with some effort)

• places pauses at the end of a sentence orphrase

• uses mime, gestures, and props to helpconvey meaning

• attempts to self-correct• listens attentively to other students

ASSESSING AND EVALUATING STUDENT

PERFORMANCE

The teacher used a checklist to trackparticipation in oral activities. Performancerating scales were used to evaluate postersand oral presentations. The students weregiven copies of the rating scales, and theydiscussed them in English before beginningtheir assignments.

Participation in Oral Activities

Name:

Date

Critera Rating

• follows simple classroom instructions

• makes simple, understandable requestsusing practised language structures

• takes risks; makes efforts to speakPunjabi

Key: 4 —Independently, or with minimal support.

3—With some support.

2—With continuing support.

1—Not demonstrated.

D-11



Outstanding

Rating

Meets all criteria. Goes beyond the basic requirements to demonstrateadditional learning (e.g., includes vocabulary for activities, writesrelationship names rather than labels).

Criteria

Good Complete and accurate. Uses the structures and vocabulary provided topresent required information.

SatisfactoryIncludes most family members and relationship names. Writes own namein recognizable letters. May omit some information or make errors(e.g., uses wrong label or forms some letters incorrectly).

RequirementsNot Met

May be incomplete, inappropriate, or incomprehensible.

Note: Illustrations and graphic designs can be assessed as part of fine arts.

D-12

APPENDIX D: ASSESSMENT AND EVALUATION • Samples• Examples

Rating Criteria

Good

Satisfactory

Outstanding

Reads or recites the required information using carefully rehearsedexpressions and structures. May include introductory or concludingphrases. Makes a clear attempt to speak Punjabi. Presentation iscomprehensible, although it may take some effort on the part of thelistener. Tends to place pauses at the ends of phrases or sentences.Shows awareness of own speech and attempts to self-correct, often byrestarting a sentence or phrase.

Reads or recites the required information. Presentation can beunderstood, given the context. Pauses frequently, and may restart after ablatant pronunciation error. May ask for confirmation after a challengingword or phrase.

Reads or recites the required information. Attempts accuratepronunciation of words and uses language structures practised in class.Tends to mix Punjabi and English pronunciations, sometimes within asingle word, but is comprehensible with some effort on the part of thelistener. (The teacher may understand easily; other classmates may have agreat deal of difficulty.) Pauses frequently, and tends to focus on individualwords.

May be incomplete, inappropriate, or incomprehensible .Requirements

Not Met

Oral Presentations

Note: Communicating meaning is the most important consideration and should receive the greatestweighting when assigning a grade.

D-13



Topic: The Language of Food







• extract specific information from varioussources to complete authentic tasks orally,visually, and in simple written form

Cultural Contexts


• demonstrate a knowledge of Punjabigames, sports, arts, customs, celebrations,and festivals

In addition to these outcomes, the teachercan assess students’ attitudes andparticipation.

OVERVIEW

Students participated in a variety of activitiesthat developed and used language associatedwith food. Evaluation was based on:

• group presentations• pictorial reports on traditional foods• picture dictionaries


EVALUATION

The teacher organized a variety of activitiesthat provided students with opportunities totalk about their favourite foods, practisebasic vocabulary and language structures,and find and share information abouttraditional Punjabi dishes.

• Working with a partner, students askedeach other questions about food likes anddislikes using language structuresprovided by the teacher.

• A “people search” was conducted, whereeach student found someone who hadspecific food likes and dislikes by askingquestions in Punjabi.

• Students described and classified samplesof common, familiar food.

• Students added a minimum of five foodpictures to their picture dictionaries.

• The teacher invited students to role-playtwo- to three-minute scenes (e.g., buyingfood, talking about favourite meals,describing what they had for lunch) thatdemonstrated the vocabulary andstructures they had learned. Studentsdeveloped their own scenes and hadopportunities to practise before presentingthem to the class.

• Students researched traditional Punjabifoods and made pictorial reports abouttypes of food or dishes (e.g., foodsassociated with a festival or region).


The teacher reviewed the prescribed learningoutcomes for these activities, explained therequirements for each task, and discussedthe following key criteria.

Group Presentations

• meaning is conveyed in Punjabi bycombining pictures, words, and actions

• language is comprehensible• attempts to self-correct

D-14


Pictorial Report on Traditional Foods

• meaning is clear• captions are appropriate for illustrations• information is accurate and relevant• includes interesting and informative

details

Picture Dictionary

• includes a minimum of five relevant foodentries

• labels (hand-written or provided by theteacher) are appropriately matched withpictures


PERFORMANCE

The teacher used rating scales and checkliststo evaluate the work in this unit. Studentshad copies of the scales as they preparedtheir work. At the end of the unit, the teacherconferenced briefly with each student.

Rating

Students interact well and work as a team to create a presentation thatexceeds basic requirements. Presentation is easy to understand, andincludes some interesting or unusual details. May use vocabulary andstructures not practised in class.

Outstanding

Presentation meets task requirements. It is comprehensible but mayneed some inferences by the listener. Includes a variety of appropriatevocabulary and structures practised in class. Makes an attempt to showspontaneity but may be stilted in places. Pauses tend to occur at the endof a phrase or sentence. Students may attempt to self-correct.

Good

Criteria

Students tend to recite the information they have practised, withfrequent pauses. Interaction is stilted, with students concentrating ontheir own parts and often speaking word by word. The group tries to usewords and structures practised in class, but may mix Punjabi and Englishpronunciations. Speech is comprehensible with some effort on the partof the listener. (The teacher may understand easily; peers may havedifficulty.)

Satisfactory

Incomplete, inappropriate, or incomprehensible.RequirementsNot Met

Group Presentation

D-15


Criteria

Key: 4 —Excellent

3—Good

2—Satisfactory

1—Not Demonstrated

Picture Dictionary

Each of the five required entries wasassessed as either1—Relevant and accurate.0—Incomplete or inappropriate.

Rating Comments

• is clear and easy to understand

• uses accurate and relevant information

• uses interesting and informative detail

• uses appropriate resources

Pictorial Report on Traditional Foods

D-16



Topic: Vaisakhi




• communicate with others to complete atask

• use Punjabi to participate in classroomactivities



• extract information from various sourcesto complete authentic tasks in simple oraland written form

Creative Works


• produce visual works and simple oralcreative works based on Punjabi resources

Cultural Contexts


• demonstrate a knowledge of the languageneeded to explain and participate inPunjabi games, sports, arts, customs,celebrations, and festivals

• categorize similarities and differencesbetween Punjabi games, sports, arts,customs, celebrations, and festivals andthose of their own and other cultures

OVERVIEW

This unit focussed on the celebration ofVaisakhi and was used as a lead-up to thecelebration (April 13th). Evaluation wasbased on:

• visual and written representations

• Venn diagrams comparing Vaisakhi withanother celebration

• use of Punjabi in group and individualprojects and activities

• group projects centred on a school-basedcelebration of Vaisakhi


EVALUATION

• Students brainstormed the things theyknew and wondered about Vaisakhi.

• Working co-operatively in small groups,students chose two or three questions theyhad about the celebration, planned waysto find answers to their questions, andimplemented their plans.

• Students interviewed resource people andused other resources both in and outsidethe classroom to find information.

The teacher invited students to share theinformation they gathered orally with theclass.

• Students prepared individual visual orwritten representations to show what theyhad learned about the celebration. Projectoptions included posters, collages,sketches, photo essays, or displays ofobjects. Each item was labelled oraccompanied by a written explanation.

• The teacher led the class to create a Venndiagram comparing Vaisakhi with anothercelebration. Students then made their ownVenn diagrams comparing Vaisakhi with acelebration not discussed in class.

• The teacher invited students to plan andpresent a celebration of Vaisakhi for theclassroom (or for the school). Studentsbroke into small groups, and each groupchose one aspect of the celebration (e.g.,building a model of a float, puttingtogether a Vaisakhi fashion show,

D-17


designing promotional material, preparingfood). The groups developed a plan,discussed it with the teacher, completedthe project, and presented it to the class (orschool).


The teacher reviewed the prescribed learningoutcomes for these activities and explainedthe requirements of each task to the students.The students worked with the teacher todevelop key criteria.

Visual or Written Representation, or VennDiagram

• offers accurate representations of keyaspects of Vaisakhi, including:- harvest wheat- the date of the celebration and the

creation of Khalsa (April 13th)- the significance of Singh, Kaur- the five Ks: kirpan (sword), karha

(bracelet), kes (hair), kachha(undergarment), kangha (comb)

- replacement of saffron-colourednishan sahib (pole covering and flag)

- five baptized Sikhs wearing saffronrobes and leading a parade orprocession with floats and bands, andthe distribution of free food during theprocession

- dances, songs, parties, festive foods,sweets

• includes key aspects of the othercelebration

• logically identifies similarities• logically identifies differences• presentation is clear• Punjabi words and labels are appropriate• Punjabi letters are formed correctly• includes relevant and accurate details

Use of Punjabi Language

• attempts to use Punjabi vocabulary andlanguage structures

• shows some spontaneity when interactingwith others in Punjabi

• supports and encourages other students inusing Punjabi

• responds to simple questions andinstructions from other students

• uses questions and other languagestructures that have been practised in class

• uses classroom resources (including theteacher) to solve language problems

School-Based Celebration of Vaisakhi

Content• appropriate, detailed, and relevant• accurately drawn from appropriate

Punjabi resources, including people

Performance and Construction• tailored to audience and context• spoken or written language is

comprehensible• presentation is clear and effective, adding

to audience knowledge andunderstanding

Self-Assessment and Response• identifies strengths and weaknesses of

both process and product


PERFORMANCE

The teacher used checklists and rating scalesto evaluate student performance. Studentshad copies of the scales as they workedthrough the unit.

D-18


Visual or Written Representation

CriteriaRating

Excellent

Includes key features of Vaisakhi and is relatively detailed. Labels orcaptions are easy to understand and enhance the presentation. Lettersare formed correctly. Presentation is clear and includes interesting orunusual details or language not practised in class.

Includes key features of Vaisakhi with some details. Most labels orcaptions are easy to understand and clarify or enhance the information.Most letters are formed correctly. Presentation is clear.

Includes most key features of Vaisakhi but with little supporting detail.Captions or labels may be very brief or difficult to understand in places.

Satisfactory

Good

Omits several key features of Vaisakhi . Labels or captions may beomitted, inappropriate, or difficult to read.

RequirementsNot Met

Venn Diagram

Rating Criteria

• thorough, detailed, accurate, and logical (includes key aspects ofVaisakhi and other chosen celebration, Identification of similarities anddifferences is logical)

• accurate and logical (includes some details)

3

2

1• partial (may omit some key aspects or show faulty logic when

making comparisons)

• incomplete, inaccurate, or illogical0

D-19


Use of Punjabi Language

Rarely Sometimes Usually

• uses Punjabi words and structures

• carries on brief exchanges without prompting

• supports and encourages other students usingPunjabi

• responds to simple questions and instructions

• uses structures that have been practised in class

• uses resources (e.g., dictionaries, teachers,other students) to solve language problems

Criteria

Students used this checklist to make a daily record of their use of Punjabi. Teachers used the samechecklist to record their observations.

D-20


School-Based Celebration of Vaisakhi

The teacher recorded observations and ratings for each element of the project on the reportforms shown below. Each group used the same format for their self-assessments. The teacherconferenced with each group and assigned an overall grade.

Specific Features

• appropriate and relevant

• uses Punjabi resources

• provides details

• adds to audience knowledge and understanding

Rating

Content

Strengths:

Concerns and Suggestions:

Rating Scale: Strong Satisfactory Minimal Insufficient

Performance and Construction

Strengths:

Concerns and Suggestions:

Specific Features

• appropriate for audience and content

• uses Punjabi language

• adds to audience knowledge and understanding

Rating

Rating Scale: Strong Satisfactory Minimal Insufficient

Report on Vaisakhi Celebration

D-21



Topic: Planning a Trip to India




• develop simple dialogues• describe activities and interests in oral and

written form• request and provide information• use Punjabi to conduct familiar activities

(real or simulated)



• extract and process information fromvarious sources to complete authentictasks in oral and written form

OVERVIEW

Students were involved in a series ofactivities related to planning a trip to India.Evaluation was based on:

• oral presentation of travel itineraries• prepared dialogues• simulated journals or postcards


EVALUATION

• Students worked in groups using mapsand other resources to identify, research,and prepare brief written descriptions ofplaces they might like to visit.

• Working in groups, students gathered thepractical information they needed to planand develop an overall trip itinerary. Eachstudent researched and planned onedestination. Groups presented theiroverall itineraries to the class using

appropriate visual aids (e.g., maps, travelposters). Each student supplemented thepresentation with detailed informationabout the destination they researched.Classmates were encouraged to askquestions.

• Students worked with partners to prepareand practise dialogues related to travel(e.g., visiting a Punjabi travel agent, askinga local person for information about sightsor services, shopping, ordering arestaurant meal, meeting people).

• Students wrote simulated travel journalsor postcards describing their “trips.”


The teacher reviewed the prescribed learningoutcomes, and explained the requirements ofeach task. Together, the teacher and studentsdeveloped the following key criteria.

Oral Presentation of Travel Itinerary

Overall Group Itinerary• follows a logical sequence• time estimates and practical limits are

reasonable• uses visual aids to support meaning

Individual Presentations• message is understandable• uses accurate information• includes relevant and interesting details

and features• speaks fluidly, with most pauses at the

end of a phrase or sentence• answers most audience questions and

provides relevant information (may needteacher’s help to understand some of thequestions)

• uses a variety of vocabulary and languagestructures

D-22




PERFORMANCE

The teacher evaluated demonstrations of theprescribed learning outcomes using thefollowing rating scales and checklists.Students had copies of the criteria and ratingscales as they worked.

Oral Presentation of Travel Itinerary

During each oral presentation, three studentswere designated to provide peer feedbackusing the same rating format the teacherused.

Prepared Dialogue• message is understandable• includes relevant and accurate details• interacts well with partner and contributes

to team performance• speaks fluidly with most pauses at the end

of a phrase or sentence• uses a variety of appropriate vocabulary

and language structures• follows appropriate conventions for

situations and relationships (e.g., greetinga grandparent)

Journal Entries and Postcards• includes at least three journal entries or

postcards• offers clear, appropriate information• includes relevant, interesting details• uses letter formations, spellings, and

mechanics that do not interfere withmeaning

Overall Group Itinerary

Rating Criteria

3

2

1

0

• Itinerary follows a logical sequence and reasonably estimates times andpractical limits. Visual aids are used, including a clear, accurate map ofthe entire itinerary. Illustrations of some stops are included.

• Itinerary follows a logical sequence. Estimates of times and practicalconsiderations may show inconsistencies. Includes a clear andaccurate map.

• Itinerary may not follow a logical sequence. Time estimates and otherpractical considerations may be ignored. Includes a map.

• Incomplete or inappropriate.

D-23


Criteria Rating Comments

Individual Presentations

• understandable

• based on accurate information

• includes relevant, interesting details

• speaks fluidly, with most pauses at the end of aphrase or sentence

• answers most peer questions and providesrelevant information


Key: ST —Strong

SA—Satisfactory

MI—Minimal

NE—Not Evident

D-24


Criteria Rating Comments

Prepared Diologue

• includes relevant and accurate details

• demonstrates clear interaction with partner andcontributes to team performance

• speaks fluidly, with most pauses at the end of aphrase or sentence

• uses a variety of appropriate vocabulary andlanguage structures

• follows appropriate conventions for situationsand relationships (e.g., greeting a grandparent)

Key: 5 —StrongCriteria fully and easily demonstrated.

4—CompetentCriteria demonstrated, may need occasional support.

3—DevelopingCriteria partially demonstrated.

2—LimitedSome evidence of criteria.

1—Not Evident

This rating scale can be used by the teacher, and by students for peer assessments andself-assessments

D-25


Journal Entries and Postcards

Rating Criteria

Excellent

• message is relevant and appropriate; includes interesting details andfeatures

• meaning is clear; errors occur in letter formations, word choices, andso on, but do not interfere with meaning

• takes risks; uses a variety of expressions and structures includingsome that have not been practised in class (and consequently may notbe used appropriately)

Good

• message is relevant and appropriate; includes some interesting details• meaning is clear with some effort on the part of the reader; errors in

letter formations, word choices, language structures, and so on donot obscure meaning

• uses a variety of vocabulary and language structures practised in class

Acceptable

• message is relevant and appropriate; includes few details• reader can understand most of the message with some effort; errors

in letter formation, word choice, and so on, occasionally obscuremeaning

• uses a variety of vocabulary and language structures practised in class

NotDemonstrated • criteria for acceptable performance were not evident

Communicating meaning is the most important consideration and should receive the greatest weightingwhen assigning a grade.

D-26



Topic: Personal Interests



It is expected that students will


• exchange information related to activities,people, and things

• use Punjabi in a variety of authenticsituations

• use vocabulary related to needs andemotions

Creative Works


• produce a variety of visual, oral, andsimple written creative works based onPunjabi resources

Cultural Contexts


• identify ways that knowledge of Punjabilanguage and culture has affected theirdaily lives

OVERVIEW

Students participated in a variety ofcommunication activities focussed on theirpersonal interests and activities. Evaluationwas based on:

• introducing a classmate and describingtheir personal interests and activities

• written notes recording one key piece ofinformation from each of their classmates’oral presentations

• visual representations showing personalinterest profiles including aspects ofPunjabi culture


EVALUATION

• Students brainstormed a list of personalinterests and activities. Using resourcesboth in and out of the classroom, theydeveloped individual vocabulary listsrelated to their interests, and posted themin the classroom or added them toclassroom word banks.

• Using frames and structures provided bythe teacher, students interviewed eachother about their interests and reported tosmall groups about what they learned.

• The teacher prompted class discussionsabout specific areas of interest (e.g., music,sports, television programs) andencouraged comments about what theyliked, what they disliked, and why.

• Students practised and reinforced oralfluency, vocabulary, and structures byrole-playing conversations about musicand other interests with a partner.

• Working with a partner, studentsprepared a brief oral presentation(approximately two minutes) about aninterest or activity. Partners interviewedeach other to discover details of theactivity or interest, and the reasons theirpartner enjoyed it. Partners could providevisual aides to support the presentations.Students used the rating scale provided bythe teacher for self-assessment and toprovide peer feedback as they practised.

• During their classmates’ presentations,students identified key words or phrasesthat described the presenter’s interest oractivity, and submitted their notes to theteacher for marking.

• Working in small groups or as a wholeclass, students shared ideas about aspectsof Punjabi culture and language that they

D-27


found particularly interesting. Familymembers and people in the communitywere interviewed about aspects of Punjabiculture and language that students foundappealing.

• Students created individual visualrepresentations, using Punjabi captionsand labels, that illustrated an activity orarea of interest in the Punjabi culture andlanguage. Representations took the formof collages, posters, cartoons, photo essays,and other formats approved by theteacher. Students were given the criteriaand checklist associated with thisassignment to guide them as they worked.


The teacher reviewed the learning outcomesfor these activities, explained therequirements of each task, and discussed keycriteria with the students.

Oral Presentation

• provides accurate information (confirmedby the student interviewed)

• includes appropriate and relevant details• speaks clearly and understandably• speaks fluidly, with relatively brief pauses

that do not interfere with meaning• self-corrects as needed by restarting or

repeating a word or phrase• uses vocabulary that is appropriate and

supports intended meaning

Listening to and Making Notes onPresentations

• notes are accurate; presentation isunderstood

• notes include appropriate key words orphrases related to the presentations


• focusses on a central theme or interest• includes references to personal interests or

an appreciation of Punjabi language andculture

• design shows an effort to incorporatecreative works and cultural elements

• labels and captions are clearly written andletters are correctly formed

• uses labels and captions appropriately toenhance or extend the work


PERFORMANCE

The teacher used the following performancerating scales to evaluate student work.Students had copies of the scales as theyprepared their assignments. The same ratingscales were adapted for other performancetasks during the term. Although the scalesshow four levels, the teacher occasionallyassigned mid-range grades (e.g., C+, C-).

D-28


Oral Presentation

Rating Criteria

Accurate and detailed. Describes partner’s interest or activity in somedetail and includes background information. Presentation is clear.Pronunciation and intonation are generally appropriate but may includesome errors and approximations. Relies on memory or cue cards.Pauses are relatively brief and tend to be at the end of sentences orphrases. Makes some attempts to self-correct but may not always besuccessful. Often includes visual aids. May take risks with new vocabularyand patterns.

Accurate. Names partner’s interest or activity and includes some details.Presentation is relatively easy to follow. Pronunciation and intonation aregenerally appropriate but may include errors and approximations. Mayfrequently refer to cue cards or written script. Delivery may besomewhat halting, with frequent pauses. May attempt to self-correct, butis often unsuccessful. May include visual aids. Language is appropriate tothe topic.

Relevant and appropriate basic information. Names the partner’s interestor activity and includes some details. Presentation requires the closeattention of the listener, and may leave gaps in information. Pronunciationincludes some errors and approximations; intonation may beinappropriate in places. Delivery tends to be hesitant and tentative, withfrequent pauses. Tends to rely on written notes or script. May appear tobe unaware of errors or of what to do about them. Tends to rely onsimple constructions and basic vocabulary that have been practised inclass.

IP/FHas not completed requirements of the assignment. (See the circularStudent Reporting put out by the Education Policy Branch of the Ministryof Education for advice on when to use IP and when to use F.)

C

B

A


D-29


Listening to and Making Notes on Presentations

Students took notes during their classmates’ presentations and submitted them to the teacher.The teacher assigned a score to the students’ notes (2,1, or 0), averaged the scores, anddetermined the overall grade.

Listening and Note Taking

Rating Criteria

2• Notes accurately record in Punjabi the appropriate key words or

phrases that describe the presenter’s interest or activity.(Presentation was understood.)

1 • Notes are at least partially accurate, but may be difficult to understandor may include English words. (Presentation was partially understood.)

0• Notes are incomprehensible or inaccurate.

(Presentation was not understood.)

D-30



Criteria StrongCompetentNot Evident Minimal

• focusses on a central theme orinterest

• includes references to interests andan appreciation of Punjabi languageand culture

• incorporates some feature ofPunjabi culture or creative words

• labels and captions are clearlywritten, and letters are correctlyformed

• labels and captions are appropriateand enhance or extend the visualwork

Comments and Suggestions:

D-31



Topic: Lifestyle and Health




• recognize and use simple idiomaticexpressions

• use Punjabi in a variety of authenticsituations



• extract and process information from avariety of sources to complete authentictasks

Creative Works


• produce a variety of creative works basedon Punjabi resources, with increasedemphasis on writing

OVERVIEW

Students engaged in a variety ofcommunication activities related to lifestyleand health. Evaluation was based on:

• use of oral language in classroom andgroup activities

• written “lifestyle quizzes” based oninformation from resource people andfrom print resources

• creative group projects advocating healthylifestyle practices


EVALUATION

• Students worked in groups to create a listof guidelines concerning one aspect of

healthy living. The teacher and otherclassmates provided feedback and adviceabout the content of their guidelines andtheir use of Punjabi.

• Students discussed and wrote paragraphsabout proverbs and folk wisdom related tohealthy living. They exchanged their workfor feedback and editing before submittingit to the teacher. The class drew on thisexperience to develop some generalcriteria for written assignments. Forexample:- message and meaning are clear- information and ideas are relevant and

logical- appropriate details, examples, and

reasons are included- letters, vocabulary, and structures are

used appropriately to support andenhance meaning

• Punjabi-speaking guests visited the classto provide information about some aspectof health, safety, or lifestyle. Studentspractised formulating appropriate andrelevant questions before the visits. Theyalso practised taking notes and sharedeffective note-taking strategies.

• Students examined a wide variety ofPunjabi materials related to lifestyle andhealth, including newspaper articles,articles prepared by the teacher,advertisements, public serviceannouncements, pamphlets, andemergency instructions.

• Students worked individually or in pairsto gather information about health, safety,and lifestyle. They used this informationto develop a 10-item multiple-choicelifestyle or safety quiz. Students wereexpected to conduct at least one interviewand consult at least one print resource toprepare their quiz. The teacher suggested

D-32


resource people to interview (e.g., familyand community members) in person or bytelephone, e-mail, or letter. Students werenot required to interview experts. Theirquizzes could test knowledge of healthylifestyles or personal attitudes andbehaviours. Students administered theirquizzes to classmates.

• Students worked in groups to createadvertisements advocating healthylifestyles (e.g., balanced diet; smokingcessation; traffic safety; safety at home,work or school; earthquake preparedness;first aid) or a product related to health(e.g., exercise machines, low-fat foods).Students could choose to develop theiradvertisements using print, audiotape, orvideotape. Groups exchangedadvertisements for feedback beforepresenting the finished work to the teacherand the rest of the class.


The teacher reviewed the learning outcomesfor these activities, explained therequirements of each task, and discussed keycriteria with the students.

Use of Punjabi in Classroom and GroupActivities

• volunteers information and ideas tostimulate discussions

• asks questions to extend or clarifyinformation

• responds to information, ideas, orquestions from other students

• speaks clearly and understandably• uses a range of appropriate vocabulary

and idiomatic expressions• tries to avoid lapsing into English

Designing a Lifestyle Quiz

• includes at least 10 multiple-choicequestions and a logical answer key

• includes feedback from two people whotook the test

• questions are clear and relevant• includes key concepts related to the topic• instructions are clear and easy to follow• uses a range of useful vocabulary and

expressions• uses appropriate questionnaire structures

(questions followed by answer options)• includes a self-assessment that focusses on

strengths and possible weaknesses in thequestionnaire

• uses interpretation guidelines that arelogical and detailed

Advertisements

• uses an understandable message• presents a clear viewpoint and desired

outcome• uses persuasive techniques appropriately

(e.g., humour, logic, examples, rolemodels)

• uses language that is appropriate for thesituation or format

• uses a variety of appropriate vocabularyidioms and structures

• errors in pronunciation, word choice, letterformation, or language structures do notobscure meaning


PERFORMANCE

Use of Punjabi Language in Classroom andGroup Activities

The teacher used a rating scale to track oralparticipation in group activities.Individually, students completed the ratingscale as a self-evaluation activity andincluded it in their portfolios or journals.

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Oral Use of Punjabi Language

Criteria Rating Comments or Evidence

• volunteers information and ideasto stimulate discussions

• asks questions to extend or clarifyinformation

• responds to information, ideas, orquestions from other students

• speaks clearly and understandably

• uses a range of appropriatevocabulary and idiomaticexpressions

• persists in using Punjabi in groupsituations (avoids lapsing intoEnglish)

Key: 3 —Strong

2—Satisfactory

1—Minimal

0—Not Observed

D-34


Designing a Lifestyle Quiz

Students were given copies of the followingrating scale as they prepared theirassignments. They also used the scale as partof their self-assessments. The same rating

scales were adapted for other performancetasks during the term. Although the scalesshow four levels, the teacher occasionallyassigned mid-range grades (e.g., C+ and C-).

Rating Criteria

Lifestyle Quiz

Goes beyond the requirements of the task to use vocabulary, structures,and content not practised in class. (May not always be successful.) Takesrisks to add interest (e.g., innovative format, questions that draw onunusual situations, humour). Demonstrates use of appropriate sources(e.g., knowledgeable parent, dictionaries, magazine articles). Vocabularyand language structures are appropriate. Errors, if any, do not detract frommeaning. Self-assessment is thorough and insightful.

A

Questions are relevant, appropriate, and clearly expressed, using a rangeof useful vocabulary and expressions. Shows evidence of some use ofappropriate resources. Answer key and interpretation guidelines are logicaland detailed. Self-assessment focusses on key aspects of the questionnaire.Errors in letter formation, word choice, or structures do not detract frommeaning.

B

Questions include relevant and appropriate content but may be somewhatvague, repetitious, or confusing. Includes useful vocabulary and expressionspractised in class. May use the same pattern for many or all questions.Answer key and interpretation guidelines may be short or rely on assigninglabels without explanation. Errors may cause the reader to reread orpuzzle over some parts.

Has not completed requirements of the assignment. (See the circularStudent Reporting put out by the Education Policy Branch of the Ministry ofEducation for advice on when to use IP and when to use F.)

IP/F

C

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Advertisement

The teacher used the following rating scaleto evaluate the students’ advertisements.

Students had a copy of the scale as theyworked. The same scale could have beenused for peer assessment.

Criteria

Advertisement

0 1 2 3 4

• message is understandable

• viewpoint or desired outcome is clear

• uses persuasive techniques appropriately (e.g., humour,reasons, examples, role models)

• uses language that is appropriate for the situation or format

• uses a variety of appropriate vocabulary, idioms, and languagestructures

• errors in pronunciation, word choice, letter formation, orlanguage structure do not obscure meaning

Key 4—Outstanding

3—Good

2—Satisfactory

1—Some Evidence Requirements Were Met

0—No Evidence Requirements Were Met

D-36



Topic: Environmental Issues




• exchange opinions on topics of interest• describe or narrate, with some supportive

detail, an event, situation, or experience• identify and use common idiomatic

expressions



• research and use relevant informationfrom a variety of sources to completeauthentic tasks

Creative Works


• respond in a personal way with a range offorms of expression to creative works froma variety of sources

• produce a variety of written, oral, andvisual creative works based on Punjabiresources

OVERVIEW

Evaluation was based on:

• oral use of Punjabi during informaldebates and discussions

• written research reports• poems or songs• journal entries responding to the creative

work of two other students


EVALUATION

• Students brainstormed a list of vocabulary

associated with the environment andworked with partners to practise using thevocabulary in role plays and dialogues.

• By conducting interviews and using printand other media resources, studentsresearched an environmental issue of theirchoice. They worked in small groups or asa class to compare notes and discuss theirinformation, before writing short researchreports. Reports were exchanged for peerediting and submitted for evaluation.

• Working as a class or in small groups,students engaged in informal debates onthe topics they researched as well as othersthe teacher suggested. The classcollaborated to develop a checklist andfeedback form for peer and teacherassessments.

• Groups of students were assigned anenvironmental position to advocate andwere provided with information tosupport that viewpoint.

• Working individually or in small groups,students wrote songs or poems aboutenvironmental issues and presented themto the class.

• Each student chose two of the poems orsongs written by their classmates torespond to in short journal entries.


The teacher reviewed the prescribed learningoutcomes and discussed how the followingcriteria might be demonstrated.

Oral Use of Punjabi During Debatesand Discussions

• expresses information clearly, usingspeech that is readily comprehensible

• offers a clear, relevant opinion orviewpoint

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• provides logical reasons, examples, anddetails to support opinions

• acknowledges or responds to informationand opinions from others

• uses strategies to keep communicationgoing (e.g., self-corrects, rephrases, asksothers to repeat or clarify)

• speaks with some spontaneity andfluidity; pauses tend to be at the end ofphrases or sentences and rarely interferewith meaning

• appropriately uses a variety of vocabulary,idioms, and language structures

Written Research Report

• is clearly written and easy to understand• is logically organized• focusses on a central idea or theme• includes accurate, relevant information• uses varied and appropriate word choices• errors in sentence structure, usage,

spelling, or punctuation do not obscuremeaning

Poem or Song

• conveys a clear message, feeling, orimpression

• focusses on a topic or theme• includes details to add interest or effect• uses a range of appropriate vocabulary

and idioms• uses simple rhymes and rhythmic patterns

Journal Entries

• clearly summarizes key features or themesof classmate’s creative work

• states a personal opinion or response• offers details, reasons, and examples to

support or explain personal responses• makes connections to other experiences,

poems, or songs• writes clearly and understandably


PERFORMANCE

Oral Use of Punjabi During Debates andDiscussions

The teacher used the following rating scaleto evaluate student performance. Studentsused the same rating scale to provide peerfeedback.

D-38


Oral Use of Punjabi

Rating Comments and SuggestionsCriteria

• expresses information clearly; speech is readily comprehensible

• offers a clear, relevant opinion orviewpoint

• provides logical reasons, examples, and details to support opinions

• acknowledges or responds toinformation and opinions from others

• uses strategies to keep communicationgoing (e.g., self-corrects, rephrases,asks other to repeat or clarify)

• speaks with some spontaneity andfluidity; pauses tend to be at the end

of phrases or sentences and rarelyinterfere with meaning

• appropriately uses a variety ofvocabulary, idioms, and languagestructures

Key: 4 —Strongly Evident

3—Frequently Observed

2—Some Evidence

0—Not Observed

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Research Reports

Rating Criteria

B

A

Most of the report is easy to understand, but portions may requirerereading or inferences on the part of the reader. Is generally focussedon a topic or theme, but may present some problems in the wayinformation has been selected or organized. Tends to rely on simple,familiar constructions and basic vocabulary. Errors in surface features(e.g., letter formations, sentence structures, usage, spelling, punctuation)may interfere with clarity but do not obscure meaning.

Communicating meaning is the most important consideration and should receive the greatest weightingwhen assigning a grade. This scale can be adapted and used throughout the year to assess written work.

The report is focussed, clear, and easy to understand. Information isrelevant, accurate, and detailed. The student adds or elaboratesinformation to create interest. Language is appropriate and usedaccurately. The student incorporates familiar language and often risksusing unfamiliar vocabulary or structures to enhance meaning or addinterest. (These attempts may or may not be successful.) Errors, if any, inletter formations, sentence structures, usage, spelling, or punctuation donot affect meaning.

The report is focussed, clear, and easy to understand. Information isrelevant, accurate, and detailed. Word choices are appropriate; thestudent uses newly acquired language appropriately and competently.Tends to rely on familiar constructions and basic vocabulary. Errors insurface features (e.g., letter formations, sentence structures, usage,spelling, punctuation) do not affect meaning.

Has not completed the requirements of the assignment. (See the circularStudent Reporting put out by the Education Policy Branch of the Ministryof Education for advice on when to use IP and when to use F.)

C

IP/F

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Inappropriate, incomplete, or incomprehensible.

Poem or Song

This simple rating scale was used to evaluate the songs and poems based on the criteriaspecified for the assignment:

4—Excellent. All criteria fully met.

3—Competent. Most criteria met; may be slightly deficient in one or two features.

2—Developing. Most criteria met; may have one or two serious weaknesses.

1—Partial. Some evidence of required criteria; serious deficiencies or omissions in a number of features.

0—Not demonstrated. Little evidence of specified criteria.

Rating Criteria

Insightful

Journal Entries

Satisfactory

Clearly written, insightful, thoughtful, and detailed. Summarizes andexplains personal response, and makes connections between the workand other experiences or creative works in Punjabi or other languages.May focus on subtle or abstract features, and may include insights that gobeyond a literal interpretation.

Complete, logical, and clear. Summarizes the central idea or theme.States personal response with supporting details, reasons, and examples.Makes connections to other experiences, which tend to be direct andconcrete. Focus is on literal meanings and obvious connections. May listspecific details and examples without drawing conclusions or makinggeneralizations. Relatively easy to understand.

Addresses the central idea or theme. Interpretation is literal. Offers anopinion or response with little support. May focus on retelling orillustrating information from the poem, or using labels (e.g., boring,interesting). Connections tend to be direct and concrete. May be unableto make an appropriate connection. Comprehensible.

Developing

NotDemonstrated

The above rating scale was used to evaluate students’ responses to the songs or poems written by twoof their peers. Each entry was evaluated separately. The same rating scale was adapted and used toassess other creative works throughout the year.

Inappropriate, incomplete, or incomprehensible.

D-41



Topic: Reading and Responding to Punjabi Fiction




• exchange opinions and beliefs on topics ofinterest

• communicate effectively andspontaneously in common life situations

• demonstrate understanding of a widerange of idiomatic expressions



• research, analyse and use relevantinformation from several sources on achosen topic to complete authentic tasks

Creative Works


• respond in a personal way with a range offorms of expression to creative works froma variety of sources

Cultural Contexts



OVERVIEW

This unit focussed on Punjabi short storiesand novels. Evaluation was based on:

• written assignments• dramatizations and role-playing based on

stories and novels read by studentsPLANNING FOR ASSESSMENT AND

EVALUATION

• The teacher (or a guest) read one or moreshort stories to the class. Studentsprepared to listen to the stories bypredicting the outcome, generatingquestions, and discussing themes andtopics related to those in the story. Theteacher paused frequently during thereading to allow students to makepredictions or to recap what they heard.Students worked in small groups todevelop character descriptions or webcharts, to plot outlines, and to discussquestions about the events, characters,symbolism, and themes of the story.Students wrote or sketched short personalresponses to the story.

• Students watched Punjabi videotapes ortelevision programs on related themes,and compared the characters, plots,symbols, and themes to those in the storythey listened to. Students developed Venndiagrams, charts, or collages relating tospecific works. Students could also read orlisten to poetry or songs on similar themes.

• Individually, students selected and read ashort story or an excerpt from a novel.While some students were able to read anentire novel, this was not generallyexpected. Students discussed their readingin small groups. Each student selected andprepared a writing project to demonstratetheir understanding of the story. Thecomplexity of the project varied accordingto individual abilities. The teacherprovided options including a short review;a personal response; a brief essay aboutone aspect such as character, theme, orstyle; writing-in-role (e.g., writing a letterfrom one character to another or tosomeone outside the story); a sequel or

D-42


prequel; or retelling one event from adifferent viewpoint.

• Working with a partner or in a smallgroup, students developed a role play ordramatization related to one or more ofthe stories. Examples included acting out aparticular scene, role-playing a situationthat extended or changed one aspect of thestory, or inventing a scene that involvedcharacters from two or more stories or thatplaced one or more of the characters in anew situation.


The teacher reviewed the learning outcomesfor the two evaluation tasks and discussedthe following criteria with students. As in allassignments, communicating meaning wasthe most important feature. These criteriawere adapted for similar activitiesthroughout the year.

Role Play or Dramatization

• meaning is clear; speech is easy tounderstand

• includes relevant information orreferences to one or more of the stories

• attempts to engage the audience byincluding interesting or unusual details orinterpretations

• uses a wide range of vocabulary or idiomsthat support the message

• uses appropriate tenses and structures• uses strategies to maintain interaction and

avoid communication breakdown (e.g.,self-corrects, rephrases in Punjabi, repeats,asks questions, uses body language)

• speaks fluidly with pauses that are briefand do not interfere with meaning

Written Report

• conveys the central idea or theme of thestory

• writes clearly and legibly• offers a personal viewpoint,

interpretation, or response• remains consistent with story details

(except where imaginative content isdeveloped)

• includes relevant details, reasons, andexamples to support interpretation,opinion, or response

• reflects an awareness and appreciation ofPunjabi language and culture

• demonstrates a clear and logicalorganization of ideas to enhance message

• uses a wide range of appropriatevocabulary and idioms to supportmessage

• makes only minor errors in tense andstructure that do not reduce effectiveness


PERFORMANCE

The teacher evaluated students’ work usingtwo performance rating scales: one for roleplays, and one for written assignments.Students were given opportunities todiscuss the rating scales and use them forself-assessment and peer feedback. Whilethe scales offered three levels of acceptableperformance, the teachers sometimes choseto assign mid-range grades (e.g., C+ or C-).

D-43


Rating Criteria

B

A

C

Role Play or Dramatization

IP/F


• Information and message are clear.• Interaction is effective and appears spontaneous; may include some

short pauses.• Student speaks with expression and uses body language to support

words.• Uses a wide range of appropriate vocabulary and idioms.• May include minor errors in pronunciation, word choice, or structures,

but these do not reduce the effectiveness of the information.

• Information and message are generally clear and easy to understand.• Interaction flows smoothly and appears spontaneous.• Student speaks with appropriate expression but may be hesitant, using

frequent short pauses.• Uses some variety in vocabulary; may make some idiomatic errors.• May include minor errors in language, but these do not obscure the

message.

• Information and message are comprehensible but may pose occasionalproblems for the audience or be very simple.

• Includes some detail drawn from the story; may focus on portraying anevent without interpretation or elaboration.

• Interaction may include long pauses in some places.• Student speaks hesitantly and sometimes without appropriate

expression or intonation.• Vocabulary tends to be basic and repetitive; limited use of idiom.• May include errors in language that weaken but do not obscure the

message.

• Information and message are unclear, incomplete, or inappropriate.• No interaction or flow of language.• May be extremely brief.

D-44


Rating Criteria

B

A

Written Reports

C

Conveys the central idea or theme and may offer an unusualinterpretation. Writing is clear, detailed, organized, and showsunderstanding. Makes connections to other experiences, works, orspecific features of Punjabi culture and language. May focus on subtle orabstract features. Attempts to engage the reader and extendunderstanding. May take language risks and may therefore make errorswhen expressing complexities or subtleties. Uses a wide range ofvocabulary and idioms to support the message and enrich expression.Errors in language, if any, do not detract from meaning.

Conveys the central idea or theme and offers a personal viewpoint,interpretation, or response. Presents details, reasons, or examples thatare relevant and consistent with the story. Makes connections to otherexperiences and to Punjabi culture and language that tend to be direct andconcrete. Work is clearly written, logically organized, and uses a range ofvocabulary and idioms, but may be somewhat repetitive. May includesome structural and tense errors, but these do not obscure meaning.

Addresses the central idea or theme. Tends to focus on a literalinterpretation, often simply retelling the story. May offer aninterpretation or response with limited support (e.g., listing events,offering such judgments as “boring” or “interesting” with few specificreasons or examples). Personal connections tend to be direct andconcrete. May omit mention of Punjabi culture and language. Writing iscomprehensible but may be unclear in places, often because of problemswith organization. Links between ideas may be weak or confusing.Vocabulary and idioms tend to be basic and concrete. May include errorsin word choices, structures, or surface features, but these do notseriously obscure meaning.


Information and message are unclear, incomplete, or inappropriate. Maybe very short. A large number of errors may make it impossible for thereader to understand the writer’s views.

IP/F

APPENDIX EAcknowledgments

APPENDIX E: ACKNOWLEDGMENTS

E-2

E-3


Many people contributed their expertise to this document. The project co-ordinator was RobinRasmussen of the Curriculum Branch, working with ministry personnel and our partners ineducation. We would like to thank all who participated in this process.

PARTNER OVERVIEW/REVIEW COMMITTEE

LEARNING OUTCOMES WRITING COMMITTEE

Ajit Singh BainsSchool District No. 30 (South Cariboo)

Sadhu Singh BinningUniversity of British Columbia

Gurdev Singh DhaliwalDasmesh Punjabi School

Parmjit Singh ParmarSchool District No. 42 (Maple Ridge)

Devinder Kaur PawaSchool District No. 38 (Richmond)

Amrik Singh PriharSchool District No. 84 (Vancouver IslandWest)

Kamaljit Kaur SidhuSchool District No. 36 (Surrey)

John ChengBC School Trustees Association

John ColemanBC Teachers Federation

Silvia DyckBC Confederation of Parent AdvisoryCouncils

Dalip Singh GillDamesh Punjabi School

Ravinder Singh GillBC Teachers Federation

Mike HendersonBC School Superintendents Association

Harbhajan Singh ManochaKhalsa Diwan Society

Cam PrasadBC Heritage Language Association

Major Singh RandhawaKhalsa Diwan Society

Kelleen TooheySimon Fraser University

Barbara WalkerBC Principals’ and Vice Principals’Association


E-4

LEARNING RESOURCE EVALUATORS

Ravinder Kaur DhamiSchool District No. 27 (Cariboo-Chilcotin)

Nirmall Singh GillDasmesh Punjabi School

Harbans JawandaSchool District No. 65 (Cowichan)

Parmjit Singh ParmarSchool District No. 42 (Maple Ridge)

Amrik PriharSchool District No. 84 (Vancouver IslandWest)

Kulwant SekhonSchool District No. 41 (Burnaby)

Harjeet ParharSchool District No. 38 (Richmond)

INTEGRATED RESOURCE PACKAGE WRITING COMMITTEE

Reena BakerUniversity of British Columbia

Nirmall Singh GillDasmesh Punjabi School

Mike HendersonBC School Superintendents Association

Surjit Kaur KainthSchool District No. 27 (Cariboo-Chilcotin)

Jasdev Singh MakkarSchool District No. 36 (Surrey)

Devinder Kaur PawaSchool District No. 38 (Richmond)

APPENDIX FGlossary and Punjabi Alphabet

F-2

APPENDIX F: GLOSSARY AND PUNJABI ALPHABET

F-3


THE PUNJABI ALPHABET

F-4


GLOSSARY

authentic materials Resources such as newspapers, magazines,and news broadcasts; designed to communicateinformation or meaning rather than to facilitatelanguage learning.

authentic situations Communicative tasks (real or simulated) thatrequire the use of language as it would beemployed by a native speaker (that is, colloquial,idiomatic). Authentic situations are distinct fromartificial situations that test particular vocabularyand structures rather than communicate meaning(e.g., memorized conversations).

cloze An instructional technique that uses a writtenpassage (a paragraph of at least four or five sen-tences) in which every nth word is deleted.Students fill in the missing words using contextualclues. This technique tests students’ compre-hension as well as their ability to understandvocabulary and appropriate grammatical form.

communicative competence The ability to use listening, speaking, reading, andwriting to communicate meaning. It implies acommand of vocabulary and an understanding ofgrammar, idiom, and culturally appropriatebehaviour. Acquiring communicative competenceis the goal of the Punjabi 5 to 12 curriculum. Thecommunicative approach focusses on language userather than usage and on fluency rather thanaccuracy.

jigsaw technique An instructional technique that promotes co-operative learning. This technique consists ofdividing information among students who mustthen pool their information to complete a task.Typically, there are four steps:

1. Divide students into Home Groups and presentan overview of the task.

2.Give each Home Group member a different partof the task so that one student in each group hasthe same information (e.g., divide a reading into

F-5


several parts). Students with the sameinformation then leave their Home Groups andform an Expert Group.

3. Expert Group members work together to gainsufficient understanding of their information toteach it to others in their respective HomeGroups (e.g., they may have to relate a sequenceof events, choose relevant data, or decide on amain idea).

4. Students return to their Home Groups, andexperts share their knowledge with the others.The Home Group is responsible for helping all ofits members understand the information andcomplete the task.

standard Punjabi The modern, literary form of Punjabi, based on theMajhi and Malwi dialects. Also know as CentralPunjabi. Because the political, commercial,cultural, and educational centres of Amritsar,Ludhiana, and Lahore are located in the Majhi- andMalwi-speaking territories, it is the most widelyused form of Punjabi.

strip story A language-teaching technique that enablesstudents to comprehend unfamiliar vocabulary,practise pronunciation, and understand logicalsequence. The sentences of a short story are putonto separate strips. Each student in a groupreceives one sentence and memorizes it. The stripsare then removed, and students work with othergroup members to reconstruct the story byrepeating their lines to each other until a logicalsequence emerges.

APPENDIX GAdditional Resources

G-2

APPENDIX G: ADDITIONAL RESOURCES

G-3


PUNJABI WEDDING SONGS

The following pages contain the lyrics for songs that students could include in a concert of Punjabiwedding songs.

G-4


G-5


G-6


AN ENVIRONMENTAL SIMULATION

A simulation concerning an environmentalissue is an effective way to encouragediscussion and decision making. Thefollowing procedural information (withaccompanying student handout material inPunjabi) focusses on the issue of nuclearpower. Adapted from “Differing Views on theNuclear Issue,” in Science and Technology11—Energy and Environmental Trade Offs:Teacher Module (Victoria: Ministry ofEducation, 1986), pp. 91-97.

In this activity, students attempt to find acompromise position in a debate over theissue of energy and the environment.

Since this activity is conducted in Punjabi,students may need considerable help withunfamiliar vocabulary and idioms. They willalso require sufficient time to formulatearguments and viewpoints. For this reason,the preparation and simulation should bedone over two to three class periods.

Students will be more successful incompleting this simulation if they have hadpractice in:

• role play• expressing personal viewpoints• expressing agreement and disagreement

Note: The Datasheet handout includes sevenviewpoints on the Island Power Companyproposal. Depending on the size andlanguage fluency of the class, teachers maychoose to limit the number of viewpoints tobe debated.

Procedure

1. Tell students they will take part in a role-playing exercise to consider where tolocate a nuclear power generatingstation in British Columbia. Introduceunfamiliar vocabulary related to nuclearpower, time expressions, and idioms.

2. Divide the class into seven groups (orfewer if not all viewpoints will beexamined). Give each group a copyof Part One of the Datasheet, whichoutlines the issue. Group membersshould assist each other with unfamiliarvocabulary. They should also list themain issues and record them for futurereference.

3. As a class, review the procedure forpreparing a debate.

4. Have students re-form their smallgroups, and assign each group oneviewpoint from Part Two of theDatasheet. Tell students they willpresent this viewpoint in a debate. Askstudents to read their viewpoint, selecta recorder, and list the feelings andmotivations of the person they arerepresenting. (e.g., How does the personfeel? Why does the individual feel thisway?) Each group then identifies whatshould be done with the Island PowerCompany proposal (e.g., reject, accept,or change it to make it more acceptable)and gives reasons.

5. Give students sufficient time to preparea two-minute oral presentation wherethey will discuss their group’s responseto the Island Power Company proposaland provide supporting arguments.Each group should select one member asthe spokesperson.

6. Have the groups make theirpresentations. After each presentation,encourage members from other groupsto ask questions. Remind students, asthey listen to each presentation, thatthey should be looking for a consensuson the viewpoints to take to the UtilitiesCommission.

G-7


7. Record the main responses to theproposal. Once all viewpoints have beenpresented, try to reach a class-wideconsensus on the response to give to theUtilities Commission.

8. Alternatively, the consensus buildingcan be done as a jigsaw activity (see theGlossary). Reassemble the class intogroups that include one representativefor each viewpoint. Give each groupabout 15 minutes to try to achieve aconsensus on the best response for theUtilities Commission. At the end of thattime, debrief the students by comparingthe results achieved by each group. (Didany succeed in finding a compromiseposition? What trade-offs did individu-als have to make in order to do so? Whatstumbling blocks, if any, preventedgroups from achieving consensus?)

9. To conclude the activity, have studentswrite a report identifying the differentviewpoints expressed and the consensusopinion of their group. Students couldalso include their personal viewpointand indicate how it is the same ordifferent.

Assessment Suggestions

• Observe to what extent studentscontributed to their group discussions.

• Note the ability of group members toform appropriate questions during thepresentations.

• Collect written reports and assess howclearly and accurately students reportedthe various viewpoints (that is, theirown and other groups’, the consensusopinion, their personal viewpoint). Assessthe reports for range of vocabulary andsentence structure.

G-8


Datasheets: Part 1

G-9


G-10


Datasheets: Part 2, Viewpoints

G-11


G-12


APPENDIX HPlanning Your Program

H-2

APPENDIX H: PLANNING YOUR PROGRAM

H-3


The communicative focus of thiscurriculum emphasizes the acquisi-tion of listening and speaking skills.

Reading and writing should be taughtconcurrently as a natural extension of orallanguage. Integrating the teaching of thefour language skills will enhance students’abilities to function in a Punjabi-speakingenvironment. Learning with a communica-tive focus means that grammar is introducedas students need it to accomplish specificlinguistic tasks. Culture is integral tolanguage learning and should be addressedas part of all language-learning activities.

COMMUNICATIVE-ORIENTED INSTRUCTION

Effective instruction with a communicativeorientation develops students’ languageskills by involving them in activities thatrequire the use of language for purposes thatare meaningful and interesting. Vocabularyand structures are acquired as they areneeded to facilitate communication andshould be extended and reinforced throughuse in a communicative context (that is,rather than by means of list memorization).In support of this approach, Punjabishould be used in the classroom to giveinstructions, provide explanations, and carryout activities. By avoiding translation,teachers help students grasp the structuresand vocabulary of Punjabi and developcomprehension and production skills thatare transferable to other situations. Studentsshould be encouraged to use drawingsand other visuals to extend their ability tocommunicate with limited Punjabi.

To best assist students at the beginningstages of language learning, teachers mightkeep in mind that:

• students can generally be expected toassimilate (fully learn) no more than fiveto seven new vocabulary items in a given

session (there will, however, be a widevariety of student backgrounds and arange of language-learning abilities in anygiven classroom)

• given a choice, it is a good idea tointroduce the most common structuresand vocabulary related to particularsubjects (in Punjabi, as in English, thereare many synonyms and a variety of waysto express the same thought)

• in recurring discussions related to aparticular topic, there is likely to be lessconfusion if teachers consistently use thesame structures and vocabulary to expressthe same thought until these have beenfully assimilated

SCOPE AND SEQUENCE

Decisions with respect to scope and sequenceshould be guided by early assessments ofstudents’ language levels. These decisionsshould also take account of the fact thatlanguage learning is not linear. Languagelearned in one lesson should be reinforcedin another communicative context insubsequent lessons. All four language skills(listening, speaking, reading, and writing)should be developed concurrently. Readingand writing, which native speakers of alanguage typically learn after having learnedto speak and comprehend, can be introducedfrom the outset. Teachers can label classroomobjects (using the Punjabi alphabet) anddisplay written copies of students’ names toteach students to recognize and pronouncethese words. Consistent modelling andvaried opportunities to use the languageencourage correct pronunciation. Within thefirst year, writing using the Punjabi alphabetcan be introduced. The key consideration isthat writing and reading should be related tostudents’ oral work and introducedconcurrently—rather than as isolatedactivities.

H-4


ABOUT THE ACTIVITIES IN THE INTEGRATED

RESOURCE PACKAGE

The activities suggested for each outcomeare consistent with the communicativeapproach. For example, the “hands-on”activities associated with Punjabi sports,games, customs, celebrations, and festivalsfurther the development of language skillsand an increased familiarity with theculture. Depending on the local situation,teachers can extend such activities bybringing resource people (e.g., parents,elders, community representatives, andfirst-language speakers) in as guest speakersand to assist with activities. Field trips tolocal businesses or cultural sites where thecontacts speak Punjabi would also be avaluable means of developing students’language skills and cultural awareness(especially when complemented bypreparatory and follow-up activities suchas preparing focus questions and writingletters of thanks).

CREATING AN ATMOSPHERE FOR LEARNING

For many students, this will be their firstexposure to a second language. It isimportant that the experience be non-threatening, rewarding, and enjoyable, asit sets the stage for years to come. Studentsshould be given every opportunity tohear and use the language in a variety ofsituations. Learning in a communicativecontext is further supported when theteacher establishes a classroom atmospherethat builds student confidence andacknowledges that learning a language isa complex, dynamic, and individualprocess. Language learning is nurtured ina classroom environment where:

• students are encouraged to learn fromtheir efforts and from each other

• errors are accepted as part of the naturallearning process

• the aim is for fluency rather than accuracyat the beginning stages

Opportunities for practice in pairs andsmall-group work help students to developincreased ability to use the languageindependently.

SENSITIVE CONTENT

The study of Punjabi can involve classroomactivities that raise matters about whichsome students or their parents may feelsensitivity or special concern. These include:

• the caste system• arranged marriage• social pressures on adolescents (e.g.,

dating)• religious beliefs• dietary restrictions• standards of personal behaviour (e.g.,

dress)• assertive communication• immigration• racism• gender issues

The following are some suggested guidelinesfor dealing with such matters:

• Inform parents of the objectives of thecurriculum before addressing anysensitive issues in the classroom, andprovide opportunities for them to beinvolved in their children’s learning.

• Be aware of district policy and proceduresregarding instruction involving sensitivetopics (e.g., policy for exempting studentsfrom participation in classroom activities).

• Be aware of provincial policy andlegislation related to matters such asdisclosure in cases of suspected childabuse.

H-5


• Obtain the support of the school adminis-tration before engaging in any potentiallysensitive instruction.

• Inform an administrator or counsellorwhen a concern arises.

• Be aware of warning signals for eatingdisorders, suicide, and child abuse (e.g.,excessive perfectionism, compulsiveexercising, depression, very low or highbody weight).

• Obtain appropriate in-service trainingand/or consult with those in the schoolwho have relevant expertise (e.g., theteacher counsellor) before beginninginstruction in a new, unfamiliar, orpotentially sensitive area of study.

• Establish a classroom environment that isopen to free inquiry and to various pointsof view.

• Familiarize yourself with culturalexpectations with respect to matters suchas body language and eye contact.

• Avoid dealing with controversial issuesuntil class members have had enough timetogether to become comfortable with eachother and to have learned an appropriateprocess for addressing those issues.

• Promote critical thinking andopen-mindedness and refrain from takingsides, denigrating, or propagandizing oneviewpoint.

panjabi framework

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