P 5 12 UNJABI

Transcription

P 5 12 UNJABI

PUNJABI 5 TO 12
Integrated Resource Package 1995
Province of
British Columbia
Ministry of
Education
IRP 030
TABLE OF CONTENTS
PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE
Preface
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III
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INTRODUCTION TO PUNJABI 5 TO 12
Options for Punjabi Language Education
The Nature of the Subject
Rationale
Organization of the Curriculum
Instructional Strategies
Integration of Cross-Curricular Interests
Suggested Assessment Strategies
Learning Resources
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THE PUNJABI 5 TO 12 CURRICULUM
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
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THE INTRODUCTORY PUNJABI 11 CURRICULUM
Introduction
Introductory Punjabi 11
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PUNJABI 5 TO 12 APPENDICES
Appendix A: Prescribed Learning Outcomes
Appendix B: Learning Resources
Appendix C: Cross-Curricular Interests
Appendix D: Assessment and Evaluation
Assessment and Evaluation Samples
Appendix E: Acknowledgments
Appendix F: Glossary and Punjabi Alphabet
Appendix G: Additional Resources
Appendix H: Planning Your Program
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A-3
B-3
C-3
D-3
D-7
E-3
F-3
G-3
H-3
III
IV
I
mplementation of Punjabi 5 to 12 will
begin in the fall of 1996, with full implementation in September 1997. This
Integrated Resource Package (IRP) provides
some of the basic information that teachers
will require to implement the curriculum.
The information contained in this IRP is also
available through the Internet. Contact the
Ministry of Education’s home page:
http://www.educ.gov.bc.ca/
THE INTRODUCTION
The Introduction provides general information about Punjabi 5 to 12, including special
features and requirements. It also provides a
rationale for the subject—why Punjabi is
taught in BC schools—and an explanation of
the curriculum organizers.
THE PUNJABI 5 TO 12 CURRICULUM
The provincially prescribed curriculum for
Punjabi 5 to 12 is structured in terms of
curriculum organizers. The main body of this
IRP consists of four columns of information
for each organizer. These columns describe:
• provincially prescribed learning outcome
statements for Punjabi 5 to 12
• suggested instructional strategies for
achieving the outcomes
• suggested assessment strategies for determining how well students are
achieving the outcomes
• provincially recommended learning
resources
Prescribed Learning Outcomes
Learning outcome statements are content
standards for the provincial education
system. Learning outcomes set out the
knowledge, enduring ideas, issues, concepts,
skills, and attitudes for each subject. They are
statements of what students are expected to
know and be able to do in each grade.
Learning outcomes are clearly stated and
expressed in measurable terms. All learning
outcomes complete this stem: "It is expected
that students will . . . . " Outcome statements
have been written to enable teachers to use
their experience and professional judgment
when planning and evaluating. The outcomes are benchmarks that will permit the
use of criterion-referenced performance
standards. It is expected that actual student
performance will vary. Evaluation, reporting,
and student placement with respect to these
outcomes depends on the professional
judgment of teachers, guided by provincial
policy.
Suggested Instructional Strategies
Instruction involves the use of techniques,
activities, and methods that can be employed
to meet diverse student needs and to deliver
the prescribed curriculum. Teachers are free
to adapt the suggested instructional strategies or substitute others that will enable
their students to achieve the prescribed
outcomes. These strategies have been
developed by specialist and generalist
teachers to assist their colleagues; they are
suggestions only.
Suggested Assessment Strategies
The assessment strategies suggest a variety
of ways to gather information about student
performance. Some assessment strategies
relate to specific activities; others are general.
These strategies have been developed by
specialist and generalist teachers to assist
their colleagues; they are suggestions only.
Provincially Recommended Learning
Resources
Provincially recommended learning
resources are materials that have been
V
reviewed and evaluated by British Columbia
teachers in collaboration with the Ministry of
Education according to a stringent set of
criteria. They are typically materials suitable
for student use, but they may also include
information primarily intended for teachers.
Teachers and school districts are encouraged
to select those resources that they find most
relevant and useful for their students, and to
supplement these with locally approved
materials and resources to meet specific local
needs. The recommended resources listed in
the main body of this IRP are those that have
a comprehensive coverage of significant
portions of the curriculum, or those that
provide a unique support to a specific
segment of the curriculum. Appendix B
contains a complete listing of provincially
recommended learning resources to support
this curriculum.
THE APPENDICES
A series of appendices provides additional
information about the curriculum, and
further support for the teacher.
• Appendix A contains a listing of the
prescribed learning outcomes for the
curriculum arranged by curriculum
organizer and by grade.
• Appendix B contains a comprehensive
listing of the provincially recommended
learning resources for this curriculum.
As new resources are evaluated, this
appendix will be updated.
• Appendix C outlines the cross-curricular
reviews used to ensure that concerns such
as equity, access, and the inclusion of
specific topics are addressed by all
components of the IRP.
VI
• Appendix D contains assistance for
teachers related to provincial evaluation
and reporting policy. Curriculum
outcomes have been used as the source
for examples of criterion-referenced
evaluations.
• Appendix E acknowledges the many
people and organizations that have been
involved in the development of this IRP.
• Appendix F contains the Punjabi
(Gurmukhi) alphabet and a glossary of
terms specific to the Punjabi curriculum.
• Appendix G contains additional resource
materials.
• Appendix H provides further support for
planning and implementing a Punjabi
program.
Grade
GRADE 12 • Interpersonal Communication
PRESCRIBED LEARNING OUTCOMES
Prescribed Learning
Outcomes
The Prescribed Learning
Outcomes column of this
IRP lists the specific
learning outcomes for
each curriculum
organizer or suborganizer. These aid the
teacher in day-to-day
planning.
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
Grade
Suggested Assessment
Strategies
The Suggested
Assessment Strategies
offer a wide range of
different assessment
approaches useful in
evaluating the Prescribed
Learning Outcomes.
Teachers should consider
these as examples they
might modify to suit their
own needs and the
instructional goals.
Curriculum Organizer
SUGGESTED INSTRUCTIONAL STRATEGIES
In Grade 12 Punjabi, many students can communicate in
a wide variety of situations. Their written work is clear
and well organized.
• With the whole class, create a simple model résumé and
cover letter. Introduce new vocabulary related to
describing personal experience and qualifications. Then
have students work in pairs to write personal résumés
and cover letters in Punjabi, following the model.
Review these for accuracy and appropriateness.
• Conduct a brainstorming session to generate a list of
questions 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 would
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 question in point
form.
• Have students read a classified ad and make a list of
qualifications for that job.
• Encourage students to apply for Work Experience
placements 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 or
individual) that includes photos, a description of the
organization and job, and personal reactions to the
placement.
SUGGESTED ASSESSMENT STRATEGIES
Students at this level are expected to demonstrate
ease and control in a variety of situations when they
communicate orally and in writing. Assessment
activities and criteria focus on students’
communication strategies as well as their facility
with oral and written language.
• Provide frequent opportunities for students to
interact in partner, small group, and class activities
in which they discuss topics and present
viewpoints. Note the extent to which they are
able 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, selfcorrecting, adapting known structures and
vocabulary).
• Focus responses to student résumés and cover
letters 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 would
hire the candidate, and why or why not.
the
Suggested Instructional
Strategies
The Suggested
Instructional Strategies
column of this IRP
suggests a variety of
instructional approaches
that include group work,
problem solving, and the
use of technology. Teachers
should consider these as
examples that they might
modify to suit the
developmental levels of
their students.
Curriculum Organizer
RECOMMENDED LEARNING RESOURCES
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
Recommended Learning
Resources
The Recommended
Learning Resources
component of this IRP is a
compilation of provincially
recommended resources
that support the Prescribed
Learning Outcomes. A
complete list including a
short description of the
resource, its media type,
and distributor are
included in Appendix B of
this IRP.
VII
T
his Integrated Resource Package sets
out the provincially prescribed
curriculum for Punjabi language
education, grades 5 to 12. The development
of this Integrated Resource Package has been
guided by the principles of learning:
• learning requires the active participation
of the student
• people learn in a variety of ways and at
different rates
• learning is both an individual and a group
process
OPTIONS FOR PUNJABI LANGUAGE
EDUCATION
To ensure that they receive a broad education
program, all students must take studies in a
second language as part of the required
curriculum in grades 5 to 8 (see the Special
Needs section in this Introduction for
information on the sole exception to this
requirement). Core French will be the second
language, unless a school district elects to
offer an alternative language program such
as Punjabi in one or more of its schools.
School districts will base their selection of
alternative second-language offerings on
community demand, student enrolment, and
availability of instructional resources.
In grades 9 to 12, students may choose to
pursue second-language studies offered in
their district. In grades 11 and 12, Punjabi
language studies that enable students to
successfully pass the Punjabi grade 12
provincial exam will typically be offered as
two four-credit selected studies courses.
Consistent with district placement policy,
students would be required to have
completed some previous Punjabi language
studies in order to participate in these
courses. In cases where students have been
unable to complete prerequisite studies in
Punjabi in grades 5 to 10, districts may
choose to offer an Introductory Punjabi 11
course to prepare students for Punjabi 11.
The provincially prescribed curriculum for
Introductory Punjabi 11 has accordingly been
set out in this Integrated Resource Package.
THE NATURE OF THE SUBJECT
Punjabi language education is the experience
and study of language and culture. The
curriculum set out in this Integrated
Resource Package is designed to serve the
learning needs of all students, whether or
not they have exposure to the language in
the home. The Punjabi language that is the
subject of this curriculum is understood to
be standard Punjabi (see the Glossary in
Appendix F). While this language can be
represented in a variety of written forms, for
the purposes of this document, Punjabi
alphabet is understood to refer to Gurmukhi
script.
The aim of Punjabi language education is to
develop communication skills and promote
lifelong learning and positive attitudes that
encourage awareness and understanding of
cultural diversity. More specifically, the
curriculum focusses on the development of
communicative competence (see the
Glossary in Appendix F). This involves:
• a recognition that the main function of
language is to communicate meaning for
real-life purposes
• an emphasis on communicative language
practice as a context for skill development
(that is, the use of communicative instructional methods wherein language learning
becomes performance with language,
rather than mere acquisition of knowledge
about language)
• the establishment of a strong connection
between school learning and the practical
skills needed in society beyond the classroom
9
To support this communicative approach,
curriculum-related instructional activities
suggested in this Integrated Resource
Package are all designed to be conducted in
Punjabi, with only minimal use of English.
The study of Punjabi through to the end of
Grade 12 will provide students with a solid
foundation of communicative competence.
Such a foundation will give them the ability
to pursue further study in Punjabi or engage
in meaningful communication within a
Punjabi-speaking environment with increasing confidence and fluency.
RATIONALE
Punjabi is a regional language of India and is
widely understood throughout the country.
It is also the official language of Punjab. In
addition, it is spoken in several other countries around the world (such as Singapore
and Canada) where immigrant communities
have become part of the cultural mosaic. In
British Columbia, the Punjabi community
has been established since early in the
century and now numbers over 150 000. In
some BC school districts, students of Punjabi
background constitute the third-largest
group of students.
This Punjabi-speaking community provides
British Columbia with an important window
on the world. Today, as never before, the
economic and social demands of a global
marketplace require citizens in all walks of
life to interact with a wide variety of cultures
and to adapt to new situations. By providing
support for students who wish to develop
their understanding of Punjabi language and
culture, schools maintain and enhance the
cultural vitality of the province and contribute to potential future prosperity born of
increased economic and social ties with
communities around the world. The understanding that students gain through a study
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of Punjabi language and culture affords them
lifelong 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 Punjabi
language and culture in its many forms also
furthers students’ intellectual, emotional,
and social development during their school
years. Applying specific communication
strategies helps students:
• practise taking risks and develop selfconfidence
• acquire verbal and non-verbal interpersonal skills
• develop sensitivity to culture and an
augmented aesthetic awareness
• develop critical thinking and learning
skills such as active listening, predicting,
generalizing, imagining, categorizing, and
utilizing resources (human, print, and
technology)
In communities that already include a
Punjabi-speaking population, the availability
of Punjabi language education programs can
have community-wide benefits. Trust and
co-operation within a community and
between school and community can be
increased (this Integrated Resource Package
specifically promotes school and community
partnerships to enhance learning). Punjabi
language education enhances cross-cultural
communication and positive self-concept by
encouraging students of various backgrounds to learn together and interact with
each other.
ORGANIZATION OF THE CURRICULUM
Punjabi language education includes four
interrelated curriculum organizers: Interpersonal Communication, Informational
Communication, Creative Works, and
Cultural Contexts. These curriculum
organizers offer a coherent means of grouping the learning outcomes at each grade
level, and they describe general aspects of
Punjabi language education that must be
considered in any program of instruction.
Classroom teachers may, however, address
the learning outcomes for a particular grade
in any order or combination. It is understood
that effective instruction will integrate
instruction related to the four organizers.
maturity and to their levels of fluency and
knowledge of the language).
Interpersonal Communication
Students listen to, read, produce, and view
creative works in various forms of expression in Punjabi (e.g., literature, film, dance,
art). They develop a personal response to
creative works in Punjabi (e.g., poetry,
journal entries, dramas, songs, painting).
Effective language learning involves both the
awareness and understanding of the characteristic linguistic elements (e.g., pronunciation,
written system, sentence structure, vocabulary) and the ability to apply this knowledge
in meaningful communicative contexts.
The four language skill elements integral to
the effective learning of Punjabi (listening,
speaking, reading, and writing) are
interdependent and interrelated, and apply
to learning Punjabi at all grade levels. The
relative emphasis given to each skill element
will vary according to students’ current
levels of linguistic experience, individual
needs and interests, and the activities in
which they are involved.
Informational Communication
Punjabi is used to acquire information from
Punjabi language resources for a variety of
authentic purposes. An authentic purpose
engages students in thoughtful learning and
is meaningful and relevant to their lives.
Sources from which information is to be
extracted should be age- and level-appropriate and chosen to include a balance of
non-fiction, fiction, and media forms (levelappropriate refers to the students’ levels of
Various technologies and media are increasingly influencing the way in which people
throughout the world communicate. Technologies and media relevant for language
learning include Multicultural TV, the
Knowledge Network, language-learning
software, Internet, CD-ROM, microfiche,
audiotape, videotape, and laserdisc.
Creative Works
Cultural Contexts
Language and culture are inseparable.
Language is most meaningful when
experienced within cultural contexts. Basic
cultural understanding enhances the
language-learning process. An attention
to intonation, facial expression, body
language, and emotions as appropriate to the
specific situation is important to effective
communication.
Punjabi culture involves traditions arising
from a long history that has been
influenced by religious, social, economic,
and political changes. The culture and
language component of the curriculum does
not intend to include Punjabi culture as a
whole, but rather to provide students with
experiences to help them build a basic
cultural understanding and appreciation,
and to stimulate further interest. Learning
about another culture promotes an awareness of the global community and allows
students to better understand and appreciate
their own cultural heritage.
11
INSTRUCTIONAL STRATEGIES
Instructional strategies have been included
for each curriculum organizer and grade
level. These strategies are suggestions only,
designed to provide guidance for generalist
and specialist teachers planning instruction
to meet the prescribed learning outcomes.
The strategies may be either teacher directed
or student directed, or both. It should be
noted that there is not necessarily a one-toone relationship between learning outcomes
and instructional strategies, nor is this
organization intended to prescribe a linear
means of course delivery; it is expected that
teachers will adapt, modify, combine, and
organize instructional strategies to meet the
needs of students and respond to local
requirements.
INTEGRATION OF CROSS-CURRICULAR
INTERESTS
Throughout the curriculum development
and revision process, the advice of experts
has been invited to ensure that relevance,
equity, and accessibility issues are addressed
in all Integrated Resource Packages.
The recommendations of these crosscurricular reviews have been integrated into
the prescribed learning outcomes, suggested
instructional strategies, and assessment
strategies components of all curriculum with
respect to the following:
•
•
•
•
•
•
•
•
•
•
•
12
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 Interests
for more information.
Students with Special Needs
Ministry of Education policy states that all
students must take a second language as part
of the required curriculum in grades 5 to 8,
except those who may be exempted for
special needs. However, this does not mean
that all students who have been identified
as having special needs should be exempted.
Second-language study may actually
enhance first-language development for
some students.
Decisions to exempt a student from taking a
second language should be made only after
considering the following:
• assessment information about the
student’s cognitive, sensory, or physical
disabilities
• whether it is in the student’s best interest
to concentrate on the acquisition of
English
When a student is exempted for special
needs, this must be documented as part
of the Individual Education Plan (IEP).
For example, students who are deaf might
have difficulty with the oral sections of a
second-language curriculum. Other students
who are experiencing difficulty establishing
communication might concentrate on developing an alternative communication system
such as Bliss symbols or voice computer
technology. Students with language
processing disabilities may have difficulties
which would preclude second-language
study. Such exemptions should include
consultation with parents or guardians as
part of the IEP process.
Teachers determine the best assessment
methods for their students. The assessment
strategies in this document describe a variety
of ideas and methods for gathering evidence
of student performance. The assessment
strategies for a particular organizer always
include specific examples of assessment
strategies. Some strategies relate to particular
activities, while others are general and
could apply to any activity. These specific
strategies may be introduced by a context
statement that explains how students at
this age can demonstrate their learning,
what teachers can look for, and how this
information can be used to adapt further
instruction.
About the Provincial Learning Assessment
Program
The Provincial Learning Assessment
Program gathers information on students’
performance throughout the province.
Results from these assessments are used in
the development and revision of curricula
and provide information about teaching
and learning in BC. Where appropriate,
knowledge gained from these assessments
has influenced the assessment strategies
suggested in this IRP.
About Assessment in General
Assessment is the systematic process of
gathering information about students’
learning in order to describe what they
know, are able to do, and are working
toward. From the evidence and information
collected in assessments, teachers describe
each student’s learning and performance.
They use this information to provide
students with ongoing feedback, plan
further instructional and learning activities,
set subsequent learning goals, and determine
areas requiring diagnostic teaching and
intervention. Teachers base their evaluation
of a student’s performance on the information collected through assessment. They use
their insight, knowledge about learning, and
experience with students, along with the
specific criteria they establish, to make
judgments about student performance.
Teachers determine: the purpose, aspects,
or attributes of learning on which to focus
the assessment; when to collect the evidence;
and the assessment methods, tools, or
techniques most appropriate to use. Assessment focusses on the critical or significant
aspects of the learning to be demonstrated
by the student. Students benefit when they
clearly understand the learning goals and
learning expectations.
The assessment of student performance is
based on a wide variety of methods and
tools, ranging from portfolio assessment to
pencil-and-paper tests. Appendix D includes
a more detailed discussion of assessment and
evaluation.
Provincial Reference Sets
The provincial reference sets can also help
teachers assess the skills that students
acquire across curricular areas. These are:
• Evaluating Reading Across Curriculum
(RB 0034)
• Evaluating Writing Across Curriculum
(RB 0020 & RB 0021)
• Evaluating Problem Solving Across
Curriculum (RB 0053)
• Evaluating Group Communication Skills
Across Curriculum (RB 0051)
• Evaluating Mathematical Development Across
Curriculum (RB 0052)
13
A series of assessment handbooks developed
to provide guidance for teachers as they
explore and expand their assessment
repertoires is also available.
•
•
•
•
Performance Assessment (XX0246)
Portfolio Assessment (XX0247)
Student-Centred Conferencing (XX0248)
Student Self-Assessment (XX0249)
LEARNING RESOURCES
The Ministry of Education promotes the
establishment of a resource-rich learning
environment through the evaluation of
educationally appropriate materials intended
for use by teachers and students. The media
formats include, but are not limited to,
materials in print, video, and software, as
well as combinations of these formats.
Resources that support provincial curricula
are identified through an evaluation process
which is carried out by practicing teachers. It
is expected that teachers will select resources
from those that meet the provincial criteria
and that suit their particular pedagogical
needs and audiences. Teachers who wish
to use non-provincially recommended
resources to meet specific local needs must
have these resources evaluated through a
local district approval process.
The use of learning resources involves the
teacher as a facilitator of learning. However,
students may be expected to have some
choice in materials for specific purposes such
as independent reading or research. Teachers
are expected to use a variety of resources to
support learning outcomes at any particular
level. A multimedia approach is encouraged.
Some selected resources have been identified
to support cross-curricular integration.
The ministry also considers special needs
audiences in the evaluation and annotation
of learning resources. As well, special-format
14
versions of some selected resources (Braille
and taped-book formats) are available.
Learning resources for use in British
Columbia schools fall into one of two
categories: provincially recommended materials
or locally evaluated materials.
All learning resources used in schools
must have recommended designation or be
approved through district evaluation and
approval policies.
Provincially Recommended Materials
Materials evaluated through the provincial
evaluation process and approved through
Minister’s Order are categorized as
recommended materials. These resources
are listed in the print and CD-ROM versions
of the Catalogue of Learning Resources.
Locally Evaluated Materials
Learning resources may be approved for use
according to district policies, which provide
for local evaluation and selection procedures.
A Note on Authorized Materials
Authorized status will no longer exist as new
learning resources are evaluated and selected
for all new provincial curricula and courses.
Those existing authorized resources which
meet the needs of new curricula and courses
are given recommended status.
CURRICULUM
Punjabi 5 to 12
• use common expressions and vocabulary for
familiar objects
• introduce themselves and others, using
appropriate family relationship terms in the
case 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 a
second language. Since Grade 5 sets the stage for
years to come, it is important that the languagelearning experience be non-threatening, rewarding,
and enjoyable. Give students every opportunity to
hear, repeat, and have fun with the language.
Routinely give classroom instructions in Punjabi.
Encourage students to use drawings and other
visual aids to extend communication beyond their
limited Punjabi.
• Model patterns for greetings in Punjabi. Have
students sit or stand in a circle, and begin with
(e.g.,
). The next student repeats the
greeting to the next person. Students mingle and
practise these phrases.
• Use a similar approach to introduce information
about age, birthday, address, phone number, and
so on.
• Create a generic family tree to introduce vocabulary for family relations.
• As vocabulary for classroom objects is introduced, label them in Punjabi to reinforce word
recognition.
• Have students create and maintain a picture
dictionary.
• Use name tags as part of the daily greeting to
reinforce the connection between written and oral
language.
• Put a number of common objects on a table. In
Punjabi, invite a student to take an object, give it
to someone else, and then return it to the table.
For example, ask:
Do this several times. Then ask students to give the
instructions to each other.
16
GRADE 5 • Interpersonal Communition
Taking risks is an important part of learning a
language. To explore and practise their emerging
language skills, students need to develop the
confidence that comes from receiving
encouragement and constructive feedback. They
need to know that errors will be accepted as a
necessary part of language learning. Teacher and
peer assessment can help students practise their new
skills effectively and gain confidence in them.
• As students participate in oral activities, use a
checklist or class list to record notes. At times,
consider focussing on a small group of students
while others practise. Look for evidence of
growth 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 corresponding
written or spoken words. For example, have they
correctly matched labels and pictures in their
picture dictionaries and organized them in a
useful way (e.g., by initial letter or in categories
according to meaning)?
• Self-assessment is an important part of language
learning. As students develop and practise
language skills, keeping track of what and how
they are learning can increase their confidence
and help them focus their efforts. For example,
students can keep a list of things they have
learned 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
17
GRADE 5 • Informational Communication
• extract specific information from various
sources to complete authentic tasks by using
oral language and visuals
18
Information sources should be simple and already
familiar to students. Using a new language to work
with something familiar will increase their
enjoyment and success.
• Have students practise telling time with a model
clock. (Using a clock will help students feel
comfortable with the numbers 1–12.)
• Use a calendar daily to introduce the days of the
week, the months of the year, and important
dates in students’ lives (e.g., holidays, birthdays,
festivals).
• Choose a simple story with limited vocabulary
and considerable visual accompaniment, and tell
the story in Punjabi. Use the visuals to help
students comprehend the story line. To build
vocabulary and comprehension, go through the
story several times, focussing on the names of
characters, specific objects, and so on. As students
become familiar with the story, extend the
activity 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 occupations in Punjabi. Ask pairs of students to mime
actions related to the occupations and perform
them for their classmates. Classmates try to guess
the occupation.
Students demonstrate their abilities to acquire and
use information when they have opportunities to
work on meaningful tasks using a variety of
resources in the classroom and the community.
Because students are likely to have limited written
and oral Punjabi skills at this level, they will
frequently rely on visual and concrete
representations to convey what they have learned.
• When students are working with Punjabi
resources, 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 and
accurate in:
- recognizing the numbers 1–12
- telling the time orally (to the nearest quarterhour)
- 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 by
observing 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 or
more words or phrases that they want to remember and use. Have them show the words through
sketches or cartoon bubbles and share them with
a partner. Discuss and review the words from
time to time.
Print Materials
•
•
•
•
•
•
•
Panjabi Book 1, 2, 3
Panjabi Made Easy
A Pictorial Panjabi-English Dictionary
Punjabi Posters
Punjabi Rachna
Star Children’s Picture Dictionary
19
GRADE 5 • Creative Works
• respond in a personal way to creative works
that they listen to or view
• produce visual creative works based on
Punjabi resources
Students enjoy opportunities to respond to Punjabi
songs, rhymes, and picture books in personal ways.
The teacher should provide creative works written
in the Punjabi alphabet at an early stage. This is a
rewarding way for students to become familiar with
the 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 their
cards and write simple messages according to the
theme of the event. To prepare for this activity,
elicit words related to the event and write them
out for all to see. The teacher might also create
lists of rhyming words or develop several sample
cards with the whole class.
20
When students are being introduced to creative
works in Punjabi, assessment should focus on their
participation and interest. At this level, they are not
expected to show detailed understanding or to
produce work that involves more than a simple
basic vocabulary.
• As students participate in creative activities, use a
checklist or class list to note evidence that
individual 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 which
their 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
21
GRADE 5 • Cultural Contexts
• demonstrate a familiarity with aspects of
Punjabi games, sports, arts, customs, celebrations, and festivals
• use language associated with Punjabi games,
sports, arts, customs, celebrations, and
festivals
• relate Punjabi games, sports, arts, customs,
celebrations, and festivals to those of their
own and other cultures
22
The focus at this early stage of introduction to Punjabi
culture is on sharing information about personal
holidays and traditions. It is important that students feel
the classroom offers a safe environment of mutual
respect.
• Focus on one of the Punjabi holiday celebrations (e.g.,
Diwali in late October or early November, Vaisakhi on
April 13th). Relate the holiday to other holidays with
which students are familiar. (For example, Vaisakhi,
like Thanksgiving, has reference to the harvest; it also
signals a new year. Diwali, like Christmas, involves the
use 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 to
Duck-Duck-Goose) or Kikli (a partner-swinging
activity performed while chanting a simple song).
Students can more readily learn the game through
demonstration and direct involvement than by having
it explained.
The outcomes associated with cultural contexts do
not require extensive language skills. Students
demonstrate their awareness and understanding by
participating in classroom activities. Assessment
emphasizes observation and review of students’
visual representations.
• In assessing students’ understanding and
appreciation of a given celebration, consider the
extent to which their works (stories, posters,
murals, and so on) include key features associated with the event. In the case of Diwali, for
example, students might be expected to include
references to diwa lights (oil lamps: Diwali is a
“festival of lights”); fireworks; sugar sweets;
giving gifts; Diwali greeting cards; special
clothing; the story of sixth guru, Guru Har
Gobind, coming out of Gwaliar Fort with 52 kings
(Sikh); Laxmi-Puja (Hindu).
• As students learn about games, sports, arts,
customs, celebrations, and festivals, they can
show their awareness of relationships across
cultures through a variety of visual representations. Assessment can be based on the number of
features they include, logic of the associations
they show, and accuracy of their portrayals of
cultural 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 of
family members)
Print Materials
• Canadian Sikhs: History, Religion and
Culture of Sikhs In North America
• Encyclopaedia Of Sikh Religion And Culture
• Punjabis in Canada
• The Sikhs
Multimedia
• The Festival
23
• exchange information about likes, dislikes,
and interests
• demonstrate an understanding of classroom
routines conducted in Punjabi
• use formal and informal forms of address as
appropriate
Small-group activities give students opportunities to
practise a relatively limited vocabulary with new
topics and new situations.
• A Find Someone Who activity can help students
learn the question form. In this activity, students
survey their classmates and the teacher about
personal likes and dislikes. Using a preset list of
questions prepared by the teacher, students
circulate among their classmates asking questions
such as:
The survey might focus on a particular topic (e.g.,
food, clothing, sports). Create a survey using a grid
with symbols to help students record responses. The
whole class then shares the information.
• Bring samples of common, familiar foods to class
(e.g., fruits, vegetables, sweets). Have students
describe each food sample using one or more
categories (e.g., shape, colour, type, food group,
smell, taste). Ask students to classify the foods
under appropriate categories.
24
Focussed assessment, feedback, and reflection can
help students develop the confidence to take risks in
exploring and practising their language skills.
Students need to be certain that their errors will be
accepted as evidence they are working on their
language skills. At this level, assessment focusses on
the amount of language and meaning students are
able to produce.
• As students talk about their likes and dislikes,
participate in role plays, and engage in classroom
routines, note and provide feedback on the extent
to 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 to
create word cubes (a cube made of paper or cards
that has a different word on each of six sides).
Encourage them to choose words they think are
especially interesting or useful. Students can use
the cubes in groups of four to create a variety of
activities. For example, one pair can throw
another’s cube, then make a sentence using the
word that turns up. The pair who originally
selected the word checks the sentence and
provides feedback. Teachers can observe groups
to gather evidence about emerging language
skills.
Print Materials
•
•
•
•
•
•
•
•
•
•
•
•
Amardeep Punjabi Sulekh Mala, 2
The Panjabi Guide (Work Book)
Panjabi Made Easy
Panjabi Workbook
Punjabi Posters
Punjabi Rachna
Sunder Sulekh Pustak
Tamak Toon
Software
•
•
•
•
Matra Primer
Panjabi Kaida
25
sources to complete authentic tasks orally,
visually, and in simple written form
Role play with pre-framed models allows students
to apply information from various sources. Students
can share and apply non-verbal strategies, (e.g.,
guessing, predicting) to develop confidence orally
and with simple written work.
• Have students watch a video (or read or tell a
story) about a family celebration that involves
food and interactions between people who are
using different forms of appropriate address.
Students can then role-play the situation, focussing 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 that
involves food and interactions between people
using 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 to
describe what is happening. Have students work
with supplied sentence stems (or work independently) to write sentences such as:
Students can then read their sentences to a partner.
• Encourage students to develop and use personal
picture dictionaries.
26
Although students have not yet acquired extensive
oral and written skills, they can demonstrate their
abilities to use visual, print, and oral information
sources in a variety of other ways. Assessment
should consider the extent to which students are
able to both acquire information and then use that
information to accomplish relevant and meaningful
tasks.
• 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 to
understand most of what they see, hear, or
read
• At this level, students should not be expected to
acquire detailed understanding through listening
to or reading Punjabi sources. Assessment should
focus on key ideas—for example, to what extent
students 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 to
make themselves understood (e.g., in using
Punjabi pronunciation, they can distinguish
between the various d, t, r, and n sounds, and
produce nasal sounds that do not exist in
English).
• When students write Punjabi, check that they are
able to form an increasing number of recognizable letters and numbers.
Print Materials
•
•
•
•
•
•
•
•
Panjabi Made Easy
Punjabi Posters
Punjabi Rachna
Tamak Toon
27
that they listen to or view
• produce visual creative works based on
Punjabi resources
28
Exposure to a variety of creative works adds to
students’ enjoyment of the language.
Comprehension will be greater than expressive
ability, so students should have opportunities to
show understanding in various ways.
• Have students watch a video of a Punjabi fable or
folk tale. Play part of the video. Ask students to
guess what the story is about and to predict what
might happen next. Continue playing the video
to confirm predictions. To extend this, students
could:
- dramatize the story
- illustrate the story
• Students may want to create a poster or advertisement for the video. They should include the
name of the movie, the actors’ names, and any
other pertinent information.
At this level, assessment emphasizes student
interest and participation. In most cases, students
will be able to respond at a more sophisticated level
than they can show through oral and written
language. Assessment will frequently rely on
evidence from visual, dramatic, or musical
representations, as well as on students’ enthusiasm
and contributions.
• Note students’ participation in and response to
creative works and activities in Punjabi. Students
may 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 introduced
- 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
29
• demonstrate a knowledge of Punjabi games,
festivals
• use language associated with Punjabi games,
festivals
• identify similarities and differences between
Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own
and other cultures
30
As students explore a variety of Punjabi customs
and traditions, it is important to encourage respect
and trust in the classroom. Emphasize ways in
which diversity enriches the classroom experience
and brings Punjabi culture to life.
• Watch a video or live performance of a group
performing a Punjabi dance such as Bhangra or
Gidha. Have students familiarize themselves with
the music and lyrics, then begin creating imitative
moves that fit with the rhythm and words.
• Students can build and fly kites, a common
pastime in India. As students work with the kites,
help them learn some related vocabulary.
Decorate the classroom or hallways with the
finished kites.
• Teach students a distinctive Punjabi sport such as
Kabaddi (a game similar to Red Rover) or Khudo
Khundi (field hockey) and the vocabulary associated with it. Note that these sports can become
rough and may need to be adapted for some
students. Consider teaching Khoh-Khoh, which is a
less aggressive variant of Kabaddi.
• Once students have learned the Punjabi games,
ask them to compare them to more familiar
pastimes (e.g., rugby, Red Rover).
• Have students brainstorm schoolyard games that
are common in Canada (e.g., jacks, marbles,
skipping, hopscotch). Choose one that has a
Punjabi counterpart (several versions of hopscotch are played in Punjab), and teach it in
Punjabi. Invite students to play the game in
Punjabi.
Since students’ Punjabi language skills at this point
may be limited, they should have opportunities to
demonstrate their awareness and understanding in
ways that do not depend upon language.
• Frequently ask students to describe the cultural
activities in which they are engaged. Encourage
the use of Punjabi, but be aware that their
understanding of the activities will exceed their
language abilities at this stage. Some English
words 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 understanding. 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 to
completion
- use key vocabulary terms associated with the
game or dance
• Students can reinforce and reflect on their
cultural understanding by making a visual record
about selected cultural activities. For example,
they might create and label a sketch, collage, or
photograph; make a web chart or collage of
words they associate with the activity; or draw
and label equipment, clothing, or symbols
associated with a particular activity.
Print Materials
• The Sikh Canadians
• The Sikhs
Multimedia
• The Festival
31
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
appropriate
• use Punjabi to participate in classroom
activities
At this level, students are building on the repeated
expressions and language they have learned, and
can begin to express ideas in complete messages or
short interactions. Writing can involve some simple
sentence construction.
• As a class, brainstorm and list on the board all the
extra-curricular activities that students and the
teacher are involved in each week. Students can
then use the list to create personal week-at-aglance schedules. Have them share with a partner
and compare their weekly activities.
• As a small-group activity, have students count
how many in their group are doing the same or
similar activities each day.
• Students can use a grid to record and share
likes, dislikes, and interests in extra-curricular
activities. Findings should be reported back to the
class.
• To initiate a study of a celebration such as
Vaisakhi, have students brainstorm a list of things
they already know and what they think might be
interesting to find out about this celebration (try
to have students express personal viewpoints as
part of the brainstorm). Alternatively, identify
some features of Vaisakhi that students could
learn more about. These might include the
significance of Sikhs’ use of the names Singh
(male) and Kaur (female), food associated with
the event, or the five Ks:
sword
bracelet
hair
undergarment
comb
• At this level, personal dictionaries can be
extended to include the Punjabi alphabet.
32
At this level, assessment focusses on students’
abilities to interact using words and structures they
have practised. Students show their increasing
fluency and confidence by using Punjabi to
complete 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
- 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-word
answers, simple questions formed with the
five question words)
• Periodically review students’ personal dictionaries and journals to assess and support their
efforts 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 of
school. At the end of each class or week, they can
review their goals and decide how they are
progressing. Teachers may provide sample goal
statements 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
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G. C. S. E. Panjabi
Panjabi Made Easy
Panjabi Workbook
Punjabi Alphabet—Part One
Punjabi Posters
Punjabi Rachna
Tamak Toon
Software
• Matra Primer
33
• extract information from various sources to
complete authentic tasks in simple oral and
written form
Students have by now gained familiarity with
finding information in age-appropriate resources.
They are able to use strategies such as guessing the
meaning or substituting language to deal with
unfamiliar words.
• Have students choose items from a restaurant
menu to prepare a celebration with family or
friends. They should select items to fit within a
specific monetary amount.
• Extend the previous activity by having students
role-play a situation in a restaurant.
34
At this stage, students’ representations should use
language frequently, though the language may be
combined or supplemented with dance, music, or
visual representations. Because the authentic nature
of the tasks is a key factor in assessing student
development for this organizer, students should
frequently be involved in designing and making
choices about their tasks and assignments.
• Circulate, asking questions and providing
feedback 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 of
language structures
• Assign partners and ask students to role-play
a situation that shows at least one effective
listening strategy for acquiring information. The
class may make a class chart listing the variety of
strategies portrayed.
Print Materials
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G. C. S. E. Panjabi
Panjabi Made Easy
Punjabi Posters
Punjabi Rachna
Tamak Toon
35
that they listen to, view, or read
• produce visual works and simple oral
creative works based on Punjabi resources
36
Students can appreciate creative works when they
have an opportunity to relate them to personal
experience. Hands-on activities encourage a wider
range of experience.
• To initiate a unit on myths and folk tales, select a
Punjabi tale or a story that has a Punjabi variant,
such as “Aladdin and the Magic Lamp.” Introduce or review relevant vocabulary, trying to
elicit from students the meanings of words
whenever possible. Organize the class into
groups. Give each group a list of new or reviewed
vocabulary words. Include words that appear in
the story and some that do not. Groups should
sort the words that they predict will be in the
story into two categories: those they can say and
those they cannot. Have the groups also predict
what they believe the story will be about. Read
the story aloud and have students confirm their
predictions.
• Give students an opportunity to read, view, or
listen to resources that deal with a Punjabi
celebration. With Vaisakhi, for example, involve
them in putting together plans for a school-based
celebration of the occasion. Each group of
students takes on responsibility for one particular
aspect of the celebration. Choices might include:
- building a model of a Vaisakhi float
- putting together a Vaisakhi fashion show
- designing and distributing promotional
material
Students at this level are able to respond to and
create an increasing variety of simple creative
works. Observation and self-assessment continue to
be important, but teachers can also collect written
work and visual representations to assess the
development of students’ creative skills and
responses.
• When students write and draw in response to
stories and drama they hear, read, or view, look
for 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, moral
lesson)
- sequence key events (where appropriate)
• Activities connected with celebrations such as
Vaisakhi can be assessed for the creative processes
students use and the work they produce. For
example, groups can assess the extent to which
group 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 creative
activities they are involved in. Work with them to
develop a set of symbols (perhaps computergenerated) or Punjabi labels they can use to show
their personal assessment of three aspects of each
activity: how enjoyable it was, how easy it was,
and how effectively they participated.
Print Materials
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Panja Putran Da Pio
Phull Piare Piare
Piare Piare Bole
Tamak Toon
Multimedia
• The Festival
37
• demonstrate a knowledge of the language
needed to explain and participate in Punjabi
games, sports, arts, customs, celebrations,
and festivals
• categorize similarities and differences
between Punjabi games, sports, arts, customs,
celebrations, and festivals and those of their
own and other cultures
Exploring myths and celebrations naturally
encourages awareness of similarities and differences
among students’ own cultures and family traditions.
• To extend students’ understanding of common
elements in Punjabi myths and stories, have them
study several fables and then categorize common
features of this type of literature (e.g., good
versus evil, moral endings, magical or supernatural events, elements of the natural world
personified).
• Invite students to compare Punjabi myths and
stories with similar stories from other cultures.
They could choose stories from varied media,
such as film animation, ballads, and so on. Some
Punjabi stories closely resemble tales familiar to
Western readers. For example, “The Golden Fish”
is similar to Grimm’s fairy tale,
“The Fisherman’s Wife.” Students can also
compare Punjabi myths and folk tales with
Aboriginal stories.
• Students could represent their knowledge of
Vaisakhi 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 holiday
Students could complete these projects in small
groups.
• To develop students’ sense of the similarities and
differences between Vaisakhi and comparable
celebrations in other cultures, have them create
(as a whole class or in small groups) a Venn
diagram showing both common and different
elements.
38
Students demonstrate their cultural knowledge
through talking, writing, representing, and
engaging in classroom activities. At this level,
assessment will usually rely on teacher and peer
observation, discussion, and self-assessment, with
minimal language demands.
• When assessing students’ knowledge of a
celebration such as Vaisakhi, look at the extent to
which they include a variety of aspects of the
celebration in their representations of the event.
In the case of Vaisakhi, students might mention
aspects 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 picture
charts comparing Punjabi stories, myths, and
celebrations, look for evidence that they are able to:
- identify important features of the Punjabi
celebration or story
- show similarities and differences
Print Materials
• Panja Putran Da Pio
• The Sikhs
Multimedia
• The Festival
39
• 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)
40
At the Grade 8 level, many students are able to more
easily communicate about activities they enjoy. They
are often able to write structured material with
increasing confidence.
• In small groups, have students work with maps
and other resources to identify places where
Punjabi is spoken. They can then select places
they would like to visit. Each group should
choose a general area to visit and three or four
specific places they would like to explore.
• Students can use a variety of resources (e.g.,
print, video, computer, interviews) to find out
more about their chosen locations. The class
could work as a whole group to develop a model,
then work in partners to create a dialogue in
which they ask their parents for permission to go
on a trip.
• Invite students to work on other dialogue
scenarios related to travelling in a Punjabispeaking area. Possibilities include making
reservations and transportation arrangements,
shopping, ordering meals, or locating or obtaining services (e.g., laundry, photo finishing).
• As a class, create sample travel-journal entries
and postcards. Students then develop their own
simple journals or postcards.
• Model with the class how to write a letter to a
pen pal. Help students set up pen pals in Punjabispeaking communities around the world.
Alternatively, pair students with others in a
different BC community who are studying
Punjabi at the same level. Fax and e-mail can be
used to ensure rapid turnaround of correspondence.
As students acquire increasing facility with
language, they are able to communicate about more
topics. Assessment focusses on meaning—the extent
to which they are able to share ideas and
information. Oral interactions continue to be most
important; however, students also need feedback
and support in developing written skills.
• Discuss assessment criteria with students before
they present the dialogues they have practised.
Point out that communicating meaning is most
important; all criteria are related to whether or
not the dialogue successfully conveys a message.
These criteria could be the basis for a checklist or
rating 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 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
- 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
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G. C. S. E. Panjabi
Jaadu Di Soti—Magic Wand
Panjabi Made Easy
Panjabi Workbook
Punjabi Posters
Tamak Toon
Software
41
• extract and process information from various
sources to complete authentic tasks in oral
and written form
42
There are many ways in which a theme such as
travel can help students learn how to acquire
information. It is important to make tasks simple
and relevant to student interests.
• Ask students to make a travel video or brochure
of their own community for someone from
another place.
• Brainstorm categories of information that might
be useful for planning a trip to India. Students
may 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 to
begin acquiring information about one or more
categories of material identified from the brainstorm. Information could be obtained from a
travel agent or other resources (e.g., travelogues,
books). Students could be asked to represent their
findings 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 in
visiting and explain why they are interested in
those places. Students could support their
descriptions with visual or audio-visual material.
Students at this stage are able to offer an increasing
amount of information orally and in writing. They
also continue to support and extend meaning
through visual representations, dance, drama, and
music. They often need the support of the teacher or
a partner, but they should be able to discern key
ideas and form impressions of simple,
straightforward material they have heard, viewed,
or read independently.
• As students discuss and exchange information
related to a trip to India, look for evidence that
they 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 information
- develop a logical sequence when they describe
their plans
• Look for evidence of specific knowledge related
to assigned tasks—for example, to what extent
- recognize names and denominations of
currency; compare the value of rupees and
dollars
- use vocabulary associated with travel (e.g.,
passport, visa, modes of transportation)
- use appropriate descriptive words to discuss
places of interest
• When students develop an itinerary, look for
evidence that they are able to use the information
they 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
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Bir Bahadar Jagge Di Varta
G. C. S. E. Panjabi
Panjabi Made Easy
Punjabi Posters
Tamak Toon
43
• produce visual, oral, and simple written
44
In Grade 8, the creative works that students
experience should be relevant to their interests. Art
can be as varied as movie posters, CDs, and
sculptures.
• Bring in pictures or examples of art that students
might see during a trip to India (e.g., architecture,
paintings, sculpture). Arrange these around the
room and allow students to examine them.
Students can use a simple grid format with
pictures to record the feelings or responses that
each piece evokes. They can do this activity in
groups and later share the information. Also
invite them to look for what makes the pieces
distinctive and what they have in common. Have
them work in groups to classify the articles.
• Ask students as a group to compose a story about
one of the works they have seen by making
suggestions and comments that the teacher can
record. Invite each student to contribute one
comment for inclusion. The story can be used for
further writing and reading practice.
• Have students locate and bring to class examples
of typical Indian art with an explanation of what
they 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 of
what 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 of
the video
At this level, students work collaboratively to
respond to works of art. They also create artwork of
their own. Assessment can focus on students’
responses to their classmates’ work as well as to
traditional and contemporary authors, artists,
musicians, and actors. Students can show their
responses and create works in a wide variety of
forms.
• When students are working in groups to respond
to 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 for
creating 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 them
develop a short, simple assessment form (in
Punjabi) that their classmates, teacher, and family
members can fill out. For example, they might
pose two questions:
- What is one thing you liked?
- What is one thing we could improve?
Print Materials
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Baal Kahanian
Badesi Lok Kahanian
Panja Putran Da Pio
Phull Piare Piare
Piare Piare Bole
Sach Khud Bolta Hai
Samen—Samen Di Gall
Tamak Toon
45
• explain and demonstrate procedures associated with Punjabi games and sports
• describe and explain Punjabi arts, customs,
celebrations, and festivals
• explain similarities and differences between
Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own
and other cultures
46
Teaching each other games and procedures in
Punjabi allows students to share their knowledge.
As they compare similarities and differences,
students develop a better understanding of aspects
of Punjabi culture.
• Split the class into two groups and have each half
learn a card game. When both groups have
learned the game, rearrange the students into
several small groups in which half the students
are drawn from each of the original two groups.
Students then teach each other the games they
have learned. Have students identify games
commonly played in Canada that resemble these
Punjabi games.
• Working in pairs, students read in Punjabi the
rules of a game they already know. Then they
trade rules with another pair and try to follow the
instructions they have received.
• Ask students to write in Punjabi the rules of a
game they know.
Students need frequent opportunities to participate
in Punjabi games and sports so that they can
demonstrate and extend their understanding. At this
level, most assessment information comes from
observing and talking to students. The participation
and self-assessment records that students keep can
also reveal information about their interests and
understanding.
demonstrate a game or sport. Together, teacher
and students discuss the criteria that will be used
to assess their demonstrations. The teacher or
students record observations on a feedback sheet,
checklist, or simple rating scale. Focus the
assessment 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 questions to help make the game or sport clear
• After students learn about a specific game,
celebration, or other cultural activity, have them
work with a partner or small group to make a
chart (in words or sketches) comparing the
activity to an activity or event in another culture.
Assess the information and provide feedback
about accuracy and relevance, clear meaning, and
logical organization.
• Invite students to set aside a section of their
notebooks or portfolios for recording and
commenting on their participation in cultural
activities. 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’ records
for evidence of increasing knowledge and
appreciation of Punjabi culture. Students can also
review their own records.
Print Materials
• Bir Bahadar Jagge Di Varta
• Golden Temple
• Harimander Sahib (Golden Temple)
• The Sikhs
47
• express opinions and preferences, giving
reasons
• exchange information related to activities,
people, and things
• ask for and give assistance and information
• use Punjabi in a variety of authentic situations
• use vocabulary related to needs and emotions
48
By Grade 9, many students have acquired a range of
strategies, structures, and vocabulary that enables
them to communicate about activities they enjoy.
• Bring two or three samples of traditional and
contemporary Punjabi music for the students to
listen to. Ask students to express some opinion
about the music (whether or not they like it, and
their reasons). Present information about the
music (e.g., date, era, purpose, performer,
composer).
• In subsequent lessons, have students bring to
class a piece of music they like. They should be
prepared 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 only
have enough money for one CD.
- A group of students are planning a school
dance and must agree on the music. The school
has given them a fixed budget to buy CDs or
tapes.
• Students create a questionnaire about music
preferences.
• Have students develop regular journal entries.
At this level, students are expected to talk and write
about increasingly complex ideas and information.
Assessment emphasizes the extent to which they are
able to convey meaning in classroom interactions
and prepared presentations. Students continue to
rely on language they have practised. They are also
beginning to develop individual repertoires of
vocabulary and structures that they can use to
communicate personally meaningful ideas and
information.
• When students make oral presentations, including role plays, they can provide feedback to each
other 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, spelling) do not obscure meaning
• Setting their own goals for participation in oral
activities can help students to take risks and gain
confidence. For example, provide a minute or two
at the beginning of each class for students to
decide on one thing they will work on (e.g., a
student may decide to answer at least one
question or to use a particular word or structure).
At the end of the class, check whether or not
students were able to accomplish their goals.
Print Materials
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G. C. S. E. Panjabi
Panjabi Made Easy
Panjabi Workbook
Punjabi Posters
Software
49
sources to complete authentic tasks in oral
and written form
50
In Punjabi 9, many students are able to acquire more
detailed information from practical material and
represent it in a variety of both written and oral
forms.
• Obtain a copy of the BC driver’s manual in
Punjabi. Review appropriate vocabulary and
direct students to the questions in the manual.
Students can quiz each other on selected
questions. This could be done in pairs, with
written answers.
• Display an accident scene sketch on an overhead
(or distribute it as a handout). Students role-play
scenarios 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
During Punjabi 9, students extend the range of
resources they are able to use and the everyday
tasks they are able to complete in Punjabi. They are
able to understand more complex ideas expressed in
Punjabi. Most students should be able to write at
least a short paragraph in Punjabi using structures
and vocabulary they have practised in class.
• Work with the students to develop criteria for
their 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 of
audience)
• When students locate and retrieve information,
collect their notes and lists of the sources they
have 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 short
checklist or chart showing the information skills
they are developing. They can choose a way of
tracking their progress on each skill (e.g., a simple
rating scale, symbols, recording the date they
accomplish each item). A list might include items
such 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
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G. C. S. E. Panjabi
Panjabi Made Easy
Punjabi Posters
Sachittar Primary Punjabi Kosh (with
Sentences)
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• produce a variety of visual, oral, and simple
written creative works based on Punjabi
resources
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When students have opportunities to share their
personal reactions to creative works, they increase
their understanding of common emotions shared
across cultures.
• Have students read a simple poem or story of
their choice. Make a collage using pictures or
words, expressing the theme or central idea.
• Have students create short poems or prose
passages that express their personal feelings about
a topic or event (e.g., a wedding in the family, a
school dance, birth of a sibling). Follow up by
creating a display of the students’ creative writing
or by publishing their works in some way.
At this level, students are able to create short poems
and prose passages using language they have
studied. In assessing their creative work, focus on
interest and ability to convey personal messages or
feelings.
• Assess students’ short poems or prose works for
the 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 the
format of your choice
- represent and support your views or response
to the work
- identify two strengths of your assignment and
list one or two areas that were difficult or that
you would like to improve
• To prompt reflection and self-assessment, have
students keep a log of their reading, viewing, and
listening 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 videotape, 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 write
about a work that was particularly meaningful to
them.
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Baal Kahanian
Badesi Lok Kahanian
Panja Putran Da Pio
Piare Piare Bole
Sach Khud Bolta Hai
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• apply knowledge of characteristic Punjabi
games, sports, crafts, customs, or celebrations
to plan and implement a cultural event
• identify ways that knowledge of Punjabi
language and culture has affected their daily
lives
• demonstrate an appreciation of Punjabi
language and culture and its place in local
and global communities
• demonstrate an understanding of the
significance of particular Punjabi customs,
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When students gain an understanding of the
importance of traditions in Punjabi culture through
interesting activities, they are encouraged to share
and accept cultural differences.
• Have students learn or teach a variety of Punjabi
folk songs (perhaps with a common theme). (See
Appendix G for examples of songs that might be
sung at a Punjabi wedding.) Students may plan to
perform a concert for another class or for parents,
or to be videotaped. If it is a live concert, have
students put together a program with program
notes.
• Conduct a whole-class brainstorm session to put
together a list of possible Punjabi given names.
Note that in Punjabi most names can be used for
either males or females. Use the list as a springboard for various information-gathering
activities, such as:
- finding out the meanings of names (as an
assignment, each student could interview one
resource person to find out the meaning of a
Punjabi name chosen from the list and a name
that is characteristic to another culture)
- learning what ceremony, if any, accompanies
the naming of a child in the Punjabi culture
and in another culture (again, by interviewing
a resource person)
- discussing similarities and differences between
naming practices in Punjabi and other cultures
(whole-class discussion)
• As a comprehensive summary, students could
prepare an annotated collage of names.
At this level, students demonstrate their
understanding and appreciation of Punjabi culture
through their interest and participation in classroom
activities and in their written assignments and
projects. Assessment should focus on cultural
understanding, rather than on the fluency and
precision of the language students use to express
their ideas.
• When students practise and present Punjabi folk
songs, 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 Punjabi
names, have them demonstrate what they have
learned by preparing individual or partner
reports that show:
- understanding of name meanings and origins
- awareness of similarities and differences in
names and naming ceremonies in different
cultures
• As students engage in a variety of cultural
activities, watch for evidence that they are able to:
- obtain information from a variety of Punjabispeaking resource people
- connect new information to what they already
know about Punjabi and other cultures
Print Materials
• Golden Temple
• The Sikhs
55
• communicate needs, desires, and emotions
appropriately
• 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
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At this level, many students are willing to take more
risks with language. They can use group work to
expand their communication abilities by sharing
and linking ideas.
• Have students brainstorm factors that affect
health (e.g., diet, exercise, hygiene, adequate
sleep, balance of work and leisure, positive
interpersonal contact). Divide the class into
groups and have each group:
- choose an aspect of health and develop ideas
on how to achieve it (e.g., devise a brief
exercise program for younger students, devise
and implement a plan for keeping the school
clean)
- prepare a written or oral summary of rules or
procedures for maintaining health (e.g., a set of
rules for waste disposal or recycling)
• Provide students with proverbs, some of which
are related to health and lifestyle. Each student
has one proverb on a card. In small groups,
students read their proverbs to each other. As a
group, students try to determine the meaning of
each proverb and work out which ones are
related to health and lifestyle. Discuss as a class
and record the health-related proverbs on a
chalkboard or an overhead.
• Divide the class into small groups and have each
group:
- 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 where
Punjabi is spoken, if possible)
Groups should then trade recipes and ingredients,
and prepare the recipe.
At this level, assessment focusses on the increasing
control and fluency students show in their prepared
work and in spontaneous interactions. Students
need to know they will be supported when taking
risks to experiment with and use newly acquired
language. Making errors is a necessary part of
language growth; students learn from their
mistakes.
• Throughout the course, direct students’ attention
to criteria for effective oral interactions. These
criteria can be the focus of teacher, peer, and selfassessments. For example, consider creating a
checklist to record evidence that a student’s
communication features:
- an understandable message or meaning
- an increasing amount of important and
relevant information
- appropriate language for the task and relationship
- 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 vocabulary
related 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 to
follow instructions in recipes, ask for and
provide clarification of the recipes in Punjabi,
write a recipe, and explain how to prepare a
dish in correct sequence
review and reflect on what they have learned and
to establish personal goals and action plans for
increasing their Punjabi language skills. (These
activities may be integrated with career and
personal planning.)
Print Materials
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G. C. S. E. Panjabi
Punjabi Posters
Software
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• extract and process information from a
variety of sources to complete authentic tasks
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At this level, students obtain pertinent information
from Punjabi materials. Writing skills show an
ability to create a narrative in logical sequence.
• Bring in a newspaper or teacher-generated article
in Punjabi that deals with a health-related topic.
If there are pictures, begin by having students
look at them and predict what the article might
be about. Introduce any new vocabulary needed
to understand the article. Then divide the article
into short sections and conduct a jigsaw type of
reading activity (see the Glossary in Appendix F).
To conclude the activity, students could answer
comprehension questions and write reports.
• As a long-term activity, have students develop an
emergency preparedness package that addresses
situations such as flooding, earthquake, and so
forth. As part of the activity, students could
brainstorm lists of items for a first-aid kit and
explain why these items should be included.
Possibilities include:
- easily preserved foods (e.g.,
)
- clothing, blankets, radios, candles
• As an extension, students could develop an
emergency preparedness action plan for their
own families. This can be compared with the
Provincial Emergency Program or other locally
available material.
At this level, students should show increasing
independence in locating and using information. In
assessing progress, consider their language-learning
strategies as well as the work they complete.
Conferences and self-assessment activities can
provide insights about these strategies.
• When students participate in a newspaper jigsawtype 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 and
monitor their Punjabi skills in real-life situations.
Ask students to brainstorm situations outside of
school where they can use Punjabi to interact and
accomplish a simple task (e.g., conversing with
someone who speaks Punjabi, making a purchase,
ordering a meal, or telephoning to ask for
information about a job or newspaper advertisement). Work with students to develop criteria for
assessing their degree of success. Assign partners
to work together. They should submit an outline
of the task, as well as peer and self-assessments of
their effectiveness. If there are few Punjabi
speakers in the community, this could be a
written task.
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G. C. S. E. Panjabi
Punjabi Posters
Sentences)
• Simple Punjabi Grammar
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that they listen to, view, or read from a
variety of sources
• produce a variety of creative works based on
Punjabi resources, with increased emphasis
on writing
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Encouraging creativity and variety promotes
students’ enthusiasm and interest.
• Provide students with copies of Punjabi newspapers or magazines and invite them to:
- scan for advertisements or articles dealing
with health, lifestyle, safety, or related
products (e.g., naturopathic products)
- compose their own ads for health-related
products using the same idiomatic and
colloquial 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 or
develop a brief radio or TV program (e.g., using
the Dear Abby approach). This project might
include:
- advertisements
- interviews
- commentaries and editorials
- feature articles
Again, encourage creativity and humour. Record
each group’s work on videotape for assessment
purposes and possible subsequent instructional use.
As students develop increasing language skills, they
are able to find and use a wide variety of creative
works outside of school. The range of works that
they notice, talk about, and bring to the classroom
can reveal a great deal about their response to
Punjabi arts and literature. They can represent their
responses in many ways: writing, talking, modelling
their own work on Punjabi sources, and creating
dramatic and visual representations.
• Provide a range of opportunities for students to
discuss and write about Punjabi creative works
that they encounter in the classroom and elsewhere. As they work independently and in small
groups, watch for evidence that they are increasing 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
- 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
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Baal Kahanian
Badesi Lok Kahanian
Panja Putran Da Pio
Sach Khud Bolta Hai
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• examine the effect that knowledge of Punjabi
language and culture has on various aspects
of their lives
• explain the significance of particular Punjabi
customs, celebrations, and festivals
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By examining the reasons behind cultural practices,
students increase their awareness and appreciation
of Punjabi culture.
• Invite students to plan and carry out a sports day
for an elementary school class. The sports day
should include familiar (especially Punjabi)
games and may also include other activities they
have made up themselves. Have students work in
pairs 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 foods
typical to the Punjabi diet and offer support by
providing pictures of particular items). Have
students analyse the lists by:
- identifying foods that are part of a typical
Punjabi diet and those that are part of the
typical diet in another culture (many foods
will be common to both diets)
- categorizing the foods from both diets according to food groups defined in the Canada Food
Guide Handbook
- identifying similarities and differences
• Extend the activity by discussing reasons for
some of the dietary differences that students have
identified (e.g., geography, climate, customs,
religion).
• Students should be encouraged in a variety of
ongoing activities such as having pen pals. They
should also regularly produce journal entries,
identifying activities they have enjoyed as part of
the Punjabi class or describing any valuable
understanding acquired through the study of
Punjabi.
Students demonstrate their awareness and
appreciation of Punjabi culture by the way they
react to a wide variety of classroom activities.
• When students plan and participate in activities
such as a Punjabi sports day, note the extent to
which 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 they
are 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 for
evidence 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
Print Materials
• Golden Temple
• The Sikhs
63
• 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
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In Grade 11, many students are able to communicate
with greater confidence. As they work together, they
can apply more strategies to present viewpoints.
• Brainstorm a list of words associated with the
environment (e.g., recycling, pollution, extinction,
reforestation). Clarify spellings and meanings of
new Punjabi vocabulary that students introduce.
Using the brainstormed words, invite students to
suggest ideas for an environment-related group
project that they can plan and carry out.
• Conduct a brief, informal debate on a topic or
question related to the environment. (e.g., Should
animals on the verge of extinction be taken into
captivity? Should the government immediately
ban the use of all pesticides?)
• Conduct a simulation related to an environmental
issue (see Appendix G for detailed suggestions).
The general approach is to review the issue with
students, indicating that there are several
viewpoints to consider. Preparation for this
activity may take several class periods to complete. Then divide students into small groups,
giving each group some information to support
one viewpoint. One group could be designated to
act as observers. Each of the other groups
prepares an oral presentation to promote its
designated viewpoint. Bring the class together to
carry out the simulation. Following the discussion period, ask the observer group to give
feedback. Highlight the difficulty of resolving
such issues and stress the need for a decisionmaking process that takes account of the various
viewpoints.
Students are expected to show increasing control
and accuracy in their oral and written language, but
communication and risk taking continue to be more
important in most situations. Students’ facility with
language is an important focus of assessment—not
in and of itself, but because it allows them to
communicate for an increasing range of purposes,
both in and out of school.
• In assessing students’ debating skills, consider
the 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 to
apply known structures to new situations)
- speak with some spontaneity and fluidity
(pauses tend to be at the end of phrases or
sentences and rarely interfere with meaning)
• Before activities such as the simulated discussion,
work with students to develop an assessment and
feedback form suitable for teacher and students.
(Students and teachers may also find the reference set Evaluating Group Communication Skills
Across Curriculum helpful.) Students can use a
simple checklist or rating scale to record their
observations about skills such as:
- offering information that is useful in completing 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 understanding
- understanding and responding to questions
from others
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Software
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• research and use relevant information from a
variety of sources to complete authentic tasks
With interest- and age-appropriate materials, many
students are able to research and adapt specific
information.
• Have students plan and carry out an environment-related group project based on research
(e.g., interviews, the Internet). Possibilities might
include:
- planting trees (this would involve tasks such
as identifying the benefits, selecting a planting
location, obtaining needed permissions,
getting seedlings)
- conducting a salmon enhancement project
- writing up the project
• Select a short video with little or no narrative or a
set of slides dealing with the environment. The
video or slides should emphasize images related
to environmental problems and challenges. To
help 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 an
appropriate narrative orally and in writing
- have students use their narratives to create a
soundtrack for the video or set of slides: help
students find Punjabi songs or poems dealing
with nature for example:
“Unique Flowers”
“Varied Fish”
“The Monkey”
“The River”
“The Cloud”
• Students can also create their own poems based
on these models.
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At this level, students can demonstrate their
informational skills through an increasing range of
oral and written activities. Assessment should focus
on the extent to which they are able to apply their
language skills and strategies to acquire information
and use it in carrying out meaningful tasks.
• When students prepare written research assignments, involve them in setting appropriate
criteria. 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 not
obscure meaning)
• Assess students’ narratives and soundtracks by
focussing 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
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Sentences)
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• respond in a personal way with a range of
forms of expression to creative works from a
variety of sources
• produce a variety of written, oral, and visual
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At this level, students are able to work together to
create works with a clear message and range of
vocabulary and detail.
• Invite students to write poems or songs or create
annotated artwork related to environmental
issues.
• Have students create a class newspaper on an
environmental issue using a procedure such as
the 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 session
to develop environment-related headlines that
could appear in each section of a Punjabi
community newspaper.
- Group students in pairs and have each pair
choose a headline to use as the basis for
developing a short article of fictitious news.
- Have the pairs write draft articles and
exchange their work with another pair to edit
each others’ work.
- To complete the newspaper, have students
compose ads, cartoons, illustrations, and
letters to the editor.
- Ask students to work in groups to lay out
sections of the newspaper (e.g., using computer graphic software).
- Photocopy and distribute the newspaper.
At this level, students can discuss and write about
creative works drawn from a variety of sources in
the classroom and the community. They should
have frequent opportunities to demonstrate creative
use of Punjabi language, traditions, and resources
through music, drama, and art as well as in writing
and speech.
Print Materials
• Matrai Maa
• As students engage in and discuss creative
activities, look for evidence of:
- awareness and appreciation of a growing
range of Punjabi creative works (both
traditional and contemporary)
- increasing ability to identify and explain
features that appeal to them
- vocabulary and language structures that are
useful in discussing creative works
- willingness to share their own creative work
with the class for feedback and response
• When students create their own work, consider
- 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 in
poems and songs)
• As students work on creative projects, watch for
- 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
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• analyse the effects that knowing about
Punjabi language and culture might have on
various aspects of their lives
• analyse the significance of particular Punjabi
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Students can make observations about aspects of
their own lives by reflecting on their increased
knowledge of Punjabi culture and traditions.
• Select one or more myths from India and one or
more from another culture (e.g., Chinese, Greek,
Aboriginal). Selected myths should deal with
humans and their relationship with the environment, 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 contemporary relevance
- point out common ideas and elements in the
various stories
- suggest ideas for characters, plot, and so on for
a new myth that expresses contemporary
attitudes 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 a
demographic 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
Punjabi
Students could use computer graphic software to
tabulate and display the data gathered.
• Extend the demographic analysis by looking at
the patterns of migration of Punjabi populations
from India to BC and other parts of the world
(when, how many, factors that encouraged the
migrations).
Students in Punjabi 11 can demonstrate their
appreciation of Punjabi language and culture through
a variety of classroom and community assignments.
They can also develop their own projects to show
their understanding of the role of culture in their
lives, their communities, and the world.
• When students work with Punjabi myths, focus
assessment 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 local
community
• Form groups and ask students to demonstrate
their understanding of the impact of Punjabi
language and culture by preparing an oral,
musical, or dramatic presentation (e.g., a panel, a
series of role plays, a short play, a song). Ensure
that students know how their work will be
assessed and what criteria will be used. (Students
can use the same criteria for peer assessment.) For
example, 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 and
culture on students’ lives
- relevant and appropriate references to the role
of Punjabi, locally and globally
- resourcefulness in presenting information that
adds to their classmates’ appreciation of
Punjabi
Print Materials
• Golden Temple
• The Sikhs
71
• exchange opinions and beliefs on topics of
interest
• defend a viewpoint
• express plans, goals, and intentions
• demonstrate understanding of a wide range of
• communicate effectively and spontaneously in
common life situations
72
In Grade 12 Punjabi, many students can
communicate in a wide variety of situations. Their
written work is clear and well organized.
• With the whole class, create a simple model
résumé and cover letter. Introduce new vocabulary related to describing personal experience and
qualifications. Then have students work in pairs
to write personal résumés and cover letters in
Punjabi, following the model. Review these for
accuracy and appropriateness.
• Conduct a brainstorming session to generate a list
of questions 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
would 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 question
in point form.
• Have students read a classified ad and make a list
of qualifications for that job.
• Encourage students to apply for Work Experience
placements 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 or individual) that includes photos,
a description of the organization and job, and
personal reactions to the placement.
Students at this level are expected to demonstrate
ease and control in a variety of situations when they
communicate orally and in writing. Assessment
activities and criteria focus on students’
communication strategies as well as their facility
with oral and written language.
interact in partner, small-group, and class
activities in which they discuss topics and present
viewpoints. Note the extent to which they are
able 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, selfcorrecting, adapting known structures and
vocabulary)
• Focus responses to student résumés and cover
letters on criteria previously discussed in class.
These may include:
- career plans and goals stated clearly
- details of personal qualifications and shortterm 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 would hire the candidate, and why or why
not.
Print Materials
•
•
•
•
G. C. S. E. Panjabi
Software
73
• research, analyse, and use relevant information from several sources on a chosen topic to
complete authentic tasks
74
At this level, many students are able to locate
needed information and use resources effectively.
• Have students conduct research to find community organizations offering services in Punjabi
(e.g., day-care centres, senior citizens’ organizations, hospitals, immigrant service agencies,
elementary schools offering Punjabi language
instruction to younger students). They could also
identify organizations that might provide them
with Work Experience opportunities. Sources of
information might include community newspaper ads, personal referrals, community
directories, and so forth.
• Invite students to pool their research into a single
class “data bank.” Students can then go through
the data bank, identify the work opportunities
that interest them, and prepare short written or
oral statements explaining why.
This activity can be extended using the activities
suggested under the Interpersonal Communication
organizer; ask the school’s Work Experience coordinator for assistance.
During Punjabi 12, students should use a wide
variety of resources (print, media, and people) to
deal with formal research assignments and their
day-to-day information needs. Most students should
be able to convey clear and detailed information
both orally and in writing. Relevant visuals can
support their presentations.
• Before students begin working on research
assignments, discuss key features or criteria for
successful work. For example, discussion might
focus on the following general criteria in several
different 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 organizations, assessment might be based on specific
evidence 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 in
locating information
- offered relevant, detailed reasons for their
placement preferences
- made individual contributions of concrete
information to the data bank
Print Materials
•
•
•
•
G. C. S. E. Panjabi
Sentences)
75
forms of expression to creative works from a
variety of sources
Punjabi resources
76
In Grade 12, students can produce creative works in
various formats by drawing on all aspects of their
knowledge of the language.
• Choose a short story or novel to read with the
class. During the reading have students identify
and discuss such things as plot, setting, character,
conflict, motive, and symbolism. Introduce
vocabulary and critical reading skills such as
skimming, scanning, and identifying viewpoint.
Then have students select a short prose work to
read independently. They can identify key
elements and ideas and prepare brief book
reports to share with their classmates. If poetry
rather than prose is chosen, focus on such
elements as symbolism, figures of speech,
rhythmic patterns, and imagery. Noted Punjabi
authors whose works might be considered
include:
Students should have a broad range of opportunities
to show their skills, attitudes, and knowledge in
relation to creative works. At this level, they should
be able to discuss their responses with some fluency
both orally and in writing, and write short poems,
stories, and other works. These works may be
supported by visual representations.
Print Materials
• Matrai Maa
• To assess students’ responses to literature, have
them present short reviews, orally or in writing.
These should include some analysis, but the focus
is on responding in a personal way (as opposed
to offering literary criticism). In assessing their
reviews, 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 Punjabi
12. Negotiate portfolio requirements with
students. For example, a completed portfolio
might include a record of the works they have
read, listened to, and viewed; a cover letter
describing the work they have done; and a set
number of pieces such as poems, stories, visual
arts, 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
77
• analyse the effects that knowing about
Punjabi language and culture might have on
various aspects of their lives
language and culture and its place in the local
• analyse the significance of particular Punjabi
78
Students can draw on many aspects of their
knowledge of Punjabi to express cultural awareness
and appreciation.
• As a culminating activity, ask students to
organize and implement a Punjabi cultural event
to which parents and the community could be
invited. 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 work
in Punjabi)
- create props, costumes, and sets as needed to
support 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 explaining how the study of Punjabi has enhanced
their 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 making
choices using their expanded Punjabi vocabulary
and communication skills. Members of the local
Punjabi community could be approached to
provide assistance with this activity (e.g., supply
food or recipes). Younger students who are
studying Punjabi could also help with preparations and activities.
At this level, students should have developed and
internalized an understanding of Punjabi culture.
Their cultural awareness and appreciation will be
fundamental to many of their discussions,
assignments, and activities, even when the focus is
on another aspect of the course.
• Criteria such as the following can form the basis
for teacher, peer, and self-assessment of participation 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
activities
As an example, teachers might provide students
with a list of these criteria and have them rate their
participation on a scale of 0 to 5 (where 5 indicates
Outstanding, 0 indicates Not Observed).
• To prompt reflection and self-assessment, have
students record their observations and reactions
to specific events or experiences that occur
outside the classroom (e.g., interacting with
fluent Punjabi speakers, attending a Punjabi
event). Review their reflections to assess the
extent 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
• Golden Temple
• The Sikhs
79
CURRICULUM
82
INTRODUCTION
I
Punjabi 11 is a
Sntroductory
UGGESTED ASSESSMENT STRATEGIES
provincially prescribed curriculum
that serves as a prerequisite to Punjabi
11 for students who may not have taken
Punjabi 5 to 10. Successful completion of
Introductory Punjabi 11 will provide
students with a level of competence to
successfully participate in Punjabi 11 and
Punjabi 12 courses. Introductory Punjabi 11
is a four-credit Grade 11 course. However,
to alleviate scheduling pressure on
students during their final two years, it can
be offered at the Grade 10 level.
THE ORGANIZERS
The prescribed learning outcomes for
Introductory Punjabi 11 are grouped under
the same four organizers used for Punjabi 5
to 12.
• The prescribed learning outcomes set out
for the course are repeats of outcomes
identified at the grade 5 to 10 levels.
(This reflects the fact that Introductory
Punjabi 11 is designed to provide
students with an equivalent preparation
for Punjabi 11 and Punjabi 12 courses.)
• The Interpersonal Communication
organizer embraces a larger number of
outcomes than the other organizers for
the course. (This ensures that students
will acquire the linguistic skills they
need to achieve all the Grade 11 and 12
outcomes.)
In addition to the activities suggested in
this section of the Integrated Resource
Package, teachers can adapt instructional
and assessment activities suggested for
earlier grade levels, taking into account the
interests of senior secondary students.
83
INTRODUCTORY PUNJABI 11 • Interpersonal Communication I
• use common expressions and vocabulary for
familiar objects
appropriate family relationship terms in the
case of family introductions
Because this is students’ first exposure to the
Punjabi language, it is important that the languagelearning experience be non-threatening, rewarding,
and enjoyable (e.g., establish a routine of giving
classroom instructions in Punjabi).
• Write students’ names in the Punjabi alphabet on
name tags or place cards to facilitate recognition
of the written form of the language.
• Model patterns for greetings in Punjabi. Have
students sit or stand in a circle. The teacher
begins with a greeting such as:
•
•
•
•
84
The next student repeats the greeting to the next
person. Once the pattern has been established,
students mingle and practise these phrases.
Use a similar approach to introduce information
about age, birthday, address, phone number, and
so on.
Play Bingo to introduce and reinforce Punjabi
vocabulary related to numbers.
Introduce vocabulary for classroom objects. Then
label them in Punjabi and use them to reinforce
word recognition and pronunciation skills.
As an ongoing activity, students can create and
maintain a personal dictionary. Have them enter
new vocabulary words along with a sentence in
which the word is correctly used.
GRADE 11 • Interpersonal Communication I
Risk taking is an important part of learning a
language. Students need to be encouraged to
explore and practise their newly acquired language
skills. Errors should be used as part of the learning
process. Teacher and peer assessment can help
students to practise their new skills effectively.
• As students participate in oral activities, use a
checklist or class list to record notes. At times,
consider focussing on a small group of students
while others practise. Look for evidence of
growth 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. For
example, 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 language
learning. As students develop and practise
language skills, keeping track of what and how
they are learning can increase their confidence
and help them to focus their efforts. For example,
students can keep a list of things they have
learned to do.
Print Materials
• G. C. S. E. Panjabi
• Jaadu Di Soti—Magic Wand
• The Panjabi Alphabet Guide Work Book
(With Pictures)
• Punjabi Posters
Software
• Matra Primer
85
INTRODUCTORY PUNJABI 11 • Interpersonal Communication II
and interests
• demonstrate an understanding of classroom
routines conducted in Punjabi
appropriate
Small-group activity gives students opportunities to
practise a still limited vocabulary with new topics
and new situations.
• With the whole class, develop an interview form
in Punjabi with questions pertaining to name,
age, place of birth, likes, dislikes, activities,
hobbies, and interests. Developing the form will
help students acquire vocabulary for expressing
likes and dislikes and asking questions. In pairs,
have students interview each other to elicit
answers to questions on the form. They can then
use this information to introduce their partners to
the rest of the class.
• A Find Someone Who activity can help students
learn the question form. In this activity, students
survey their classmates about personal likes and
dislikes. Using a preset list of questions prepared
by the teacher, students circulate among their
classmates asking questions such as:
The survey might focus on a particular topic (e.g.,
food, clothing, sports). Create a survey using a grid
with symbols to record responses. The whole class
then shares the information.
86
INTRODUCTORY PUNJABI • Interpersonal Communication II
As students develop confidence in expressing their
ideas, assessment focusses on communicating ideas
rather than on language structures.
• As students talk about their likes and dislikes,
participate in role plays, and engage in classroom
routines, note and provide feedback on the extent
to which they are able to:
- 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 to
create word cubes (a cube made of paper or cards
that has a different word on each of six sides).
Encourage them to choose words they think are
especially interesting or useful. Students can use
the cubes in groups of four to create a variety of
activities. For example, one pair throws another’s
cube, then makes a sentence using the word that
turns up. The pair who originally selected the
word checks the sentence and provides feedback.
Teachers can observe groups as they play with
the cubes to gather evidence about emerging
language skills.
Print Materials
Pictures)
• Punjabi Posters
Software
• Matra Primer
87
INTRODUCTORY PUNJABI 11• Interpersonal Communication III
• communicate needs, desires, or emotions
appropriately
• seek or grant permission, formally and
informally
• use Punjabi to conduct familiar activities (real
or simulated)
reasons
• describe events and experiences sequentially
• explain how to do an everyday activity or
procedure
• recognize and use simple idiomatic expressions
88
Students can use group work to expand their
communication abilities by sharing and linking
ideas. At this level, they are able to write structured
material with increasing confidence.
• Display a variety of pictures in which people are
expressing emotion. Have students work in pairs.
Ask them to study the pictures and choose three
or 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 vary
depending on the students’ vocabulary levels and
familiarity with the Punjabi language. To debrief,
students can present their conclusions either orally
or 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 a
field trip to buy the ingredients needed to
prepare the recipe (shop in a place where Punjabi
is spoken, if possible). Groups should then trade
recipes and ingredients, and prepare the recipe.
Students should ask each other for clarification as
needed. Invite all students to taste the various
foods and express opinions and preferences,
citing reasons.
• For a field trip, have students compose a letter in
Punjabi to their parents requesting permission to
participate. They should then compose a response
form that the parents can use to grant or deny
permission.
INTRODUCTORY PUNJABI 11• Interpersonal Communication III
Oral communication continues to be the main focus
as students exchange ideas, opinions, and
preferences. Students are also expected to develop
writing skills in the form of dialogue.
• Throughout the course, direct students’ attention
to criteria for effective oral interactions. These can
be the focus of teacher, peer, and self-assessments.
For example, consider creating a checklist to
record evidence that a student’s communication
features:
- an understandable message or meaning
- an increasing amount of important and
- appropriate language for the task and relationship
- 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
- follow instructions
- ask for and provide clarification of the recipes
in Punjabi
- write a recipe
- explain the preparation of a dish in correct
sequence
review and reflect on what they have learned,
and to establish personal goals and action plans
for increasing their Punjabi language skills.
(These activities may be integrated with career
and personal planning course work.)
• Criteria such as the following can be used in
assessing 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
Pictures)
• Punjabi Posters
Software
• Matra Primer
89
INTRODUCTORY PUNJABI 11 • Informational Communication
sources to complete authentic tasks
Students can share and apply non-verbal strategies
such as guessing or predicting in order to develop
confidence orally and with simple written work.
• Using the chalkboard, invite the whole class to
participate in creating a model course timetable.
Introduce vocabulary related to numbers, time,
and course names. Have students individually
complete personal timetables (with course names
written in Punjabi) and then work in pairs to ask
each other questions such as:
• As students acquire more skill and facility in
recognizing the written forms of individual
words and phrases, have them read simple,
illustrated stories silently and independently.
They can also read aloud to each other. Once
students 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 various
occupations, 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 of
advertisements for jobs in the areas previously
discussed. (Students may also compose simulated
advertisements.) Have students compare the
qualifications listed in the advertisement with
those they have generated, and ask them to adjust
their own lists as necessary. In groups, encourage
students to compose an advertisement based on
the models they have studied.
90
INTRODUCTORY PUNJABI 11 • Informational Communication
To make language more relevant to their daily lives,
students are introduced to a variety of resources that
are interesting and simple in vocabulary.
Assessment should be based on students’ abilities to
acquire information and use it to accomplish
relevant and meaningful tasks.
• At this level, students should not be expected to
acquire detailed understanding through listening
to or reading Punjabi sources. Assessment should
focus on key ideas. For example, to what extent
are 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 to
make themselves understood (e.g., in using
Punjabi pronunciation, they can distinguish
between the various d, t, r, and n sounds in
Punjabi and produce nasal sounds that do not
exist in English).
• When students write Punjabi, check that they are
able to form an increasing number of recognizable letters and numbers.
• When students write advertisements, consider
- 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
•
•
•
•
•
•
G. C. S. E. Panjabi
Panjabi Workbook
Punjabi Posters
Sentences)
91
INTRODUCTORY PUNJABI 11• Creative Works
Punjabi resources
92
Students’ written work should become increasingly
clear and logically sequenced. As they work
together, they can apply more strategies to present
viewpoints.
• Introduce journal writing as an ongoing activity.
• Introduce a fable or short story that has been
recorded on tape and invite students to listen
once or twice, as necessary. Check for overall
comprehension of the story line. Present the
written version of the story in a Cloze (see the
Glossary 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 in
Appendix F) to introduce particular fables or
stories to students working in small groups. As a
follow-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
INTRODUCTORY PUNJABI 11 • Creative Works
As students are introduced to creative works in
Punjabi, assessment should focus on their
recognition of the sequence of events, identification
of vocabulary, and ability to transfer material to a
contemporary setting.
• When students create their own work, consider
- 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 in
poems and songs)
- convey mood, feeling, or viewpoint of the
story (e.g., humour, tragedy, satire, moral
lesson)
- follow a sequence of key events
- present a unique twist or perspective
• As students work on creative projects, watch for
- 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
93
INTRODUCTORY PUNJABI 11 • Cultural Contexts
• demonstrate an understanding of the
significance of particular Punjabi customs,
94
Hands-on activities allow students to share their
knowledge of Punjabi language and culture and
enable them to develop better understanding of
aspects of the culture.
• Invite students to compare Punjabi myths and
stories with similar stories from other cultures
(e.g., Chinese, Greek, Aboriginal). They could
choose stories from varied media such as film
animation, ballads, and so on. Some Punjabi
stories closely resemble tales familiar to Western
readers. For example, “The Golden Fish”
is similar to Grimm’s fairy tale,
“The Fisherman’s Wife.”
• Split the class into two groups and have each
group learn a card game (e.g.,
). When
both groups have learned their game, rearrange
the students into several small groups in which
half are drawn from each of the original two
groups. Students then teach each other the games
they have learned. Have students identify games
commonly played in Canada that resemble these
Punjabi games.
• Working in pairs, ask students to write in Punjabi
the rules of a game they already know. Then they
trade rules with another pair and try to follow the
instructions they have received.
• Using visual aids and videos, introduce vocabulary and knowledge related to a Punjabi celebration such as Vaisakhi (e.g., a Vaisakhi parade on a
video acquired from a local Gurdwara or
community cable channel). Involve students in
putting together plans for a school-based celebration of the occasion. Each group of students takes
responsibility 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
INTRODUCTORY PUNJABI 11 • Cultural Contexts
Students demonstrate their cultural knowledge
through talking, writing, representing, and
engaging in classroom activities. Assessment will
focus on teacher and peer observation, discussion,
and self-assessment, with minimal language
demands.
• When students compare Punjabi stories, myths,
and celebrations, look for evidence that they are
able to:
- identify important features of the Punjabi
activity or work
- indicate similarities and differences
demonstrate a game or sport. Explain the criteria
for assessing their demonstrations, and record
observations on a feedback sheet or simple rating
scale. Other students can also provide feedback.
Focus assessment on two to four key aspects such
as:
- 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 processes
students use and the work they produce. For
example, groups can assess the extent to which
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
• Invite students to keep an ongoing list of the
activities they are involved in. Ask them to record
how enjoyable and easy the activities are as well
as how effectively they participate.
Print Materials
• The Sikhs
Multimedia
• The Festival
95
96
APPENDICES
Punjabi 5 to 12
97
98
APPENDIX A
Prescribed Learning Outcomes
APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
A-100
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
• use common expressions and
vocabulary for familiar objects
• introduce themselves and
others, using appropriate family
relationship terms in the case of
family introductions
• make and respond to simple
requests
• respond to and give basic
instructions
• exchange information about
likes, dislikes, and interests
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
A-101
Grade 7
• communicate with others to
complete a task
• discuss personal likes, dislikes,
and interests
day-to-day situations, events,
and activities
• use Punjabi to participate in
classroom activities
Grade 8
Grade 9
Grade 10
• describe activities and interests
in oral and written form
• seek or grant permission,
formally and informally
• use Punjabi to conduct familiar
activities (real or simulated)
• express opinions and preferences, giving reasons
• exchange information related to
activities, people, and things
• ask for and give assistance and
information
• use Punjabi in a variety of
authentic situations
• use vocabulary related to needs
and emotions
• communicate needs, desires,
and emotions appropriately
• describe events and experiences
sequentially
• explain how to do an everyday
activity or procedure
• recognize and use simple
• use Punjabi in a variety of
A-102
Grade 11
Grade 12
• exchange opinions on topics of
interest
• with some supportive detail,
describe or narrate an event,
situation, or experience
• identify and use common
• interact with increased independence in familiar life situations
• 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
• use common expressions and
vocabulary for familiar objects
• introduce themselves and
others, using appropriate family
relationship terms in the case of
family introductions
requests
likes, dislikes, and interests
of classroom routines conducted
in Punjabi
• communicate needs, desires, or
emotions appropriately
• seek or grant permission,
formally and informally
• use Punjabi to conduct familiar
activities (real or simulated)
• express opinions and preferences, giving reasons
• describe events and experiences
sequentially
• explain how to do an everyday
activity or procedure
• recognize and use simple
A-103
INFORMATIONAL COMMUNICATION
It is expected that students will acquire information from a variety of Punjabi resources for a
variety of purposes.
Grade 5
Grade 6
Grade 7
• extract specific information from
various sources to complete
authentic tasks by using oral
language and visuals
• extract specific information from
various sources to complete
authentic tasks orally, visually,
and in simple written form
• extract information from various
sources to complete authentic
tasks in simple oral and written
form
A-104
Grade 8
Grade 9
Grade 10
• extract and process information
from various sources to complete authentic tasks in oral and
written form
from various sources to complete authentic tasks in oral and
written form
from a variety of sources to
complete authentic tasks
A-105
Grade 11
• research and use relevant
information from a variety of
sources to complete authentic
tasks
Grade 12
• research, analyse, and use
relevant information from
several sources on a chosen
topic to complete authentic tasks
from various sources to complete authentic tasks
A-106
CREATIVE WORKS
It is expected that students will respond in personal ways to creative works in Punjabi that
they listen to, view, or read.
Grade 5
Grade 6
Grade 7
• respond in a personal way to
creative works that they listen to
or view
• produce visual creative works
based on Punjabi resources
creative works that they listen to
or view
• produce visual creative works
creative works that they listen
to, view, or read
• produce visual works and
simple oral creative works based
on Punjabi resources
A-107
CREATIVE WORKS
Grade 8
Grade 9
to, view, or read
• produce visual, oral, and simple
written creative works based on
Punjabi resources
to, view, or read
• produce a variety of visual, oral,
and simple written creative
works based on Punjabi
resources
A-108
Grade 10
to, view, or read from a variety
of sources
• produce a variety of creative
resources, with increased
emphasis on writing
CREATIVE WORKS
Grade 11
Grade 12
• respond in a personal way with
a range of forms of expression to
creative works from a variety of
sources
• produce a variety of written,
oral, and visual creative works
• respond in a personal way with
a range of forms of expression to
creative works from a variety of
sources
resources
A-109
to, view, or read
resources
CULTURAL CONTEXTS
It is expected that students will experience Punjabi culture, making personal connections with their own
lives and cultures, and apply knowledge of Punjabi culture and society to enhance communication.
Grade 5
• demonstrate a familiarity with
aspects of Punjabi games,
sports, arts, customs, celebrations, and festivals
• use language associated with
Punjabi games, sports, arts,
customs, celebrations, and
festivals
• relate Punjabi games, sports,
arts, customs, celebrations, and
festivals to those of their own
and other cultures
Grade 6
Grade 7
• demonstrate a knowledge of
festivals
• use language associated with
festivals
• identify similarities and differences between Punjabi games,
sports, arts, customs, celebrations, and festivals and those of
their own and other cultures
• demonstrate a knowledge of the
language needed to explain and
participate in Punjabi games,
sports, arts, customs, celebrations, and festivals
• categorize similarities and
differences between Punjabi
games, sports, arts, customs,
celebrations, and festivals and
those of their own and other
cultures
A-110
CULTURAL CONTEXTS
Grade 8
Grade 9
Grade 10
• explain and demonstrate
procedures associated with
Punjabi games and sports
• describe and explain Punjabi
arts, customs, celebrations, and
festivals
• explain similarities and differences between Punjabi games,
sports, arts, customs, celebrations, and festivals and those of
their own and other cultures
• apply knowledge of characteristic Punjabi games, sports, crafts,
customs, or celebrations to plan
and implement a cultural event
• identify ways that knowledge of
has affected their daily lives
• demonstrate an appreciation of
and its place in local and global
communities
of the significance of particular
Punjabi customs, celebrations,
and festivals
• examine the effect that knowledge of Punjabi language and
culture has on various aspects of
their lives
communities
• explain the significance of
particular Punjabi customs,
A-111
CULTURAL CONTEXTS
Grade 11
Grade 12
• analyse the effects that knowing
about Punjabi language and
culture might have on various
aspects of their lives
communities
• analyse the significance of
• analyse the effects that knowing
about Punjabi language and
culture might have on various
aspects of their lives
communities
• analyse the significance of
A-112
• apply knowledge of characteristic Punjabi games, sports,
crafts, customs, or celebrations to plan and implement a
cultural event
• demonstrate an understanding of the significance of
APPENDIX B
Learning Resources
APPENDIX B: LEARNING RESOURCES
B-114
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 B
contains information on selecting learning resources for the classroom.
What information does an annotation provide?
5. Curriculum Organizers
1. General Description
3. Author(s)
6. The Grade Level Grid
2. Media Format
4. Cautions
®
®
Curriculum
Organizer(s):
Badesi Lok Kahanian
®
Grade Level:
General Description: Illustrated book presents a
variety of short stories that have elements of magic,
®
fantasy, suspense, and humour. The stories come from
many lands and are written in a simple, familiar style
that supports the communicative approach to language
teaching.
®
Audience: General
®
Category: Student, Teacher Resource
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, ON
M5C 2K1
Tel: (905) 477-2900 Fax: (905) 479-2988
Price: (not available)
®
®
Caution:
K/1 2/3
ISBN/Order No: (not available)
8. Audience
7. Category
9. Supplier
B-115
®
Author(s): Kairon, Dr. Joginder Singh (ed.)
Creative Works
1. General Description: This section provides
an overview of the resource.
3. Author(s): Author or editor information is
provided where it might be of use to the
teacher.
2. Media Format: This is represented by an
icon next to the title. Possible icons include:
4. Caution: This category is used to alert
teachers about potentially sensitive issues.
Audio Cassette
5. Curriculum Organizers: This category
helps teachers make links between the
resource and the curriculum.
CD-ROM
6. Grade Level Grid: This category indicates
the suitable age range for the resource.
Film
7. Category: This section indicates whether it
is a student and teacher resource, teacher
resource, or professional reference.
8. Audience: The audience category indicates
the suitability of the resource for different
types of students. Possible student
audiences 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)
Games/Manipulatives
Laserdisc, Videodisc
Multimedia
Music CD
Print Materials
Record
Slides
9. Supplier: The name and address of the
supplier are included in this category.
Prices shown here are approximate and
subject to change. Prices should be verified
with the supplier.
Software
Video
B-116
What about the videos?
CRITERIA FOR SELECTION
The ministry attempts to obtain rights for
most recommended videos. Negotiations for
the most recently recommended videos may
not be complete. For these titles, the original
distributor is listed in this document, instead
of British Columbia Learning Connection
Inc. Rights for new listings take effect the
year implementation begins. Please check
with British Columbia Learning Connection
Inc. before ordering new videos.
There are a number of factors to consider
when selecting learning resources.
Content
The foremost consideration for selection is
the curriculum to be taught. Prospective
resources must adequately support the
particular learning objectives that the teacher
wants to address. Resources on the
ministry's recommended list are not matched
directly to learning outcomes, but they are
linked to the appropriate curriculum
organizers. It is the responsibility of the
teacher to determine whether a resource will
effectively support any given learning
outcomes within a curriculum organizer.
This can only be done by examining
descriptive information regarding that
resource; acquiring additional information
about the material from the supplier,
published reviews, or colleagues; and by
examining the resource first-hand.
SELECTING LEARNING RESOURCES
FOR THE CLASSROOM
Selecting a learning resource means choosing
locally appropriate materials from the list of
recommended resources or other lists of
evaluated resources. The process of selection
involves many of the same considerations as
the process of evaluation, though not to the
same level of detail. Content, instructional
design, technical design, and social
considerations may be included in the
decision-making process, along with a
number of other criteria.
Instructional Design
The selection of learning resources should be
an ongoing process to ensure a constant flow
of new materials into the classroom. It is most
effective as an exercise in group decision
making, co-ordinated at the school, district,
and ministry levels. To function efficiently
and realize the maximum benefit from finite
resources, the process should operate in
conjunction with an overall district and school
learning resource implementation plan.
Teachers may choose to use provincially
recommended resources to support provincial
or locally developed curricula; or they may
choose resources that are not on the ministry's
list; or they may choose to develop their own
resources. Resources that are not on the
provincially recommended list must be
evaluated through a local, board-approved
process.
B-117
When selecting learning resources, teachers
must keep in mind the individual learning
styles and abilities of their students, as well
as anticipate the students they may have in
the future. Resources have been
recommended to support a variety of special
audiences, including gifted, learning
disabled, mildly intellectually disabled, and
ESL students. The suitability of a resource
for any of these audiences has been noted in
the resource annotation. The instructional
design of a resource includes the
organization and presentation techniques;
the methods used to introduce, develop, and
summarize concepts; and the vocabulary
level. The suitability of all of these should be
considered for the intended audience.
Teachers should also consider their own
teaching styles and select resources that will
complement them. The list of recommended
resources contains materials that range from
prescriptive or self-contained resources, to
open-ended resources that require
considerable teacher preparation. There are
recommended materials for teachers with
varying levels and experience with a
particular subject, as well as those that
strongly support particular teaching styles.
students. Software may be particularly
useful when students are expected to
develop critical-thinking skills through the
manipulation of a simulation, or where
safety or repetition are factors. Print
resources or CD-ROM can best be used to
provide extensive background information
on a given topic. Once again, teachers must
consider the needs of their individual
students, some of whom may learn better
from the use of one medium than another.
Technology Considerations
Funding
Teachers are encouraged to embrace a
variety of educational technologies in their
classrooms. To do so, they will need to
ensure the availability of the necessary
equipment and familiarize themselves with
its operation. If the equipment is not
currently available, then the need must be
incorporated into the school or district
technology plan.
As part of the selection process, teachers
should determine how much money is
available to spend on learning resources.
This requires an awareness of school and
district policies, and procedures for learning
resource funding. Teachers will need to
know how funding is allocated in their
district and how much is available for their
needs. Learning resource selection should be
viewed as an ongoing process that requires a
determination of needs, as well as long-term
planning to co-ordinate individual goals and
local priorities.
Social Considerations
All resources on the ministry's recommended
list have been thoroughly screened for social
concerns from a provincial perspective.
However, teachers must consider the
appropriateness of any resource from the
perspective of the local community.
Existing Materials
Prior to selecting and purchasing new
learning resources, an inventory of those
resources that are already available should
be established through consultation with the
school and district resource centres. In some
districts, this can be facilitated through the
use of district and school resource
management and tracking systems. Such
systems usually involve a computer database
program (and possibly bar-coding) to help
keep track of a multitude of titles. If such a
system is put on-line, then teachers can
check the availability of a particular resource
via a computer.
Media
When selecting resources, teachers should
consider the advantages of various media.
Some topics may be best taught using a
specific medium. For example, video may be
the most appropriate medium when teaching
a particular, observable skill, since it
provides a visual model that can be played
over and over or viewed in slow motion for
detailed analysis. Video can also bring
otherwise unavailable experiences into the
classroom and reveal "unseen worlds" to
B-118
SELECTION TOOLS
7. Identify resource priorities.
The Ministry of Education has developed a
variety of tools to assist teachers with the
selection of learning resources.
8. Apply criteria such as those found in
Selection and Challenge to shortlist potential
resources.
These include:
9. Examine shortlisted resources first-hand at
a regional display or at a publishers'
display, or borrow a set from the Learning
Resources Branch.
• Integrated Resource Packages (IRPs) which
contain curriculum information, teaching
and assessment strategies, and
recommended learning resources
• learning resources information via
annotation sets, resource databases on
disks, the Learning Resources CD-ROM,
and, in the future, on-line access
• sets of the most recently recommended
learning resources (provided each year to a
number of host districts throughout the
province to allow teachers to examine the
materials first hand at regional displays)
• sample sets of provincially recommended
resources (available on loan to districts on
request)
A MODEL SELECTION PROCESS
The following series of steps is one way a
school resource committeee might go about
selecting learning resources:
1. Identify a resource co-ordinator (for
example, a teacher-librarian).
2. Establish a learning resources committee
made up of department heads or lead
teachers.
3. Develop a school vision and approach to
resource-based learning.
4. Identify existing learning resource and
library materials, personnel, and
infrastructure.
5. Identify the strengths and weaknesses of
the existing systems.
6. Examine the district Learning Resources
Implementation Plan.
B-119
10. Make recommendations for purchase.
FURTHER INFORMATION
For further information on evaluation and
selection processes, catalogues, CD-ROM
catalogues, annotation sets, or resource
databases, please contact the Learning
Resources Branch at 387-5331 or by fax
at 387-1527.
Recommended Learning Resources (Punjabi 5 - 12)
Amardeep Punjabi Sulekh Mala, 2
Curriculum Interpersonal Communication
Organizer(s)
General Description: Workbook helps teach Punjabi script
through the writing of individual letters and simple words that
contain two, three, or four letters. Lamination would increase
durability.
Grade Level:
Audience: General
Year Recommended:
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
1995
Supplier: Asian Educational Supplies Ltd.
P. O. Box 162, Station E
2411 Dundas Street West
Toronto, ON
M6P 1X3
Tel: (416) 531 1230
Fax: (416) 530 0041
Price: $1.50
Organizer(s)
General Description: Windows software program adds a
typeface to those already on the computer. Allows the user to
type in Gurmukhi by matching similar-sounding English
alphabet keys to the Punjabi alphabet. A user's manual with
installation instructions and character location map is included.
Grade Level:
System requirements: 386 or later; Windows 3.1; 2 Mb RAM;
PostScript printer.
Supplier: Amritech Computer Systems
9457 - 120th Street
Delta, BC
V4C 6S2
Audience: General
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
1995
Year Recommended:
Tel: (604) 582-9999
Fax: (604) 582-8809
or
Multi-cultural Books and Videos Inc.
12033 St. Thomas Crescent
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $75.00
Baal Geet
Curriculum Creative Works
Organizer(s)
General Description: Book of poems and nursery rhymes
promotes aural and reading skills. Some of the poems are
equivalent to English language nursery rhymes. Humour
contributes to student engagement and colourful illustrations
enhance understanding of the poems. Lamination would increase
durability.
Audience: General
Grade Level:
K/1 2/3
4
5
6
7
8
9
10
11
12
✓
Year Recommended:
1995
Supplier: Asian Publications
7495 Hurdle Crescent
Surrey, BC
V3V 8T8
Tel: (604) 597-5837
Fax: (604) 594-8514
Price: $4.00
-9-
Baal Kahanian
Organizer(s)
Author(s): Maadpuri, Sukhdev; Bhullar, Gurbachan Singh
(eds.)
General Description: Book consists of eight short stories
featuring topics such as nature, daily life, friendship, and
travel. The stories use descriptive language to depict realistic
situations.
Audience: General
Grade Level:
K/1 2/3
4
5
6
7
8
9
10
✓
✓
✓
11
12
1995
Year Recommended:
Supplier: Multi-cultural Books and Videos Inc.
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
Badesi Lok Kahanian
Organizer(s)
Grade Level:
Author(s): Kairon, Dr. Joginder Singh (ed.)
General Description: Illustrated book presents a variety of short K / 1 2 / 3 4
9
10 11 12
5
6
7
8
stories that have elements of magic, fantasy, suspense, and
✓ ✓ ✓
humour. The stories come from many lands and are written in a
simple, familiar style that supports the communicative
approach to language teaching.
Audience: General
Toronto, ON
M5C 2K1
Tel: (905) 477-2900
Fax: (905) 479-2988
Organizer(s) Cultural Contexts
Author(s): Daataa, Piara Singh
General Description: Hardcover resource features Punjabi folk
tales and legends, many of which can be adapted to drama
format. Simple black and white illustrations are scattered
throughout the book.
Grade Level:
Audience: General
Tecumseh, ON
N8N 3V6
K/1 2/3
4
5
Year Recommended:
6
7
8
9
10
✓
✓
✓
11
12
1995
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
- 10 -
Canadian Sikhs: History, Religion and
Curriculum Cultural Contexts
Organizer(s)
Author(s): Singh, Narindar; Mansukhani, Dr. Gobind Singh
General Description: Professional reference book provides
background information about Canadian Sikh history, religion,
and culture. It also addresses the political, social, and economic
development of Canadian Sikhs since the days of the first
immigrants. Glossary, bibliography, and extensive appendices
are included.
Audience: General
Category: Professional Reference
Grade Level:
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
1995
Year Recommended:
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Price: $39.95
ISBN/Order No: 0-9698470-0-9
Encyclopaedia Of Sikh Religion And Culture
Fax: (519) 735-5043
Organizer(s)
Author(s): Dogra, R.C.; Mansukhani, Dr. Gobind Singh
General Description: Professional reference book, which may
also be useful to students in grades 11 and 12, contains
information about Sikh religion, culture, history, tribes, castes,
folklore, customs, and festivals, and the origin of Sikh names.
The presentation is brief but thorough. An extensive
bibliography and an index are included.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
1995
Year Recommended:
Surrey, BC
V3V 8T8
Tel: (604) 597-5837
Price: $49.00
ISBN/Order No: 0-7069-8368-8
The Festival
Fax: (604) 594-8514
Author(s): Bonnici, Peter
General Description: Resource package consists of a softcover
picture dictionary in Punjabi and English and an audio cassette.
They present the story of an Indian festival as seen through the
eyes of a young boy. The cassette is narrated in English and
enhanced with Indian music.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
✓
Year Recommended:
7
8
9
10
11
12
✓
1995
Toronto, ON
M5C 2K1
Tel: (905) 477-2900
Fax: (905) 479-2988
Price: Text: $8.75
Audio Cassette: $6.95
ISBN/Order No: Text: 1-85269-074-7
- 11 -
G. C. S. E. Panjabi
Curriculum Informational Communication
Organizer(s) Interpersonal Communication
Author(s): Nagra, J.S.
General Description: Resource developed for the British
G.C.S.E. examinations supports a functional approach to
teaching Punjabi. Chapters are divided into the four language
skills of reading, listening, speaking, and writing. Topics such
as family relationships, personal identification, travel,
transport, weather, holidays, food, shopping, and health help
to develop purposeful language skills.
Audience: General
Grade Level:
K/1 2/3
4
5
6
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
1995
Year Recommended:
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
ISBN/Order No: 1-870383-060
Golden Temple
Fax: (519) 735-5043
Organizer(s)
Grade Level:
Author(s): Singh, Mohinder
General Description: English language resource presents the
6
K/1 2/3 4
5
7
8
history and development of Sikhism's holiest shrine, the Golden
✓
Temple at Amritsar. The majority of the book comprises colour
photographs, preceded by an introduction to the history of the
temple and the development of Sikhism in India's Punjab region.
Audience: General
Surrey, BC
Category: Teacher Resource
V3V 8T8
Tel: (604) 597-5837
Price: $22.00
ISBN/Order No: 962-217-167-2
9
10
11
12
✓
✓
✓
✓
Fax: (604) 594-8514
Organizer(s)
Author(s): Thind, Kulbir S.
General Description: Software program, for Macintosh and
Windows, adds a typeface (font) to the computer. It allows the
user to type in Gurmukhi by matching similar-sounding English
alphabet keys to the Punjabi alphabet. A user's guide with
installation instructions is included.
System requirements: Macintosh System 6.0.7 or later; Windows
3.1; Adobe Type Manager.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
✓
Year Recommended:
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
1995
Supplier: MicroPro Compu Electronics Ltd.
8697A - 120 St.
North Delta, BC
V4C 6R4
Tel: (604) 591-8496
- 12 -
Fax: (604) 591-8496
Harimander Sahib (Golden Temple)
Organizer(s)
Grade Level:
Author(s): Singh, Mohinder
General Description: Punjabi language resource presents the
K/1 2/3 4
5
6
7
8
history and development of Sikhism's holiest shrine, the Golden
✓
Temple at Amritsar. The majority of the book comprises colour
photographs, preceded by an introduction to the history of the
temple and the development of Sikhism in India's Punjab region.
Audience: General
Surrey, BC
V3V 8T8
Tel: (604) 597-5837
Price: $22.00
ISBN/Order No: 962-217-167-2
Jaadu Di Soti - Magic Wand
9
10
11
12
✓
✓
✓
✓
Fax: (604) 594-8514
Organizer(s) Informational Communication
Author(s): Kaur, Rajinder
General Description: Book features Punjabi fairy tales to
develop student reading skills. Colour illustrations support the
text and aid student comprehension.
Grade Level:
Audience: General
Year Recommended:
K/1 2/3
4
5
6
7
8
9
10
✓
✓
✓
11
12
1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
Matra Primer
Organizer(s)
Grade Level:
General Description: Windows software program helps teach
the Punjabi vowels (matra) in three steps: definition of each
7
8
K/1 2/3 4
5
6
9
10 11 12
matra, one-letter examples, and word creation. Graphics support
✓ ✓ ✓
the text, and the sound capability enables students to practise
what they have heard and record words. A user's manual with Year Recommended: 1995
installation instructions is included.
9457 - 120th Street
System requirements: 386 or 486; Windows 3.1; 2 Mb RAM;
Delta, BC
Maboli Systems Inc.'s Anandpursahib Lippi Fonts.
V4C 6S2
Audience: General
Tel: (604) 582-9999
Fax: (604) 582-8809
- 13 -
Matrai Maa
Organizer(s)
Author(s): Singh, Nanak
General Description: Novel in Punjabi relates the story of an
orphaned boy who is adopted by kind neighbours who support
him financially and emotionally. The young man eventually
travels to England to study law. He returns to India to work as
a government lawyer and to marry the daughter of his adoptive
family.
Audience: General
Grade Level:
K/1 2/3
4
5
6
7
8
10
11
12
✓
✓
1995
Year Recommended:
Surrey, BC
V3V 8T8
Tel: (604) 597-5837
Price: $19.00
ISBN/Order No: 81-85243-35-2
9
Fax: (604) 594-8514
Author(s): Parnwell, E.C.
General Description: Colour picture English-Punjabi dictionary is
organized by themes such as space, land, the world, the town,
clothing, household occupations, travel, recreation, and the
human body. Over 2000 everyday objects are presented. It also
contains information in both Punjabi and English on how to use
the dictionary.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
1995
Year Recommended:
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Price: $8.95
ISBN/Order No: 0-19-560704-X
Panja Putran Da Pio
Fax: (519) 735-5043
Author(s): Kuar, Bachint
General Description: Short story about the relationship of a
father to his five sons and to his grandchildren. "Respect for
the older generations" is a central theme. Simple two-tone
illustrations enhance text. This resource could serve as a
springboard to discussion on intergenerational matters.
Audience: General
Grade Level:
K/1 2/3
4
5
Year Recommended:
6
7
8
9
10
✓
✓
✓
✓
11
12
1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
- 14 -
The Panjabi Alphabet Guide Work Book
(With Pictures)
Organizer(s)
Author(s): Singh, Kesar
General Description: Student workbook supports the teaching of
Punjabi script. Students learn the number of strokes required to
form each letter. Space is provided for practising these strokes.
Black and white illustrations support the learning of Punjabi
vocabulary. Lamination would increase durability.
Audience: General
Grade Level:
K/1 2/3
4
5
6
7
8
9
10
11
12
✓
1995
Year Recommended:
Supplier: Kesar Singh (Gyani)
13487-98A Avenue
Surrey, BC
V3T 1C7
Tel: (604) 581-3185
Fax: (604) 263-4201
Price: $3.00
Author(s): Phull, Kalra; Kaur, Jaskanwal Jit
General Description: Three-level series of softcover books
teaches the basics of Punjabi reading and writing. Students
progress from learning the alphabet to reading short prose and
poetry selections. Repetition and developmental
appropriateness assist students in acquiring basic skills.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
✓
7
8
9
✓
✓
✓
10
11
12
1995
Year Recommended:
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: Books 1, 2 and 3: $9.95 each
Organizer(s)
Author(s): Singh, Kesar
General Description: Student workbook reviews the Punjabi
alphabet and progresses to short phrases. Pronunciation of some
Punjabi letters and words is written in English. There are
opportunities to translate from Punjabi into English and English
into Punjabi. Lamination would increase durability.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
✓
Year Recommended:
7
8
✓
✓
9
10
11
12
1995
Supplier: Kesar Singh (Gyani)
13487-98A Avenue
Surrey, BC
V3T 1C7
Tel: (604) 581-3185
Fax: (604) 263-4201
Price: $7.00
- 15 -
Panjabi Kaida
Organizer(s)
General Description: Windows software program contains each
letter of the Punjabi alphabet along with words and pictures
related to that letter. Each page has pronunciation cues and
navigation signs. The user can record his or her own voice; a
playback button allows the learner to listen to the spoken word.
Word games are provided. A user's manual with installation
instructions is included.
System requirements: 386 or 486; Windows 3.1; 2 Mb RAM;
Maboli Systems Inc.'s Anandpursahib Lippi Fonts.
Grade Level:
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
1995
Year Recommended:
9457 - 120th Street
Delta, BC
V4C 6S2
Audience: General
Tel: (604) 582-9999
Fax: (604) 582-8809
Panjabi Made Easy
Grade Level:
General Description: Three-level British series teaches the
basics of Punjabi reading and writing. Topics relate to daily
life: shopping, holidays, the beach, restaurants, and so on.
K/1 2/3
Audience: General
4
5
6
✓
✓
7
8
9
✓
✓
✓
10
11
12
1995
Year Recommended:
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
ISBN/Order No: Book 1: 0-9508035-4-5
Book 2: 0-9508035-9-6
Book 3: 1-870383-00-1
Panjabi Workbook
Organizer(s)
General Description: Workbook introduces basic Punjabi
vocabulary through phonic exercises. It promotes oral, aural,
writing, and reading skills as well as thinking skills through
activities such as completions, question-answers, and games.
Grade Level:
Audience: General
Year Recommended:
K/1 2/3
4
5
6
✓
✓
7
8
9
✓
✓
✓
10
11
12
1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
- 16 -
Phull Piare Piare
Organizer(s)
Author(s): Bhullar, Gurbachan Singh (ed.)
General Description: Book introduces a variety of Punjabi
poetry. The poems deal with topics about daily life such as
school, home, family relationships, and animals. Simple colour
drawings enhance text. Lamination would increase durability.
Grade Level:
Audience: General
Toronto, ON
M5C 2K1
K/1 2/3
4
5
6
✓
7
8
✓
✓
9
10
11
12
1995
Year Recommended:
Tel: (905) 477-2900
Fax: (905) 479-2988
Piare Piare Bole
Organizer(s)
Author(s): Saabar, Sant Singh
General Description: Book presents a variety of short Punjabi
poems that deal with aspects of everyday life. The rhyme
schemes encourage and assist in student reading. Although the
vocabulary is simple, the concepts are meaningful for a broad
range of learners.
Audience: General
Grade Level:
K/1 2/3
4
5
6
7
8
9
✓
✓
✓
10
11
12
1995
Year Recommended:
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
A Pictorial Panjabi - English Dictionary
Author(s): Kalra, Surjit Singh
General Description: Basic Punjabi-English dictionary presents
functional Punjabi words in both Punjabi and roman scripts.
Pictures of the words aid comprehension. Lamination would
increase durability.
Grade Level:
Audience: General
Tecumseh, ON
N8N 3V6
K/1 2/3
4
5
6
✓
✓
Year Recommended:
7
8
9
✓
✓
✓
11
12
1995
Tel: (519) 735-3313
Price: $9.95
ISBN/Order No: 0-907108-77-6
- 17 -
10
Fax: (519) 735-5043
Punjabi Alphabet - Part One
Organizer(s)
Grade Level:
Author(s): Binning, Sadhu
General Description: Book teaches students to write the Punjabi K / 1 2 / 3 4
5
6
7
8
9
script. A page is devoted to each letter or sound, and sample
✓ ✓ ✓
words are provided. Exercises enable students to practise writing
the script and reading simple words and phrases.
Audience: General
Supplier: Learning Resources Branch
878 Viewfield Road
Victoria, BC
V9A 4V1
10
11
12
Tel: (604) 387-5331
Fax: (604) 387-1527
Punjabi - English Dictionary
Author(s): Singh, Dr. Gurcharan; Singh, Saran; Kaur,
Ravinder (eds.)
General Description: Book is a Punjabi-English dictionary.
Punjabi words are in boldface type followed by their English
equivalents.
Grade Level:
Audience: General
Toronto, ON
M5C 2K1
K/1 2/3
4
5
Year Recommended:
Punjabi Posters
6
7
8
9
10
11
12
✓
✓
✓
1995
Tel: (905) 477-2900
or
Asian Publications
Surrey, BC
V3V 8T8
Fax: (905) 479-2988
or
Laurier Books Ltd.
Box 2694, Station D
Ottawa, ON
K1P 5W6
Tel: (604) 597-5837
Fax: (604) 594-8514
ISBN/Order No: 81-7205-070-4
Tel: (613) 738-2163
Fax: (613) 247-0256
Grade Level:
General Description: Group of 16 colour posters introduces a
variety of lexical items by themes: flowers, insects, mammals,
K/1 2/3 4
5
6
7
8
9
10 11 12
vegetables, fruits, numbers, colours, days of the week, sports, and
✓
✓
✓
✓
✓
✓
so on. Vocabulary is written in English and Punjabi.
Corresponding pictures and symbols aid comprehension.
Audience: General
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $3.50 each
- 18 -
Punjabi Rachna
General Description: Set of three softcover workbooks teaches
students to read and write Punjabi script. The first book
introduces the formation of letters; the remaining books present
sentences, paragraphs, and story writing. Activities include
completions, true and false, matching, and answering
comprehension questions. Lamination would increase durability.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
✓
1995
Year Recommended:
Toronto, ON
M6P 1X3
Tel: (416) 531 1230
Fax: (416) 530 0041
Price: Book 0, Book 1, and Book 2: $2.00 each
ISBN/Order No: Book 0: 81-7010-151-4
Book 1: 81-7010-152-2
Book 2: (not available)
Punjabis in Canada
Organizer(s)
Author(s): Judge, Paramjit S.
General Description: Professional reference book employs a
scholarly approach in a study of the immigration of Punjabi
people to Canada. It elaborates upon patterns of migration and
intra-family conflicts of Punjabis to explain the formation of a
community in Canada. All data is properly documented.
Audience: General
Grade Level:
K/1 2/3
4
5
6
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
✓
✓
1995
Year Recommended:
Surrey, BC
V3V 8T8
Tel: (604) 597-5837
Price: $19.00
ISBN/Order No: 81-7001-099-3
Sach Khud Bolta Hai
Fax: (604) 594-8514
Organizer(s)
Author(s): Bedi, Wanjara
General Description: Reader contains short stories written in
Punjabi script that deal with such themes as friendship,
loyalty, family relationships, and co-operation. The narrative
and dialogue employ common, relevant language. Lamination
would increase durability.
Audience: General
- 19 -
Grade Level:
K/1 2/3
4
5
Year Recommended:
6
7
8
9
10
✓
✓
✓
11
12
1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
or
Asian Publications
Surrey, BC
V3V 8T8
Fax: (519) 735-5043
Tel: (604) 597-5837
Price: $8.95
ISBN/Order No: 81-7205-086-0
Fax: (604) 594-8514
Sentences)
Organizer(s)
General Description: Punjabi - Punjabi dictionary has
dual-column entries. It provides definitions of each word and
sample sentences to clarify the context in which the word may
be used. Illustrations, some of which appear to be out of focus,
are scattered throughout.
Grade Level:
Audience: General
Tecumseh, ON
N8N 3V6
K/1 2/3
4
5
6
7
8
9
10
11
12
✓
✓
✓
✓
1995
Year Recommended:
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $19.95
Samen - Samen Di Gall
Organizer(s)
Author(s): Singh, Gurcharan
General Description: Book of Punjabi folk tales introduces
Punjabi heritage and traditions. Colourful pictures aid
comprehension. Lamination would increase durability.
Grade Level:
Audience: General
Year Recommended:
K/1 2/3
4
5
6
7
8
9
10
✓
✓
✓
11
12
1995
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
The Sikh Canadians
Organizer(s)
Author(s): Minhas, Manmohan Singh
General Description: Book with black and white photos
presents a history of Sikh culture in Canada. It is divided into
chapters on Sikh migration, Sikh religion and history, Sikh
culture and traditions, and Sikhs in Canada today. Brief
biographical information is presented on prominent Canadian
Sikhs.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
Year Recommended:
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
1995
Surrey, BC
V3V 8T8
Tel: (604) 597-5837
Fax: (604) 594-8514
or
Multi-cultural Books and Videos Inc.
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Price: $17.00
ISBN/Order No: 1-89073-44-8
- 20 -
Fax: (519) 735-5043
The Sikhs
Organizer(s)
Author(s): Singh, Khushwant; Rai, Raghu
General Description: Professional reference book explains Sikh
history, beliefs, and traditions. The text uses subheadings
which allow for easier access of information. Numerous clear,
full-colour photographs enhance the textual information.
Grade Level:
Audience: General
Surrey, BC
V3V 8T8
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
✓
✓
✓
✓
✓
✓
1995
Year Recommended:
Tel: (604) 597-5837
Fax: (604) 594-8514
Price: $49.00
Author(s): Alag, Sarup Singh; Singh, Amar
General Description: Book supports language learning strategies
for advanced students of Punjabi. Grammatical concepts (e.g.,
adjectives, verbs, idioms, prepositions) are introduced by means
of examples in relevant language, followed by practice exercises.
A glossary and a list of proverbs complete the book.
Audience: General
Grade Level:
K/1 2/3
4
5
Year Recommended:
6
7
8
9
10
11
12
✓
✓
✓
1995
Supplier: Amar Publications
5987 Prince Albert Street
Vancouver, BC
V5W 3E2
Tel: (604) 321-1226
Fax: (604) 321-1226
Star Children's Picture Dictionary
Grade Level:
Author(s): Verma, Babita (ed.)
General Description: Colourfully illustrated English-Punjabi
7
8
K/1 2/3 4
5
6
9
10 11 12
dictionary presents more than 1000 words grouped into 14 themes
✓ ✓ ✓
(e.g., alphabet, numbers, animals, food, home, human body,
measurements, people, places, transportation). The picture
entries are of words familiar to children from all over the
world.
Audience: General
Tecumseh, ON
ESL - dual language entries and colour illustrations could
N8N 3V6
promote language learning for beginning ESL students
Tel: (519) 735-3313
Fax: (519) 735-5043
or
Far Eastern Books
Toronto, ON
M5C 2K1
Tel: 1-800-291-8886
Price: $23.95
ISBN/Order No: 0-907264-65-4
- 21 -
Fax: (905) 479-2988
Sumit Punjabi Baal Geet
Organizer(s)
Author(s): Kohli, K.S.
General Description: Book features 20 rhyming poems written in
simple vocabulary. Simple illustrations enhance text. The use
of nursery rhymes could facilitate oral work and serve as an
introduction to Punjabi poetry.
Grade Level:
Audience: General
Tecumseh, ON
N8N 3V6
K/1 2/3
4
5
6
✓
✓
7
8
9
10
11
12
1995
Year Recommended:
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
Sumit Shabad Bodh
Organizer(s)
General Description: Book teaches how to put Punjabi alphabet
letters together to form words. Colour illustrations support
individual words and short text.
Audience: General
Grade Level:
K/1 2/3
4
5
6
8
9
10
11
12
✓
1995
Year Recommended:
7
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Fax: (519) 735-5043
Price: $9.95
Organizer(s)
General Description: Set of three workbooks supports the
teaching of Punjabi script. Level Three teaches the writing of
individual words and simple phrases; Level Four develops
sentence writing skills and sequencing of sentences; and Level
Five develops paragraph writing skills. Lamination would
increase durability.
Audience: General
Grade Level:
K/1 2/3
4
5
6
✓
Year Recommended:
7
8
✓
✓
9
10
11
12
1995
Toronto, ON
M6P 1X3
Tel: (416) 531 1230
Fax: (416) 530 0041
Price: Part 3, Part 4, and Part 5: $1.50 each
- 22 -
Tamak Toon
Organizer(s) Informational Communication
Grade Level:
Author(s): Singh, Bhagat
General Description: Book features Punjabi fables to develop
K/1 2/3 4
5
6
7
reading skills. Colour illustrations support the text. Lamination
✓ ✓
would increase durability.
Year
Recommended:
1995
Audience: General
8
9
10
11
12
✓
Tecumseh, ON
N8N 3V6
Tel: (519) 735-3313
Price: $9.95
ISBN/Order No: 81-7010-150-6
- 23 -
Fax: (519) 735-5043
APPENDIX C
Cross-Curricular Interests
APPENDIX C: CROSS-CURRICULAR INTERESTS
C-2
T
he three principles of learning stated
in the introduction of this Integrated
Resource Package (IRP) support the
foundation of The Kindergarten to Grade 12
Education Plan. They have guided all aspects
of the development of this document, including the curriculum outcomes, instructional
strategies, assessment strategies, and learning
resource evaluations.
Employability Skills—inclusion of
outcomes or strategies that promote skills
that will enable students to be successful
in the workplace (e.g., literacy, numeracy,
critical and creative thinking, problem
solving, technology, and information
management)
Contextual Learning—an emphasis on
learning by doing; the use of abstract ideas
and concepts, including theories, laws,
principles, formulas, rules, or proofs in a
practical context (e.g., home, workplace,
community)
In addition to these three principles, the
Ministry of Education wants to ensure that
education in British Columbia is relevant,
equitable, and accessible to all learners. In
order to meet the needs of all learners, the
development of each component of this
document has been guided by a series of
cross-curricular reviews. This appendix
outlines the key aspects of each of these
reviews. The information here is intended
to guide the users of this document as they
engage in school and classroom organization
and instructional planning and practice.
Contextual Learning—inclusion of strategies
that promote co-operative activities and
teamwork
Career Development—inclusion of
appropriate connections to careers,
occupations, entrepreneurship, or the
workplace
An applied focus in all subjects and courses
promotes the use of practical applications to
demonstrate theoretical knowledge. Using
real-world and workplace problems and
situations as a context for the application
of theory makes school more relevant to
students’ needs and goals. An applied focus
strengthens the link between what students
need to know to function effectively in the
workplace or in postsecondary education
and what they learn in Kindergarten
through Grade 12.
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
Some examples of an applied focus in
different subjects are:
APPLIED FOCUS IN CURRICULUM
English Language Arts—increasing
emphasis on language used in everyday
situations and in the workplace, such as for
job interviews, memo and letter writing, word
processing, and technical communication
(including the ability to interpret technical
reports, manuals, tables, charts, and
graphics)
An applied focus combines the following
components in curriculum development,
consistent with the nature of each subject
area:
Learning Outcomes—expressed as
observable, measurable, and reportable
abilities or skills
C-3
• an understanding of the role of technology
in the workplace and in daily life
• an understanding of the relationship
between work and learning
• an understanding of the changes taking
place in the economy, society, and the job
market
• an ability to construct learning plans and
reflect on the importance of lifelong learning
• an ability to prepare for multiple roles
throughout life
Mathematics—more emphasis on skills
needed in the workplace, including
knowledge of probability and statistics, logic,
measurement theory, and problem solving
Science—more practical applications and
hands-on experience of science, such as
reducing energy waste in school or at home,
caring for a plant or animal in the classroom,
using computers to produce tables and
graphs and for spreadsheets
Business Education—more emphasis on
real-world applications such as preparing
résumés and personal portfolios, participating
in groups to solve business communication
problems, using computer software to keep
records, and using technology to create and
print marketing material
The main emphases of career development
are career awareness, career exploration,
career preparation, career planning, and
career work experience.
In the Primary Years
Career awareness promotes an open attitude
toward a variety of career roles and types of
work. Topics include:
Visual Arts—applying visual arts skills
to real-world design, problem solving, and
communications; exploring career applications of visual arts skills; experimenting
with a variety of new technologies to create
images; and a new emphasis on creating and
understanding images of social significance
to the community
• 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 highlighted
through the use of in-class learning activities
focussing on the students themselves and
on a range of role models, including nontraditional role models.
This summary is derived fromThe Kindergarten to
Grade 12 Education Plan (September 1994), and curriculum
documents from British Columbia and other jurisdictions.
CAREER DEVELOPMENT
In Grades 4 to 8
Career development is an ongoing process
through which learners integrate their
personal, family, school, work, and
community experiences to facilitate
career and lifestyle choices.
The emphasis on self-awareness and career
awareness is continued. Topics include:
• interests, aptitudes, and possible future
goals
• technology in the workplace and in our
daily lives
• social, family, and economic changes
• future education options
• career clusters (careers that are related to
one another)
• lifestyles
• external influences on decision making
Students develop:
• an open attitude toward a variety of
occupations and types of work
• an understanding of the relationship
between work and leisure, work and the
family, and work and one’s interests and
abilities
C-4
Games, role-playing, drama, and appropriate
community volunteer experience can be
used to help students actively explore the
world of work. Field experiences in which
students observe and interview workers in
their occupational environments may also
be appropriate. These learning activities will
facilitate the development of interpersonal
communications and group problem-solving
skills needed in the workplace and in other
life situations.
In Grades 11 and 12
Career development in these grades is
focussed more specifically on issues related
to the world of work. These include:
• dynamics of the changing work force
and changing influences on the job market
(e.g., developing technology and economic
trends)
• job-keeping and advancement skills
(interpersonal skills needed in the
workplace, employment standards)
• occupational health issues and accessing
health support services
• funding for further education
• alternative learning strategies and
environments for different life stages
• mandatory work experience (minimum
30 hours)
In Grades 9 and 10
The emphasis is on providing students
with opportunities to prepare for and make
appropriate and realistic decisions. In
developing their student learning plans, they
will relate self-awareness to their goals and
aspirations. They will also learn many basic
skills and attitudes that are required for an
effective transition into adulthood. This will
assist in preparing them to be responsible
and self-directed throughout their lives.
Topics include:
Work Experience
Work experience provides students with
opportunities to participate in a variety of
workplace situations to help prepare them
for the transition to a work environment.
Work experience also provides students
with opportunities to:
• 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 and
demand, Pacific Rim, free trade)
• connect what they learn in school with the
skills and knowledge needed in the
workplace and society in general
• experience both theoretical and applied
learning, which is part of a broad liberal
education
• explore career directions identified in their
Student Learning Plans
Descriptions of career development are drawn
from the Ministry of Education’s Career Developer’s
Handbook, Guidelines for the Kindergarten to Grade 12
Education Plan, Implementation Resource, Part 1, and the
Career and Personal Planning IRP, April 1995.
The examination of personal interests and
skills through a variety of career exploration
opportunities (e.g., job shadowing) is
emphasized at this level. Group discussion
and individual consultation can be used to
help students examine and confirm their
personal values and beliefs.
C-5
ENGLISH AS A SECOND LANGUAGE (ESL)
Teachers may have ESL students at any level
in their classes. Many ESL students are
placed in subject-area classes primarily for
the purpose of contact with English-speaking
peers and experience with the subject and
language. Other ESL students are wholly
integrated into subject areas. A successful
integration takes place when the student has
reached a level of English proficiency and
background knowledge in a subject to be
successful with a minimum of extra support.
ESL assistance is provided to students whose
use of English is sufficiently different from
standard English to prevent them from
reaching their potential. Many students
learning English speak it quite fluently and
seem to be proficient. School, however,
demands a more sophisticated version of
English, both in reading and writing. Thus
even fluent speakers might require ESL to
provide them with an appropriate language
experience that is unavailable outside the
classroom. ESL is a transitional service rather
than a subject. Students are in the process of
learning the language of instruction and, in
many cases, the content matter of subjects
appropriate to their grade level. Thus ESL
does not have a specific curriculum. The
provincial curriculum is the basis of much of
the instruction and is used to teach English
as well as individual subject areas. It is the
methodology, the focus, and the level of
engagement with the curriculum that
differentiates ESL services from other
school activities.
Optimum Learning Environment
The guiding principle for ESL support is the
provision of a learning environment where
the language and concepts can be
understood by the students.
Good practices to enhance the learning of
students include:
• using real objects and simple language
at the beginning level
• taking into consideration other cultural
backgrounds and learning styles at any
level
• providing adapted (language-reduced)
learning materials
• respecting a student’s “silent period”
when expression does not reflect the level
of comprehension
• allowing students to practise and
internalize information before giving
detailed answers
• differentiating between form and content
in student writing
• keeping in mind the level of demand
placed on students
Students in ESL
Nearly 10% of the British Columbia school
population is designated as ESL students.
These students come from a diversity of
backgrounds. Most are recent immigrants to
British Columbia. Some are Canadian-born
but have not had the opportunity to learn
English before entering the primary grades.
The majority of ESL students have a welldeveloped language system and have had
similar schooling to that of British Columbiaeducated students. A small number, because
of previous experiences, are in need of basic
support such as literacy training, academic
upgrading, and trauma counselling.
This summary is drawn from Supporting Learners
of English: Information for School and District
Administrators, RB0032, 1993, and ESL Policy Discussion
Paper (Draft), Social Equity Branch, December 1994.
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ENVIRONMENT AND SUSTAINABILITY
• Students should be provided with
opportunities to develop an aesthetic
appreciation of the environment.
Environmental education is defined as a way
of understanding human relationships with
the environment. It involves:
The theme study units might include:
Consumerism, School Operating Systems,
Pollution, or Endangered Species.
• students learning about their connections
to the natural environment through all
subjects
• students having direct experiences in the
environment, both natural and humanbuilt
• students making decisions about and
acting for the environment
This summary is derived from A Plan for Environmental
Education, Curriculum Branch, October 1995.
ABORIGINAL STUDIES
Aboriginal studies focus on the richness
and diversity of Aboriginal cultures and
languages. These cultures and languages are
examined within their own unique contexts
and within historical, contemporary, and
future realities. Aboriginal studies are based
on a holistic perspective that integrates the
past, present, and future. Aboriginal peoples
are the original inhabitants of North America
and live in sophisticated, organized, and
self-sufficient societies. The First Nations
constitute a cultural mosaic as rich and
diverse as that of Western Europe, including
different cultural groups (e.g., Nisga’a,
KwaKwaka’Wakw, Nlaka’pamux,
Secwepemc, Skomish, Tsimshian). Each is
unique and has a reason to be featured in
the school system. The First Nations of
British Columbia constitute an important
part of the historical and contemporary
fabric of the province.
The term sustainability helps to describe
societies that “promote diversity and do not
compromise the natural world for any
species in the future.”
Value of Integrating Environment and
Sustainability Themes
Integrating these themes into the curriculum
helps students develop a responsible attitude
toward caring for the earth. Studies that
integrate environment and sustainability
themes provide students with opportunities
to identify their beliefs and opinions, reflect
on a range of views, and ultimately make
informed and responsible choices.
The guiding principles that should be
interwoven in subjects from Kindergarten
to Grade 12 are:
• Direct experience is the basis of human
learning.
• Analysis of interactions helps humans
make sense of their environment.
• Responsible action is both integral to and a
consequence of environmental education.
Value of Integrating Aboriginal Studies
• First Nations values and beliefs are
durable and relevant today.
• There is a need to validate and
substantiate First Nations identity.
• First Nations peoples have strong, dynamic,
evolving cultures that have adapted to
changing world events and trends.
• There is a need to understand similarities
and differences among cultures to create
tolerance, acceptance, and mutual respect.
Some organizing principles are:
• Human survival depends on complex
natural and human-built systems.
• Human decisions and actions have
environmental consequences.
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Physical Education—participating in and
developing an appreciation for First Nations
games and dances
• There is a need for informed, reasonable
discussion and decision making regarding
First Nations issues, based on accurate
information (for example, as modern
treaties are negotiated by Canada, British
Columbia, and First Nations).
This summary is derived from First Nations Studies:
Curriculum Assessment Framework (Primary through
Graduation), Aboriginal Education Branch, 1992, and
B.C. First Nations Studies 12 Curriculum, Aboriginal
Education Branch, 1994.
In studying First Nations, it is expected that
the students will:
GENDER EQUITY
• demonstrate an understanding and
appreciation for the values, customs, and
traditions of First Nations peoples
• demonstrate an understanding of and
appreciation for unique First Nations
communications systems
• demonstrate a recognition of the
importance of the relationship between
First Nations peoples and the natural
world
• recognize dimensions of First Nations art
as a total cultural expression
• give examples of the diversity and
functioning of the social, economic, and
political systems of First Nations peoples
in traditional and contemporary contexts
• describe the evolution of human rights
and freedoms as they pertain to First
Nations peoples
Gender-equitable education involves the
inclusion of the experiences, perceptions,
and perspectives of girls and women, as well
as boys and men, in all aspects of education.
It will initially focus on girls in order to
redress historical inequities. Generally, the
inclusive strategies, which promote the
participation of girls, also reach boys who
are excluded by more traditional teaching
styles and curriculum content.
Principles of Gender Equity in Education
• All students have the right to a learning
environment that is gender equitable.
• All education programs and career
decisions should be based on a student’s
interest and ability, regardless of gender.
• Gender equity incorporates a
consideration of social class, culture,
ethnicity, religion, sexual orientation,
and age.
• Gender equity requires sensitivity,
determination, commitment, and vigilance
over time.
• The foundation of gender equity is
co-operation and collaboration among
students, educators, education
organizations, families, and members
of communities.
Some examples of curriculum integration
include:
Visual Arts—comparing the artistic styles
of two or more First Nations cultures
English Language Arts—analysing
portrayals and images of First Nations
peoples in various works of literature
Home Economics—identifying forms of
food, clothing, and shelter in past and
contemporary First Nations cultures
General Strategies for Gender-Equitable
Teaching
Technology Education—describing the
sophistication of traditional First Nations
technologies (e.g., bentwood or kerfed boxes,
weaving, fishing gear)
• Be committed to learning about and
practising equitable teaching.
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• Be aware of accepted gender-bias practices
in physical activity (e.g., in team sport,
funding for athletes, and choices in
physical education programs).
• Do not assume that all students are
heterosexual.
• Share information and build a network of
colleagues with a strong commitment to
equity.
• Model non-biassed behaviour: use
inclusive, parallel, or gender-sensitive
language; question and coach male and
female students with the same frequency,
specificity, and depth; allow quiet students
sufficient time to respond to questions.
• Have colleagues familiar with common
gender biasses observe your teaching and
discuss any potential bias they may
observe.
• Be consistent over time.
• Use gender-specific terms to market
opportunities—for example, if a
technology fair has been designed to
appeal to girls, mention girls clearly and
specifically. Many girls assume that
gender-neutral language in non-traditional
fields means boys.
• Modify content, teaching style, and
assessment practices to make nontraditional subjects more relevant and
interesting for female and male students.
• Highlight the social aspects and usefulness
of activities, skills, and knowledge.
• Comments received from female students
suggest that they particularly enjoy
integrative thinking; understanding
context as well as facts; and exploring
social, moral, and environmental impacts
of decisions.
• When establishing relevance of material,
consider the different interests and life
experiences that girls and boys may have.
• Choose a variety of instructional strategies
such as co-operative and collaborative
work in small groups, opportunities for
safe risk taking, hands-on work, and
opportunities to integrate knowledge and
skills (e.g., science and communication).
• Provide specific strategies, special
opportunities, and resources to encourage
students to excel in areas of study in
which they are typically underrepresented.
• Design lessons to explore many
perspectives and to use different sources
of information; refer to female and male
experts.
• Manage competitiveness in the classroom,
particularly in areas in which male
students typically excel.
• Watch for biasses (e.g., in behaviour or
learning resources) and teach students
strategies to recognize and work to
eliminate inequities they observe.
This summary is derived from the preliminary Report
of the Gender Equity Advisory Committee, received by the
Ministry of Education in February 1994, and from a
review of related material.
INFORMATION TECHNOLOGY
Information technology is the use of tools
and electronic devices that allow us to create,
explore, transform, and express information.
Value of Integrating Information Technology
As Canada moves from an agricultural and
industrial economy to the information age,
students must develop new knowledge,
skills, and attitudes. The information
technology curriculum has been developed
to be integrated into all new curricula to
ensure that students know how to use
computers and gain the technological
literacy demanded in the workplace.
In learning about information technology,
students acquire skills in information
analysis and evaluation, word processing,
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database analysis, information management,
graphics, and multimedia applications.
Students also identify ethical and social
issues arising from the use of information
technology.
• Expressions—designing, integrating, and
presenting a message using text, audio
and visual information, and message
delivery
This information is derived from the draft Information
Technology Curriculum K to 12 currently under
development.
With information technology integrated into
the curriculum, students will be expected to:
MEDIA EDUCATION
• demonstrate basic skills in handling
information technology tools
• demonstrate an understanding of
information technology structure and
concepts
• relate information technology to personal
and social issues
• define a problem and develop strategies
for solving it
• apply search criteria to locate or send
information
• 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
Media education is a multidisciplinary and
interdisciplinary approach to the study of
media. Media education deals with key
media concepts and focusses on broad
issues such as the history and role of media
in different societies and the social, political,
economic, and cultural issues related to the
media. Instead of addressing the concepts in
depth, as one would in media studies, media
education deals with most of the central
media concepts as they relate to a variety
of subjects.
Value of Integrating Media Education
Popular music, television, film, radio,
magazines, computer games, and
information services—all supplying media
messages—are pervasive in the lives of
students today. Media education develops
students’ abilities to think critically and
independently about issues that affect them.
Media education encourages students to
identify and examine the values contained
in media messages. It also cultivates the
understanding that these messages are
produced by others to inform, persuade,
and entertain for a variety of purposes.
Media education helps students understand
the distortions that may result from the use
of particular media practices and techniques.
All curriculum areas provide learning
opportunities for media education. It is
not taught as a separate curriculum.
The curriculum organizers are:
• Foundations—the basic physical skills,
and intellectual and personal
understandings required to use
information technology, as well as selfdirected learning skills and socially
responsible attitudes
• Explorations—defining a problem to
establish a clear purpose for search
strategies and retrieval skills
• Transformations—filtering, organizing,
and processing information
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• understanding that multicultural
education is for all students
• recognizing that similarities across
cultures are much greater than differences
and that cultural pluralism is a positive
aspect in our society
• affirming and enhancing self-esteem
through pride in heritage, and providing
opportunities for individuals to appreciate
the cultural heritages of others
• promoting cross-cultural understanding,
citizenship, and racial harmony
The key themes of media education are:
• media products (purpose, values,
representation, codes, conventions,
characteristics, production)
• audience interpretation and influence
(interpretation, influence of media on
audience, influence of audience on media)
• media and society (control, scope)
Examples of curriculum integration include:
English Language Arts—critiquing
advertising and examining points of view
Anti-Racism Education
Visual Arts—analysing the appeal of an
image by age, gender, status, and other
characteristics of the target audience
Anti-racism education promotes the
elimination of racism through identifying and
changing institutional policies and practices
as well as identifying individual attitudes and
behaviours that contribute to racism.
Personal Planning—examining the influence
of the media on body concepts and healthy
lifestyle choices
Anti-racism education involves:
Drama—critically viewing professional and
amateur theatre productions, dramatic films,
and television programs to identify purpose
• proposing the need to reflect about one’s
own attitudes on race and anti-racism
• understanding what causes racism in order
to achieve equality
• identifying and addressing racism at both
the personal and institutional level
• acknowledging the need to take individual
responsibility for eliminating racism
• working toward removing systemic
barriers that marginalize groups of people
• providing opportunities for individuals to
take action to eliminate all forms of racism,
including stereotypes, prejudice, and
discrimination
Social Studies—comparing the depiction of
First Nations in the media over time
This summary is derived from A Cross-Curricular
Planning Guide for Media Education, prepared by the
Canadian Association for Media Education for the
Curriculum Branch in 1994.
MULTICULTURALISM AND ANTI-RACISM
EDUCATION
Multiculturalism Education
Multiculturalism education stresses the
promotion of understanding, respect, and
acceptance of cultural diversity within our
society.
Value of Integrating Multiculturalism and
Anti-Racism Education
Multicultural education involves:
Multiculturalism and anti-racism education
provides learning experiences that promote
strength through diversity and social,
economic, political, and cultural equity.
Multiculturalism and anti-racism education
gives students learning experiences that are
intended to enhance their social, emotional,
• recognizing that everyone belongs to a
cultural group
• accepting and appreciating cultural
diversity as a positive feature of our society
• affirming that all ethnocultural groups are
equal within our society
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aesthetic, artistic, physical, and intellectual
development. It provides learners with the
tools of social literacy and skills for effective
cross-cultural interaction with diverse
cultures. It also recognizes the importance
of collaboration between students, parents,
educators, and communities working toward
social justice in the education system.
SCIENCE-TECHNOLOGY-SOCIETY
The key goals of multiculturalism and
anti-racism education are:
• the contributions of technology to
scientific knowledge and vice versa
• the notion that science and technology
are expressions of history, culture, and
a range of personal factors
• the processes of science and technology
such as experimentation, innovation, and
invention
• the development of a conscious awareness
of ethics, choices, and participation in
science and technology
Science-Technology-Society (STS) addresses
our understanding of inventions and discoveries and of how science and technology
affect the well-being of individuals and our
global society.
The study of STS includes:
• to enhance understanding of and respect
for cultural diversity
• to increase creative intercultural
communication in a pluralistic society
• to provide equal opportunities for
educational achievement by all learners,
regardless of culture, national origin,
religion, or social class
• to develop self-worth, respect for oneself
and others, and social responsibility
• to combat and eliminate stereotyping,
prejudice, discrimination, and other forms
of racism
• to include the experiences of all students in
school curricula
Value of Integrating STS
The aim of STS is to enable learners to investigate, analyse, understand, and experience the
dynamic interconnection of science,
technology, and human and natural systems.
The study of STS in a variety of subjects
gives students opportunities to:
Fine Arts—identifying ways in which the fine
arts portray cultural experiences
• discover knowledge and develop skills to
foster critical and responsive attitudes
toward innovation
• apply tools, processes, and strategies for
actively challenging emerging issues
• identify and consider the evolution of
scientific discovery, technological change,
and human understanding over time, in
the context of many societal and
individual factors
• develop a conscious awareness of personal
values, decisions, and responsible actions
about science and technology
• explore scientific processes and
technological solutions
• contribute to responsible and creative
solutions using science and technology
Humanities—identifying similarities and
differences within cultural groups’ lifestyles,
histories, values, and beliefs
Mathematics or Science—recognizing that
individuals and cultural groups have used
both diverse and common methods to
compute, to record numerical facts, and
to measure
Physical Education—developing an
appreciation of games and dances from
diverse cultural groups
This summary is derived from Multicultural and AntiRacism Education—Planning Guide (Draft), developed by
the Social Equity Branch in 1994.
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The organizing principles of STS are: Human
and Natural Systems, Inventions and
Discoveries, Tools and Processes, Society and
Change. Each organizer may be developed
through a variety of contexts, such as the
economy, environment, ethics, social
structures, culture, politics, and education.
Each context provides a unique perspective
for exploring the critical relationships that
exist and the challenges we face as individuals
and as a global society.
Educators can assist in creating more
inclusive learning environments by
introducing the following:
• activities that focus on development
and mastery of foundational skills (basic
literacy)
• a range of co-operative learning activities
and experiences in the school and
community, including the application of
practical, hands-on skills in a variety of
settings
• references to specialized learning
resources, equipment, and technology
• ways to accommodate special needs (e.g.,
incorporating adaptations and extensions
to content, process, product, pacing, and
learning environment; suggesting
alternate methodologies or strategies;
making references to special services)
• a variety of ways, other than through
paper-and-pencil tasks, for students to
demonstrate learning (e.g., dramatizing
events to demonstrate understanding of
a poem, recording observations in science
by drawing or by composing and
performing a music piece)
• promotion of the capabilities and
contributions of children and adults
with special needs
• participation in physical activity
Visual Arts—recognizing that demands
generated by visual artists have led to the
development of new technologies and
processes (e.g., new permanent pigments,
fritted glazes, drawing instruments)
English Language Arts—analysing the
recent influence of technologies on listening,
speaking, and writing (e.g., CDs, voice mail,
computer-generated speech)
Physical Education—studying how
technology has affected our understanding
of the relationship between activity and
well-being
This summary is derived from Science-TechnologySociety—A Conceptual Framework, Curriculum Branch,
1994.
SPECIAL NEEDS
Students with special needs have disabilities
of an intellectual, physical, sensory, emotional,
or behavioural nature; or have learning
disabilities; or have exceptional gifts or talents.
All students can benefit from an inclusive
learning environment that is enriched by the
diversity of the people within it. Opportunities
for success are enhanced when provincial
learning outcomes and resources are
developed with regard for a wide range of
student needs, learning styles, and modes
of expression.
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All students can work toward achievement
of the provincial learning outcomes. Many
students with special needs learn what all
students are expected to learn. In some cases
the student’s needs and abilities require that
education programs be adapted or modified.
A student’s program may include regular
instruction in some subjects, modified
instruction in others, and adapted
instruction in still others. Adaptations and
modifications are specified in the student’s
Individual Education Plan (IEP).
Adapted Programs
Ministry Resources for Teachers of Students
with Special Needs
An adapted program addresses the learning
outcomes of the prescribed curriculum but
provides adaptations so the student can
participate in the program. These
adaptations may include alternative formats
for resources (e.g., Braille, books-on-tape),
instructional strategies (e.g., use of
interpreters, visual cues, learning aids), and
assessment procedures (e.g., oral exams,
additional time). Adaptations may also be
made in areas such as skill sequence, pacing,
methodology, materials, technology,
equipment, services, and setting. Students
on adapted programs are assessed using the
curriculum standards and can receive full
credit.
The following publications are currently
available from the Learning Resources
Branch or are under development and will
be available soon:
The Universal Playground: A Planning Guide
(Ministry of Education, 1991, FCG 129)
Hard of Hearing and Deaf Students—A Resource
Guide to Support Classroom Teachers (Ministry
of Education, 1994, RB0033)
Special Education Services—A Manual of
Policies, Procedures and Guidelines (Ministry of
Education, 1995)
Individual Education Planning for Students with
Special Needs: A Resource Guide to Support
Teachers (Ministry of Education, 1995)
Modified Programs
A modified program has learning outcomes
that are substantially different from the
prescribed curriculum and specifically
selected to meet the student’s special needs.
For example, a Grade 5 student in language
arts may be working on recognizing
common signs and using the telephone, or
a secondary student could be mapping the
key features of the main street between
school and home. A student on a modified
program is assessed in relation to the goals
and objectives established in the student’s
IEP.
Students with Visual Impairments—A Resource
of Education, 1995)
Gifted Students—A Resource Guide to Support
Classroom Teachers (Ministry of Education,
1995)
Students with Intellectual Disabilities: A
Resource Guide to Support Teachers (Ministry
of Education, 1995)
Teaching for Student Differences—A Resource
of Education, 1996)
Resource Handbook for Adapted Curriculum
Software (Ministry of Education, 1995)
Awareness of Chronic Health Conditions: What
the Teacher Needs to Know (Ministry of
Education, 1995)
This summary is derived from the Handbook for
Curriculum Developers, February 1994, and Special
Education Services—A Manual of Policies, Procedures and
Guidelines, June 1995.
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APPENDIX D
Assessment and Evaluation
APPENDIX D: ASSESSMENT AND EVALUATION • Introduction
ABOUT THIS APPENDIX
P
rescribed learning outcomes,
expressed in measurable terms,
provide the basis for the development
of learning activities and assessment and
evaluation strategies. After a general
discussion of assessment and evaluation, this
appendix uses sample evaluation plans to
show how activities, assessment, and
evaluation might come together in a
particular Punjabi program.
ASSESSMENT AND EVALUATION
Assessment is the systematic gathering of
information about what students know, are
able to do, and are working toward.
Assessment methods and tools include:
observation, student self-assessments, daily
practice assignments, quizzes, samples of
student work, pencil-and-paper tests, holistic
rating scales, projects, oral and written
reports, performance reviews, and portfolio
assessments.
Student performance is evaluated from the
information collected through assessment
activities. Teachers use their insight,
knowledge about learning, and experience
with students, along with the specific criteria
they establish, to make judgments about
student performance in relation to
prescribed learning outcomes.
Students benefit most when evaluation is
provided on a regular, ongoing basis. When
evaluation is seen as an opportunity to
promote learning, rather than as a final
judgment, it shows learners their strengths
and suggests how they can develop further.
Students can use this information to redirect
efforts, make plans, and establish future
learning goals.
Evaluation may take different forms,
depending on the purpose.
• Criterion-referenced evaluation should be
used to evaluate student performance in
classrooms. It is referenced to criteria
based on learning outcomes described in
the provincial curriculum. The criteria
reflect a student’s performance based on
specific learning activities. When a
student’s program is substantially
modified, evaluation may be referenced to
individual goals. These modifications are
recorded in an Individual Education Plan
(IEP).
• Norm-referenced evaluation is used for
large-scale system assessments; it is not to
be used for classroom assessment. A
classroom does not provide a large enough
reference group for a norm-referenced
evaluation system. Norm-referenced
evaluation compares student achievement
to that of others, rather than comparing
how well a student meets the criteria of a
specified set of learning outcomes.
CRITERION-REFERENCED EVALUATION
In criterion-referenced evaluation, a
student’s performance is compared to
established criteria rather than to the
performance of other students. Evaluation
referenced to prescribed curriculum requires
that criteria are established based on the
learning outcomes listed under the
curriculum organizers for Punjabi 5 to 12
and Introductory Punjabi 11.
Criteria are the basis of evaluating student
progress. They identify the critical aspects of
a performance or product that describe, in
specific terms, what is involved in meeting
the learning outcomes. Criteria can be used
to evaluate student performance in relation
to learning outcomes. For example,
weighting criteria, using rating scales, or
performance rubrics (reference sets) are three
ways that student performance can be
evaluated using criteria.
APPENDIX
PPENDIX D: ASSESSMENT
SSESSMENT AND
AND EVALUATION
VALUATION • Samples
Introduction
Samples of student performance should
reflect learning outcomes and identified
criteria. The samples clarify and make
explicit the link between evaluation and
learning outcomes, criteria, and assessment.
Where a student’s performance is not a
product, and therefore not reproducible, a
description of the performance sample
should be provided.
Criterion-referenced evaluation may be based on these steps:
Step1 ®
Identify the expected learning outcomes (as stated in this Integrated Resource
Package).
Step 2 ®
Identify the key learning objectives for instruction and learning.
Step 3 ®
Establish and set criteria. Involve students, when appropriate, in establishing
criteria.
Step 4 ®
Plan learning activities that will help students gain the knowledge or skills outlined in
thecriteria.
Step 5 ®
Prior to the learning activity, inform students of the criteria against which their
work 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 or
quality of work in relation to criteria.
Step 10 ®
Where appropriate or necessary, assign a letter grade which indicates how well the
criteria are met.
Step 11 ®
Report the results of the evaluations to students and parents.
D-4
APPENDIX D: ASSESSMENT AND EVALUATION • Samples
APPENDIX D
Assessment and Evaluation Samples
D-5
D-6
T
• the ways in which the teacher prepared
students for the assessment
he samples in this section show how a
teacher might link criteria to learning
outcomes. Each sample is based on
prescribed learning outcomes taken from
one or more organizers. The samples provide
background information to explain the
classroom context, suggested instruction
tasks and strategies, the tools and methods
used to gather assessment information, and
criteria used to evaluate student
performance.
Defining the Criteria
This part illustrates the specific criteria,
which are based on the prescribed learning
outcomes, the assessment task, and various
reference sets.
Assessing and Evaluating Student
Performance
This part includes:
HOW THE SAMPLES ARE ORGANIZED
• 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
There are five parts to each sample:
• identification of the prescribed learning
outcomes
• overview
• planning for assessment and evaluation
• defining the criteria
• assessing and evaluating student
performance
EVALUATION SAMPLES
The samples on the following pages illustrate
how a teacher might apply criterionreferenced evaluation in Punjabi 5 to 12.
Identification of the Prescribed Learning
Outcomes
This part identifies the organizer or
organizers and the specific prescribed
learning outcomes selected for the sample.
• Sample 1: Grade 5
My Family and Me
(Page D-9)
Overview
The Language of Food
(Page D-13)
This is a summary of the key features of the
sample.
Vaisakhi
(Page D-16)
Planning for Assessment and Evaluation
This part outlines:
• background information to explain the
classroom context
• instructional tasks
• the opportunities that students were given
to practise learning
• the feedback and support that was offered
students by the teacher
Planning a Trip to India
(Page D-21)
Personal Interests
(Page D-26)
D-7
Lifestyle and Health
(Page D-31)
Environmental Issues
(Page D-36)
Reading and Responding to
Punjabi Fiction
(Page D-41)
D-8
▼ SAMPLE 1: GRADE 5
• Students practised introducing themselves
(name, age, birthday) to partners and in
small groups. As they developed more
confidence, students were encouraged to
offer additional information, such as
number of siblings, where they were born,
and the name of their community.
Topic: My Family and Me
Prescribed Learning Outcomes:
• Students frequently participated in games
and activities that provided practice in
name recognition, following instructions,
and making simple requests.
• use common expressions and vocabulary
for familiar objects
appropriate family relationship terms in
the case of family introductions
• The teacher modelled generic family trees,
focussing on relationship names.
• Students created pictorial representations
of themselves, their family members, and
some of their activities. The teacher
provided cut-out labels of vocabulary
useful for describing family relationships
and common activities. Students wrote
their own names and used the labels to
create their choice of a poster or collage.
OVERVIEW
In this introductory unit, students
communicated in a variety of ways as they
talked about and created representations of
themselves and their families. This unit
provided opportunities for integration with
fine arts (e.g., illustrations, collages, poster
designs) and personal planning. Evaluation
was based on:
• Students presented their representations
to the class using simple language
structures they had practised.
• participation in oral activities
• a visual display
• a short oral presentation based on the
visual display
DEFINING THE CRITERIA
The teacher reviewed the prescribed learning
outcomes for these activities, explained the
requirements of each task, and discussed the
key criteria with students.
PLANNING FOR ASSESSMENT AND
EVALUATION
Participation in Oral Activities
Students engaged in a variety of activities
designed to help them become comfortable
using simple vocabulary and language
structures to communicate.
• recognizes name written in the Punjabi
alphabet
• follows simple classroom instructions
• makes simple, understandable requests
using practised structures
• takes risks; makes efforts to speak Punjabi
• Daily routines provided students with
opportunities to introduce themselves,
find their own names (written in the
Punjabi alphabet) from a set of name
cards, greet the teacher and each other in
Punjabi, and follow simple instructions.
D-9
Visual Representation
• uses mime, gestures, and props to help
convey meaning
• attempts to self-correct
• listens attentively to other students
• 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
ASSESSING AND EVALUATING STUDENT
PERFORMANCE
(Illustrations and graphic designs were
assessed as part of fine arts.)
The teacher used a checklist to track
participation in oral activities. Performance
rating scales were used to evaluate posters
and oral presentations. The students were
given copies of the rating scales, and they
discussed them in English before beginning
their assignments.
Oral Presentation
• correctly uses language structures
practised in class
• pronounces words so they can be
understood (perhaps with some effort)
• places pauses at the end of a sentence or
phrase
Participation in Oral Activities
Date
Name:
Rating
Critera
• follows simple classroom instructions
• makes simple, understandable requests
using practised language structures
• takes risks; makes efforts to speak
Punjabi
Key: 4—Independently, or with minimal support.
3—With some support.
2—With continuing support.
1—Not demonstrated.
D-10
Rating
Outstanding
Criteria
Meets all criteria. Goes beyond the basic requirements to demonstrate
additionallearning(e.g.,includesvocabularyforactivities,writes
relationship names rather than labels).
Good
Complete and accurate. Uses the structures and vocabulary provided to
present required information.
Satisfactory
Includes most family members and relationship names. Writes own name
in recognizable letters. May omit some information or make errors
(e.g., uses wrong label or forms some letters incorrectly).
Requirements
Not Met
May be incomplete, inappropriate, or incomprehensible.
Note: Illustrations and graphic designs can be assessed as part of fine arts.
D-11
• Examples
Oral Presentations
Rating
Outstanding
Good
Satisfactory
Requirements
Not Met
Criteria
Reads or recites the required information using carefully rehearsed
expressions and structures. May include introductory or concluding
phrases. Makes a clear attempt to speak Punjabi. Presentation is
comprehensible, although it may take some effort on the part of the
listener. Tends to place pauses at the ends of phrases or sentences.
Shows awareness of own speech and attempts to self-correct, often by
restarting a sentence or phrase.
Reads or recites the required information. Presentation can be
understood, given the context. Pauses frequently, and may restart after a
blatant pronunciation error. May ask for confirmation after a challenging
word or phrase.
Reads or recites the required information. Attempts accurate
pronunciation of words and uses language structures practised in class.
Tends to mix Punjabi and English pronunciations, sometimes within a
single word, but is comprehensible with some effort on the part of the
listener. (The teacher may understand easily; other classmates may have a
great deal of difficulty.) Pauses frequently, and tends to focus on individual
words.
May be incomplete, inappropriate, or incomprehensible.
Note: Communicating meaning is the most important consideration and should receive the greatest
weighting when assigning a grade.
D-12
• Working with a partner, students asked
each other questions about food likes and
dislikes using language structures
provided by the teacher.
Topic: The Language of Food
• A “people search” was conducted, where
each student found someone who had
specific food likes and dislikes by asking
questions in Punjabi.
and interests
• Students described and classified samples
of common, familiar food.
• Students added a minimum of five food
pictures to their picture dictionaries.
sources to complete authentic tasks orally,
visually, and in simple written form
• The teacher invited students to role-play
two- to three-minute scenes (e.g., buying
food, talking about favourite meals,
describing what they had for lunch) that
demonstrated the vocabulary and
structures they had learned. Students
developed their own scenes and had
opportunities to practise before presenting
them to the class.
Cultural Contexts
• demonstrate a knowledge of Punjabi
games, sports, arts, customs, celebrations,
and festivals
• Students researched traditional Punjabi
foods and made pictorial reports about
types of food or dishes (e.g., foods
associated with a festival or region).
In addition to these outcomes, the teacher
can assess students’ attitudes and
participation.
OVERVIEW
Students participated in a variety of activities
that developed and used language associated
with food. Evaluation was based on:
outcomes for these activities, explained the
requirements for each task, and discussed
the following key criteria.
• group presentations
• pictorial reports on traditional foods
• picture dictionaries
Group Presentations
• meaning is conveyed in Punjabi by
combining pictures, words, and actions
• language is comprehensible
• attempts to self-correct
EVALUATION
The teacher organized a variety of activities
that provided students with opportunities to
talk about their favourite foods, practise
basic vocabulary and language structures,
and find and share information about
traditional Punjabi dishes.
D-13
PERFORMANCE
Pictorial Report on Traditional Foods
•
•
•
•
meaning is clear
captions are appropriate for illustrations
information is accurate and relevant
includes interesting and informative
details
The teacher used rating scales and checklists
to evaluate the work in this unit. Students
had copies of the scales as they prepared
their work. At the end of the unit, the teacher
conferenced briefly with each student.
Picture Dictionary
• includes a minimum of five relevant food
entries
• labels (hand-written or provided by the
teacher) are appropriately matched with
pictures
Group Presentation
Rating
Criteria
Outstanding
Students interact well and work as a team to create a presentation that
exceeds basic requirements. Presentation is easy to understand, and
includes some interesting or unusual details. May use vocabulary and
structures not practised in class.
Good
Presentation meets task requirements. It is comprehensible but may
need some inferences by the listener. Includes a variety of appropriate
vocabulary and structures practised in class. Makes an attempt to show
spontaneity but may be stilted in places. Pauses tend to occur at the end
of a phrase or sentence. Students may attempt to self-correct.
Satisfactory
Students tend to recite the information they have practised, with
frequent pauses. Interaction is stilted, with students concentrating on
their own parts and often speaking word by word. The group tries to use
words and structures practised in class, but may mix Punjabi and English
pronunciations. Speech is comprehensible with some effort on the part
of the listener. (The teacher may understand easily; peers may have
difficulty.)
Requirements
Not Met
Incomplete, inappropriate, or incomprehensible.
D-14
Pictorial Report on Traditional Foods
Rating
Criteria
• is clear and easy to understand
• uses accurate and relevant information
• uses interesting and informative detail
• uses appropriate resources
Key: 4—Excellent
3—Good
2—Satisfactory
1—Not Demonstrated
Picture Dictionary
Each of the five required entries was
assessed as either
1—Relevant and accurate.
0—Incomplete or inappropriate.
D-15
Comments
• Venn diagrams comparing Vaisakhi with
another celebration
• use of Punjabi in group and individual
projects and activities
• group projects centred on a school-based
celebration of Vaisakhi
Topic: Vaisakhi
EVALUATION
• communicate with others to complete a
task
• use Punjabi to participate in classroom
activities
• Students brainstormed the things they
knew and wondered about Vaisakhi.
• Working co-operatively in small groups,
students chose two or three questions they
had about the celebration, planned ways
to find answers to their questions, and
implemented their plans.
• extract information from various sources
to complete authentic tasks in simple oral
and written form
• Students interviewed resource people and
used other resources both in and outside
the classroom to find information.
Creative Works
The teacher invited students to share the
information they gathered orally with the
class.
• produce visual works and simple oral
• Students prepared individual visual or
written representations to show what they
had learned about the celebration. Project
options included posters, collages,
sketches, photo essays, or displays of
objects. Each item was labelled or
accompanied by a written explanation.
Cultural Contexts
• demonstrate a knowledge of the language
needed to explain and participate in
Punjabi games, sports, arts, customs,
• categorize similarities and differences
between Punjabi games, sports, arts,
customs, celebrations, and festivals and
those of their own and other cultures
• The teacher led the class to create a Venn
diagram comparing Vaisakhi with another
celebration. Students then made their own
Venn diagrams comparing Vaisakhi with a
celebration not discussed in class.
OVERVIEW
• The teacher invited students to plan and
present a celebration of Vaisakhi for the
classroom (or for the school). Students
broke into small groups, and each group
chose one aspect of the celebration (e.g.,
building a model of a float, putting
together a Vaisakhi fashion show,
This unit focussed on the celebration of
Vaisakhi and was used as a lead-up to the
celebration (April 13th). Evaluation was
based on:
• visual and written representations
D-16
Use of Punjabi Language
designing promotional material, preparing
food). The groups developed a plan,
discussed it with the teacher, completed
the project, and presented it to the class (or
school).
• attempts to use Punjabi vocabulary and
language structures
• shows some spontaneity when interacting
with others in Punjabi
• supports and encourages other students in
using Punjabi
• responds to simple questions and
instructions from other students
• uses questions and other language
structures that have been practised in class
• uses classroom resources (including the
teacher) to solve language problems
outcomes for these activities and explained
the requirements of each task to the students.
The students worked with the teacher to
develop key criteria.
Visual or Written Representation, or Venn
Diagram
School-Based Celebration of Vaisakhi
Content
• appropriate, detailed, and relevant
• accurately drawn from appropriate
Punjabi resources, including people
• offers accurate representations of key
aspects 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-coloured
nishan sahib (pole covering and flag)
- five baptized Sikhs wearing saffron
robes and leading a parade or
procession with floats and bands, and
the distribution of free food during the
procession
- dances, songs, parties, festive foods,
sweets
• includes key aspects of the other
celebration
• 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
Performance and Construction
• tailored to audience and context
• spoken or written language is
comprehensible
• presentation is clear and effective, adding
to audience knowledge and
understanding
Self-Assessment and Response
• identifies strengths and weaknesses of
both process and product
PERFORMANCE
The teacher used checklists and rating scales
to evaluate student performance. Students
had copies of the scales as they worked
through the unit.
D-17
Visual or Written Representation
Criteria
Rating
Excellent
Includes key features of Vaisakhi and is relatively detailed. Labels or
captions are easy to understand and enhance the presentation. Letters
are formed correctly. Presentation is clear and includes interesting or
unusual details or language not practised in class.
Good
Includes key features of Vaisakhi with some details. Most labels or
captions are easy to understand and clarify or enhance the information.
Most letters are formed correctly. Presentation is clear.
Satisfactory
Includes most key features of Vaisakhi but with little supporting detail.
Captions or labels may be very brief or difficult to understand in places.
Requirements
Not Met
Omits several key features of Vaisakhi. Labels or captions may be
omitted, inappropriate, or difficult to read.
Venn Diagram
Rating
Criteria
3
• thorough, detailed, accurate, and logical (includes key aspects of
Vaisakhi and other chosen celebration, Identification of similarities and
differencesislogical)
2
• accurate and logical (includes some details)
1
• partial (may omit some key aspects or show faulty logic when
making comparisons)
0
• incomplete, inaccurate,orillogical
D-18
Use of Punjabi Language
Rarely
Criteria
Sometimes
Usually
• uses Punjabi words and structures
• carries on brief exchanges without prompting
• supports and encourages other students using
Punjabi
• 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
Students used this checklist to make a daily record of their use of Punjabi. Teachers used the same
checklist to record their observations.
D-19
School-Based Celebration of Vaisakhi
The teacher recorded observations and ratings for each element of the project on the report
forms shown below. Each group used the same format for their self-assessments. The teacher
conferenced with each group and assigned an overall grade.
Report on Vaisakhi Celebration
Content
Strengths:
Concerns and Suggestions:
Rating
Specific Features
• appropriate and relevant
• uses Punjabi resources
• provides details
• adds to audience knowledge and understanding
Rating Scale:
Strong
Satisfactory
Minimal
Insufficient
Performance and Construction
Strengths:
Concerns and Suggestions:
Specific Features
Rating
• appropriate for audience and content
• uses Punjabi language
• adds to audience knowledge and understanding
Rating Scale:
Strong
Satisfactory
Minimal
D-20
Insufficient
appropriate visual aids (e.g., maps, travel
posters). Each student supplemented the
presentation with detailed information
about the destination they researched.
Classmates were encouraged to ask
questions.
Topic: Planning a Trip to India
• Students worked with partners to prepare
and practise dialogues related to travel
(e.g., visiting a Punjabi travel agent, asking
a local person for information about sights
or services, shopping, ordering a
restaurant meal, meeting people).
• describe activities and interests in oral and
written form
• use Punjabi to conduct familiar activities
(real or simulated)
• Students wrote simulated travel journals
or postcards describing their “trips.”
• extract and process information from
various sources to complete authentic
tasks in oral and written form
outcomes, and explained the requirements of
each task. Together, the teacher and students
developed the following key criteria.
OVERVIEW
Oral Presentation of Travel Itinerary
Students were involved in a series of
activities related to planning a trip to India.
Evaluation was based on:
Overall Group Itinerary
• follows a logical sequence
• time estimates and practical limits are
reasonable
• uses visual aids to support meaning
• oral presentation of travel itineraries
• prepared dialogues
• simulated journals or postcards
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 need
teacher’s help to understand some of the
questions)
• uses a variety of vocabulary and language
structures
EVALUATION
• Students worked in groups using maps
and other resources to identify, research,
and prepare brief written descriptions of
places they might like to visit.
• Working in groups, students gathered the
practical information they needed to plan
and develop an overall trip itinerary. Each
student researched and planned one
destination. Groups presented their
overall itineraries to the class using
D-21
Prepared Dialogue
• 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., greeting
a grandparent)
structures
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 with
meaning
During each oral presentation, three students
were designated to provide peer feedback
using the same rating format the teacher
used.
PERFORMANCE
The teacher evaluated demonstrations of the
prescribed learning outcomes using the
following rating scales and checklists.
Students had copies of the criteria and rating
scales as they worked.
Oral Presentation of Travel Itinerary
Overall Group Itinerary
Rating
Criteria
3
• Itinerary follows a logical sequence and reasonably estimates times and
practical limits. Visual aids are used, including a clear, accurate map of
the entire itinerary. Illustrations of some stops are included.
2
• Itinerary follows a logical sequence. Estimates of times and practical
considerations may show inconsistencies. Includes a clear and
accurate map.
1
• Itinerary may not follow a logical sequence. Time estimates and other
practical considerations may be ignored. Includes a map.
0
• Incomplete or inappropriate.
D-22
Individual Presentations
Criteria
Rating
• understandable
• based on accurate information
• includesrelevant,interestingdetails
• speaks fluidly, with most pauses at the end of a
phrase or sentence
• answers most peer questions and provides
structures
Key: ST—Strong
SA—Satisfactory
MI—Minimal
NE—Not Evident
D-23
Comments
Prepared Diologue
Rating
Criteria
Comments
• demonstrates clear interaction 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., greeting a grandparent)
Key: 5—Strong
Criteria fully and easily demonstrated.
4—Competent
Criteria demonstrated, may need occasional support.
3—Developing
Criteria partially demonstrated.
2—Limited
Some evidence of criteria.
1—Not Evident
This rating scale can be used by the teacher, and by students for peer assessments and
self-assessments
D-24
Journal Entries and Postcards
Rating
Excellent
Good
Acceptable
Not
Demonstrated
Criteria
• message is relevant and appropriate; includes interesting details and
features
• meaning is clear; errors occur in letter formations, word choices, and
so on, but do not interfere with meaning
• takes risks; uses a variety of expressions and structures including
some that have not been practised in class (and consequently may not
be used appropriately)
• 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 do
not obscure meaning
• uses a variety of vocabulary and language structures practised in class
• 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 obscure
meaning
• uses a variety of vocabulary and language structures practised in class
• criteria for acceptable performance were not evident
Communicating meaning is the most important consideration and should receive the greatest weighting
when assigning a grade.
D-25
EVALUATION
Topic: Personal Interests
• Students brainstormed a list of personal
interests and activities. Using resources
both in and out of the classroom, they
developed individual vocabulary lists
related to their interests, and posted them
in the classroom or added them to
classroom word banks.
It is expected that students will
reasons
• exchange information related to activities,
people, and things
situations
• use vocabulary related to needs and
emotions
• Using frames and structures provided by
the teacher, students interviewed each
other about their interests and reported to
small groups about what they learned.
• The teacher prompted class discussions
about specific areas of interest (e.g., music,
sports, television programs) and
encouraged comments about what they
liked, what they disliked, and why.
Creative Works
• produce a variety of visual, oral, and
simple written creative works based on
Punjabi resources
• Students practised and reinforced oral
fluency, vocabulary, and structures by
role-playing conversations about music
and other interests with a partner.
Cultural Contexts
• Working with a partner, students
prepared a brief oral presentation
(approximately two minutes) about an
interest or activity. Partners interviewed
each other to discover details of the
activity or interest, and the reasons their
partner enjoyed it. Partners could provide
visual aides to support the presentations.
Students used the rating scale provided by
the teacher for self-assessment and to
provide peer feedback as they practised.
• identify ways that knowledge of Punjabi
language and culture has affected their
daily lives
OVERVIEW
Students participated in a variety of
communication activities focussed on their
personal interests and activities. Evaluation
was based on:
• During their classmates’ presentations,
students identified key words or phrases
that described the presenter’s interest or
activity, and submitted their notes to the
teacher for marking.
• introducing a classmate and describing
their personal interests and activities
• written notes recording one key piece of
information from each of their classmates’
oral presentations
• visual representations showing personal
interest profiles including aspects of
Punjabi culture
• Working in small groups or as a whole
class, students shared ideas about aspects
of Punjabi culture and language that they
D-26
Listening to and Making Notes on
Presentations
found particularly interesting. Family
members and people in the community
were interviewed about aspects of Punjabi
culture and language that students found
appealing.
• notes are accurate; presentation is
understood
• notes include appropriate key words or
phrases related to the presentations
• Students created individual visual
representations, using Punjabi captions
and labels, that illustrated an activity or
area of interest in the Punjabi culture and
language. Representations took the form
of collages, posters, cartoons, photo essays,
and other formats approved by the
teacher. Students were given the criteria
and checklist associated with this
assignment to guide them as they worked.
• focusses on a central theme or interest
• includes references to personal interests or
an appreciation of Punjabi language and
culture
• design shows an effort to incorporate
creative works and cultural elements
• labels and captions are clearly written and
letters are correctly formed
• uses labels and captions appropriately to
enhance or extend the work
The teacher reviewed the learning outcomes
for these activities, explained the
requirements of each task, and discussed key
criteria with the students.
PERFORMANCE
The teacher used the following performance
rating scales to evaluate student work.
Students had copies of the scales as they
prepared their assignments. The same rating
scales were adapted for other performance
tasks during the term. Although the scales
show four levels, the teacher occasionally
assigned mid-range grades (e.g., C+, C-).
Oral Presentation
• provides accurate information (confirmed
by 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
D-27
Oral Presentation
Rating
Criteria
A
Accurate and detailed. Describes partner’s interest or activity in some
detail and includes background information. Presentation is clear.
Pronunciation and intonation are generally appropriate but may include
some errors and approximations. Relies on memory or cue cards.
Pauses are relatively brief and tend to be at the end of sentences or
phrases. Makes some attempts to self-correct but may not always be
successful. Often includes visual aids. May take risks with new vocabulary
and patterns.
B
Accurate. Names partner’s interest or activity and includes some details.
Presentation is relatively easy to follow. Pronunciation and intonation are
generally appropriate but may include errors and approximations. May
frequently refer to cue cards or written script. Delivery may be
somewhat halting, with frequent pauses. May attempt to self-correct, but
is often unsuccessful. May include visual aids. Language is appropriate to
thetopic.
C
Relevant and appropriate basic information. Names the partner’s interest
or activity and includes some details. Presentation requires the close
attention of the listener, and may leave gaps in information. Pronunciation
includes some errors and approximations; intonation may be
inappropriate in places. Delivery tends to be hesitant and tentative, with
frequent pauses. Tends to rely on written notes or script. May appear to
be unaware of errors or of what to do about them. Tends to rely on
simple constructions and basic vocabulary that have been practised in
class.
IP/F
Has not completed requirements of the assignment. (See the circular
Student Reporting put out by the Education Policy Branch of the Ministry
of Education for advice on when to use IP and when to use F.)
D-28
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, and
determined the overall grade.
Listening and Note Taking
Criteria
Rating
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 understand
or may include English words. (Presentation was partially understood.)
0
• Notes are incomprehensible or inaccurate.
(Presentation was not understood.)
D-29
Criteria
Not Evident
• focusses on a central theme or
interest
• includes references to interests and
an appreciation of Punjabi language
and culture
• incorporates some feature of
Punjabi culture or creative words
• labels and captions are clearly
written, and letters are correctly
formed
• labels and captions are appropriate
and enhance or extend the visual
work
Comments and Suggestions:
D-30
Minimal Competent
Strong
healthy living. The teacher and other
classmates provided feedback and advice
about the content of their guidelines and
their use of Punjabi.
Topic: Lifestyle and Health
• Students discussed and wrote paragraphs
about proverbs and folk wisdom related to
healthy living. They exchanged their work
for feedback and editing before submitting
it to the teacher. The class drew on this
experience to develop some general
criteria for written assignments. For
example:
- 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 and
enhance meaning
• recognize and use simple idiomatic
expressions
situations
• extract and process information from a
variety of sources to complete authentic
tasks
Creative Works
• Punjabi-speaking guests visited the class
to provide information about some aspect
of health, safety, or lifestyle. Students
practised formulating appropriate and
relevant questions before the visits. They
also practised taking notes and shared
effective note-taking strategies.
• produce a variety of creative works based
on Punjabi resources, with increased
emphasis on writing
OVERVIEW
Students engaged in a variety of
communication activities related to lifestyle
and health. Evaluation was based on:
• Students examined a wide variety of
Punjabi materials related to lifestyle and
health, including newspaper articles,
articles prepared by the teacher,
advertisements, public service
announcements, pamphlets, and
emergency instructions.
• use of oral language in classroom and
group activities
• written “lifestyle quizzes” based on
information from resource people and
from print resources
• creative group projects advocating healthy
lifestyle practices
• Students worked individually or in pairs
to gather information about health, safety,
and lifestyle. They used this information
to develop a 10-item multiple-choice
lifestyle or safety quiz. Students were
expected to conduct at least one interview
and consult at least one print resource to
prepare their quiz. The teacher suggested
EVALUATION
• Students worked in groups to create a list
of guidelines concerning one aspect of
D-31
Designing a Lifestyle Quiz
resource people to interview (e.g., family
and community members) in person or by
telephone, e-mail, or letter. Students were
not required to interview experts. Their
quizzes could test knowledge of healthy
lifestyles or personal attitudes and
behaviours. Students administered their
quizzes to classmates.
• includes at least 10 multiple-choice
questions and a logical answer key
• includes feedback from two people who
took 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 the
questionnaire
• uses interpretation guidelines that are
logical and detailed
• Students worked in groups to create
advertisements advocating healthy
lifestyles (e.g., balanced diet; smoking
cessation; 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 their
advertisements using print, audiotape, or
videotape. Groups exchanged
advertisements for feedback before
presenting the finished work to the teacher
and the rest of the class.
Advertisements
• uses an understandable message
• presents a clear viewpoint and desired
outcome
• uses persuasive techniques appropriately
(e.g., humour, logic, examples, role
models)
• uses language that is appropriate for the
situation or format
• uses a variety of appropriate vocabulary
idioms and structures
• errors in pronunciation, word choice, letter
formation, or language structures do not
obscure meaning
for these activities, explained the
requirements of each task, and discussed key
criteria with the students.
Use of Punjabi in Classroom and Group
Activities
• volunteers information and ideas to
stimulate discussions
• asks questions to extend or clarify
information
• responds to information, ideas, or
questions from other students
• uses a range of appropriate vocabulary
and idiomatic expressions
• tries to avoid lapsing into English
PERFORMANCE
Use of Punjabi Language in Classroom and
Group Activities
The teacher used a rating scale to track oral
participation in group activities.
Individually, students completed the rating
scale as a self-evaluation activity and
included it in their portfolios or journals.
D-32
Oral Use of Punjabi Language
Criteria
Rating
• volunteers information and ideas
to stimulate discussions
• asks questions to extend or clarify
information
• responds to information, ideas, or
questions from other students
• uses a range of appropriate
vocabulary and idiomatic
expressions
• persists in using Punjabi in group
situations(avoidslapsinginto
English)
Key: 3—Strong
2—Satisfactory
1—Minimal
0—Not Observed
D-33
Comments or Evidence
Designing a Lifestyle Quiz
scales were adapted for other performance
tasks during the term. Although the scales
show four levels, the teacher occasionally
assigned mid-range grades (e.g., C+ and C-).
Students were given copies of the following
rating scale as they prepared their
assignments. They also used the scale as part
of their self-assessments. The same rating
Lifestyle Quiz
Rating
A
B
Criteria
Goes beyond the requirements of the task to use vocabulary, structures,
and content not practised in class. (May not always be successful.) Takes
risks to add interest (e.g., innovative format, questions that draw on
unusual situations, humour). Demonstrates use of appropriate sources
(e.g., knowledgeable parent, dictionaries, magazine articles). Vocabulary
and language structures are appropriate. Errors, if any, do not detract from
meaning. Self-assessment is thorough and insightful.
Questions are relevant, appropriate, and clearly expressed, using a range
of useful vocabulary and expressions. Shows evidence of some use of
appropriate resources. Answer key and interpretation guidelines are logical
and detailed. Self-assessment focusses on key aspects of the questionnaire.
Errors in letter formation, word choice, or structures do not detract from
meaning.
C
Questions include relevant and appropriate content but may be somewhat
vague, repetitious, or confusing. Includes useful vocabulary and expressions
practised in class. May use the same pattern for many or all questions.
Answer key and interpretation guidelines may be short or rely on assigning
labels without explanation. Errors may cause the reader to reread or
puzzle over some parts.
IP/F
Has not completed requirements of the assignment. (See the circular
Student Reporting put out by the Education Policy Branch of the Ministry of
Education for advice on when to use IP and when to use F.)
D-34
Advertisement
Students had a copy of the scale as they
worked. The same scale could have been
used for peer assessment.
The teacher used the following rating scale
to evaluate the students’ advertisements.
Advertisement
0
Criteria
• 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 language
structures
• errors in pronunciation, word choice, letter formation, or
language 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-35
1
2
3
4
associated with the environment and
worked with partners to practise using the
vocabulary in role plays and dialogues.
Topic: Environmental Issues
• By conducting interviews and using print
and other media resources, students
researched an environmental issue of their
choice. They worked in small groups or as
a class to compare notes and discuss their
information, before writing short research
reports. Reports were exchanged for peer
editing and submitted for evaluation.
• exchange opinions on topics of interest
• describe or narrate, with some supportive
detail, an event, situation, or experience
• identify and use common idiomatic
expressions
• Working as a class or in small groups,
students engaged in informal debates on
the topics they researched as well as others
the teacher suggested. The class
collaborated to develop a checklist and
feedback form for peer and teacher
assessments.
• research and use relevant information
from a variety of sources to complete
authentic tasks
• Groups of students were assigned an
environmental position to advocate and
were provided with information to
support that viewpoint.
Creative Works
forms of expression to creative works from
a variety of sources
• produce a variety of written, oral, and
visual creative works based on Punjabi
resources
• Working individually or in small groups,
students wrote songs or poems about
environmental issues and presented them
to the class.
• Each student chose two of the poems or
songs written by their classmates to
respond to in short journal entries.
OVERVIEW
Evaluation was based on:
• oral use of Punjabi during informal
debates and discussions
• written research reports
• poems or songs
• journal entries responding to the creative
work of two other students
outcomes and discussed how the following
criteria might be demonstrated.
Oral Use of Punjabi During Debates
and Discussions
• expresses information clearly, using
speech that is readily comprehensible
• offers a clear, relevant opinion or
viewpoint
EVALUATION
• Students brainstormed a list of vocabulary
D-36
PERFORMANCE
• provides logical reasons, examples, and
details to support opinions
• acknowledges or responds to information
and opinions from others
• uses strategies to keep communication
going (e.g., self-corrects, rephrases, asks
others to repeat or clarify)
• speaks with some spontaneity and
fluidity; pauses tend to be at the end of
phrases or sentences and rarely interfere
with meaning
• appropriately uses a variety of vocabulary,
idioms, and language structures
Oral Use of Punjabi During Debates and
Discussions
The teacher used the following rating scale
to evaluate student performance. Students
used the same rating scale to provide peer
feedback.
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 obscure
meaning
Poem or Song
• conveys a clear message, feeling, or
impression
• 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 themes
of 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
D-37
Oral Use of Punjabi
Criteria
Rating
• expresses information clearly; speech
is readily comprehensible
• offers a clear, relevant opinion or
viewpoint
• provides logical reasons, examples,
and details to support opinions
• acknowledges or responds to
information and opinions from others
• uses strategies to keep communication
going(e.g.,self-corrects,rephrases,
asks other to repeat or clarify)
• speaks with some spontaneity and
fluidity; pauses tend to be at the end
of phrases or sentences and rarely
interfere with meaning
• appropriately uses a variety of
vocabulary, idioms, and language
structures
Key: 4—Strongly Evident
3—Frequently Observed
2—Some Evidence
0—Not Observed
D-38
Comments and Suggestions
Research Reports
Rating
Criteria
A
The report is focussed, clear, and easy to understand. Information is
relevant, accurate, and detailed. The student adds or elaborates
information to create interest. Language is appropriate and used
accurately. The student incorporates familiar language and often risks
using unfamiliar vocabulary or structures to enhance meaning or add
interest. (These attempts may or may not be successful.) Errors, if any, in
letter formations, sentence structures, usage, spelling, or punctuation do
not affect meaning.
B
The report is focussed, clear, and easy to understand. Information is
relevant, accurate, and detailed. Word choices are appropriate; the
student uses newly acquired language appropriately and competently.
Tends to rely on familiar constructions and basic vocabulary. Errors in
surface features (e.g., letter formations, sentence structures, usage,
spelling, punctuation) do not affect meaning.
C
Most of the report is easy to understand, but portions may require
rereading or inferences on the part of the reader. Is generally focussed
on a topic or theme, but may present some problems in the way
information 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.
IP/F
Has not completed the requirements of the assignment. (See the circular
Student Reporting put out by the Education Policy Branch of the Ministry
of Education for advice on when to use IP and when to use F.)
when assigning a grade. This scale can be adapted and used throughout the year to assess written work.
D-39
Poem or Song
This simple rating scale was used to evaluate the songs and poems based on the criteria
specified 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.
Journal Entries
Rating
Criteria
Insightful
Clearly written, insightful, thoughtful, and detailed. Summarizes and
explains personal response, and makes connections between the work
and other experiences or creative works in Punjabi or other languages.
May focus on subtle or abstract features, and may include insights that go
beyond a literal interpretation.
Satisfactory
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 and
concrete. Focus is on literal meanings and obvious connections. May list
specific details and examples without drawing conclusions or making
generalizations. Relatively easy to understand.
Developing
Addresses the central idea or theme. Interpretation is literal. Offers an
opinion or response with little support. May focus on retelling or
Inappropriate, incomplete, or incomprehensible.
illustrating information from the poem, or using labels (e.g., boring,
interesting). Connections tend to be direct and concrete. May be unable
to make an appropriate connection. Comprehensible.
Not
Demonstrated
Inappropriate, incomplete, or incomprehensible.
The above rating scale was used to evaluate students’ responses to the songs or poems written by two
of their peers. Each entry was evaluated separately. The same rating scale was adapted and used to
assess other creative works throughout the year.
D-40
EVALUATION
• The teacher (or a guest) read one or more
short stories to the class. Students
prepared to listen to the stories by
predicting the outcome, generating
questions, and discussing themes and
topics related to those in the story. The
teacher paused frequently during the
reading to allow students to make
predictions or to recap what they heard.
Students worked in small groups to
develop character descriptions or web
charts, to plot outlines, and to discuss
questions about the events, characters,
symbolism, and themes of the story.
Students wrote or sketched short personal
responses to the story.
Topic: Reading and Responding to Punjabi
Fiction
• exchange opinions and beliefs on topics of
interest
• communicate effectively and
spontaneously in common life situations
• demonstrate understanding of a wide
range of idiomatic expressions
• Students watched Punjabi videotapes or
television programs on related themes,
and compared the characters, plots,
symbols, and themes to those in the story
they listened to. Students developed Venn
diagrams, charts, or collages relating to
specific works. Students could also read or
listen to poetry or songs on similar themes.
• research, analyse and use relevant
information from several sources on a
chosen topic to complete authentic tasks
Creative Works
forms of expression to creative works from
a variety of sources
• Individually, students selected and read a
short story or an excerpt from a novel.
While some students were able to read an
entire novel, this was not generally
expected. Students discussed their reading
in small groups. Each student selected and
prepared a writing project to demonstrate
their understanding of the story. The
complexity of the project varied according
to individual abilities. The teacher
provided options including a short review;
a personal response; a brief essay about
one aspect such as character, theme, or
style; writing-in-role (e.g., writing a letter
from one character to another or to
someone outside the story); a sequel or
Cultural Contexts
OVERVIEW
This unit focussed on Punjabi short stories
and novels. Evaluation was based on:
• written assignments
• dramatizations and role-playing based on
stories and novels read by students
D-41
Written Report
prequel; or retelling one event from a
different viewpoint.
• conveys the central idea or theme of the
story
• writes clearly and legibly
• offers a personal viewpoint,
interpretation, or response
• remains consistent with story details
(except where imaginative content is
developed)
• includes relevant details, reasons, and
examples to support interpretation,
opinion, or response
• reflects an awareness and appreciation of
• demonstrates a clear and logical
organization of ideas to enhance message
• uses a wide range of appropriate
vocabulary and idioms to support
message
• makes only minor errors in tense and
structure that do not reduce effectiveness
• Working with a partner or in a small
group, students developed a role play or
dramatization related to one or more of
the stories. Examples included acting out a
particular scene, role-playing a situation
that extended or changed one aspect of the
story, or inventing a scene that involved
characters from two or more stories or that
placed one or more of the characters in a
new situation.
for the two evaluation tasks and discussed
the following criteria with students. As in all
assignments, communicating meaning was
the most important feature. These criteria
were adapted for similar activities
throughout the year.
PERFORMANCE
Role Play or Dramatization
• meaning is clear; speech is easy to
understand
• includes relevant information or
references to one or more of the stories
• attempts to engage the audience by
including interesting or unusual details or
interpretations
• uses a wide range of vocabulary or idioms
that 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 brief
and do not interfere with meaning
The teacher evaluated students’ work using
two performance rating scales: one for role
plays, and one for written assignments.
Students were given opportunities to
discuss the rating scales and use them for
self-assessment and peer feedback. While
the scales offered three levels of acceptable
performance, the teachers sometimes chose
to assign mid-range grades (e.g., C+ or C-).
D-42
Role Play or Dramatization
Rating
Criteria
A
• 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.
B
• 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.
C
• Information and message are comprehensible but may pose occasional
problems for the audience or be very simple.
• Includes some detail drawn from the story; may focus on portraying an
event 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.
IP/F
• Information and message are unclear, incomplete, or inappropriate.
• No interaction or flow of language.
• May be extremely brief.
D-43
Written Reports
Rating
Criteria
A
Conveys the central idea or theme and may offer an unusual
interpretation. Writing is clear, detailed, organized, and shows
understanding. Makes connections to other experiences, works, or
specific features of Punjabi culture and language. May focus on subtle or
abstract features. Attempts to engage the reader and extend
understanding. May take language risks and may therefore make errors
when expressing complexities or subtleties. Uses a wide range of
vocabulary and idioms to support the message and enrich expression.
Errors in language, if any, do not detract from meaning.
B
Conveys the central idea or theme and offers a personal viewpoint,
interpretation, or response. Presents details, reasons, or examples that
are relevant and consistent with the story. Makes connections to other
experiences and to Punjabi culture and language that tend to be direct and
concrete. Work is clearly written, logically organized, and uses a range of
vocabulary and idioms, but may be somewhat repetitive. May include
some structural and tense errors, but these do not obscure meaning.
C
IP/F
Addresses the central idea or theme. Tends to focus on a literal
interpretation, often simply retelling the story. May offer an
interpretation or response with limited support (e.g., listing events,
offering such judgments as “boring” or “interesting” with few specific
reasons or examples). Personal connections tend to be direct and
concrete. May omit mention of Punjabi culture and language. Writing is
comprehensible but may be unclear in places, often because of problems
with organization. Links between ideas may be weak or confusing.
Vocabulary and idioms tend to be basic and concrete. May include errors
in word choices, structures, or surface features, but these do not
seriously obscure meaning.
Information and message are unclear, incomplete, or inappropriate. May
be very short. A large number of errors may make it impossible for the
reader to understand the writer’s views.
D-44
APPENDIX E
Acknowledgments
APPENDIX E: ACKNOWLEDGMENTS
E-2
Many people contributed their expertise to this document. The project co-ordinator was Robin
Rasmussen of the Curriculum Branch, working with ministry personnel and our partners in
education. We would like to thank all who participated in this process.
PARTNER OVERVIEW/REVIEW COMMITTEE
John Cheng
BC School Trustees Association
Harbhajan Singh Manocha
Khalsa Diwan Society
John Coleman
BC Teachers Federation
Cam Prasad
BC Heritage Language Association
Silvia Dyck
BC Confederation of Parent Advisory
Councils
Major Singh Randhawa
Khalsa Diwan Society
Kelleen Toohey
Simon Fraser University
Dalip Singh Gill
Damesh Punjabi School
Barbara Walker
BC Principals’ and Vice Principals’
Association
Ravinder Singh Gill
BC Teachers Federation
Mike Henderson
BC School Superintendents Association
LEARNING OUTCOMES WRITING COMMITTEE
Ajit Singh Bains
School District No. 30 (South Cariboo)
Amrik Singh Prihar
School District No. 84 (Vancouver Island
West)
Sadhu Singh Binning
University of British Columbia
Kamaljit Kaur Sidhu
School District No. 36 (Surrey)
Gurdev Singh Dhaliwal
Dasmesh Punjabi School
Parmjit Singh Parmar
School District No. 42 (Maple Ridge)
Devinder Kaur Pawa
School District No. 38 (Richmond)
E-3
LEARNING RESOURCE EVALUATORS
Amrik Prihar
School District No. 84 (Vancouver Island
West)
Ravinder Kaur Dhami
School District No. 27 (Cariboo-Chilcotin)
Nirmall Singh Gill
Kulwant Sekhon
School District No. 41 (Burnaby)
Harbans Jawanda
School District No. 65 (Cowichan)
Harjeet Parhar
Parmjit Singh Parmar
School District No. 42 (Maple Ridge)
INTEGRATED RESOURCE PACKAGE WRITING COMMITTEE
Reena Baker
University of British Columbia
Surjit Kaur Kainth
School District No. 27 (Cariboo-Chilcotin)
Nirmall Singh Gill
Jasdev Singh Makkar
School District No. 36 (Surrey)
Mike Henderson
BC School Superintendents Association
Devinder Kaur Pawa
E-4
APPENDIX F
Glossary and Punjabi Alphabet
APPENDIX F: GLOSSARY AND PUNJABI ALPHABET
F-2
THE PUNJABI ALPHABET
F-3
GLOSSARY
authentic materials
Resources such as newspapers, magazines,
and news broadcasts; designed to communicate
information or meaning rather than to facilitate
language learning.
Communicative tasks (real or simulated) that
require the use of language as it would be
employed by a native speaker (that is, colloquial,
idiomatic). Authentic situations are distinct from
artificial situations that test particular vocabulary
and structures rather than communicate meaning
(e.g., memorized conversations).
cloze
An instructional technique that uses a written
passage (a paragraph of at least four or five sentences) in which every nth word is deleted.
Students fill in the missing words using contextual
clues. This technique tests students’ comprehension as well as their ability to understand
vocabulary and appropriate grammatical form.
communicative competence
The ability to use listening, speaking, reading, and
writing to communicate meaning. It implies a
command of vocabulary and an understanding of
grammar, idiom, and culturally appropriate
behaviour. Acquiring communicative competence
is the goal of the Punjabi 5 to 12 curriculum. The
communicative approach focusses on language use
rather than usage and on fluency rather than
accuracy.
jigsaw technique
An instructional technique that promotes cooperative learning. This technique consists of
dividing information among students who must
then pool their information to complete a task.
Typically, there are four steps:
1. Divide students into Home Groups and present
an overview of the task.
2.Give each Home Group member a different part
of the task so that one student in each group has
the same information (e.g., divide a reading into
F-4
several parts). Students with the same
information then leave their Home Groups and
form an Expert Group.
3. Expert Group members work together to gain
sufficient understanding of their information to
teach it to others in their respective Home
Groups (e.g., they may have to relate a sequence
of events, choose relevant data, or decide on a
main idea).
4. Students return to their Home Groups, and
experts share their knowledge with the others.
The Home Group is responsible for helping all of
its members understand the information and
complete the task.
standard Punjabi
The modern, literary form of Punjabi, based on the
Majhi and Malwi dialects. Also know as Central
Punjabi. Because the political, commercial,
cultural, and educational centres of Amritsar,
Ludhiana, and Lahore are located in the Majhi- and
Malwi-speaking territories, it is the most widely
used form of Punjabi.
strip story
A language-teaching technique that enables
students to comprehend unfamiliar vocabulary,
practise pronunciation, and understand logical
sequence. The sentences of a short story are put
onto separate strips. Each student in a group
receives one sentence and memorizes it. The strips
are then removed, and students work with other
group members to reconstruct the story by
repeating their lines to each other until a logical
sequence emerges.
F-5
APPENDIX G
Additional Resources
APPENDIX G: ADDITIONAL RESOURCES
G-2
PUNJABI WEDDING SONGS
The following pages contain the lyrics for songs that students could include in a concert of Punjabi
wedding songs.
G-3
G-4
G-5
2. Divide the class into seven groups (or
fewer if not all viewpoints will be
examined). Give each group a copy
of Part One of the Datasheet, which
outlines the issue. Group members
should assist each other with unfamiliar
vocabulary. They should also list the
main issues and record them for future
reference.
AN ENVIRONMENTAL SIMULATION
A simulation concerning an environmental
issue is an effective way to encourage
discussion and decision making. The
following procedural information (with
accompanying student handout material in
Punjabi) focusses on the issue of nuclear
power. Adapted from “Differing Views on the
Nuclear Issue,” in Science and Technology
11—Energy and Environmental Trade Offs:
Teacher Module (Victoria: Ministry of
Education, 1986), pp. 91-97.
3. As a class, review the procedure for
preparing a debate.
4. Have students re-form their small
groups, and assign each group one
viewpoint from Part Two of the
Datasheet. Tell students they will
present this viewpoint in a debate. Ask
students to read their viewpoint, select
a recorder, and list the feelings and
motivations of the person they are
representing. (e.g., How does the person
feel? Why does the individual feel this
way?) Each group then identifies what
should be done with the Island Power
Company proposal (e.g., reject, accept,
or change it to make it more acceptable)
and gives reasons.
In this activity, students attempt to find a
compromise position in a debate over the
issue of energy and the environment.
Since this activity is conducted in Punjabi,
students may need considerable help with
unfamiliar vocabulary and idioms. They will
also require sufficient time to formulate
arguments and viewpoints. For this reason,
the preparation and simulation should be
done over two to three class periods.
Students will be more successful in
completing this simulation if they have had
practice in:
5. Give students sufficient time to prepare
a two-minute oral presentation where
they will discuss their group’s response
to the Island Power Company proposal
and provide supporting arguments.
Each group should select one member as
the spokesperson.
• role play
• expressing personal viewpoints
• expressing agreement and disagreement
Note: The Datasheet handout includes seven
viewpoints on the Island Power Company
proposal. Depending on the size and
language fluency of the class, teachers may
choose to limit the number of viewpoints to
be debated.
6. Have the groups make their
presentations. After each presentation,
encourage members from other groups
to ask questions. Remind students, as
they listen to each presentation, that
they should be looking for a consensus
on the viewpoints to take to the Utilities
Commission.
Procedure
1. Tell students they will take part in a roleplaying exercise to consider where to
locate a nuclear power generating
station in British Columbia. Introduce
unfamiliar vocabulary related to nuclear
power, time expressions, and idioms.
G-6
7. Record the main responses to the
proposal. Once all viewpoints have been
presented, try to reach a class-wide
consensus on the response to give to the
Utilities Commission.
8. Alternatively, the consensus building
can be done as a jigsaw activity (see the
Glossary). Reassemble the class into
groups that include one representative
for each viewpoint. Give each group
about 15 minutes to try to achieve a
consensus on the best response for the
Utilities Commission. At the end of that
time, debrief the students by comparing
the results achieved by each group. (Did
any succeed in finding a compromise
position? What trade-offs did individuals have to make in order to do so? What
stumbling blocks, if any, prevented
groups from achieving consensus?)
9. To conclude the activity, have students
write a report identifying the different
viewpoints expressed and the consensus
opinion of their group. Students could
also include their personal viewpoint
and indicate how it is the same or
different.
Assessment Suggestions
• Observe to what extent students
contributed to their group discussions.
• Note the ability of group members to
form appropriate questions during the
presentations.
• Collect written reports and assess how
clearly and accurately students reported
the various viewpoints (that is, their
own and other groups’, the consensus
opinion, their personal viewpoint). Assess
the reports for range of vocabulary and
sentence structure.
G-7
Datasheets: Part 1
G-8
G-9
Datasheets: Part 2, Viewpoints
G-10
G-11
G-12
APPENDIX H
Planning Your Program
APPENDIX H: PLANNING YOUR PROGRAM
H-2
T
session (there will, however, be a wide
variety of student backgrounds and a
range of language-learning abilities in any
given classroom)
• given a choice, it is a good idea to
introduce the most common structures
and vocabulary related to particular
subjects (in Punjabi, as in English, there
are many synonyms and a variety of ways
to express the same thought)
• in recurring discussions related to a
particular topic, there is likely to be less
confusion if teachers consistently use the
same structures and vocabulary to express
the same thought until these have been
fully assimilated
he communicative focus of this
curriculum emphasizes the acquisition of listening and speaking skills.
Reading and writing should be taught
concurrently as a natural extension of oral
language. Integrating the teaching of the
four language skills will enhance students’
abilities to function in a Punjabi-speaking
environment. Learning with a communicative focus means that grammar is introduced
as students need it to accomplish specific
linguistic tasks. Culture is integral to
language learning and should be addressed
as part of all language-learning activities.
COMMUNICATIVE-ORIENTED INSTRUCTION
Effective instruction with a communicative
orientation develops students’ language
skills by involving them in activities that
require the use of language for purposes that
are meaningful and interesting. Vocabulary
and structures are acquired as they are
needed to facilitate communication and
should be extended and reinforced through
use in a communicative context (that is,
rather than by means of list memorization).
In support of this approach, Punjabi
should be used in the classroom to give
instructions, provide explanations, and carry
out activities. By avoiding translation,
teachers help students grasp the structures
and vocabulary of Punjabi and develop
comprehension and production skills that
are transferable to other situations. Students
should be encouraged to use drawings
and other visuals to extend their ability to
communicate with limited Punjabi.
SCOPE AND SEQUENCE
Decisions with respect to scope and sequence
should be guided by early assessments of
students’ language levels. These decisions
should also take account of the fact that
language learning is not linear. Language
learned in one lesson should be reinforced
in another communicative context in
subsequent lessons. All four language skills
(listening, speaking, reading, and writing)
should be developed concurrently. Reading
and writing, which native speakers of a
language typically learn after having learned
to speak and comprehend, can be introduced
from the outset. Teachers can label classroom
objects (using the Punjabi alphabet) and
display written copies of students’ names to
teach students to recognize and pronounce
these words. Consistent modelling and
varied opportunities to use the language
encourage correct pronunciation. Within the
first year, writing using the Punjabi alphabet
can be introduced. The key consideration is
that writing and reading should be related to
students’ oral work and introduced
concurrently—rather than as isolated
activities.
To best assist students at the beginning
stages of language learning, teachers might
keep in mind that:
• students can generally be expected to
assimilate (fully learn) no more than five
to seven new vocabulary items in a given
H-3
• errors are accepted as part of the natural
learning process
• the aim is for fluency rather than accuracy
at the beginning stages
ABOUT THE ACTIVITIES IN THE INTEGRATED
RESOURCE PACKAGE
The activities suggested for each outcome
are consistent with the communicative
approach. For example, the “hands-on”
activities associated with Punjabi sports,
games, customs, celebrations, and festivals
further the development of language skills
and an increased familiarity with the
culture. Depending on the local situation,
teachers can extend such activities by
bringing resource people (e.g., parents,
elders, community representatives, and
first-language speakers) in as guest speakers
and to assist with activities. Field trips to
local businesses or cultural sites where the
contacts speak Punjabi would also be a
valuable means of developing students’
language skills and cultural awareness
(especially when complemented by
preparatory and follow-up activities such
as preparing focus questions and writing
letters of thanks).
Opportunities for practice in pairs and
small-group work help students to develop
increased ability to use the language
independently.
SENSITIVE CONTENT
The study of Punjabi can involve classroom
activities that raise matters about which
some students or their parents may feel
sensitivity 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
CREATING AN ATMOSPHERE FOR LEARNING
For many students, this will be their first
exposure to a second language. It is
important that the experience be nonthreatening, rewarding, and enjoyable, as
it sets the stage for years to come. Students
should be given every opportunity to
hear and use the language in a variety of
situations. Learning in a communicative
context is further supported when the
teacher establishes a classroom atmosphere
that builds student confidence and
acknowledges that learning a language is
a complex, dynamic, and individual
process. Language learning is nurtured in
a classroom environment where:
The following are some suggested guidelines
for dealing with such matters:
• Inform parents of the objectives of the
curriculum before addressing any
sensitive issues in the classroom, and
provide opportunities for them to be
involved in their children’s learning.
• Be aware of district policy and procedures
regarding instruction involving sensitive
topics (e.g., policy for exempting students
from participation in classroom activities).
• Be aware of provincial policy and
legislation related to matters such as
disclosure in cases of suspected child
abuse.
• students are encouraged to learn from
their efforts and from each other
H-4
• Obtain the support of the school administration before engaging in any potentially
sensitive instruction.
• Inform an administrator or counsellor
when a concern arises.
• Be aware of warning signals for eating
disorders, suicide, and child abuse (e.g.,
excessive perfectionism, compulsive
exercising, depression, very low or high
body weight).
• Obtain appropriate in-service training
and/or consult with those in the school
who have relevant expertise (e.g., the
teacher counsellor) before beginning
instruction in a new, unfamiliar, or
potentially sensitive area of study.
• Establish a classroom environment that is
open to free inquiry and to various points
of view.
• Familiarize yourself with cultural
expectations with respect to matters such
as body language and eye contact.
• Avoid dealing with controversial issues
until class members have had enough time
together to become comfortable with each
other and to have learned an appropriate
process for addressing those issues.
• Promote critical thinking and
open-mindedness and refrain from taking
sides, denigrating, or propagandizing one
viewpoint.
H-5

P 5 12 UNJABI

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