Punjabi 5 to 12

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 ○○○○ III INTRODUCTION TO PUNJABI 5 TO 12 ○○○○○○○○○○○○ Options for Punjabi Language Education○○○○○○○○○○○○○ 1 ○○○○○○ The Nature of the Subject○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 1 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Rationale ○○○○○○○○○○○○○○○○ 2 ○○○○○○○○○○○○○○ Organization of the Curriculum○○○○○○○○○○○○○○○○○ 2 Instructional Strategies○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 4 ○○○○ Integration of Cross-Curricular Interests○○○○○○○○○○○○○○○○○○○○○○ 4 ○○○○○○○○○○○○○○○○○○○○○○○○ Suggested Assessment Strategies○○○○○○ 4 ○○○○○○○○○○○○○○○○○○○○○○○○○ Learning Resources○○○○○○○○○○○○○○ 6 THE PUNJABI 5 TO 12 CURRICULUM ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Grade 5 ○○○○○○○○○○○○○○○○ 8 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Grade 6 ○○○○○○○○○○○○○○○○ 16 ○○○○○○○○○○○○○○○○ Grade 7 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 24 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Grade 8 ○○○○○○○○○○○○○○○ 32 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Grade 9 ○○○○○○○○○○○○○○○○ 40 ○○○○○○○○○○ Grade 10 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 48 ○○○○○○○○○○ Grade 11 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 56 ○○○○○○○○○○○○○○○ Grade 12 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 64 THE INTRODUCTORY PUNJABI 11 CURRICULUM ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Introduction○○○○○○○○ 73 Introductory Punjabi 11○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 75 PUNJABI 5 TO 12 APPENDICES ○○○○○○○○○○○○○○ Appendix A: Prescribed Learning Outcomes○○○○○○○○○ A-3 ○○○○○○○○○○○○○○○○○○○○○○○○ Appendix B: Learning Resources○○○○○○ B-3 Appendix C: Cross-Curricular Interests○○○○○○○○○○○○○○○○○○○○○○○○○○○ C-3 ○○○○○○○○○○○○○○○○ Appendix D: Assessment and Evaluation○○○○○○○○○ D-3 ○○○○○○○○○○○○○○○○○ Assessment and Evaluation Samples○○○○○○○○○○○ D-7 ○○○○○○○○○○○○○○○○○○○○○ Appendix E: Acknowledgments○○○○○○○○○○ E-3 ○○○○○○○○○○○○○○○ Appendix F: Glossary and Punjabi Alphabet○○○○○○○○ F-3 ○○○○○○○○○○○○ Appendix G: Additional Resources○○○○○○○○○○○○○○○○○ G-3 ○○○○○○○○○○○○○○○ Appendix H: Planning Your Program○○○○○○○○○○○○○ H-3 III IV PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE mplementation of Punjabi 5 to 12 will know and be able to do in each grade. begin in the fall of 1996, with full imple- Learning outcomes are clearly stated and I mentation in September 1997. This expressed in measurable terms. All learning Integrated Resource Package (IRP) provides outcomes complete this stem: "It is expected some of the basic information that teachers that students will . " Outcome statements will require to implement the curriculum. have been written to enable teachers to use The information contained in this IRP is also their experience and professional judgment available through the Internet. Contact the when planning and evaluating. The out- Ministry of Education’s home page: comes are benchmarks that will permit the http://www.educ.gov.bc.ca/ use of criterion-referenced performance standards. It is expected that actual student THE INTRODUCTION performance will vary. Evaluation, reporting, and student placement with respect to these The Introduction provides general informa- outcomes depends on the professional tion about Punjabi 5 to 12, including special judgment of teachers, guided by provincial features and requirements. It also provides a policy. rationale for the subject—why Punjabi is taught in BC schools—and an explanation of Suggested Instructional Strategies the curriculum organizers. Instruction involves the use of techniques, THE PUNJABI 5 TO 12 CURRICULUM activities, and methods that can be employed to meet diverse student needs and to deliver The provincially prescribed curriculum for the prescribed curriculum. Teachers are free Punjabi 5 to 12 is structured in terms of to adapt the suggested instructional strat- curriculum organizers. The main body of this egies or substitute others that will enable IRP consists of four columns of information their students to achieve the prescribed for each organizer. These columns describe: outcomes. These strategies have been • provincially prescribed learning outcome developed by specialist and generalist statements for Punjabi 5 to 12 teachers to assist their colleagues; they are • suggested instructional strategies for suggestions only. achieving the outcomes • suggested assessment strategies for deter- Suggested Assessment Strategies mining how well students are The assessment strategies suggest a variety achieving the outcomes of ways to gather information about student • provincially recommended learning performance. Some assessment strategies resources relate to specific activities; others are general. These strategies have been developed by Prescribed Learning Outcomes specialist and generalist teachers to assist Learning outcome statements are content their colleagues; they are suggestions only. standards for the provincial education system. Learning outcomes set out the Provincially Recommended Learning knowledge, enduring ideas, issues, concepts, Resources skills, and attitudes for each subject. They are Provincially recommended learning statements of what students are expected to resources are materials that have been V PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE reviewed and evaluated by British Columbia • Appendix D contains assistance for teachers in collaboration with the Ministry of teachers related to provincial evaluation Education according to a stringent set of and reporting policy. Curriculum criteria. They are typically materials suitable outcomes have been used as the source for student use, but they may also include for examples of criterion-referenced information primarily intended for teachers. evaluations. Teachers and school districts are encouraged • Appendix E acknowledges the many to select those resources that they find most people and organizations that have been relevant and useful for their students, and to involved in the development of this IRP. supplement these with locally approved materials and resources to meet specific local • Appendix F contains the Punjabi needs. The recommended resources listed in (Gurmukhi) alphabet and a glossary of the main body of this IRP are those that have terms specific to the Punjabi curriculum. a comprehensive coverage of significant • Appendix G contains additional resource portions of the curriculum, or those that materials. provide a unique support to a specific segment of the curriculum. Appendix B • Appendix H provides further support for contains a complete listing of provincially planning and implementing a Punjabi recommended learning resources to support program. 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 PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Grade GRADE 12 • Interpersonal Communication Curriculum Organizer PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES In Grade 12 Punjabi, many students can communicate in It is expected that students will: a wide variety of situations. Their written work is clear Prescribed Learning and well organized. • exchange opinions and beliefs on topics of interest Outcomes • defend a viewpoint • With the whole class, create a simple model résumé and • express plans, goals, and intentions cover letter. Introduce new vocabulary related to • demonstrate understanding of a wide range of describing personal experience and qualifications. Then idiomatic expressions have students work in pairs to write personal résumés The Prescribed Learning • communicate effectively and spontaneously in and cover letters in Punjabi, following the model. common life situations Review these for accuracy and appropriateness. Outcomes column of this • Conduct a brainstorming session to generate a list of questions that: IRP lists the specific - someone looking for a job might ask an interviewer about the organization Suggested Instructional learning outcomes for - an interviewer might ask a prospective job applicant Students select and write down the questions they would each curriculum like to use from each list. Working in pairs, they then take Strategies turns interviewing each other. organizer or sub- • Extend the activity by having students remain in pairs and write up the answers to each question in point organizer. These aid the form. The Suggested • Have students read a classified ad and make a list of teacher in day-to-day qualifications for that job. Instructional Strategies • Encourage students to apply for Work Experience planning. placements that require them to use their Punjabi skills. column of this IRP • At the conclusion of a Punjabi-oriented work placement, ask students to prepare a report on their experience. suggests a variety of This could take the form of an album (class or individual) that includes photos, a description of the instructional approaches organization and job, and personal reactions to the placement. that include group work, problem solving, and the use of technology. Teachers should consider these as examples

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