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 that they might modify to suit the developmental levels of their students.
Grade GRADE 12 • Interpersonal Communication Curriculum Organizer
Suggested Assessment SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES Strategies Students at this level are expected to demonstrate ease and control in a variety of situations when they Print Materials communicate orally and in writing. Assessment activities and criteria focus on students’ The Suggested communication strategies as well as their facility • G. C. S. E. Panjabi with oral and written language. • Oxford Picture Dictionary English-Punjabi Assessment Strategies • Punjabi-English Dictionary • Provide frequent opportunities for students to • Simple Punjabi Grammar interact in partner, small group, and class activities offer a wide range of in which they discuss topics and present viewpoints. Note the extent to which they are Software different assessment able to: - volunteer information and ideas to stimulate approaches useful in discussion • Anandpursahib Lippi Fonts - express opinions and beliefs clearly • GurbaniLippi/Amrit Lippi Fonts evaluating the Prescribed - offer logical details, examples, and reasons to support their opinions Learning Outcomes. - ask questions to extend and clarify information - use appropriate strategies to improve Recommended Learning Teachers should consider communication (e.g.,the repeating, rephrasing, self- correcting, adapting known structures and these as examples they vocabulary). Resources • Focus responses to student résumés and cover might modify to suit their letters on criteria previously discussed in class. These may include: own needs and the - career plans and goals stated clearly The Recommended - details of personal qualifications and short-term instructional goals. goals provided Learning Resources - points are clear and logically sequenced - vocabulary and style are appropriate and concise component of this IRP is a - employs correct business letter format (salutation, closure) compilation of provincially - uses correct punctuation, spelling, and sentence structures recommended resources • As students role-play job interviews, use a class list or checklist to note observations. Collect students’ that support the Prescribed interview questions and point-form answer sheets, along with a brief peer assessment in which the Learning Outcomes. A “interviewer” explains whether she or he would hire the candidate, and why or why not. complete list including a short description of the resource, its media type, and distributor are included in Appendix B of this IRP.
VII
INTRODUCTION TO PUNJABI 5 TO 12
his Integrated Resource Package sets choose to offer an Introductory Punjabi 11 out the provincially prescribed course to prepare students for Punjabi 11. T curriculum for Punjabi language The provincially prescribed curriculum for education, grades 5 to 12. The development Introductory Punjabi 11 has accordingly been of this Integrated Resource Package has been set out in this Integrated Resource Package. guided by the principles of learning: THE NATURE OF THE SUBJECT • learning requires the active participation of the student Punjabi language education is the experience • people learn in a variety of ways and at and study of language and culture. The different rates curriculum set out in this Integrated • learning is both an individual and a group Resource Package is designed to serve the process learning needs of all students, whether or not they have exposure to the language in OPTIONS FOR PUNJABI LANGUAGE the home. The Punjabi language that is the EDUCATION subject of this curriculum is understood to be standard Punjabi (see the Glossary in To ensure that they receive a broad education Appendix F). While this language can be program, all students must take studies in a represented in a variety of written forms, for second language as part of the required the purposes of this document, Punjabi curriculum in grades 5 to 8 (see the Special alphabet is understood to refer to Gurmukhi Needs section in this Introduction for script. information on the sole exception to this requirement). Core French will be the second The aim of Punjabi language education is to language, unless a school district elects to develop communication skills and promote offer an alternative language program such lifelong learning and positive attitudes that as Punjabi in one or more of its schools. encourage awareness and understanding of School districts will base their selection of cultural diversity. More specifically, the alternative second-language offerings on curriculum focusses on the development of community demand, student enrolment, and communicative competence (see the availability of instructional resources. Glossary in Appendix F). This involves: In grades 9 to 12, students may choose to • a recognition that the main function of pursue second-language studies offered in language is to communicate meaning for their district. In grades 11 and 12, Punjabi real-life purposes language studies that enable students to • an emphasis on communicative language successfully pass the Punjabi grade 12 practice as a context for skill development provincial exam will typically be offered as (that is, the use of communicative instruc- two four-credit selected studies courses. tional methods wherein language learning Consistent with district placement policy, becomes performance with language, students would be required to have rather than mere acquisition of knowledge completed some previous Punjabi language about language) studies in order to participate in these • the establishment of a strong connection courses. In cases where students have been between school learning and the practical unable to complete prerequisite studies in skills needed in society beyond the class- Punjabi in grades 5 to 10, districts may room
9 INTRODUCTION TO PUNJABI 5 TO 12
To support this communicative approach, of Punjabi language and culture affords them curriculum-related instructional activities lifelong benefits, including: suggested in this Integrated Resource • an increased range of career opportunities Package are all designed to be conducted in • a broadened global perspective Punjabi, with only minimal use of English. • expanded insight into their own cultures The study of Punjabi through to the end of • increased respect for other cultures Grade 12 will provide students with a solid Exposure to the expression of Punjabi foundation of communicative competence. language and culture in its many forms also Such a foundation will give them the ability furthers students’ intellectual, emotional, to pursue further study in Punjabi or engage and social development during their school in meaningful communication within a years. Applying specific communication Punjabi-speaking environment with increas- strategies helps students: ing confidence and fluency. • practise taking risks and develop self- RATIONALE confidence • acquire verbal and non-verbal interper- Punjabi is a regional language of India and is sonal skills widely understood throughout the country. • develop sensitivity to culture and an It is also the official language of Punjab. In augmented aesthetic awareness addition, it is spoken in several other coun- • develop critical thinking and learning tries around the world (such as Singapore skills such as active listening, predicting, and Canada) where immigrant communities generalizing, imagining, categorizing, and have become part of the cultural mosaic. In utilizing resources (human, print, and British Columbia, the Punjabi community technology) has been established since early in the century and now numbers over 150 000. In In communities that already include a some BC school districts, students of Punjabi Punjabi-speaking population, the availability background constitute the third-largest of Punjabi language education programs can group of students. have community-wide benefits. Trust and co-operation within a community and This Punjabi-speaking community provides between school and community can be British Columbia with an important window increased (this Integrated Resource Package on the world. Today, as never before, the specifically promotes school and community economic and social demands of a global partnerships to enhance learning). Punjabi marketplace require citizens in all walks of language education enhances cross-cultural life to interact with a wide variety of cultures communication and positive self-concept by and to adapt to new situations. By providing encouraging students of various back- support for students who wish to develop grounds to learn together and interact with their understanding of Punjabi language and each other. culture, schools maintain and enhance the cultural vitality of the province and contrib- ORGANIZATION OF THE CURRICULUM ute to potential future prosperity born of increased economic and social ties with Punjabi language education includes four communities around the world. The under- interrelated curriculum organizers: Interper- standing that students gain through a study sonal Communication, Informational
10 INTRODUCTION TO PUNJABI 5 TO 12
Communication, Creative Works, and maturity and to their levels of fluency and Cultural Contexts. These curriculum knowledge of the language). organizers offer a coherent means of group- Various technologies and media are increas- ing the learning outcomes at each grade ingly influencing the way in which people level, and they describe general aspects of throughout the world communicate. Tech- Punjabi language education that must be nologies and media relevant for language considered in any program of instruction. learning include Multicultural TV, the Classroom teachers may, however, address Knowledge Network, language-learning the learning outcomes for a particular grade software, Internet, CD-ROM, microfiche, in any order or combination. It is understood audiotape, videotape, and laserdisc. that effective instruction will integrate instruction related to the four organizers. Creative Works Interpersonal Communication Students listen to, read, produce, and view creative works in various forms of expres- Effective language learning involves both the sion in Punjabi (e.g., literature, film, dance, awareness and understanding of the charac- art). They develop a personal response to teristic linguistic elements (e.g., pronunciation, creative works in Punjabi (e.g., poetry, written system, sentence structure, vocabu- journal entries, dramas, songs, painting). lary) and the ability to apply this knowledge in meaningful communicative contexts. Cultural Contexts The four language skill elements integral to Language and culture are inseparable. the effective learning of Punjabi (listening, Language is most meaningful when speaking, reading, and writing) are experienced within cultural contexts. Basic interdependent and interrelated, and apply cultural understanding enhances the to learning Punjabi at all grade levels. The language-learning process. An attention relative emphasis given to each skill element to intonation, facial expression, body will vary according to students’ current language, and emotions as appropriate to the levels of linguistic experience, individual specific situation is important to effective needs and interests, and the activities in communication. which they are involved. Punjabi culture involves traditions arising Informational Communication from a long history that has been influenced by religious, social, economic, Punjabi is used to acquire information from and political changes. The culture and Punjabi language resources for a variety of language component of the curriculum does authentic purposes. An authentic purpose not intend to include Punjabi culture as a engages students in thoughtful learning and whole, but rather to provide students with is meaningful and relevant to their lives. experiences to help them build a basic Sources from which information is to be cultural understanding and appreciation, extracted should be age- and level-appropri- and to stimulate further interest. Learning ate and chosen to include a balance of about another culture promotes an aware- non-fiction, fiction, and media forms (level- ness of the global community and allows appropriate refers to the students’ levels of students to better understand and appreciate their own cultural heritage.
11 INTRODUCTION TO PUNJABI 5 TO 12
INSTRUCTIONAL STRATEGIES See Appendix C: Cross-Curricular Interests for more information. Instructional strategies have been included for each curriculum organizer and grade Students with Special Needs level. These strategies are suggestions only, Ministry of Education policy states that all designed to provide guidance for generalist students must take a second language as part and specialist teachers planning instruction of the required curriculum in grades 5 to 8, to meet the prescribed learning outcomes. except those who may be exempted for The strategies may be either teacher directed special needs. However, this does not mean or student directed, or both. It should be that all students who have been identified noted that there is not necessarily a one-to- as having special needs should be exempted. one relationship between learning outcomes Second-language study may actually and instructional strategies, nor is this enhance first-language development for organization intended to prescribe a linear some students. means of course delivery; it is expected that teachers will adapt, modify, combine, and Decisions to exempt a student from taking a organize instructional strategies to meet the second language should be made only after needs of students and respond to local considering the following: requirements. • assessment information about the INTEGRATION OF CROSS-CURRICULAR student’s cognitive, sensory, or physical INTERESTS disabilities • whether it is in the student’s best interest Throughout the curriculum development to concentrate on the acquisition of and revision process, the advice of experts English has been invited to ensure that relevance, equity, and accessibility issues are addressed When a student is exempted for special in all Integrated Resource Packages. needs, this must be documented as part of the Individual Education Plan (IEP). The recommendations of these cross- For example, students who are deaf might curricular reviews have been integrated into have difficulty with the oral sections of a the prescribed learning outcomes, suggested second-language curriculum. Other students instructional strategies, and assessment who are experiencing difficulty establishing strategies components of all curriculum with communication might concentrate on devel- respect to the following: oping an alternative communication system • Applied Focus such as Bliss symbols or voice computer • Career Development technology. Students with language • Multiculturalism and Anti-Racism processing disabilities may have difficulties • English as a Second Language (ESL) which would preclude second-language • Special Needs study. Such exemptions should include • Aboriginal Studies consultation with parents or guardians as • Gender Equity part of the IEP process. • Information Technology • Media Education • Science-Technology-Society • Environment and Sustainability
12 INTRODUCTION TO PUNJABI 5 TO 12
SUGGESTED ASSESSMENT STRATEGIES areas requiring diagnostic teaching and intervention. Teachers base their evaluation Teachers determine the best assessment of a student’s performance on the informa- methods for their students. The assessment tion collected through assessment. They use strategies in this document describe a variety their insight, knowledge about learning, and of ideas and methods for gathering evidence experience with students, along with the of student performance. The assessment specific criteria they establish, to make strategies for a particular organizer always judgments about student performance. include specific examples of assessment strategies. Some strategies relate to particular Teachers determine: the purpose, aspects, activities, while others are general and or attributes of learning on which to focus could apply to any activity. These specific the assessment; when to collect the evidence; strategies may be introduced by a context and the assessment methods, tools, or statement that explains how students at techniques most appropriate to use. Assess- this age can demonstrate their learning, ment focusses on the critical or significant what teachers can look for, and how this aspects of the learning to be demonstrated information can be used to adapt further by the student. Students benefit when they instruction. clearly understand the learning goals and learning expectations. About the Provincial Learning Assessment The assessment of student performance is Program based on a wide variety of methods and The Provincial Learning Assessment tools, ranging from portfolio assessment to Program gathers information on students’ pencil-and-paper tests. Appendix D includes performance throughout the province. a more detailed discussion of assessment and Results from these assessments are used in evaluation. the development and revision of curricula and provide information about teaching Provincial Reference Sets and learning in BC. Where appropriate, The provincial reference sets can also help knowledge gained from these assessments teachers assess the skills that students has influenced the assessment strategies acquire across curricular areas. These are: suggested in this IRP. • Evaluating Reading Across Curriculum About Assessment in General (RB 0034) • Evaluating Writing Across Curriculum Assessment is the systematic process of (RB 0020 & RB 0021) gathering information about students’ • Evaluating Problem Solving Across learning in order to describe what they Curriculum (RB 0053) know, are able to do, and are working • Evaluating Group Communication Skills toward. From the evidence and information Across Curriculum (RB 0051) collected in assessments, teachers describe • Evaluating Mathematical Development Across each student’s learning and performance. Curriculum (RB 0052) They use this information to provide students with ongoing feedback, plan further instructional and learning activities, set subsequent learning goals, and determine
13 INTRODUCTION TO PUNJABI 5 TO 12
A series of assessment handbooks developed versions of some selected resources (Braille to provide guidance for teachers as they and taped-book formats) are available. explore and expand their assessment Learning resources for use in British repertoires is also available. Columbia schools fall into one of two • Performance Assessment (XX0246) categories: provincially recommended materials • Portfolio Assessment (XX0247) or locally evaluated materials. • Student-Centred Conferencing (XX0248) All learning resources used in schools • Student Self-Assessment (XX0249) must have recommended designation or be approved through district evaluation and LEARNING RESOURCES approval policies. The Ministry of Education promotes the establishment of a resource-rich learning Provincially Recommended Materials environment through the evaluation of Materials evaluated through the provincial educationally appropriate materials intended evaluation process and approved through for use by teachers and students. The media Minister’s Order are categorized as formats include, but are not limited to, recommended materials. These resources materials in print, video, and software, as are listed in the print and CD-ROM versions well as combinations of these formats. of the Catalogue of Learning Resources. Resources that support provincial curricula are identified through an evaluation process Locally Evaluated Materials which is carried out by practicing teachers. It is expected that teachers will select resources Learning resources may be approved for use from those that meet the provincial criteria according to district policies, which provide and that suit their particular pedagogical for local evaluation and selection procedures. needs and audiences. Teachers who wish to use non-provincially recommended A Note on Authorized Materials resources to meet specific local needs must Authorized status will no longer exist as new have these resources evaluated through a learning resources are evaluated and selected local district approval process. for all new provincial curricula and courses. The use of learning resources involves the Those existing authorized resources which teacher as a facilitator of learning. However, meet the needs of new curricula and courses students may be expected to have some are given recommended status. 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 CURRICULUM Punjabi 5 to 12 GRADE 5 • Interpersonal Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
For many students, this is their first exposure to a It is expected that students will: second language. Since Grade 5 sets the stage for • use common expressions and vocabulary for years to come, it is important that the language- familiar objects learning experience be non-threatening, rewarding, • introduce themselves and others, using and enjoyable. Give students every opportunity to appropriate family relationship terms in the hear, repeat, and have fun with the language. case of family introductions Routinely give classroom instructions in Punjabi. • exchange simple greetings Encourage students to use drawings and other • make and respond to simple requests visual aids to extend communication beyond their • respond to and give basic instructions 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 vocabu- lary for family relations. • As vocabulary for classroom objects is intro- duced, 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
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Taking risks is an important part of learning a language. To explore and practise their emerging Print Materials language skills, students need to develop the confidence that comes from receiving • Amardeep Punjabi Sulekh Mala, 2 encouragement and constructive feedback. They • Oxford Picture Dictionary English-Punjabi need to know that errors will be accepted as a • The Panjabi Alphabet Guide Work Book (With necessary part of language learning. Teacher and Pictures) peer assessment can help students practise their new • Panjabi Book 1, 2, 3 skills effectively and gain confidence in them. • The Panjabi Guide (Work Book) • Panjabi Made Easy • As students participate in oral activities, use a • Panjabi Workbook checklist or class list to record notes. At times, • A Pictorial Panjabi-English Dictionary consider focussing on a small group of students • Punjabi Posters while others practise. Look for evidence of • Punjabi Rachna growth in students’ abilities to: • Star Children’s Picture Dictionary - listen and respond with ease and confidence • Sumit Shabad Bodh - choose appropriate forms of address for the teacher and for peers - recognize and respond when someone greets Software or addresses them - repeat modelled phrases independently • Anandpursahib Lippi Fonts - respond to simple requests or instructions • GurbaniLippi/Amrit Lippi Fonts - self-correct (evidence of ability to listen to • Matra Primer themselves) • Panjabi Kaida • 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.
17 GRADE 5 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Information sources should be simple and already It is expected that students will: familiar to students. Using a new language to work • extract specific information from various with something familiar will increase their sources to complete authentic tasks by using enjoyment and success. oral language and visuals • 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 occupa- tions 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.
18 GRADE 5 • Informational Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students demonstrate their abilities to acquire and use information when they have opportunities to Print Materials work on meaningful tasks using a variety of resources in the classroom and the community. • Oxford Picture Dictionary English-Punjabi Because students are likely to have limited written • Panjabi Book 1, 2, 3 and oral Punjabi skills at this level, they will • Panjabi Made Easy frequently rely on visual and concrete • A Pictorial Panjabi-English Dictionary representations to convey what they have learned. • Punjabi Posters • When students are working with Punjabi • Punjabi Rachna resources, note and support their efforts to: • Star Children’s Picture Dictionary - 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 quarter- hour) - positioning the hands of the clock to show a specific time • Assess students’ comprehension of a simple Punjabi story you have read or told them 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 remem- ber 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.
19 GRADE 5 • Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students enjoy opportunities to respond to Punjabi It is expected that students will: songs, rhymes, and picture books in personal ways. • respond in a personal way to creative works The teacher should provide creative works written that they listen to or view in the Punjabi alphabet at an early stage. This is a • produce visual creative works based on rewarding way for students to become familiar with Punjabi resources 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 GRADE 5 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
When students are being introduced to creative works in Punjabi, assessment should focus on their Print Materials participation and interest. At this level, they are not expected to show detailed understanding or to • Baal Geet produce work that involves more than a simple • Sumit Punjabi Baal Geet basic vocabulary.
• As students participate in creative activities, use a checklist or class list to note evidence that Multimedia individual students: - participate willingly • The Festival - 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
21 GRADE 5 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
The focus at this early stage of introduction to Punjabi It is expected that students will: culture is on sharing information about personal • demonstrate a familiarity with aspects of holidays and traditions. It is important that students feel Punjabi games, sports, arts, customs, celebra- the classroom offers a safe environment of mutual tions, and festivals respect. • use language associated with Punjabi games, • Focus on one of the Punjabi holiday celebrations (e.g., sports, arts, customs, celebrations, and Diwali in late October or early November, Vaisakhi on festivals April 13th). Relate the holiday to other holidays with • relate Punjabi games, sports, arts, customs, which students are familiar. (For example, Vaisakhi, celebrations, and festivals to those of their like Thanksgiving, has reference to the harvest; it also own and other cultures 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.
22 GRADE 5 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
The outcomes associated with cultural contexts do not require extensive language skills. Students Print Materials demonstrate their awareness and understanding by participating in classroom activities. Assessment • Canadian Sikhs: History, Religion and emphasizes observation and review of students’ Culture of Sikhs In North America visual representations. • Encyclopaedia Of Sikh Religion And Culture • In assessing students’ understanding and • Punjabis in Canada appreciation of a given celebration, consider the • The Sikhs extent to which their works (stories, posters, murals, and so on) include key features associ- ated with the event. In the case of Diwali, for Multimedia example, students might be expected to include references to diwa lights (oil lamps: Diwali is a • The Festival “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 representa- tions. 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)
23 GRADE 6 • Interpersonal Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Small-group activities give students opportunities to It is expected that students will: practise a relatively limited vocabulary with new • exchange information about likes, dislikes, topics and new situations. and interests • A Find Someone Who activity can help students • make and respond to simple requests learn the question form. In this activity, students • respond to and give basic instructions survey their classmates and the teacher about • demonstrate an understanding of classroom personal likes and dislikes. Using a preset list of routines conducted in Punjabi questions prepared by the teacher, students • use formal and informal forms of address as circulate among their classmates asking questions appropriate 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 GRADE 6 • Interpersonal Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Focussed assessment, feedback, and reflection can Print Materials 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 • Amardeep Punjabi Sulekh Mala, 2 accepted as evidence they are working on their • Oxford Picture Dictionary English-Punjabi language skills. At this level, assessment focusses on • Panjabi Book 1, 2, 3 the amount of language and meaning students are • The Panjabi Guide (Work Book) able to produce. • Panjabi Made Easy • Panjabi Workbook • As students talk about their likes and dislikes, • A Pictorial Panjabi-English Dictionary participate in role plays, and engage in classroom • Punjabi Posters routines, note and provide feedback on the extent • Punjabi Rachna to which they are able to: • Star Children’s Picture Dictionary - make themselves understood • Sunder Sulekh Pustak - ask questions • Tamak Toon - respond to simple and familiar questions - show increasing comfort and confidence - perform introductions and offer simple greetings Software • To practise skills and provide peer assessment and feedback, have students work in pairs to • Anandpursahib Lippi Fonts create word cubes (a cube made of paper or cards • GurbaniLippi/Amrit Lippi Fonts that has a different word on each of six sides). • Matra Primer Encourage them to choose words they think are • Panjabi Kaida 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.
25 GRADE 6 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Role play with pre-framed models allows students It is expected that students will: to apply information from various sources. Students • extract specific information from various can share and apply non-verbal strategies, (e.g., sources to complete authentic tasks orally, guessing, predicting) to develop confidence orally visually, and in simple written form 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, focus- sing on: - introductions and greetings - making requests (including asking for permission) - offers of food - leave-taking - formal and informal forms of speech • Read or tell a story about a celebration 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 indepen- dently) to write sentences such as:
Students can then read their sentences to a partner. • Encourage students to develop and use personal picture dictionaries.
26 GRADE 6 • Informational Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Although students have not yet acquired extensive oral and written skills, they can demonstrate their Print Materials abilities to use visual, print, and oral information sources in a variety of other ways. Assessment • Oxford Picture Dictionary English-Punjabi should consider the extent to which students are • Panjabi Book 1, 2, 3 able to both acquire information and then use that • Panjabi Made Easy information to accomplish relevant and meaningful • A Pictorial Panjabi-English Dictionary tasks. • Punjabi Posters • When students are working with information, • Punjabi Rachna watch for evidence that they are able to: • Star Children’s Picture Dictionary - identify the main topic(s) • Tamak Toon - 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 recogniz- able letters and numbers.
27 GRADE 6 • Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Exposure to a variety of creative works adds to It is expected that students will: students’ enjoyment of the language. • respond in a personal way to creative works Comprehension will be greater than expressive that they listen to or view ability, so students should have opportunities to • produce visual creative works based on show understanding in various ways. Punjabi resources • 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 adver- tisement for the video. They should include the name of the movie, the actors’ names, and any other pertinent information.
28 GRADE 6 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, assessment emphasizes student interest and participation. In most cases, students Print Materials will be able to respond at a more sophisticated level than they can show through oral and written • Phull Piare Piare language. Assessment will frequently rely on • Sumit Punjabi Baal Geet evidence from visual, dramatic, or musical • Tamak Toon representations, as well as on students’ enthusiasm and contributions.
• Note students’ participation in and response to Multimedia creative works and activities in Punjabi. Students may show their interest by: • The Festival - voluntarily bringing Punjabi works to class - commenting on works or activities they notice at home or in the community - suggesting that the class repeat or extend creative activities they have enjoyed - being attentive when a new activity is intro- duced - taking risks in order to take part in creative activities that may be difficult for them at first • When students make posters about the videos they watch, look for evidence that they have: - incorporated key ideas, events, or characters from the video - tried to interest or intrigue their audience by using interesting details
29 GRADE 6 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
As students explore a variety of Punjabi customs It is expected that students will: and traditions, it is important to encourage respect • demonstrate a knowledge of Punjabi games, and trust in the classroom. Emphasize ways in sports, arts, customs, celebrations, and which diversity enriches the classroom experience festivals and brings Punjabi culture to life. • use language associated with Punjabi games, • Watch a video or live performance of a group sports, arts, customs, celebrations, and performing a Punjabi dance such as Bhangra or festivals Gidha. Have students familiarize themselves with • identify similarities and differences between the music and lyrics, then begin creating imitative Punjabi games, sports, arts, customs, celebra- moves that fit with the rhythm and words. tions, and festivals and those of their own • Students can build and fly kites, a common and other cultures 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 associ- ated 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 hop- scotch are played in Punjab), and teach it in Punjabi. Invite students to play the game in Punjabi.
30 GRADE 6 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Since students’ Punjabi language skills at this point may be limited, they should have opportunities to Print Materials demonstrate their awareness and understanding in ways that do not depend upon language. • Canadian Sikhs: History, Religion and • Frequently ask students to describe the cultural Culture of Sikhs In North America activities in which they are engaged. Encourage • Encyclopaedia Of Sikh Religion And Culture the use of Punjabi, but be aware that their • Punjabis in Canada understanding of the activities will exceed their • The Sikh Canadians language abilities at this stage. Some English • The Sikhs words may be used. Look for evidence that they: - understand the activity - recognize its significance or relationship to Multimedia other aspects of Punjabi culture - use vocabulary related to the activity • The Festival - comment on how it is the same or different from cultural activities in other cultures • During dance and game activities, note the extent to which students show interest and understand- ing. For example: - follow oral instructions - begin to sing along with parts of a song - imitate the moves of a dance and show the appropriate mood (e.g., serious, comic, happy, sad) through their movements - follow the rules of a game and play 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.
31 GRADE 7 • Interpersonal Communications
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
At this level, students are building on the repeated It is expected that students will: expressions and language they have learned, and • communicate with others to complete a task can begin to express ideas in complete messages or • discuss personal likes, dislikes, and interests short interactions. Writing can involve some simple • exchange information about day-to-day sentence construction. situations, events, and activities • As a class, brainstorm and list on the board all the • use formal and informal forms of address as extra-curricular activities that students and the appropriate teacher are involved in each week. Students can • use Punjabi to participate in classroom then use the list to create personal week-at-a- activities glance 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 GRADE 7 • Interpersonal Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, assessment focusses on students’ abilities to interact using words and structures they Print Materials have practised. Students show their increasing fluency and confidence by using Punjabi to • G. C. S. E. Panjabi complete a larger range of classroom activities. • Oxford Picture Dictionary English-Punjabi • As students engage in class and group activities, • Panjabi Book 1, 2, 3 look for evidence that they are increasingly able to: • The Panjabi Guide (Work Book) - understand what the teacher and other • Panjabi Made Easy students say • Panjabi Workbook - make themselves understood • A Pictorial Panjabi-English Dictionary - participate in simple, short interactions with • Punjabi Alphabet—Part One little teacher prompting • Punjabi Posters - risk using Punjabi in classroom activities • Punjabi Rachna - use simple, familiar vocabulary and structures • Star Children’s Picture Dictionary (e.g., short statements, one- or two-word • Sunder Sulekh Pustak answers, simple questions formed with the • Tamak Toon five question words) • Periodically review students’ personal diction- aries and journals to assess and support their Software efforts to: - match labels and pictures • Anandpursahib Lippi Fonts - write simple, understandable messages • GurbaniLippi/Amrit Lippi Fonts - form an increasing number of recognizable • Matra Primer 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 ______.
33 GRADE 7 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students have by now gained familiarity with It is expected that students will: finding information in age-appropriate resources. • extract information from various sources to They are able to use strategies such as guessing the complete authentic tasks in simple oral and meaning or substituting language to deal with written form 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 GRADE 7 • Informational Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this stage, students’ representations should use language frequently, though the language may be Print Materials combined or supplemented with dance, music, or visual representations. Because the authentic nature • G. C. S. E. Panjabi of the tasks is a key factor in assessing student • Oxford Picture Dictionary English-Punjabi development for this organizer, students should • Panjabi Book 1, 2, 3 frequently be involved in designing and making • Panjabi Made Easy choices about their tasks and assignments. • A Pictorial Panjabi-English Dictionary • Circulate, asking questions and providing • Punjabi Posters feedback as students talk and work together. • Punjabi Rachna Look for evidence that students are able to: • Star Children’s Picture Dictionary - understand and respond to questions • Tamak Toon - 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.
35 GRADE 7 • Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students can appreciate creative works when they It is expected that students will: have an opportunity to relate them to personal • respond in a personal way to creative works experience. Hands-on activities encourage a wider that they listen to, view, or read range of experience. • produce visual works and simple oral • To initiate a unit on myths and folk tales, select a creative works based on Punjabi resources Punjabi tale or a story that has a Punjabi variant, such as “Aladdin and the Magic Lamp.” Intro- duce 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
36 GRADE 7 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students at this level are able to respond to and create an increasing variety of simple creative Print Materials works. Observation and self-assessment continue to be important, but teachers can also collect written • Panja Putran Da Pio work and visual representations to assess the • Phull Piare Piare development of students’ creative skills and • Piare Piare Bole responses. • Tamak Toon • When students write and draw in response to stories and drama they hear, read, or view, look for evidence that they: Multimedia - recognize the main idea - show their personal feelings or ideas • The Festival - 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 computer- generated) 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.
37 GRADE 7 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Exploring myths and celebrations naturally It is expected that students will: encourages awareness of similarities and differences • demonstrate a knowledge of the language among students’ own cultures and family traditions. needed to explain and participate in Punjabi • To extend students’ understanding of common games, sports, arts, customs, celebrations, elements in Punjabi myths and stories, have them and festivals study several fables and then categorize common • categorize similarities and differences features of this type of literature (e.g., good between Punjabi games, sports, arts, customs, versus evil, moral endings, magical or super- celebrations, and festivals and those of their natural events, elements of the natural world own and other cultures 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 GRADE 7 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students demonstrate their cultural knowledge through talking, writing, representing, and Print Materials engaging in classroom activities. At this level, assessment will usually rely on teacher and peer • Canadian Sikhs: History, Religion and observation, discussion, and self-assessment, with Culture of Sikhs In North America minimal language demands. • Encyclopaedia Of Sikh Religion And Culture • When assessing students’ knowledge of a • Panja Putran Da Pio celebration such as Vaisakhi, look at the extent to • Punjabis in Canada which they include a variety of aspects of the • The Sikh Canadians celebration in their representations of the event. • The Sikhs In the case of Vaisakhi, students might mention aspects such as: - the harvest Multimedia - the date of the celebration and creation of Khalsa (April 13th) • The Festival - 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
39 GRADE 8 • Interpersonal Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
At the Grade 8 level, many students are able to more It is expected that students will: easily communicate about activities they enjoy. They • develop simple dialogues are often able to write structured material with • describe activities and interests in oral and increasing confidence. written form • In small groups, have students work with maps • request and provide information and other resources to identify places where • seek or grant permission, formally and Punjabi is spoken. They can then select places informally they would like to visit. Each group should • use Punjabi to conduct familiar activities (real choose a general area to visit and three or four or simulated) 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 Punjabi- speaking area. Possibilities include making reservations and transportation arrangements, shopping, ordering meals, or locating or obtain- ing 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 Punjabi- speaking 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 correspon- dence.
40 GRADE 8 • Interpersonal Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students acquire increasing facility with language, they are able to communicate about more Print Materials topics. Assessment focusses on meaning—the extent to which they are able to share ideas and • G. C. S. E. Panjabi information. Oral interactions continue to be most • Jaadu Di Soti—Magic Wand important; however, students also need feedback • Oxford Picture Dictionary English-Punjabi and support in developing written skills. • Panjabi Book 1, 2, 3 • Discuss assessment criteria with students before • The Panjabi Guide (Work Book) they present the dialogues they have practised. • Panjabi Made Easy Point out that communicating meaning is most • Panjabi Workbook important; all criteria are related to whether or • A Pictorial Panjabi-English Dictionary not the dialogue successfully conveys a message. • Punjabi Alphabet—Part One These criteria could be the basis for a checklist or • Punjabi Posters rating scale for teacher, peer, and self-assessment. • Sunder Sulekh Pustak To what extent do students: • Tamak Toon - convey an understandable message - use appropriate titles and forms of address - include relevant and interesting details or Software features - find ways to keep the conversation going • Anandpursahib Lippi Fonts - use a variety of vocabulary and language • GurbaniLippi/Amrit Lippi Fonts 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 ______.
41 GRADE 8 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
There are many ways in which a theme such as It is expected that students will: travel can help students learn how to acquire • extract and process information from various information. It is important to make tasks simple sources to complete authentic tasks in oral and relevant to student interests. and written form • 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 brain- storm. 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.
42 GRADE 8 • Informational Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students at this stage are able to offer an increasing amount of information orally and in writing. They Print Materials also continue to support and extend meaning through visual representations, dance, drama, and • Bir Bahadar Jagge Di Varta music. They often need the support of the teacher or • G. C. S. E. Panjabi a partner, but they should be able to discern key • Jaadu Di Soti—Magic Wand ideas and form impressions of simple, • Oxford Picture Dictionary English-Punjabi straightforward material they have heard, viewed, • Panjabi Book 1, 2, 3 or read independently. • Panjabi Made Easy • As students discuss and exchange information • A Pictorial Panjabi-English Dictionary related to a trip to India, look for evidence that • Punjabi Posters they are able to: • Tamak Toon - suggest appropriate information sources - find the information they need for specific tasks or questions - ask relevant questions - use a variety of vocabulary - record or recall key words and simple informa- tion - develop a logical sequence when they describe their plans • Look for evidence of specific knowledge related to assigned tasks—for example, to what extent students are able to: - 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
43 GRADE 8 • Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
In Grade 8, the creative works that students It is expected that students will: experience should be relevant to their interests. Art • respond in a personal way to creative works can be as varied as movie posters, CDs, and that they listen to, view, or read sculptures. • produce visual, oral, and simple written • Bring in pictures or examples of art that students creative works based on Punjabi resources 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
44 GRADE 8 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students work collaboratively to respond to works of art. They also create artwork of Print Materials their own. Assessment can focus on students’ responses to their classmates’ work as well as to • Baal Kahanian traditional and contemporary authors, artists, • Badesi Lok Kahanian musicians, and actors. Students can show their • Bir Bahadar Jagge Di Varta responses and create works in a wide variety of • Jaadu Di Soti—Magic Wand forms. • Panja Putran Da Pio • When students are working in groups to respond • Phull Piare Piare to works of art, look for evidence that they are: • Piare Piare Bole - committed to participating in and contributing • Sach Khud Bolta Hai to the group • Samen—Samen Di Gall - willing to risk putting forward their ideas • Tamak Toon - 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?
45 GRADE 8 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Teaching each other games and procedures in It is expected that students will: Punjabi allows students to share their knowledge. • explain and demonstrate procedures associ- As they compare similarities and differences, ated with Punjabi games and sports students develop a better understanding of aspects • describe and explain Punjabi arts, customs, of Punjabi culture. celebrations, and festivals • Split the class into two groups and have each half • explain similarities and differences between learn a card game. When both groups have Punjabi games, sports, arts, customs, celebra- learned the game, rearrange the students into tions, and festivals and those of their own several small groups in which half the students and other cultures 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.
46 GRADE 8 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students need frequent opportunities to participate in Punjabi games and sports so that they can Print Materials demonstrate and extend their understanding. At this level, most assessment information comes from • Bir Bahadar Jagge Di Varta observing and talking to students. The participation • Canadian Sikhs: History, Religion and and self-assessment records that students keep can Culture of Sikhs In North America also reveal information about their interests and • Encyclopaedia Of Sikh Religion And Culture understanding. • Golden Temple • Have students work in pairs or small groups to • Harimander Sahib (Golden Temple) demonstrate a game or sport. Together, teacher • Panja Putran Da Pio and students discuss the criteria that will be used • Punjabis in Canada to assess their demonstrations. The teacher or • The Sikh Canadians students record observations on a feedback sheet, • The Sikhs 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 ques- tions 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.
47 GRADE 9 • Interpersonal Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
By Grade 9, many students have acquired a range of It is expected that students will: strategies, structures, and vocabulary that enables • express opinions and preferences, giving them to communicate about activities they enjoy. reasons • Bring two or three samples of traditional and • exchange information related to activities, contemporary Punjabi music for the students to people, and things listen to. Ask students to express some opinion • ask for and give assistance and information about the music (whether or not they like it, and • use Punjabi in a variety of authentic situa- their reasons). Present information about the tions music (e.g., date, era, purpose, performer, • use vocabulary related to needs and emotions 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.
48 GRADE 9 • Interpersonal Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are expected to talk and write about increasingly complex ideas and information. Print Materials Assessment emphasizes the extent to which they are able to convey meaning in classroom interactions • G. C. S. E. Panjabi and prepared presentations. Students continue to • Jaadu Di Soti—Magic Wand rely on language they have practised. They are also • Oxford Picture Dictionary English-Punjabi beginning to develop individual repertoires of • Panjabi Book 1, 2, 3 vocabulary and structures that they can use to • Panjabi Made Easy communicate personally meaningful ideas and • Panjabi Workbook information. • A Pictorial Panjabi-English Dictionary • When students make oral presentations, includ- • Punjabi Alphabet—Part One ing role plays, they can provide feedback to each • Punjabi Posters other by focussing on criteria such as: - meaning is clear and comprehensible - presentation includes appropriate and relevant Software details - vocabulary and structures are varied and • Anandpursahib Lippi Fonts appropriate for the purpose and context • GurbaniLippi/Amrit Lippi Fonts - delivery is fluid, with most pauses at the end of phrases or sentences - body language, intonation, and visuals support meaning • In written presentations, look for evidence of features such as: - clear and relevant information - varied vocabulary; more specific word choice - appropriate structures; simple sentences with increasing detail - risk taking (some attempts to go beyond vocabulary and structures practised in class) - surface features (e.g., letter formation, spell- ing) do not obscure meaning • Setting their own goals for participation in oral activities can help students to take risks and 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.
49 GRADE 9 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
In Punjabi 9, many students are able to acquire more It is expected that students will: detailed information from practical material and • extract and process information from various represent it in a variety of both written and oral sources to complete authentic tasks in oral forms. and written form • 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
50 GRADE 9 • Informational Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
During Punjabi 9, students extend the range of resources they are able to use and the everyday Print Materials tasks they are able to complete in Punjabi. They are able to understand more complex ideas expressed in • Bir Bahadar Jagge Di Varta Punjabi. Most students should be able to write at • G. C. S. E. Panjabi least a short paragraph in Punjabi using structures • Jaadu Di Soti—Magic Wand and vocabulary they have practised in class. • Oxford Picture Dictionary English-Punjabi • Work with the students to develop criteria for • Panjabi Book 1, 2, 3 their oral presentations. Here are some examples: • Panjabi Made Easy - clear message or ideas • A Pictorial Panjabi-English Dictionary - information is appropriate and accurate • Punjabi Posters - presentation uses a variety of language • Sachittar Primary Punjabi Kosh (with - presentation is clear and easy to understand Sentences) (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
51 GRADE 9 • Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
When students have opportunities to share their It is expected that students will: personal reactions to creative works, they increase • respond in a personal way to creative works their understanding of common emotions shared that they listen to, view, or read across cultures. • produce a variety of visual, oral, and simple • Have students read a simple poem or story of written creative works based on Punjabi their choice. Make a collage using pictures or resources 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.
52 GRADE 9 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students are able to create short poems and prose passages using language they have Print Materials studied. In assessing their creative work, focus on interest and ability to convey personal messages or • Baal Kahanian feelings. • Badesi Lok Kahanian • Assess students’ short poems or prose works for • Bir Bahadar Jagge Di Varta the extent to which they: • Jaadu Di Soti—Magic Wand - offer personal feelings or viewpoints • Panja Putran Da Pio - provide clear themes or messages • Piare Piare Bole - draw on features of the poetry and prose they • Sach Khud Bolta Hai have read and heard • Samen—Samen Di Gall • 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 video- tape, CD I bought, magazine in the library) - a short description - a brief comment or symbol that shows their opinion of the work • At regular intervals, ask students to review their logs (perhaps with a partner, or in a teacher, student, or parent conference) and talk or write about a work that was particularly meaningful to them.
53 GRADE 9 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
When students gain an understanding of the It is expected that students will: importance of traditions in Punjabi culture through • apply knowledge of characteristic Punjabi interesting activities, they are encouraged to share games, sports, crafts, customs, or celebrations and accept cultural differences. to plan and implement a cultural event • Have students learn or teach a variety of Punjabi • identify ways that knowledge of Punjabi folk songs (perhaps with a common theme). (See language and culture has affected their daily Appendix G for examples of songs that might be lives sung at a Punjabi wedding.) Students may plan to • demonstrate an appreciation of Punjabi perform a concert for another class or for parents, language and culture and its place in local or to be videotaped. If it is a live concert, have and global communities students put together a program with program • demonstrate an understanding of the notes. significance of particular Punjabi customs, • Conduct a whole-class brainstorm session to put celebrations, and festivals 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 spring- board 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.
54 GRADE 9 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students demonstrate their understanding and appreciation of Punjabi culture Print Materials through their interest and participation in classroom activities and in their written assignments and • Bir Bahadar Jagge Di Varta projects. Assessment should focus on cultural • Canadian Sikhs: History, Religion and understanding, rather than on the fluency and Culture of Sikhs In North America precision of the language students use to express • Encyclopaedia Of Sikh Religion And Culture their ideas. • Golden Temple • When students practise and present Punjabi folk • Harimander Sahib (Golden Temple) songs, note and respond to: • Panja Putran Da Pio - enthusiasm and commitment • Punjabis in Canada - ability to collaborate effectively • The Sikh Canadians - accuracy in singing the lyrics • The Sikhs - 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 Punjabi- speaking resource people - connect new information to what they already know about Punjabi and other cultures
55 GRADE 10 • Interpersonal Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
At this level, many students are willing to take more It is expected that students will: risks with language. They can use group work to • communicate needs, desires, and emotions expand their communication abilities by sharing appropriately and linking ideas. • describe events and experiences sequentially • Have students brainstorm factors that affect • explain how to do an everyday activity or health (e.g., diet, exercise, hygiene, adequate procedure sleep, balance of work and leisure, positive • recognize and use simple idiomatic interpersonal contact). Divide the class into expressions groups and have each group: • use Punjabi in a variety of authentic - choose an aspect of health and develop ideas situations 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.
56 GRADE 10 • Interpersonal Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, assessment focusses on the increasing control and fluency students show in their prepared Print Materials work and in spontaneous interactions. Students need to know they will be supported when taking • G. C. S. E. Panjabi risks to experiment with and use newly acquired • Jaadu Di Soti—Magic Wand language. Making errors is a necessary part of • Oxford Picture Dictionary English-Punjabi language growth; students learn from their • Punjabi-English Dictionary mistakes. • Punjabi Posters • Throughout the course, direct students’ attention • Simple Punjabi Grammar to criteria for effective oral interactions. These criteria can be the focus of teacher, peer, and self- assessments. For example, consider creating a Software checklist to record evidence that a student’s communication features: • Anandpursahib Lippi Fonts - an understandable message or meaning • GurbaniLippi/Amrit Lippi Fonts - an increasing amount of important and relevant information - appropriate language for the task and relation- ship - active engagement - risk taking to extend language use and facility - pauses at the ends of phrases or ideas rather than after each word • Specific activities have additional demands. Here are some ideas for assessing them: - for the theme of safety and health care, note evidence that students are using 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 • Provide frequent opportunities for students to 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.)
57 GRADE 10 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
At this level, students obtain pertinent information It is expected that students will: from Punjabi materials. Writing skills show an • extract and process information from a ability to create a narrative in logical sequence. variety of sources to complete authentic tasks • 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.
58 GRADE 10 • Informational Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students should show increasing independence in locating and using information. In Print Materials assessing progress, consider their language-learning strategies as well as the work they complete. • Bir Bahadar Jagge Di Varta Conferences and self-assessment activities can • G. C. S. E. Panjabi provide insights about these strategies. • Jaadu Di Soti—Magic Wand • When students participate in a newspaper jigsaw- • Oxford Picture Dictionary English-Punjabi type activity, assess their ability to: • Punjabi-English Dictionary - identify key information about the topic • Punjabi Posters - explain what they have learned clearly and in • Sachittar Primary Punjabi Kosh (with their own words Sentences) - include an increasing amount of supporting • Simple Punjabi Grammar 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 advertise- ment). 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.
59 GRADE 10 • Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Encouraging creativity and variety promotes It is expected that students will: students’ enthusiasm and interest. • respond in a personal way to creative works • Provide students with copies of Punjabi news- that they listen to, view, or read from a papers or magazines and invite them to: variety of sources - scan for advertisements or articles dealing • produce a variety of creative works based on with health, lifestyle, safety, or related Punjabi resources, with increased emphasis products (e.g., naturopathic products) on writing - 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.
60 GRADE 10 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop increasing language skills, they are able to find and use a wide variety of creative Print Materials works outside of school. The range of works that they notice, talk about, and bring to the classroom • Baal Kahanian can reveal a great deal about their response to • Badesi Lok Kahanian Punjabi arts and literature. They can represent their • Bir Bahadar Jagge Di Varta responses in many ways: writing, talking, modelling • Jaadu Di Soti—Magic Wand their own work on Punjabi sources, and creating • Panja Putran Da Pio dramatic and visual representations. • Sach Khud Bolta Hai • Provide a range of opportunities for students to • Samen—Samen Di Gall discuss and write about Punjabi creative works that they encounter in the classroom and else- where. As they work independently and in small groups, watch for evidence that they are increas- ing their: - openness and sensitivity to the role of Punjabi arts and literature - knowledge about Punjabi artistic and literary traditions and genres - interest in contemporary arts (e.g., music, movies) - willingness to risk offering opinions and views - participation and commitment to class or group activities • When students write advertisements, consider the extent to which they: - convey a clear and relevant message - use idiomatic and colloquial language - try to add appeal by using language and images in interesting or unusual ways
61 GRADE 10 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
By examining the reasons behind cultural practices, It is expected that students will: students increase their awareness and appreciation • apply knowledge of characteristic Punjabi of Punjabi culture. games, sports, crafts, customs, or celebrations • Invite students to plan and carry out a sports day to plan and implement a cultural event for an elementary school class. The sports day • examine the effect that knowledge of Punjabi should include familiar (especially Punjabi) language and culture has on various aspects games and may also include other activities they of their lives have made up themselves. Have students work in • demonstrate an appreciation of Punjabi pairs to: language and culture and its place in local - prepare instructions in Punjabi for each and global communities activity • explain the significance of particular Punjabi - organize and lead activities during the sports customs, celebrations, and festivals 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 accord- ing 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.
62 GRADE 10 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students demonstrate their awareness and appreciation of Punjabi culture by the way they Print Materials react to a wide variety of classroom activities.
• When students plan and participate in activities • Bir Bahadar Jagge Di Varta such as a Punjabi sports day, note the extent to • Canadian Sikhs: History, Religion and which they: Culture of Sikhs In North America - contribute suggestions about Punjabi games • Encyclopaedia Of Sikh Religion And Culture and sports • Golden Temple - outline instructions and rules associated with • Harimander Sahib (Golden Temple) the games or activities they choose • Panja Putran Da Pio • Students can show their knowledge of Punjabi • Punjabis in Canada foods and dietary practices in their discussions, • The Sikh Canadians writing, and representations (e.g., posters, • The Sikhs 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
63 GRADE 11 • Interpersonal Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
In Grade 11, many students are able to communicate It is expected that students will: with greater confidence. As they work together, they • exchange opinions on topics of interest can apply more strategies to present viewpoints. • with some supportive detail, describe or • Brainstorm a list of words associated with the narrate an event, situation, or experience environment (e.g., recycling, pollution, extinction, • identify and use common idiomatic reforestation). Clarify spellings and meanings of expressions new Punjabi vocabulary that students introduce. • interact with increased independence in Using the brainstormed words, invite students to familiar life situations 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 com- plete. 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 discus- sion period, ask the observer group to give feedback. Highlight the difficulty of resolving such issues and stress the need for a decision- making process that takes account of the various viewpoints.
64 GRADE 11 • Interpersonal Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students are expected to show increasing control and accuracy in their oral and written language, but Print Materials communication and risk taking continue to be more important in most situations. Students’ facility with • G. C. S. E. Panjabi language is an important focus of assessment—not • Oxford Picture Dictionary English-Punjabi in and of itself, but because it allows them to • Punjabi-English Dictionary communicate for an increasing range of purposes, • Simple Punjabi Grammar both in and out of school.
• In assessing students’ debating skills, consider the extent to which they are able to: Software - clearly offer a relevant viewpoint - provide supporting reasons and examples • Anandpursahib Lippi Fonts - use strategies to keep communication going • GurbaniLippi/Amrit Lippi Fonts (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 refer- ence 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 com- pleting the task - acknowledging or responding to information from others - offering relevant details or examples to support viewpoints - expressing information clearly (speech is readily comprehensible) - asking questions to clarify or extend under- standing - understanding and responding to questions from others
65 GRADE 11 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
With interest- and age-appropriate materials, many It is expected that students will: students are able to research and adapt specific • research and use relevant information from a information. variety of sources to complete authentic tasks • Have students plan and carry out an environ- ment-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.
66 GRADE 11 • Informational Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students can demonstrate their informational skills through an increasing range of Print Materials oral and written activities. Assessment should focus on the extent to which they are able to apply their • G. C. S. E. Panjabi language skills and strategies to acquire information • Oxford Picture Dictionary English-Punjabi and use it in carrying out meaningful tasks. • Punjabi-English Dictionary • When students prepare written research assign- • Sachittar Primary Punjabi Kosh (with ments, involve them in setting appropriate Sentences) criteria. For example: • Simple Punjabi Grammar - 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
67 GRADE 11 • Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
At this level, students are able to work together to It is expected that students will: create works with a clear message and range of • respond in a personal way with a range of vocabulary and detail. forms of expression to creative works from a • Invite students to write poems or songs or create variety of sources annotated artwork related to environmental • produce a variety of written, oral, and visual issues. creative works based on Punjabi resources • 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 com- puter graphic software). - Photocopy and distribute the newspaper.
68 GRADE 11 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students can discuss and write about creative works drawn from a variety of sources in Print Materials the classroom and the community. They should have frequent opportunities to demonstrate creative • Matrai Maa use of Punjabi language, traditions, and resources through music, drama, and art as well as in writing and speech.
• 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 the extent to which they are able to: - convey clear messages, feelings, or impressions - focus on a topic or theme - use details to add interest or effect - use a range of appropriate vocabulary and idioms - follow conventions of the form or genre (e.g., use simple rhymes and rhythmic patterns in poems and songs) • As students work on creative projects, watch for evidence that they are able to: - collaborate to develop a project such as a newsletter - seek assistance and consultation from peers - suggest specific improvements when they are editing a peer’s work
69 GRADE 11 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students can make observations about aspects of It is expected that students will: their own lives by reflecting on their increased • apply knowledge of characteristic Punjabi knowledge of Punjabi culture and traditions. games, sports, crafts, customs, or celebrations • Select one or more myths from India and one or to plan and implement a cultural event more from another culture (e.g., Chinese, Greek, • analyse the effects that knowing about Aboriginal). Selected myths should deal with Punjabi language and culture might have on humans and their relationship with the environ- various aspects of their lives ment, at least implicitly. After reading the stories, • demonstrate an appreciation of Punjabi encourage students to: language and culture and its place in local - identify symbolism and discuss the messages and global communities of each story • analyse the significance of particular Punjabi - discuss what the original purpose of each story customs, celebrations, and festivals might have been and comment on its contem- porary 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).
70 GRADE 11 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students in Punjabi 11 can demonstrate their appreciation of Punjabi language and culture through Print Materials a variety of classroom and community assignments. They can also develop their own projects to show • Canadian Sikhs: History, Religion and their understanding of the role of culture in their Culture of Sikhs In North America lives, their communities, and the world. • Encyclopaedia Of Sikh Religion And Culture • When students work with Punjabi myths, focus • Golden Temple assessment on the extent to which they are able to: • Harimander Sahib (Golden Temple) - retell key events in their own words • Punjabis in Canada - make connections between the myths and other • The Sikh Canadians aspects of the culture • The Sikhs - 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
71 GRADE 12 • Interpersonal Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
In Grade 12 Punjabi, many students can It is expected that students will: communicate in a wide variety of situations. Their • exchange opinions and beliefs on topics of written work is clear and well organized. interest • With the whole class, create a simple model • defend a viewpoint résumé and cover letter. Introduce new vocabu- • express plans, goals, and intentions lary related to describing personal experience and • demonstrate understanding of a wide range of qualifications. Then have students work in pairs idiomatic expressions to write personal résumés and cover letters in • communicate effectively and spontaneously in Punjabi, following the model. Review these for common life situations 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.
72 GRADE 12 • Interpersonal Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students at this level are expected to demonstrate ease and control in a variety of situations when they Print Materials communicate orally and in writing. Assessment activities and criteria focus on students’ • G. C. S. E. Panjabi communication strategies as well as their facility • Oxford Picture Dictionary English-Punjabi with oral and written language. • Punjabi-English Dictionary • Provide frequent opportunities for students to • Simple Punjabi Grammar interact in partner, small-group, and class activities in which they discuss topics and present viewpoints. Note the extent to which they are Software able to: - volunteer information and ideas to stimulate • Anandpursahib Lippi Fonts discussion • GurbaniLippi/Amrit Lippi Fonts - express opinions and beliefs clearly - offer logical details, examples, and reasons to support their opinions - ask questions to extend and clarify information - use appropriate strategies to improve com- munication (e.g., repeating, rephrasing, self- correcting, adapting known structures 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 (saluta- tion, closure) - uses correct punctuation, spelling, and sentence structures • As students role-play job interviews, use a class list or checklist to note observations. 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.
73 GRADE 12 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
At this level, many students are able to locate It is expected that students will: needed information and use resources effectively. • research, analyse, and use relevant informa- • Have students conduct research to find com- tion from several sources on a chosen topic to munity organizations offering services in Punjabi complete authentic tasks (e.g., day-care centres, senior citizens’ organiza- tions, 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 news- paper 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 co- ordinator for assistance.
74 GRADE 12 • Informational Communication
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
During Punjabi 12, students should use a wide variety of resources (print, media, and people) to Print Materials deal with formal research assignments and their day-to-day information needs. Most students should • G. C. S. E. Panjabi be able to convey clear and detailed information • Oxford Picture Dictionary English-Punjabi both orally and in writing. Relevant visuals can • Punjabi-English Dictionary support their presentations. • Sachittar Primary Punjabi Kosh (with • Before students begin working on research Sentences) assignments, discuss key features or criteria for • Simple Punjabi Grammar 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 organiza- tions, 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
75 GRADE 12 • Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
In Grade 12, students can produce creative works in It is expected that students will: various formats by drawing on all aspects of their • respond in a personal way with a range of knowledge of the language. forms of expression to creative works from a • Choose a short story or novel to read with the variety of sources class. During the reading have students identify • produce a variety of creative works based on and discuss such things as plot, setting, character, Punjabi resources 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:
76 GRADE 12 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students should have a broad range of opportunities to show their skills, attitudes, and knowledge in Print Materials relation to creative works. At this level, they should be able to discuss their responses with some fluency • Matrai Maa both orally and in writing, and write short poems, stories, and other works. These works may be supported by visual representations.
• 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 GRADE 12 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students can draw on many aspects of their It is expected that students will: knowledge of Punjabi to express cultural awareness • apply knowledge of characteristic Punjabi and appreciation. games, sports, crafts, customs, or celebrations • As a culminating activity, ask students to to plan and implement a cultural event organize and implement a Punjabi cultural event • analyse the effects that knowing about to which parents and the community could be Punjabi language and culture might have on invited. To do this, students can: various aspects of their lives - prepare and recite poems • demonstrate an appreciation of Punjabi - learn and rehearse Punjabi songs and dances language and culture and its place in the local - write skits or short plays (or select an and global communities appropriate short scene from a dramatic work • analyse the significance of particular Punjabi in Punjabi) customs, celebrations, and festivals - 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 explain- ing 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 prepara- tions and activities.
78 GRADE 12 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
At this level, students should have developed and internalized an understanding of Punjabi culture. Print Materials Their cultural awareness and appreciation will be fundamental to many of their discussions, • Canadian Sikhs: History, Religion and assignments, and activities, even when the focus is Culture of Sikhs In North America on another aspect of the course. • Encyclopaedia Of Sikh Religion And Culture • Criteria such as the following can form the basis • Golden Temple for teacher, peer, and self-assessment of participa- • Harimander Sahib (Golden Temple) tion in cultural events: • Punjabis in Canada - shows enthusiasm and commitment • The Sikh Canadians - uses appropriate language related to the • The Sikhs 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
79
CURRICULUM Introductory Punjabi 11 PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
82 INTRODUCTION
S ntroductoryUGGESTED A PunjabiSSESSMENT 11 is S aTRATEGIES RECOMMENDED LEARNING RESOURCES provincially prescribed curriculum I 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
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Because this is students’ first exposure to the It is expected that students will: Punjabi language, it is important that the language- • use common expressions and vocabulary for learning experience be non-threatening, rewarding, familiar objects and enjoyable (e.g., establish a routine of giving • introduce themselves and others, using classroom instructions in Punjabi). appropriate family relationship terms in the • Write students’ names in the Punjabi alphabet on case of family introductions name tags or place cards to facilitate recognition • exchange simple greetings of the written form of the language. • make and respond to simple requests • Model patterns for greetings in Punjabi. Have students sit or stand in a circle. The teacher begins with a greeting such as:
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.
84 GRADE 11 • Interpersonal Communication I
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Risk taking is an important part of learning a language. Students need to be encouraged to Print Materials explore and practise their newly acquired language skills. Errors should be used as part of the learning • G. C. S. E. Panjabi process. Teacher and peer assessment can help • Jaadu Di Soti—Magic Wand students to practise their new skills effectively. • The Panjabi Alphabet Guide Work Book • As students participate in oral activities, use a (With Pictures) checklist or class list to record notes. At times, • Punjabi Posters consider focussing on a small group of students while others practise. Look for evidence of growth in students’ abilities to: Software - listen and respond with ease and confidence - choose appropriate forms of address for the • Anandpursahib Lippi Fonts teacher and for peers • GurbaniLippi/Amrit Lippi Fonts - recognize and respond when someone greets • Matra Primer 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.
85 INTRODUCTORY PUNJABI 11 • Interpersonal Communication II
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Small-group activity gives students opportunities to It is expected that students will: practise a still limited vocabulary with new topics • exchange information about likes, dislikes, and new situations. and interests • With the whole class, develop an interview form • demonstrate an understanding of classroom in Punjabi with questions pertaining to name, routines conducted in Punjabi age, place of birth, likes, dislikes, activities, • use formal and informal forms of address as hobbies, and interests. Developing the form will appropriate 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
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students develop confidence in expressing their ideas, assessment focusses on communicating ideas Print Materials rather than on language structures.
• As students talk about their likes and dislikes, • G. C. S. E. Panjabi participate in role plays, and engage in classroom • Jaadu Di Soti—Magic Wand routines, note and provide feedback on the extent • The Panjabi Alphabet Guide Work Book (With to which they are able to: Pictures) - make themselves understood • Punjabi Posters - ask questions - respond to simple and familiar questions - show increasing comfort and confidence Software - perform introductions and offer simple greetings • Anandpursahib Lippi Fonts • To practise skills and provide peer assessment • GurbaniLippi/Amrit Lippi Fonts and feedback, have students work in pairs to • Matra Primer 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.
87 INTRODUCTORY PUNJABI 11• Interpersonal Communication III
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students can use group work to expand their It is expected that students will: communication abilities by sharing and linking • communicate needs, desires, or emotions ideas. At this level, they are able to write structured appropriately material with increasing confidence. • seek or grant permission, formally and • Display a variety of pictures in which people are informally expressing emotion. Have students work in pairs. • use Punjabi to conduct familiar activities (real Ask them to study the pictures and choose three or simulated) or four for which they will: • express opinions and preferences, giving - identify the emotion being expressed reasons - speculate why the people are expressing that • describe events and experiences sequentially emotion • explain how to do an everyday activity or - predict what might happen next procedure The sophistication of this activity will vary • recognize and use simple idiomatic expres- depending on the students’ vocabulary levels and sions 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.
88 INTRODUCTORY PUNJABI 11• Interpersonal Communication III
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Oral communication continues to be the main focus as students exchange ideas, opinions, and Print Materials preferences. Students are also expected to develop writing skills in the form of dialogue. • G. C. S. E. Panjabi • Throughout the course, direct students’ attention • Jaadu Di Soti—Magic Wand to criteria for effective oral interactions. These can • The Panjabi Alphabet Guide Work Book (With be the focus of teacher, peer, and self-assessments. Pictures) For example, consider creating a checklist to • Punjabi Posters record evidence that a student’s communication features: - an understandable message or meaning Software - an increasing amount of important and relevant information • Anandpursahib Lippi Fonts - appropriate language for the task and relation- • GurbaniLippi/Amrit Lippi Fonts ship • Matra Primer - active engagement - risk taking to extend language use and facility - pauses at the ends of phrases or ideas rather than after each word • For the recipe activity, assess the extent to which students are able to: - follow instructions - ask for and provide clarification of the recipes in Punjabi - write a recipe - explain the preparation of a dish in correct sequence • Provide frequent opportunities for students to review and reflect on what they have learned, and to establish personal goals and action 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
89 INTRODUCTORY PUNJABI 11 • Informational Communication
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students can share and apply non-verbal strategies It is expected that students will: such as guessing or predicting in order to develop • extract and process information from various confidence orally and with simple written work. sources to complete authentic tasks • 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
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
To make language more relevant to their daily lives, students are introduced to a variety of resources that Print Materials are interesting and simple in vocabulary. Assessment should be based on students’ abilities to • Bir Bahadar Jagge Di Varta acquire information and use it to accomplish • G. C. S. E. Panjabi relevant and meaningful tasks. • Panjabi Workbook • At this level, students should not be expected to • Punjabi Posters acquire detailed understanding through listening • Punjabi-English Dictionary to or reading Punjabi sources. Assessment should • Sachittar Primary Punjabi Kosh (with focus on key ideas. For example, to what extent Sentences) are students able to: • Simple Punjabi Grammar - 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 recogniz- able letters and numbers. • When students write advertisements, consider the extent to which they: - convey clear and relevant messages - use a variety of expressions - try to add appeal by using language and images in interesting or unusual ways
91 INTRODUCTORY PUNJABI 11• Creative Works
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Students’ written work should become increasingly It is expected that students will: clear and logically sequenced. As they work • respond in a personal way to creative works together, they can apply more strategies to present that they listen to, view, or read viewpoints. • produce a variety of creative works based on • Introduce journal writing as an ongoing activity. Punjabi resources • 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
92 INTRODUCTORY PUNJABI 11 • Creative Works
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
As students are introduced to creative works in Punjabi, assessment should focus on their Print Materials recognition of the sequence of events, identification of vocabulary, and ability to transfer material to a • Badesi Lok Kahanian contemporary setting. • Panja Putran Da Pio • When students create their own work, consider • Phull Piare Piare the extent to which they are able to: • Sach Khud Bolta Hai (Truth Speaks for Itself) - convey clear messages, feelings, or impressions - focus on a topic or theme Multimedia - use details to add interest or effect - use a range of appropriate vocabulary and idioms • The Festival - 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 evidence that they are able to: - collaborate to develop a project such as a newspaper article - seek assistance and consultation from peers - suggest specific improvements when they are editing peers’ work
93 INTRODUCTORY PUNJABI 11 • Cultural Contexts
PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
Hands-on activities allow students to share their It is expected that students will: knowledge of Punjabi language and culture and • apply knowledge of characteristic Punjabi enable them to develop better understanding of games, sports, crafts, customs, or celebrations aspects of the culture. to plan and implement a cultural event • Invite students to compare Punjabi myths and • demonstrate an understanding of the stories with similar stories from other cultures significance of particular Punjabi customs, (e.g., Chinese, Greek, Aboriginal). They could celebrations, and festivals 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 vocabu- lary and knowledge related to a Punjabi celebra- tion 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 celebra- tion 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
94 INTRODUCTORY PUNJABI 11 • Cultural Contexts
SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
Students demonstrate their cultural knowledge through talking, writing, representing, and Print Materials engaging in classroom activities. Assessment will focus on teacher and peer observation, discussion, • Canadian Sikhs: History, Religion and and self-assessment, with minimal language Culture of Sikhs In North America demands. • Encyclopaedia Of Sikh Religion And Culture • When students compare Punjabi stories, myths, • Punjabis in Canada and celebrations, look for evidence that they are • The Sikhs able to: - identify important features of the Punjabi activity or work Multimedia - indicate similarities and differences • Have students work in pairs or small groups to • The Festival 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 diver- gent thinking - collaborate to develop a work plan - contribute to the activity or product - work together to overcome problems they encounter - are satisfied with the work they produce • Invite students to keep an ongoing list of the activities they are involved in. Ask them to record how enjoyable and easy the activities are as well as how effectively they participate.
95 PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
96 SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES
APPENDICES Punjabi 5 to 12
97 PRESCRIBED LEARNING OUTCOMES SUGGESTED INSTRUCTIONAL STRATEGIES
98 APPENDIX A Prescribed Learning Outcomes APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
A-100 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
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.
It is expected that students will:
Grade 5 Grade 6 Grade 7
• use common expressions and • exchange information about • communicate with others to vocabulary for familiar objects likes, dislikes, and interests complete a task • introduce themselves and • make and respond to simple • discuss personal likes, dislikes, others, using appropriate family requests and interests relationship terms in the case of • respond to and give basic • exchange information about family introductions instructions day-to-day situations, events, • exchange simple greetings • demonstrate an understanding and activities • make and respond to simple of classroom routines conducted • use formal and informal forms requests in Punjabi of address as appropriate • respond to and give basic • use formal and informal forms • use Punjabi to participate in instructions of address as appropriate classroom activities
A-101 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
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.
It is expected that students will:
Grade 8 Grade 9 Grade 10
• develop simple dialogues • express opinions and prefer- • communicate needs, desires, • describe activities and interests ences, giving reasons and emotions appropriately in oral and written form • exchange information related to • describe events and experiences • request and provide information activities, people, and things sequentially • seek or grant permission, • ask for and give assistance and • explain how to do an everyday formally and informally information activity or procedure • use Punjabi to conduct familiar • use Punjabi in a variety of • recognize and use simple activities (real or simulated) authentic situations idiomatic expressions • use vocabulary related to needs • use Punjabi in a variety of and emotions authentic situations
A-102 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
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.
It is expected that students will:
Grade 11 Grade 12 Introductory Punjabi 11
• exchange opinions on topics of • exchange opinions and beliefs • use common expressions and interest on topics of interest vocabulary for familiar objects • with some supportive detail, • defend a viewpoint • introduce themselves and describe or narrate an event, • express plans, goals, and others, using appropriate family situation, or experience intentions relationship terms in the case of • identify and use common • demonstrate understanding of a family introductions idiomatic expressions wide range of idiomatic • exchange simple greetings • interact with increased indepen- expressions • make and respond to simple dence in familiar life situations • communicate effectively and requests spontaneously in common life • exchange information about situations likes, dislikes, and interests • demonstrate an understanding of classroom routines conducted in Punjabi • use formal and informal forms of address as appropriate • 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 prefer- ences, giving reasons • describe events and experiences sequentially • explain how to do an everyday activity or procedure • recognize and use simple idiomatic expressions
A-103 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
INFORMATIONAL COMMUNICATION It is expected that students will acquire information from a variety of Punjabi resources for a variety of purposes.
It is expected that students will:
Grade 5 Grade 6 Grade 7
• extract specific information from • extract specific information from • extract information from various various sources to complete various sources to complete sources to complete authentic authentic tasks by using oral authentic tasks orally, visually, tasks in simple oral and written language and visuals and in simple written form form
A-104 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
INFORMATIONAL COMMUNICATION It is expected that students will acquire information from a variety of Punjabi resources for a variety of purposes.
It is expected that students will:
Grade 8 Grade 9 Grade 10
• extract and process information • extract and process information • extract and process information from various sources to com- from various sources to com- from a variety of sources to plete authentic tasks in oral and plete authentic tasks in oral and complete authentic tasks written form written form
A-105 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
INFORMATIONAL COMMUNICATION It is expected that students will acquire information from a variety of Punjabi resources for a variety of purposes.
It is expected that students will:
Grade 11 Grade 12 Introductory Punjabi 11
• research and use relevant • research, analyse, and use • extract and process information information from a variety of relevant information from from various sources to com- sources to complete authentic several sources on a chosen plete authentic tasks tasks topic to complete authentic tasks
A-106 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
CREATIVE WORKS It is expected that students will respond in personal ways to creative works in Punjabi that they listen to, view, or read.
It is expected that students will:
Grade 5 Grade 6 Grade 7
• respond in a personal way to • respond in a personal way to • respond in a personal way to creative works that they listen to creative works that they listen to creative works that they listen or view or view to, view, or read • produce visual creative works • produce visual creative works • produce visual works and based on Punjabi resources based on Punjabi resources simple oral creative works based on Punjabi resources
A-107 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
CREATIVE WORKS It is expected that students will respond in personal ways to creative works in Punjabi that they listen to, view, or read.
It is expected that students will:
Grade 8 Grade 9 Grade 10
• respond in a personal way to • respond in a personal way to • respond in a personal way to creative works that they listen creative works that they listen creative works that they listen to, view, or read to, view, or read to, view, or read from a variety • produce visual, oral, and simple • produce a variety of visual, oral, of sources written creative works based on and simple written creative • produce a variety of creative Punjabi resources works based on Punjabi works based on Punjabi resources resources, with increased emphasis on writing
A-108 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
CREATIVE WORKS It is expected that students will respond in personal ways to creative works in Punjabi that they listen to, view, or read.
It is expected that students will:
Grade 11 Grade 12 Introductory Punjabi 11
• respond in a personal way with • respond in a personal way with • respond in a personal way to a range of forms of expression to a range of forms of expression to creative works that they listen creative works from a variety of creative works from a variety of to, view, or read sources sources • produce a variety of creative • produce a variety of written, • produce a variety of creative works based on Punjabi oral, and visual creative works works based on Punjabi resources based on Punjabi resources resources
A-109 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
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.
It is expected that students will:
Grade 5 Grade 6 Grade 7
• demonstrate a familiarity with • demonstrate a knowledge of • demonstrate a knowledge of the aspects of Punjabi games, Punjabi games, sports, arts, language needed to explain and sports, arts, customs, celebra- customs, celebrations, and participate in Punjabi games, tions, and festivals festivals sports, arts, customs, celebra- • use language associated with • use language associated with tions, and festivals Punjabi games, sports, arts, Punjabi games, sports, arts, • categorize similarities and customs, celebrations, and customs, celebrations, and differences between Punjabi festivals festivals games, sports, arts, customs, • relate Punjabi games, sports, • identify similarities and differ- celebrations, and festivals and arts, customs, celebrations, and ences between Punjabi games, those of their own and other festivals to those of their own sports, arts, customs, celebra- cultures and other cultures tions, and festivals and those of their own and other cultures
A-110 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
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.
It is expected that students will:
Grade 8 Grade 9 Grade 10
• explain and demonstrate • apply knowledge of characteris- • apply knowledge of characteris- procedures associated with tic Punjabi games, sports, crafts, tic Punjabi games, sports, crafts, Punjabi games and sports customs, or celebrations to plan customs, or celebrations to plan • describe and explain Punjabi and implement a cultural event and implement a cultural event arts, customs, celebrations, and • identify ways that knowledge of • examine the effect that knowl- festivals Punjabi language and culture edge of Punjabi language and • explain similarities and differ- has affected their daily lives culture has on various aspects of ences between Punjabi games, • demonstrate an appreciation of their lives sports, arts, customs, celebra- Punjabi language and culture • demonstrate an appreciation of tions, and festivals and those of and its place in local and global Punjabi language and culture their own and other cultures communities and its place in local and global • demonstrate an understanding communities of the significance of particular • explain the significance of Punjabi customs, celebrations, particular Punjabi customs, and festivals celebrations, and festivals
A-111 APPENDIX A: PRESCRIBED LEARNING OUTCOMES • Grades 5 to 12
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.
It is expected that students will:
Grade 11 Grade 12 Introductory Punjabi 11
• apply knowledge of characteris- • apply knowledge of characteris- • apply knowledge of character- tic Punjabi games, sports, crafts, tic Punjabi games, sports, crafts, istic Punjabi games, sports, customs, or celebrations to plan customs, or celebrations to plan crafts, customs, or celebra- and implement a cultural event and implement a cultural event tions to plan and implement a • analyse the effects that knowing • analyse the effects that knowing cultural event about Punjabi language and about Punjabi language and • demonstrate an understand- culture might have on various culture might have on various ing of the significance of aspects of their lives aspects of their lives particular Punjabi customs, • demonstrate an appreciation of • demonstrate an appreciation of celebrations, and festivals Punjabi language and culture Punjabi language and culture and its place in local and global and its place in local and global communities communities • analyse the significance of • analyse the significance of particular Punjabi customs, particular Punjabi customs, celebrations, and festivals celebrations, and festivals
A-112 APPENDIX B Learning Resources APPENDIX B: LEARNING RESOURCES
B-114 APPENDIX B: LEARNING RESOURCES
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?
1. General Description 5. Curriculum Organizers
3. Author(s) 2. Media Format 6. The Grade Level Grid 4. Cautions ® ®
Badesi Lok Kahanian Curriculum Creative Works Organizer(s):
Author(s): Kairon, Dr. Joginder Singh (ed.) ® Grade Level: General Description: Illustrated book presents a K/1 2/3 4 5 6 7 8 9 10 11 12 ® ✓ ✓ ✓ ® 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 Year Recommended: 1995 that supports the communicative approach to language Supplier: Far Eastern Books teaching. P.O. Box 846, Adelaide Street East Stn.
Caution: ® Toronto, ON ® M5C 2K1 Audience: General Tel: (905) 477-2900 Fax: (905) 479-2988 Category: Student, Teacher Resource
Price: (not available) ®
® ISBN/Order No: (not available)
8. Audience
7. Category 9. Supplier
B-115 APPENDIX B: LEARNING RESOURCES
1. General Description: This section provides 3. Author(s): Author or editor information is an overview of the resource. 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. 5. Curriculum Organizers: This category Audio Cassette 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. 7. Category: This section indicates whether it Film is a student and teacher resource, teacher resource, or professional reference. 8. Audience: The audience category indicates Games/Manipulatives the suitability of the resource for different types of students. Possible student audiences include the following: Laserdisc, Videodisc • general • English as a second language (ESL) • Students who are: Multimedia - gifted - blind or have visual impairments - deaf or hard of hearing Music CD • Students with: - severe behavioural disorders - dependent handicaps Print Materials - physical disabilities - autism - learning disabilities (LD) Record - mild intellectual disabilities (ID-mild) - moderate to severe/profound disabilities (ID-moderate to Slides severe/profound) 9. Supplier: The name and address of the supplier are included in this category. Software Prices shown here are approximate and subject to change. Prices should be verified with the supplier. Video
B-116 APPENDIX B: LEARNING RESOURCES
What about the videos? CRITERIA FOR SELECTION The ministry attempts to obtain rights for There are a number of factors to consider most recommended videos. Negotiations for when selecting learning resources. the most recently recommended videos may not be complete. For these titles, the original Content distributor is listed in this document, instead The foremost consideration for selection is of British Columbia Learning Connection the curriculum to be taught. Prospective Inc. Rights for new listings take effect the resources must adequately support the year implementation begins. Please check particular learning objectives that the teacher with British Columbia Learning Connection wants to address. Resources on the Inc. before ordering new videos. ministry's recommended list are not matched SELECTING LEARNING RESOURCES directly to learning outcomes, but they are FOR THE CLASSROOM linked to the appropriate curriculum organizers. It is the responsibility of the Selecting a learning resource means choosing teacher to determine whether a resource will locally appropriate materials from the list of effectively support any given learning recommended resources or other lists of outcomes within a curriculum organizer. evaluated resources. The process of selection This can only be done by examining involves many of the same considerations as descriptive information regarding that the process of evaluation, though not to the resource; acquiring additional information same level of detail. Content, instructional about the material from the supplier, design, technical design, and social published reviews, or colleagues; and by considerations may be included in the examining the resource first-hand. decision-making process, along with a number of other criteria. Instructional Design The selection of learning resources should be When selecting learning resources, teachers an ongoing process to ensure a constant flow must keep in mind the individual learning of new materials into the classroom. It is most styles and abilities of their students, as well effective as an exercise in group decision as anticipate the students they may have in making, co-ordinated at the school, district, the future. Resources have been and ministry levels. To function efficiently recommended to support a variety of special and realize the maximum benefit from finite audiences, including gifted, learning resources, the process should operate in disabled, mildly intellectually disabled, and conjunction with an overall district and school ESL students. The suitability of a resource learning resource implementation plan. for any of these audiences has been noted in Teachers may choose to use provincially the resource annotation. The instructional recommended resources to support provincial design of a resource includes the or locally developed curricula; or they may organization and presentation techniques; choose resources that are not on the ministry's the methods used to introduce, develop, and list; or they may choose to develop their own summarize concepts; and the vocabulary resources. Resources that are not on the level. The suitability of all of these should be provincially recommended list must be considered for the intended audience. evaluated through a local, board-approved process.
B-117 APPENDIX B: LEARNING RESOURCES
Teachers should also consider their own students. Software may be particularly teaching styles and select resources that will useful when students are expected to complement them. The list of recommended develop critical-thinking skills through the resources contains materials that range from manipulation of a simulation, or where prescriptive or self-contained resources, to safety or repetition are factors. Print open-ended resources that require resources or CD-ROM can best be used to considerable teacher preparation. There are provide extensive background information recommended materials for teachers with on a given topic. Once again, teachers must varying levels and experience with a consider the needs of their individual particular subject, as well as those that students, some of whom may learn better strongly support particular teaching styles. from the use of one medium than another.
Technology Considerations Funding Teachers are encouraged to embrace a As part of the selection process, teachers variety of educational technologies in their should determine how much money is classrooms. To do so, they will need to available to spend on learning resources. ensure the availability of the necessary This requires an awareness of school and equipment and familiarize themselves with district policies, and procedures for learning its operation. If the equipment is not resource funding. Teachers will need to currently available, then the need must be know how funding is allocated in their incorporated into the school or district district and how much is available for their technology plan. needs. Learning resource selection should be viewed as an ongoing process that requires a Social Considerations determination of needs, as well as long-term planning to co-ordinate individual goals and All resources on the ministry's recommended local priorities. list have been thoroughly screened for social concerns from a provincial perspective. Existing Materials However, teachers must consider the appropriateness of any resource from the Prior to selecting and purchasing new perspective of the local community. learning resources, an inventory of those resources that are already available should Media be established through consultation with the school and district resource centres. In some When selecting resources, teachers should districts, this can be facilitated through the consider the advantages of various media. use of district and school resource Some topics may be best taught using a management and tracking systems. Such specific medium. For example, video may be systems usually involve a computer database the most appropriate medium when teaching program (and possibly bar-coding) to help a particular, observable skill, since it keep track of a multitude of titles. If such a provides a visual model that can be played system is put on-line, then teachers can over and over or viewed in slow motion for check the availability of a particular resource detailed analysis. Video can also bring via a computer. otherwise unavailable experiences into the classroom and reveal "unseen worlds" to
B-118 APPENDIX B: LEARNING RESOURCES
SELECTION TOOLS 7. Identify resource priorities. The Ministry of Education has developed a 8. Apply criteria such as those found in variety of tools to assist teachers with the Selection and Challenge to shortlist potential selection of learning resources. resources. These include: 9. Examine shortlisted resources first-hand at a regional display or at a publishers' • Integrated Resource Packages (IRPs) which display, or borrow a set from the Learning contain curriculum information, teaching Resources Branch. and assessment strategies, and recommended learning resources 10. Make recommendations for purchase. • learning resources information via annotation sets, resource databases on FURTHER INFORMATION disks, the Learning Resources CD-ROM, For further information on evaluation and and, in the future, on-line access selection processes, catalogues, CD-ROM • sets of the most recently recommended catalogues, annotation sets, or resource learning resources (provided each year to a databases, please contact the Learning number of host districts throughout the Resources Branch at 387-5331 or by fax province to allow teachers to examine the at 387-1527. 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 Recommended Learning Resources (Punjabi 5 - 12)
Amardeep Punjabi Sulekh Mala, 2 Curriculum Interpersonal Communication Organizer(s)
General Description: Workbook helps teach Punjabi script Grade Level: through the writing of individual letters and simple words that K/1 2/3 4 5 6 7 8 9 10 11 12 contain two, three, or four letters. Lamination would increase durability. ✓ ✓ Audience: General Year Recommended: 1995 Category: Student, Teacher Resource 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 ISBN/Order No: (not available)
Anandpursahib Lippi Fonts Curriculum Interpersonal Communication Organizer(s)
General Description: Windows software program adds a Grade Level: typeface to those already on the computer. Allows the user to K/1 2/3 4 5 6 7 8 9 10 11 12 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. Year Recommended: 1995 System requirements: 386 or later; Windows 3.1; 2 Mb RAM; Supplier: Amritech Computer Systems PostScript printer. 9457 - 120th Street Delta, BC Audience: General V4C 6S2 Category: Student, Teacher Resource 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 ISBN/Order No: (not available)
Baal Geet Curriculum Creative Works Organizer(s)
General Description: Book of poems and nursery rhymes Grade Level: promotes aural and reading skills. Some of the poems are K/1 2/3 4 5 6 7 8 9 10 11 12 equivalent to English language nursery rhymes. Humour contributes to student engagement and colourful illustrations ✓ enhance understanding of the poems. Lamination would increase Year Recommended: 1995 durability. Supplier: Asian Publications Audience: General 7495 Hurdle Crescent Category: Student, Teacher Resource Surrey, BC V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $4.00 ISBN/Order No: (not available)
- 9 - Recommended Learning Resources (Punjabi 5 - 12)
Baal Kahanian Curriculum Creative Works Organizer(s)
Author(s): Maadpuri, Sukhdev; Bhullar, Gurbachan Singh Grade Level: (eds.) K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 situations. Supplier: Multi-cultural Books and Videos Inc. Audience: General 12033 St. Thomas Crescent Category: Student, Teacher Resource Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
Badesi Lok Kahanian Curriculum Creative Works Organizer(s)
Author(s): Kairon, Dr. Joginder Singh (ed.) Grade Level: General Description: Illustrated book presents a variety of short K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 approach to language teaching. Supplier: Far Eastern Books Audience: General P.O. Box 846, Adelaide Street East Stn. Category: Student, Teacher Resource Toronto, ON M5C 2K1
Tel: (905) 477-2900 Fax: (905) 479-2988 Price: (not available) ISBN/Order No: (not available)
Bir Bahadar Jagge Di Varta Curriculum Creative Works Organizer(s) Cultural Contexts Informational Communication Author(s): Daataa, Piara Singh Grade Level: General Description: Hardcover resource features Punjabi folk K/1 2/3 4 5 6 7 8 9 10 11 12 tales and legends, many of which can be adapted to drama ✓ ✓ ✓ format. Simple black and white illustrations are scattered throughout the book. Year Recommended: 1995 Audience: General Supplier: Multi-cultural Books and Videos Inc. Category: Student, Teacher Resource 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
- 10 - Recommended Learning Resources (Punjabi 5 - 12)
Canadian Sikhs: History, Religion and Curriculum Cultural Contexts Culture of Sikhs In North America Organizer(s)
Author(s): Singh, Narindar; Mansukhani, Dr. Gobind Singh Grade Level: General Description: Professional reference book provides K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 immigrants. Glossary, bibliography, and extensive appendices are included. Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Audience: General Tecumseh, ON Category: Professional Reference N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $39.95 ISBN/Order No: 0-9698470-0-9
Encyclopaedia Of Sikh Religion And Culture Curriculum Cultural Contexts Organizer(s)
Author(s): Dogra, R.C.; Mansukhani, Dr. Gobind Singh Grade Level: General Description: Professional reference book, which may K/1 2/3 4 5 6 7 8 9 10 11 12 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. Year Recommended: 1995 The presentation is brief but thorough. An extensive bibliography and an index are included. Supplier: Asian Publications 7495 Hurdle Crescent Audience: General Surrey, BC Category: Professional Reference V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $49.00 ISBN/Order No: 0-7069-8368-8
The Festival Curriculum Creative Works Organizer(s) Cultural Contexts
Author(s): Bonnici, Peter Grade Level: General Description: Resource package consists of a softcover K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 enhanced with Indian music. Supplier: Far Eastern Books Audience: General P.O. Box 846, Adelaide Street East Stn. Category: Student, Teacher Resource 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 - Recommended Learning Resources (Punjabi 5 - 12)
G. C. S. E. Panjabi Curriculum Informational Communication Organizer(s) Interpersonal Communication
Author(s): Nagra, J.S. Grade Level: General Description: Resource developed for the British K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 as family relationships, personal identification, travel, transport, weather, holidays, food, shopping, and health help Supplier: Multi-cultural Books and Videos Inc. to develop purposeful language skills. 12033 St. Thomas Crescent Tecumseh, ON Audience: General N8N 3V6 Category: Student, Teacher Resource Tel: (519) 735-3313 Fax: (519) 735-5043 Price: (not available) ISBN/Order No: 1-870383-060
Golden Temple Curriculum Cultural Contexts Organizer(s)
Author(s): Singh, Mohinder Grade Level: General Description: English language resource presents the K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 temple and the development of Sikhism in India's Punjab region. Supplier: Asian Publications Audience: General 7495 Hurdle Crescent Category: Teacher Resource Surrey, BC V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $22.00 ISBN/Order No: 962-217-167-2
GurbaniLippi/Amrit Lippi Fonts Curriculum Interpersonal Communication Organizer(s)
Author(s): Thind, Kulbir S. Grade Level: General Description: Software program, for Macintosh and K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 installation instructions is included. Supplier: MicroPro Compu Electronics Ltd. System requirements: Macintosh System 6.0.7 or later; Windows 8697A - 120 St. 3.1; Adobe Type Manager. North Delta, BC V4C 6R4 Audience: General Category: Student, Teacher Resource Tel: (604) 591-8496 Fax: (604) 591-8496 Price: (not available) ISBN/Order No: (not available)
- 12 - Recommended Learning Resources (Punjabi 5 - 12)
Harimander Sahib (Golden Temple) Curriculum Cultural Contexts Organizer(s)
Author(s): Singh, Mohinder Grade Level: General Description: Punjabi language resource presents the K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 temple and the development of Sikhism in India's Punjab region. Supplier: Asian Publications Audience: General 7495 Hurdle Crescent Category: Teacher Resource Surrey, BC V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $22.00 ISBN/Order No: 962-217-167-2
Jaadu Di Soti - Magic Wand Curriculum Creative Works Organizer(s) Informational Communication Interpersonal Communication Author(s): Kaur, Rajinder Grade Level: General Description: Book features Punjabi fairy tales to K/1 2/3 4 5 6 7 8 9 10 11 12 develop student reading skills. Colour illustrations support the ✓ ✓ ✓ text and aid student comprehension. Audience: General Year Recommended: 1995 Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
Matra Primer Curriculum Interpersonal Communication Organizer(s)
General Description: Windows software program helps teach Grade Level: the Punjabi vowels (matra) in three steps: definition of each K/1 2/3 4 5 6 7 8 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. Supplier: Amritech Computer Systems System requirements: 386 or 486; Windows 3.1; 2 Mb RAM; 9457 - 120th Street Maboli Systems Inc.'s Anandpursahib Lippi Fonts. Delta, BC V4C 6S2 Audience: General Category: Student, Teacher Resource Tel: (604) 582-9999 Fax: (604) 582-8809 Price: (not available) ISBN/Order No: (not available)
- 13 - Recommended Learning Resources (Punjabi 5 - 12)
Matrai Maa Curriculum Creative Works Organizer(s)
Author(s): Singh, Nanak Grade Level: General Description: Novel in Punjabi relates the story of an K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 a government lawyer and to marry the daughter of his adoptive family. Supplier: Asian Publications 7495 Hurdle Crescent Audience: General Surrey, BC Category: Student, Teacher Resource V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $19.00 ISBN/Order No: 81-85243-35-2
Oxford Picture Dictionary English-Punjabi Curriculum Informational Communication Organizer(s) Interpersonal Communication
Author(s): Parnwell, E.C. Grade Level: General Description: Colour picture English-Punjabi dictionary is K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 contains information in both Punjabi and English on how to use the dictionary. Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Audience: General Tecumseh, ON Category: Student, Teacher Resource N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $8.95 ISBN/Order No: 0-19-560704-X
Panja Putran Da Pio Curriculum Creative Works Organizer(s) Cultural Contexts
Author(s): Kuar, Bachint Grade Level: General Description: Short story about the relationship of a K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 springboard to discussion on intergenerational matters. Supplier: Multi-cultural Books and Videos Inc. Audience: General 12033 St. Thomas Crescent Category: Student, Teacher Resource Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
- 14 - Recommended Learning Resources (Punjabi 5 - 12)
The Panjabi Alphabet Guide Work Book Curriculum Interpersonal Communication (With Pictures) Organizer(s)
Author(s): Singh, Kesar Grade Level: General Description: Student workbook supports the teaching of K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 vocabulary. Lamination would increase durability. Supplier: Kesar Singh (Gyani) Audience: General 13487-98A Avenue Category: Student, Teacher Resource Surrey, BC V3T 1C7
Tel: (604) 581-3185 Fax: (604) 263-4201 Price: $3.00 ISBN/Order No: (not available)
Panjabi Book 1, 2, 3 Curriculum Informational Communication Organizer(s) Interpersonal Communication
Author(s): Phull, Kalra; Kaur, Jaskanwal Jit Grade Level: General Description: Three-level series of softcover books K/1 2/3 4 5 6 7 8 9 10 11 12 teaches the basics of Punjabi reading and writing. Students ✓ ✓ ✓ ✓ ✓ progress from learning the alphabet to reading short prose and poetry selections. Repetition and developmental Year Recommended: 1995 appropriateness assist students in acquiring basic skills. Supplier: Multi-cultural Books and Videos Inc. Audience: General 12033 St. Thomas Crescent Category: Student, Teacher Resource Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: Books 1, 2 and 3: $9.95 each ISBN/Order No: (not available)
The Panjabi Guide (Work Book) Curriculum Interpersonal Communication Organizer(s)
Author(s): Singh, Kesar Grade Level: General Description: Student workbook reviews the Punjabi K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 into Punjabi. Lamination would increase durability. Supplier: Kesar Singh (Gyani) Audience: General 13487-98A Avenue Category: Student, Teacher Resource Surrey, BC V3T 1C7
Tel: (604) 581-3185 Fax: (604) 263-4201 Price: $7.00 ISBN/Order No: (not available)
- 15 - Recommended Learning Resources (Punjabi 5 - 12)
Panjabi Kaida Curriculum Interpersonal Communication Organizer(s)
General Description: Windows software program contains each Grade Level: letter of the Punjabi alphabet along with words and pictures K/1 2/3 4 5 6 7 8 9 10 11 12 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. Year Recommended: 1995 Word games are provided. A user's manual with installation instructions is included. Supplier: Amritech Computer Systems 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 Category: Student, Teacher Resource Price: (not available) ISBN/Order No: (not available)
Panjabi Made Easy Curriculum Informational Communication Organizer(s) Interpersonal Communication
General Description: Three-level British series teaches the Grade Level: basics of Punjabi reading and writing. Topics relate to daily K/1 2/3 4 5 6 7 8 9 10 11 12 life: shopping, holidays, the beach, restaurants, and so on. ✓ ✓ ✓ ✓ ✓ Audience: General Year Recommended: 1995 Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: (not available) ISBN/Order No: Book 1: 0-9508035-4-5 Book 2: 0-9508035-9-6 Book 3: 1-870383-00-1
Panjabi Workbook Curriculum Interpersonal Communication Organizer(s)
General Description: Workbook introduces basic Punjabi Grade Level: vocabulary through phonic exercises. It promotes oral, aural, K/1 2/3 4 5 6 7 8 9 10 11 12 writing, and reading skills as well as thinking skills through activities such as completions, question-answers, and games. ✓ ✓ ✓ ✓ ✓ Audience: General Year Recommended: 1995 Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
- 16 - Recommended Learning Resources (Punjabi 5 - 12)
Phull Piare Piare Curriculum Creative Works Organizer(s)
Author(s): Bhullar, Gurbachan Singh (ed.) Grade Level: General Description: Book introduces a variety of Punjabi K/1 2/3 4 5 6 7 8 9 10 11 12 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. Year Recommended: 1995 Audience: General Supplier: Far Eastern Books Category: Student, Teacher Resource P.O. Box 846, Adelaide Street East Stn. Toronto, ON M5C 2K1
Tel: (905) 477-2900 Fax: (905) 479-2988 Price: (not available) ISBN/Order No: (not available)
Piare Piare Bole Curriculum Creative Works Organizer(s)
Author(s): Saabar, Sant Singh Grade Level: General Description: Book presents a variety of short Punjabi K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 range of learners. Supplier: Multi-cultural Books and Videos Inc. Audience: General 12033 St. Thomas Crescent Category: Student, Teacher Resource Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
A Pictorial Panjabi - English Dictionary Curriculum Informational Communication Organizer(s) Interpersonal Communication
Author(s): Kalra, Surjit Singh Grade Level: General Description: Basic Punjabi-English dictionary presents K/1 2/3 4 5 6 7 8 9 10 11 12 functional Punjabi words in both Punjabi and roman scripts. ✓ ✓ ✓ ✓ ✓ Pictures of the words aid comprehension. Lamination would increase durability. Year Recommended: 1995 Audience: General Supplier: Multi-cultural Books and Videos Inc. Category: Student, Teacher Resource 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: 0-907108-77-6
- 17 - Recommended Learning Resources (Punjabi 5 - 12)
Punjabi Alphabet - Part One Curriculum Interpersonal Communication Organizer(s)
Author(s): Binning, Sadhu Grade Level: General Description: Book teaches students to write the Punjabi K/1 2/3 4 5 6 7 8 9 10 11 12 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. Year Recommended: 1995 Audience: General Supplier: Learning Resources Branch Category: Student, Teacher Resource 878 Viewfield Road Victoria, BC V9A 4V1
Tel: (604) 387-5331 Fax: (604) 387-1527 Price: (not available) ISBN/Order No: (not available)
Punjabi - English Dictionary Curriculum Informational Communication Organizer(s) Interpersonal Communication
Author(s): Singh, Dr. Gurcharan; Singh, Saran; Kaur, Grade Level: Ravinder (eds.) K/1 2/3 4 5 6 7 8 9 10 11 12 General Description: Book is a Punjabi-English dictionary. ✓ ✓ ✓ Punjabi words are in boldface type followed by their English equivalents. Year Recommended: 1995 Audience: General Supplier: Far Eastern Books Category: Student, Teacher Resource P.O. Box 846, Adelaide Street East Stn. Toronto, ON M5C 2K1
Tel: (905) 477-2900 Fax: (905) 479-2988 or or Asian Publications Laurier Books Ltd. 7495 Hurdle Crescent Box 2694, Station D Surrey, BC Ottawa, ON V3V 8T8 K1P 5W6
Tel: (604) 597-5837 Tel: (613) 738-2163 Fax: (604) 594-8514 Fax: (613) 247-0256 Price: (not available) ISBN/Order No: 81-7205-070-4
Punjabi Posters Curriculum Informational Communication Organizer(s) Interpersonal Communication
General Description: Group of 16 colour posters introduces a Grade Level: 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. Year Recommended: 1995 Audience: General Supplier: Multi-cultural Books and Videos Inc. Category: Teacher Resource 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $3.50 each ISBN/Order No: (not available)
- 18 - Recommended Learning Resources (Punjabi 5 - 12)
Punjabi Rachna Curriculum Informational Communication Organizer(s) Interpersonal Communication
General Description: Set of three softcover workbooks teaches Grade Level: students to read and write Punjabi script. The first book K/1 2/3 4 5 6 7 8 9 10 11 12 introduces the formation of letters; the remaining books present sentences, paragraphs, and story writing. Activities include ✓ ✓ ✓ completions, true and false, matching, and answering Year Recommended: 1995 comprehension questions. Lamination would increase durability. Supplier: Asian Educational Supplies Ltd. Audience: General P. O. Box 162, Station E Category: Student, Teacher Resource 2411 Dundas Street West 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 Curriculum Cultural Contexts Organizer(s)
Author(s): Judge, Paramjit S. Grade Level: General Description: Professional reference book employs a K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 community in Canada. All data is properly documented. Supplier: Asian Publications Audience: General 7495 Hurdle Crescent Category: Professional Reference Surrey, BC V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $19.00 ISBN/Order No: 81-7001-099-3
Sach Khud Bolta Hai Curriculum Creative Works Organizer(s)
Author(s): Bedi, Wanjara Grade Level: General Description: Reader contains short stories written in K/1 2/3 4 5 6 7 8 9 10 11 12 Punjabi script that deal with such themes as friendship, ✓ ✓ ✓ loyalty, family relationships, and co-operation. The narrative and dialogue employ common, relevant language. Lamination Year Recommended: 1995 would increase durability. Supplier: Multi-cultural Books and Videos Inc. Audience: General 12033 St. Thomas Crescent Category: Student, Teacher Resource Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 or Asian Publications 7495 Hurdle Crescent Surrey, BC V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $8.95 ISBN/Order No: 81-7205-086-0
- 19 - Recommended Learning Resources (Punjabi 5 - 12)
Sachittar Primary Punjabi Kosh (with Curriculum Informational Communication Sentences) Organizer(s)
General Description: Punjabi - Punjabi dictionary has Grade Level: dual-column entries. It provides definitions of each word and K/1 2/3 4 5 6 7 8 9 10 11 12 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. Year Recommended: 1995 Audience: General Supplier: Multi-cultural Books and Videos Inc. Category: Student, Teacher Resource 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $19.95 ISBN/Order No: (not available)
Samen - Samen Di Gall Curriculum Creative Works Organizer(s)
Author(s): Singh, Gurcharan Grade Level: General Description: Book of Punjabi folk tales introduces K/1 2/3 4 5 6 7 8 9 10 11 12 Punjabi heritage and traditions. Colourful pictures aid ✓ ✓ ✓ comprehension. Lamination would increase durability. Audience: General Year Recommended: 1995 Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
The Sikh Canadians Curriculum Cultural Contexts Organizer(s)
Author(s): Minhas, Manmohan Singh Grade Level: General Description: Book with black and white photos K/1 2/3 4 5 6 7 8 9 10 11 12 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 Year Recommended: 1995 biographical information is presented on prominent Canadian Sikhs. Supplier: Asian Publications 7495 Hurdle Crescent Audience: General Surrey, BC Category: Student, Teacher Resource V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 or Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $17.00 ISBN/Order No: 1-89073-44-8
- 20 - Recommended Learning Resources (Punjabi 5 - 12)
The Sikhs Curriculum Cultural Contexts Organizer(s)
Author(s): Singh, Khushwant; Rai, Raghu Grade Level: General Description: Professional reference book explains Sikh K/1 2/3 4 5 6 7 8 9 10 11 12 history, beliefs, and traditions. The text uses subheadings ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ which allow for easier access of information. Numerous clear, full-colour photographs enhance the textual information. Year Recommended: 1995 Audience: General Supplier: Asian Publications Category: Professional Reference 7495 Hurdle Crescent Surrey, BC V3V 8T8
Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $49.00 ISBN/Order No: (not available)
Simple Punjabi Grammar Curriculum Informational Communication Organizer(s) Interpersonal Communication
Author(s): Alag, Sarup Singh; Singh, Amar Grade Level: General Description: Book supports language learning strategies K/1 2/3 4 5 6 7 8 9 10 11 12 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. Year Recommended: 1995 A glossary and a list of proverbs complete the book. Supplier: Amar Publications Audience: General 5987 Prince Albert Street Category: Student, Teacher Resource Vancouver, BC V5W 3E2
Tel: (604) 321-1226 Fax: (604) 321-1226 Price: (not available) ISBN/Order No: (not available)
Star Children's Picture Dictionary Curriculum Informational Communication Organizer(s) Interpersonal Communication
Author(s): Verma, Babita (ed.) Grade Level: General Description: Colourfully illustrated English-Punjabi K/1 2/3 4 5 6 7 8 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 Year Recommended: 1995 entries are of words familiar to children from all over the world. Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Audience: General Tecumseh, ON ESL - dual language entries and colour illustrations could N8N 3V6 promote language learning for beginning ESL students Category: Student, Teacher Resource Tel: (519) 735-3313 Fax: (519) 735-5043 or Far Eastern Books P.O. Box 846, Adelaide Street East Stn. Toronto, ON M5C 2K1
Tel: 1-800-291-8886 Fax: (905) 479-2988 Price: $23.95 ISBN/Order No: 0-907264-65-4
- 21 - Recommended Learning Resources (Punjabi 5 - 12)
Sumit Punjabi Baal Geet Curriculum Creative Works Organizer(s)
Author(s): Kohli, K.S. Grade Level: General Description: Book features 20 rhyming poems written in K/1 2/3 4 5 6 7 8 9 10 11 12 simple vocabulary. Simple illustrations enhance text. The use ✓ ✓ of nursery rhymes could facilitate oral work and serve as an introduction to Punjabi poetry. Year Recommended: 1995 Audience: General Supplier: Multi-cultural Books and Videos Inc. Category: Student, Teacher Resource 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
Sumit Shabad Bodh Curriculum Interpersonal Communication Organizer(s)
General Description: Book teaches how to put Punjabi alphabet Grade Level: letters together to form words. Colour illustrations support K/1 2/3 4 5 6 7 8 9 10 11 12 individual words and short text. ✓ Audience: General Year Recommended: 1995 Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available)
Sunder Sulekh Pustak Curriculum Interpersonal Communication Organizer(s)
General Description: Set of three workbooks supports the Grade Level: teaching of Punjabi script. Level Three teaches the writing of K/1 2/3 4 5 6 7 8 9 10 11 12 individual words and simple phrases; Level Four develops sentence writing skills and sequencing of sentences; and Level ✓ ✓ ✓ Five develops paragraph writing skills. Lamination would Year Recommended: 1995 increase durability. Supplier: Asian Educational Supplies Ltd. Audience: General P. O. Box 162, Station E Category: Student, Teacher Resource 2411 Dundas Street West Toronto, ON M6P 1X3
Tel: (416) 531 1230 Fax: (416) 530 0041 Price: Part 3, Part 4, and Part 5: $1.50 each ISBN/Order No: (not available)
- 22 - Recommended Learning Resources (Punjabi 5 - 12)
Tamak Toon Curriculum Creative Works Organizer(s) Informational Communication Interpersonal Communication Author(s): Singh, Bhagat Grade Level: General Description: Book features Punjabi fables to develop K/1 2/3 4 5 6 7 8 9 10 11 12 reading skills. Colour illustrations support the text. Lamination ✓ ✓ ✓ would increase durability. Audience: General Year Recommended: 1995 Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6
Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: 81-7010-150-6
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APPENDIX C Cross-Curricular Interests APPENDIX C: CROSS-CURRICULAR INTERESTS
C-2 APPENDIX C: CROSS-CURRICULAR INTERESTS
he three principles of learning stated Employability Skills—inclusion of in the introduction of this Integrated outcomes or strategies that promote skills T Resource Package (IRP) support the that will enable students to be successful foundation of The Kindergarten to Grade 12 in the workplace (e.g., literacy, numeracy, Education Plan. They have guided all aspects critical and creative thinking, problem of the development of this document, includ- solving, technology, and information ing the curriculum outcomes, instructional management) strategies, assessment strategies, and learning Contextual Learning—an emphasis on resource evaluations. learning by doing; the use of abstract ideas In addition to these three principles, the and concepts, including theories, laws, Ministry of Education wants to ensure that principles, formulas, rules, or proofs in a education in British Columbia is relevant, practical context (e.g., home, workplace, equitable, and accessible to all learners. In community) order to meet the needs of all learners, the Contextual Learning—inclusion of strategies development of each component of this that promote co-operative activities and document has been guided by a series of teamwork cross-curricular reviews. This appendix outlines the key aspects of each of these Career Development—inclusion of reviews. The information here is intended appropriate connections to careers, to guide the users of this document as they occupations, entrepreneurship, or the engage in school and classroom organization workplace and instructional planning and practice. An applied focus in all subjects and courses The areas of cross-curricular interest are: promotes the use of practical applications to demonstrate theoretical knowledge. Using • Applied Focus in Curriculum real-world and workplace problems and • Career Development situations as a context for the application • English as a Second Language (ESL) of theory makes school more relevant to • Environment and Sustainability students’ needs and goals. An applied focus • Aboriginal Studies strengthens the link between what students • Gender Equity need to know to function effectively in the • Information Technology workplace or in postsecondary education • Media Education and what they learn in Kindergarten • Multiculturalism and Anti-Racism through Grade 12. • Science-Technology-Society • Special Needs Some examples of an applied focus in different subjects are: APPLIED FOCUS IN CURRICULUM English Language Arts—increasing An applied focus combines the following emphasis on language used in everyday components in curriculum development, situations and in the workplace, such as for consistent with the nature of each subject job interviews, memo and letter writing, word area: processing, and technical communication (including the ability to interpret technical Learning Outcomes—expressed as reports, manuals, tables, charts, and observable, measurable, and reportable graphics) abilities or skills
C-3 APPENDIX C: CROSS-CURRICULAR INTERESTS
Mathematics—more emphasis on skills • an understanding of the role of technology needed in the workplace, including in the workplace and in daily life knowledge of probability and statistics, logic, • an understanding of the relationship measurement theory, and problem solving between work and learning • an understanding of the changes taking Science—more practical applications and place in the economy, society, and the job hands-on experience of science, such as market reducing energy waste in school or at home, • an ability to construct learning plans and caring for a plant or animal in the classroom, reflect on the importance of lifelong learning using computers to produce tables and • an ability to prepare for multiple roles graphs and for spreadsheets throughout life Business Education—more emphasis on The main emphases of career development real-world applications such as preparing are career awareness, career exploration, résumés and personal portfolios, participating career preparation, career planning, and in groups to solve business communication career work experience. problems, using computer software to keep records, and using technology to create and In the Primary Years print marketing material Career awareness promotes an open attitude Visual Arts—applying visual arts skills toward a variety of career roles and types of to real-world design, problem solving, and work. Topics include: communications; exploring career appli- cations of visual arts skills; experimenting • the role of work and leisure with a variety of new technologies to create • relationships among work, the family, images; and a new emphasis on creating and one’s personal interests, and one’s abilities understanding images of social significance A variety of careers can be highlighted to the community through the use of in-class learning activities This summary is derived fromThe Kindergarten to focussing on the students themselves and Grade 12 Education Plan (September 1994), and curriculum on a range of role models, including non- documents from British Columbia and other jurisdictions. traditional role models. CAREER DEVELOPMENT In Grades 4 to 8 Career development is an ongoing process The emphasis on self-awareness and career through which learners integrate their awareness is continued. Topics include: personal, family, school, work, and community experiences to facilitate • interests, aptitudes, and possible future career and lifestyle choices. goals • technology in the workplace and in our Students develop: daily lives • an open attitude toward a variety of • social, family, and economic changes occupations and types of work • future education options • an understanding of the relationship • career clusters (careers that are related to between work and leisure, work and the one another) family, and work and one’s interests and • lifestyles abilities • external influences on decision making
C-4 APPENDIX C: CROSS-CURRICULAR INTERESTS
Games, role-playing, drama, and appropriate In Grades 11 and 12 community volunteer experience can be Career development in these grades is used to help students actively explore the focussed more specifically on issues related world of work. Field experiences in which to the world of work. These include: students observe and interview workers in their occupational environments may also • dynamics of the changing work force be appropriate. These learning activities will and changing influences on the job market facilitate the development of interpersonal (e.g., developing technology and economic communications and group problem-solving trends) skills needed in the workplace and in other • job-keeping and advancement skills life situations. (interpersonal skills needed in the workplace, employment standards) In Grades 9 and 10 • occupational health issues and accessing health support services The emphasis is on providing students • funding for further education with opportunities to prepare for and make • alternative learning strategies and appropriate and realistic decisions. In environments for different life stages developing their student learning plans, they • mandatory work experience (minimum will relate self-awareness to their goals and 30 hours) aspirations. They will also learn many basic skills and attitudes that are required for an Work Experience effective transition into adulthood. This will assist in preparing them to be responsible Work experience provides students with and self-directed throughout their lives. opportunities to participate in a variety of Topics include: workplace situations to help prepare them for the transition to a work environment. • entrepreneurial education Work experience also provides students • employability skills (e.g., how to find and with opportunities to: keep a job) • the importance of lifelong education and • connect what they learn in school with the career planning skills and knowledge needed in the • involvement in the community workplace and society in general • the many different roles that an individual • experience both theoretical and applied can play throughout life learning, which is part of a broad liberal • the dynamics of the working world (e.g., education unions, unemployment, supply and • explore career directions identified in their demand, Pacific Rim, free trade) Student Learning Plans The examination of personal interests and Descriptions of career development are drawn skills through a variety of career exploration from the Ministry of Education’s Career Developer’s Handbook, Guidelines for the Kindergarten to Grade 12 opportunities (e.g., job shadowing) is Education Plan, Implementation Resource, Part 1, and the emphasized at this level. Group discussion Career and Personal Planning IRP, April 1995. and individual consultation can be used to help students examine and confirm their personal values and beliefs.
C-5 APPENDIX C: CROSS-CURRICULAR INTERESTS
ENGLISH AS A SECOND LANGUAGE (ESL) Teachers may have ESL students at any level in their classes. Many ESL students are ESL assistance is provided to students whose placed in subject-area classes primarily for use of English is sufficiently different from the purpose of contact with English-speaking standard English to prevent them from peers and experience with the subject and reaching their potential. Many students language. Other ESL students are wholly learning English speak it quite fluently and integrated into subject areas. A successful seem to be proficient. School, however, integration takes place when the student has demands a more sophisticated version of reached a level of English proficiency and English, both in reading and writing. Thus background knowledge in a subject to be even fluent speakers might require ESL to successful with a minimum of extra support. provide them with an appropriate language experience that is unavailable outside the Optimum Learning Environment classroom. ESL is a transitional service rather than a subject. Students are in the process of The guiding principle for ESL support is the learning the language of instruction and, in provision of a learning environment where many cases, the content matter of subjects the language and concepts can be appropriate to their grade level. Thus ESL understood by the students. does not have a specific curriculum. The Good practices to enhance the learning of provincial curriculum is the basis of much of students include: the instruction and is used to teach English as well as individual subject areas. It is the • using real objects and simple language methodology, the focus, and the level of at the beginning level engagement with the curriculum that • taking into consideration other cultural differentiates ESL services from other backgrounds and learning styles at any school activities. level • providing adapted (language-reduced) Students in ESL learning materials • respecting a student’s “silent period” Nearly 10% of the British Columbia school when expression does not reflect the level population is designated as ESL students. of comprehension These students come from a diversity of • allowing students to practise and backgrounds. Most are recent immigrants to internalize information before giving British Columbia. Some are Canadian-born detailed answers but have not had the opportunity to learn • differentiating between form and content English before entering the primary grades. in student writing The majority of ESL students have a well- • keeping in mind the level of demand developed language system and have had placed on students similar schooling to that of British Columbia- educated students. A small number, because This summary is drawn from Supporting Learners of previous experiences, are in need of basic of English: Information for School and District Administrators, RB0032, 1993, and ESL Policy Discussion support such as literacy training, academic Paper (Draft), Social Equity Branch, December 1994. upgrading, and trauma counselling.
C-6 APPENDIX C: CROSS-CURRICULAR INTERESTS
ENVIRONMENT AND SUSTAINABILITY • Students should be provided with opportunities to develop an aesthetic Environmental education is defined as a way appreciation of the environment. of understanding human relationships with the environment. It involves: The theme study units might include: Consumerism, School Operating Systems, • students learning about their connections Pollution, or Endangered Species. to the natural environment through all subjects This summary is derived from A Plan for Environmental • students having direct experiences in the Education, Curriculum Branch, October 1995. environment, both natural and human- ABORIGINAL STUDIES built • students making decisions about and Aboriginal studies focus on the richness acting for the environment and diversity of Aboriginal cultures and languages. These cultures and languages are The term sustainability helps to describe examined within their own unique contexts societies that “promote diversity and do not and within historical, contemporary, and compromise the natural world for any future realities. Aboriginal studies are based species in the future.” on a holistic perspective that integrates the past, present, and future. Aboriginal peoples Value of Integrating Environment and Sustainability Themes are the original inhabitants of North America and live in sophisticated, organized, and Integrating these themes into the curriculum self-sufficient societies. The First Nations helps students develop a responsible attitude constitute a cultural mosaic as rich and toward caring for the earth. Studies that diverse as that of Western Europe, including integrate environment and sustainability different cultural groups (e.g., Nisga’a, themes provide students with opportunities KwaKwaka’Wakw, Nlaka’pamux, to identify their beliefs and opinions, reflect Secwepemc, Skomish, Tsimshian). Each is on a range of views, and ultimately make unique and has a reason to be featured in informed and responsible choices. the school system. The First Nations of The guiding principles that should be British Columbia constitute an important interwoven in subjects from Kindergarten part of the historical and contemporary to Grade 12 are: fabric of the province.
• Direct experience is the basis of human Value of Integrating Aboriginal Studies learning. • Analysis of interactions helps humans • First Nations values and beliefs are make sense of their environment. durable and relevant today. • Responsible action is both integral to and a • There is a need to validate and consequence of environmental education. substantiate First Nations identity. • First Nations peoples have strong, dynamic, Some organizing principles are: evolving cultures that have adapted to • Human survival depends on complex changing world events and trends. natural and human-built systems. • There is a need to understand similarities • Human decisions and actions have and differences among cultures to create environmental consequences. tolerance, acceptance, and mutual respect.
C-7 APPENDIX C: CROSS-CURRICULAR INTERESTS
• There is a need for informed, reasonable Physical Education—participating in and discussion and decision making regarding developing an appreciation for First Nations First Nations issues, based on accurate games and dances
information (for example, as modern This summary is derived from First Nations Studies: treaties are negotiated by Canada, British Curriculum Assessment Framework (Primary through Columbia, and First Nations). Graduation), Aboriginal Education Branch, 1992, and B.C. First Nations Studies 12 Curriculum, Aboriginal In studying First Nations, it is expected that Education Branch, 1994. the students will: GENDER EQUITY • demonstrate an understanding and appreciation for the values, customs, and Gender-equitable education involves the traditions of First Nations peoples inclusion of the experiences, perceptions, • demonstrate an understanding of and and perspectives of girls and women, as well appreciation for unique First Nations as boys and men, in all aspects of education. communications systems It will initially focus on girls in order to • demonstrate a recognition of the redress historical inequities. Generally, the importance of the relationship between inclusive strategies, which promote the First Nations peoples and the natural participation of girls, also reach boys who world are excluded by more traditional teaching • recognize dimensions of First Nations art styles and curriculum content. as a total cultural expression Principles of Gender Equity in Education • give examples of the diversity and functioning of the social, economic, and • All students have the right to a learning political systems of First Nations peoples environment that is gender equitable. in traditional and contemporary contexts • All education programs and career • describe the evolution of human rights decisions should be based on a student’s and freedoms as they pertain to First interest and ability, regardless of gender. Nations peoples • Gender equity incorporates a consideration of social class, culture, Some examples of curriculum integration ethnicity, religion, sexual orientation, include: and age. Visual Arts—comparing the artistic styles • Gender equity requires sensitivity, of two or more First Nations cultures determination, commitment, and vigilance over time. English Language Arts—analysing • The foundation of gender equity is portrayals and images of First Nations co-operation and collaboration among peoples in various works of literature students, educators, education Home Economics—identifying forms of organizations, families, and members food, clothing, and shelter in past and of communities. contemporary First Nations cultures General Strategies for Gender-Equitable Technology Education—describing the Teaching sophistication of traditional First Nations technologies (e.g., bentwood or kerfed boxes, • Be committed to learning about and weaving, fishing gear) practising equitable teaching.
C-8 APPENDIX C: CROSS-CURRICULAR INTERESTS
• Use gender-specific terms to market • Be aware of accepted gender-bias practices opportunities—for example, if a in physical activity (e.g., in team sport, technology fair has been designed to funding for athletes, and choices in appeal to girls, mention girls clearly and physical education programs). specifically. Many girls assume that • Do not assume that all students are gender-neutral language in non-traditional heterosexual. fields means boys. • Share information and build a network of • Modify content, teaching style, and colleagues with a strong commitment to assessment practices to make non- equity. traditional subjects more relevant and • Model non-biassed behaviour: use interesting for female and male students. inclusive, parallel, or gender-sensitive • Highlight the social aspects and usefulness language; question and coach male and of activities, skills, and knowledge. female students with the same frequency, • Comments received from female students specificity, and depth; allow quiet students suggest that they particularly enjoy sufficient time to respond to questions. integrative thinking; understanding • Have colleagues familiar with common context as well as facts; and exploring gender biasses observe your teaching and social, moral, and environmental impacts discuss any potential bias they may of decisions. observe. • When establishing relevance of material, • Be consistent over time. consider the different interests and life This summary is derived from the preliminary Report experiences that girls and boys may have. of the Gender Equity Advisory Committee, received by the • Choose a variety of instructional strategies Ministry of Education in February 1994, and from a such as co-operative and collaborative review of related material. work in small groups, opportunities for INFORMATION TECHNOLOGY safe risk taking, hands-on work, and opportunities to integrate knowledge and Information technology is the use of tools skills (e.g., science and communication). and electronic devices that allow us to create, • Provide specific strategies, special explore, transform, and express information. opportunities, and resources to encourage students to excel in areas of study in Value of Integrating Information Technology which they are typically under- As Canada moves from an agricultural and represented. industrial economy to the information age, • Design lessons to explore many students must develop new knowledge, perspectives and to use different sources skills, and attitudes. The information of information; refer to female and male technology curriculum has been developed experts. to be integrated into all new curricula to • Manage competitiveness in the classroom, ensure that students know how to use particularly in areas in which male computers and gain the technological students typically excel. literacy demanded in the workplace. • Watch for biasses (e.g., in behaviour or learning resources) and teach students In learning about information technology, strategies to recognize and work to students acquire skills in information eliminate inequities they observe. analysis and evaluation, word processing,
C-9 APPENDIX C: CROSS-CURRICULAR INTERESTS
database analysis, information management, • Expressions—designing, integrating, and graphics, and multimedia applications. presenting a message using text, audio Students also identify ethical and social and visual information, and message issues arising from the use of information delivery technology. This information is derived from the draft Information With information technology integrated into Technology Curriculum K to 12 currently under development. the curriculum, students will be expected to: • demonstrate basic skills in handling MEDIA EDUCATION information technology tools Media education is a multidisciplinary and • demonstrate an understanding of interdisciplinary approach to the study of information technology structure and media. Media education deals with key concepts media concepts and focusses on broad • relate information technology to personal issues such as the history and role of media and social issues in different societies and the social, political, • define a problem and develop strategies economic, and cultural issues related to the for solving it media. Instead of addressing the concepts in • apply search criteria to locate or send depth, as one would in media studies, media information education deals with most of the central • transfer information from external sources media concepts as they relate to a variety • evaluate information for authenticity and of subjects. relevance • arrange information in different patterns Value of Integrating Media Education to create new meaning Popular music, television, film, radio, • modify, revise, and transform information magazines, computer games, and • apply principles of design affecting information services—all supplying media appearance of information messages—are pervasive in the lives of • deliver a message to an audience using students today. Media education develops information technology students’ abilities to think critically and The curriculum organizers are: independently about issues that affect them. Media education encourages students to • Foundations—the basic physical skills, identify and examine the values contained and intellectual and personal in media messages. It also cultivates the understandings required to use understanding that these messages are information technology, as well as self- produced by others to inform, persuade, directed learning skills and socially and entertain for a variety of purposes. responsible attitudes Media education helps students understand • Explorations—defining a problem to the distortions that may result from the use establish a clear purpose for search of particular media practices and techniques. strategies and retrieval skills All curriculum areas provide learning opportunities for media education. It is • Transformations—filtering, organizing, not taught as a separate curriculum. and processing information
C-10 APPENDIX C: CROSS-CURRICULAR INTERESTS
The key themes of media education are: • understanding that multicultural education is for all students • media products (purpose, values, • recognizing that similarities across representation, codes, conventions, cultures are much greater than differences characteristics, production) and that cultural pluralism is a positive • audience interpretation and influence aspect in our society (interpretation, influence of media on • affirming and enhancing self-esteem audience, influence of audience on media) through pride in heritage, and providing • media and society (control, scope) opportunities for individuals to appreciate Examples of curriculum integration include: the cultural heritages of others • promoting cross-cultural understanding, English Language Arts—critiquing citizenship, and racial harmony advertising and examining points of view Visual Arts—analysing the appeal of an Anti-Racism Education image by age, gender, status, and other Anti-racism education promotes the characteristics of the target audience elimination of racism through identifying and Personal Planning—examining the influence changing institutional policies and practices of the media on body concepts and healthy as well as identifying individual attitudes and lifestyle choices behaviours that contribute to racism. Drama—critically viewing professional and Anti-racism education involves: amateur theatre productions, dramatic films, • proposing the need to reflect about one’s and television programs to identify purpose own attitudes on race and anti-racism Social Studies—comparing the depiction of • understanding what causes racism in order First Nations in the media over time to achieve equality • identifying and addressing racism at both This summary is derived from A Cross-Curricular Planning Guide for Media Education, prepared by the the personal and institutional level Canadian Association for Media Education for the • acknowledging the need to take individual Curriculum Branch in 1994. responsibility for eliminating racism • working toward removing systemic MULTICULTURALISM AND ANTI-RACISM barriers that marginalize groups of people EDUCATION • providing opportunities for individuals to Multiculturalism Education take action to eliminate all forms of racism, Multiculturalism education stresses the including stereotypes, prejudice, and promotion of understanding, respect, and discrimination acceptance of cultural diversity within our Value of Integrating Multiculturalism and society. Anti-Racism Education Multicultural education involves: Multiculturalism and anti-racism education • recognizing that everyone belongs to a provides learning experiences that promote cultural group strength through diversity and social, • accepting and appreciating cultural economic, political, and cultural equity. diversity as a positive feature of our society Multiculturalism and anti-racism education • affirming that all ethnocultural groups are gives students learning experiences that are equal within our society intended to enhance their social, emotional,
C-11 APPENDIX C: CROSS-CURRICULAR INTERESTS
aesthetic, artistic, physical, and intellectual SCIENCE-TECHNOLOGY-SOCIETY development. It provides learners with the Science-Technology-Society (STS) addresses tools of social literacy and skills for effective our understanding of inventions and disco- cross-cultural interaction with diverse veries and of how science and technology cultures. It also recognizes the importance affect the well-being of individuals and our of collaboration between students, parents, global society. educators, and communities working toward social justice in the education system. The study of STS includes: The key goals of multiculturalism and • the contributions of technology to anti-racism education are: scientific knowledge and vice versa • the notion that science and technology • to enhance understanding of and respect are expressions of history, culture, and for cultural diversity a range of personal factors • to increase creative intercultural • the processes of science and technology communication in a pluralistic society such as experimentation, innovation, and • to provide equal opportunities for invention educational achievement by all learners, • the development of a conscious awareness regardless of culture, national origin, of ethics, choices, and participation in religion, or social class science and technology • to develop self-worth, respect for oneself and others, and social responsibility Value of Integrating STS • to combat and eliminate stereotyping, The aim of STS is to enable learners to investi- prejudice, discrimination, and other forms gate, analyse, understand, and experience the of racism dynamic interconnection of science, • to include the experiences of all students in technology, and human and natural systems. school curricula The study of STS in a variety of subjects Examples of curriculum integration include: gives students opportunities to: Fine Arts—identifying ways in which the fine • discover knowledge and develop skills to arts portray cultural experiences foster critical and responsive attitudes Humanities—identifying similarities and toward innovation differences within cultural groups’ lifestyles, • apply tools, processes, and strategies for histories, values, and beliefs actively challenging emerging issues • identify and consider the evolution of Mathematics or Science—recognizing that scientific discovery, technological change, individuals and cultural groups have used and human understanding over time, in both diverse and common methods to the context of many societal and compute, to record numerical facts, and individual factors to measure • develop a conscious awareness of personal Physical Education—developing an values, decisions, and responsible actions appreciation of games and dances from about science and technology diverse cultural groups • explore scientific processes and technological solutions This summary is derived from Multicultural and Anti- Racism Education—Planning Guide (Draft), developed by • contribute to responsible and creative the Social Equity Branch in 1994. solutions using science and technology
C-12 APPENDIX C: CROSS-CURRICULAR INTERESTS
The organizing principles of STS are: Human Educators can assist in creating more and Natural Systems, Inventions and inclusive learning environments by Discoveries, Tools and Processes, Society and introducing the following: Change. Each organizer may be developed • activities that focus on development through a variety of contexts, such as the and mastery of foundational skills (basic economy, environment, ethics, social literacy) structures, culture, politics, and education. • a range of co-operative learning activities Each context provides a unique perspective and experiences in the school and for exploring the critical relationships that community, including the application of exist and the challenges we face as individuals practical, hands-on skills in a variety of and as a global society. settings Examples of curriculum integration include: • references to specialized learning resources, equipment, and technology Visual Arts—recognizing that demands • ways to accommodate special needs (e.g., generated by visual artists have led to the incorporating adaptations and extensions development of new technologies and to content, process, product, pacing, and processes (e.g., new permanent pigments, learning environment; suggesting fritted glazes, drawing instruments) alternate methodologies or strategies; English Language Arts—analysing the making references to special services) recent influence of technologies on listening, • a variety of ways, other than through speaking, and writing (e.g., CDs, voice mail, paper-and-pencil tasks, for students to computer-generated speech) demonstrate learning (e.g., dramatizing events to demonstrate understanding of Physical Education—studying how a poem, recording observations in science technology has affected our understanding by drawing or by composing and of the relationship between activity and performing a music piece) well-being • promotion of the capabilities and This summary is derived from Science-Technology- contributions of children and adults Society—A Conceptual Framework, Curriculum Branch, with special needs 1994. • participation in physical activity
SPECIAL NEEDS All students can work toward achievement of the provincial learning outcomes. Many Students with special needs have disabilities students with special needs learn what all of an intellectual, physical, sensory, emotional, students are expected to learn. In some cases or behavioural nature; or have learning the student’s needs and abilities require that disabilities; or have exceptional gifts or talents. education programs be adapted or modified. All students can benefit from an inclusive A student’s program may include regular learning environment that is enriched by the instruction in some subjects, modified diversity of the people within it. Opportunities instruction in others, and adapted for success are enhanced when provincial instruction in still others. Adaptations and learning outcomes and resources are modifications are specified in the student’s developed with regard for a wide range of Individual Education Plan (IEP). student needs, learning styles, and modes of expression.
C-13 APPENDIX C: CROSS-CURRICULAR INTERESTS
Adapted Programs Ministry Resources for Teachers of Students with Special Needs An adapted program addresses the learning outcomes of the prescribed curriculum but The following publications are currently provides adaptations so the student can available from the Learning Resources participate in the program. These Branch or are under development and will adaptations may include alternative formats be available soon: for resources (e.g., Braille, books-on-tape), The Universal Playground: A Planning Guide instructional strategies (e.g., use of (Ministry of Education, 1991, FCG 129) interpreters, visual cues, learning aids), and assessment procedures (e.g., oral exams, Hard of Hearing and Deaf Students—A Resource additional time). Adaptations may also be Guide to Support Classroom Teachers (Ministry made in areas such as skill sequence, pacing, of Education, 1994, RB0033) methodology, materials, technology, Special Education Services—A Manual of equipment, services, and setting. Students Policies, Procedures and Guidelines (Ministry of on adapted programs are assessed using the Education, 1995) curriculum standards and can receive full credit. Individual Education Planning for Students with Special Needs: A Resource Guide to Support Modified Programs Teachers (Ministry of Education, 1995) A modified program has learning outcomes Students with Visual Impairments—A Resource that are substantially different from the Guide to Support Classroom Teachers (Ministry prescribed curriculum and specifically of Education, 1995) selected to meet the student’s special needs. For example, a Grade 5 student in language Gifted Students—A Resource Guide to Support arts may be working on recognizing Classroom Teachers (Ministry of Education, common signs and using the telephone, or 1995) a secondary student could be mapping the Students with Intellectual Disabilities: A key features of the main street between Resource Guide to Support Teachers (Ministry school and home. A student on a modified of Education, 1995) program is assessed in relation to the goals and objectives established in the student’s Teaching for Student Differences—A Resource IEP. Guide to Support Classroom Teachers (Ministry 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.
C-14 APPENDIX D Assessment and Evaluation
APPENDIX D: ASSESSMENT AND EVALUATION • Introduction
ABOUT THIS APPENDIX • Criterion-referenced evaluation should be used to evaluate student performance in rescribed learning outcomes, classrooms. It is referenced to criteria expressed in measurable terms, based on learning outcomes described in provide the basis for the development P the provincial curriculum. The criteria of learning activities and assessment and reflect a student’s performance based on evaluation strategies. After a general specific learning activities. When a discussion of assessment and evaluation, this student’s program is substantially appendix uses sample evaluation plans to modified, evaluation may be referenced to show how activities, assessment, and individual goals. These modifications are evaluation might come together in a recorded in an Individual Education Plan particular Punjabi program. (IEP).
ASSESSMENT AND EVALUATION • Norm-referenced evaluation is used for large-scale system assessments; it is not to Assessment is the systematic gathering of be used for classroom assessment. A information about what students know, are classroom does not provide a large enough able to do, and are working toward. reference group for a norm-referenced Assessment methods and tools include: evaluation system. Norm-referenced observation, student self-assessments, daily evaluation compares student achievement practice assignments, quizzes, samples of to that of others, rather than comparing student work, pencil-and-paper tests, holistic how well a student meets the criteria of a rating scales, projects, oral and written specified set of learning outcomes. reports, performance reviews, and portfolio assessments. CRITERION-REFERENCED EVALUATION Student performance is evaluated from the In criterion-referenced evaluation, a information collected through assessment student’s performance is compared to activities. Teachers use their insight, established criteria rather than to the knowledge about learning, and experience performance of other students. Evaluation with students, along with the specific criteria referenced to prescribed curriculum requires they establish, to make judgments about that criteria are established based on the student performance in relation to learning outcomes listed under the prescribed learning outcomes. curriculum organizers for Punjabi 5 to 12 Students benefit most when evaluation is and Introductory Punjabi 11. provided on a regular, ongoing basis. When Criteria are the basis of evaluating student evaluation is seen as an opportunity to progress. They identify the critical aspects of promote learning, rather than as a final a performance or product that describe, in judgment, it shows learners their strengths specific terms, what is involved in meeting and suggests how they can develop further. the learning outcomes. Criteria can be used Students can use this information to redirect to evaluate student performance in relation efforts, make plans, and establish future to learning outcomes. For example, learning goals. weighting criteria, using rating scales, or Evaluation may take different forms, performance rubrics (reference sets) are three depending on the purpose. ways that student performance can be evaluated using criteria. AAPPENDIXPPENDIX D:D: AASSESSMENTSSESSMENT ANDAND EEVALUATIONVALUATION •• SamplesIntroduction
Samples of student performance should Where a student’s performance is not a reflect learning outcomes and identified product, and therefore not reproducible, a criteria. The samples clarify and make description of the performance sample explicit the link between evaluation and should be provided. learning outcomes, criteria, and assessment.
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 the criteria.
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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
D-6 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
he samples in this section show how a • the ways in which the teacher prepared teacher might link criteria to learning students for the assessment outcomes. Each sample is based on T Defining the Criteria prescribed learning outcomes taken from one or more organizers. The samples provide This part illustrates the specific criteria, background information to explain the which are based on the prescribed learning classroom context, suggested instruction outcomes, the assessment task, and various tasks and strategies, the tools and methods reference sets. used to gather assessment information, and criteria used to evaluate student Assessing and Evaluating Student performance. Performance This part includes: HOW THE SAMPLES ARE ORGANIZED • assessment tasks or activities There are five parts to each sample: • the support that the teacher offered • identification of the prescribed learning students outcomes • tools and methods used to gather the • overview assessment information • planning for assessment and evaluation • the way the criteria were used to evaluate • defining the criteria student performance • assessing and evaluating student performance EVALUATION SAMPLES The samples on the following pages illustrate Identification of the Prescribed Learning Outcomes how a teacher might apply criterion- referenced evaluation in Punjabi 5 to 12. This part identifies the organizer or organizers and the specific prescribed • Sample 1: Grade 5 learning outcomes selected for the sample. My Family and Me (Page D-9) Overview • Sample 2: Grade 6 This is a summary of the key features of the The Language of Food sample. (Page D-13) • Sample 3: Grade 7 Planning for Assessment and Evaluation Vaisakhi This part outlines: (Page D-16) • background information to explain the • Sample 4: Grade 8 classroom context Planning a Trip to India • instructional tasks (Page D-21) • the opportunities that students were given • Sample 5: Grade 9 to practise learning Personal Interests • the feedback and support that was offered (Page D-26) students by the teacher
D-7 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
• Sample 6: Grade 10 Lifestyle and Health (Page D-31) • Sample 7: Grade 11 Environmental Issues (Page D-36) • Sample 8: Grade 12 Reading and Responding to Punjabi Fiction (Page D-41)
D-8 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
▼ SAMPLE 1: GRADE 5 • Students practised introducing themselves (name, age, birthday) to partners and in Topic: My Family and Me small groups. As they developed more confidence, students were encouraged to Prescribed Learning Outcomes: offer additional information, such as Interpersonal Communication number of siblings, where they were born, It is expected that students will: and the name of their community. • use common expressions and vocabulary • Students frequently participated in games for familiar objects and activities that provided practice in • introduce themselves and others, using name recognition, following instructions, appropriate family relationship terms in and making simple requests. the case of family introductions • The teacher modelled generic family trees, • make and respond to simple requests focussing on relationship names. • respond to and give basic instructions • Students created pictorial representations of themselves, their family members, and OVERVIEW some of their activities. The teacher In this introductory unit, students provided cut-out labels of vocabulary communicated in a variety of ways as they useful for describing family relationships talked about and created representations of and common activities. Students wrote themselves and their families. This unit their own names and used the labels to provided opportunities for integration with create their choice of a poster or collage. fine arts (e.g., illustrations, collages, poster designs) and personal planning. Evaluation • Students presented their representations was based on: to the class using simple language structures they had practised. • participation in oral activities • a visual display DEFINING THE CRITERIA • a short oral presentation based on the visual display The teacher reviewed the prescribed learning outcomes for these activities, explained the requirements of each task, and discussed the PLANNING FOR ASSESSMENT AND key criteria with students. EVALUATION Participation in Oral Activities Students engaged in a variety of activities designed to help them become comfortable • recognizes name written in the Punjabi using simple vocabulary and language alphabet structures to communicate. • follows simple classroom instructions • makes simple, understandable requests • Daily routines provided students with using practised structures opportunities to introduce themselves, • takes risks; makes efforts to speak Punjabi 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Visual Representation • uses mime, gestures, and props to help • writes own name in Punjabi alphabet convey meaning • uses appropriate relationship names to • attempts to self-correct label pictures or symbols • listens attentively to other students • 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 Oral Presentation rating scales were used to evaluate posters and oral presentations. The students were • correctly uses language structures given copies of the rating scales, and they practised in class discussed them in English before beginning • pronounces words so they can be their assignments. understood (perhaps with some effort) • places pauses at the end of a sentence or phrase
Participation in Oral Activities
Date Name:
Critera Rating
• 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Visual Representation
Rating Criteria
Meets all criteria. Goes beyond the basic requirements to demonstrate Outstanding additional learning (e.g., includes vocabulary for activities, writes relationship names rather than labels).
Good Complete and accurate. Uses the structures and vocabulary provided to present required information.
Includes most family members and relationship names. Writes own name Satisfactory in recognizable letters. May omit some information or make errors (e.g., uses wrong label or forms some letters incorrectly).
Requirements May be incomplete, inappropriate, or incomprehensible. Not Met
Note: Illustrations and graphic designs can be assessed as part of fine arts.
D-11 APPENDIX D: ASSESSMENT AND EVALUATION • Samples • Examples
Oral Presentations
Rating 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 Outstanding 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 Good 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. Satisfactory 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.
Requirements May be incomplete, inappropriate, or incomprehensible Not Met .
Note: Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade.
D-12 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
▼ SAMPLE 2: GRADE 6 • Working with a partner, students asked each other questions about food likes and Topic: The Language of Food dislikes using language structures provided by the teacher. Prescribed Learning Outcomes: Interpersonal Communication • A “people search” was conducted, where each student found someone who had It is expected that students will: specific food likes and dislikes by asking • exchange information about likes, dislikes, questions in Punjabi. and interests • Students described and classified samples of common, familiar food. Informational Communication • Students added a minimum of five food It is expected that students will: pictures to their picture dictionaries. • extract specific information from various • The teacher invited students to role-play sources to complete authentic tasks orally, two- to three-minute scenes (e.g., buying visually, and in simple written form food, talking about favourite meals, describing what they had for lunch) that Cultural Contexts demonstrated the vocabulary and It is expected that students will: structures they had learned. Students developed their own scenes and had • demonstrate a knowledge of Punjabi opportunities to practise before presenting games, sports, arts, customs, celebrations, them to the class. and festivals • Students researched traditional Punjabi In addition to these outcomes, the teacher foods and made pictorial reports about can assess students’ attitudes and types of food or dishes (e.g., foods participation. associated with a festival or region).
OVERVIEW DEFINING THE CRITERIA Students participated in a variety of activities The teacher reviewed the prescribed learning that developed and used language associated outcomes for these activities, explained the with food. Evaluation was based on: requirements for each task, and discussed • group presentations the following key criteria. • pictorial reports on traditional foods • picture dictionaries Group Presentations • meaning is conveyed in Punjabi by PLANNING FOR ASSESSMENT AND combining pictures, words, and actions EVALUATION • language is comprehensible The teacher organized a variety of activities • attempts to self-correct 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Pictorial Report on Traditional Foods ASSESSING AND EVALUATING STUDENT PERFORMANCE • meaning is clear • captions are appropriate for illustrations The teacher used rating scales and checklists • information is accurate and relevant to evaluate the work in this unit. Students • includes interesting and informative had copies of the scales as they prepared details 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
Students interact well and work as a team to create a presentation that Outstanding exceeds basic requirements. Presentation is easy to understand, and includes some interesting or unusual details. May use vocabulary and structures not practised in class.
Presentation meets task requirements. It is comprehensible but may need some inferences by the listener. Includes a variety of appropriate Good 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.
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 Satisfactory 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 Incomplete, inappropriate, or incomprehensible. Not Met
D-14 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Pictorial Report on Traditional Foods
Criteria Rating Comments
• 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
▼ SAMPLE 3: GRADE 7 • Venn diagrams comparing Vaisakhi with another celebration Topic: Vaisakhi • use of Punjabi in group and individual projects and activities Prescribed Learning Outcomes: • group projects centred on a school-based Interpersonal Communication celebration of Vaisakhi It is expected that students will: PLANNING FOR ASSESSMENT AND • communicate with others to complete a EVALUATION task • use Punjabi to participate in classroom • Students brainstormed the things they activities knew and wondered about Vaisakhi. • Working co-operatively in small groups, Informational Communication students chose two or three questions they It is expected that students will: had about the celebration, planned ways to find answers to their questions, and • extract information from various sources implemented their plans. to complete authentic tasks in simple oral and written form • Students interviewed resource people and used other resources both in and outside Creative Works the classroom to find information. It is expected that students will: The teacher invited students to share the information they gathered orally with the • produce visual works and simple oral class. creative works based on Punjabi resources • Students prepared individual visual or Cultural Contexts written representations to show what they had learned about the celebration. Project It is expected that students will: options included posters, collages, • demonstrate a knowledge of the language sketches, photo essays, or displays of needed to explain and participate in objects. Each item was labelled or Punjabi games, sports, arts, customs, accompanied by a written explanation. celebrations, and festivals • The teacher led the class to create a Venn • categorize similarities and differences diagram comparing Vaisakhi with another between Punjabi games, sports, arts, celebration. Students then made their own customs, celebrations, and festivals and Venn diagrams comparing Vaisakhi with a those of their own and other cultures celebration not discussed in class.
OVERVIEW • The teacher invited students to plan and present a celebration of Vaisakhi for the This unit focussed on the celebration of classroom (or for the school). Students Vaisakhi and was used as a lead-up to the broke into small groups, and each group celebration (April 13th). Evaluation was chose one aspect of the celebration (e.g., based on: building a model of a float, putting • visual and written representations together a Vaisakhi fashion show,
D-16 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
designing promotional material, preparing Use of Punjabi Language food). The groups developed a plan, • attempts to use Punjabi vocabulary and discussed it with the teacher, completed language structures the project, and presented it to the class (or • shows some spontaneity when interacting school). with others in Punjabi • supports and encourages other students in DEFINING THE CRITERIA using Punjabi The teacher reviewed the prescribed learning • responds to simple questions and outcomes for these activities and explained instructions from other students the requirements of each task to the students. • uses questions and other language The students worked with the teacher to structures that have been practised in class develop key criteria. • uses classroom resources (including the teacher) to solve language problems Visual or Written Representation, or Venn Diagram School-Based Celebration of Vaisakhi • offers accurate representations of key Content aspects of Vaisakhi, including: • appropriate, detailed, and relevant - harvest wheat • accurately drawn from appropriate - the date of the celebration and the Punjabi resources, including people creation of Khalsa (April 13th) Performance and Construction - the significance of Singh, Kaur • tailored to audience and context - the five Ks: kirpan (sword), karha • spoken or written language is (bracelet), kes (hair), kachha comprehensible (undergarment), kangha (comb) • presentation is clear and effective, adding - replacement of saffron-coloured to audience knowledge and nishan sahib (pole covering and flag) understanding - five baptized Sikhs wearing saffron robes and leading a parade or Self-Assessment and Response procession with floats and bands, and • identifies strengths and weaknesses of the distribution of free food during the both process and product procession - dances, songs, parties, festive foods, ASSESSING AND EVALUATING STUDENT sweets PERFORMANCE • includes key aspects of the other The teacher used checklists and rating scales celebration to evaluate student performance. Students • logically identifies similarities had copies of the scales as they worked • logically identifies differences through the unit. • presentation is clear • Punjabi words and labels are appropriate • Punjabi letters are formed correctly • includes relevant and accurate details
D-17 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Visual or Written Representation
Rating Criteria
Includes key features of Vaisakhi and is relatively detailed. Labels or captions are easy to understand and enhance the presentation. Letters Excellent are formed correctly. Presentation is clear and includes interesting or unusual details or language not practised in class.
Includes key features of Vaisakhi with some details. Most labels or Good captions are easy to understand and clarify or enhance the information. Most letters are formed correctly. Presentation is clear.
Includes most key features of Vaisakhi but with little supporting detail. Satisfactory Captions or labels may be very brief or difficult to understand in places.
Requirements Omits several key features of Vaisakhi. Labels or captions may be Not Met omitted, inappropriate, or difficult to read.
Venn Diagram
Rating Criteria
• thorough, detailed, accurate, and logical (includes key aspects of 3 Vaisakhi and other chosen celebration, Identification of similarities and differences is logical)
2 • accurate and logical (includes some details)
• partial (may omit some key aspects or show faulty logic when 1 making comparisons)
0 • incomplete, inaccurate, or illogical
D-18 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Use of Punjabi Language
Criteria Rarely 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
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:
Specific Features Rating • 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 Insufficient
D-20 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
▼ SAMPLE 4: GRADE 8 appropriate visual aids (e.g., maps, travel posters). Each student supplemented the Topic: Planning a Trip to India presentation with detailed information about the destination they researched. Prescribed Learning Outcomes: Classmates were encouraged to ask Interpersonal Communication questions. It is expected that students will: • Students worked with partners to prepare • develop simple dialogues and practise dialogues related to travel • describe activities and interests in oral and (e.g., visiting a Punjabi travel agent, asking written form a local person for information about sights • request and provide information or services, shopping, ordering a • use Punjabi to conduct familiar activities restaurant meal, meeting people). (real or simulated) • Students wrote simulated travel journals or postcards describing their “trips.” Informational Communication It is expected that students will: DEFINING THE CRITERIA • extract and process information from The teacher reviewed the prescribed learning various sources to complete authentic outcomes, and explained the requirements of tasks in oral and written form 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. Overall Group Itinerary Evaluation was based on: • follows a logical sequence • time estimates and practical limits are • oral presentation of travel itineraries reasonable • prepared dialogues • uses visual aids to support meaning • simulated journals or postcards Individual Presentations • message is understandable PLANNING FOR ASSESSMENT AND • uses accurate information EVALUATION • includes relevant and interesting details • Students worked in groups using maps and features and other resources to identify, research, • speaks fluidly, with most pauses at the and prepare brief written descriptions of end of a phrase or sentence places they might like to visit. • answers most audience questions and • Working in groups, students gathered the provides relevant information (may need practical information they needed to plan teacher’s help to understand some of the and develop an overall trip itinerary. Each questions) student researched and planned one • uses a variety of vocabulary and language destination. Groups presented their structures overall itineraries to the class using
D-21 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Prepared Dialogue • uses a variety of vocabulary and language • message is understandable structures • includes relevant and accurate details • interacts well with partner and contributes ASSESSING AND EVALUATING STUDENT to team performance PERFORMANCE • speaks fluidly with most pauses at the end The teacher evaluated demonstrations of the of a phrase or sentence prescribed learning outcomes using the • uses a variety of appropriate vocabulary following rating scales and checklists. and language structures Students had copies of the criteria and rating • follows appropriate conventions for scales as they worked. situations and relationships (e.g., greeting a grandparent) Oral Presentation of Travel Itinerary
Journal Entries and Postcards During each oral presentation, three students • includes at least three journal entries or were designated to provide peer feedback postcards using the same rating format the teacher • offers clear, appropriate information used. • includes relevant, interesting details • uses letter formations, spellings, and mechanics that do not interfere with meaning
Overall Group Itinerary
Rating Criteria
• Itinerary follows a logical sequence and reasonably estimates times and 3 practical limits. Visual aids are used, including a clear, accurate map of the entire itinerary. Illustrations of some stops are included.
• Itinerary follows a logical sequence. Estimates of times and practical 2 considerations may show inconsistencies. Includes a clear and accurate map.
• Itinerary may not follow a logical sequence. Time estimates and other 1 practical considerations may be ignored. Includes a map.
0 • Incomplete or inappropriate.
D-22 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Individual Presentations
Criteria Rating Comments
• understandable
• based on accurate information
• includes relevant, interesting details
• speaks fluidly, with most pauses at the end of a phrase or sentence
• answers most peer questions and provides relevant information
• uses a variety of vocabulary and language structures
Key: ST—Strong SA—Satisfactory MI—Minimal NE—Not Evident
D-23 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Prepared Diologue
Criteria Rating Comments
• includes relevant and accurate details
• 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Journal Entries and Postcards
Rating Criteria
• message is relevant and appropriate; includes interesting details and features • meaning is clear; errors occur in letter formations, word choices, and Excellent 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 Good 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 Acceptable meaning • uses a variety of vocabulary and language structures practised in class
Not Demonstrated • 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
▼ SAMPLE 5: GRADE 9 PLANNING FOR ASSESSMENT AND EVALUATION Topic: Personal Interests • Students brainstormed a list of personal Prescribed Learning Outcomes: interests and activities. Using resources Interpersonal Communication both in and out of the classroom, they developed individual vocabulary lists It is expected that students will related to their interests, and posted them • express opinions and preferences, giving in the classroom or added them to reasons classroom word banks. • exchange information related to activities, • Using frames and structures provided by people, and things the teacher, students interviewed each • use Punjabi in a variety of authentic other about their interests and reported to situations small groups about what they learned. • use vocabulary related to needs and emotions • The teacher prompted class discussions about specific areas of interest (e.g., music, Creative Works sports, television programs) and encouraged comments about what they It is expected that students will liked, what they disliked, and why. • produce a variety of visual, oral, and • Students practised and reinforced oral simple written creative works based on fluency, vocabulary, and structures by Punjabi resources role-playing conversations about music and other interests with a partner. Cultural Contexts • Working with a partner, students It is expected that students will prepared a brief oral presentation (approximately two minutes) about an • identify ways that knowledge of Punjabi interest or activity. Partners interviewed language and culture has affected their each other to discover details of the daily lives activity or interest, and the reasons their partner enjoyed it. Partners could provide OVERVIEW visual aides to support the presentations. Students participated in a variety of Students used the rating scale provided by communication activities focussed on their the teacher for self-assessment and to personal interests and activities. Evaluation provide peer feedback as they practised. was based on: • During their classmates’ presentations, • introducing a classmate and describing students identified key words or phrases their personal interests and activities that described the presenter’s interest or • written notes recording one key piece of activity, and submitted their notes to the information from each of their classmates’ teacher for marking. oral presentations • Working in small groups or as a whole • visual representations showing personal class, students shared ideas about aspects interest profiles including aspects of of Punjabi culture and language that they Punjabi culture
D-26 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
found particularly interesting. Family Listening to and Making Notes on members and people in the community Presentations were interviewed about aspects of Punjabi • notes are accurate; presentation is culture and language that students found understood appealing. • notes include appropriate key words or • Students created individual visual phrases related to the presentations representations, using Punjabi captions Visual Representation and labels, that illustrated an activity or • focusses on a central theme or interest area of interest in the Punjabi culture and • includes references to personal interests or language. Representations took the form an appreciation of Punjabi language and of collages, posters, cartoons, photo essays, culture and other formats approved by the • design shows an effort to incorporate teacher. Students were given the criteria creative works and cultural elements and checklist associated with this • labels and captions are clearly written and assignment to guide them as they worked. letters are correctly formed • uses labels and captions appropriately to DEFINING THE CRITERIA enhance or extend the work The teacher reviewed the learning outcomes for these activities, explained the ASSESSING AND EVALUATING STUDENT requirements of each task, and discussed key PERFORMANCE criteria with the students. The teacher used the following performance Oral Presentation rating scales to evaluate student work. Students had copies of the scales as they • provides accurate information (confirmed prepared their assignments. The same rating by the student interviewed) scales were adapted for other performance • includes appropriate and relevant details tasks during the term. Although the scales • speaks clearly and understandably show four levels, the teacher occasionally • speaks fluidly, with relatively brief pauses assigned mid-range grades (e.g., C+, C-). 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Oral Presentation
Rating Criteria
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 A 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.
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 B 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 the topic.
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 C 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.
Has not completed requirements of the assignment. (See the circular IP/F 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.)
Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade.
D-28 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
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
Rating Criteria
• Notes accurately record in Punjabi the appropriate key words or 2 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.)
• Notes are incomprehensible or inaccurate. 0 (Presentation was not understood.)
D-29 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Visual Representation
Criteria Not Evident Minimal Competent Strong • 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
▼ SAMPLE 6: GRADE 10 healthy living. The teacher and other classmates provided feedback and advice Topic: Lifestyle and Health about the content of their guidelines and their use of Punjabi. Prescribed Learning Outcomes: • Students discussed and wrote paragraphs Interpersonal Communication about proverbs and folk wisdom related to It is expected that students will: healthy living. They exchanged their work • recognize and use simple idiomatic for feedback and editing before submitting expressions it to the teacher. The class drew on this • use Punjabi in a variety of authentic experience to develop some general situations criteria for written assignments. For example: Informational Communication - message and meaning are clear - information and ideas are relevant and It is expected that students will: logical • extract and process information from a - appropriate details, examples, and variety of sources to complete authentic reasons are included tasks - letters, vocabulary, and structures are used appropriately to support and Creative Works enhance meaning It is expected that students will: • Punjabi-speaking guests visited the class to provide information about some aspect • produce a variety of creative works based of health, safety, or lifestyle. Students on Punjabi resources, with increased practised formulating appropriate and emphasis on writing relevant questions before the visits. They also practised taking notes and shared OVERVIEW effective note-taking strategies. Students engaged in a variety of • Students examined a wide variety of communication activities related to lifestyle Punjabi materials related to lifestyle and and health. Evaluation was based on: health, including newspaper articles, • use of oral language in classroom and articles prepared by the teacher, group activities advertisements, public service • written “lifestyle quizzes” based on announcements, pamphlets, and information from resource people and emergency instructions. from print resources • Students worked individually or in pairs • creative group projects advocating healthy to gather information about health, safety, lifestyle practices and lifestyle. They used this information to develop a 10-item multiple-choice PLANNING FOR ASSESSMENT AND lifestyle or safety quiz. Students were EVALUATION expected to conduct at least one interview • Students worked in groups to create a list and consult at least one print resource to of guidelines concerning one aspect of prepare their quiz. The teacher suggested
D-31 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
resource people to interview (e.g., family Designing a Lifestyle Quiz and community members) in person or by • includes at least 10 multiple-choice telephone, e-mail, or letter. Students were questions and a logical answer key not required to interview experts. Their • includes feedback from two people who quizzes could test knowledge of healthy took the test lifestyles or personal attitudes and • questions are clear and relevant behaviours. Students administered their • includes key concepts related to the topic quizzes to classmates. • instructions are clear and easy to follow • Students worked in groups to create • uses a range of useful vocabulary and advertisements advocating healthy expressions lifestyles (e.g., balanced diet; smoking • uses appropriate questionnaire structures cessation; traffic safety; safety at home, (questions followed by answer options) work or school; earthquake preparedness; • includes a self-assessment that focusses on first aid) or a product related to health strengths and possible weaknesses in the (e.g., exercise machines, low-fat foods). questionnaire Students could choose to develop their • uses interpretation guidelines that are advertisements using print, audiotape, or logical and detailed videotape. Groups exchanged advertisements for feedback before Advertisements presenting the finished work to the teacher • uses an understandable message and the rest of the class. • presents a clear viewpoint and desired outcome DEFINING THE CRITERIA • uses persuasive techniques appropriately The teacher reviewed the learning outcomes (e.g., humour, logic, examples, role for these activities, explained the models) requirements of each task, and discussed key • uses language that is appropriate for the criteria with the students. situation or format • uses a variety of appropriate vocabulary Use of Punjabi in Classroom and Group idioms and structures Activities • errors in pronunciation, word choice, letter formation, or language structures do not • volunteers information and ideas to obscure meaning stimulate discussions • asks questions to extend or clarify ASSESSING AND EVALUATING STUDENT information PERFORMANCE • responds to information, ideas, or questions from other students Use of Punjabi Language in Classroom and • speaks clearly and understandably Group Activities • uses a range of appropriate vocabulary The teacher used a rating scale to track oral and idiomatic expressions participation in group activities. • tries to avoid lapsing into English Individually, students completed the rating scale as a self-evaluation activity and included it in their portfolios or journals.
D-32 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Oral Use of Punjabi Language
Criteria Rating Comments or Evidence
• volunteers information and ideas to stimulate discussions
• asks questions to extend or clarify information
• responds to information, ideas, or questions from other students
• speaks clearly and understandably
• uses a range of appropriate vocabulary and idiomatic expressions
• persists in using Punjabi in group situations (avoids lapsing into English)
Key: 3—Strong 2—Satisfactory 1—Minimal 0—Not Observed
D-33 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Designing a Lifestyle Quiz scales were adapted for other performance Students were given copies of the following tasks during the term. Although the scales rating scale as they prepared their show four levels, the teacher occasionally assignments. They also used the scale as part assigned mid-range grades (e.g., C+ and C-). of their self-assessments. The same rating
Lifestyle Quiz
Rating 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 A 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 B and detailed. Self-assessment focusses on key aspects of the questionnaire. Errors in letter formation, word choice, or structures do not detract from meaning.
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. C 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.
Has not completed requirements of the assignment. (See the circular IP/F 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Advertisement Students had a copy of the scale as they The teacher used the following rating scale worked. The same scale could have been to evaluate the students’ advertisements. used for peer assessment.
Advertisement
Criteria 01234
• message is understandable
• viewpoint or desired outcome is clear
• uses persuasive techniques appropriately (e.g., humour, reasons, examples, role models)
• uses language that is appropriate for the situation or format
• uses a variety of appropriate vocabulary, idioms, and 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
▼ SAMPLE 7: GRADE 11 associated with the environment and worked with partners to practise using the Topic: Environmental Issues vocabulary in role plays and dialogues. Prescribed Learning Outcomes: • By conducting interviews and using print and other media resources, students Interpersonal Communication researched an environmental issue of their It is expected that students will: choice. They worked in small groups or as • exchange opinions on topics of interest a class to compare notes and discuss their • describe or narrate, with some supportive information, before writing short research detail, an event, situation, or experience reports. Reports were exchanged for peer • identify and use common idiomatic editing and submitted for evaluation. expressions • Working as a class or in small groups, students engaged in informal debates on Informational Communication the topics they researched as well as others It is expected that students will: the teacher suggested. The class collaborated to develop a checklist and • research and use relevant information feedback form for peer and teacher from a variety of sources to complete assessments. authentic tasks • Groups of students were assigned an Creative Works environmental position to advocate and were provided with information to It is expected that students will: support that viewpoint. • respond in a personal way with a range of • Working individually or in small groups, forms of expression to creative works from students wrote songs or poems about a variety of sources environmental issues and presented them • produce a variety of written, oral, and to the class. visual creative works based on Punjabi resources • Each student chose two of the poems or songs written by their classmates to OVERVIEW respond to in short journal entries. Evaluation was based on: DEFINING THE CRITERIA • oral use of Punjabi during informal The teacher reviewed the prescribed learning debates and discussions outcomes and discussed how the following • written research reports criteria might be demonstrated. • poems or songs • journal entries responding to the creative Oral Use of Punjabi During Debates work of two other students and Discussions • expresses information clearly, using PLANNING FOR ASSESSMENT AND speech that is readily comprehensible EVALUATION • offers a clear, relevant opinion or • Students brainstormed a list of vocabulary viewpoint
D-36 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
• provides logical reasons, examples, and ASSESSING AND EVALUATING STUDENT details to support opinions PERFORMANCE • acknowledges or responds to information Oral Use of Punjabi During Debates and and opinions from others Discussions • uses strategies to keep communication going (e.g., self-corrects, rephrases, asks The teacher used the following rating scale others to repeat or clarify) to evaluate student performance. Students • speaks with some spontaneity and used the same rating scale to provide peer fluidity; pauses tend to be at the end of feedback. phrases or sentences and rarely interfere with meaning • appropriately uses a variety of vocabulary, idioms, and language structures
Written Research Report • is clearly written and easy to understand • is logically organized • focusses on a central idea or theme • includes accurate, relevant information • uses varied and appropriate word choices • errors in sentence structure, usage, spelling, or punctuation do not 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Oral Use of Punjabi
Criteria Rating Comments and Suggestions
• 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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Research Reports
Rating Criteria
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 A 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.
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. B 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.
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 C 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.
Has not completed the requirements of the assignment. (See the circular IP/F 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.)
Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade. This scale can be adapted and used throughout the year to assess written work.
D-39 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
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
Clearly written, insightful, thoughtful, and detailed. Summarizes and explains personal response, and makes connections between the work Insightful 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.
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 Satisfactory 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.
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. Developing 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 Inappropriate, incomplete, or incomprehensible. Demonstrated
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 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
▼ SAMPLE 8: GRADE 12 EVALUATION • The teacher (or a guest) read one or more Topic: Reading and Responding to Punjabi short stories to the class. Students Fiction prepared to listen to the stories by Prescribed Learning Outcomes: predicting the outcome, generating Interpersonal Communication questions, and discussing themes and topics related to those in the story. The It is expected that students will: teacher paused frequently during the • exchange opinions and beliefs on topics of reading to allow students to make interest predictions or to recap what they heard. • communicate effectively and Students worked in small groups to spontaneously in common life situations develop character descriptions or web • demonstrate understanding of a wide charts, to plot outlines, and to discuss range of idiomatic expressions questions about the events, characters, symbolism, and themes of the story. Informational Communication Students wrote or sketched short personal responses to the story. It is expected that students will: • Students watched Punjabi videotapes or • research, analyse and use relevant television programs on related themes, information from several sources on a and compared the characters, plots, chosen topic to complete authentic tasks symbols, and themes to those in the story they listened to. Students developed Venn Creative Works diagrams, charts, or collages relating to It is expected that students will: specific works. Students could also read or listen to poetry or songs on similar themes. • respond in a personal way with a range of forms of expression to creative works from • Individually, students selected and read a a variety of sources short story or an excerpt from a novel. While some students were able to read an Cultural Contexts entire novel, this was not generally It is expected that students will: expected. Students discussed their reading in small groups. Each student selected and • demonstrate an appreciation of Punjabi prepared a writing project to demonstrate language and culture and its place in local their understanding of the story. The and global communities complexity of the project varied according to individual abilities. The teacher OVERVIEW provided options including a short review; This unit focussed on Punjabi short stories a personal response; a brief essay about and novels. Evaluation was based on: one aspect such as character, theme, or style; writing-in-role (e.g., writing a letter • written assignments from one character to another or to • dramatizations and role-playing based on someone outside the story); a sequel or stories and novels read by students PLANNING FOR ASSESSMENT AND
D-41 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
prequel; or retelling one event from a Written Report different viewpoint. • conveys the central idea or theme of the • Working with a partner or in a small story group, students developed a role play or • writes clearly and legibly dramatization related to one or more of • offers a personal viewpoint, the stories. Examples included acting out a interpretation, or response particular scene, role-playing a situation • remains consistent with story details that extended or changed one aspect of the (except where imaginative content is story, or inventing a scene that involved developed) characters from two or more stories or that • includes relevant details, reasons, and placed one or more of the characters in a examples to support interpretation, new situation. opinion, or response • reflects an awareness and appreciation of DEFINING THE CRITERIA Punjabi language and culture • demonstrates a clear and logical The teacher reviewed the learning outcomes organization of ideas to enhance message for the two evaluation tasks and discussed • uses a wide range of appropriate the following criteria with students. As in all vocabulary and idioms to support assignments, communicating meaning was message the most important feature. These criteria • makes only minor errors in tense and were adapted for similar activities structure that do not reduce effectiveness throughout the year.
ASSESSING AND EVALUATING STUDENT Role Play or Dramatization PERFORMANCE • meaning is clear; speech is easy to The teacher evaluated students’ work using understand two performance rating scales: one for role • includes relevant information or plays, and one for written assignments. references to one or more of the stories Students were given opportunities to • attempts to engage the audience by discuss the rating scales and use them for including interesting or unusual details or self-assessment and peer feedback. While interpretations the scales offered three levels of acceptable • uses a wide range of vocabulary or idioms performance, the teachers sometimes chose that support the message to assign mid-range grades (e.g., C+ or C-). • 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
D-42 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Role Play or Dramatization
Rating Criteria
• 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 A words. • Uses a wide range of appropriate vocabulary and idioms. • May include minor errors in pronunciation, word choice, or structures, but these do not reduce the effectiveness of the information.
• Information and message are generally clear and easy to understand. • Interaction flows smoothly and appears spontaneous. • Student speaks with appropriate expression but may be hesitant, using B frequent short pauses. • Uses some variety in vocabulary; may make some idiomatic errors. • May include minor errors in language, but these do not obscure the message.
• Information and message are comprehensible but may pose 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. C • Student speaks hesitantly and sometimes without appropriate expression or intonation. • Vocabulary tends to be basic and repetitive; limited use of idiom. • May include errors in language that weaken but do not obscure the message.
• Information and message are unclear, incomplete, or inappropriate. IP/F • No interaction or flow of language. • May be extremely brief.
Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade.
D-43 APPENDIX D: ASSESSMENT AND EVALUATION • Samples
Written Reports
Rating Criteria
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 A 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.
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 B 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.
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 C 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 IP/F be very short. A large number of errors may make it impossible for the reader to understand the writer’s views.
Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade.
D-44 APPENDIX E Acknowledgments APPENDIX E: ACKNOWLEDGMENTS
E-2 APPENDIX E: ACKNOWLEDGMENTS
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 Harbhajan Singh Manocha BC School Trustees Association Khalsa Diwan Society
John Coleman Cam Prasad BC Teachers Federation BC Heritage Language Association
Silvia Dyck Major Singh Randhawa BC Confederation of Parent Advisory Khalsa Diwan Society Councils Kelleen Toohey Dalip Singh Gill Simon Fraser University Damesh Punjabi School Barbara Walker Ravinder Singh Gill BC Principals’ and Vice Principals’ BC Teachers Federation Association
Mike Henderson BC School Superintendents Association
LEARNING OUTCOMES WRITING COMMITTEE
Ajit Singh Bains Amrik Singh Prihar School District No. 30 (South Cariboo) 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 APPENDIX E: ACKNOWLEDGMENTS
LEARNING RESOURCE EVALUATORS
Ravinder Kaur Dhami Amrik Prihar School District No. 27 (Cariboo-Chilcotin) School District No. 84 (Vancouver Island West) Nirmall Singh Gill Dasmesh Punjabi School Kulwant Sekhon School District No. 41 (Burnaby) Harbans Jawanda School District No. 65 (Cowichan) Harjeet Parhar School District No. 38 (Richmond) Parmjit Singh Parmar School District No. 42 (Maple Ridge)
INTEGRATED RESOURCE PACKAGE WRITING COMMITTEE
Reena Baker Surjit Kaur Kainth University of British Columbia School District No. 27 (Cariboo-Chilcotin)
Nirmall Singh Gill Jasdev Singh Makkar Dasmesh Punjabi School School District No. 36 (Surrey)
Mike Henderson Devinder Kaur Pawa BC School Superintendents Association School District No. 38 (Richmond)
E-4 APPENDIX F Glossary and Punjabi Alphabet APPENDIX F: GLOSSARY AND PUNJABI ALPHABET
F-2 APPENDIX F: GLOSSARY AND PUNJABI ALPHABET
THE PUNJABI ALPHABET
F-3 APPENDIX F: GLOSSARY AND PUNJABI ALPHABET
GLOSSARY authentic materials Resources such as newspapers, magazines, and news broadcasts; designed to communicate information or meaning rather than to facilitate language learning. authentic situations 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 sen- tences) in which every nth word is deleted. Students fill in the missing words using contextual clues. This technique tests students’ compre- hension 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 co- operative 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 APPENDIX F: GLOSSARY AND PUNJABI ALPHABET
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 APPENDIX G: ADDITIONAL RESOURCES
PUNJABI WEDDING SONGS The following pages contain the lyrics for songs that students could include in a concert of Punjabi wedding songs.
G-3 APPENDIX G: ADDITIONAL RESOURCES
G-4 APPENDIX G: ADDITIONAL RESOURCES
G-5 APPENDIX G: ADDITIONAL RESOURCES
AN ENVIRONMENTAL SIMULATION 2. Divide the class into seven groups (or fewer if not all viewpoints will be A simulation concerning an environmental examined). Give each group a copy issue is an effective way to encourage of Part One of the Datasheet, which discussion and decision making. The outlines the issue. Group members following procedural information (with should assist each other with unfamiliar accompanying student handout material in vocabulary. They should also list the Punjabi) focusses on the issue of nuclear main issues and record them for future power. Adapted from “Differing Views on the reference. Nuclear Issue,” in Science and Technology 11—Energy and Environmental Trade Offs: 3. As a class, review the procedure for Teacher Module (Victoria: Ministry of preparing a debate. Education, 1986), pp. 91-97. 4. Have students re-form their small In this activity, students attempt to find a groups, and assign each group one compromise position in a debate over the viewpoint from Part Two of the issue of energy and the environment. Datasheet. Tell students they will present this viewpoint in a debate. Ask Since this activity is conducted in Punjabi, students to read their viewpoint, select students may need considerable help with a recorder, and list the feelings and unfamiliar vocabulary and idioms. They will motivations of the person they are also require sufficient time to formulate representing. (e.g., How does the person arguments and viewpoints. For this reason, feel? Why does the individual feel this the preparation and simulation should be way?) Each group then identifies what done over two to three class periods. should be done with the Island Power Students will be more successful in Company proposal (e.g., reject, accept, completing this simulation if they have had or change it to make it more acceptable) practice in: and gives reasons. • role play 5. Give students sufficient time to prepare • expressing personal viewpoints a two-minute oral presentation where • expressing agreement and disagreement they will discuss their group’s response to the Island Power Company proposal Note: The Datasheet handout includes seven and provide supporting arguments. viewpoints on the Island Power Company Each group should select one member as proposal. Depending on the size and the spokesperson. language fluency of the class, teachers may choose to limit the number of viewpoints to 6. Have the groups make their be debated. presentations. After each presentation, encourage members from other groups Procedure to ask questions. Remind students, as they listen to each presentation, that 1. Tell students they will take part in a role- they should be looking for a consensus playing exercise to consider where to on the viewpoints to take to the Utilities locate a nuclear power generating Commission. station in British Columbia. Introduce unfamiliar vocabulary related to nuclear power, time expressions, and idioms.
G-6 APPENDIX G: ADDITIONAL RESOURCES
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 individu- als 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 APPENDIX G: ADDITIONAL RESOURCES
Datasheets: Part 1
G-8 APPENDIX G: ADDITIONAL RESOURCES
G-9 APPENDIX G: ADDITIONAL RESOURCES
Datasheets: Part 2, Viewpoints
G-10 APPENDIX G: ADDITIONAL RESOURCES
G-11 APPENDIX G: ADDITIONAL RESOURCES
G-12 APPENDIX H Planning Your Program APPENDIX H: PLANNING YOUR PROGRAM
H-2 APPENDIX H: PLANNING YOUR PROGRAM
he communicative focus of this session (there will, however, be a wide curriculum emphasizes the acquisi- variety of student backgrounds and a T tion of listening and speaking skills. range of language-learning abilities in any Reading and writing should be taught given classroom) concurrently as a natural extension of oral • given a choice, it is a good idea to language. Integrating the teaching of the introduce the most common structures four language skills will enhance students’ and vocabulary related to particular abilities to function in a Punjabi-speaking subjects (in Punjabi, as in English, there environment. Learning with a communica- are many synonyms and a variety of ways tive focus means that grammar is introduced to express the same thought) as students need it to accomplish specific • in recurring discussions related to a linguistic tasks. Culture is integral to particular topic, there is likely to be less language learning and should be addressed confusion if teachers consistently use the as part of all language-learning activities. same structures and vocabulary to express the same thought until these have been COMMUNICATIVE-ORIENTED INSTRUCTION fully assimilated Effective instruction with a communicative SCOPE AND SEQUENCE orientation develops students’ language skills by involving them in activities that Decisions with respect to scope and sequence require the use of language for purposes that should be guided by early assessments of are meaningful and interesting. Vocabulary students’ language levels. These decisions and structures are acquired as they are should also take account of the fact that needed to facilitate communication and language learning is not linear. Language should be extended and reinforced through learned in one lesson should be reinforced use in a communicative context (that is, in another communicative context in rather than by means of list memorization). subsequent lessons. All four language skills In support of this approach, Punjabi (listening, speaking, reading, and writing) should be used in the classroom to give should be developed concurrently. Reading instructions, provide explanations, and carry and writing, which native speakers of a out activities. By avoiding translation, language typically learn after having learned teachers help students grasp the structures to speak and comprehend, can be introduced and vocabulary of Punjabi and develop from the outset. Teachers can label classroom comprehension and production skills that objects (using the Punjabi alphabet) and are transferable to other situations. Students display written copies of students’ names to should be encouraged to use drawings teach students to recognize and pronounce and other visuals to extend their ability to these words. Consistent modelling and communicate with limited Punjabi. varied opportunities to use the language encourage correct pronunciation. Within the To best assist students at the beginning first year, writing using the Punjabi alphabet stages of language learning, teachers might can be introduced. The key consideration is keep in mind that: that writing and reading should be related to • students can generally be expected to students’ oral work and introduced assimilate (fully learn) no more than five concurrently—rather than as isolated to seven new vocabulary items in a given activities.
H-3 APPENDIX H: PLANNING YOUR PROGRAM
ABOUT THE ACTIVITIES IN THE INTEGRATED • errors are accepted as part of the natural RESOURCE PACKAGE learning process • the aim is for fluency rather than accuracy The activities suggested for each outcome at the beginning stages are consistent with the communicative approach. For example, the “hands-on” Opportunities for practice in pairs and activities associated with Punjabi sports, small-group work help students to develop games, customs, celebrations, and festivals increased ability to use the language further the development of language skills independently. and an increased familiarity with the culture. Depending on the local situation, SENSITIVE CONTENT teachers can extend such activities by The study of Punjabi can involve classroom bringing resource people (e.g., parents, activities that raise matters about which elders, community representatives, and some students or their parents may feel first-language speakers) in as guest speakers sensitivity or special concern. These include: and to assist with activities. Field trips to local businesses or cultural sites where the • the caste system contacts speak Punjabi would also be a • arranged marriage valuable means of developing students’ • social pressures on adolescents (e.g., language skills and cultural awareness dating) (especially when complemented by • religious beliefs preparatory and follow-up activities such • dietary restrictions as preparing focus questions and writing • standards of personal behaviour (e.g., letters of thanks). dress) • assertive communication CREATING AN ATMOSPHERE FOR LEARNING • immigration • racism For many students, this will be their first • gender issues exposure to a second language. It is important that the experience be non- The following are some suggested guidelines threatening, rewarding, and enjoyable, as for dealing with such matters: it sets the stage for years to come. Students • Inform parents of the objectives of the should be given every opportunity to curriculum before addressing any hear and use the language in a variety of sensitive issues in the classroom, and situations. Learning in a communicative provide opportunities for them to be context is further supported when the involved in their children’s learning. teacher establishes a classroom atmosphere • Be aware of district policy and procedures that builds student confidence and regarding instruction involving sensitive acknowledges that learning a language is topics (e.g., policy for exempting students a complex, dynamic, and individual from participation in classroom activities). process. Language learning is nurtured in • Be aware of provincial policy and a classroom environment where: legislation related to matters such as • students are encouraged to learn from disclosure in cases of suspected child their efforts and from each other abuse.
H-4 APPENDIX H: PLANNING YOUR PROGRAM
• Obtain the support of the school adminis- tration 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