Big Ideas
Big Ideas
Listening and viewing with intent supports our acquisition of a new language.
Language and culture are interconnected and shape our perspective, identity, and voice.
The communicative context determines how we express ourselves.
Exploring diverse forms of cultural expression
representing the experience of the people from whose culture they are drawn; for example, celebrations, customs, folklore, language use, traditions, and creative works (e.g., books, paintings, pictures, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture)
promotes greater understanding of our own cultural identity.
Developing proficiency in a new language provides opportunities for careers, travel, personal growth, and study abroad.
Content
Learning Standards
Content
increasingly complex vocabulary, sentence structures
e.g., using parts of speech (e.g., nouns, pronouns, adjectives, verbs, adverbs, auxiliary verbs, prepositions) to understand the various types of sentence structures
, and expressions, including:- complex questionsopen-ended questions, such as those beginning with how and why, or those that involve reflection or deep thinking
- sequenceexpressions of time using appropriate verb tenses (e.g., ਅਖੀਰਲਾ, ਅੱਧੇ ਘੰਟੇ ਬਾਅਦ, ਢਾਈ ਘੰਟੇ ਪਿਛ)of events in stories
- a diverse range of personal experiences, lifestyles, and relationshipse.g., personal preferences, diverse family structures, diverse relationships between individuals
- explanation and justification of opinions
- points of view
First Peoples perspectives connecting language and culture, including oral histories
e.g., conversations with an Elder about celebrations, traditions, and protocols
, identity Identity is influenced by, for example, traditions, protocols, celebrations, and festivals.
, and place A sense of place can be influenced by, for example, territory, food, clothing, and creative works.
past, present, and future time frames
e.g., using appropriate tenses (e.g., ਮੈਂ ਬਰਗਰ ਖਾਂਦਾ ਹਾਂ। ਤੁਸੀਂ ਕੀ ਖਾ ਰਹੇ ਹੋ?)
language formality and etiquette
e.g., using elements of formal and informal speech appropriate for audience and purpose, such as addressing people they have not met as ਸ਼੍ਰੀਮਾਨ ਜੀ, ਸ਼੍ਰੀਮਤੀ ਜੀ e.g., ਤੁੰ, ਤੁਸੀਂ
the impact of historical events
including immigration peaks and significant events (e.g., Partition of India [1947], Komagata Maru)
on Punjabi language and culture
connections between language and culture
as expressed through creative works (e.g., books, dance, paintings, pictures, poems, songs), regional dialects, historical origins of words and expressions
Punjabi works of art
e.g., creative works in dance, drama, music, or visual arts
contributions
ways in which Punjabi language and culture have shaped Canadian society
of Punjabi communities and Punjabi Canadians to Canada
ethics of cultural appropriation
use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
and plagiarism
Curricular Competency
Learning Standards
Curricular Competency
Thinking and communicating
Recognize how choice of words
For example:
affects meaning
- nuances between verb tenses (e.g., ਦੇਖਣਾ, ਦੇਖੋ, ਦੇਖਿਆ)
- pronouns (e.g., ਤੂੰ, ਤੁਸੀ)
- words with close but not identical meanings (e.g., ਸਿੰਗ versus ਸਿੰਘ)
Derive meaning in a wide variety of contexts
e.g., contexts differing in terms of audience, purpose, setting, formality/informality
Demonstrate degrees of formality in speech and writing to reflect different purposes
e.g., to convince, inform, entertain
Analyze cultural points of view in texts
“Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Use various strategies
For example:
to increase understanding and produce oral and written language
- rephrase in Punjabi to compensate for unknown expressions
- make personal notes to use as a reference for oral and written production
- actively review common, useful expressions and patterns to refine communication
Narrate stories
- Use expressions of time and transitional words to show logical progression.
- Use past, present, and future time frames.
Stories are a narrative form of text that can be oral, written, or visual. Stories are derived from truth or fiction and may be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity.
, both orally and in writing
Respond personally
e.g., provide personal interpretations or opinions
to a variety of texts
Exchange ideas
with peers, teachers, and members of the wider community; can include virtual/online conversations
and information, both orally and in writing
Express themselves with growing fluency, orally and in writing
Share information using the presentation format
e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media
best suited to their own and others’ diverse abilities
Personal and social awareness
Recognize regional variations
e.g., different dialects of Punjabi regions and communities
of Punjabi language and culture
Identify perspectives
A text can reflect the author's personal point of view, which may include bias.
in texts
Engage in experiences
e.g., blogs, school visits (including virtual/online visits), concerts, exchanges, festivals, films, letters, plays, social media, stores and restaurants with service in Punjabi
with Punjabi people and communities
Analyze personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
Explore opportunities to continue language acquisition beyond graduation
Identify and explore educational and personal/professional opportunities
e.g., academic research, translation, international affairs, government, teaching, travel, study abroad
requiring proficiency in Punjabi
Recognize First Peoples perspectives and knowledge; other ways of knowing
e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge