Punjabi 5

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Listening and viewing with intent helps us acquire a new language. 
Both verbal and non-verbal cues
e.g., gestures, facial expressions, pictures, props
contribute meaning in language.
Reciprocal
involving back-and-forth participation
communication is possible using high-frequency words and patterns.
We can explore our identity through a new language.
Stories
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.
help us to acquire language.
Each culture has traditions and ways of celebrating.

Content

Learning Standards

Content

symbols and sounds
e.g., structure, formations, and sounds of the Gurmukhi script
Punjabi alphabet
Gurmukhi script, which is based on the “one sound, one symbol” principle
Punjabi phonemes
individual speech sounds (e.g., b, s, nasal vowels,ਬਿੰਦੀ ।.॥; ਟਿੱਪੀ ।ੰ॥)
Punjabi language origin
common, high-frequency vocabulary, sentence structures, and expressions, including:
  • simple questions
    e.g., ਕਿਵੇਂ…?, ਇਹ……ਹੈ?, ਕਿੱਥੇ…?, ਕਦੋਂ…?, ਕਿਹੜਾ…?, ਕੀ…?
    and descriptions
    descriptive words such as numbers, colours, sizes, and other physical attributes
  • basic information
    e.g., expressions used in greetings, salutations, and getting to know others (e.g., ਸਤਿ ਸ੍ਰੀ ਅਕਾਲ; ਤੁਸੀਂ ਕਿਵਂੇ ਹੋ?...; ਤੁਹਾਡਾ ਕੀ ਹਾਲ ਹੈ?; ਤੁਹਾਡੀ ਕਿੰਨੀ ਉਮਰ ਹੈ?; ਮੇਰਾ ਨਾਮ…; ਮੈਂ ___ਸਾਲ ਦਾ/ਦੀ ਹਾਂ; ਮੈਂ ____ ਹਾਂ…; ਮੈਂ ____ ਪਸੰਦ ਕਰਦਾ/ਕਰਦੀ ਹਾਂ…; ਅਸੀਂ ___ ਭੈਣ-ਭਰਾ ਹਾਂ।…)
    about self and others
  • numerals
    Gurmukhi numerical symbols
  • gender and number
    • basic masculine, feminine, or gender-identity forms of words
    • variable endings, such as ਕਰਦਾ ਜਾਂ ਕਰਦੀ
    • singular and plural forms of words (number), such as ਕੁਰਸੀ ਅਤੇ ਕੁਰਸੀਆਂ
  • formal and informal modes of address
    e.g., ਤੂੰ, ਤੁਸੀਂ
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
Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. A sense of place can be influenced by territory, food, clothing, and creative works.
Punjabi works of art
e.g., creative works in dance, drama, music, or visual arts, with consideration for the ethics of cultural appropriation and plagiarism
Punjabi communities
regional demographic centres with Punjabi heritage (e.g., Paldi, B.C.; sites in Metro Vancouver and the Greater Toronto Area)
across Canada
common elements
e.g., activities, clothing, artistic expression, dance, decorations, food, music, parades, sports
of Punjabi cultural festivals and celebrations
e.g., Diwali, Vaisakhi, Lohri

Curricular Competency

Learning Standards

Curricular Competency

Thinking and communicating

Recognize the relationships between pronunciation, common intonation patterns
e.g., differentiate between a statement and a question
, and meaning
Identify key information in slow, clear speech and other 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).
Comprehend stories
Comprehend high-frequency vocabulary in slow, clear speech and other texts
Use language-learning strategies
e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates
Interpret non-verbal cues to increase understanding
Respond to simple commands and instructions
Participate in simple interactions
Seek clarification
Request or provide repetition, word substitution, reformulation, or reiteration (e.g., ਮੈਨੂੰ ਸਮਝ ਨਹੀਂ ਆਈ; ਤੁਸੀ ਇੱਕ ਵਾਰ ਫਿਰ ਦੱਸੋ; ਤੂੰ ਇਕ ਵਾਰ ਫਿਰ ਦੱਸ; ਇਸ ਸ਼ਬਦ ਨੂੰ ਕਿਸ ਤਰਾਂ ਕਹੋਗੇ?).
of meaning
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

Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens
e.g., values, practices, traditions, perceptions
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