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 The Nature of the Subject Rationale Organization of the Curriculum Instructional Strategies Integration of Cross-Curricular Interests Suggested Assessment Strategies Learning Resources ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 1 1 2 2 4 4 4 6 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ THE PUNJABI 5 TO 12 CURRICULUM Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 8 16 24 32 40 48 56 64 THE INTRODUCTORY PUNJABI 11 CURRICULUM Introduction Introductory Punjabi 11 ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ 73 75 PUNJABI 5 TO 12 APPENDICES Appendix A: Prescribed Learning Outcomes Appendix B: Learning Resources Appendix C: Cross-Curricular Interests Appendix D: Assessment and Evaluation Assessment and Evaluation Samples Appendix E: Acknowledgments Appendix F: Glossary and Punjabi Alphabet Appendix G: Additional Resources Appendix H: Planning Your Program ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ A-3 B-3 C-3 D-3 D-7 E-3 F-3 G-3 H-3 III IV PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE I mplementation of Punjabi 5 to 12 will begin in the fall of 1996, with full implementation in September 1997. This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the curriculum. The information contained in this IRP is also available through the Internet. Contact the Ministry of Education’s home page: http://www.educ.gov.bc.ca/ THE INTRODUCTION The Introduction provides general information about Punjabi 5 to 12, including special features and requirements. It also provides a rationale for the subject—why Punjabi is taught in BC schools—and an explanation of the curriculum organizers. THE PUNJABI 5 TO 12 CURRICULUM The provincially prescribed curriculum for Punjabi 5 to 12 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe: • provincially prescribed learning outcome statements for Punjabi 5 to 12 • suggested instructional strategies for achieving the outcomes • suggested assessment strategies for determining how well students are achieving the outcomes • provincially recommended learning resources Prescribed Learning Outcomes Learning outcome statements are content standards for the provincial education system. Learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in measurable terms. All learning outcomes complete this stem: "It is expected that students will . . . . " Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depends on the professional judgment of teachers, guided by provincial policy. Suggested Instructional Strategies Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only. Suggested Assessment Strategies The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only. Provincially Recommended Learning Resources Provincially recommended learning resources are materials that have been V PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE reviewed and evaluated by British Columbia teachers in collaboration with the Ministry of Education according to a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum. THE APPENDICES A series of appendices provides additional information about the curriculum, and further support for the teacher. • Appendix A contains a listing of the prescribed learning outcomes for the curriculum arranged by curriculum organizer and by grade. • Appendix B contains a comprehensive listing of the provincially recommended learning resources for this curriculum. As new resources are evaluated, this appendix will be updated. • Appendix C outlines the cross-curricular reviews used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of the IRP. VI • Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Curriculum outcomes have been used as the source for examples of criterion-referenced evaluations. • Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP. • Appendix F contains the Punjabi (Gurmukhi) alphabet and a glossary of terms specific to the Punjabi curriculum. • Appendix G contains additional resource materials. • Appendix H provides further support for planning and implementing a Punjabi program. PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Grade GRADE 12 • Interpersonal Communication PRESCRIBED LEARNING OUTCOMES Prescribed Learning Outcomes The Prescribed Learning Outcomes column of this IRP lists the specific learning outcomes for each curriculum organizer or suborganizer. These aid the teacher in day-to-day planning. It is expected that students will: • • • • exchange opinions and beliefs on topics of interest defend a viewpoint express plans, goals, and intentions demonstrate understanding of a wide range of idiomatic expressions • communicate effectively and spontaneously in common life situations Grade Suggested Assessment Strategies The Suggested Assessment Strategies offer a wide range of different assessment approaches useful in evaluating the Prescribed Learning Outcomes. Teachers should consider these as examples they might modify to suit their own needs and the instructional goals. Curriculum Organizer SUGGESTED INSTRUCTIONAL STRATEGIES In Grade 12 Punjabi, many students can communicate in a wide variety of situations. Their written work is clear and well organized. • With the whole class, create a simple model résumé and cover letter. Introduce new vocabulary related to describing personal experience and qualifications. Then have students work in pairs to write personal résumés and cover letters in Punjabi, following the model. Review these for accuracy and appropriateness. • Conduct a brainstorming session to generate a list of questions that: - someone looking for a job might ask an interviewer about the organization - an interviewer might ask a prospective job applicant Students select and write down the questions they would like to use from each list. Working in pairs, they then take turns interviewing each other. • Extend the activity by having students remain in pairs and write up the answers to each question in point form. • Have students read a classified ad and make a list of qualifications for that job. • Encourage students to apply for Work Experience placements that require them to use their Punjabi skills. • At the conclusion of a Punjabi-oriented work placement, ask students to prepare a report on their experience. This could take the form of an album (class or individual) that includes photos, a description of the organization and job, and personal reactions to the placement. GRADE 12 • Interpersonal Communication SUGGESTED ASSESSMENT STRATEGIES Students at this level are expected to demonstrate ease and control in a variety of situations when they communicate orally and in writing. Assessment activities and criteria focus on students’ communication strategies as well as their facility with oral and written language. • Provide frequent opportunities for students to interact in partner, small group, and class activities in which they discuss topics and present viewpoints. Note the extent to which they are able to: - volunteer information and ideas to stimulate discussion - express opinions and beliefs clearly - offer logical details, examples, and reasons to support their opinions - ask questions to extend and clarify information - use appropriate strategies to improve communication (e.g., repeating, rephrasing, selfcorrecting, adapting known structures and vocabulary). • Focus responses to student résumés and cover letters on criteria previously discussed in class. These may include: - career plans and goals stated clearly - details of personal qualifications and short-term goals provided - points are clear and logically sequenced - vocabulary and style are appropriate and concise - employs correct business letter format (salutation, closure) - uses correct punctuation, spelling, and sentence structures • As students role-play job interviews, use a class list or checklist to note observations. Collect students’ interview questions and point-form answer sheets, along with a brief peer assessment in which the “interviewer” explains whether she or he would hire the candidate, and why or why not. the Suggested Instructional Strategies The Suggested Instructional Strategies column of this IRP suggests a variety of instructional approaches that include group work, problem solving, and the use of technology. Teachers should consider these as examples that they might modify to suit the developmental levels of their students. Curriculum Organizer RECOMMENDED LEARNING RESOURCES Print Materials • • • • G. C. S. E. Panjabi Oxford Picture Dictionary English-Punjabi Punjabi-English Dictionary Simple Punjabi Grammar Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts Recommended Learning Resources The Recommended Learning Resources component of this IRP is a compilation of provincially recommended resources that support the Prescribed Learning Outcomes. A complete list including a short description of the resource, its media type, and distributor are included in Appendix B of this IRP. VII INTRODUCTION TO PUNJABI 5 TO 12 T his Integrated Resource Package sets out the provincially prescribed curriculum for Punjabi language education, grades 5 to 12. The development of this Integrated Resource Package has been guided by the principles of learning: • learning requires the active participation of the student • people learn in a variety of ways and at different rates • learning is both an individual and a group process OPTIONS FOR PUNJABI LANGUAGE EDUCATION To ensure that they receive a broad education program, all students must take studies in a second language as part of the required curriculum in grades 5 to 8 (see the Special Needs section in this Introduction for information on the sole exception to this requirement). Core French will be the second language, unless a school district elects to offer an alternative language program such as Punjabi in one or more of its schools. School districts will base their selection of alternative second-language offerings on community demand, student enrolment, and availability of instructional resources. In grades 9 to 12, students may choose to pursue second-language studies offered in their district. In grades 11 and 12, Punjabi language studies that enable students to successfully pass the Punjabi grade 12 provincial exam will typically be offered as two four-credit selected studies courses. Consistent with district placement policy, students would be required to have completed some previous Punjabi language studies in order to participate in these courses. In cases where students have been unable to complete prerequisite studies in Punjabi in grades 5 to 10, districts may choose to offer an Introductory Punjabi 11 course to prepare students for Punjabi 11. The provincially prescribed curriculum for Introductory Punjabi 11 has accordingly been set out in this Integrated Resource Package. THE NATURE OF THE SUBJECT Punjabi language education is the experience and study of language and culture. The curriculum set out in this Integrated Resource Package is designed to serve the learning needs of all students, whether or not they have exposure to the language in the home. The Punjabi language that is the subject of this curriculum is understood to be standard Punjabi (see the Glossary in Appendix F). While this language can be represented in a variety of written forms, for the purposes of this document, Punjabi alphabet is understood to refer to Gurmukhi script. The aim of Punjabi language education is to develop communication skills and promote lifelong learning and positive attitudes that encourage awareness and understanding of cultural diversity. More specifically, the curriculum focusses on the development of communicative competence (see the Glossary in Appendix F). This involves: • a recognition that the main function of language is to communicate meaning for real-life purposes • an emphasis on communicative language practice as a context for skill development (that is, the use of communicative instructional methods wherein language learning becomes performance with language, rather than mere acquisition of knowledge about language) • the establishment of a strong connection between school learning and the practical skills needed in society beyond the classroom 9 INTRODUCTION TO PUNJABI 5 TO 12 To support this communicative approach, curriculum-related instructional activities suggested in this Integrated Resource Package are all designed to be conducted in Punjabi, with only minimal use of English. The study of Punjabi through to the end of Grade 12 will provide students with a solid foundation of communicative competence. Such a foundation will give them the ability to pursue further study in Punjabi or engage in meaningful communication within a Punjabi-speaking environment with increasing confidence and fluency. RATIONALE Punjabi is a regional language of India and is widely understood throughout the country. It is also the official language of Punjab. In addition, it is spoken in several other countries around the world (such as Singapore and Canada) where immigrant communities have become part of the cultural mosaic. In British Columbia, the Punjabi community has been established since early in the century and now numbers over 150 000. In some BC school districts, students of Punjabi background constitute the third-largest group of students. This Punjabi-speaking community provides British Columbia with an important window on the world. Today, as never before, the economic and social demands of a global marketplace require citizens in all walks of life to interact with a wide variety of cultures and to adapt to new situations. By providing support for students who wish to develop their understanding of Punjabi language and culture, schools maintain and enhance the cultural vitality of the province and contribute to potential future prosperity born of increased economic and social ties with communities around the world. The understanding that students gain through a study 10 of Punjabi language and culture affords them lifelong benefits, including: • • • • an increased range of career opportunities a broadened global perspective expanded insight into their own cultures increased respect for other cultures Exposure to the expression of Punjabi language and culture in its many forms also furthers students’ intellectual, emotional, and social development during their school years. Applying specific communication strategies helps students: • practise taking risks and develop selfconfidence • acquire verbal and non-verbal interpersonal skills • develop sensitivity to culture and an augmented aesthetic awareness • develop critical thinking and learning skills such as active listening, predicting, generalizing, imagining, categorizing, and utilizing resources (human, print, and technology) In communities that already include a Punjabi-speaking population, the availability of Punjabi language education programs can have community-wide benefits. Trust and co-operation within a community and between school and community can be increased (this Integrated Resource Package specifically promotes school and community partnerships to enhance learning). Punjabi language education enhances cross-cultural communication and positive self-concept by encouraging students of various backgrounds to learn together and interact with each other. ORGANIZATION OF THE CURRICULUM Punjabi language education includes four interrelated curriculum organizers: Interpersonal Communication, Informational INTRODUCTION TO PUNJABI 5 TO 12 Communication, Creative Works, and Cultural Contexts. These curriculum organizers offer a coherent means of grouping the learning outcomes at each grade level, and they describe general aspects of Punjabi language education that must be considered in any program of instruction. Classroom teachers may, however, address the learning outcomes for a particular grade in any order or combination. It is understood that effective instruction will integrate instruction related to the four organizers. maturity and to their levels of fluency and knowledge of the language). Interpersonal Communication Students listen to, read, produce, and view creative works in various forms of expression in Punjabi (e.g., literature, film, dance, art). They develop a personal response to creative works in Punjabi (e.g., poetry, journal entries, dramas, songs, painting). Effective language learning involves both the awareness and understanding of the characteristic linguistic elements (e.g., pronunciation, written system, sentence structure, vocabulary) and the ability to apply this knowledge in meaningful communicative contexts. The four language skill elements integral to the effective learning of Punjabi (listening, speaking, reading, and writing) are interdependent and interrelated, and apply to learning Punjabi at all grade levels. The relative emphasis given to each skill element will vary according to students’ current levels of linguistic experience, individual needs and interests, and the activities in which they are involved. Informational Communication Punjabi is used to acquire information from Punjabi language resources for a variety of authentic purposes. An authentic purpose engages students in thoughtful learning and is meaningful and relevant to their lives. Sources from which information is to be extracted should be age- and level-appropriate and chosen to include a balance of non-fiction, fiction, and media forms (levelappropriate refers to the students’ levels of Various technologies and media are increasingly influencing the way in which people throughout the world communicate. Technologies and media relevant for language learning include Multicultural TV, the Knowledge Network, language-learning software, Internet, CD-ROM, microfiche, audiotape, videotape, and laserdisc. Creative Works Cultural Contexts Language and culture are inseparable. Language is most meaningful when experienced within cultural contexts. Basic cultural understanding enhances the language-learning process. An attention to intonation, facial expression, body language, and emotions as appropriate to the specific situation is important to effective communication. Punjabi culture involves traditions arising from a long history that has been influenced by religious, social, economic, and political changes. The culture and language component of the curriculum does not intend to include Punjabi culture as a whole, but rather to provide students with experiences to help them build a basic cultural understanding and appreciation, and to stimulate further interest. Learning about another culture promotes an awareness of the global community and allows students to better understand and appreciate their own cultural heritage. 11 INTRODUCTION TO PUNJABI 5 TO 12 INSTRUCTIONAL STRATEGIES Instructional strategies have been included for each curriculum organizer and grade level. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. The strategies may be either teacher directed or student directed, or both. It should be noted that there is not necessarily a one-toone relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear means of course delivery; it is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and respond to local requirements. INTEGRATION OF CROSS-CURRICULAR INTERESTS Throughout the curriculum development and revision process, the advice of experts has been invited to ensure that relevance, equity, and accessibility issues are addressed in all Integrated Resource Packages. The recommendations of these crosscurricular reviews have been integrated into the prescribed learning outcomes, suggested instructional strategies, and assessment strategies components of all curriculum with respect to the following: • • • • • • • • • • • 12 Applied Focus Career Development Multiculturalism and Anti-Racism English as a Second Language (ESL) Special Needs Aboriginal Studies Gender Equity Information Technology Media Education Science-Technology-Society Environment and Sustainability See Appendix C: Cross-Curricular Interests for more information. Students with Special Needs Ministry of Education policy states that all students must take a second language as part of the required curriculum in grades 5 to 8, except those who may be exempted for special needs. However, this does not mean that all students who have been identified as having special needs should be exempted. Second-language study may actually enhance first-language development for some students. Decisions to exempt a student from taking a second language should be made only after considering the following: • assessment information about the student’s cognitive, sensory, or physical disabilities • whether it is in the student’s best interest to concentrate on the acquisition of English When a student is exempted for special needs, this must be documented as part of the Individual Education Plan (IEP). For example, students who are deaf might have difficulty with the oral sections of a second-language curriculum. Other students who are experiencing difficulty establishing communication might concentrate on developing an alternative communication system such as Bliss symbols or voice computer technology. Students with language processing disabilities may have difficulties which would preclude second-language study. Such exemptions should include consultation with parents or guardians as part of the IEP process. INTRODUCTION TO PUNJABI 5 TO 12 SUGGESTED ASSESSMENT STRATEGIES Teachers determine the best assessment methods for their students. The assessment strategies in this document describe a variety of ideas and methods for gathering evidence of student performance. The assessment strategies for a particular organizer always include specific examples of assessment strategies. Some strategies relate to particular activities, while others are general and could apply to any activity. These specific strategies may be introduced by a context statement that explains how students at this age can demonstrate their learning, what teachers can look for, and how this information can be used to adapt further instruction. About the Provincial Learning Assessment Program The Provincial Learning Assessment Program gathers information on students’ performance throughout the province. Results from these assessments are used in the development and revision of curricula and provide information about teaching and learning in BC. Where appropriate, knowledge gained from these assessments has influenced the assessment strategies suggested in this IRP. About Assessment in General Assessment is the systematic process of gathering information about students’ learning in order to describe what they know, are able to do, and are working toward. From the evidence and information collected in assessments, teachers describe each student’s learning and performance. They use this information to provide students with ongoing feedback, plan further instructional and learning activities, set subsequent learning goals, and determine areas requiring diagnostic teaching and intervention. Teachers base their evaluation of a student’s performance on the information collected through assessment. They use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance. Teachers determine: the purpose, aspects, or attributes of learning on which to focus the assessment; when to collect the evidence; and the assessment methods, tools, or techniques most appropriate to use. Assessment focusses on the critical or significant aspects of the learning to be demonstrated by the student. Students benefit when they clearly understand the learning goals and learning expectations. The assessment of student performance is based on a wide variety of methods and tools, ranging from portfolio assessment to pencil-and-paper tests. Appendix D includes a more detailed discussion of assessment and evaluation. Provincial Reference Sets The provincial reference sets can also help teachers assess the skills that students acquire across curricular areas. These are: • Evaluating Reading Across Curriculum (RB 0034) • Evaluating Writing Across Curriculum (RB 0020 & RB 0021) • Evaluating Problem Solving Across Curriculum (RB 0053) • Evaluating Group Communication Skills Across Curriculum (RB 0051) • Evaluating Mathematical Development Across Curriculum (RB 0052) 13 INTRODUCTION TO PUNJABI 5 TO 12 A series of assessment handbooks developed to provide guidance for teachers as they explore and expand their assessment repertoires is also available. • • • • Performance Assessment (XX0246) Portfolio Assessment (XX0247) Student-Centred Conferencing (XX0248) Student Self-Assessment (XX0249) LEARNING RESOURCES The Ministry of Education promotes the establishment of a resource-rich learning environment through the evaluation of educationally appropriate materials intended for use by teachers and students. The media formats include, but are not limited to, materials in print, video, and software, as well as combinations of these formats. Resources that support provincial curricula are identified through an evaluation process which is carried out by practicing teachers. It is expected that teachers will select resources from those that meet the provincial criteria and that suit their particular pedagogical needs and audiences. Teachers who wish to use non-provincially recommended resources to meet specific local needs must have these resources evaluated through a local district approval process. The use of learning resources involves the teacher as a facilitator of learning. However, students may be expected to have some choice in materials for specific purposes such as independent reading or research. Teachers are expected to use a variety of resources to support learning outcomes at any particular level. A multimedia approach is encouraged. Some selected resources have been identified to support cross-curricular integration. The ministry also considers special needs audiences in the evaluation and annotation of learning resources. As well, special-format 14 versions of some selected resources (Braille and taped-book formats) are available. Learning resources for use in British Columbia schools fall into one of two categories: provincially recommended materials or locally evaluated materials. All learning resources used in schools must have recommended designation or be approved through district evaluation and approval policies. Provincially Recommended Materials Materials evaluated through the provincial evaluation process and approved through Minister’s Order are categorized as recommended materials. These resources are listed in the print and CD-ROM versions of the Catalogue of Learning Resources. Locally Evaluated Materials Learning resources may be approved for use according to district policies, which provide for local evaluation and selection procedures. A Note on Authorized Materials Authorized status will no longer exist as new learning resources are evaluated and selected for all new provincial curricula and courses. Those existing authorized resources which meet the needs of new curricula and courses are given recommended status. CURRICULUM Punjabi 5 to 12 GRADE 5 • Interpersonal Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • use common expressions and vocabulary for familiar objects • introduce themselves and others, using appropriate family relationship terms in the case of family introductions • exchange simple greetings • make and respond to simple requests • respond to and give basic instructions SUGGESTED INSTRUCTIONAL STRATEGIES For many students, this is their first exposure to a second language. Since Grade 5 sets the stage for years to come, it is important that the languagelearning experience be non-threatening, rewarding, and enjoyable. Give students every opportunity to hear, repeat, and have fun with the language. Routinely give classroom instructions in Punjabi. Encourage students to use drawings and other visual aids to extend communication beyond their limited Punjabi. • Model patterns for greetings in Punjabi. Have students sit or stand in a circle, and begin with (e.g., ). The next student repeats the greeting to the next person. Students mingle and practise these phrases. • Use a similar approach to introduce information about age, birthday, address, phone number, and so on. • Create a generic family tree to introduce vocabulary for family relations. • As vocabulary for classroom objects is introduced, label them in Punjabi to reinforce word recognition. • Have students create and maintain a picture dictionary. • Use name tags as part of the daily greeting to reinforce the connection between written and oral language. • Put a number of common objects on a table. In Punjabi, invite a student to take an object, give it to someone else, and then return it to the table. For example, ask: Do this several times. Then ask students to give the instructions to each other. 16 GRADE 5 • Interpersonal Communition RECOMMENDED LEARNING RESOURCES SUGGESTED ASSESSMENT STRATEGIES Taking risks is an important part of learning a language. To explore and practise their emerging language skills, students need to develop the confidence that comes from receiving encouragement and constructive feedback. They need to know that errors will be accepted as a necessary part of language learning. Teacher and peer assessment can help students practise their new skills effectively and gain confidence in them. • As students participate in oral activities, use a checklist or class list to record notes. At times, consider focussing on a small group of students while others practise. Look for evidence of growth in students’ abilities to: - listen and respond with ease and confidence - choose appropriate forms of address for the teacher and for peers - recognize and respond when someone greets or addresses them - repeat modelled phrases independently - respond to simple requests or instructions - self-correct (evidence of ability to listen to themselves) • Assess the extent to which students are able to accurately match images and corresponding written or spoken words. For example, have they correctly matched labels and pictures in their picture dictionaries and organized them in a useful way (e.g., by initial letter or in categories according to meaning)? • Self-assessment is an important part of language learning. As students develop and practise language skills, keeping track of what and how they are learning can increase their confidence and help them focus their efforts. For example, students can keep a list of things they have learned to do. Print Materials • Amardeep Punjabi Sulekh Mala, 2 • Oxford Picture Dictionary English-Punjabi • The Panjabi Alphabet Guide Work Book (With Pictures) • Panjabi Book 1, 2, 3 • The Panjabi Guide (Work Book) • Panjabi Made Easy • Panjabi Workbook • A Pictorial Panjabi-English Dictionary • Punjabi Posters • Punjabi Rachna • Star Children’s Picture Dictionary • Sumit Shabad Bodh Software • • • • Anandpursahib Lippi Fonts GurbaniLippi/Amrit Lippi Fonts Matra Primer Panjabi Kaida 17 GRADE 5 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • extract specific information from various sources to complete authentic tasks by using oral language and visuals 18 SUGGESTED INSTRUCTIONAL STRATEGIES Information sources should be simple and already familiar to students. Using a new language to work with something familiar will increase their enjoyment and success. • Have students practise telling time with a model clock. (Using a clock will help students feel comfortable with the numbers 1–12.) • Use a calendar daily to introduce the days of the week, the months of the year, and important dates in students’ lives (e.g., holidays, birthdays, festivals). • Choose a simple story with limited vocabulary and considerable visual accompaniment, and tell the story in Punjabi. Use the visuals to help students comprehend the story line. To build vocabulary and comprehension, go through the story several times, focussing on the names of characters, specific objects, and so on. As students become familiar with the story, extend the activity by having them: - dramatize the story - retell the story using visual prompts - illustrate the story • Using visuals that depict a variety of occupations, have students identify the names of the occupations in Punjabi. Ask pairs of students to mime actions related to the occupations and perform them for their classmates. Classmates try to guess the occupation. GRADE 5 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES Students demonstrate their abilities to acquire and use information when they have opportunities to work on meaningful tasks using a variety of resources in the classroom and the community. Because students are likely to have limited written and oral Punjabi skills at this level, they will frequently rely on visual and concrete representations to convey what they have learned. • When students are working with Punjabi resources, note and support their efforts to: - apply what they have learned to new situations - use visual cues (e.g., illustrations, graphics) - make predictions based on what they know about stories and other genres • As students work with the model clock, look for evidence that they are increasingly confident and accurate in: - recognizing the numbers 1–12 - telling the time orally (to the nearest quarterhour) - positioning the hands of the clock to show a specific time • Assess students’ comprehension of a simple Punjabi story you have read or told them by observing the extent to which they are able to: - create a series of illustrations that present key events in sequential order - sequence illustrations that other students have created - mime the reaction of a character to a particular event in the story • When students listen to a Punjabi story or work with other information, ask them to select one or more words or phrases that they want to remember and use. Have them show the words through sketches or cartoon bubbles and share them with a partner. Discuss and review the words from time to time. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 Panjabi Made Easy A Pictorial Panjabi-English Dictionary Punjabi Posters Punjabi Rachna Star Children’s Picture Dictionary 19 GRADE 5 • Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way to creative works that they listen to or view • produce visual creative works based on Punjabi resources SUGGESTED INSTRUCTIONAL STRATEGIES Students enjoy opportunities to respond to Punjabi songs, rhymes, and picture books in personal ways. The teacher should provide creative works written in the Punjabi alphabet at an early stage. This is a rewarding way for students to become familiar with the script. • Have students listen to and learn a simple song. As a follow-up, they can: - create pictures illustrating the idea(s) of the song - create a free-form dance that expresses the theme of the song - use simple percussion instruments to reinforce the rhythm and stress of the language - work in pairs to make up a new line to the song and present it in written or oral form • Have students work in groups to design and create greeting cards (e.g., for Mother’s Day, Diwali, Vaisakhi). Students can illustrate their cards and write simple messages according to the theme of the event. To prepare for this activity, elicit words related to the event and write them out for all to see. The teacher might also create lists of rhyming words or develop several sample cards with the whole class. 20 GRADE 5 • Creative Works SUGGESTED ASSESSMENT STRATEGIES When students are being introduced to creative works in Punjabi, assessment should focus on their participation and interest. At this level, they are not expected to show detailed understanding or to produce work that involves more than a simple basic vocabulary. • As students participate in creative activities, use a checklist or class list to note evidence that individual students: - participate willingly - notice and comment on how the Punjabi works are like others they have heard, seen, or read - suggest ways to respond to or extend the activity • In assessing the students’ creative works in response to a song, consider the extent to which their responses: - reflect an individual or personal response - are consistent with the meaning of the lyrics RECOMMENDED LEARNING RESOURCES Print Materials • Baal Geet • Sumit Punjabi Baal Geet Multimedia • The Festival 21 GRADE 5 • Cultural Contexts PRESCRIBED LEARNING OUTCOMES It is expected that students will: • demonstrate a familiarity with aspects of Punjabi games, sports, arts, customs, celebrations, and festivals • use language associated with Punjabi games, sports, arts, customs, celebrations, and festivals • relate Punjabi games, sports, arts, customs, celebrations, and festivals to those of their own and other cultures 22 SUGGESTED INSTRUCTIONAL STRATEGIES The focus at this early stage of introduction to Punjabi culture is on sharing information about personal holidays and traditions. It is important that students feel the classroom offers a safe environment of mutual respect. • Focus on one of the Punjabi holiday celebrations (e.g., Diwali in late October or early November, Vaisakhi on April 13th). Relate the holiday to other holidays with which students are familiar. (For example, Vaisakhi, like Thanksgiving, has reference to the harvest; it also signals a new year. Diwali, like Christmas, involves the use of lights and an exchange of gifts.) Students can: - make up a picture story illustrating holiday preparations - prepare one or more food items related to the celebration - prepare art posters and murals with captions relating to the theme - view videos showing how the holiday is celebrated in Punjab • Have students learn and play children’s games common in Punjab such as Kotla-Chhapaaki (similar to Duck-Duck-Goose) or Kikli (a partner-swinging activity performed while chanting a simple song). Students can more readily learn the game through demonstration and direct involvement than by having it explained. GRADE 5 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES The outcomes associated with cultural contexts do not require extensive language skills. Students demonstrate their awareness and understanding by participating in classroom activities. Assessment emphasizes observation and review of students’ visual representations. • In assessing students’ understanding and appreciation of a given celebration, consider the extent to which their works (stories, posters, murals, and so on) include key features associated with the event. In the case of Diwali, for example, students might be expected to include references to diwa lights (oil lamps: Diwali is a “festival of lights”); fireworks; sugar sweets; giving gifts; Diwali greeting cards; special clothing; the story of sixth guru, Guru Har Gobind, coming out of Gwaliar Fort with 52 kings (Sikh); Laxmi-Puja (Hindu). • As students learn about games, sports, arts, customs, celebrations, and festivals, they can show their awareness of relationships across cultures through a variety of visual representations. Assessment can be based on the number of features they include, logic of the associations they show, and accuracy of their portrayals of cultural features in forms such as: - Venn diagrams showing common and unique features - picture charts comparing features of a Punjabi activity with related activities in other cultures - a collage of pictures, symbols, and words from a variety of cultures (e.g., greeting words, birthday or wedding celebrations, titles of family members) RECOMMENDED LEARNING RESOURCES Print Materials • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Punjabis in Canada • The Sikhs Multimedia • The Festival 23 GRADE 6 • Interpersonal Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • exchange information about likes, dislikes, and interests • make and respond to simple requests • respond to and give basic instructions • demonstrate an understanding of classroom routines conducted in Punjabi • use formal and informal forms of address as appropriate SUGGESTED INSTRUCTIONAL STRATEGIES Small-group activities give students opportunities to practise a relatively limited vocabulary with new topics and new situations. • A Find Someone Who activity can help students learn the question form. In this activity, students survey their classmates and the teacher about personal likes and dislikes. Using a preset list of questions prepared by the teacher, students circulate among their classmates asking questions such as: The survey might focus on a particular topic (e.g., food, clothing, sports). Create a survey using a grid with symbols to help students record responses. The whole class then shares the information. • Bring samples of common, familiar foods to class (e.g., fruits, vegetables, sweets). Have students describe each food sample using one or more categories (e.g., shape, colour, type, food group, smell, taste). Ask students to classify the foods under appropriate categories. 24 GRADE 6 • Interpersonal Communication SUGGESTED ASSESSMENT STRATEGIES Focussed assessment, feedback, and reflection can help students develop the confidence to take risks in exploring and practising their language skills. Students need to be certain that their errors will be accepted as evidence they are working on their language skills. At this level, assessment focusses on the amount of language and meaning students are able to produce. • As students talk about their likes and dislikes, participate in role plays, and engage in classroom routines, note and provide feedback on the extent to which they are able to: - make themselves understood - ask questions - respond to simple and familiar questions - show increasing comfort and confidence - perform introductions and offer simple greetings • To practise skills and provide peer assessment and feedback, have students work in pairs to create word cubes (a cube made of paper or cards that has a different word on each of six sides). Encourage them to choose words they think are especially interesting or useful. Students can use the cubes in groups of four to create a variety of activities. For example, one pair can throw another’s cube, then make a sentence using the word that turns up. The pair who originally selected the word checks the sentence and provides feedback. Teachers can observe groups to gather evidence about emerging language skills. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • • • • • Amardeep Punjabi Sulekh Mala, 2 Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 The Panjabi Guide (Work Book) Panjabi Made Easy Panjabi Workbook A Pictorial Panjabi-English Dictionary Punjabi Posters Punjabi Rachna Star Children’s Picture Dictionary Sunder Sulekh Pustak Tamak Toon Software • • • • Anandpursahib Lippi Fonts GurbaniLippi/Amrit Lippi Fonts Matra Primer Panjabi Kaida 25 GRADE 6 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • extract specific information from various sources to complete authentic tasks orally, visually, and in simple written form SUGGESTED INSTRUCTIONAL STRATEGIES Role play with pre-framed models allows students to apply information from various sources. Students can share and apply non-verbal strategies, (e.g., guessing, predicting) to develop confidence orally and with simple written work. • Have students watch a video (or read or tell a story) about a family celebration that involves food and interactions between people who are using different forms of appropriate address. Students can then role-play the situation, focussing on: - introductions and greetings - making requests (including asking for permission) - offers of food - leave-taking - formal and informal forms of speech • Read or tell a story about a celebration that involves food and interactions between people using various forms of appropriate address. Students can then role-play the situation or event. • Present students with a set of related illustrations (e.g., of people sharing food during a celebration) and have them generate sentences orally to describe what is happening. Have students work with supplied sentence stems (or work independently) to write sentences such as: Students can then read their sentences to a partner. • Encourage students to develop and use personal picture dictionaries. 26 GRADE 6 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES Although students have not yet acquired extensive oral and written skills, they can demonstrate their abilities to use visual, print, and oral information sources in a variety of other ways. Assessment should consider the extent to which students are able to both acquire information and then use that information to accomplish relevant and meaningful tasks. • When students are working with information, watch for evidence that they are able to: - identify the main topic(s) - focus on key words or phrases - make logical predictions based on the situation and their prior knowledge - use strategies such as previewing, looking, and listening for patterns; using context clues; watching for body language and intonation - persevere, even when they are not able to understand most of what they see, hear, or read • At this level, students should not be expected to acquire detailed understanding through listening to or reading Punjabi sources. Assessment should focus on key ideas—for example, to what extent students are able to: - present the main ideas in words or other forms - follow a logical sequence when they represent events or information • When students present information orally, look for evidence that they are increasingly able to make themselves understood (e.g., in using Punjabi pronunciation, they can distinguish between the various d, t, r, and n sounds, and produce nasal sounds that do not exist in English). • When students write Punjabi, check that they are able to form an increasing number of recognizable letters and numbers. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 Panjabi Made Easy A Pictorial Panjabi-English Dictionary Punjabi Posters Punjabi Rachna Star Children’s Picture Dictionary Tamak Toon 27 GRADE 6 • Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way to creative works that they listen to or view • produce visual creative works based on Punjabi resources 28 SUGGESTED INSTRUCTIONAL STRATEGIES Exposure to a variety of creative works adds to students’ enjoyment of the language. Comprehension will be greater than expressive ability, so students should have opportunities to show understanding in various ways. • Have students watch a video of a Punjabi fable or folk tale. Play part of the video. Ask students to guess what the story is about and to predict what might happen next. Continue playing the video to confirm predictions. To extend this, students could: - dramatize the story - illustrate the story • Students may want to create a poster or advertisement for the video. They should include the name of the movie, the actors’ names, and any other pertinent information. GRADE 6 • Creative Works SUGGESTED ASSESSMENT STRATEGIES At this level, assessment emphasizes student interest and participation. In most cases, students will be able to respond at a more sophisticated level than they can show through oral and written language. Assessment will frequently rely on evidence from visual, dramatic, or musical representations, as well as on students’ enthusiasm and contributions. • Note students’ participation in and response to creative works and activities in Punjabi. Students may show their interest by: - voluntarily bringing Punjabi works to class - commenting on works or activities they notice at home or in the community - suggesting that the class repeat or extend creative activities they have enjoyed - being attentive when a new activity is introduced - taking risks in order to take part in creative activities that may be difficult for them at first • When students make posters about the videos they watch, look for evidence that they have: - incorporated key ideas, events, or characters from the video - tried to interest or intrigue their audience by using interesting details RECOMMENDED LEARNING RESOURCES Print Materials • Phull Piare Piare • Sumit Punjabi Baal Geet • Tamak Toon Multimedia • The Festival 29 GRADE 6 • Cultural Contexts PRESCRIBED LEARNING OUTCOMES It is expected that students will: • demonstrate a knowledge of Punjabi games, sports, arts, customs, celebrations, and festivals • use language associated with Punjabi games, sports, arts, customs, celebrations, and festivals • identify similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures 30 SUGGESTED INSTRUCTIONAL STRATEGIES As students explore a variety of Punjabi customs and traditions, it is important to encourage respect and trust in the classroom. Emphasize ways in which diversity enriches the classroom experience and brings Punjabi culture to life. • Watch a video or live performance of a group performing a Punjabi dance such as Bhangra or Gidha. Have students familiarize themselves with the music and lyrics, then begin creating imitative moves that fit with the rhythm and words. • Students can build and fly kites, a common pastime in India. As students work with the kites, help them learn some related vocabulary. Decorate the classroom or hallways with the finished kites. • Teach students a distinctive Punjabi sport such as Kabaddi (a game similar to Red Rover) or Khudo Khundi (field hockey) and the vocabulary associated with it. Note that these sports can become rough and may need to be adapted for some students. Consider teaching Khoh-Khoh, which is a less aggressive variant of Kabaddi. • Once students have learned the Punjabi games, ask them to compare them to more familiar pastimes (e.g., rugby, Red Rover). • Have students brainstorm schoolyard games that are common in Canada (e.g., jacks, marbles, skipping, hopscotch). Choose one that has a Punjabi counterpart (several versions of hopscotch are played in Punjab), and teach it in Punjabi. Invite students to play the game in Punjabi. GRADE 6 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES Since students’ Punjabi language skills at this point may be limited, they should have opportunities to demonstrate their awareness and understanding in ways that do not depend upon language. • Frequently ask students to describe the cultural activities in which they are engaged. Encourage the use of Punjabi, but be aware that their understanding of the activities will exceed their language abilities at this stage. Some English words may be used. Look for evidence that they: - understand the activity - recognize its significance or relationship to other aspects of Punjabi culture - use vocabulary related to the activity - comment on how it is the same or different from cultural activities in other cultures • During dance and game activities, note the extent to which students show interest and understanding. For example: - follow oral instructions - begin to sing along with parts of a song - imitate the moves of a dance and show the appropriate mood (e.g., serious, comic, happy, sad) through their movements - follow the rules of a game and play to completion - use key vocabulary terms associated with the game or dance • Students can reinforce and reflect on their cultural understanding by making a visual record about selected cultural activities. For example, they might create and label a sketch, collage, or photograph; make a web chart or collage of words they associate with the activity; or draw and label equipment, clothing, or symbols associated with a particular activity. RECOMMENDED LEARNING RESOURCES Print Materials • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Punjabis in Canada • The Sikh Canadians • The Sikhs Multimedia • The Festival 31 GRADE 7 • Interpersonal Communications PRESCRIBED LEARNING OUTCOMES It is expected that students will: • communicate with others to complete a task • discuss personal likes, dislikes, and interests • exchange information about day-to-day situations, events, and activities • use formal and informal forms of address as appropriate • use Punjabi to participate in classroom activities SUGGESTED INSTRUCTIONAL STRATEGIES At this level, students are building on the repeated expressions and language they have learned, and can begin to express ideas in complete messages or short interactions. Writing can involve some simple sentence construction. • As a class, brainstorm and list on the board all the extra-curricular activities that students and the teacher are involved in each week. Students can then use the list to create personal week-at-aglance schedules. Have them share with a partner and compare their weekly activities. • As a small-group activity, have students count how many in their group are doing the same or similar activities each day. • Students can use a grid to record and share likes, dislikes, and interests in extra-curricular activities. Findings should be reported back to the class. • To initiate a study of a celebration such as Vaisakhi, have students brainstorm a list of things they already know and what they think might be interesting to find out about this celebration (try to have students express personal viewpoints as part of the brainstorm). Alternatively, identify some features of Vaisakhi that students could learn more about. These might include the significance of Sikhs’ use of the names Singh (male) and Kaur (female), food associated with the event, or the five Ks: sword bracelet hair undergarment comb • At this level, personal dictionaries can be extended to include the Punjabi alphabet. 32 GRADE 7 • Interpersonal Communication SUGGESTED ASSESSMENT STRATEGIES At this level, assessment focusses on students’ abilities to interact using words and structures they have practised. Students show their increasing fluency and confidence by using Punjabi to complete a larger range of classroom activities. • As students engage in class and group activities, look for evidence that they are increasingly able to: - understand what the teacher and other students say - make themselves understood - participate in simple, short interactions with little teacher prompting - risk using Punjabi in classroom activities - use simple, familiar vocabulary and structures (e.g., short statements, one- or two-word answers, simple questions formed with the five question words) • Periodically review students’ personal dictionaries and journals to assess and support their efforts to: - match labels and pictures - write simple, understandable messages - form an increasing number of recognizable letters and words - form phrases and sentences by sequencing words appropriately • Encourage students to set personal daily or weekly goals for using Punjabi in and out of school. At the end of each class or week, they can review their goals and decide how they are progressing. Teachers may provide sample goal statements in Punjabi. Here are a few examples: - I am going to talk to _______ about _______. - I am going to speak at least _______ times in class today. - I am going to use two new words today: _______ and _______. - I am going to write a message about _______ to _______. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • • • • • • G. C. S. E. Panjabi Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 The Panjabi Guide (Work Book) Panjabi Made Easy Panjabi Workbook A Pictorial Panjabi-English Dictionary Punjabi Alphabet—Part One Punjabi Posters Punjabi Rachna Star Children’s Picture Dictionary Sunder Sulekh Pustak Tamak Toon Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts • Matra Primer 33 GRADE 7 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • extract information from various sources to complete authentic tasks in simple oral and written form SUGGESTED INSTRUCTIONAL STRATEGIES Students have by now gained familiarity with finding information in age-appropriate resources. They are able to use strategies such as guessing the meaning or substituting language to deal with unfamiliar words. • Have students choose items from a restaurant menu to prepare a celebration with family or friends. They should select items to fit within a specific monetary amount. • Extend the previous activity by having students role-play a situation in a restaurant. 34 GRADE 7 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES At this stage, students’ representations should use language frequently, though the language may be combined or supplemented with dance, music, or visual representations. Because the authentic nature of the tasks is a key factor in assessing student development for this organizer, students should frequently be involved in designing and making choices about their tasks and assignments. • Circulate, asking questions and providing feedback as students talk and work together. Look for evidence that students are able to: - understand and respond to questions - make short, simple statements about the activity - ask for help when they need it - use understandable language to talk about time • Look at students’ written work for evidence that they are able to: - combine words and pictures to convey simple meaning - organize their work to make it easy to follow - make their work interesting and appealing by including details or using a variety of language structures • Assign partners and ask students to role-play a situation that shows at least one effective listening strategy for acquiring information. The class may make a class chart listing the variety of strategies portrayed. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • • G. C. S. E. Panjabi Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 Panjabi Made Easy A Pictorial Panjabi-English Dictionary Punjabi Posters Punjabi Rachna Star Children’s Picture Dictionary Tamak Toon 35 GRADE 7 • Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way to creative works that they listen to, view, or read • produce visual works and simple oral creative works based on Punjabi resources 36 SUGGESTED INSTRUCTIONAL STRATEGIES Students can appreciate creative works when they have an opportunity to relate them to personal experience. Hands-on activities encourage a wider range of experience. • To initiate a unit on myths and folk tales, select a Punjabi tale or a story that has a Punjabi variant, such as “Aladdin and the Magic Lamp.” Introduce or review relevant vocabulary, trying to elicit from students the meanings of words whenever possible. Organize the class into groups. Give each group a list of new or reviewed vocabulary words. Include words that appear in the story and some that do not. Groups should sort the words that they predict will be in the story into two categories: those they can say and those they cannot. Have the groups also predict what they believe the story will be about. Read the story aloud and have students confirm their predictions. • Give students an opportunity to read, view, or listen to resources that deal with a Punjabi celebration. With Vaisakhi, for example, involve them in putting together plans for a school-based celebration of the occasion. Each group of students takes on responsibility for one particular aspect of the celebration. Choices might include: - building a model of a Vaisakhi float - putting together a Vaisakhi fashion show - designing and distributing promotional material GRADE 7 • Creative Works SUGGESTED ASSESSMENT STRATEGIES Students at this level are able to respond to and create an increasing variety of simple creative works. Observation and self-assessment continue to be important, but teachers can also collect written work and visual representations to assess the development of students’ creative skills and responses. • When students write and draw in response to stories and drama they hear, read, or view, look for evidence that they: - recognize the main idea - show their personal feelings or ideas - try to take a unique twist or perspective - include main characters (where appropriate) - show the mood, feeling, or viewpoint of the story (e.g., humour, tragedy, satire, moral lesson) - sequence key events (where appropriate) • Activities connected with celebrations such as Vaisakhi can be assessed for the creative processes students use and the work they produce. For example, groups can assess the extent to which group members: - generate a variety of ideas - respect and encourage risk taking and divergent thinking - collaborate to develop a work plan - contribute to the activity or product - work together to overcome problems they encounter - are satisfied with the work they produce • Have students keep an ongoing list of the creative activities they are involved in. Work with them to develop a set of symbols (perhaps computergenerated) or Punjabi labels they can use to show their personal assessment of three aspects of each activity: how enjoyable it was, how easy it was, and how effectively they participated. RECOMMENDED LEARNING RESOURCES Print Materials • • • • Panja Putran Da Pio Phull Piare Piare Piare Piare Bole Tamak Toon Multimedia • The Festival 37 GRADE 7 • Cultural Contexts PRESCRIBED LEARNING OUTCOMES It is expected that students will: • demonstrate a knowledge of the language needed to explain and participate in Punjabi games, sports, arts, customs, celebrations, and festivals • categorize similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures SUGGESTED INSTRUCTIONAL STRATEGIES Exploring myths and celebrations naturally encourages awareness of similarities and differences among students’ own cultures and family traditions. • To extend students’ understanding of common elements in Punjabi myths and stories, have them study several fables and then categorize common features of this type of literature (e.g., good versus evil, moral endings, magical or supernatural events, elements of the natural world personified). • Invite students to compare Punjabi myths and stories with similar stories from other cultures. They could choose stories from varied media, such as film animation, ballads, and so on. Some Punjabi stories closely resemble tales familiar to Western readers. For example, “The Golden Fish” is similar to Grimm’s fairy tale, “The Fisherman’s Wife.” Students can also compare Punjabi myths and folk tales with Aboriginal stories. • Students could represent their knowledge of Vaisakhi in ways such as: - creating related artwork - developing an oral presentation with props - demonstrating the procedures involved in preparing a festive food - assembling a display of labelled objects that relate to the holiday Students could complete these projects in small groups. • To develop students’ sense of the similarities and differences between Vaisakhi and comparable celebrations in other cultures, have them create (as a whole class or in small groups) a Venn diagram showing both common and different elements. 38 GRADE 7 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES Students demonstrate their cultural knowledge through talking, writing, representing, and engaging in classroom activities. At this level, assessment will usually rely on teacher and peer observation, discussion, and self-assessment, with minimal language demands. • When assessing students’ knowledge of a celebration such as Vaisakhi, look at the extent to which they include a variety of aspects of the celebration in their representations of the event. In the case of Vaisakhi, students might mention aspects such as: - the harvest - the date of the celebration and creation of Khalsa (April 13th) - the significance of Singh and Kaur - the five Ks - replacing the saffron-coloured nishan sahib (pole covering and flag) - a parade or procession with floats and bands; distribution of free food during the procession - dances, songs, parties, festive foods, sweets • When students create Venn diagrams or picture charts comparing Punjabi stories, myths, and celebrations, look for evidence that they are able to: - identify important features of the Punjabi celebration or story - show similarities and differences RECOMMENDED LEARNING RESOURCES Print Materials • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Panja Putran Da Pio • Punjabis in Canada • The Sikh Canadians • The Sikhs Multimedia • The Festival 39 GRADE 8 • Interpersonal Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • develop simple dialogues • describe activities and interests in oral and written form • request and provide information • seek or grant permission, formally and informally • use Punjabi to conduct familiar activities (real or simulated) 40 SUGGESTED INSTRUCTIONAL STRATEGIES At the Grade 8 level, many students are able to more easily communicate about activities they enjoy. They are often able to write structured material with increasing confidence. • In small groups, have students work with maps and other resources to identify places where Punjabi is spoken. They can then select places they would like to visit. Each group should choose a general area to visit and three or four specific places they would like to explore. • Students can use a variety of resources (e.g., print, video, computer, interviews) to find out more about their chosen locations. The class could work as a whole group to develop a model, then work in partners to create a dialogue in which they ask their parents for permission to go on a trip. • Invite students to work on other dialogue scenarios related to travelling in a Punjabispeaking area. Possibilities include making reservations and transportation arrangements, shopping, ordering meals, or locating or obtaining services (e.g., laundry, photo finishing). • As a class, create sample travel-journal entries and postcards. Students then develop their own simple journals or postcards. • Model with the class how to write a letter to a pen pal. Help students set up pen pals in Punjabispeaking communities around the world. Alternatively, pair students with others in a different BC community who are studying Punjabi at the same level. Fax and e-mail can be used to ensure rapid turnaround of correspondence. GRADE 8 • Interpersonal Communication SUGGESTED ASSESSMENT STRATEGIES As students acquire increasing facility with language, they are able to communicate about more topics. Assessment focusses on meaning—the extent to which they are able to share ideas and information. Oral interactions continue to be most important; however, students also need feedback and support in developing written skills. • Discuss assessment criteria with students before they present the dialogues they have practised. Point out that communicating meaning is most important; all criteria are related to whether or not the dialogue successfully conveys a message. These criteria could be the basis for a checklist or rating scale for teacher, peer, and self-assessment. To what extent do students: - convey an understandable message - use appropriate titles and forms of address - include relevant and interesting details or features - find ways to keep the conversation going - use a variety of vocabulary and language structures (e.g., questions, responses) • Here are some examples of similar criteria that can be used in assessing letters and other written work: - meaning is clear - includes interesting, relevant details - follows appropriate conventions as practised in class (e.g., greetings, closings, use of titles) - uses a range of vocabulary to form simple sentences - takes risks in using language not practised in class • Provide students with frames, such as those they can use to write about learning Punjabi: - I learn Punjabi best when I _______. - The hardest thing I’ve learned in Punjabi is _______. - I’d like to learn how to _______. - The people who help me learn Punjabi are _______. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • • • • • G. C. S. E. Panjabi Jaadu Di Soti—Magic Wand Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 The Panjabi Guide (Work Book) Panjabi Made Easy Panjabi Workbook A Pictorial Panjabi-English Dictionary Punjabi Alphabet—Part One Punjabi Posters Sunder Sulekh Pustak Tamak Toon Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts 41 GRADE 8 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • extract and process information from various sources to complete authentic tasks in oral and written form 42 SUGGESTED INSTRUCTIONAL STRATEGIES There are many ways in which a theme such as travel can help students learn how to acquire information. It is important to make tasks simple and relevant to student interests. • Ask students to make a travel video or brochure of their own community for someone from another place. • Brainstorm categories of information that might be useful for planning a trip to India. Students may suggest information such as: - trip costs - currency and exchange - costs of transportation - routes, modes of transportation - when to travel (considering weather and climate) - how long to stay - passport, visa, immunization requirements • Have students work in pairs or small groups to begin acquiring information about one or more categories of material identified from the brainstorm. Information could be obtained from a travel agent or other resources (e.g., travelogues, books). Students could be asked to represent their findings by: - preparing a trip itinerary - presenting their travel plans to other students (two groups could present to each other) • Ask students to describe (orally, in writing, or both) places or landmarks they are interested in visiting and explain why they are interested in those places. Students could support their descriptions with visual or audio-visual material. GRADE 8 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES Students at this stage are able to offer an increasing amount of information orally and in writing. They also continue to support and extend meaning through visual representations, dance, drama, and music. They often need the support of the teacher or a partner, but they should be able to discern key ideas and form impressions of simple, straightforward material they have heard, viewed, or read independently. • As students discuss and exchange information related to a trip to India, look for evidence that they are able to: - suggest appropriate information sources - find the information they need for specific tasks or questions - ask relevant questions - use a variety of vocabulary - record or recall key words and simple information - develop a logical sequence when they describe their plans • Look for evidence of specific knowledge related to assigned tasks—for example, to what extent 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 RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • • Bir Bahadar Jagge Di Varta G. C. S. E. Panjabi Jaadu Di Soti—Magic Wand Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 Panjabi Made Easy A Pictorial Panjabi-English Dictionary Punjabi Posters Tamak Toon 43 GRADE 8 • Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way to creative works that they listen to, view, or read • produce visual, oral, and simple written creative works based on Punjabi resources 44 SUGGESTED INSTRUCTIONAL STRATEGIES In Grade 8, the creative works that students experience should be relevant to their interests. Art can be as varied as movie posters, CDs, and sculptures. • Bring in pictures or examples of art that students might see during a trip to India (e.g., architecture, paintings, sculpture). Arrange these around the room and allow students to examine them. Students can use a simple grid format with pictures to record the feelings or responses that each piece evokes. They can do this activity in groups and later share the information. Also invite them to look for what makes the pieces distinctive and what they have in common. Have them work in groups to classify the articles. • Ask students as a group to compose a story about one of the works they have seen by making suggestions and comments that the teacher can record. Invite each student to contribute one comment for inclusion. The story can be used for further writing and reading practice. • Have students locate and bring to class examples of typical Indian art with an explanation of what they think makes the art typical. • Show students a video that relates to life in India, travel in India, or a particular place of interest. Have students represent their understanding of what they have seen by: - finding it on a map - composing a letter home - making a collage with pictures and written labels - summarizing in simple sentences the characters, setting, problem, and resolution of the video GRADE 8 • Creative Works SUGGESTED ASSESSMENT STRATEGIES At this level, students work collaboratively to respond to works of art. They also create artwork of their own. Assessment can focus on students’ responses to their classmates’ work as well as to traditional and contemporary authors, artists, musicians, and actors. Students can show their responses and create works in a wide variety of forms. • When students are working in groups to respond to works of art, look for evidence that they are: - committed to participating in and contributing to the group - willing to risk putting forward their ideas - focussing on and responding to key features of the work - open to considering a variety of views and interpretations - using appropriate vocabulary and structures • The following criteria are useful guidelines for creating collaborative stories: - the story begins with a problem to be solved - the story is easy to understand and follow - the relationships of the characters to each other are clear - events follow a logical sequence - the ending resolves the story problem • When students create artwork, have them develop a short, simple assessment form (in Punjabi) that their classmates, teacher, and family members can fill out. For example, they might pose two questions: - What is one thing you liked? - What is one thing we could improve? RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • • • Baal Kahanian Badesi Lok Kahanian Bir Bahadar Jagge Di Varta Jaadu Di Soti—Magic Wand Panja Putran Da Pio Phull Piare Piare Piare Piare Bole Sach Khud Bolta Hai Samen—Samen Di Gall Tamak Toon 45 GRADE 8 • Cultural Contexts PRESCRIBED LEARNING OUTCOMES It is expected that students will: • explain and demonstrate procedures associated with Punjabi games and sports • describe and explain Punjabi arts, customs, celebrations, and festivals • explain similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures 46 SUGGESTED INSTRUCTIONAL STRATEGIES Teaching each other games and procedures in Punjabi allows students to share their knowledge. As they compare similarities and differences, students develop a better understanding of aspects of Punjabi culture. • Split the class into two groups and have each half learn a card game. When both groups have learned the game, rearrange the students into several small groups in which half the students are drawn from each of the original two groups. Students then teach each other the games they have learned. Have students identify games commonly played in Canada that resemble these Punjabi games. • Working in pairs, students read in Punjabi the rules of a game they already know. Then they trade rules with another pair and try to follow the instructions they have received. • Ask students to write in Punjabi the rules of a game they know. GRADE 8 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES Students need frequent opportunities to participate in Punjabi games and sports so that they can demonstrate and extend their understanding. At this level, most assessment information comes from observing and talking to students. The participation and self-assessment records that students keep can also reveal information about their interests and understanding. • Have students work in pairs or small groups to demonstrate a game or sport. Together, teacher and students discuss the criteria that will be used to assess their demonstrations. The teacher or students record observations on a feedback sheet, checklist, or simple rating scale. Focus the assessment on three to five key aspects, such as: - the presentation or demonstration is clear and easy to follow - the language associated with the activity is used accurately - students show enthusiasm and commitment to the task - students invite and respond to simple questions to help make the game or sport clear • After students learn about a specific game, celebration, or other cultural activity, have them work with a partner or small group to make a chart (in words or sketches) comparing the activity to an activity or event in another culture. Assess the information and provide feedback about accuracy and relevance, clear meaning, and logical organization. • Invite students to set aside a section of their notebooks or portfolios for recording and commenting on their participation in cultural activities. Their records might include: - a written or visual description of key aspects of the activity - a personal reaction or comment • From time to time, review students’ records for evidence of increasing knowledge and appreciation of Punjabi culture. Students can also review their own records. RECOMMENDED LEARNING RESOURCES Print Materials • Bir Bahadar Jagge Di Varta • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Golden Temple • Harimander Sahib (Golden Temple) • Panja Putran Da Pio • Punjabis in Canada • The Sikh Canadians • The Sikhs 47 GRADE 9 • Interpersonal Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • express opinions and preferences, giving reasons • exchange information related to activities, people, and things • ask for and give assistance and information • use Punjabi in a variety of authentic situations • use vocabulary related to needs and emotions 48 SUGGESTED INSTRUCTIONAL STRATEGIES By Grade 9, many students have acquired a range of strategies, structures, and vocabulary that enables them to communicate about activities they enjoy. • Bring two or three samples of traditional and contemporary Punjabi music for the students to listen to. Ask students to express some opinion about the music (whether or not they like it, and their reasons). Present information about the music (e.g., date, era, purpose, performer, composer). • In subsequent lessons, have students bring to class a piece of music they like. They should be prepared to do a two-minute oral presentation (e.g., including composer and performer, date, theme, reason for preference). • Students role-play shopping in a music store. Scenarios could include the following: - Two friends are shopping for music as a gift for another friend. They disagree and only have enough money for one CD. - A group of students are planning a school dance and must agree on the music. The school has given them a fixed budget to buy CDs or tapes. • Students create a questionnaire about music preferences. • Have students develop regular journal entries. GRADE 9 • Interpersonal Communication SUGGESTED ASSESSMENT STRATEGIES At this level, students are expected to talk and write about increasingly complex ideas and information. Assessment emphasizes the extent to which they are able to convey meaning in classroom interactions and prepared presentations. Students continue to rely on language they have practised. They are also beginning to develop individual repertoires of vocabulary and structures that they can use to communicate personally meaningful ideas and information. • When students make oral presentations, including role plays, they can provide feedback to each other by focussing on criteria such as: - meaning is clear and comprehensible - presentation includes appropriate and relevant details - vocabulary and structures are varied and appropriate for the purpose and context - delivery is fluid, with most pauses at the end of phrases or sentences - body language, intonation, and visuals support meaning • In written presentations, look for evidence of features such as: - clear and relevant information - varied vocabulary; more specific word choice - appropriate structures; simple sentences with increasing detail - risk taking (some attempts to go beyond vocabulary and structures practised in class) - surface features (e.g., letter formation, spelling) do not obscure meaning • Setting their own goals for participation in oral activities can help students to take risks and gain confidence. For example, provide a minute or two at the beginning of each class for students to decide on one thing they will work on (e.g., a student may decide to answer at least one question or to use a particular word or structure). At the end of the class, check whether or not students were able to accomplish their goals. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • • G. C. S. E. Panjabi Jaadu Di Soti—Magic Wand Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 Panjabi Made Easy Panjabi Workbook A Pictorial Panjabi-English Dictionary Punjabi Alphabet—Part One Punjabi Posters Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts 49 GRADE 9 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • extract and process information from various sources to complete authentic tasks in oral and written form 50 SUGGESTED INSTRUCTIONAL STRATEGIES In Punjabi 9, many students are able to acquire more detailed information from practical material and represent it in a variety of both written and oral forms. • Obtain a copy of the BC driver’s manual in Punjabi. Review appropriate vocabulary and direct students to the questions in the manual. Students can quiz each other on selected questions. This could be done in pairs, with written answers. • Display an accident scene sketch on an overhead (or distribute it as a handout). Students role-play scenarios such as: - reporting the incident to the police, giving necessary descriptions and directions - a passer-by witnesses the accident and describes it later to family members GRADE 9 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES During Punjabi 9, students extend the range of resources they are able to use and the everyday tasks they are able to complete in Punjabi. They are able to understand more complex ideas expressed in Punjabi. Most students should be able to write at least a short paragraph in Punjabi using structures and vocabulary they have practised in class. • Work with the students to develop criteria for their oral presentations. Here are some examples: - clear message or ideas - information is appropriate and accurate - presentation uses a variety of language - presentation is clear and easy to understand (e.g., pronunciation, volume, awareness of audience) • When students locate and retrieve information, collect their notes and lists of the sources they have used. Look for evidence that they have: - used a variety of resources - recorded important and relevant information - used a range of vocabulary related to the topic - organized the information so it is easy to use • Collaborate with students to develop a short checklist or chart showing the information skills they are developing. They can choose a way of tracking their progress on each skill (e.g., a simple rating scale, symbols, recording the date they accomplish each item). A list might include items such as the following: - locate Punjabi materials on specific topics in the school library - ask simple questions to get information I need when I am shopping in a Punjabi store - answer simple questions about topics we have discussed in class - give directions and simple instructions - add information to classroom databases - figure out the topic or main ideas in a television program or advertisement RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • • Bir Bahadar Jagge Di Varta G. C. S. E. Panjabi Jaadu Di Soti—Magic Wand Oxford Picture Dictionary English-Punjabi Panjabi Book 1, 2, 3 Panjabi Made Easy A Pictorial Panjabi-English Dictionary Punjabi Posters Sachittar Primary Punjabi Kosh (with Sentences) 51 GRADE 9 • Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way to creative works that they listen to, view, or read • produce a variety of visual, oral, and simple written creative works based on Punjabi resources 52 SUGGESTED INSTRUCTIONAL STRATEGIES When students have opportunities to share their personal reactions to creative works, they increase their understanding of common emotions shared across cultures. • Have students read a simple poem or story of their choice. Make a collage using pictures or words, expressing the theme or central idea. • Have students create short poems or prose passages that express their personal feelings about a topic or event (e.g., a wedding in the family, a school dance, birth of a sibling). Follow up by creating a display of the students’ creative writing or by publishing their works in some way. GRADE 9 • Creative Works SUGGESTED ASSESSMENT STRATEGIES At this level, students are able to create short poems and prose passages using language they have studied. In assessing their creative work, focus on interest and ability to convey personal messages or feelings. • Assess students’ short poems or prose works for the extent to which they: - offer personal feelings or viewpoints - provide clear themes or messages - draw on features of the poetry and prose they have read and heard • Have students work in pairs to complete and submit a performance assessment assignment. For example: - find a contemporary creative work through the popular media (cable television, video, radio, CD, or tape) that interests you - represent the main ideas or message in the format of your choice - represent and support your views or response to the work - identify two strengths of your assignment and list one or two areas that were difficult or that you would like to improve • To prompt reflection and self-assessment, have students keep a log of their reading, viewing, and listening activities, both in and outside of school. They should include: - title and author, artist, actor, or musician - context, genre or form (e.g., movie on videotape, CD I bought, magazine in the library) - a short description - a brief comment or symbol that shows their opinion of the work • At regular intervals, ask students to review their logs (perhaps with a partner, or in a teacher, student, or parent conference) and talk or write about a work that was particularly meaningful to them. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • • Baal Kahanian Badesi Lok Kahanian Bir Bahadar Jagge Di Varta Jaadu Di Soti—Magic Wand Panja Putran Da Pio Piare Piare Bole Sach Khud Bolta Hai Samen—Samen Di Gall 53 GRADE 9 • Cultural Contexts PRESCRIBED LEARNING OUTCOMES It is expected that students will: • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • identify ways that knowledge of Punjabi language and culture has affected their daily lives • demonstrate an appreciation of Punjabi language and culture and its place in local and global communities • demonstrate an understanding of the significance of particular Punjabi customs, celebrations, and festivals 54 SUGGESTED INSTRUCTIONAL STRATEGIES When students gain an understanding of the importance of traditions in Punjabi culture through interesting activities, they are encouraged to share and accept cultural differences. • Have students learn or teach a variety of Punjabi folk songs (perhaps with a common theme). (See Appendix G for examples of songs that might be sung at a Punjabi wedding.) Students may plan to perform a concert for another class or for parents, or to be videotaped. If it is a live concert, have students put together a program with program notes. • Conduct a whole-class brainstorm session to put together a list of possible Punjabi given names. Note that in Punjabi most names can be used for either males or females. Use the list as a springboard for various information-gathering activities, such as: - finding out the meanings of names (as an assignment, each student could interview one resource person to find out the meaning of a Punjabi name chosen from the list and a name that is characteristic to another culture) - learning what ceremony, if any, accompanies the naming of a child in the Punjabi culture and in another culture (again, by interviewing a resource person) - discussing similarities and differences between naming practices in Punjabi and other cultures (whole-class discussion) • As a comprehensive summary, students could prepare an annotated collage of names. GRADE 9 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES At this level, students demonstrate their understanding and appreciation of Punjabi culture through their interest and participation in classroom activities and in their written assignments and projects. Assessment should focus on cultural understanding, rather than on the fluency and precision of the language students use to express their ideas. • When students practise and present Punjabi folk songs, note and respond to: - enthusiasm and commitment - ability to collaborate effectively - accuracy in singing the lyrics - appropriateness of their selections and groupings of songs - explanations of the meaning and significance of the songs • After students have participated in a variety of classroom and research activities about Punjabi names, have them demonstrate what they have learned by preparing individual or partner reports that show: - understanding of name meanings and origins - awareness of similarities and differences in names and naming ceremonies in different cultures • As students engage in a variety of cultural activities, watch for evidence that they are able to: - obtain information from a variety of Punjabispeaking resource people - connect new information to what they already know about Punjabi and other cultures RECOMMENDED LEARNING RESOURCES Print Materials • Bir Bahadar Jagge Di Varta • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Golden Temple • Harimander Sahib (Golden Temple) • Panja Putran Da Pio • Punjabis in Canada • The Sikh Canadians • The Sikhs 55 GRADE 10 • Interpersonal Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • communicate needs, desires, and emotions appropriately • describe events and experiences sequentially • explain how to do an everyday activity or procedure • recognize and use simple idiomatic expressions • use Punjabi in a variety of authentic situations 56 SUGGESTED INSTRUCTIONAL STRATEGIES At this level, many students are willing to take more risks with language. They can use group work to expand their communication abilities by sharing and linking ideas. • Have students brainstorm factors that affect health (e.g., diet, exercise, hygiene, adequate sleep, balance of work and leisure, positive interpersonal contact). Divide the class into groups and have each group: - choose an aspect of health and develop ideas on how to achieve it (e.g., devise a brief exercise program for younger students, devise and implement a plan for keeping the school clean) - prepare a written or oral summary of rules or procedures for maintaining health (e.g., a set of rules for waste disposal or recycling) • Provide students with proverbs, some of which are related to health and lifestyle. Each student has one proverb on a card. In small groups, students read their proverbs to each other. As a group, students try to determine the meaning of each proverb and work out which ones are related to health and lifestyle. Discuss as a class and record the health-related proverbs on a chalkboard or an overhead. • Divide the class into small groups and have each group: - select and review a simple recipe written in Punjabi - go on a field trip to buy the ingredients needed to prepare the recipe (shop in a place where Punjabi is spoken, if possible) Groups should then trade recipes and ingredients, and prepare the recipe. GRADE 10 • Interpersonal Communication SUGGESTED ASSESSMENT STRATEGIES At this level, assessment focusses on the increasing control and fluency students show in their prepared work and in spontaneous interactions. Students need to know they will be supported when taking risks to experiment with and use newly acquired language. Making errors is a necessary part of language growth; students learn from their mistakes. • Throughout the course, direct students’ attention to criteria for effective oral interactions. These criteria can be the focus of teacher, peer, and selfassessments. For example, consider creating a checklist to record evidence that a student’s communication features: - an understandable message or meaning - an increasing amount of important and relevant information - appropriate language for the task and relationship - active engagement - risk taking to extend language use and facility - pauses at the ends of phrases or ideas rather than after each word • Specific activities have additional demands. Here are some ideas for assessing them: - for the theme of safety and health care, note evidence that students are using vocabulary related to the theme and to related careers - consider the extent to which students can read, comprehend, and write simple proverbs - assess the extent to which students are able to follow instructions in recipes, ask for and provide clarification of the recipes in Punjabi, write a recipe, and explain how to prepare a dish in correct sequence • 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.) RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • G. C. S. E. Panjabi Jaadu Di Soti—Magic Wand Oxford Picture Dictionary English-Punjabi Punjabi-English Dictionary Punjabi Posters Simple Punjabi Grammar Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts 57 GRADE 10 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • extract and process information from a variety of sources to complete authentic tasks 58 SUGGESTED INSTRUCTIONAL STRATEGIES At this level, students obtain pertinent information from Punjabi materials. Writing skills show an ability to create a narrative in logical sequence. • Bring in a newspaper or teacher-generated article in Punjabi that deals with a health-related topic. If there are pictures, begin by having students look at them and predict what the article might be about. Introduce any new vocabulary needed to understand the article. Then divide the article into short sections and conduct a jigsaw type of reading activity (see the Glossary in Appendix F). To conclude the activity, students could answer comprehension questions and write reports. • As a long-term activity, have students develop an emergency preparedness package that addresses situations such as flooding, earthquake, and so forth. As part of the activity, students could brainstorm lists of items for a first-aid kit and explain why these items should be included. Possibilities include: - easily preserved foods (e.g., ) - clothing, blankets, radios, candles • As an extension, students could develop an emergency preparedness action plan for their own families. This can be compared with the Provincial Emergency Program or other locally available material. GRADE 10 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES At this level, students should show increasing independence in locating and using information. In assessing progress, consider their language-learning strategies as well as the work they complete. Conferences and self-assessment activities can provide insights about these strategies. • When students participate in a newspaper jigsawtype activity, assess their ability to: - identify key information about the topic - explain what they have learned clearly and in their own words - include an increasing amount of supporting detail • If students develop an emergency preparedness action plan, note their ability to: - identify a list of appropriate equipment and supplies - offer logical reasons for their choices - take into account practical considerations (e.g., space, storage, access, size) - outline a sequential action plan • Provide opportunities for students to apply and monitor their Punjabi skills in real-life situations. Ask students to brainstorm situations outside of school where they can use Punjabi to interact and accomplish a simple task (e.g., conversing with someone who speaks Punjabi, making a purchase, ordering a meal, or telephoning to ask for information about a job or newspaper advertisement). Work with students to develop criteria for assessing their degree of success. Assign partners to work together. They should submit an outline of the task, as well as peer and self-assessments of their effectiveness. If there are few Punjabi speakers in the community, this could be a written task. RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • Bir Bahadar Jagge Di Varta G. C. S. E. Panjabi Jaadu Di Soti—Magic Wand Oxford Picture Dictionary English-Punjabi Punjabi-English Dictionary Punjabi Posters Sachittar Primary Punjabi Kosh (with Sentences) • Simple Punjabi Grammar 59 GRADE 10 • Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way to creative works that they listen to, view, or read from a variety of sources • produce a variety of creative works based on Punjabi resources, with increased emphasis on writing 60 SUGGESTED INSTRUCTIONAL STRATEGIES Encouraging creativity and variety promotes students’ enthusiasm and interest. • Provide students with copies of Punjabi newspapers or magazines and invite them to: - scan for advertisements or articles dealing with health, lifestyle, safety, or related products (e.g., naturopathic products) - compose their own ads for health-related products using the same idiomatic and colloquial style - develop their advertisements as role plays (perhaps on video) or as print ads (e.g., produced on computer) - use humour and creativity • As an extension, students could work in groups to assemble a “health and lifestyles” newsletter or develop a brief radio or TV program (e.g., using the Dear Abby approach). This project might include: - advertisements - interviews - commentaries and editorials - feature articles Again, encourage creativity and humour. Record each group’s work on videotape for assessment purposes and possible subsequent instructional use. GRADE 10 • Creative Works SUGGESTED ASSESSMENT STRATEGIES As students develop increasing language skills, they are able to find and use a wide variety of creative works outside of school. The range of works that they notice, talk about, and bring to the classroom can reveal a great deal about their response to Punjabi arts and literature. They can represent their responses in many ways: writing, talking, modelling their own work on Punjabi sources, and creating dramatic and visual representations. • Provide a range of opportunities for students to discuss and write about Punjabi creative works that they encounter in the classroom and elsewhere. As they work independently and in small groups, watch for evidence that they are increasing their: - openness and sensitivity to the role of Punjabi arts and literature - knowledge about Punjabi artistic and literary traditions and genres - interest in contemporary arts (e.g., music, movies) - willingness to risk offering opinions and views - participation and commitment to class or group activities • When students write advertisements, consider 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 RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • • Baal Kahanian Badesi Lok Kahanian Bir Bahadar Jagge Di Varta Jaadu Di Soti—Magic Wand Panja Putran Da Pio Sach Khud Bolta Hai Samen—Samen Di Gall 61 GRADE 10 • Cultural Contexts PRESCRIBED LEARNING OUTCOMES It is expected that students will: • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • examine the effect that knowledge of Punjabi language and culture has on various aspects of their lives • demonstrate an appreciation of Punjabi language and culture and its place in local and global communities • explain the significance of particular Punjabi customs, celebrations, and festivals 62 SUGGESTED INSTRUCTIONAL STRATEGIES By examining the reasons behind cultural practices, students increase their awareness and appreciation of Punjabi culture. • Invite students to plan and carry out a sports day for an elementary school class. The sports day should include familiar (especially Punjabi) games and may also include other activities they have made up themselves. Have students work in pairs to: - prepare instructions in Punjabi for each activity - organize and lead activities during the sports day • As a class, brainstorm foods that are a part of the diet of various cultures (emphasize foods typical to the Punjabi diet and offer support by providing pictures of particular items). Have students analyse the lists by: - identifying foods that are part of a typical Punjabi diet and those that are part of the typical diet in another culture (many foods will be common to both diets) - categorizing the foods from both diets according to food groups defined in the Canada Food Guide Handbook - identifying similarities and differences • Extend the activity by discussing reasons for some of the dietary differences that students have identified (e.g., geography, climate, customs, religion). • Students should be encouraged in a variety of ongoing activities such as having pen pals. They should also regularly produce journal entries, identifying activities they have enjoyed as part of the Punjabi class or describing any valuable understanding acquired through the study of Punjabi. GRADE 10 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES Students demonstrate their awareness and appreciation of Punjabi culture by the way they react to a wide variety of classroom activities. • When students plan and participate in activities such as a Punjabi sports day, note the extent to which they: - contribute suggestions about Punjabi games and sports - outline instructions and rules associated with the games or activities they choose • Students can show their knowledge of Punjabi foods and dietary practices in their discussions, writing, and representations (e.g., posters, computer graphics). Look for evidence that they are able to: - use vocabulary related to foods - identify foods that are common to Punjabi and other diets and those that are different - offer logical reasons and examples to explain variations in diet - explain the significance of specific foods or dietary practices • Conference with students to discuss pen pal experiences and journal writing, and look for evidence that they are able to: - describe their experiences with Punjabi culture - express personal reactions to cultural activities - relate the activities they have experienced to a wider community (local or global) - recognize how they have benefited from learning about Punjabi language and culture - ask questions and express plans and intentions to further their learning RECOMMENDED LEARNING RESOURCES Print Materials • Bir Bahadar Jagge Di Varta • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Golden Temple • Harimander Sahib (Golden Temple) • Panja Putran Da Pio • Punjabis in Canada • The Sikh Canadians • The Sikhs 63 GRADE 11 • Interpersonal Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • exchange opinions on topics of interest • with some supportive detail, describe or narrate an event, situation, or experience • identify and use common idiomatic expressions • interact with increased independence in familiar life situations 64 SUGGESTED INSTRUCTIONAL STRATEGIES In Grade 11, many students are able to communicate with greater confidence. As they work together, they can apply more strategies to present viewpoints. • Brainstorm a list of words associated with the environment (e.g., recycling, pollution, extinction, reforestation). Clarify spellings and meanings of new Punjabi vocabulary that students introduce. Using the brainstormed words, invite students to suggest ideas for an environment-related group project that they can plan and carry out. • Conduct a brief, informal debate on a topic or question related to the environment. (e.g., Should animals on the verge of extinction be taken into captivity? Should the government immediately ban the use of all pesticides?) • Conduct a simulation related to an environmental issue (see Appendix G for detailed suggestions). The general approach is to review the issue with students, indicating that there are several viewpoints to consider. Preparation for this activity may take several class periods to complete. Then divide students into small groups, giving each group some information to support one viewpoint. One group could be designated to act as observers. Each of the other groups prepares an oral presentation to promote its designated viewpoint. Bring the class together to carry out the simulation. Following the discussion period, ask the observer group to give feedback. Highlight the difficulty of resolving such issues and stress the need for a decisionmaking process that takes account of the various viewpoints. GRADE 11 • Interpersonal Communication SUGGESTED ASSESSMENT STRATEGIES Students are expected to show increasing control and accuracy in their oral and written language, but communication and risk taking continue to be more important in most situations. Students’ facility with language is an important focus of assessment—not in and of itself, but because it allows them to communicate for an increasing range of purposes, both in and out of school. • In assessing students’ debating skills, consider the extent to which they are able to: - clearly offer a relevant viewpoint - provide supporting reasons and examples - use strategies to keep communication going (e.g., self-corrects, rephrases in Punjabi, tries to apply known structures to new situations) - speak with some spontaneity and fluidity (pauses tend to be at the end of phrases or sentences and rarely interfere with meaning) • Before activities such as the simulated discussion, work with students to develop an assessment and feedback form suitable for teacher and students. (Students and teachers may also find the reference set Evaluating Group Communication Skills Across Curriculum helpful.) Students can use a simple checklist or rating scale to record their observations about skills such as: - offering information that is useful in completing the task - acknowledging or responding to information from others - offering relevant details or examples to support viewpoints - expressing information clearly (speech is readily comprehensible) - asking questions to clarify or extend understanding - understanding and responding to questions from others RECOMMENDED LEARNING RESOURCES Print Materials • • • • G. C. S. E. Panjabi Oxford Picture Dictionary English-Punjabi Punjabi-English Dictionary Simple Punjabi Grammar Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts 65 GRADE 11 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • research and use relevant information from a variety of sources to complete authentic tasks SUGGESTED INSTRUCTIONAL STRATEGIES With interest- and age-appropriate materials, many students are able to research and adapt specific information. • Have students plan and carry out an environment-related group project based on research (e.g., interviews, the Internet). Possibilities might include: - planting trees (this would involve tasks such as identifying the benefits, selecting a planting location, obtaining needed permissions, getting seedlings) - conducting a salmon enhancement project - writing up the project • Select a short video with little or no narrative or a set of slides dealing with the environment. The video or slides should emphasize images related to environmental problems and challenges. To help students develop a narrative: - show the slides or video once without sound - pose general comprehension questions (vocabulary development) - show the slides or video again in small segments and have students develop an appropriate narrative orally and in writing - have students use their narratives to create a soundtrack for the video or set of slides: help students find Punjabi songs or poems dealing with nature for example: “Unique Flowers” “Varied Fish” “The Monkey” “The River” “The Cloud” • Students can also create their own poems based on these models. 66 GRADE 11 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES At this level, students can demonstrate their informational skills through an increasing range of oral and written activities. Assessment should focus on the extent to which they are able to apply their language skills and strategies to acquire information and use it in carrying out meaningful tasks. • When students prepare written research assignments, involve them in setting appropriate criteria. For example: - clearly focussed on a central idea or issue - accurate and detailed information - all important aspects of the topic are addressed - information is logically sequenced and easy to follow (transitions are used effectively) - vocabulary is varied and appropriate - sentence structure, usage, spelling, and punctuation support meaning (errors do not obscure meaning) • Assess students’ narratives and soundtracks by focussing on criteria such as: - narrative is logically developed - attempts to appeal to the audience (e.g., originality, interesting detail) - uses descriptive and informational language appropriate to the subject - soundtrack (including songs and poems) is appropriate for the images and theme RECOMMENDED LEARNING RESOURCES Print Materials • • • • G. C. S. E. Panjabi Oxford Picture Dictionary English-Punjabi Punjabi-English Dictionary Sachittar Primary Punjabi Kosh (with Sentences) • Simple Punjabi Grammar 67 GRADE 11 • Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way with a range of forms of expression to creative works from a variety of sources • produce a variety of written, oral, and visual creative works based on Punjabi resources 68 SUGGESTED INSTRUCTIONAL STRATEGIES At this level, students are able to work together to create works with a clear message and range of vocabulary and detail. • Invite students to write poems or songs or create annotated artwork related to environmental issues. • Have students create a class newspaper on an environmental issue using a procedure such as the following: - Review with students the various sections of the newspaper (e.g., sports, international news, human interest, entertainment, classified ads, weather, cartoons, business). - Conduct a whole-group brainstorming session to develop environment-related headlines that could appear in each section of a Punjabi community newspaper. - Group students in pairs and have each pair choose a headline to use as the basis for developing a short article of fictitious news. - Have the pairs write draft articles and exchange their work with another pair to edit each others’ work. - To complete the newspaper, have students compose ads, cartoons, illustrations, and letters to the editor. - Ask students to work in groups to lay out sections of the newspaper (e.g., using computer graphic software). - Photocopy and distribute the newspaper. GRADE 11 • Creative Works SUGGESTED ASSESSMENT STRATEGIES At this level, students can discuss and write about creative works drawn from a variety of sources in the classroom and the community. They should have frequent opportunities to demonstrate creative use of Punjabi language, traditions, and resources through music, drama, and art as well as in writing and speech. RECOMMENDED LEARNING RESOURCES Print Materials • Matrai Maa • As students engage in and discuss creative activities, look for evidence of: - awareness and appreciation of a growing range of Punjabi creative works (both traditional and contemporary) - increasing ability to identify and explain features that appeal to them - vocabulary and language structures that are useful in discussing creative works - willingness to share their own creative work with the class for feedback and response • When students create their own work, consider 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 It is expected that students will: • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • analyse the effects that knowing about Punjabi language and culture might have on various aspects of their lives • demonstrate an appreciation of Punjabi language and culture and its place in local and global communities • analyse the significance of particular Punjabi customs, celebrations, and festivals 70 SUGGESTED INSTRUCTIONAL STRATEGIES Students can make observations about aspects of their own lives by reflecting on their increased knowledge of Punjabi culture and traditions. • Select one or more myths from India and one or more from another culture (e.g., Chinese, Greek, Aboriginal). Selected myths should deal with humans and their relationship with the environment, at least implicitly. After reading the stories, encourage students to: - identify symbolism and discuss the messages of each story - discuss what the original purpose of each story might have been and comment on its contemporary relevance - point out common ideas and elements in the various stories - suggest ideas for characters, plot, and so on for a new myth that expresses contemporary attitudes to the environment • Students may enjoy working in groups to: - write a script for a myth they have studied or created and present it as a play - design and incorporate costumes, sets, and masks - perform their play for an audience of peers, parents, or community members • Have students research the growth of the Punjabi populations in BC communities and conduct a demographic analysis of the population. Specifically, students could identify: - numbers of people in the local Punjabi community - dates of arrival in the community - countries of origin of people who speak Punjabi Students could use computer graphic software to tabulate and display the data gathered. • Extend the demographic analysis by looking at the patterns of migration of Punjabi populations from India to BC and other parts of the world (when, how many, factors that encouraged the migrations). GRADE 11 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES Students in Punjabi 11 can demonstrate their appreciation of Punjabi language and culture through a variety of classroom and community assignments. They can also develop their own projects to show their understanding of the role of culture in their lives, their communities, and the world. • When students work with Punjabi myths, focus assessment on the extent to which they are able to: - retell key events in their own words - make connections between the myths and other aspects of the culture - discuss the significance of key themes or lessons - compare Punjabi myths with those from other cultures • To assess a demographic research activity, consider the extent to which students: - locate relevant information about people of Punjabi origin - provide detailed and accurate interpretations of the data they collect - develop logical conclusions about the place of Punjabi language and culture in the local community • Form groups and ask students to demonstrate their understanding of the impact of Punjabi language and culture by preparing an oral, musical, or dramatic presentation (e.g., a panel, a series of role plays, a short play, a song). Ensure that students know how their work will be assessed and what criteria will be used. (Students can use the same criteria for peer assessment.) For example, teachers might focus on the extent of: - accurate interpretations and references to Punjabi language and culture - specific and detailed references to the current or potential impact of Punjabi language and culture on students’ lives - relevant and appropriate references to the role of Punjabi, locally and globally - resourcefulness in presenting information that adds to their classmates’ appreciation of Punjabi RECOMMENDED LEARNING RESOURCES Print Materials • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Golden Temple • Harimander Sahib (Golden Temple) • Punjabis in Canada • The Sikh Canadians • The Sikhs 71 GRADE 12 • Interpersonal Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • exchange opinions and beliefs on topics of interest • defend a viewpoint • express plans, goals, and intentions • demonstrate understanding of a wide range of idiomatic expressions • communicate effectively and spontaneously in common life situations 72 SUGGESTED INSTRUCTIONAL STRATEGIES In Grade 12 Punjabi, many students can communicate in a wide variety of situations. Their written work is clear and well organized. • With the whole class, create a simple model résumé and cover letter. Introduce new vocabulary related to describing personal experience and qualifications. Then have students work in pairs to write personal résumés and cover letters in Punjabi, following the model. Review these for accuracy and appropriateness. • Conduct a brainstorming session to generate a list of questions that: - someone looking for a job might ask an interviewer about the organization - an interviewer might ask a prospective job applicant Students select and write down the questions they would like to use from each list. Working in pairs, they then take turns interviewing each other. • Extend the activity by having students remain in pairs and write up the answers to each question in point form. • Have students read a classified ad and make a list of qualifications for that job. • Encourage students to apply for Work Experience placements that require them to use their Punjabi skills. • At the conclusion of a Punjabi-oriented work placement, ask students to prepare a report on their experience. This could take the form of an album (class or individual) that includes photos, a description of the organization and job, and personal reactions to the placement. GRADE 12 • Interpersonal Communication SUGGESTED ASSESSMENT STRATEGIES Students at this level are expected to demonstrate ease and control in a variety of situations when they communicate orally and in writing. Assessment activities and criteria focus on students’ communication strategies as well as their facility with oral and written language. • Provide frequent opportunities for students to interact in partner, small-group, and class activities in which they discuss topics and present viewpoints. Note the extent to which they are able to: - volunteer information and ideas to stimulate discussion - express opinions and beliefs clearly - offer logical details, examples, and reasons to support their opinions - ask questions to extend and clarify information - use appropriate strategies to improve communication (e.g., repeating, rephrasing, selfcorrecting, adapting known structures and vocabulary) • Focus responses to student résumés and cover letters on criteria previously discussed in class. These may include: - career plans and goals stated clearly - details of personal qualifications and shortterm goals provided - points are clear and logically sequenced - vocabulary and style are appropriate and concise - employs correct business letter format (salutation, closure) - uses correct punctuation, spelling, and sentence structures • As students role-play job interviews, use a class list or checklist to note observations. Collect students’ interview questions and point-form answer sheets, along with a brief peer assessment in which the “interviewer” explains whether she or he would hire the candidate, and why or why not. RECOMMENDED LEARNING RESOURCES Print Materials • • • • G. C. S. E. Panjabi Oxford Picture Dictionary English-Punjabi Punjabi-English Dictionary Simple Punjabi Grammar Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts 73 GRADE 12 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • research, analyse, and use relevant information from several sources on a chosen topic to complete authentic tasks 74 SUGGESTED INSTRUCTIONAL STRATEGIES At this level, many students are able to locate needed information and use resources effectively. • Have students conduct research to find community organizations offering services in Punjabi (e.g., day-care centres, senior citizens’ organizations, hospitals, immigrant service agencies, elementary schools offering Punjabi language instruction to younger students). They could also identify organizations that might provide them with Work Experience opportunities. Sources of information might include community newspaper ads, personal referrals, community directories, and so forth. • Invite students to pool their research into a single class “data bank.” Students can then go through the data bank, identify the work opportunities that interest them, and prepare short written or oral statements explaining why. This activity can be extended using the activities suggested under the Interpersonal Communication organizer; ask the school’s Work Experience coordinator for assistance. GRADE 12 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES During Punjabi 12, students should use a wide variety of resources (print, media, and people) to deal with formal research assignments and their day-to-day information needs. Most students should be able to convey clear and detailed information both orally and in writing. Relevant visuals can support their presentations. • Before students begin working on research assignments, discuss key features or criteria for successful work. For example, discussion might focus on the following general criteria in several different research assignments: - information is complete, accurate, relevant, and detailed - presentation (oral or written) is clear and comprehensible - information is well organized and easy to follow - information is based on a variety of appropriate resources • When students research community organizations, assessment might be based on specific evidence that they have: - used their language skills to work with a variety of different types of resources (i.e., print, people, media) - shown resourcefulness and perseverance in locating information - offered relevant, detailed reasons for their placement preferences - made individual contributions of concrete information to the data bank RECOMMENDED LEARNING RESOURCES Print Materials • • • • G. C. S. E. Panjabi Oxford Picture Dictionary English-Punjabi Punjabi-English Dictionary Sachittar Primary Punjabi Kosh (with Sentences) • Simple Punjabi Grammar 75 GRADE 12 • Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way with a range of forms of expression to creative works from a variety of sources • produce a variety of creative works based on Punjabi resources 76 SUGGESTED INSTRUCTIONAL STRATEGIES In Grade 12, students can produce creative works in various formats by drawing on all aspects of their knowledge of the language. • Choose a short story or novel to read with the class. During the reading have students identify and discuss such things as plot, setting, character, conflict, motive, and symbolism. Introduce vocabulary and critical reading skills such as skimming, scanning, and identifying viewpoint. Then have students select a short prose work to read independently. They can identify key elements and ideas and prepare brief book reports to share with their classmates. If poetry rather than prose is chosen, focus on such elements as symbolism, figures of speech, rhythmic patterns, and imagery. Noted Punjabi authors whose works might be considered include: GRADE 12 • Creative Works SUGGESTED ASSESSMENT STRATEGIES Students should have a broad range of opportunities to show their skills, attitudes, and knowledge in relation to creative works. At this level, they should be able to discuss their responses with some fluency both orally and in writing, and write short poems, stories, and other works. These works may be supported by visual representations. RECOMMENDED LEARNING RESOURCES Print Materials • Matrai Maa • To assess students’ responses to literature, have them present short reviews, orally or in writing. These should include some analysis, but the focus is on responding in a personal way (as opposed to offering literary criticism). In assessing their reviews, look for evidence that they: - clearly state responses or opinions - cite reasons and details in support of personal opinions - consider key elements of fiction: viewpoint, character, plot, theme - are familiar with selected conventions of Punjabi poetry - offer interpretations consistent with the ideas and information in the work - write clearly, using a wide variety of appropriate vocabulary and structures • Ask students to develop and submit portfolios of creative works they have created during Punjabi 12. Negotiate portfolio requirements with students. For example, a completed portfolio might include a record of the works they have read, listened to, and viewed; a cover letter describing the work they have done; and a set number of pieces such as poems, stories, visual arts, personal writing, poems, or lyrics. • Students’ work can be assessed for: - expression of personal meaning - facility with language - appropriate use of conventions of various Punjabi forms - commitment and insight into their own development 77 GRADE 12 • Cultural Contexts PRESCRIBED LEARNING OUTCOMES It is expected that students will: • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • analyse the effects that knowing about Punjabi language and culture might have on various aspects of their lives • demonstrate an appreciation of Punjabi language and culture and its place in the local and global communities • analyse the significance of particular Punjabi customs, celebrations, and festivals 78 SUGGESTED INSTRUCTIONAL STRATEGIES Students can draw on many aspects of their knowledge of Punjabi to express cultural awareness and appreciation. • As a culminating activity, ask students to organize and implement a Punjabi cultural event to which parents and the community could be invited. To do this, students can: - prepare and recite poems - learn and rehearse Punjabi songs and dances - write skits or short plays (or select an appropriate short scene from a dramatic work in Punjabi) - create props, costumes, and sets as needed to support their plays - collect and develop Punjabi arts and crafts, and mount them as a display - prepare Punjabi food - as a class, write a valedictory address explaining how the study of Punjabi has enhanced their lives - write letters of invitation - design and produce posters to advertise the event • In making their preparations, have students work in groups, discussing alternatives and making choices using their expanded Punjabi vocabulary and communication skills. Members of the local Punjabi community could be approached to provide assistance with this activity (e.g., supply food or recipes). Younger students who are studying Punjabi could also help with preparations and activities. GRADE 12 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES At this level, students should have developed and internalized an understanding of Punjabi culture. Their cultural awareness and appreciation will be fundamental to many of their discussions, assignments, and activities, even when the focus is on another aspect of the course. • Criteria such as the following can form the basis for teacher, peer, and self-assessment of participation in cultural events: - shows enthusiasm and commitment - uses appropriate language related to the cultural event - accurately interprets relevant cultural features - responds appropriately to questions about the significance of specific aspects of the activity - offers useful feedback to peers about plans and activities As an example, teachers might provide students with a list of these criteria and have them rate their participation on a scale of 0 to 5 (where 5 indicates Outstanding, 0 indicates Not Observed). • To prompt reflection and self-assessment, have students record their observations and reactions to specific events or experiences that occur outside the classroom (e.g., interacting with fluent Punjabi speakers, attending a Punjabi event). Review their reflections to assess the extent of their understanding and insight. Negotiate task requirements such as: - briefly describe the event or experience - talk about your participation in as much detail as you can - comment on your feelings and reactions (e.g., enjoyment, confidence, interest, surprise) - identify one or two key things you want to remember or learn more about RECOMMENDED LEARNING RESOURCES Print Materials • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Golden Temple • Harimander Sahib (Golden Temple) • Punjabis in Canada • The Sikh Canadians • The Sikhs 79 CURRICULUM Introductory Punjabi 11 PRESCRIBED LEARNING OUTCOMES 82 SUGGESTED INSTRUCTIONAL STRATEGIES INTRODUCTION I Punjabi 11 is a Sntroductory UGGESTED ASSESSMENT STRATEGIES provincially prescribed curriculum that serves as a prerequisite to Punjabi 11 for students who may not have taken Punjabi 5 to 10. Successful completion of Introductory Punjabi 11 will provide students with a level of competence to successfully participate in Punjabi 11 and Punjabi 12 courses. Introductory Punjabi 11 is a four-credit Grade 11 course. However, to alleviate scheduling pressure on students during their final two years, it can be offered at the Grade 10 level. RECOMMENDED LEARNING RESOURCES 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 SUGGESTED INSTRUCTIONAL STRATEGIES PRESCRIBED LEARNING OUTCOMES It is expected that students will: • use common expressions and vocabulary for familiar objects • introduce themselves and others, using appropriate family relationship terms in the case of family introductions • exchange simple greetings • make and respond to simple requests Because this is students’ first exposure to the Punjabi language, it is important that the languagelearning experience be non-threatening, rewarding, and enjoyable (e.g., establish a routine of giving classroom instructions in Punjabi). • Write students’ names in the Punjabi alphabet on name tags or place cards to facilitate recognition of the written form of the language. • Model patterns for greetings in Punjabi. Have students sit or stand in a circle. The teacher begins with a greeting such as: • • • • 84 The next student repeats the greeting to the next person. Once the pattern has been established, students mingle and practise these phrases. Use a similar approach to introduce information about age, birthday, address, phone number, and so on. Play Bingo to introduce and reinforce Punjabi vocabulary related to numbers. Introduce vocabulary for classroom objects. Then label them in Punjabi and use them to reinforce word recognition and pronunciation skills. As an ongoing activity, students can create and maintain a personal dictionary. Have them enter new vocabulary words along with a sentence in which the word is correctly used. GRADE 11 • Interpersonal Communication I SUGGESTED ASSESSMENT STRATEGIES Risk taking is an important part of learning a language. Students need to be encouraged to explore and practise their newly acquired language skills. Errors should be used as part of the learning process. Teacher and peer assessment can help students to practise their new skills effectively. • As students participate in oral activities, use a checklist or class list to record notes. At times, consider focussing on a small group of students while others practise. Look for evidence of growth in students’ abilities to: - listen and respond with ease and confidence - choose appropriate forms of address for the teacher and for peers - recognize and respond when someone greets or addresses them - repeat modelled phrases independently - respond to simple requests or instructions - self-correct (evidence of ability to listen to themselves) • Assess the extent to which students are able to maintain a personal dictionary with accuracy. For example, assess whether students: - recognize if a word has more than one meaning - correctly use the word in a sentence • Self-assessment is an important part of language learning. As students develop and practise language skills, keeping track of what and how they are learning can increase their confidence and help them to focus their efforts. For example, students can keep a list of things they have learned to do. RECOMMENDED LEARNING RESOURCES Print Materials • G. C. S. E. Panjabi • Jaadu Di Soti—Magic Wand • The Panjabi Alphabet Guide Work Book (With Pictures) • Punjabi Posters Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts • Matra Primer 85 INTRODUCTORY PUNJABI 11 • Interpersonal Communication II PRESCRIBED LEARNING OUTCOMES It is expected that students will: • exchange information about likes, dislikes, and interests • demonstrate an understanding of classroom routines conducted in Punjabi • use formal and informal forms of address as appropriate SUGGESTED INSTRUCTIONAL STRATEGIES Small-group activity gives students opportunities to practise a still limited vocabulary with new topics and new situations. • With the whole class, develop an interview form in Punjabi with questions pertaining to name, age, place of birth, likes, dislikes, activities, hobbies, and interests. Developing the form will help students acquire vocabulary for expressing likes and dislikes and asking questions. In pairs, have students interview each other to elicit answers to questions on the form. They can then use this information to introduce their partners to the rest of the class. • A Find Someone Who activity can help students learn the question form. In this activity, students survey their classmates about personal likes and dislikes. Using a preset list of questions prepared by the teacher, students circulate among their classmates asking questions such as: The survey might focus on a particular topic (e.g., food, clothing, sports). Create a survey using a grid with symbols to record responses. The whole class then shares the information. 86 INTRODUCTORY PUNJABI • Interpersonal Communication II SUGGESTED ASSESSMENT STRATEGIES As students develop confidence in expressing their ideas, assessment focusses on communicating ideas rather than on language structures. • As students talk about their likes and dislikes, participate in role plays, and engage in classroom routines, note and provide feedback on the extent to which they are able to: - make themselves understood - ask questions - respond to simple and familiar questions - show increasing comfort and confidence - perform introductions and offer simple greetings • To practise skills and provide peer assessment and feedback, have students work in pairs to create word cubes (a cube made of paper or cards that has a different word on each of six sides). Encourage them to choose words they think are especially interesting or useful. Students can use the cubes in groups of four to create a variety of activities. For example, one pair 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. RECOMMENDED LEARNING RESOURCES Print Materials • G. C. S. E. Panjabi • Jaadu Di Soti—Magic Wand • The Panjabi Alphabet Guide Work Book (With Pictures) • Punjabi Posters Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts • Matra Primer 87 INTRODUCTORY PUNJABI 11• Interpersonal Communication III PRESCRIBED LEARNING OUTCOMES It is expected that students will: • communicate needs, desires, or emotions appropriately • seek or grant permission, formally and informally • use Punjabi to conduct familiar activities (real or simulated) • express opinions and preferences, giving reasons • describe events and experiences sequentially • explain how to do an everyday activity or procedure • recognize and use simple idiomatic expressions 88 SUGGESTED INSTRUCTIONAL STRATEGIES Students can use group work to expand their communication abilities by sharing and linking ideas. At this level, they are able to write structured material with increasing confidence. • Display a variety of pictures in which people are expressing emotion. Have students work in pairs. Ask them to study the pictures and choose three or four for which they will: - identify the emotion being expressed - speculate why the people are expressing that emotion - predict what might happen next The sophistication of this activity will vary depending on the students’ vocabulary levels and familiarity with the Punjabi language. To debrief, students can present their conclusions either orally or in writing to another pair of students. • Divide the class into groups and have each group select a simple recipe written in Punjabi. Go on a field trip to buy the ingredients needed to prepare the recipe (shop in a place where Punjabi is spoken, if possible). Groups should then trade recipes and ingredients, and prepare the recipe. Students should ask each other for clarification as needed. Invite all students to taste the various foods and express opinions and preferences, citing reasons. • For a field trip, have students compose a letter in Punjabi to their parents requesting permission to participate. They should then compose a response form that the parents can use to grant or deny permission. INTRODUCTORY PUNJABI 11• Interpersonal Communication III SUGGESTED ASSESSMENT STRATEGIES Oral communication continues to be the main focus as students exchange ideas, opinions, and preferences. Students are also expected to develop writing skills in the form of dialogue. • Throughout the course, direct students’ attention to criteria for effective oral interactions. These can be the focus of teacher, peer, and self-assessments. For example, consider creating a checklist to record evidence that a student’s communication features: - an understandable message or meaning - an increasing amount of important and relevant information - appropriate language for the task and relationship - active engagement - risk taking to extend language use and facility - pauses at the ends of phrases or ideas rather than after each word • 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 RECOMMENDED LEARNING RESOURCES Print Materials • G. C. S. E. Panjabi • Jaadu Di Soti—Magic Wand • The Panjabi Alphabet Guide Work Book (With Pictures) • Punjabi Posters Software • Anandpursahib Lippi Fonts • GurbaniLippi/Amrit Lippi Fonts • Matra Primer 89 INTRODUCTORY PUNJABI 11 • Informational Communication PRESCRIBED LEARNING OUTCOMES It is expected that students will: • extract and process information from various sources to complete authentic tasks SUGGESTED INSTRUCTIONAL STRATEGIES Students can share and apply non-verbal strategies such as guessing or predicting in order to develop confidence orally and with simple written work. • Using the chalkboard, invite the whole class to participate in creating a model course timetable. Introduce vocabulary related to numbers, time, and course names. Have students individually complete personal timetables (with course names written in Punjabi) and then work in pairs to ask each other questions such as: • As students acquire more skill and facility in recognizing the written forms of individual words and phrases, have them read simple, illustrated stories silently and independently. They can also read aloud to each other. Once students have become familiar with the story, invite them to: - arrange labelled pictures of the story sequentially - create a mural illustrating the story - compose sentences about the story • Using a number of pictures depicting various occupations, ask students to: - identify the name of the occupation - brainstorm duties associated with the occupation - develop a list of qualifications required to fulfill the duties • Collect from Punjabi newspapers, magazines, professional journals, or online sources a set of advertisements for jobs in the areas previously discussed. (Students may also compose simulated advertisements.) Have students compare the qualifications listed in the advertisement with those they have generated, and ask them to adjust their own lists as necessary. In groups, encourage students to compose an advertisement based on the models they have studied. 90 INTRODUCTORY PUNJABI 11 • Informational Communication SUGGESTED ASSESSMENT STRATEGIES To make language more relevant to their daily lives, students are introduced to a variety of resources that are interesting and simple in vocabulary. Assessment should be based on students’ abilities to acquire information and use it to accomplish relevant and meaningful tasks. • At this level, students should not be expected to acquire detailed understanding through listening to or reading Punjabi sources. Assessment should focus on key ideas. For example, to what extent are students able to: - present the main ideas in words or other forms - follow a logical sequence when they represent events or information • When students present information orally, look for evidence that they are increasingly able to make themselves understood (e.g., in using Punjabi pronunciation, they can distinguish between the various d, t, r, and n sounds in Punjabi and produce nasal sounds that do not exist in English). • When students write Punjabi, check that they are able to form an increasing number of recognizable letters and numbers. • When students write advertisements, consider 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 RECOMMENDED LEARNING RESOURCES Print Materials • • • • • • Bir Bahadar Jagge Di Varta G. C. S. E. Panjabi Panjabi Workbook Punjabi Posters Punjabi-English Dictionary Sachittar Primary Punjabi Kosh (with Sentences) • Simple Punjabi Grammar 91 INTRODUCTORY PUNJABI 11• Creative Works PRESCRIBED LEARNING OUTCOMES It is expected that students will: • respond in a personal way to creative works that they listen to, view, or read • produce a variety of creative works based on Punjabi resources 92 SUGGESTED INSTRUCTIONAL STRATEGIES Students’ written work should become increasingly clear and logically sequenced. As they work together, they can apply more strategies to present viewpoints. • Introduce journal writing as an ongoing activity. • Introduce a fable or short story that has been recorded on tape and invite students to listen once or twice, as necessary. Check for overall comprehension of the story line. Present the written version of the story in a Cloze (see the Glossary in Appendix F). As a follow-up, students could rewrite the story: - by placing it in a contemporary setting - by changing all the direct speech to indirect - by changing all the indirect speech to direct • Use a Strip Story technique (see the Glossary in Appendix F) to introduce particular fables or stories to students working in small groups. As a follow-up, students could: - rewrite the story by changing the ending - redo the story as a newspaper article - role-play the story and record their work using video or audio recording equipment INTRODUCTORY PUNJABI 11 • Creative Works SUGGESTED ASSESSMENT STRATEGIES As students are introduced to creative works in Punjabi, assessment should focus on their recognition of the sequence of events, identification of vocabulary, and ability to transfer material to a contemporary setting. • When students create their own work, consider 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) - 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 RECOMMENDED LEARNING RESOURCES Print Materials • • • • Badesi Lok Kahanian Panja Putran Da Pio Phull Piare Piare Sach Khud Bolta Hai (Truth Speaks for Itself) Multimedia • The Festival 93 INTRODUCTORY PUNJABI 11 • Cultural Contexts PRESCRIBED LEARNING OUTCOMES It is expected that students will: • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • demonstrate an understanding of the significance of particular Punjabi customs, celebrations, and festivals 94 SUGGESTED INSTRUCTIONAL STRATEGIES Hands-on activities allow students to share their knowledge of Punjabi language and culture and enable them to develop better understanding of aspects of the culture. • Invite students to compare Punjabi myths and stories with similar stories from other cultures (e.g., Chinese, Greek, Aboriginal). They could choose stories from varied media such as film animation, ballads, and so on. Some Punjabi stories closely resemble tales familiar to Western readers. For example, “The Golden Fish” is similar to Grimm’s fairy tale, “The Fisherman’s Wife.” • Split the class into two groups and have each group learn a card game (e.g., ). When both groups have learned their game, rearrange the students into several small groups in which half are drawn from each of the original two groups. Students then teach each other the games they have learned. Have students identify games commonly played in Canada that resemble these Punjabi games. • Working in pairs, ask students to write in Punjabi the rules of a game they already know. Then they trade rules with another pair and try to follow the instructions they have received. • Using visual aids and videos, introduce vocabulary and knowledge related to a Punjabi celebration such as Vaisakhi (e.g., a Vaisakhi parade on a video acquired from a local Gurdwara or community cable channel). Involve students in putting together plans for a school-based celebration of the occasion. Each group of students takes responsibility for one aspect of the celebration, such as: - building a model of a Vaisakhi float - putting together a Vaisakhi fashion show - designing and distributing promotional material INTRODUCTORY PUNJABI 11 • Cultural Contexts SUGGESTED ASSESSMENT STRATEGIES Students demonstrate their cultural knowledge through talking, writing, representing, and engaging in classroom activities. Assessment will focus on teacher and peer observation, discussion, and self-assessment, with minimal language demands. • When students compare Punjabi stories, myths, and celebrations, look for evidence that they are able to: - identify important features of the Punjabi activity or work - indicate similarities and differences • Have students work in pairs or small groups to demonstrate a game or sport. Explain the criteria for assessing their demonstrations, and record observations on a feedback sheet or simple rating scale. Other students can also provide feedback. Focus assessment on two to four key aspects such as: - presentation or demonstration is clear and easy to follow - language is used accurately - participants show enthusiasm - students invite and respond to questions to help make the game or sport clear • Activities connected with celebrations such as Vaisakhi can be assessed for the creative processes students use and the work they produce. For example, groups can assess the extent to which members: - generate a variety of ideas - respect and encourage risk taking and divergent thinking - collaborate to develop a work plan - contribute to the activity or product - work together to overcome problems they encounter - are satisfied with the work they produce • Invite students to keep an ongoing list of the activities they are involved in. Ask them to record how enjoyable and easy the activities are as well as how effectively they participate. RECOMMENDED LEARNING RESOURCES Print Materials • Canadian Sikhs: History, Religion and Culture of Sikhs In North America • Encyclopaedia Of Sikh Religion And Culture • Punjabis in Canada • The Sikhs Multimedia • The Festival 95 PRESCRIBED LEARNING OUTCOMES 96 SUGGESTED INSTRUCTIONAL STRATEGIES SUGGESTED ASSESSMENT STRATEGIES RECOMMENDED LEARNING RESOURCES APPENDICES Punjabi 5 to 12 97 PRESCRIBED LEARNING OUTCOMES 98 SUGGESTED INSTRUCTIONAL STRATEGIES 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 • use common expressions and vocabulary for familiar objects • introduce themselves and others, using appropriate family relationship terms in the case of family introductions • exchange simple greetings • make and respond to simple requests • respond to and give basic instructions • exchange information about likes, dislikes, and interests • make and respond to simple requests • respond to and give basic instructions • demonstrate an understanding of classroom routines conducted in Punjabi • use formal and informal forms of address as appropriate A-101 Grade 7 • communicate with others to complete a task • discuss personal likes, dislikes, and interests • exchange information about day-to-day situations, events, and activities • use formal and informal forms of address as appropriate • use Punjabi to participate in classroom activities 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 • describe activities and interests in oral and written form • request and provide information • seek or grant permission, formally and informally • use Punjabi to conduct familiar activities (real or simulated) • express opinions and preferences, giving reasons • exchange information related to activities, people, and things • ask for and give assistance and information • use Punjabi in a variety of authentic situations • use vocabulary related to needs and emotions • communicate needs, desires, and emotions appropriately • describe events and experiences sequentially • explain how to do an everyday activity or procedure • recognize and use simple idiomatic expressions • use Punjabi in a variety of 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 interest • with some supportive detail, describe or narrate an event, situation, or experience • identify and use common idiomatic expressions • interact with increased independence in familiar life situations • exchange opinions and beliefs on topics of interest • defend a viewpoint • express plans, goals, and intentions • demonstrate understanding of a wide range of idiomatic expressions • communicate effectively and spontaneously in common life situations • use common expressions and vocabulary for familiar objects • introduce themselves and others, using appropriate family relationship terms in the case of family introductions • exchange simple greetings • make and respond to simple requests • exchange information about likes, dislikes, and interests • demonstrate an understanding of classroom routines conducted in Punjabi • use formal and informal forms of address as appropriate • communicate needs, desires, or emotions appropriately • seek or grant permission, formally and informally • use Punjabi to conduct familiar activities (real or simulated) • express opinions and preferences, giving reasons • describe events and experiences sequentially • explain how to do an everyday activity or procedure • recognize and use simple 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 various sources to complete authentic tasks by using oral language and visuals • extract specific information from various sources to complete authentic tasks orally, visually, and in simple written form • extract information from various sources to complete authentic tasks in simple oral and written form A-104 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 from various sources to complete authentic tasks in oral and written form • extract and process information from various sources to complete authentic tasks in oral and written form • extract and process information from a variety of sources to complete authentic tasks 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 • research and use relevant information from a variety of sources to complete authentic tasks Grade 12 Introductory Punjabi 11 • research, analyse, and use relevant information from several sources on a chosen topic to complete authentic tasks • extract and process information from various sources 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 creative works that they listen to or view • produce visual creative works based on Punjabi resources • respond in a personal way to creative works that they listen to or view • produce visual creative works based on Punjabi resources • respond in a personal way to creative works that they listen to, view, or read • produce visual works and 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 • respond in a personal way to creative works that they listen to, view, or read • produce visual, oral, and simple written creative works based on Punjabi resources • respond in a personal way to creative works that they listen to, view, or read • produce a variety of visual, oral, and simple written creative works based on Punjabi resources A-108 Grade 10 • respond in a personal way to creative works that they listen to, view, or read from a variety of sources • produce a variety of creative works based on Punjabi resources, with increased emphasis on writing 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 • respond in a personal way with a range of forms of expression to creative works from a variety of sources • produce a variety of written, oral, and visual creative works based on Punjabi resources • respond in a personal way with a range of forms of expression to creative works from a variety of sources • produce a variety of creative works based on Punjabi resources A-109 Introductory Punjabi 11 • respond in a personal way to creative works that they listen to, view, or read • produce a variety of creative works based on Punjabi resources 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 • demonstrate a familiarity with aspects of Punjabi games, sports, arts, customs, celebrations, and festivals • use language associated with Punjabi games, sports, arts, customs, celebrations, and festivals • relate Punjabi games, sports, arts, customs, celebrations, and festivals to those of their own and other cultures Grade 6 Grade 7 • demonstrate a knowledge of Punjabi games, sports, arts, customs, celebrations, and festivals • use language associated with Punjabi games, sports, arts, customs, celebrations, and festivals • identify similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures • demonstrate a knowledge of the language needed to explain and participate in Punjabi games, sports, arts, customs, celebrations, and festivals • categorize similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures A-110 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 procedures associated with Punjabi games and sports • describe and explain Punjabi arts, customs, celebrations, and festivals • explain similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • identify ways that knowledge of Punjabi language and culture has affected their daily lives • demonstrate an appreciation of Punjabi language and culture and its place in local and global communities • demonstrate an understanding of the significance of particular Punjabi customs, celebrations, and festivals • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • examine the effect that knowledge of Punjabi language and culture has on various aspects of their lives • demonstrate an appreciation of Punjabi language and culture and its place in local and global communities • explain the significance of particular Punjabi customs, 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 • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • analyse the effects that knowing about Punjabi language and culture might have on various aspects of their lives • demonstrate an appreciation of Punjabi language and culture and its place in local and global communities • analyse the significance of particular Punjabi customs, celebrations, and festivals • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • analyse the effects that knowing about Punjabi language and culture might have on various aspects of their lives • demonstrate an appreciation of Punjabi language and culture and its place in local and global communities • analyse the significance of particular Punjabi customs, celebrations, and festivals A-112 Introductory Punjabi 11 • apply knowledge of characteristic Punjabi games, sports, crafts, customs, or celebrations to plan and implement a cultural event • demonstrate an understanding of the significance of particular Punjabi customs, celebrations, and festivals 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? 5. Curriculum Organizers 1. General Description 3. Author(s) 6. The Grade Level Grid 2. Media Format 4. Cautions ® ® Curriculum Organizer(s): Badesi Lok Kahanian ® Grade Level: General Description: Illustrated book presents a variety of short stories that have elements of magic, ® fantasy, suspense, and humour. The stories come from many lands and are written in a simple, familiar style that supports the communicative approach to language teaching. ® Audience: General ® Category: Student, Teacher Resource 4 5 6 7 8 9 10 ✓ ✓ ✓ 11 12 Year Recommended: 1995 Supplier: Far Eastern Books P.O. Box 846, Adelaide Street East Stn. Toronto, ON M5C 2K1 Tel: (905) 477-2900 Fax: (905) 479-2988 Price: (not available) ® ® Caution: K/1 2/3 ISBN/Order No: (not available) 8. Audience 7. Category 9. Supplier B-115 ® Author(s): Kairon, Dr. Joginder Singh (ed.) Creative Works APPENDIX B: LEARNING RESOURCES 1. General Description: This section provides an overview of the resource. 3. Author(s): Author or editor information is provided where it might be of use to the teacher. 2. Media Format: This is represented by an icon next to the title. Possible icons include: 4. Caution: This category is used to alert teachers about potentially sensitive issues. Audio Cassette 5. Curriculum Organizers: This category helps teachers make links between the resource and the curriculum. CD-ROM 6. Grade Level Grid: This category indicates the suitable age range for the resource. Film 7. Category: This section indicates whether it is a student and teacher resource, teacher resource, or professional reference. 8. Audience: The audience category indicates the suitability of the resource for different types of students. Possible student audiences include the following: • general • English as a second language (ESL) • Students who are: - gifted - blind or have visual impairments - deaf or hard of hearing • Students with: - severe behavioural disorders - dependent handicaps - physical disabilities - autism - learning disabilities (LD) - mild intellectual disabilities (ID-mild) - moderate to severe/profound disabilities (ID-moderate to severe/profound) Games/Manipulatives Laserdisc, Videodisc Multimedia Music CD Print Materials Record Slides 9. Supplier: The name and address of the supplier are included in this category. Prices shown here are approximate and subject to change. Prices should be verified with the supplier. Software Video B-116 APPENDIX B: LEARNING RESOURCES What about the videos? CRITERIA FOR SELECTION The ministry attempts to obtain rights for most recommended videos. Negotiations for the most recently recommended videos may not be complete. For these titles, the original distributor is listed in this document, instead of British Columbia Learning Connection Inc. Rights for new listings take effect the year implementation begins. Please check with British Columbia Learning Connection Inc. before ordering new videos. There are a number of factors to consider when selecting learning resources. Content The foremost consideration for selection is the curriculum to be taught. Prospective resources must adequately support the particular learning objectives that the teacher wants to address. Resources on the ministry's recommended list are not matched directly to learning outcomes, but they are linked to the appropriate curriculum organizers. It is the responsibility of the teacher to determine whether a resource will effectively support any given learning outcomes within a curriculum organizer. This can only be done by examining descriptive information regarding that resource; acquiring additional information about the material from the supplier, published reviews, or colleagues; and by examining the resource first-hand. SELECTING LEARNING RESOURCES FOR THE CLASSROOM Selecting a learning resource means choosing locally appropriate materials from the list of recommended resources or other lists of evaluated resources. The process of selection involves many of the same considerations as the process of evaluation, though not to the same level of detail. Content, instructional design, technical design, and social considerations may be included in the decision-making process, along with a number of other criteria. Instructional Design The selection of learning resources should be an ongoing process to ensure a constant flow of new materials into the classroom. It is most effective as an exercise in group decision making, co-ordinated at the school, district, and ministry levels. To function efficiently and realize the maximum benefit from finite resources, the process should operate in conjunction with an overall district and school learning resource implementation plan. Teachers may choose to use provincially recommended resources to support provincial or locally developed curricula; or they may choose resources that are not on the ministry's list; or they may choose to develop their own resources. Resources that are not on the provincially recommended list must be evaluated through a local, board-approved process. B-117 When selecting learning resources, teachers must keep in mind the individual learning styles and abilities of their students, as well as anticipate the students they may have in the future. Resources have been recommended to support a variety of special audiences, including gifted, learning disabled, mildly intellectually disabled, and ESL students. The suitability of a resource for any of these audiences has been noted in the resource annotation. The instructional design of a resource includes the organization and presentation techniques; the methods used to introduce, develop, and summarize concepts; and the vocabulary level. The suitability of all of these should be considered for the intended audience. APPENDIX B: LEARNING RESOURCES Teachers should also consider their own teaching styles and select resources that will complement them. The list of recommended resources contains materials that range from prescriptive or self-contained resources, to open-ended resources that require considerable teacher preparation. There are recommended materials for teachers with varying levels and experience with a particular subject, as well as those that strongly support particular teaching styles. students. Software may be particularly useful when students are expected to develop critical-thinking skills through the manipulation of a simulation, or where safety or repetition are factors. Print resources or CD-ROM can best be used to provide extensive background information on a given topic. Once again, teachers must consider the needs of their individual students, some of whom may learn better from the use of one medium than another. Technology Considerations Funding Teachers are encouraged to embrace a variety of educational technologies in their classrooms. To do so, they will need to ensure the availability of the necessary equipment and familiarize themselves with its operation. If the equipment is not currently available, then the need must be incorporated into the school or district technology plan. As part of the selection process, teachers should determine how much money is available to spend on learning resources. This requires an awareness of school and district policies, and procedures for learning resource funding. Teachers will need to know how funding is allocated in their district and how much is available for their needs. Learning resource selection should be viewed as an ongoing process that requires a determination of needs, as well as long-term planning to co-ordinate individual goals and local priorities. Social Considerations All resources on the ministry's recommended list have been thoroughly screened for social concerns from a provincial perspective. However, teachers must consider the appropriateness of any resource from the perspective of the local community. Existing Materials Prior to selecting and purchasing new learning resources, an inventory of those resources that are already available should be established through consultation with the school and district resource centres. In some districts, this can be facilitated through the use of district and school resource management and tracking systems. Such systems usually involve a computer database program (and possibly bar-coding) to help keep track of a multitude of titles. If such a system is put on-line, then teachers can check the availability of a particular resource via a computer. Media When selecting resources, teachers should consider the advantages of various media. Some topics may be best taught using a specific medium. For example, video may be the most appropriate medium when teaching a particular, observable skill, since it provides a visual model that can be played over and over or viewed in slow motion for detailed analysis. Video can also bring otherwise unavailable experiences into the classroom and reveal "unseen worlds" to B-118 APPENDIX B: LEARNING RESOURCES SELECTION TOOLS 7. Identify resource priorities. The Ministry of Education has developed a variety of tools to assist teachers with the selection of learning resources. 8. Apply criteria such as those found in Selection and Challenge to shortlist potential resources. These include: 9. Examine shortlisted resources first-hand at a regional display or at a publishers' display, or borrow a set from the Learning Resources Branch. • Integrated Resource Packages (IRPs) which contain curriculum information, teaching and assessment strategies, and recommended learning resources • learning resources information via annotation sets, resource databases on disks, the Learning Resources CD-ROM, and, in the future, on-line access • sets of the most recently recommended learning resources (provided each year to a number of host districts throughout the province to allow teachers to examine the materials first hand at regional displays) • sample sets of provincially recommended resources (available on loan to districts on request) A MODEL SELECTION PROCESS The following series of steps is one way a school resource committeee might go about selecting learning resources: 1. Identify a resource co-ordinator (for example, a teacher-librarian). 2. Establish a learning resources committee made up of department heads or lead teachers. 3. Develop a school vision and approach to resource-based learning. 4. Identify existing learning resource and library materials, personnel, and infrastructure. 5. Identify the strengths and weaknesses of the existing systems. 6. Examine the district Learning Resources Implementation Plan. B-119 10. Make recommendations for purchase. FURTHER INFORMATION For further information on evaluation and selection processes, catalogues, CD-ROM catalogues, annotation sets, or resource databases, please contact the Learning Resources Branch at 387-5331 or by fax at 387-1527. Recommended Learning Resources (Punjabi 5 - 12) Amardeep Punjabi Sulekh Mala, 2 Curriculum Interpersonal Communication Organizer(s) General Description: Workbook helps teach Punjabi script through the writing of individual letters and simple words that contain two, three, or four letters. Lamination would increase durability. Grade Level: Audience: General Category: Student, Teacher Resource Year Recommended: K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 1995 Supplier: Asian Educational Supplies Ltd. P. O. Box 162, Station E 2411 Dundas Street West Toronto, ON M6P 1X3 Tel: (416) 531 1230 Fax: (416) 530 0041 Price: $1.50 ISBN/Order No: (not available) Anandpursahib Lippi Fonts Curriculum Interpersonal Communication Organizer(s) General Description: Windows software program adds a typeface to those already on the computer. Allows the user to type in Gurmukhi by matching similar-sounding English alphabet keys to the Punjabi alphabet. A user's manual with installation instructions and character location map is included. Grade Level: System requirements: 386 or later; Windows 3.1; 2 Mb RAM; PostScript printer. Supplier: Amritech Computer Systems 9457 - 120th Street Delta, BC V4C 6S2 Audience: General Category: Student, Teacher Resource K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ 1995 Year Recommended: Tel: (604) 582-9999 Fax: (604) 582-8809 or Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $75.00 ISBN/Order No: (not available) Baal Geet Curriculum Creative Works Organizer(s) General Description: Book of poems and nursery rhymes promotes aural and reading skills. Some of the poems are equivalent to English language nursery rhymes. Humour contributes to student engagement and colourful illustrations enhance understanding of the poems. Lamination would increase durability. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 7 8 9 10 11 12 ✓ Year Recommended: 1995 Supplier: Asian Publications 7495 Hurdle Crescent Surrey, BC V3V 8T8 Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $4.00 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 (eds.) General Description: Book consists of eight short stories featuring topics such as nature, daily life, friendship, and travel. The stories use descriptive language to depict realistic situations. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 7 8 9 10 ✓ ✓ ✓ 11 12 1995 Year Recommended: Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent 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) Grade Level: Author(s): Kairon, Dr. Joginder Singh (ed.) General Description: Illustrated book presents a variety of short K / 1 2 / 3 4 9 10 11 12 5 6 7 8 stories that have elements of magic, fantasy, suspense, and ✓ ✓ ✓ humour. The stories come from many lands and are written in a simple, familiar style that supports the communicative Year Recommended: 1995 approach to language teaching. Supplier: Far Eastern Books Audience: General P.O. Box 846, Adelaide Street East Stn. Toronto, ON Category: Student, Teacher Resource 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 General Description: Hardcover resource features Punjabi folk tales and legends, many of which can be adapted to drama format. Simple black and white illustrations are scattered throughout the book. Grade Level: Audience: General Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 K/1 2/3 4 5 Year Recommended: 6 7 8 9 10 ✓ ✓ ✓ 11 12 1995 Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available) - 10 - Recommended Learning Resources (Punjabi 5 - 12) Canadian Sikhs: History, Religion and Culture of Sikhs In North America Curriculum Cultural Contexts Organizer(s) Author(s): Singh, Narindar; Mansukhani, Dr. Gobind Singh General Description: Professional reference book provides background information about Canadian Sikh history, religion, and culture. It also addresses the political, social, and economic development of Canadian Sikhs since the days of the first immigrants. Glossary, bibliography, and extensive appendices are included. Audience: General Category: Professional Reference Grade Level: K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ 1995 Year Recommended: Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 Tel: (519) 735-3313 Price: $39.95 ISBN/Order No: 0-9698470-0-9 Encyclopaedia Of Sikh Religion And Culture Fax: (519) 735-5043 Curriculum Cultural Contexts Organizer(s) Author(s): Dogra, R.C.; Mansukhani, Dr. Gobind Singh General Description: Professional reference book, which may also be useful to students in grades 11 and 12, contains information about Sikh religion, culture, history, tribes, castes, folklore, customs, and festivals, and the origin of Sikh names. The presentation is brief but thorough. An extensive bibliography and an index are included. Audience: General Category: Professional Reference Grade Level: K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ 1995 Year Recommended: Supplier: Asian Publications 7495 Hurdle Crescent Surrey, BC V3V 8T8 Tel: (604) 597-5837 Price: $49.00 ISBN/Order No: 0-7069-8368-8 The Festival Fax: (604) 594-8514 Curriculum Creative Works Organizer(s) Cultural Contexts Author(s): Bonnici, Peter General Description: Resource package consists of a softcover picture dictionary in Punjabi and English and an audio cassette. They present the story of an Indian festival as seen through the eyes of a young boy. The cassette is narrated in English and enhanced with Indian music. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 ✓ ✓ Year Recommended: 7 8 9 10 11 12 ✓ 1995 Supplier: Far Eastern Books P.O. Box 846, Adelaide Street East Stn. Toronto, ON M5C 2K1 Tel: (905) 477-2900 Fax: (905) 479-2988 Price: 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. General Description: Resource developed for the British G.C.S.E. examinations supports a functional approach to teaching Punjabi. Chapters are divided into the four language skills of reading, listening, speaking, and writing. Topics such as family relationships, personal identification, travel, transport, weather, holidays, food, shopping, and health help to develop purposeful language skills. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ 1995 Year Recommended: Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 Tel: (519) 735-3313 Price: (not available) ISBN/Order No: 1-870383-060 Golden Temple Fax: (519) 735-5043 Curriculum Cultural Contexts Organizer(s) Grade Level: Author(s): Singh, Mohinder General Description: English language resource presents the 6 K/1 2/3 4 5 7 8 history and development of Sikhism's holiest shrine, the Golden ✓ Temple at Amritsar. The majority of the book comprises colour photographs, preceded by an introduction to the history of the Year Recommended: 1995 temple and the development of Sikhism in India's Punjab region. Supplier: Asian Publications Audience: General 7495 Hurdle Crescent Surrey, BC Category: Teacher Resource V3V 8T8 Tel: (604) 597-5837 Price: $22.00 ISBN/Order No: 962-217-167-2 GurbaniLippi/Amrit Lippi Fonts 9 10 11 12 ✓ ✓ ✓ ✓ Fax: (604) 594-8514 Curriculum Interpersonal Communication Organizer(s) Author(s): Thind, Kulbir S. General Description: Software program, for Macintosh and Windows, adds a typeface (font) to the computer. It allows the user to type in Gurmukhi by matching similar-sounding English alphabet keys to the Punjabi alphabet. A user's guide with installation instructions is included. System requirements: Macintosh System 6.0.7 or later; Windows 3.1; Adobe Type Manager. Audience: General Grade Level: K/1 2/3 4 5 6 ✓ ✓ Year Recommended: 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ 1995 Supplier: MicroPro Compu Electronics Ltd. 8697A - 120 St. North Delta, BC V4C 6R4 Tel: (604) 591-8496 Category: Student, Teacher Resource Price: (not available) ISBN/Order No: (not available) - 12 - Fax: (604) 591-8496 Recommended Learning Resources (Punjabi 5 - 12) Harimander Sahib (Golden Temple) Curriculum Cultural Contexts Organizer(s) Grade Level: Author(s): Singh, Mohinder General Description: Punjabi language resource presents the K/1 2/3 4 5 6 7 8 history and development of Sikhism's holiest shrine, the Golden ✓ Temple at Amritsar. The majority of the book comprises colour photographs, preceded by an introduction to the history of the Year Recommended: 1995 temple and the development of Sikhism in India's Punjab region. Supplier: Asian Publications Audience: General 7495 Hurdle Crescent Surrey, BC Category: Teacher Resource V3V 8T8 Tel: (604) 597-5837 Price: $22.00 ISBN/Order No: 962-217-167-2 Jaadu Di Soti - Magic Wand 9 10 11 12 ✓ ✓ ✓ ✓ Fax: (604) 594-8514 Curriculum Creative Works Organizer(s) Informational Communication Interpersonal Communication Author(s): Kaur, Rajinder General Description: Book features Punjabi fairy tales to develop student reading skills. Colour illustrations support the text and aid student comprehension. Grade Level: Audience: General Category: Student, Teacher Resource Year Recommended: K/1 2/3 4 5 6 7 8 9 10 ✓ ✓ ✓ 11 12 1995 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) Grade Level: General Description: Windows software program helps teach the Punjabi vowels (matra) in three steps: definition of each 7 8 K/1 2/3 4 5 6 9 10 11 12 matra, one-letter examples, and word creation. Graphics support ✓ ✓ ✓ the text, and the sound capability enables students to practise what they have heard and record words. A user's manual with Year Recommended: 1995 installation instructions is included. 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) - 13 - Recommended Learning Resources (Punjabi 5 - 12) Matrai Maa Curriculum Creative Works Organizer(s) Author(s): Singh, Nanak General Description: Novel in Punjabi relates the story of an orphaned boy who is adopted by kind neighbours who support him financially and emotionally. The young man eventually travels to England to study law. He returns to India to work as a government lawyer and to marry the daughter of his adoptive family. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 7 8 10 11 12 ✓ ✓ 1995 Year Recommended: Supplier: Asian Publications 7495 Hurdle Crescent Surrey, BC V3V 8T8 Tel: (604) 597-5837 Price: $19.00 ISBN/Order No: 81-85243-35-2 Oxford Picture Dictionary English-Punjabi 9 Fax: (604) 594-8514 Curriculum Informational Communication Organizer(s) Interpersonal Communication Author(s): Parnwell, E.C. General Description: Colour picture English-Punjabi dictionary is organized by themes such as space, land, the world, the town, clothing, household occupations, travel, recreation, and the human body. Over 2000 everyday objects are presented. It also contains information in both Punjabi and English on how to use the dictionary. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ 1995 Year Recommended: Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 Tel: (519) 735-3313 Price: $8.95 ISBN/Order No: 0-19-560704-X Panja Putran Da Pio Fax: (519) 735-5043 Curriculum Creative Works Organizer(s) Cultural Contexts Author(s): Kuar, Bachint General Description: Short story about the relationship of a father to his five sons and to his grandchildren. "Respect for the older generations" is a central theme. Simple two-tone illustrations enhance text. This resource could serve as a springboard to discussion on intergenerational matters. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 Year Recommended: 6 7 8 9 10 ✓ ✓ ✓ ✓ 11 12 1995 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) - 14 - Recommended Learning Resources (Punjabi 5 - 12) The Panjabi Alphabet Guide Work Book (With Pictures) Curriculum Interpersonal Communication Organizer(s) Author(s): Singh, Kesar General Description: Student workbook supports the teaching of Punjabi script. Students learn the number of strokes required to form each letter. Space is provided for practising these strokes. Black and white illustrations support the learning of Punjabi vocabulary. Lamination would increase durability. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 7 8 9 10 11 12 ✓ 1995 Year Recommended: Supplier: Kesar Singh (Gyani) 13487-98A Avenue Surrey, BC V3T 1C7 Tel: (604) 581-3185 Fax: (604) 263-4201 Price: $3.00 ISBN/Order No: (not available) Panjabi Book 1, 2, 3 Curriculum Informational Communication Organizer(s) Interpersonal Communication Author(s): Phull, Kalra; Kaur, Jaskanwal Jit General Description: Three-level series of softcover books teaches the basics of Punjabi reading and writing. Students progress from learning the alphabet to reading short prose and poetry selections. Repetition and developmental appropriateness assist students in acquiring basic skills. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 ✓ ✓ 7 8 9 ✓ ✓ ✓ 10 11 12 1995 Year Recommended: Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent 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 General Description: Student workbook reviews the Punjabi alphabet and progresses to short phrases. Pronunciation of some Punjabi letters and words is written in English. There are opportunities to translate from Punjabi into English and English into Punjabi. Lamination would increase durability. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 ✓ ✓ Year Recommended: 7 8 ✓ ✓ 9 10 11 12 1995 Supplier: Kesar Singh (Gyani) 13487-98A Avenue Surrey, BC V3T 1C7 Tel: (604) 581-3185 Fax: (604) 263-4201 Price: $7.00 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 letter of the Punjabi alphabet along with words and pictures related to that letter. Each page has pronunciation cues and navigation signs. The user can record his or her own voice; a playback button allows the learner to listen to the spoken word. Word games are provided. A user's manual with installation instructions is included. System requirements: 386 or 486; Windows 3.1; 2 Mb RAM; Maboli Systems Inc.'s Anandpursahib Lippi Fonts. Grade Level: K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 1995 Year Recommended: Supplier: Amritech Computer Systems 9457 - 120th Street 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) Panjabi Made Easy Curriculum Informational Communication Organizer(s) Interpersonal Communication Grade Level: General Description: Three-level British series teaches the basics of Punjabi reading and writing. Topics relate to daily life: shopping, holidays, the beach, restaurants, and so on. K/1 2/3 Audience: General Category: Student, Teacher Resource 4 5 6 ✓ ✓ 7 8 9 ✓ ✓ ✓ 10 11 12 1995 Year Recommended: 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 vocabulary through phonic exercises. It promotes oral, aural, writing, and reading skills as well as thinking skills through activities such as completions, question-answers, and games. Grade Level: Audience: General Category: Student, Teacher Resource Year Recommended: K/1 2/3 4 5 6 ✓ ✓ 7 8 9 ✓ ✓ ✓ 10 11 12 1995 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.) General Description: Book introduces a variety of Punjabi poetry. The poems deal with topics about daily life such as school, home, family relationships, and animals. Simple colour drawings enhance text. Lamination would increase durability. Grade Level: Audience: General Category: Student, Teacher Resource Supplier: Far Eastern Books P.O. Box 846, Adelaide Street East Stn. Toronto, ON M5C 2K1 K/1 2/3 4 5 6 ✓ 7 8 ✓ ✓ 9 10 11 12 1995 Year Recommended: Tel: (905) 477-2900 Fax: (905) 479-2988 Price: (not available) ISBN/Order No: (not available) Piare Piare Bole Curriculum Creative Works Organizer(s) Author(s): Saabar, Sant Singh General Description: Book presents a variety of short Punjabi poems that deal with aspects of everyday life. The rhyme schemes encourage and assist in student reading. Although the vocabulary is simple, the concepts are meaningful for a broad range of learners. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 7 8 9 ✓ ✓ ✓ 10 11 12 1995 Year Recommended: Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent 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 General Description: Basic Punjabi-English dictionary presents functional Punjabi words in both Punjabi and roman scripts. Pictures of the words aid comprehension. Lamination would increase durability. Grade Level: Audience: General Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 K/1 2/3 4 5 6 ✓ ✓ Year Recommended: 7 8 9 ✓ ✓ ✓ 11 12 1995 Tel: (519) 735-3313 Price: $9.95 ISBN/Order No: 0-907108-77-6 - 17 - 10 Fax: (519) 735-5043 Recommended Learning Resources (Punjabi 5 - 12) Punjabi Alphabet - Part One Curriculum Interpersonal Communication Organizer(s) Grade Level: Author(s): Binning, Sadhu General Description: Book teaches students to write the Punjabi K / 1 2 / 3 4 5 6 7 8 9 script. A page is devoted to each letter or sound, and sample ✓ ✓ ✓ words are provided. Exercises enable students to practise writing the script and reading simple words and phrases. Year Recommended: 1995 Audience: General Supplier: Learning Resources Branch 878 Viewfield Road Category: Student, Teacher Resource Victoria, BC V9A 4V1 10 11 12 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, Ravinder (eds.) General Description: Book is a Punjabi-English dictionary. Punjabi words are in boldface type followed by their English equivalents. Grade Level: Audience: General Supplier: Far Eastern Books P.O. Box 846, Adelaide Street East Stn. Toronto, ON M5C 2K1 K/1 2/3 4 5 Year Recommended: Category: Student, Teacher Resource Punjabi Posters 6 7 8 9 10 11 12 ✓ ✓ ✓ 1995 Tel: (905) 477-2900 or Asian Publications 7495 Hurdle Crescent Surrey, BC V3V 8T8 Fax: (905) 479-2988 or Laurier Books Ltd. Box 2694, Station D Ottawa, ON K1P 5W6 Tel: (604) 597-5837 Fax: (604) 594-8514 Price: (not available) ISBN/Order No: 81-7205-070-4 Tel: (613) 738-2163 Fax: (613) 247-0256 Curriculum Informational Communication Organizer(s) Interpersonal Communication Grade Level: General Description: Group of 16 colour posters introduces a variety of lexical items by themes: flowers, insects, mammals, K/1 2/3 4 5 6 7 8 9 10 11 12 vegetables, fruits, numbers, colours, days of the week, sports, and ✓ ✓ ✓ ✓ ✓ ✓ so on. Vocabulary is written in English and Punjabi. Corresponding pictures and symbols aid comprehension. 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 students to read and write Punjabi script. The first book introduces the formation of letters; the remaining books present sentences, paragraphs, and story writing. Activities include completions, true and false, matching, and answering comprehension questions. Lamination would increase durability. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 ✓ 1995 Year Recommended: 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: 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. General Description: Professional reference book employs a scholarly approach in a study of the immigration of Punjabi people to Canada. It elaborates upon patterns of migration and intra-family conflicts of Punjabis to explain the formation of a community in Canada. All data is properly documented. Audience: General Category: Professional Reference Grade Level: K/1 2/3 4 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1995 Year Recommended: Supplier: Asian Publications 7495 Hurdle Crescent Surrey, BC V3V 8T8 Tel: (604) 597-5837 Price: $19.00 ISBN/Order No: 81-7001-099-3 Sach Khud Bolta Hai Fax: (604) 594-8514 Curriculum Creative Works Organizer(s) Author(s): Bedi, Wanjara General Description: Reader contains short stories written in Punjabi script that deal with such themes as friendship, loyalty, family relationships, and co-operation. The narrative and dialogue employ common, relevant language. Lamination would increase durability. Audience: General Category: Student, Teacher Resource - 19 - Grade Level: K/1 2/3 4 5 Year Recommended: 6 7 8 9 10 ✓ ✓ ✓ 11 12 1995 Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 Tel: (519) 735-3313 or Asian Publications 7495 Hurdle Crescent Surrey, BC V3V 8T8 Fax: (519) 735-5043 Tel: (604) 597-5837 Price: $8.95 ISBN/Order No: 81-7205-086-0 Fax: (604) 594-8514 Recommended Learning Resources (Punjabi 5 - 12) Sachittar Primary Punjabi Kosh (with Sentences) Curriculum Informational Communication Organizer(s) General Description: Punjabi - Punjabi dictionary has dual-column entries. It provides definitions of each word and sample sentences to clarify the context in which the word may be used. Illustrations, some of which appear to be out of focus, are scattered throughout. Grade Level: Audience: General Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 K/1 2/3 4 5 6 7 8 9 10 11 12 ✓ ✓ ✓ ✓ 1995 Year Recommended: Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $19.95 ISBN/Order No: (not available) Samen - Samen Di Gall Curriculum Creative Works Organizer(s) Author(s): Singh, Gurcharan General Description: Book of Punjabi folk tales introduces Punjabi heritage and traditions. Colourful pictures aid comprehension. Lamination would increase durability. Grade Level: Audience: General Category: Student, Teacher Resource Year Recommended: K/1 2/3 4 5 6 7 8 9 10 ✓ ✓ ✓ 11 12 1995 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 General Description: Book with black and white photos presents a history of Sikh culture in Canada. It is divided into chapters on Sikh migration, Sikh religion and history, Sikh culture and traditions, and Sikhs in Canada today. Brief biographical information is presented on prominent Canadian Sikhs. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 ✓ Year Recommended: 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ 1995 Supplier: Asian Publications 7495 Hurdle Crescent Surrey, BC 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 Price: $17.00 ISBN/Order No: 1-89073-44-8 - 20 - Fax: (519) 735-5043 Recommended Learning Resources (Punjabi 5 - 12) The Sikhs Curriculum Cultural Contexts Organizer(s) Author(s): Singh, Khushwant; Rai, Raghu General Description: Professional reference book explains Sikh history, beliefs, and traditions. The text uses subheadings which allow for easier access of information. Numerous clear, full-colour photographs enhance the textual information. Grade Level: Audience: General Category: Professional Reference Supplier: Asian Publications 7495 Hurdle Crescent Surrey, BC V3V 8T8 K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 ✓ ✓ ✓ ✓ ✓ ✓ 1995 Year Recommended: Tel: (604) 597-5837 Fax: (604) 594-8514 Price: $49.00 ISBN/Order No: (not available) Simple Punjabi Grammar Curriculum Informational Communication Organizer(s) Interpersonal Communication Author(s): Alag, Sarup Singh; Singh, Amar General Description: Book supports language learning strategies for advanced students of Punjabi. Grammatical concepts (e.g., adjectives, verbs, idioms, prepositions) are introduced by means of examples in relevant language, followed by practice exercises. A glossary and a list of proverbs complete the book. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 Year Recommended: 6 7 8 9 10 11 12 ✓ ✓ ✓ 1995 Supplier: Amar Publications 5987 Prince Albert Street Vancouver, BC V5W 3E2 Tel: (604) 321-1226 Fax: (604) 321-1226 Price: (not available) ISBN/Order No: (not available) Star Children's Picture Dictionary Curriculum Informational Communication Organizer(s) Interpersonal Communication Grade Level: Author(s): Verma, Babita (ed.) General Description: Colourfully illustrated English-Punjabi 7 8 K/1 2/3 4 5 6 9 10 11 12 dictionary presents more than 1000 words grouped into 14 themes ✓ ✓ ✓ (e.g., alphabet, numbers, animals, food, home, human body, measurements, people, places, transportation). The picture Year Recommended: 1995 entries are of words familiar to children from all over the Supplier: Multi-cultural Books and Videos Inc. world. 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 Tel: (519) 735-3313 Fax: (519) 735-5043 Category: Student, Teacher Resource or Far Eastern Books P.O. Box 846, Adelaide Street East Stn. Toronto, ON M5C 2K1 Tel: 1-800-291-8886 Price: $23.95 ISBN/Order No: 0-907264-65-4 - 21 - Fax: (905) 479-2988 Recommended Learning Resources (Punjabi 5 - 12) Sumit Punjabi Baal Geet Curriculum Creative Works Organizer(s) Author(s): Kohli, K.S. General Description: Book features 20 rhyming poems written in simple vocabulary. Simple illustrations enhance text. The use of nursery rhymes could facilitate oral work and serve as an introduction to Punjabi poetry. Grade Level: Audience: General Category: Student, Teacher Resource Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 K/1 2/3 4 5 6 ✓ ✓ 7 8 9 10 11 12 1995 Year Recommended: Tel: (519) 735-3313 Fax: (519) 735-5043 Price: $9.95 ISBN/Order No: (not available) Sumit Shabad Bodh Curriculum Interpersonal Communication Organizer(s) General Description: Book teaches how to put Punjabi alphabet letters together to form words. Colour illustrations support individual words and short text. Audience: General Grade Level: K/1 2/3 4 5 6 8 9 10 11 12 ✓ 1995 Year Recommended: Category: Student, Teacher Resource 7 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 teaching of Punjabi script. Level Three teaches the writing of individual words and simple phrases; Level Four develops sentence writing skills and sequencing of sentences; and Level Five develops paragraph writing skills. Lamination would increase durability. Audience: General Category: Student, Teacher Resource Grade Level: K/1 2/3 4 5 6 ✓ Year Recommended: 7 8 ✓ ✓ 9 10 11 12 1995 Supplier: Asian Educational Supplies Ltd. P. O. Box 162, Station E 2411 Dundas Street West Toronto, ON M6P 1X3 Tel: (416) 531 1230 Fax: (416) 530 0041 Price: 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 Grade Level: Author(s): Singh, Bhagat General Description: Book features Punjabi fables to develop K/1 2/3 4 5 6 7 reading skills. Colour illustrations support the text. Lamination ✓ ✓ would increase durability. Year Recommended: 1995 Audience: General 8 9 10 11 12 ✓ Supplier: Multi-cultural Books and Videos Inc. 12033 St. Thomas Crescent Tecumseh, ON N8N 3V6 Category: Student, Teacher Resource Tel: (519) 735-3313 Price: $9.95 ISBN/Order No: 81-7010-150-6 - 23 - Fax: (519) 735-5043 APPENDIX C Cross-Curricular Interests APPENDIX C: CROSS-CURRICULAR INTERESTS C-2 APPENDIX C: CROSS-CURRICULAR INTERESTS T he three principles of learning stated in the introduction of this Integrated Resource Package (IRP) support the foundation of The Kindergarten to Grade 12 Education Plan. They have guided all aspects of the development of this document, including the curriculum outcomes, instructional strategies, assessment strategies, and learning resource evaluations. Employability Skills—inclusion of outcomes or strategies that promote skills that will enable students to be successful in the workplace (e.g., literacy, numeracy, critical and creative thinking, problem solving, technology, and information management) Contextual Learning—an emphasis on learning by doing; the use of abstract ideas and concepts, including theories, laws, principles, formulas, rules, or proofs in a practical context (e.g., home, workplace, community) In addition to these three principles, the Ministry of Education wants to ensure that education in British Columbia is relevant, equitable, and accessible to all learners. In order to meet the needs of all learners, the development of each component of this document has been guided by a series of cross-curricular reviews. This appendix outlines the key aspects of each of these reviews. The information here is intended to guide the users of this document as they engage in school and classroom organization and instructional planning and practice. Contextual Learning—inclusion of strategies that promote co-operative activities and teamwork Career Development—inclusion of appropriate connections to careers, occupations, entrepreneurship, or the workplace An applied focus in all subjects and courses promotes the use of practical applications to demonstrate theoretical knowledge. Using real-world and workplace problems and situations as a context for the application of theory makes school more relevant to students’ needs and goals. An applied focus strengthens the link between what students need to know to function effectively in the workplace or in postsecondary education and what they learn in Kindergarten through Grade 12. The areas of cross-curricular interest are: • • • • • • • • • • • Applied Focus in Curriculum Career Development English as a Second Language (ESL) Environment and Sustainability Aboriginal Studies Gender Equity Information Technology Media Education Multiculturalism and Anti-Racism Science-Technology-Society Special Needs Some examples of an applied focus in different subjects are: APPLIED FOCUS IN CURRICULUM English Language Arts—increasing emphasis on language used in everyday situations and in the workplace, such as for job interviews, memo and letter writing, word processing, and technical communication (including the ability to interpret technical reports, manuals, tables, charts, and graphics) An applied focus combines the following components in curriculum development, consistent with the nature of each subject area: Learning Outcomes—expressed as observable, measurable, and reportable abilities or skills C-3 APPENDIX C: CROSS-CURRICULAR INTERESTS • an understanding of the role of technology in the workplace and in daily life • an understanding of the relationship between work and learning • an understanding of the changes taking place in the economy, society, and the job market • an ability to construct learning plans and reflect on the importance of lifelong learning • an ability to prepare for multiple roles throughout life Mathematics—more emphasis on skills needed in the workplace, including knowledge of probability and statistics, logic, measurement theory, and problem solving Science—more practical applications and hands-on experience of science, such as reducing energy waste in school or at home, caring for a plant or animal in the classroom, using computers to produce tables and graphs and for spreadsheets Business Education—more emphasis on real-world applications such as preparing résumés and personal portfolios, participating in groups to solve business communication problems, using computer software to keep records, and using technology to create and print marketing material The main emphases of career development are career awareness, career exploration, career preparation, career planning, and career work experience. In the Primary Years Career awareness promotes an open attitude toward a variety of career roles and types of work. Topics include: Visual Arts—applying visual arts skills to real-world design, problem solving, and communications; exploring career applications of visual arts skills; experimenting with a variety of new technologies to create images; and a new emphasis on creating and understanding images of social significance to the community • the role of work and leisure • relationships among work, the family, one’s personal interests, and one’s abilities A variety of careers can be highlighted through the use of in-class learning activities focussing on the students themselves and on a range of role models, including nontraditional role models. This summary is derived fromThe Kindergarten to Grade 12 Education Plan (September 1994), and curriculum documents from British Columbia and other jurisdictions. CAREER DEVELOPMENT In Grades 4 to 8 Career development is an ongoing process through which learners integrate their personal, family, school, work, and community experiences to facilitate career and lifestyle choices. The emphasis on self-awareness and career awareness is continued. Topics include: • interests, aptitudes, and possible future goals • technology in the workplace and in our daily lives • social, family, and economic changes • future education options • career clusters (careers that are related to one another) • lifestyles • external influences on decision making Students develop: • an open attitude toward a variety of occupations and types of work • an understanding of the relationship between work and leisure, work and the family, and work and one’s interests and abilities C-4 APPENDIX C: CROSS-CURRICULAR INTERESTS Games, role-playing, drama, and appropriate community volunteer experience can be used to help students actively explore the world of work. Field experiences in which students observe and interview workers in their occupational environments may also be appropriate. These learning activities will facilitate the development of interpersonal communications and group problem-solving skills needed in the workplace and in other life situations. In Grades 11 and 12 Career development in these grades is focussed more specifically on issues related to the world of work. These include: • dynamics of the changing work force and changing influences on the job market (e.g., developing technology and economic trends) • job-keeping and advancement skills (interpersonal skills needed in the workplace, employment standards) • occupational health issues and accessing health support services • funding for further education • alternative learning strategies and environments for different life stages • mandatory work experience (minimum 30 hours) In Grades 9 and 10 The emphasis is on providing students with opportunities to prepare for and make appropriate and realistic decisions. In developing their student learning plans, they will relate self-awareness to their goals and aspirations. They will also learn many basic skills and attitudes that are required for an effective transition into adulthood. This will assist in preparing them to be responsible and self-directed throughout their lives. Topics include: Work Experience Work experience provides students with opportunities to participate in a variety of workplace situations to help prepare them for the transition to a work environment. Work experience also provides students with opportunities to: • entrepreneurial education • employability skills (e.g., how to find and keep a job) • the importance of lifelong education and career planning • involvement in the community • the many different roles that an individual can play throughout life • the dynamics of the working world (e.g., unions, unemployment, supply and demand, Pacific Rim, free trade) • connect what they learn in school with the skills and knowledge needed in the workplace and society in general • experience both theoretical and applied learning, which is part of a broad liberal education • explore career directions identified in their Student Learning Plans Descriptions of career development are drawn from the Ministry of Education’s Career Developer’s Handbook, Guidelines for the Kindergarten to Grade 12 Education Plan, Implementation Resource, Part 1, and the Career and Personal Planning IRP, April 1995. The examination of personal interests and skills through a variety of career exploration opportunities (e.g., job shadowing) is emphasized at this level. Group discussion and individual consultation can be used to help students examine and confirm their personal values and beliefs. C-5 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 placed in subject-area classes primarily for the purpose of contact with English-speaking peers and experience with the subject and language. Other ESL students are wholly integrated into subject areas. A successful integration takes place when the student has reached a level of English proficiency and background knowledge in a subject to be successful with a minimum of extra support. ESL assistance is provided to students whose use of English is sufficiently different from standard English to prevent them from reaching their potential. Many students learning English speak it quite fluently and seem to be proficient. School, however, demands a more sophisticated version of English, both in reading and writing. Thus even fluent speakers might require ESL to provide them with an appropriate language experience that is unavailable outside the classroom. ESL is a transitional service rather than a subject. Students are in the process of learning the language of instruction and, in many cases, the content matter of subjects appropriate to their grade level. Thus ESL does not have a specific curriculum. The provincial curriculum is the basis of much of the instruction and is used to teach English as well as individual subject areas. It is the methodology, the focus, and the level of engagement with the curriculum that differentiates ESL services from other school activities. Optimum Learning Environment The guiding principle for ESL support is the provision of a learning environment where the language and concepts can be understood by the students. Good practices to enhance the learning of students include: • using real objects and simple language at the beginning level • taking into consideration other cultural backgrounds and learning styles at any level • providing adapted (language-reduced) learning materials • respecting a student’s “silent period” when expression does not reflect the level of comprehension • allowing students to practise and internalize information before giving detailed answers • differentiating between form and content in student writing • keeping in mind the level of demand placed on students Students in ESL Nearly 10% of the British Columbia school population is designated as ESL students. These students come from a diversity of backgrounds. Most are recent immigrants to British Columbia. Some are Canadian-born but have not had the opportunity to learn English before entering the primary grades. The majority of ESL students have a welldeveloped language system and have had similar schooling to that of British Columbiaeducated students. A small number, because of previous experiences, are in need of basic support such as literacy training, academic upgrading, and trauma counselling. This summary is drawn from Supporting Learners of English: Information for School and District Administrators, RB0032, 1993, and ESL Policy Discussion Paper (Draft), Social Equity Branch, December 1994. C-6 APPENDIX C: CROSS-CURRICULAR INTERESTS ENVIRONMENT AND SUSTAINABILITY • Students should be provided with opportunities to develop an aesthetic appreciation of the environment. Environmental education is defined as a way of understanding human relationships with the environment. It involves: The theme study units might include: Consumerism, School Operating Systems, Pollution, or Endangered Species. • students learning about their connections to the natural environment through all subjects • students having direct experiences in the environment, both natural and humanbuilt • students making decisions about and acting for the environment This summary is derived from A Plan for Environmental Education, Curriculum Branch, October 1995. ABORIGINAL STUDIES Aboriginal studies focus on the richness and diversity of Aboriginal cultures and languages. These cultures and languages are examined within their own unique contexts and within historical, contemporary, and future realities. Aboriginal studies are based on a holistic perspective that integrates the past, present, and future. Aboriginal peoples are the original inhabitants of North America and live in sophisticated, organized, and self-sufficient societies. The First Nations constitute a cultural mosaic as rich and diverse as that of Western Europe, including different cultural groups (e.g., Nisga’a, KwaKwaka’Wakw, Nlaka’pamux, Secwepemc, Skomish, Tsimshian). Each is unique and has a reason to be featured in the school system. The First Nations of British Columbia constitute an important part of the historical and contemporary fabric of the province. The term sustainability helps to describe societies that “promote diversity and do not compromise the natural world for any species in the future.” Value of Integrating Environment and Sustainability Themes Integrating these themes into the curriculum helps students develop a responsible attitude toward caring for the earth. Studies that integrate environment and sustainability themes provide students with opportunities to identify their beliefs and opinions, reflect on a range of views, and ultimately make informed and responsible choices. The guiding principles that should be interwoven in subjects from Kindergarten to Grade 12 are: • Direct experience is the basis of human learning. • Analysis of interactions helps humans make sense of their environment. • Responsible action is both integral to and a consequence of environmental education. Value of Integrating Aboriginal Studies • First Nations values and beliefs are durable and relevant today. • There is a need to validate and substantiate First Nations identity. • First Nations peoples have strong, dynamic, evolving cultures that have adapted to changing world events and trends. • There is a need to understand similarities and differences among cultures to create tolerance, acceptance, and mutual respect. Some organizing principles are: • Human survival depends on complex natural and human-built systems. • Human decisions and actions have environmental consequences. C-7 APPENDIX C: CROSS-CURRICULAR INTERESTS Physical Education—participating in and developing an appreciation for First Nations games and dances • There is a need for informed, reasonable discussion and decision making regarding First Nations issues, based on accurate information (for example, as modern treaties are negotiated by Canada, British Columbia, and First Nations). This summary is derived from First Nations Studies: Curriculum Assessment Framework (Primary through Graduation), Aboriginal Education Branch, 1992, and B.C. First Nations Studies 12 Curriculum, Aboriginal Education Branch, 1994. In studying First Nations, it is expected that the students will: GENDER EQUITY • demonstrate an understanding and appreciation for the values, customs, and traditions of First Nations peoples • demonstrate an understanding of and appreciation for unique First Nations communications systems • demonstrate a recognition of the importance of the relationship between First Nations peoples and the natural world • recognize dimensions of First Nations art as a total cultural expression • give examples of the diversity and functioning of the social, economic, and political systems of First Nations peoples in traditional and contemporary contexts • describe the evolution of human rights and freedoms as they pertain to First Nations peoples Gender-equitable education involves the inclusion of the experiences, perceptions, and perspectives of girls and women, as well as boys and men, in all aspects of education. It will initially focus on girls in order to redress historical inequities. Generally, the inclusive strategies, which promote the participation of girls, also reach boys who are excluded by more traditional teaching styles and curriculum content. Principles of Gender Equity in Education • All students have the right to a learning environment that is gender equitable. • All education programs and career decisions should be based on a student’s interest and ability, regardless of gender. • Gender equity incorporates a consideration of social class, culture, ethnicity, religion, sexual orientation, and age. • Gender equity requires sensitivity, determination, commitment, and vigilance over time. • The foundation of gender equity is co-operation and collaboration among students, educators, education organizations, families, and members of communities. Some examples of curriculum integration include: Visual Arts—comparing the artistic styles of two or more First Nations cultures English Language Arts—analysing portrayals and images of First Nations peoples in various works of literature Home Economics—identifying forms of food, clothing, and shelter in past and contemporary First Nations cultures General Strategies for Gender-Equitable Teaching Technology Education—describing the sophistication of traditional First Nations technologies (e.g., bentwood or kerfed boxes, weaving, fishing gear) • Be committed to learning about and practising equitable teaching. C-8 APPENDIX C: CROSS-CURRICULAR INTERESTS • Be aware of accepted gender-bias practices in physical activity (e.g., in team sport, funding for athletes, and choices in physical education programs). • Do not assume that all students are heterosexual. • Share information and build a network of colleagues with a strong commitment to equity. • Model non-biassed behaviour: use inclusive, parallel, or gender-sensitive language; question and coach male and female students with the same frequency, specificity, and depth; allow quiet students sufficient time to respond to questions. • Have colleagues familiar with common gender biasses observe your teaching and discuss any potential bias they may observe. • Be consistent over time. • Use gender-specific terms to market opportunities—for example, if a technology fair has been designed to appeal to girls, mention girls clearly and specifically. Many girls assume that gender-neutral language in non-traditional fields means boys. • Modify content, teaching style, and assessment practices to make nontraditional subjects more relevant and interesting for female and male students. • Highlight the social aspects and usefulness of activities, skills, and knowledge. • Comments received from female students suggest that they particularly enjoy integrative thinking; understanding context as well as facts; and exploring social, moral, and environmental impacts of decisions. • When establishing relevance of material, consider the different interests and life experiences that girls and boys may have. • Choose a variety of instructional strategies such as co-operative and collaborative work in small groups, opportunities for safe risk taking, hands-on work, and opportunities to integrate knowledge and skills (e.g., science and communication). • Provide specific strategies, special opportunities, and resources to encourage students to excel in areas of study in which they are typically underrepresented. • Design lessons to explore many perspectives and to use different sources of information; refer to female and male experts. • Manage competitiveness in the classroom, particularly in areas in which male students typically excel. • Watch for biasses (e.g., in behaviour or learning resources) and teach students strategies to recognize and work to eliminate inequities they observe. This summary is derived from the preliminary Report of the Gender Equity Advisory Committee, received by the Ministry of Education in February 1994, and from a review of related material. INFORMATION TECHNOLOGY Information technology is the use of tools and electronic devices that allow us to create, explore, transform, and express information. Value of Integrating Information Technology As Canada moves from an agricultural and industrial economy to the information age, students must develop new knowledge, skills, and attitudes. The information technology curriculum has been developed to be integrated into all new curricula to ensure that students know how to use computers and gain the technological literacy demanded in the workplace. In learning about information technology, students acquire skills in information analysis and evaluation, word processing, C-9 APPENDIX C: CROSS-CURRICULAR INTERESTS database analysis, information management, graphics, and multimedia applications. Students also identify ethical and social issues arising from the use of information technology. • Expressions—designing, integrating, and presenting a message using text, audio and visual information, and message delivery This information is derived from the draft Information Technology Curriculum K to 12 currently under development. With information technology integrated into the curriculum, students will be expected to: MEDIA EDUCATION • demonstrate basic skills in handling information technology tools • demonstrate an understanding of information technology structure and concepts • relate information technology to personal and social issues • define a problem and develop strategies for solving it • apply search criteria to locate or send information • transfer information from external sources • evaluate information for authenticity and relevance • arrange information in different patterns to create new meaning • modify, revise, and transform information • apply principles of design affecting appearance of information • deliver a message to an audience using information technology Media education is a multidisciplinary and interdisciplinary approach to the study of media. Media education deals with key media concepts and focusses on broad issues such as the history and role of media in different societies and the social, political, economic, and cultural issues related to the media. Instead of addressing the concepts in depth, as one would in media studies, media education deals with most of the central media concepts as they relate to a variety of subjects. Value of Integrating Media Education Popular music, television, film, radio, magazines, computer games, and information services—all supplying media messages—are pervasive in the lives of students today. Media education develops students’ abilities to think critically and independently about issues that affect them. Media education encourages students to identify and examine the values contained in media messages. It also cultivates the understanding that these messages are produced by others to inform, persuade, and entertain for a variety of purposes. Media education helps students understand the distortions that may result from the use of particular media practices and techniques. All curriculum areas provide learning opportunities for media education. It is not taught as a separate curriculum. The curriculum organizers are: • Foundations—the basic physical skills, and intellectual and personal understandings required to use information technology, as well as selfdirected learning skills and socially responsible attitudes • Explorations—defining a problem to establish a clear purpose for search strategies and retrieval skills • Transformations—filtering, organizing, and processing information C-10 APPENDIX C: CROSS-CURRICULAR INTERESTS • understanding that multicultural education is for all students • recognizing that similarities across cultures are much greater than differences and that cultural pluralism is a positive aspect in our society • affirming and enhancing self-esteem through pride in heritage, and providing opportunities for individuals to appreciate the cultural heritages of others • promoting cross-cultural understanding, citizenship, and racial harmony The key themes of media education are: • media products (purpose, values, representation, codes, conventions, characteristics, production) • audience interpretation and influence (interpretation, influence of media on audience, influence of audience on media) • media and society (control, scope) Examples of curriculum integration include: English Language Arts—critiquing advertising and examining points of view Anti-Racism Education Visual Arts—analysing the appeal of an image by age, gender, status, and other characteristics of the target audience Anti-racism education promotes the elimination of racism through identifying and changing institutional policies and practices as well as identifying individual attitudes and behaviours that contribute to racism. Personal Planning—examining the influence of the media on body concepts and healthy lifestyle choices Anti-racism education involves: Drama—critically viewing professional and amateur theatre productions, dramatic films, and television programs to identify purpose • proposing the need to reflect about one’s own attitudes on race and anti-racism • understanding what causes racism in order to achieve equality • identifying and addressing racism at both the personal and institutional level • acknowledging the need to take individual responsibility for eliminating racism • working toward removing systemic barriers that marginalize groups of people • providing opportunities for individuals to take action to eliminate all forms of racism, including stereotypes, prejudice, and discrimination Social Studies—comparing the depiction of First Nations in the media over time This summary is derived from A Cross-Curricular Planning Guide for Media Education, prepared by the Canadian Association for Media Education for the Curriculum Branch in 1994. MULTICULTURALISM AND ANTI-RACISM EDUCATION Multiculturalism Education Multiculturalism education stresses the promotion of understanding, respect, and acceptance of cultural diversity within our society. Value of Integrating Multiculturalism and Anti-Racism Education Multicultural education involves: Multiculturalism and anti-racism education provides learning experiences that promote strength through diversity and social, economic, political, and cultural equity. Multiculturalism and anti-racism education gives students learning experiences that are intended to enhance their social, emotional, • recognizing that everyone belongs to a cultural group • accepting and appreciating cultural diversity as a positive feature of our society • affirming that all ethnocultural groups are equal within our society C-11 APPENDIX C: CROSS-CURRICULAR INTERESTS aesthetic, artistic, physical, and intellectual development. It provides learners with the tools of social literacy and skills for effective cross-cultural interaction with diverse cultures. It also recognizes the importance of collaboration between students, parents, educators, and communities working toward social justice in the education system. SCIENCE-TECHNOLOGY-SOCIETY The key goals of multiculturalism and anti-racism education are: • the contributions of technology to scientific knowledge and vice versa • the notion that science and technology are expressions of history, culture, and a range of personal factors • the processes of science and technology such as experimentation, innovation, and invention • the development of a conscious awareness of ethics, choices, and participation in science and technology Science-Technology-Society (STS) addresses our understanding of inventions and discoveries and of how science and technology affect the well-being of individuals and our global society. The study of STS includes: • to enhance understanding of and respect for cultural diversity • to increase creative intercultural communication in a pluralistic society • to provide equal opportunities for educational achievement by all learners, regardless of culture, national origin, religion, or social class • to develop self-worth, respect for oneself and others, and social responsibility • to combat and eliminate stereotyping, prejudice, discrimination, and other forms of racism • to include the experiences of all students in school curricula Value of Integrating STS The aim of STS is to enable learners to investigate, analyse, understand, and experience the dynamic interconnection of science, technology, and human and natural systems. The study of STS in a variety of subjects gives students opportunities to: Examples of curriculum integration include: Fine Arts—identifying ways in which the fine arts portray cultural experiences • discover knowledge and develop skills to foster critical and responsive attitudes toward innovation • apply tools, processes, and strategies for actively challenging emerging issues • identify and consider the evolution of scientific discovery, technological change, and human understanding over time, in the context of many societal and individual factors • develop a conscious awareness of personal values, decisions, and responsible actions about science and technology • explore scientific processes and technological solutions • contribute to responsible and creative solutions using science and technology Humanities—identifying similarities and differences within cultural groups’ lifestyles, histories, values, and beliefs Mathematics or Science—recognizing that individuals and cultural groups have used both diverse and common methods to compute, to record numerical facts, and to measure Physical Education—developing an appreciation of games and dances from diverse cultural groups This summary is derived from Multicultural and AntiRacism Education—Planning Guide (Draft), developed by the Social Equity Branch in 1994. C-12 APPENDIX C: CROSS-CURRICULAR INTERESTS The organizing principles of STS are: Human and Natural Systems, Inventions and Discoveries, Tools and Processes, Society and Change. Each organizer may be developed through a variety of contexts, such as the economy, environment, ethics, social structures, culture, politics, and education. Each context provides a unique perspective for exploring the critical relationships that exist and the challenges we face as individuals and as a global society. Educators can assist in creating more inclusive learning environments by introducing the following: • activities that focus on development and mastery of foundational skills (basic literacy) • a range of co-operative learning activities and experiences in the school and community, including the application of practical, hands-on skills in a variety of settings • references to specialized learning resources, equipment, and technology • ways to accommodate special needs (e.g., incorporating adaptations and extensions to content, process, product, pacing, and learning environment; suggesting alternate methodologies or strategies; making references to special services) • a variety of ways, other than through paper-and-pencil tasks, for students to demonstrate learning (e.g., dramatizing events to demonstrate understanding of a poem, recording observations in science by drawing or by composing and performing a music piece) • promotion of the capabilities and contributions of children and adults with special needs • participation in physical activity Examples of curriculum integration include: Visual Arts—recognizing that demands generated by visual artists have led to the development of new technologies and processes (e.g., new permanent pigments, fritted glazes, drawing instruments) English Language Arts—analysing the recent influence of technologies on listening, speaking, and writing (e.g., CDs, voice mail, computer-generated speech) Physical Education—studying how technology has affected our understanding of the relationship between activity and well-being This summary is derived from Science-TechnologySociety—A Conceptual Framework, Curriculum Branch, 1994. SPECIAL NEEDS Students with special needs have disabilities of an intellectual, physical, sensory, emotional, or behavioural nature; or have learning disabilities; or have exceptional gifts or talents. All students can benefit from an inclusive learning environment that is enriched by the diversity of the people within it. Opportunities for success are enhanced when provincial learning outcomes and resources are developed with regard for a wide range of student needs, learning styles, and modes of expression. C-13 All students can work toward achievement of the provincial learning outcomes. Many students with special needs learn what all students are expected to learn. In some cases the student’s needs and abilities require that education programs be adapted or modified. A student’s program may include regular instruction in some subjects, modified instruction in others, and adapted instruction in still others. Adaptations and modifications are specified in the student’s Individual Education Plan (IEP). 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 provides adaptations so the student can participate in the program. These adaptations may include alternative formats for resources (e.g., Braille, books-on-tape), instructional strategies (e.g., use of interpreters, visual cues, learning aids), and assessment procedures (e.g., oral exams, additional time). Adaptations may also be made in areas such as skill sequence, pacing, methodology, materials, technology, equipment, services, and setting. Students on adapted programs are assessed using the curriculum standards and can receive full credit. The following publications are currently available from the Learning Resources Branch or are under development and will be available soon: The Universal Playground: A Planning Guide (Ministry of Education, 1991, FCG 129) Hard of Hearing and Deaf Students—A Resource Guide to Support Classroom Teachers (Ministry of Education, 1994, RB0033) Special Education Services—A Manual of Policies, Procedures and Guidelines (Ministry of Education, 1995) Individual Education Planning for Students with Special Needs: A Resource Guide to Support Teachers (Ministry of Education, 1995) Modified Programs A modified program has learning outcomes that are substantially different from the prescribed curriculum and specifically selected to meet the student’s special needs. For example, a Grade 5 student in language arts may be working on recognizing common signs and using the telephone, or a secondary student could be mapping the key features of the main street between school and home. A student on a modified program is assessed in relation to the goals and objectives established in the student’s IEP. Students with Visual Impairments—A Resource Guide to Support Classroom Teachers (Ministry of Education, 1995) Gifted Students—A Resource Guide to Support Classroom Teachers (Ministry of Education, 1995) Students with Intellectual Disabilities: A Resource Guide to Support Teachers (Ministry of Education, 1995) Teaching for Student Differences—A Resource 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 P rescribed learning outcomes, expressed in measurable terms, provide the basis for the development of learning activities and assessment and evaluation strategies. After a general discussion of assessment and evaluation, this appendix uses sample evaluation plans to show how activities, assessment, and evaluation might come together in a particular Punjabi program. ASSESSMENT AND EVALUATION Assessment is the systematic gathering of information about what students know, are able to do, and are working toward. Assessment methods and tools include: observation, student self-assessments, daily practice assignments, quizzes, samples of student work, pencil-and-paper tests, holistic rating scales, projects, oral and written reports, performance reviews, and portfolio assessments. Student performance is evaluated from the information collected through assessment activities. Teachers use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance in relation to prescribed learning outcomes. Students benefit most when evaluation is provided on a regular, ongoing basis. When evaluation is seen as an opportunity to promote learning, rather than as a final judgment, it shows learners their strengths and suggests how they can develop further. Students can use this information to redirect efforts, make plans, and establish future learning goals. Evaluation may take different forms, depending on the purpose. • Criterion-referenced evaluation should be used to evaluate student performance in classrooms. It is referenced to criteria based on learning outcomes described in the provincial curriculum. The criteria reflect a student’s performance based on specific learning activities. When a student’s program is substantially modified, evaluation may be referenced to individual goals. These modifications are recorded in an Individual Education Plan (IEP). • Norm-referenced evaluation is used for large-scale system assessments; it is not to be used for classroom assessment. A classroom does not provide a large enough reference group for a norm-referenced evaluation system. Norm-referenced evaluation compares student achievement to that of others, rather than comparing how well a student meets the criteria of a specified set of learning outcomes. CRITERION-REFERENCED EVALUATION In criterion-referenced evaluation, a student’s performance is compared to established criteria rather than to the performance of other students. Evaluation referenced to prescribed curriculum requires that criteria are established based on the learning outcomes listed under the curriculum organizers for Punjabi 5 to 12 and Introductory Punjabi 11. Criteria are the basis of evaluating student progress. They identify the critical aspects of a performance or product that describe, in specific terms, what is involved in meeting the learning outcomes. Criteria can be used to evaluate student performance in relation to learning outcomes. For example, weighting criteria, using rating scales, or performance rubrics (reference sets) are three ways that student performance can be evaluated using criteria. APPENDIX PPENDIX D: ASSESSMENT SSESSMENT AND AND EVALUATION VALUATION • Samples Introduction Samples of student performance should reflect learning outcomes and identified criteria. The samples clarify and make explicit the link between evaluation and learning outcomes, criteria, and assessment. Where a student’s performance is not a product, and therefore not reproducible, a description of the performance sample should be provided. Criterion-referenced evaluation may be based on these steps: Step1 ® Identify the expected learning outcomes (as stated in this Integrated Resource Package). Step 2 ® Identify the key learning objectives for instruction and learning. Step 3 ® Establish and set criteria. Involve students, when appropriate, in establishing criteria. Step 4 ® Plan learning activities that will help students gain the knowledge or skills outlined in thecriteria. Step 5 ® Prior to the learning activity, inform students of the criteria against which their work will be evaluated. Step 6 ® Provide examples of the desired levels of performance. Step 7 ® Implement the learning activities. Step 8 ® Use various assessment methods based on the particular assignment and student. Step 9 ® Review the assessment data and evaluate each student’s level of performance or quality of work in relation to criteria. Step 10 ® Where appropriate or necessary, assign a letter grade which indicates how well the criteria are met. Step 11 ® Report the results of the evaluations to students and parents. D-4 APPENDIX D: ASSESSMENT AND EVALUATION • Samples APPENDIX D Assessment and Evaluation Samples D-5 APPENDIX D: ASSESSMENT AND EVALUATION • Samples D-6 APPENDIX D: ASSESSMENT AND EVALUATION • Samples T • the ways in which the teacher prepared students for the assessment he samples in this section show how a teacher might link criteria to learning outcomes. Each sample is based on prescribed learning outcomes taken from one or more organizers. The samples provide background information to explain the classroom context, suggested instruction tasks and strategies, the tools and methods used to gather assessment information, and criteria used to evaluate student performance. Defining the Criteria This part illustrates the specific criteria, which are based on the prescribed learning outcomes, the assessment task, and various reference sets. Assessing and Evaluating Student Performance This part includes: HOW THE SAMPLES ARE ORGANIZED • assessment tasks or activities • the support that the teacher offered students • tools and methods used to gather the assessment information • the way the criteria were used to evaluate student performance There are five parts to each sample: • identification of the prescribed learning outcomes • overview • planning for assessment and evaluation • defining the criteria • assessing and evaluating student performance EVALUATION SAMPLES The samples on the following pages illustrate how a teacher might apply criterionreferenced evaluation in Punjabi 5 to 12. Identification of the Prescribed Learning Outcomes This part identifies the organizer or organizers and the specific prescribed learning outcomes selected for the sample. • Sample 1: Grade 5 My Family and Me (Page D-9) Overview • Sample 2: Grade 6 The Language of Food (Page D-13) This is a summary of the key features of the sample. • Sample 3: Grade 7 Vaisakhi (Page D-16) Planning for Assessment and Evaluation This part outlines: • background information to explain the classroom context • instructional tasks • the opportunities that students were given to practise learning • the feedback and support that was offered students by the teacher • Sample 4: Grade 8 Planning a Trip to India (Page D-21) • Sample 5: Grade 9 Personal Interests (Page D-26) 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 small groups. As they developed more confidence, students were encouraged to offer additional information, such as number of siblings, where they were born, and the name of their community. Topic: My Family and Me Prescribed Learning Outcomes: Interpersonal Communication It is expected that students will: • Students frequently participated in games and activities that provided practice in name recognition, following instructions, and making simple requests. • use common expressions and vocabulary for familiar objects • introduce themselves and others, using appropriate family relationship terms in the case of family introductions • make and respond to simple requests • respond to and give basic instructions • The teacher modelled generic family trees, focussing on relationship names. • Students created pictorial representations of themselves, their family members, and some of their activities. The teacher provided cut-out labels of vocabulary useful for describing family relationships and common activities. Students wrote their own names and used the labels to create their choice of a poster or collage. OVERVIEW In this introductory unit, students communicated in a variety of ways as they talked about and created representations of themselves and their families. This unit provided opportunities for integration with fine arts (e.g., illustrations, collages, poster designs) and personal planning. Evaluation was based on: • Students presented their representations to the class using simple language structures they had practised. • participation in oral activities • a visual display • a short oral presentation based on the visual display DEFINING THE CRITERIA The teacher reviewed the prescribed learning outcomes for these activities, explained the requirements of each task, and discussed the key criteria with students. PLANNING FOR ASSESSMENT AND EVALUATION Participation in Oral Activities Students engaged in a variety of activities designed to help them become comfortable using simple vocabulary and language structures to communicate. • recognizes name written in the Punjabi alphabet • follows simple classroom instructions • makes simple, understandable requests using practised structures • takes risks; makes efforts to speak Punjabi • Daily routines provided students with opportunities to introduce themselves, find their own names (written in the Punjabi alphabet) from a set of name cards, greet the teacher and each other in Punjabi, and follow simple instructions. D-9 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Visual Representation • uses mime, gestures, and props to help convey meaning • attempts to self-correct • listens attentively to other students • writes own name in Punjabi alphabet • uses appropriate relationship names to label pictures or symbols • presents information clearly, making it easy to follow and understand ASSESSING AND EVALUATING STUDENT PERFORMANCE (Illustrations and graphic designs were assessed as part of fine arts.) The teacher used a checklist to track participation in oral activities. Performance rating scales were used to evaluate posters and oral presentations. The students were given copies of the rating scales, and they discussed them in English before beginning their assignments. Oral Presentation • correctly uses language structures practised in class • pronounces words so they can be understood (perhaps with some effort) • places pauses at the end of a sentence or phrase Participation in Oral Activities Date Name: Rating Critera • follows simple classroom instructions • makes simple, understandable requests using practised language structures • takes risks; makes efforts to speak Punjabi Key: 4—Independently, or with minimal support. 3—With some support. 2—With continuing support. 1—Not demonstrated. D-10 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Visual Representation Rating Outstanding Criteria Meets all criteria. Goes beyond the basic requirements to demonstrate additionallearning(e.g.,includesvocabularyforactivities,writes relationship names rather than labels). Good Complete and accurate. Uses the structures and vocabulary provided to present required information. Satisfactory Includes most family members and relationship names. Writes own name in recognizable letters. May omit some information or make errors (e.g., uses wrong label or forms some letters incorrectly). Requirements Not Met May be incomplete, inappropriate, or incomprehensible. Note: Illustrations and graphic designs can be assessed as part of fine arts. D-11 APPENDIX D: ASSESSMENT AND EVALUATION • Samples • Examples Oral Presentations Rating Outstanding Good Satisfactory Requirements Not Met Criteria Reads or recites the required information using carefully rehearsed expressions and structures. May include introductory or concluding phrases. Makes a clear attempt to speak Punjabi. Presentation is comprehensible, although it may take some effort on the part of the listener. Tends to place pauses at the ends of phrases or sentences. Shows awareness of own speech and attempts to self-correct, often by restarting a sentence or phrase. Reads or recites the required information. Presentation can be understood, given the context. Pauses frequently, and may restart after a blatant pronunciation error. May ask for confirmation after a challenging word or phrase. Reads or recites the required information. Attempts accurate pronunciation of words and uses language structures practised in class. Tends to mix Punjabi and English pronunciations, sometimes within a single word, but is comprehensible with some effort on the part of the listener. (The teacher may understand easily; other classmates may have a great deal of difficulty.) Pauses frequently, and tends to focus on individual words. May be incomplete, inappropriate, or incomprehensible. Note: Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade. D-12 APPENDIX D: ASSESSMENT AND EVALUATION • Samples ▼ SAMPLE 2: GRADE 6 • Working with a partner, students asked each other questions about food likes and dislikes using language structures provided by the teacher. Topic: The Language of Food Prescribed Learning Outcomes: • A “people search” was conducted, where each student found someone who had specific food likes and dislikes by asking questions in Punjabi. Interpersonal Communication It is expected that students will: • exchange information about likes, dislikes, and interests • Students described and classified samples of common, familiar food. Informational Communication • Students added a minimum of five food pictures to their picture dictionaries. It is expected that students will: • extract specific information from various sources to complete authentic tasks orally, visually, and in simple written form • The teacher invited students to role-play two- to three-minute scenes (e.g., buying food, talking about favourite meals, describing what they had for lunch) that demonstrated the vocabulary and structures they had learned. Students developed their own scenes and had opportunities to practise before presenting them to the class. Cultural Contexts It is expected that students will: • demonstrate a knowledge of Punjabi games, sports, arts, customs, celebrations, and festivals • Students researched traditional Punjabi foods and made pictorial reports about types of food or dishes (e.g., foods associated with a festival or region). In addition to these outcomes, the teacher can assess students’ attitudes and participation. OVERVIEW DEFINING THE CRITERIA Students participated in a variety of activities that developed and used language associated with food. Evaluation was based on: The teacher reviewed the prescribed learning outcomes for these activities, explained the requirements for each task, and discussed the following key criteria. • group presentations • pictorial reports on traditional foods • picture dictionaries Group Presentations • meaning is conveyed in Punjabi by combining pictures, words, and actions • language is comprehensible • attempts to self-correct PLANNING FOR ASSESSMENT AND EVALUATION The teacher organized a variety of activities that provided students with opportunities to talk about their favourite foods, practise basic vocabulary and language structures, and find and share information about traditional Punjabi dishes. D-13 APPENDIX D: ASSESSMENT AND EVALUATION • Samples ASSESSING AND EVALUATING STUDENT PERFORMANCE Pictorial Report on Traditional Foods • • • • meaning is clear captions are appropriate for illustrations information is accurate and relevant includes interesting and informative details The teacher used rating scales and checklists to evaluate the work in this unit. Students had copies of the scales as they prepared their work. At the end of the unit, the teacher conferenced briefly with each student. Picture Dictionary • includes a minimum of five relevant food entries • labels (hand-written or provided by the teacher) are appropriately matched with pictures Group Presentation Rating Criteria Outstanding Students interact well and work as a team to create a presentation that exceeds basic requirements. Presentation is easy to understand, and includes some interesting or unusual details. May use vocabulary and structures not practised in class. Good Presentation meets task requirements. It is comprehensible but may need some inferences by the listener. Includes a variety of appropriate vocabulary and structures practised in class. Makes an attempt to show spontaneity but may be stilted in places. Pauses tend to occur at the end of a phrase or sentence. Students may attempt to self-correct. Satisfactory Students tend to recite the information they have practised, with frequent pauses. Interaction is stilted, with students concentrating on their own parts and often speaking word by word. The group tries to use words and structures practised in class, but may mix Punjabi and English pronunciations. Speech is comprehensible with some effort on the part of the listener. (The teacher may understand easily; peers may have difficulty.) Requirements Not Met Incomplete, inappropriate, or incomprehensible. D-14 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Pictorial Report on Traditional Foods Rating Criteria • is clear and easy to understand • uses accurate and relevant information • uses interesting and informative detail • uses appropriate resources Key: 4—Excellent 3—Good 2—Satisfactory 1—Not Demonstrated Picture Dictionary Each of the five required entries was assessed as either 1—Relevant and accurate. 0—Incomplete or inappropriate. D-15 Comments APPENDIX D: ASSESSMENT AND EVALUATION • Samples ▼ SAMPLE 3: GRADE 7 • Venn diagrams comparing Vaisakhi with another celebration • use of Punjabi in group and individual projects and activities • group projects centred on a school-based celebration of Vaisakhi Topic: Vaisakhi Prescribed Learning Outcomes: Interpersonal Communication It is expected that students will: PLANNING FOR ASSESSMENT AND EVALUATION • communicate with others to complete a task • use Punjabi to participate in classroom activities • Students brainstormed the things they knew and wondered about Vaisakhi. • Working co-operatively in small groups, students chose two or three questions they had about the celebration, planned ways to find answers to their questions, and implemented their plans. Informational Communication It is expected that students will: • extract information from various sources to complete authentic tasks in simple oral and written form • Students interviewed resource people and used other resources both in and outside the classroom to find information. Creative Works The teacher invited students to share the information they gathered orally with the class. It is expected that students will: • produce visual works and simple oral creative works based on Punjabi resources • Students prepared individual visual or written representations to show what they had learned about the celebration. Project options included posters, collages, sketches, photo essays, or displays of objects. Each item was labelled or accompanied by a written explanation. Cultural Contexts It is expected that students will: • demonstrate a knowledge of the language needed to explain and participate in Punjabi games, sports, arts, customs, celebrations, and festivals • categorize similarities and differences between Punjabi games, sports, arts, customs, celebrations, and festivals and those of their own and other cultures • The teacher led the class to create a Venn diagram comparing Vaisakhi with another celebration. Students then made their own Venn diagrams comparing Vaisakhi with a celebration not discussed in class. OVERVIEW • The teacher invited students to plan and present a celebration of Vaisakhi for the classroom (or for the school). Students broke into small groups, and each group chose one aspect of the celebration (e.g., building a model of a float, putting together a Vaisakhi fashion show, This unit focussed on the celebration of Vaisakhi and was used as a lead-up to the celebration (April 13th). Evaluation was based on: • visual and written representations D-16 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Use of Punjabi Language designing promotional material, preparing food). The groups developed a plan, discussed it with the teacher, completed the project, and presented it to the class (or school). • attempts to use Punjabi vocabulary and language structures • shows some spontaneity when interacting with others in Punjabi • supports and encourages other students in using Punjabi • responds to simple questions and instructions from other students • uses questions and other language structures that have been practised in class • uses classroom resources (including the teacher) to solve language problems DEFINING THE CRITERIA The teacher reviewed the prescribed learning outcomes for these activities and explained the requirements of each task to the students. The students worked with the teacher to develop key criteria. Visual or Written Representation, or Venn Diagram School-Based Celebration of Vaisakhi Content • appropriate, detailed, and relevant • accurately drawn from appropriate Punjabi resources, including people • offers accurate representations of key aspects of Vaisakhi, including: - harvest wheat - the date of the celebration and the creation of Khalsa (April 13th) - the significance of Singh, Kaur - the five Ks: kirpan (sword), karha (bracelet), kes (hair), kachha (undergarment), kangha (comb) - replacement of saffron-coloured nishan sahib (pole covering and flag) - five baptized Sikhs wearing saffron robes and leading a parade or procession with floats and bands, and the distribution of free food during the procession - dances, songs, parties, festive foods, sweets • includes key aspects of the other celebration • logically identifies similarities • logically identifies differences • presentation is clear • Punjabi words and labels are appropriate • Punjabi letters are formed correctly • includes relevant and accurate details Performance and Construction • tailored to audience and context • spoken or written language is comprehensible • presentation is clear and effective, adding to audience knowledge and understanding Self-Assessment and Response • identifies strengths and weaknesses of both process and product ASSESSING AND EVALUATING STUDENT PERFORMANCE The teacher used checklists and rating scales to evaluate student performance. Students had copies of the scales as they worked through the unit. D-17 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Visual or Written Representation Criteria Rating Excellent Includes key features of Vaisakhi and is relatively detailed. Labels or captions are easy to understand and enhance the presentation. Letters are formed correctly. Presentation is clear and includes interesting or unusual details or language not practised in class. Good Includes key features of Vaisakhi with some details. Most labels or captions are easy to understand and clarify or enhance the information. Most letters are formed correctly. Presentation is clear. Satisfactory Includes most key features of Vaisakhi but with little supporting detail. Captions or labels may be very brief or difficult to understand in places. Requirements Not Met Omits several key features of Vaisakhi. Labels or captions may be omitted, inappropriate, or difficult to read. Venn Diagram Rating Criteria 3 • thorough, detailed, accurate, and logical (includes key aspects of Vaisakhi and other chosen celebration, Identification of similarities and differencesislogical) 2 • accurate and logical (includes some details) 1 • partial (may omit some key aspects or show faulty logic when making comparisons) 0 • incomplete, inaccurate,orillogical D-18 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Use of Punjabi Language Rarely Criteria Sometimes Usually • uses Punjabi words and structures • carries on brief exchanges without prompting • supports and encourages other students using Punjabi • responds to simple questions and instructions • uses structures that have been practised in class • uses resources (e.g., dictionaries, teachers, other students) to solve language problems Students used this checklist to make a daily record of their use of Punjabi. Teachers used the same checklist to record their observations. D-19 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: Rating Specific Features • appropriate and relevant • uses Punjabi resources • provides details • adds to audience knowledge and understanding Rating Scale: Strong Satisfactory Minimal Insufficient Performance and Construction Strengths: Concerns and Suggestions: Specific Features Rating • appropriate for audience and content • uses Punjabi language • adds to audience knowledge and understanding Rating Scale: Strong Satisfactory Minimal D-20 Insufficient APPENDIX D: ASSESSMENT AND EVALUATION • Samples ▼ SAMPLE 4: GRADE 8 appropriate visual aids (e.g., maps, travel posters). Each student supplemented the presentation with detailed information about the destination they researched. Classmates were encouraged to ask questions. Topic: Planning a Trip to India Prescribed Learning Outcomes: Interpersonal Communication It is expected that students will: • Students worked with partners to prepare and practise dialogues related to travel (e.g., visiting a Punjabi travel agent, asking a local person for information about sights or services, shopping, ordering a restaurant meal, meeting people). • develop simple dialogues • describe activities and interests in oral and written form • request and provide information • use Punjabi to conduct familiar activities (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 various sources to complete authentic tasks in oral and written form The teacher reviewed the prescribed learning outcomes, and explained the requirements of each task. Together, the teacher and students developed the following key criteria. OVERVIEW Oral Presentation of Travel Itinerary Students were involved in a series of activities related to planning a trip to India. Evaluation was based on: Overall Group Itinerary • follows a logical sequence • time estimates and practical limits are reasonable • uses visual aids to support meaning • oral presentation of travel itineraries • prepared dialogues • simulated journals or postcards Individual Presentations • message is understandable • uses accurate information • includes relevant and interesting details and features • speaks fluidly, with most pauses at the end of a phrase or sentence • answers most audience questions and provides relevant information (may need teacher’s help to understand some of the questions) • uses a variety of vocabulary and language structures PLANNING FOR ASSESSMENT AND EVALUATION • Students worked in groups using maps and other resources to identify, research, and prepare brief written descriptions of places they might like to visit. • Working in groups, students gathered the practical information they needed to plan and develop an overall trip itinerary. Each student researched and planned one destination. Groups presented their overall itineraries to the class using D-21 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Prepared Dialogue • message is understandable • includes relevant and accurate details • interacts well with partner and contributes to team performance • speaks fluidly with most pauses at the end of a phrase or sentence • uses a variety of appropriate vocabulary and language structures • follows appropriate conventions for situations and relationships (e.g., greeting a grandparent) • uses a variety of vocabulary and language structures Journal Entries and Postcards • includes at least three journal entries or postcards • offers clear, appropriate information • includes relevant, interesting details • uses letter formations, spellings, and mechanics that do not interfere with meaning During each oral presentation, three students were designated to provide peer feedback using the same rating format the teacher used. ASSESSING AND EVALUATING STUDENT PERFORMANCE The teacher evaluated demonstrations of the prescribed learning outcomes using the following rating scales and checklists. Students had copies of the criteria and rating scales as they worked. Oral Presentation of Travel Itinerary Overall Group Itinerary Rating Criteria 3 • Itinerary follows a logical sequence and reasonably estimates times and practical limits. Visual aids are used, including a clear, accurate map of the entire itinerary. Illustrations of some stops are included. 2 • Itinerary follows a logical sequence. Estimates of times and practical considerations may show inconsistencies. Includes a clear and accurate map. 1 • Itinerary may not follow a logical sequence. Time estimates and other practical considerations may be ignored. Includes a map. 0 • Incomplete or inappropriate. D-22 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Individual Presentations Criteria Rating • understandable • based on accurate information • includesrelevant,interestingdetails • speaks fluidly, with most pauses at the end of a phrase or sentence • answers most peer questions and provides relevant information • uses a variety of vocabulary and language structures Key: ST—Strong SA—Satisfactory MI—Minimal NE—Not Evident D-23 Comments APPENDIX D: ASSESSMENT AND EVALUATION • Samples Prepared Diologue Rating Criteria 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 Excellent Good Acceptable Not Demonstrated Criteria • message is relevant and appropriate; includes interesting details and features • meaning is clear; errors occur in letter formations, word choices, and so on, but do not interfere with meaning • takes risks; uses a variety of expressions and structures including some that have not been practised in class (and consequently may not be used appropriately) • message is relevant and appropriate; includes some interesting details • meaning is clear with some effort on the part of the reader; errors in letter formations, word choices, language structures, and so on do not obscure meaning • uses a variety of vocabulary and language structures practised in class • message is relevant and appropriate; includes few details • reader can understand most of the message with some effort; errors in letter formation, word choice, and so on, occasionally obscure meaning • uses a variety of vocabulary and language structures practised in class • criteria for acceptable performance were not evident Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade. D-25 APPENDIX D: ASSESSMENT AND EVALUATION • Samples PLANNING FOR ASSESSMENT AND EVALUATION ▼ SAMPLE 5: GRADE 9 Topic: Personal Interests • Students brainstormed a list of personal interests and activities. Using resources both in and out of the classroom, they developed individual vocabulary lists related to their interests, and posted them in the classroom or added them to classroom word banks. Prescribed Learning Outcomes: Interpersonal Communication It is expected that students will • express opinions and preferences, giving reasons • exchange information related to activities, people, and things • use Punjabi in a variety of authentic situations • use vocabulary related to needs and emotions • Using frames and structures provided by the teacher, students interviewed each other about their interests and reported to small groups about what they learned. • The teacher prompted class discussions about specific areas of interest (e.g., music, sports, television programs) and encouraged comments about what they liked, what they disliked, and why. Creative Works It is expected that students will • produce a variety of visual, oral, and simple written creative works based on Punjabi resources • Students practised and reinforced oral fluency, vocabulary, and structures by role-playing conversations about music and other interests with a partner. Cultural Contexts • Working with a partner, students prepared a brief oral presentation (approximately two minutes) about an interest or activity. Partners interviewed each other to discover details of the activity or interest, and the reasons their partner enjoyed it. Partners could provide visual aides to support the presentations. Students used the rating scale provided by the teacher for self-assessment and to provide peer feedback as they practised. It is expected that students will • identify ways that knowledge of Punjabi language and culture has affected their daily lives OVERVIEW Students participated in a variety of communication activities focussed on their personal interests and activities. Evaluation was based on: • During their classmates’ presentations, students identified key words or phrases that described the presenter’s interest or activity, and submitted their notes to the teacher for marking. • introducing a classmate and describing their personal interests and activities • written notes recording one key piece of information from each of their classmates’ oral presentations • visual representations showing personal interest profiles including aspects of Punjabi culture • Working in small groups or as a whole class, students shared ideas about aspects of Punjabi culture and language that they D-26 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Listening to and Making Notes on Presentations found particularly interesting. Family members and people in the community were interviewed about aspects of Punjabi culture and language that students found appealing. • notes are accurate; presentation is understood • notes include appropriate key words or phrases related to the presentations • Students created individual visual representations, using Punjabi captions and labels, that illustrated an activity or area of interest in the Punjabi culture and language. Representations took the form of collages, posters, cartoons, photo essays, and other formats approved by the teacher. Students were given the criteria and checklist associated with this assignment to guide them as they worked. Visual Representation • focusses on a central theme or interest • includes references to personal interests or an appreciation of Punjabi language and culture • design shows an effort to incorporate creative works and cultural elements • labels and captions are clearly written and letters are correctly formed • uses labels and captions appropriately to enhance or extend the work DEFINING THE CRITERIA The teacher reviewed the learning outcomes for these activities, explained the requirements of each task, and discussed key criteria with the students. ASSESSING AND EVALUATING STUDENT PERFORMANCE The teacher used the following performance rating scales to evaluate student work. Students had copies of the scales as they prepared their assignments. The same rating scales were adapted for other performance tasks during the term. Although the scales show four levels, the teacher occasionally assigned mid-range grades (e.g., C+, C-). Oral Presentation • provides accurate information (confirmed by the student interviewed) • includes appropriate and relevant details • speaks clearly and understandably • speaks fluidly, with relatively brief pauses that do not interfere with meaning • self-corrects as needed by restarting or repeating a word or phrase • uses vocabulary that is appropriate and supports intended meaning D-27 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Oral Presentation Rating Criteria A Accurate and detailed. Describes partner’s interest or activity in some detail and includes background information. Presentation is clear. Pronunciation and intonation are generally appropriate but may include some errors and approximations. Relies on memory or cue cards. Pauses are relatively brief and tend to be at the end of sentences or phrases. Makes some attempts to self-correct but may not always be successful. Often includes visual aids. May take risks with new vocabulary and patterns. B Accurate. Names partner’s interest or activity and includes some details. Presentation is relatively easy to follow. Pronunciation and intonation are generally appropriate but may include errors and approximations. May frequently refer to cue cards or written script. Delivery may be somewhat halting, with frequent pauses. May attempt to self-correct, but is often unsuccessful. May include visual aids. Language is appropriate to thetopic. C Relevant and appropriate basic information. Names the partner’s interest or activity and includes some details. Presentation requires the close attention of the listener, and may leave gaps in information. Pronunciation includes some errors and approximations; intonation may be inappropriate in places. Delivery tends to be hesitant and tentative, with frequent pauses. Tends to rely on written notes or script. May appear to be unaware of errors or of what to do about them. Tends to rely on simple constructions and basic vocabulary that have been practised in class. IP/F Has not completed requirements of the assignment. (See the circular Student Reporting put out by the Education Policy Branch of the Ministry of Education for advice on when to use IP and when to use F.) 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 Criteria Rating 2 • Notes accurately record in Punjabi the appropriate key words or phrases that describe the presenter’s interest or activity. (Presentation was understood.) 1 • Notes are at least partially accurate, but may be difficult to understand or may include English words. (Presentation was partially understood.) 0 • Notes are incomprehensible or inaccurate. (Presentation was not understood.) D-29 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Visual Representation Criteria Not Evident • focusses on a central theme or interest • includes references to interests and an appreciation of Punjabi language and culture • incorporates some feature of Punjabi culture or creative words • labels and captions are clearly written, and letters are correctly formed • labels and captions are appropriate and enhance or extend the visual work Comments and Suggestions: D-30 Minimal Competent Strong APPENDIX D: ASSESSMENT AND EVALUATION • Samples ▼ SAMPLE 6: GRADE 10 healthy living. The teacher and other classmates provided feedback and advice about the content of their guidelines and their use of Punjabi. Topic: Lifestyle and Health Prescribed Learning Outcomes: • Students discussed and wrote paragraphs about proverbs and folk wisdom related to healthy living. They exchanged their work for feedback and editing before submitting it to the teacher. The class drew on this experience to develop some general criteria for written assignments. For example: - message and meaning are clear - information and ideas are relevant and logical - appropriate details, examples, and reasons are included - letters, vocabulary, and structures are used appropriately to support and enhance meaning Interpersonal Communication It is expected that students will: • recognize and use simple idiomatic expressions • use Punjabi in a variety of authentic situations Informational Communication It is expected that students will: • extract and process information from a variety of sources to complete authentic tasks Creative Works • Punjabi-speaking guests visited the class to provide information about some aspect of health, safety, or lifestyle. Students practised formulating appropriate and relevant questions before the visits. They also practised taking notes and shared effective note-taking strategies. It is expected that students will: • produce a variety of creative works based on Punjabi resources, with increased emphasis on writing OVERVIEW Students engaged in a variety of communication activities related to lifestyle and health. Evaluation was based on: • Students examined a wide variety of Punjabi materials related to lifestyle and health, including newspaper articles, articles prepared by the teacher, advertisements, public service announcements, pamphlets, and emergency instructions. • use of oral language in classroom and group activities • written “lifestyle quizzes” based on information from resource people and from print resources • creative group projects advocating healthy lifestyle practices • Students worked individually or in pairs to gather information about health, safety, and lifestyle. They used this information to develop a 10-item multiple-choice lifestyle or safety quiz. Students were expected to conduct at least one interview and consult at least one print resource to prepare their quiz. The teacher suggested PLANNING FOR ASSESSMENT AND EVALUATION • Students worked in groups to create a list of guidelines concerning one aspect of D-31 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Designing a Lifestyle Quiz resource people to interview (e.g., family and community members) in person or by telephone, e-mail, or letter. Students were not required to interview experts. Their quizzes could test knowledge of healthy lifestyles or personal attitudes and behaviours. Students administered their quizzes to classmates. • includes at least 10 multiple-choice questions and a logical answer key • includes feedback from two people who took the test • questions are clear and relevant • includes key concepts related to the topic • instructions are clear and easy to follow • uses a range of useful vocabulary and expressions • uses appropriate questionnaire structures (questions followed by answer options) • includes a self-assessment that focusses on strengths and possible weaknesses in the questionnaire • uses interpretation guidelines that are logical and detailed • Students worked in groups to create advertisements advocating healthy lifestyles (e.g., balanced diet; smoking cessation; traffic safety; safety at home, work or school; earthquake preparedness; first aid) or a product related to health (e.g., exercise machines, low-fat foods). Students could choose to develop their advertisements using print, audiotape, or videotape. Groups exchanged advertisements for feedback before presenting the finished work to the teacher and the rest of the class. Advertisements • uses an understandable message • presents a clear viewpoint and desired outcome • uses persuasive techniques appropriately (e.g., humour, logic, examples, role models) • uses language that is appropriate for the situation or format • uses a variety of appropriate vocabulary idioms and structures • errors in pronunciation, word choice, letter formation, or language structures do not obscure meaning DEFINING THE CRITERIA The teacher reviewed the learning outcomes for these activities, explained the requirements of each task, and discussed key criteria with the students. Use of Punjabi in Classroom and Group Activities • volunteers information and ideas to stimulate discussions • asks questions to extend or clarify information • responds to information, ideas, or questions from other students • speaks clearly and understandably • uses a range of appropriate vocabulary and idiomatic expressions • tries to avoid lapsing into English ASSESSING AND EVALUATING STUDENT PERFORMANCE Use of Punjabi Language in Classroom and Group Activities The teacher used a rating scale to track oral participation in group activities. Individually, students completed the rating scale as a self-evaluation activity and included it in their portfolios or journals. D-32 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Oral Use of Punjabi Language Criteria Rating • volunteers information and ideas to stimulate discussions • asks questions to extend or clarify information • responds to information, ideas, or questions from other students • speaks clearly and understandably • uses a range of appropriate vocabulary and idiomatic expressions • persists in using Punjabi in group situations(avoidslapsinginto English) Key: 3—Strong 2—Satisfactory 1—Minimal 0—Not Observed D-33 Comments or Evidence APPENDIX D: ASSESSMENT AND EVALUATION • Samples Designing a Lifestyle Quiz scales were adapted for other performance tasks during the term. Although the scales show four levels, the teacher occasionally assigned mid-range grades (e.g., C+ and C-). Students were given copies of the following rating scale as they prepared their assignments. They also used the scale as part of their self-assessments. The same rating Lifestyle Quiz Rating A B Criteria Goes beyond the requirements of the task to use vocabulary, structures, and content not practised in class. (May not always be successful.) Takes risks to add interest (e.g., innovative format, questions that draw on unusual situations, humour). Demonstrates use of appropriate sources (e.g., knowledgeable parent, dictionaries, magazine articles). Vocabulary and language structures are appropriate. Errors, if any, do not detract from meaning. Self-assessment is thorough and insightful. Questions are relevant, appropriate, and clearly expressed, using a range of useful vocabulary and expressions. Shows evidence of some use of appropriate resources. Answer key and interpretation guidelines are logical and detailed. Self-assessment focusses on key aspects of the questionnaire. Errors in letter formation, word choice, or structures do not detract from meaning. C Questions include relevant and appropriate content but may be somewhat vague, repetitious, or confusing. Includes useful vocabulary and expressions practised in class. May use the same pattern for many or all questions. Answer key and interpretation guidelines may be short or rely on assigning labels without explanation. Errors may cause the reader to reread or puzzle over some parts. IP/F Has not completed requirements of the assignment. (See the circular Student Reporting put out by the Education Policy Branch of the Ministry of Education for advice on when to use IP and when to use F.) D-34 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Advertisement Students had a copy of the scale as they worked. The same scale could have been used for peer assessment. The teacher used the following rating scale to evaluate the students’ advertisements. Advertisement 0 Criteria • 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 1 2 3 4 APPENDIX D: ASSESSMENT AND EVALUATION • Samples ▼ SAMPLE 7: GRADE 11 associated with the environment and worked with partners to practise using the vocabulary in role plays and dialogues. Topic: Environmental Issues • By conducting interviews and using print and other media resources, students researched an environmental issue of their choice. They worked in small groups or as a class to compare notes and discuss their information, before writing short research reports. Reports were exchanged for peer editing and submitted for evaluation. Prescribed Learning Outcomes: Interpersonal Communication It is expected that students will: • exchange opinions on topics of interest • describe or narrate, with some supportive detail, an event, situation, or experience • identify and use common idiomatic expressions • Working as a class or in small groups, students engaged in informal debates on the topics they researched as well as others the teacher suggested. The class collaborated to develop a checklist and feedback form for peer and teacher assessments. Informational Communication It is expected that students will: • research and use relevant information from a variety of sources to complete authentic tasks • Groups of students were assigned an environmental position to advocate and were provided with information to support that viewpoint. Creative Works It is expected that students will: • respond in a personal way with a range of forms of expression to creative works from a variety of sources • produce a variety of written, oral, and visual creative works based on Punjabi resources • Working individually or in small groups, students wrote songs or poems about environmental issues and presented them to the class. • Each student chose two of the poems or songs written by their classmates to respond to in short journal entries. OVERVIEW Evaluation was based on: DEFINING THE CRITERIA • oral use of Punjabi during informal debates and discussions • written research reports • poems or songs • journal entries responding to the creative work of two other students The teacher reviewed the prescribed learning outcomes and discussed how the following criteria might be demonstrated. Oral Use of Punjabi During Debates and Discussions • expresses information clearly, using speech that is readily comprehensible • offers a clear, relevant opinion or viewpoint PLANNING FOR ASSESSMENT AND EVALUATION • Students brainstormed a list of vocabulary D-36 APPENDIX D: ASSESSMENT AND EVALUATION • Samples ASSESSING AND EVALUATING STUDENT PERFORMANCE • provides logical reasons, examples, and details to support opinions • acknowledges or responds to information and opinions from others • uses strategies to keep communication going (e.g., self-corrects, rephrases, asks others to repeat or clarify) • speaks with some spontaneity and fluidity; pauses tend to be at the end of phrases or sentences and rarely interfere with meaning • appropriately uses a variety of vocabulary, idioms, and language structures Oral Use of Punjabi During Debates and Discussions The teacher used the following rating scale to evaluate student performance. Students used the same rating scale to provide peer feedback. Written Research Report • • • • • • is clearly written and easy to understand is logically organized focusses on a central idea or theme includes accurate, relevant information uses varied and appropriate word choices errors in sentence structure, usage, spelling, or punctuation do not obscure meaning Poem or Song • conveys a clear message, feeling, or impression • focusses on a topic or theme • includes details to add interest or effect • uses a range of appropriate vocabulary and idioms • uses simple rhymes and rhythmic patterns Journal Entries • clearly summarizes key features or themes of classmate’s creative work • states a personal opinion or response • offers details, reasons, and examples to support or explain personal responses • makes connections to other experiences, poems, or songs • writes clearly and understandably D-37 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Oral Use of Punjabi Criteria Rating • expresses information clearly; speech is readily comprehensible • offers a clear, relevant opinion or viewpoint • provides logical reasons, examples, and details to support opinions • acknowledges or responds to information and opinions from others • uses strategies to keep communication going(e.g.,self-corrects,rephrases, asks other to repeat or clarify) • speaks with some spontaneity and fluidity; pauses tend to be at the end of phrases or sentences and rarely interfere with meaning • appropriately uses a variety of vocabulary, idioms, and language structures Key: 4—Strongly Evident 3—Frequently Observed 2—Some Evidence 0—Not Observed D-38 Comments and Suggestions APPENDIX D: ASSESSMENT AND EVALUATION • Samples Research Reports Rating Criteria A The report is focussed, clear, and easy to understand. Information is relevant, accurate, and detailed. The student adds or elaborates information to create interest. Language is appropriate and used accurately. The student incorporates familiar language and often risks using unfamiliar vocabulary or structures to enhance meaning or add interest. (These attempts may or may not be successful.) Errors, if any, in letter formations, sentence structures, usage, spelling, or punctuation do not affect meaning. B The report is focussed, clear, and easy to understand. Information is relevant, accurate, and detailed. Word choices are appropriate; the student uses newly acquired language appropriately and competently. Tends to rely on familiar constructions and basic vocabulary. Errors in surface features (e.g., letter formations, sentence structures, usage, spelling, punctuation) do not affect meaning. C Most of the report is easy to understand, but portions may require rereading or inferences on the part of the reader. Is generally focussed on a topic or theme, but may present some problems in the way information has been selected or organized. Tends to rely on simple, familiar constructions and basic vocabulary. Errors in surface features (e.g., letter formations, sentence structures, usage, spelling, punctuation) may interfere with clarity but do not obscure meaning. IP/F Has not completed the requirements of the assignment. (See the circular Student Reporting put out by the Education Policy Branch of the Ministry of Education for advice on when to use IP and when to use F.) 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 Insightful Clearly written, insightful, thoughtful, and detailed. Summarizes and explains personal response, and makes connections between the work and other experiences or creative works in Punjabi or other languages. May focus on subtle or abstract features, and may include insights that go beyond a literal interpretation. Satisfactory Complete, logical, and clear. Summarizes the central idea or theme. States personal response with supporting details, reasons, and examples. Makes connections to other experiences, which tend to be direct and concrete. Focus is on literal meanings and obvious connections. May list specific details and examples without drawing conclusions or making generalizations. Relatively easy to understand. Developing Addresses the central idea or theme. Interpretation is literal. Offers an opinion or response with little support. May focus on retelling or Inappropriate, incomplete, or incomprehensible. illustrating information from the poem, or using labels (e.g., boring, interesting). Connections tend to be direct and concrete. May be unable to make an appropriate connection. Comprehensible. Not Demonstrated Inappropriate, incomplete, or incomprehensible. The above rating scale was used to evaluate students’ responses to the songs or poems written by two of their peers. Each entry was evaluated separately. The same rating scale was adapted and used to assess other creative works throughout the year. D-40 APPENDIX D: ASSESSMENT AND EVALUATION • Samples ▼ SAMPLE 8: GRADE 12 EVALUATION • The teacher (or a guest) read one or more short stories to the class. Students prepared to listen to the stories by predicting the outcome, generating questions, and discussing themes and topics related to those in the story. The teacher paused frequently during the reading to allow students to make predictions or to recap what they heard. Students worked in small groups to develop character descriptions or web charts, to plot outlines, and to discuss questions about the events, characters, symbolism, and themes of the story. Students wrote or sketched short personal responses to the story. Topic: Reading and Responding to Punjabi Fiction Prescribed Learning Outcomes: Interpersonal Communication It is expected that students will: • exchange opinions and beliefs on topics of interest • communicate effectively and spontaneously in common life situations • demonstrate understanding of a wide range of idiomatic expressions Informational Communication It is expected that students will: • Students watched Punjabi videotapes or television programs on related themes, and compared the characters, plots, symbols, and themes to those in the story they listened to. Students developed Venn diagrams, charts, or collages relating to specific works. Students could also read or listen to poetry or songs on similar themes. • research, analyse and use relevant information from several sources on a chosen topic to complete authentic tasks Creative Works It is expected that students will: • respond in a personal way with a range of forms of expression to creative works from a variety of sources • Individually, students selected and read a short story or an excerpt from a novel. While some students were able to read an entire novel, this was not generally expected. Students discussed their reading in small groups. Each student selected and prepared a writing project to demonstrate their understanding of the story. The complexity of the project varied according to individual abilities. The teacher provided options including a short review; a personal response; a brief essay about one aspect such as character, theme, or style; writing-in-role (e.g., writing a letter from one character to another or to someone outside the story); a sequel or Cultural Contexts It is expected that students will: • demonstrate an appreciation of Punjabi language and culture and its place in local and global communities OVERVIEW This unit focussed on Punjabi short stories and novels. Evaluation was based on: • written assignments • dramatizations and role-playing based on stories and novels read by students PLANNING FOR ASSESSMENT AND D-41 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Written Report prequel; or retelling one event from a different viewpoint. • conveys the central idea or theme of the story • writes clearly and legibly • offers a personal viewpoint, interpretation, or response • remains consistent with story details (except where imaginative content is developed) • includes relevant details, reasons, and examples to support interpretation, opinion, or response • reflects an awareness and appreciation of Punjabi language and culture • demonstrates a clear and logical organization of ideas to enhance message • uses a wide range of appropriate vocabulary and idioms to support message • makes only minor errors in tense and structure that do not reduce effectiveness • Working with a partner or in a small group, students developed a role play or dramatization related to one or more of the stories. Examples included acting out a particular scene, role-playing a situation that extended or changed one aspect of the story, or inventing a scene that involved characters from two or more stories or that placed one or more of the characters in a new situation. DEFINING THE CRITERIA The teacher reviewed the learning outcomes for the two evaluation tasks and discussed the following criteria with students. As in all assignments, communicating meaning was the most important feature. These criteria were adapted for similar activities throughout the year. ASSESSING AND EVALUATING STUDENT PERFORMANCE Role Play or Dramatization • meaning is clear; speech is easy to understand • includes relevant information or references to one or more of the stories • attempts to engage the audience by including interesting or unusual details or interpretations • uses a wide range of vocabulary or idioms that support the message • uses appropriate tenses and structures • uses strategies to maintain interaction and avoid communication breakdown (e.g., self-corrects, rephrases in Punjabi, repeats, asks questions, uses body language) • speaks fluidly with pauses that are brief and do not interfere with meaning The teacher evaluated students’ work using two performance rating scales: one for role plays, and one for written assignments. Students were given opportunities to discuss the rating scales and use them for self-assessment and peer feedback. While the scales offered three levels of acceptable performance, the teachers sometimes chose to assign mid-range grades (e.g., C+ or C-). D-42 APPENDIX D: ASSESSMENT AND EVALUATION • Samples Role Play or Dramatization Rating Criteria A • Information and message are clear. • Interaction is effective and appears spontaneous; may include some short pauses. • Student speaks with expression and uses body language to support words. • Uses a wide range of appropriate vocabulary and idioms. • May include minor errors in pronunciation, word choice, or structures, but these do not reduce the effectiveness of the information. B • Information and message are generally clear and easy to understand. • Interaction flows smoothly and appears spontaneous. • Student speaks with appropriate expression but may be hesitant, using frequent short pauses. • Uses some variety in vocabulary; may make some idiomatic errors. • May include minor errors in language, but these do not obscure the message. C • Information and message are comprehensible but may pose occasional problems for the audience or be very simple. • Includes some detail drawn from the story; may focus on portraying an event without interpretation or elaboration. • Interaction may include long pauses in some places. • Student speaks hesitantly and sometimes without appropriate expression or intonation. • Vocabulary tends to be basic and repetitive; limited use of idiom. • May include errors in language that weaken but do not obscure the message. IP/F • Information and message are unclear, incomplete, or inappropriate. • No interaction or flow of language. • May be extremely brief. 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 A Conveys the central idea or theme and may offer an unusual interpretation. Writing is clear, detailed, organized, and shows understanding. Makes connections to other experiences, works, or specific features of Punjabi culture and language. May focus on subtle or abstract features. Attempts to engage the reader and extend understanding. May take language risks and may therefore make errors when expressing complexities or subtleties. Uses a wide range of vocabulary and idioms to support the message and enrich expression. Errors in language, if any, do not detract from meaning. B Conveys the central idea or theme and offers a personal viewpoint, interpretation, or response. Presents details, reasons, or examples that are relevant and consistent with the story. Makes connections to other experiences and to Punjabi culture and language that tend to be direct and concrete. Work is clearly written, logically organized, and uses a range of vocabulary and idioms, but may be somewhat repetitive. May include some structural and tense errors, but these do not obscure meaning. C IP/F Addresses the central idea or theme. Tends to focus on a literal interpretation, often simply retelling the story. May offer an interpretation or response with limited support (e.g., listing events, offering such judgments as “boring” or “interesting” with few specific reasons or examples). Personal connections tend to be direct and concrete. May omit mention of Punjabi culture and language. Writing is comprehensible but may be unclear in places, often because of problems with organization. Links between ideas may be weak or confusing. Vocabulary and idioms tend to be basic and concrete. May include errors in word choices, structures, or surface features, but these do not seriously obscure meaning. Information and message are unclear, incomplete, or inappropriate. May be very short. A large number of errors may make it impossible for the reader to understand the writer’s views. 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 BC School Trustees Association Harbhajan Singh Manocha Khalsa Diwan Society John Coleman BC Teachers Federation Cam Prasad BC Heritage Language Association Silvia Dyck BC Confederation of Parent Advisory Councils Major Singh Randhawa Khalsa Diwan Society Kelleen Toohey Simon Fraser University Dalip Singh Gill Damesh Punjabi School Barbara Walker BC Principals’ and Vice Principals’ Association Ravinder Singh Gill BC Teachers Federation Mike Henderson BC School Superintendents Association LEARNING OUTCOMES WRITING COMMITTEE Ajit Singh Bains School District No. 30 (South Cariboo) Amrik Singh Prihar School District No. 84 (Vancouver Island West) Sadhu Singh Binning University of British Columbia Kamaljit Kaur Sidhu School District No. 36 (Surrey) Gurdev Singh Dhaliwal Dasmesh Punjabi School Parmjit Singh Parmar School District No. 42 (Maple Ridge) Devinder Kaur Pawa School District No. 38 (Richmond) E-3 APPENDIX E: ACKNOWLEDGMENTS LEARNING RESOURCE EVALUATORS Amrik Prihar School District No. 84 (Vancouver Island West) Ravinder Kaur Dhami School District No. 27 (Cariboo-Chilcotin) 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 University of British Columbia Surjit Kaur Kainth School District No. 27 (Cariboo-Chilcotin) Nirmall Singh Gill Dasmesh Punjabi School Jasdev Singh Makkar School District No. 36 (Surrey) Mike Henderson BC School Superintendents Association Devinder Kaur Pawa 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 sentences) in which every nth word is deleted. Students fill in the missing words using contextual clues. This technique tests students’ comprehension as well as their ability to understand vocabulary and appropriate grammatical form. communicative competence The ability to use listening, speaking, reading, and writing to communicate meaning. It implies a command of vocabulary and an understanding of grammar, idiom, and culturally appropriate behaviour. Acquiring communicative competence is the goal of the Punjabi 5 to 12 curriculum. The communicative approach focusses on language use rather than usage and on fluency rather than accuracy. jigsaw technique An instructional technique that promotes cooperative learning. This technique consists of dividing information among students who must then pool their information to complete a task. Typically, there are four steps: 1. Divide students into Home Groups and present an overview of the task. 2.Give each Home Group member a different part of the task so that one student in each group has the same information (e.g., divide a reading into F-4 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 2. Divide the class into seven groups (or fewer if not all viewpoints will be examined). Give each group a copy of Part One of the Datasheet, which outlines the issue. Group members should assist each other with unfamiliar vocabulary. They should also list the main issues and record them for future reference. AN ENVIRONMENTAL SIMULATION A simulation concerning an environmental issue is an effective way to encourage discussion and decision making. The following procedural information (with accompanying student handout material in Punjabi) focusses on the issue of nuclear power. Adapted from “Differing Views on the Nuclear Issue,” in Science and Technology 11—Energy and Environmental Trade Offs: Teacher Module (Victoria: Ministry of Education, 1986), pp. 91-97. 3. As a class, review the procedure for preparing a debate. 4. Have students re-form their small groups, and assign each group one viewpoint from Part Two of the Datasheet. Tell students they will present this viewpoint in a debate. Ask students to read their viewpoint, select a recorder, and list the feelings and motivations of the person they are representing. (e.g., How does the person feel? Why does the individual feel this way?) Each group then identifies what should be done with the Island Power Company proposal (e.g., reject, accept, or change it to make it more acceptable) and gives reasons. In this activity, students attempt to find a compromise position in a debate over the issue of energy and the environment. Since this activity is conducted in Punjabi, students may need considerable help with unfamiliar vocabulary and idioms. They will also require sufficient time to formulate arguments and viewpoints. For this reason, the preparation and simulation should be done over two to three class periods. Students will be more successful in completing this simulation if they have had practice in: 5. Give students sufficient time to prepare a two-minute oral presentation where they will discuss their group’s response to the Island Power Company proposal and provide supporting arguments. Each group should select one member as the spokesperson. • role play • expressing personal viewpoints • expressing agreement and disagreement Note: The Datasheet handout includes seven viewpoints on the Island Power Company proposal. Depending on the size and language fluency of the class, teachers may choose to limit the number of viewpoints to be debated. 6. Have the groups make their presentations. After each presentation, encourage members from other groups to ask questions. Remind students, as they listen to each presentation, that they should be looking for a consensus on the viewpoints to take to the Utilities Commission. Procedure 1. Tell students they will take part in a roleplaying exercise to consider where to locate a nuclear power generating station in British Columbia. Introduce unfamiliar vocabulary related to nuclear power, time expressions, and idioms. G-6 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 individuals have to make in order to do so? What stumbling blocks, if any, prevented groups from achieving consensus?) 9. To conclude the activity, have students write a report identifying the different viewpoints expressed and the consensus opinion of their group. Students could also include their personal viewpoint and indicate how it is the same or different. Assessment Suggestions • Observe to what extent students contributed to their group discussions. • Note the ability of group members to form appropriate questions during the presentations. • Collect written reports and assess how clearly and accurately students reported the various viewpoints (that is, their own and other groups’, the consensus opinion, their personal viewpoint). Assess the reports for range of vocabulary and sentence structure. G-7 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 T session (there will, however, be a wide variety of student backgrounds and a range of language-learning abilities in any given classroom) • given a choice, it is a good idea to introduce the most common structures and vocabulary related to particular subjects (in Punjabi, as in English, there are many synonyms and a variety of ways to express the same thought) • in recurring discussions related to a particular topic, there is likely to be less confusion if teachers consistently use the same structures and vocabulary to express the same thought until these have been fully assimilated he communicative focus of this curriculum emphasizes the acquisition of listening and speaking skills. Reading and writing should be taught concurrently as a natural extension of oral language. Integrating the teaching of the four language skills will enhance students’ abilities to function in a Punjabi-speaking environment. Learning with a communicative focus means that grammar is introduced as students need it to accomplish specific linguistic tasks. Culture is integral to language learning and should be addressed as part of all language-learning activities. COMMUNICATIVE-ORIENTED INSTRUCTION Effective instruction with a communicative orientation develops students’ language skills by involving them in activities that require the use of language for purposes that are meaningful and interesting. Vocabulary and structures are acquired as they are needed to facilitate communication and should be extended and reinforced through use in a communicative context (that is, rather than by means of list memorization). In support of this approach, Punjabi should be used in the classroom to give instructions, provide explanations, and carry out activities. By avoiding translation, teachers help students grasp the structures and vocabulary of Punjabi and develop comprehension and production skills that are transferable to other situations. Students should be encouraged to use drawings and other visuals to extend their ability to communicate with limited Punjabi. SCOPE AND SEQUENCE Decisions with respect to scope and sequence should be guided by early assessments of students’ language levels. These decisions should also take account of the fact that language learning is not linear. Language learned in one lesson should be reinforced in another communicative context in subsequent lessons. All four language skills (listening, speaking, reading, and writing) should be developed concurrently. Reading and writing, which native speakers of a language typically learn after having learned to speak and comprehend, can be introduced from the outset. Teachers can label classroom objects (using the Punjabi alphabet) and display written copies of students’ names to teach students to recognize and pronounce these words. Consistent modelling and varied opportunities to use the language encourage correct pronunciation. Within the first year, writing using the Punjabi alphabet can be introduced. The key consideration is that writing and reading should be related to students’ oral work and introduced concurrently—rather than as isolated activities. To best assist students at the beginning stages of language learning, teachers might keep in mind that: • students can generally be expected to assimilate (fully learn) no more than five to seven new vocabulary items in a given H-3 APPENDIX H: PLANNING YOUR PROGRAM • errors are accepted as part of the natural learning process • the aim is for fluency rather than accuracy at the beginning stages ABOUT THE ACTIVITIES IN THE INTEGRATED RESOURCE PACKAGE The activities suggested for each outcome are consistent with the communicative approach. For example, the “hands-on” activities associated with Punjabi sports, games, customs, celebrations, and festivals further the development of language skills and an increased familiarity with the culture. Depending on the local situation, teachers can extend such activities by bringing resource people (e.g., parents, elders, community representatives, and first-language speakers) in as guest speakers and to assist with activities. Field trips to local businesses or cultural sites where the contacts speak Punjabi would also be a valuable means of developing students’ language skills and cultural awareness (especially when complemented by preparatory and follow-up activities such as preparing focus questions and writing letters of thanks). Opportunities for practice in pairs and small-group work help students to develop increased ability to use the language independently. SENSITIVE CONTENT The study of Punjabi can involve classroom activities that raise matters about which some students or their parents may feel sensitivity or special concern. These include: • the caste system • arranged marriage • social pressures on adolescents (e.g., dating) • religious beliefs • dietary restrictions • standards of personal behaviour (e.g., dress) • assertive communication • immigration • racism • gender issues CREATING AN ATMOSPHERE FOR LEARNING For many students, this will be their first exposure to a second language. It is important that the experience be nonthreatening, rewarding, and enjoyable, as it sets the stage for years to come. Students should be given every opportunity to hear and use the language in a variety of situations. Learning in a communicative context is further supported when the teacher establishes a classroom atmosphere that builds student confidence and acknowledges that learning a language is a complex, dynamic, and individual process. Language learning is nurtured in a classroom environment where: The following are some suggested guidelines for dealing with such matters: • Inform parents of the objectives of the curriculum before addressing any sensitive issues in the classroom, and provide opportunities for them to be involved in their children’s learning. • Be aware of district policy and procedures regarding instruction involving sensitive topics (e.g., policy for exempting students from participation in classroom activities). • Be aware of provincial policy and legislation related to matters such as disclosure in cases of suspected child abuse. • students are encouraged to learn from their efforts and from each other H-4 APPENDIX H: PLANNING YOUR PROGRAM • Obtain the support of the school administration before engaging in any potentially sensitive instruction. • Inform an administrator or counsellor when a concern arises. • Be aware of warning signals for eating disorders, suicide, and child abuse (e.g., excessive perfectionism, compulsive exercising, depression, very low or high body weight). • Obtain appropriate in-service training and/or consult with those in the school who have relevant expertise (e.g., the teacher counsellor) before beginning instruction in a new, unfamiliar, or potentially sensitive area of study. • Establish a classroom environment that is open to free inquiry and to various points of view. • Familiarize yourself with cultural expectations with respect to matters such as body language and eye contact. • Avoid dealing with controversial issues until class members have had enough time together to become comfortable with each other and to have learned an appropriate process for addressing those issues. • Promote critical thinking and open-mindedness and refrain from taking sides, denigrating, or propagandizing one viewpoint. 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