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

To view the prescribed learning outcomes for Foundations in other grades click on an icon below.

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.

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 jigsaw-type 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 Material

• Bir Bahadar Jagge Di Varta
• G. C. S. E. Panjabi
• Jaadu Di SotiÑMagic Wand
• Oxford Picture Dictionary English-Punjabi
• Punjabi-English Dictionary
• Punjabi Posters
• Sachittar Primary Punjabi Kosh (with Sentences)
• Simple Punjabi Grammar

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