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

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

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.

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 tasksÑfor 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 Material

• 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

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