Topic: My Family and Me

Prescribed Learning Outcomes:

Interpersonal Communication

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
• make and respond to simple requests
• respond to and give basic instructions

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:

• participation in oral activities
• a visual display
• a short oral presentation based on the visual display

Students engaged in a variety of activities designed to help them become comfortable using simple vocabulary and language structures to communicate.

• 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.
• 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.
• Students frequently participated in games and activities that provided practice in name recognition, following instructions, and making simple requests.
• 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.
• Students presented their representations to the class using simple language structures they had practised.

The teacher reviewed the prescribed learning outcomes for these activities, explained the requirements of each task, and discussed the key criteria with students.

Participation in Oral Activities

• 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

• 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

  (Illustrations and graphic designs were assessed as part of fine arts.)

• 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
• uses mime, gestures, and props to help convey meaning
• attempts to self-correct
• listens attentively to other students

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.

Participation in Oral Activities
Name:_______________________	Date
Criteria	Rating
follows simple classroom instructions
makes simple, understandable requests using pratised 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 - No demonstrated

Visual Representation
Rating	Criteria
Outstanding	Meets all criteria. Goes beyond the basic requirements to demonstrate additional learning (e.g., includes vocabulary for activities, 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.

Oral Presentations
Rating	Criteria
Outstanding	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.
Good	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
Satisfactory	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.
Requirements Not Met	May be incomplete, inappropriate, or incomprehensible.

Note:\tCommunicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade.

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