Topic: Vaisakhi[ 

Prescribed Learning Outcomes

Interpersonal Communication 

It is expected that students will:

• communicate with others to complete a task
• use Punjabi to participate in classroom activities

It is expected that students will:

• extract information from various sources to complete authentic tasks in simple oral and written form

It is expected that students will:

• produce visual works and simple oral creative works based on Punjabi resources

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

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
• 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 

• 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.
• Students interviewed resource people and used other resources both in and outside the classroom to find information. The teacher invited students to share the information they gathered orally with the class.
• 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.
• 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.
• 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, 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).

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 

• 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

• 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

Content 

• appropriate, detailed, and relevant
• accurately drawn from appropriate Punjabi resources, including people

• tailored to audience and context
• spoken or written language is comprehensible
• presentation is clear and effective, adding to audience knowledge and understanding

• identifies strengths and weaknesses of both process and product

The teacher used checklists and rating scales to evaluate student performance. Students had copies of the scales as they worked through the unit.

Visual or Group Representation
Rating	Criteria
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 differences is logical)
2	accurate and logical (includes some details)
1	partial (may omit some key aspects or show faulty logic when making comparisons)
0	incomplete, inaccurate, or illogical

Use of Punjabi Language
Critieria	Rarely	Sometimes	Usually
use of 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 to same checklist to record their observations.

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:
Specific Features	Rating
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
adds to audience knowledge and understanding
Rating Scale:     Strong    Satisfactory     Minimal     Insufficient

  BC Ministry of Education Home Page