Topic: Personal Interests 

Prescribed Learning Outcomes

Interpersonal Communication 

It is expected that students will:

• recognize and use simple idiomatic expressions
• use Punjabi in a variety of authentic situations

It is expected that students will:

• extract and process information from a variety of sources to complete authentic tasks

It is expected that students will:

• produce a variety of creative works based on Punjabi resources, with increased emphasis on writing

Students engaged in a variety of communication activities related to lifestyle and health. Evaluation was based on:

• 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 in groups to create a list of guidelines concerning one aspect of healthy living. The teacher and other classmates provided feedback and advice about the content of their guidelines and their use of Punjabi.
• 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
• 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.
• 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.
• 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 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.
• 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.

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

• 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

• 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

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.

Oral Use of Punjabi Language
Criteria	Rating	Comments or Evidence
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 (avoids lapsing into English

Key:

3 - Strong
2 - Satisfactory
1 - Minimal
0 - Not Observed

Designing a Lifestyle Quiz

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 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-).

Oral Presentation
Rating	Criteria
A	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. .
B	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.)

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The teacher used the following rating scale to evaluate the students' advertisements. Students had a copy of the scale as they worked. The same scale could have been used for peer assessment.

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Criteria	0	1	2	3	4
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

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