Teacher(s): Greg, Dylan, Kristin and Laura
Lesson Name:
Subject(s):
Punjabi Numbers sifar-duss
Punjabi
Date:
Grade(s): 5 beginner
Rationale:
In some BC school districts, students of Punjabi background constitute the third-largest
group of students. The understanding that students gain through a study of Punjabi
language and culture affords them lifelong benefits, including:
• an increased range of career opportunities
• a broadened global perspective
• expanded insight into their own cultures
• increased respect for other cultures
Applying specific communication strategies helps students develop critical thinking and
learning skills such as active listening, predicting, generalizing, imagining, categorizing,
and utilizing resources (human, print, and technology)
Punjabi language education enhances cross-cultural communication and positive selfconcept by encouraging students of various backgrounds to learn together and interact
with each other.
Prescribed Learning Outcome(s):
It is expected that student will extract specific information from various
sources to complete authentic tasks orally, visually, and in simple written
form.
Students are expected to be able to draw number symbols, write the
number, say the number, and be able to identify the numbers in all forms
(sifar-duss).
Students will begin to compare Canadian society with the culture of
another society (Social studies, Grade 6 B2).
Instructional Objective(s):
Teach the students numbers 1-10 (sifar-duss) through use of technology:
Prerequisite Concepts and Skills:
For this basic numbers lesson, no prerequisite concepts or skills are required.
Materials and Resources:
Teacher
Sign up to use the lab
Sign up for class headsets
Notebook File ‘Punjabi ikk-sifar-ikk
Students
Set of USB headsets with microphones
Computers logged into Windows
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Teacher(s): Greg, Dylan, Kristin and Laura
Lesson Activities
Time
2 min
Teacher
Intro: Introduce the Notebook
file and how to navigate through
the activities. Make sure to tell
the students to listen to
Santosh’s video lesson.
Explain the activities which the
students will take part in.
Student
Students will go to the file and listen to
the video lesson which teaches the
numbers sifar-duss along with symbols,
names and proper pronunciation
Students will explore the variety of
activities and make sure they are able to
access them.
16 min
Body: Walk around and assess
the students with the activities
as well as interact with them
through their process of
learning the numbers.
Also be assessing students
interest. Allow individual work
time, but get students to
demonstrate on SmartBoard.
Students will practice drawing the
number symbols, practice
pronunciation of numbers, as well as
recognition of the different symbols out
of sequence through the activities on
Notebook.
2 min
Closure: fun quiz for students
on what they learned
Assess if the lesson was
effective (quick quiz not for
marks)
Students draw in their telephone
number and to leave the class they must
tell the teacher their telephone number
in Punjabi and show it on the screen.
Organizational and/or Behavioral Management Strategies

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Bring the class together at the start of the day/lesson: introduce the aspect of
learning through games and integration of technology. Tell students they can
work together if they prefer.
Conveniently all the materials are located on the students’ desktop.
The teacher floats throughout the classroom engaging with the students as
they work through the activities.
Allow students to listen to Punjabi music to enhance Punjabi culture in the
class.
Assessment and Evaluation:
At this level, assessment emphasizes student interest and participation, as well as
on students’ enthusiasm and contributions.
See how interested the class was in taking part in this lesson (should it be used
again?)
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Teacher(s): Greg, Dylan, Kristin and Laura
Check before students leave if they have learned how to write numbers, draw
symbols and pronounce numbers.
Extensions/Adaptations:
If during assessment students act engaged and interested, this lesson can act as a
great framework to build upon with more complicated areas of the curriculum.
Knowing numbers of a language are the basic facts necessary for being able to
communicate in other areas of the curriculum such as time, and dates of the year.
If students are having difficulty the lesson plan could be adapted to focus on one
activity vs. trying to attempt all of them ie: just focus on drawing symbols and typing
names.
If students are finding this lesson to be extremely easy, they can challenge
themselves to try and write extremely large numbers and develop their own
mathematical questions mixing up all ways to represent the numbers.
The lesson is short, only 20 minutes; the activities and adaptations provide more
than enough to do for students to stay occupied.
This model lends itself to other languages, including introductions to French or
Spanish, which are both more common in the BC curriculum.
Reflections (if necessary, continue on separate sheet):
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Teacher(s): Greg, Dylan, Kristin and Laura
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