Page 170 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 3, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
C1.4 Developing Vocabulary: use a range of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words (e.g., use knowledge of roots, prefixes, and suffixes from other languages to infer the meaning of unfamiliar words; consult a dictionary of idioms to clarify an unusual word usage encountered in
a text; use knowledge of word order and parts of speech to infer the meaning of new words; keep a notebook of vocabulary related to various areas of interest for reference)
Teacher prompt: “How is this word similar to the prefix, suffix, or root of a word from another language that you know? What does that tell you about its meaning?”
C2. Purpose, Form, and Style
By the end of this course, students will:
C2.1 Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communi- cate the meaning (e.g., articles, graphics, and advertisements in a magazine appeal to a specific demographic; a play or movie script uses dialogue to develop the characters; information about the artist, the medium, and the artistic style on an exhibit plaque helps the viewer appreciate a work of art; impersonal style establishes the factual, objective orientation of a news report)
Teacher prompts: “What elements of the magazine did you find appealing? How did they seem connected to your own experience?” “How does the information in this exhibit plaque help you interpret the artist’s message?”
C2.2 Text Features and Elements of Style: identify features and stylistic elements of
a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help convey the meaning (e.g., figurative and descriptive diction in a poem,
short story, or novel evokes an emotional response; stage directions further the plot in a play script;
a table of contents, chapter or section divisions, headings, charts, labels, and captions organize
the information in a textbook; logos, graphics, font sizes, and colour are used to draw attention to the features of the product in an advertisement to try to influence the behaviour of consumers; real people and events and accurate dates add credibility to historical fiction)
Teacher prompts: “What effect does figurative language have on the reader?” “What kinds of stage directions did you find in the script?
What was their purpose?” “How is your ability to interpret the messages in this textbook influ- enced by its textual elements and layout?”
C2.3 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after reading to understand texts;
(b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., keep
a reading log to record texts they have read and identify ways of broadening their choices of reading matter; confer with the teacher and peers to develop new strategies for understanding challenging texts; in a journal, describe the benefits of reflecting
on their reading practices and progress; review predictions made before reading to determine the effectiveness of this strategy; plan to vary their reading choices to expand vocabulary and increase fluency; identify and seek opportunities to read the target language outside the classroom)
Teacher prompt: “What strategies do you use most consistently to help you understand new and challenging texts? What new strategies do you think would be effective?”
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of texts in the target language, identify communities where the target language is spoken, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research symbols that represent a target-language community, such as a flag, particular colours, or
a mascot, and explain their significance; research
a ritual practised in a country or region where the target language is spoken, compare it with a ritual practised in a First Nations community, such as the
naming ceremony, and share the information in an audio-visual presentation; interpret advertisements for events in various target-language communities to identify culturally significant practices; analyse the social and cultural context of a contemporary target-language play; read the words to various national anthems and describe how they do or do not reflect each country’s history or culture; identify additional languages required in authentic career postings in target-language communities around the world, and assess the implications for future course selections; identify and discuss differences between résumés in Ontario and in regions where the target language is spoken)
Teacher prompts: “How does this symbol reflect the community it represents? What other symbol
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