Page 72 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 1, Academic
B1. Reading Comprehension: determine meaning in a variety of texts about the classical world, in the classical language and in English, using a range of reading strategies;
B2. Awareness of Cultural Context: demonstrate an awareness of the cultural context of the classical language, using information from a variety of media in both the classical language and English.
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
B. READING OVERALL EXPECTATIONS
By the end of this course, students will:
SPECIFIC EXPECTATIONS
B1. Reading Comprehension
By the end of this course, students will:
B1.1 Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them before, during, and after reading to understand simple adapted texts in the classical language and texts in English about the classical world (e.g., skim text to identify unfamiliar words; use context to make inferences while reading; use visual cues to help interpret text; use a graphic organizer such as a T-chart to compare the information presented in detailed stories with that in relief images; use their knowledge of the classical world to make connections between a text and its cultural context; use a graphic organizer such as a Venn diagram to identify similarities and differences between
texts on the same topic by different authors)
Teacher prompts: “What kind of graphic organizer will you use to record information as you read? Why is that an appropriate choice?” “How will you use your knowledge of Latin/ ancient Greek vocabulary to help you analyse new concepts when you read English texts?” “What key words will you look for to help you understand the passage you are reading?”
B1.2 Understanding Linguistic Elements in the Classical Language: identify various elements of the classical language, including grammatical constructions and relationships (e.g., subject–verb agreement, noun–adjective agreement), modern conventions of the writing system (e.g., capitalization of proper nouns and adjectives, differences in punctuation between ancient Greek/Latin and English), and the
numerical system (e.g., cardinal and ordinal Roman numerals), and demonstrate an understanding of their use
Teacher prompts: “What is the correct verb form in the sentence ‘ancillae pulchrae in via ambulabat/ambulabant’?” “What new gram- matical constructions can you identify in the story?” “How would the meaning of the story change if you put all the verbs into the present tense instead of the perfect/aorist tense?” “Identify the subject and the verb in the sentence ‘ὁ στρατηγός ἐστιν ἐν ἀγορᾷ’. Which parts of the words indicate agreement?” “Look at the words that are capitalized in the text you have just read. What is the part of speech of each word?” “List the cardinal and ordinal numbers in the text.”
B1.3 Reading for Meaning in the Classical Language: demonstrate an understanding of a variety of simple adapted texts in the classical language (e.g., dialogues, stories), using their knowledge of the classical language and infor- mation about the classical world (e.g., translate a short passage, drawing on their knowledge of gladiatorial combat; show understanding of the key ideas in a written dialogue about life in an
ancient Greek or Roman household, applying their knowledge of vocabulary and social practices)
Teacher prompts: “What connections can you make between your knowledge of the Etruscans and this story about gladiatorial combat?” “As you read this dialogue, reflect on what you have already learned about ancient society. Which household members are speaking? What typical activities might they discuss?”
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