Page 73 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

B1.4 Developing Vocabulary: use a range of vocabulary-acquisition strategies before, during, and after reading texts in the classical language to determine the meaning of new words, and make connections to English words derived from the classical language (e.g., use contextual cues to deduce the meaning of new words; develop a list of words that they have encountered when reading sight passages in the classical language; identify vocabulary relevant to the topic of the classical text being studied and keep a personal dictionary; make a list of English derivatives and use a T-chart to list their Latin or ancient Greek roots)
Teacher prompt: “Look at the spelling of this new word in Latin/ancient Greek. What English word resembles it?”
B2. Awareness of Cultural Context
By the end of this course, students will:
B2.1 Interpreting Information: make accurate inferences about the classical world, using information from a variety of sources and media (e.g., relief images; ancient coins; modern maps of the ancient Mediterranean; cultural histories in English; excerpts in English from classical authors such as Ovid, Homer, Aristophanes; ancient art forms such as statues, mosaics, frescoes, pottery)
Teacher prompts: “What information can you gather from the images of deities/standards on this coin?” “What information about trade in the ancient world can you infer from this map of the ancient Mediterranean?” “What details about ancient warfare can you find in this mosaic of Alexander the Great at the Battle
of Issus?”
B2.2 Metacognition:
(a) describe some strategies they found helpful before, during, and after reading to understand texts in both the classical language and English; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., assess the effectiveness of the reading strategies they use most often, and plan to keep a journal of those they have found helpful for future reference; identify the types of information that dictionaries and grammar books provide to improve reading comprehension, and describe their level of proficiency in applying this knowledge; assess strategies suggested by the teacher and peers, and select some to use in future reading)
Teacher prompts: “When you are translating a passage, why might you skim it before reading? What types of words would you look for?” “What resources can you consult to find the meaning of new words?” “What strategies might you use to deduce the meaning of new words as you read?” “What kinds of information about a reading passage can you discover by examining the verbs and their endings? What other reading strategies involve identifying parts of speech and word endings? How can
a dictionary or grammar charts help you with these types of strategies?”
READING
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Classical Languages
LVGBD/ LVLBD