Page 81 - 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 adapted texts, including moderately complex texts, in the classical language and texts in English about the classical world (e.g., activate prior knowledge with an anticipation guide; predict possible outcomes, using knowledge of the topic of the text; skim text to identify unfamiliar words and new cultural content; use their knowledge of classical culture or stories they have previously encountered to make inferences while reading; use visual information from items of material culture, such as pottery, coins, frescoes, and mosaics, to help interpret text; make connections to other texts or to personal experiences; use their knowledge of derivatives
and classical civilization to analyse new concepts when reading materials in English)
Teacher prompts: “Judging from the outcome of the story you have just read in this series, how do you think the characters will react in the next story?” “What strategies can you use to identify the Latin/ancient Greek text that will complete this cloze passage?” “How can the content of stories that you have translated previously help you read this passage?”
B1.2 Understanding Linguistic Elements in the Classical Language: identify various elements of the classical language, including grammatical constructions and relationships (e.g., participial clauses; uses of the subjunctive mood in Latin; uses of deponent verbs in Latin;
uses of the middle voice in ancient Greek verbs;
the difference between the optative and subjunctive moods in ancient Greek) and modern conventions of the writing system (e.g., the use of commas
to set off appositives, phrases, and clauses and
to clarify antecedents in relative clauses), and demonstrate an understanding of their use
Teacher prompts: “How does the addition of a clause with a verb in the subjunctive mood help clarify the meaning of this sentence?” “Try reading the sentence with and without commas. Why do you need commas to set off the appositive phrase?”
B1.3 Reading for Meaning in the Classical Language: demonstrate an understanding of a variety of adapted texts, including moderately complex texts, in the classical language (e.g., dialogues, brief plays or extracts from plays, inscriptions on monuments and coinage, epigrams), using their knowledge of the classical language and information about the classical world (e.g., identify and describe the key ideas in a short passage about a Roman military campaign in Britannia, drawing on their knowledge of the daily life of a Roman soldier)
Teacher prompts: “How does what you already know about the duties and responsibilities
of a Roman soldier affect your translation of this story?” “In what different ways can you translate the temporal clause ‘cum milites in via ambularent’? How does your decision affect your understanding of the meaning of the story?” “What name can you read on these ostraca? From your understanding of ancient Greek politics, what conclusions can you draw from the repetition of the name?”
READING
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.
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Classical Languages
LVGCU/ LVLCU