Page 82 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 2, University Preparation
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 a reading response log to record and define new words and idiomatic expressions; use a Latin–English/ English–Latin or an ancient Greek–English/ English–ancient Greek dictionary to find the meaning of new words and phrases; use contextual and visual cues to infer the meaning of new words; use a graphic organizer of their choice to record English derivatives and their Latin or ancient Greek roots)
Teacher prompt: “What useful words and phrases from the text you have just read could you include in a personal dictionary of Latin or ancient Greek?”
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., English translations of inscriptions in the classical language; modern maps of the ancient Mediterranean; ancient coins; public notices and advertisements in the classical language; ostraca; biographies in English; translated letters of Cicero, Seneca, and Pliny; translated passages of Herodotus; ancient art forms such as relief sculptures and friezes)
Teacher prompts: “What does the topography in this map of ancient Greece tell you about the Greeks’ ability to travel within their own country?” “Look at this public notice. What do you think it says, and who is the audience?” “What aspects of the Roman military conquest of Judaea are reflected in this relief taken from the Arch of Titus?” “Look at the figures of the Ionic frieze on the Temple of Athena Nike. What information about Greek mythology
can you find?”
B2.2 Metacognition:
(a) describe a range of 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., using a graphic organizer, categorize the strategies they regularly use at various stages of reading, and identify any gaps; compare and contrast their
use of strategies for reading in English and for reading in the classical language; compare their most effective strategies for reading in the classical language with those of a peer and collaborate to describe the best use for each)
Teacher prompts: “How does skimming a
text for vocabulary and grammatical elements before reading it improve the accuracy of your translation? What other strategies do you use before reading?” “In what ways is reading a story in English different from reading a story in Latin/ancient Greek? How do these differences influence your use of comprehension strategies?”
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