Page 83 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

C. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Translating from the Classical Language into English and Composing in the Classical Language: translate texts from the classical language into English and write texts in the classical language, using appropriate vocabulary and language structures and correct grammar (see the Language Knowledge chart for Latin or ancient Greek in Appendix A);
C2. WritinginEnglish:writeavarietyofEnglishtextsrelatedtotheclassicallanguage,usingappropriate vocabulary and language structures and correctly applying knowledge of spelling, grammar, and punctuation conventions;
C3. Using the Writing Process: use the stages of the writing process – pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively.
SPECIFIC EXPECTATIONS
C1. Translating from the Classical Language into English and Composing in the Classical Language
By the end of this course, students will:
C1.1 Translating: write accurate English translations, correctly applying knowledge
of vocabulary and grammar, of moderately complex adapted texts in the classical language (e.g., translate passages containing sentences with subordinate clauses and participial phrases; write a translation of a sight passage)
Teacher prompt: “What strategy would you use to identify and translate a participial phrase?”
C1.2 Composing: compose phrases, clauses, and sentences of moderate complexity and length
in the classical language, using appropriate strategies and resources to ensure suitable word choice and correct word order and grammar (e.g., complete cloze passages containing new language structures or elements; parse English phrases, clauses, and sentences to identify elements that govern decisions about grammar and word order in the classical language; identify phrases, clauses, and sentences in the classical language to use as models for their own compositions; consult print and electronic resources to verify word choice and grammatical concepts chosen; choose appropriate
words when writing a brief passage, using running vocabularies, glossaries, and/or dictionaries; use grammatical charts to confirm the correct endings for nouns/adjectives and verbs)
Teacher prompts: “How would you parse the clause ‘when he was walking to the inn’?” “In the sentence ‘The citizens were filling the top rows of the theatre before the actors appeared on stage’, what case of the word theatre would you use in Latin/ancient Greek? Why?”
C2. Writing in English
By the end of this course, students will:
C2.1 Writing in a Variety of Forms: write a variety of English texts in response to passages in the classical language and to related cultural concepts (e.g., a research report; an essay; a prose account of an event in the style of a passage from Julius Caesar’s Gallic Wars; a letter from a town council asking the emperor for money for a building project)
Teacher prompt: “If you were the people of Aquae Sulis, what information would you include in a letter to Emperor Domitian asking for money for expanding the town’s bath complex? What stylistic elements do you think would be effective?”
WRITING
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Classical Languages
LVGCU/ LVLCU