Page 88 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 3, University Preparation
A1. Listening to Understand: determine meaning in a variety of oral texts in the classical language and oral texts in English about the classical world, using a range of listening strategies;
A2. Speaking to Communicate: communicate information and ideas orally in the classical language and in English, using a range of speaking strategies and level-appropriate language suited to the purpose and audience (see the Language Knowledge chart for Latin or ancient Greek in Appendix A).
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
SPECIFIC EXPECTATIONS
A1. Listening to Understand
By the end of this course, students will:
A1.1 Using Listening Comprehension Strategies: identify a range of listening comprehension strategies and use them before, during, and after listening to understand adapted and unadapted oral texts in the classical language, including complex texts, and oral texts in English about the classical world (e.g., listen selectively to focus on key ideas and information; use prior knowledge of vocabulary to predict meaning; use grammatical clues, such as noun- adjective agreement between words separated by other words in a poem, to determine the meaning of lines of poetry; make jot notes during a class discussion and review after listening to reinforce their comprehension; prepare questions while listening to a guest speaker’s presentation; confirm and clarify comprehension during listening by referring to pre-listening activities; replay audio clips to confirm their understanding of the meaning)
Teacher prompt: “How does the interlocking word order of the line create difficulty for trans- lating at first hearing? How does the unusual word order enhance the poet’s meaning?”
A1.2 Understanding Linguistic Elements: identify various elements of the classical language, including phonological and grammatical elements, and use the English terminology for those elements correctly (e.g., differentiate between prose and poetry presented orally; distinguish between active and passive voice in sentences read aloud; identify subordinate clauses in oral texts; identify the ablative absolute in Latin or the genitive absolute in ancient Greek in complex contexts; identify the subjunctive mood
while listening to passages in the classical language; classify metre, such as dactylic hexameter, phalaecean, or elegiac couplet, in poetry read aloud; define intonation, pitch, consonance, and assonance)
Teacher prompts: “In what way does this text written in elegiac couplet sound different from prose?” “How does the meaning of this sentence change if the verb is changed from active to passive?”
A1.3 Demonstrating Understanding: demon- strate an understanding of the meaning of phrases, sentences, and adapted and unadapted oral texts in the classical language, including complex texts, and of oral texts in English about the classical world (e.g., define the terms patronus and cliens; identify and describe political bias in the poems of Martial, citing his use of diction; identify the main message of a poem by Catullus read aloud; describe ways in which the requirements of metre affect the way a line of a poem is written, its sound, and its meaning; after viewing a docu- mentary about an archaeological excavation, describe
an aspect of the material culture of the classical world; after listening to a translated account of daily life in the classical world, compare an aspect of ancient society to its counterpart in contemporary society)
Teacher prompts: “Listen for three adjectives and describe how they create the mood of the poem.” “What are the names of the characters in the poem? What are some adjectives used to describe the characters?” “How do metre and intonation help you understand the poem’s meaning and the poet’s intention?” “How does consonance affect your understanding of the poem?”
A. ORAL COMMUNICATION OVERALL EXPECTATIONS
By the end of this course, students will:
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