Page 89 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

A1.4 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after listening;
(b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., plan to self-monitor progress by using a checklist to compare their performance to an earlier one or to a personal goal; plan to listen for specific information in an oral text or presentation; use a personal journal to reflect on areas for improvement and ways to listen to prose and poetic texts more effectively; assess strategies suggested by the teacher and peers, and identify those that are most effective
for listening to lectures)
A2. Speaking to Communicate
By the end of this course, students will:
A2.1 Using Speaking Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in the classical language and in English for various purposes and to a variety of audiences (e.g., use visual aids when presenting information about material culture being studied; formulate questions to guide participation in a class discussion)
A2.2 Speaking in the Classical Language: use level-appropriate vocabulary and grammatical constructions in a variety of oral language activities in the classical language, and speak with fluency and expression using standard pronunciation (e.g., compose phrases and short sentences and deliver them orally; read a poem or an excerpt from a poem aloud with attention to metre, intonation, and modulation)
A2.3 Speaking in English: use appropriate diction and correct grammar in a variety of
oral language activities in English (e.g., critique a poem using correct terminology; defend their interpretation of a classical speech or poem, citing evidence from the text; dramatize the events depicted in a short classical text, using appropriate language; deliver a reading of a poem translated from the classical language or a poem with a classical theme, using appropriate intonation and modulation; incorporate into an oral presentation English words that are derived from the classical language; deliver a clear presentation, applying knowledge of logic gained from studying the grammar of the classical language)
Teacher prompts: “How do onomatopoeia, sibilance, and juxtaposition enhance the mood of this poem?” “In what ways can you modulate your voice in order to convey the mood of the poem?”
A2.4 Translating: demonstrate knowledge of vocabulary and grammar by orally translating adapted and unadapted texts, including complex texts, from the classical language into English, with previous preparation and
at sight
A2.5 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after speaking;
(b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., express preferences about speaking strategies; identify which aspects of feedback received from a peer were most helpful in improving a presentation; plan to use body language and tone of voice to help communicate the meaning of a poem)
ORAL COMMUNICATION
87
Classical Languages
LVGDU/ LVLDU