Page 91 - 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., identify possible meanings of new words, using contextual cues, and consult a Latin–English/English–Latin or an ancient Greek–English/English–ancient Greek dictionary to confirm or correct their deductions; use their knowledge of English derivatives to deduce the meaning of new words; identify and research the meaning of colloquialisms and idiomatic expressions to create a personal dictionary; find familiar words used in new contexts and explain their meaning in relation to those contexts; use a graphic organizer of their choice to record English derivatives and their roots in the classical language)
Teacher prompt: “What words or expressions do you recognize from our previous readings? In what ways are they used differently here?”
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., inscriptions in the classical language; short excerpts from Cicero, Ovid, Homer, Herodotus; archaeological research papers; political histories in English; English translations of epic poems such as The Aeneid, The Iliad, The Odyssey; ancient art forms such as friezes, monuments; cultural resource materials such as art books, digital archives; resources about garden archaeology
and the sacred grove)
Teacher prompts: “What political message about imperial Rome do you think Vergil was making by characterizing Aeneas as dutiful and stoic?” “On the basis of what you have read in The Iliad, how would you describe the role of the warrior-king in Bronze Age Greece?” “Look carefully at the images on Trajan’s Column. What information about a Roman soldier’s life can you discern?” “What does
this reconstruction of a garden in Pompeii tell us about the importance of the garden in the life of ancient Romans?” “What does this fresco from Herculaneum say about the relationship of ancient Romans to nature?”
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., plan
to record the steps they take as they translate texts and to reflect on the efficiency of their reading process; set targets to increase their use of helpful strategies, such as participation in circle discussions for interpreting poetry; keep a reading log to determine their reading trends, and set goals
to expand the variety of texts they read)
Teacher prompts: “How can you use your knowledge of both vocabulary and grammar to help you interpret texts in the classical language?” “What is the first step you take when you encounter a new text in the classical language? What else can you do before you begin to translate?”
READING
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Classical Languages
LVGDU/ LVLDU