Page 92 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 3, University Preparation
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. Writing in English: write a variety of English texts related to the classical language, using appropriate 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.
C. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
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 adapted and unadapted texts in the classical language (e.g., write a translation of a poem; translate a sight passage of prose or poetry; translate complex sentences, making use of grammar notes and charts and explanations of grammatical constructions in print and electronic resources; translate a complex passage, making use of the apparatus criticus provided with the passage, which shows variant
readings)
Teacher prompts: “What are effective strategies for translating a poem into English?” “How does your word choice in English affect the meaning of the translation?”
C1.2 Composing: compose phrases, clauses, and sentences of varying lengths and complexity in the classical language, using a range of strategies and resources to ensure suitable word choice and correct word order and grammar (e.g., identify appropriate word order, verify the correct form for verb tenses in the active and passive voice, and select the correct cases for nouns and adjectives,
using print and electronic resources; correctly select either the ablative absolute [Latin]/genitive absolute [Greek] or a temporal clause when composing sentences)
Teacher prompts: “How would you parse the clause ‘while she was talking to her children’?” “How would you parse the sentence ‘As he was reading the poem, the teacher instructed his students’?” “What constructions, such as a temporal clause or an ablative/genitive absolute, would you use to compose this sentence? 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 journal entry about the propaganda contained in Vergil’s Aeneid; a letter to Martial about one of his epigrams; a letter to Thucydides about his account of his actions at the fall of
Amphipolis; a research report about the influence of a particular aspect of Roman culture on other cultures)
Teacher prompt: “Did the aspect of Roman culture you have selected to research have a wide influence or a lasting one? Which other cultures were affected? In what ways can that influence still be observed?”
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