Page 171 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

1. Understanding Texts: read and demonstrate an understanding of a variety of literary texts from different countries, cultures, and historical periods;
2. Analysing Texts: respond to and analyse literary texts to develop and extend their understanding of how content, form, and style in combination communicate meaning and enhance a text’s effectiveness;
3. Critical Literacy: demonstrate an understanding that the perspective of the author, the reader, and the text all influence the reading experience;
4. Literary Criticism: use literary criticism to enhance their understanding of literature;
5. The Role of Literature in Society: assess the importance of literature as a social and cultural force.
1. Understanding Texts
2. Analysing Texts
STUDIES IN LITERATURE
OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Variety of Texts
1.1 read a variety of types of literary texts by authors from a variety of backgrounds, cultures, and time periods (e.g., create an annotated bib- liography of titles they have read on a specific theme, with brief notes about their reactions to each title; design a reading list of self-selected texts, in consultation with the teacher, to explore a particular genre, author, time period, or coun- try; write a literary essay on a particular genre, author, time period, or country, synthesizing information and insights from multiple texts)
Teacher prompt: “Who are the major writers and what are the major texts associated with this literary movement?”
Reading With a Purpose
1.2 identify a purpose (or purposes) for reading particular texts (e.g., an essay, to determine the author’s beliefs; a literary reference text, to obtain
information about an author, a novel, a literary period, or various rhetorical and literary devices; a website, to find biographical information about an author; works by Aboriginal writers, to devel- op their understanding of some of the cultural and social concerns of First Nation, Métis, or Inuit peoples)
Teacher prompt: “What important details did you notice in rereading the text that you missed in your first reading?”
Using Reading Comprehension Strategies
1.3 identify a variety of reading comprehension strategies, select those that are most appropri- ate for specific reading purposes and tasks, and use them before, during, and after reading to enhance their understanding of texts (e.g., develop a series of questions while reading a text; make connections between a text and other texts, personal experiences, and global or community events; annotate a short excerpt from a play or novel to explain inferences, make connections, record questions and reactions, paraphrase ideas, and interpret graphics)
Teacher prompts: ”What insights into the novel did you develop as a result of the journal exchanges with your group members?” “Was your prior knowledge of the topic useful for understanding the situation depicted in the novel? Why or why not?”
By the end of this course, students will:
Responding to Texts
2.1 respond to texts in a variety of ways before, during, and after reading to extend their understanding of the ideas, themes, language,
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