Page 185 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

1. Understanding Texts: read and demonstrate 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, with an emphasis on works with engaging, relevant themes, by contemporary authors from a vari- ety of cultures (e.g., create an annotated bibliog- raphy of sports titles they have read, with brief notes about their reactions to each title; design a self-selected reading list, in consultation with the teacher, to explore a topic of interest; create a reader’s scrapbook, recording details of the text types and topics covered in their reading during the year)
Teacher prompts: “What types of texts are you most interested in reading?” “Which kinds of texts do you find most challenging or least interesting?” “What factors do you consider when you select reading material?”
Reading With a Purpose
1.2 identify the purpose (or purposes) for reading
particular literary texts (e.g., a text that explores a particular theme, for personal interest; a web- site, to locate author information; the opening passages from different texts, to preview content while considering a reading choice)
Teacher prompts: “What do you hope to find out by reading that text? How will you use the information?” “What do you read just for
fun?” “Is your approach to reading different when you decide on a purpose for reading before you begin a text?” “When are you most likely to have a very clear purpose for reading?”
Using Reading Comprehension Strategies
1.3 identify a variety of reading comprehension strategies and use them before, during, and after reading to enhance their understanding of texts (e.g., annotate a short excerpt from a graphic novel to explain inferences, make con- nections, record questions and reactions, para- phrase themes, and interpret graphics; create a mind map to summarize character information, quotations, and inferences; deconstruct a passage from a text, recording the results of their analy- sis in a graphic organizer)
Teacher prompts: “How does displaying your ideas in the graphic organizer help you as a reader?” “What questions were you able to answer about the story as a result of the Think/Pair/Share activity?”
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, and issues
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