Page 47 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 11, University Preparation
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. Reading With Fluency: use knowledge of words and cueing systems to read fluently;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
1. Reading for Meaning
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 student- and teacher-selected texts from diverse cultures and historical peri- ods, identifying specific purposes for reading (e.g., compare their own perspective on a topic with the perspective of the main character in a narrative from an earlier historical period; com- pare treatments of similar themes in stories from different cultures, including First Nation, Inuit, or Métis cultures; study literary essays, noting thesis statements and structural elements, as models for their own writing;1 research a topic of interest to develop an annotated bibliography for an independent study)
Teacher prompt: “What recurring themes emerge in your study of World War I poets from various nations?”
Using Reading Comprehension Strategies
1.2 select and use the most appropriate reading comprehension strategies to understand texts, including increasingly complex or difficult
texts (e.g., identify organizational patterns when reading poems;2 use a graphic organizer to record responses to an essay on a controversial topic;3 record reactions to the choices and behav- iours of characters in a novel, using a semantic differential scale4)
Teacher prompt: “How has your group research on the social and political conditions of the time prepared you for reading the novel?”
Demonstrating Understanding of Content
1.3 identify the most important ideas and sup- porting details in texts, including increasingly complex or difficult texts (e.g., create a mind map to illustrate character relationships in a novel; explain how the graphics in the text enhance the reader’s understanding of an article; create a concept map to represent the key ideas and supporting details in a persuasive essay5)
Teacher prompt: “What details from the poem would you use to support your interpretation?”
Making Inferences
1.4 make and explain inferences of increasing subtlety about texts, including increasingly complex or difficult texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., explain how the novel’s introduction foreshadows what will happen in the story; explain what the table
of contents of a magazine suggests about the magazine’s target audience; explain what the organization and structure of a self-help book reveal about the writer’s approach to solving personal problems)
READING AND LITERATURE STUDIES
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLE 10-12 “Modelled Writing” 50 2. TLE 10-12 “Finding Organizational Patterns in Poetry” 2 3. TLE 10-12 ”Plus Minus Interesting ” 116 4. TLE 10-12 “Scales” 32 5. TLCC 7-12 “Sorting Ideas Using a Concept Map” 48