Page 66 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Teacher prompts: “What can you infer from the differences in the coverage of this event by these two leading newspapers?” “What can you infer about the characters in this play on the basis of its setting alone?”
Extending Understanding of Texts
1.5 extend understanding of texts, including increasingly complex texts, by making appro- priate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., relate Statistics Canada data on employment rates to what they know about unemployment in their own community; read other texts on a similar topic or theme to extend their understanding of a fact, idea, or issue treat- ed in a literary work)
Teacher prompt: ”Does this character’s moral dilemma remind you of a difficult choice you’ve had to make? How does your own experience affect the way you respond to the character?”
Analysing Texts
1.6 analyse texts in terms of the information, ideas, issues, and themes they explore, exam- ining how various aspects of the texts con- tribute to the presentation or development of these elements (e.g., explain how the choice of narrator determines the perspective from which the events of the story are revealed; analyse how the main character’s decision at the story’s cli- max was influenced by preceding events; analyse how graphs are used to present information in an annual report)
Teacher prompts: “What role does this sec- ondary character play in helping the main character come to terms with the truth?” “Why is the organizational pattern of this poem so well suited to the ideas it explores?”
Evaluating Texts
1.7 evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions (e.g., compare two reviews of a CD and explain what makes one seem more or less reliable than the other; explain how a biography of a well-known figure has deepened their understanding of its subject)
Teacher prompts: “What evidence from the recording would you use to challenge the opinion of the reviewer?” “What did you learn from this biography that helped you understand the person better?”
Critical Literacy
1.8 identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., identify the viewpoint of an editorial cartoon and propose alternative view- points; examine several issues of an automotive, lifestyle, or travel magazine to identify social and ethnocultural groups that are under-represented; analyse the lyrics of a popular song for messages about power)
Teacher prompt: “Which character in this story is in a position of power? What gives the character power – physical strength, emotional strength, or social or economic status? How does this situation change as the story unfolds?” “Does this author address abuses of power? How?”
2. UnderstandingFormandStyle
By the end of this course, students will:
Text Forms
2.1 identify a variety of characteristics of informa- tional, literary, and graphic text forms and explain how they help communicate meaning (e.g., graphic novels and conventional novels both have the elements of plot, setting, and char- acter development, but graphic novels use images and text in a series of frames to tell the story;5 images and text are combined to deliver information on a website; the “lead”, or introductory sentence, of a review signals whether the review is positive or negative; infor- mation can be organized in a question-and- answer, problem-solution, or cause-and-effect pattern in an article, brochure, or other informa- tional text form)
Teacher prompt: “Why are safety instructions usually presented in lists of steps rather than in prose paragraphs? Why is the order in which the steps are listed important?”
Text Features
2.2 identify a variety of text features and explain how they help communicate meaning (e.g., tables of contents and headings guide the reader through the content of a textbook; graphics support the ideas or information in a text; the layout of the front page of a newspaper draws the reader’s attention to main features)
Teacher prompt: “Why do the font size and colour change in this part of the text?”
READING AND LITERATURE STUDIES
5. TLE 10-12 ”Graphic Novels” 36
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