Page 82 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Making Inferences
1.4 make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts (e.g., make a hypothesis about a company’s safety practices based on evidence in a workplace inci- dent report; identify the target market for a product based on evidence in a print advertisement5)
Teacher prompts: ”What can you conclude about the company’s training program based on what you read in the workplace incident report?” “What particular features of this advertisement suggest its target market?”
Extending Understanding of Texts
1.5 extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare the experience of a teen in a story with their own experience; compare the values promoted in an advertisement with their own values; compare the ideas in other texts they have read on the same topic or theme)
Teacher prompts: ”What insights did you gain from this story that might lead you to act dif- ferently in a similar situation?” ”What seems to be important to the characters represented in this ad? Are the same things important to you?” “What impact does the cultural, racial or faith identity of the individuals in the arti- cle have on your response to their situation?”
Analysing Texts
1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how the theme of a short story becomes apparent as the plot of the story unfolds; explain how details, anecdotes, and examples are used to support the author’s thesis in an article; explain how the detailed sequencing of steps helps to clarify a procedure; explain how the repetition of a phrase in a song reinforces the message of the song)
Teacher prompts: “Explain how the conflict between the characters is used to illustrate the main theme of the story.” “What moments in the story made you think this might happen?”
Evaluating Texts
1.7 evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions (e.g., sort and classify information from a report to determine whether the evidence effectively supports the conclusions; determine whether they find the argument in an opinion piece effective, based on the facts and ideas presented in the piece and the way in which they are presented)
Teacher prompts: “Did you find the author’s conclusions in the report convincing? Why or why not?” “What do you think accounts for the impact of the argument in this opinion piece? Does it have to do with the building up of evidence, from the least significant to the most persuasive?“
Critical Literacy
1.8 identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity (e.g., describe the attitudes or values revealed in texts found on their favourite website; comment on the reliability of the narra- tor in a short story; review a workplace brochure, a promotional booklet from a local department store, or a mail-order catalogue for inclusivity)
Teacher prompts: ”Is there any evidence of bias in the protagonist’s words? How might another character have told the story?” “What values and beliefs are evident in the brochure you are studying?” “Who are the people represented in this advertisement? Who is missing?”
2. UnderstandingFormandStyle
By the end of this course, students will:
Text Forms
2.1 identify several different characteristics of informational, graphic, and literary text forms and explain how they help communicate meaning (e.g., a supported opinion contains an opening, stated opinions, transitional words or phrases, supporting details, and a conclusion; an explanation of procedure outlines the sequence of steps or events and describes the goal of the procedure and the materials and methods used; television listings and bus schedules are organ- ized in ways that communicate information most efficiently for the purpose)
READING AND LITERATURE STUDIES
5. TLCC 7-12 “Reading Between the Lines (Inferences)” 40
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ENG3E