AC9LIT6C05 Year 5 Languages

AC9LIT6C05 – Year 5 Languages: Creating text in Italian

Strand

Communicating meaning in Italian

Substrand

Creating text in Italian

This Content Descriptor from Year 5 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

create and present a range of informative and imaginative, spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type

Elaborations

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conveying information to others through different text types, for example, creating an advertisement such as la festa della cioccolata di Perugia: Vuoi partecipare …? Ti piace …? Preferisci …? Allora vieni a …
• writing short texts (emails, letters, etc.) to friends or family members (grandparents, older significant adults, etc.) to interact and share information about aspects of their life, using the appropriate phrases to mark respect for age, gender, and/or social authority
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writing and performing their own texts (songs, plays, video clips, fairy tales, etc.) and adapting patterns from familiar stories to create booklets, board games or a different version of a text based on the characters, settings and events of an Italian story such as I Tre Orsi and Il Fagiolo
• creating a class print or digital poster, locating and describing, in Italian, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
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using expressions that reflect cultural concepts, behaviours or messages when creating texts, for example, La domenica mangiano la pizza. La famiglia fa la passeggiata in piazza; Le famiglie fanno molte cose insieme; La mia squadra è forte ma la tua è finita.
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demonstrating that language varies depending on how people feel, who they are interacting with, and their relationship with each other when creating texts, for example, using emotive language with friends and peers Ma dai! Non ci credo! Che barba!, more formal language with unknown adults Scusi? Per cortesia, and a range of salutations with varying degrees of formality in written communication Tanti cari bacioni/Un grande abbraccio/Distinti saluti
• creating a storyboard exploring the sequence of events in a series of interrelated short stories

Show 4 more elaborations

• composing and performing a series of short plays or skits about topics of interest, using digital media to share with peers or Italian-speaking contacts
• creating a multimodal presentation (digital travel brochure, video guide, etc.) to share interesting facts about Italian geography, places to visit, and things to do and see
• producing cards for a range of events, for example, making an invitation, congratulation card or thank you letter or composing the text for accepting or refusing an invitation
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writing a diary entry about various experiences regarding learning Italian, for example, Sono fiero perché … Gli italiani in Australia amano ... Mia nonna è contenta quando … lo sono contento di parlare … Sono timido … Non parlo … Ho imparato … Ho visto … Sono sorpreso di scoprire ...

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANITAF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Italian language that are related to their immediate environment. They use appropriate sound combinations, intonation, and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Italian or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.Students apply rules for pronunciation and intonation, spelling and punctuation, and modelled structures, when creating and responding in Italian. They compare language structures and features in Italian and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.