AC9LS10C05 Years 9 to 10 Languages

Content descriptor create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions to engage different audiences

Elaborations

• • Elaboration creating a multimodal presentation such Venn diagram, flow chart, digital display, comparing different perspectives of a topical issue, for example, la deforestación, los derechos de los pueblos indígenas, la tecnología, los jóvenes y el sueño
• • Elaboration creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Spanish-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager
• • Elaboration composing different types of social media texts such as blogs, advertisements, webpages, magazine articles, interviews, to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, using reported speech El científico Dr. Sanabria dijo que hay que usar autos eléctricos
• • Elaboration writing a journal entry, or contributing to a school newsletter in Spanish reflecting on the impact of a visit to a significant cultural location on a First Nations Country/Place, and, with permission, referring to cultural knowledge of the site
• • Elaboration writing the script for, and presenting role-plays or plays with characters, themes, settings and plots likely to appeal to specific audiences, for example, a magic show such as la historia del trilero, for young learners of Spanish
• • Elaboration composing and performing speeches or dialogues that reference significant celebrations or historical events in Spanish-speaking communities or Australia, for example, El Día Internacional de la Mujer, La Feria de Sevilla, Anzac Day, Fiestas patrias, Festivales folclóricos
• • Elaboration telling a story from several different perspectives and observations such as first-, second- and third-person points of view, for example, in third-person narration, relating the actions of the characters by referring to their names or by pronouns, for example, María fue al concierto y tardó 5 horas en autobús …

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• • Elaboration selecting picture cards, cartoons or digital images and writing a description from the perspective of different characters in the image, for example, a picture of a park with several characters and where different things are happening – a lost ball, wind takes hat, dogs chasing ducks, sudden rain
• • Elaboration composing a secure online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest and critically thinking about stereotypes