AC9LS10EC06 Year 9 Languages

AC9LS10EC06 – Year 9 Languages: Creating text in Spanish

Strand

Communicating meaning in Spanish

Substrand

Creating text in Spanish

This Content Descriptor from Year 9 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 spoken, written and multimodal, informative and imaginative texts, selecting vocabulary, expressions, grammatical structures and textual conventions for familiar and some unfamiliar contexts and purposes, to engage different audiences

Elaborations

• working collaboratively to create a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age
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creating promotional and informative bilingual texts to promote events or to support activities, for example, promotion of Día de la Raza or fundraising for humanitarian help in a Spanish-speaking community
• presenting a personal or shared perspective on topics such as fashion, music, cinema or social media, using formats such as displays, secure online posts or oral presentations to provide critical or explanatory commentary
• 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
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selecting picture cards, cartoons, famous digital images or rolling a ‘picture die’, using images of someone crying, angry, laughing, etc., and writing a short story or commentary using spontaneous language and humour, for example, a person with a shocked face with the caption, ¡Mi cara después del examen de matemáticas!
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adapting familiar stories or fictional characters by creating new situations or different effects, for example, popular cartoons such as Mafalda
• composing performance texts such as skits, raps or poems to amuse, entertain and engage other learners of Spanish, for example, writing a poem to a rhythmic beat

Show 4 more elaborations

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composing simplified versions of classic stories such as Caperucita Roja or Los doce enanitos for a second language learner audience
• experimenting with modelled poetic devices such as rhyme, repetition, onomatopoeia to intensify emotion, mood or feeling to create own poems, songs or performances, using language, voice and gesture to create specific effects
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working in pairs to write a text message or social media commentary based on an example, incorporating handles, @ and # symbols, for example, ¿Cómo es el clima allí? # vamos a la playa @ Cancún
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writing the first, middle or last part of a text in the genre of their choice, and exchanging with peers to write the missing section following the same style, themes and conventions, for example, Mis últimas vacaciones, El día que yo ..., Mi aventura a ...

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANSPA7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Spanish language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Spanish or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Spanish to create texts. Students apply features and conventions of spoken Spanish to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Spanish, to discuss how this learning influences their ideas and ways of communicating.