AC9LT6C05 Year 5 Languages

AC9LT6C05 – Year 5 Languages: Creating text in Turkish

Strand

Communicating meaning in Turkish

Substrand

Creating text in Turkish

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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presenting information related to elements of Turkish lifestyles and culture to students in the school who are not learning Turkish, for example, kırsal ve kentsel yaşam, Türk hamamı, Türk kahvesi, geleneksel el sanatları, halk dansları
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designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as imambayıldı, Alinazik, mücver, hünkarbeğendi
• creating a multimodal profile of their local community for newly arriving migrants from Turkish-speaking regions of the world highlighting aspects such as local facilities and places of interest
• creating a class print or digital poster, locating and describing, in Turkish, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
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creating a poster for young people to promote upcoming events in their community, for example, mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı
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assembling an information pack to support new students arriving at their school, including a glossary of key terms that may need explaining, for example, sınıf, müdür odası, öğretmenler odası, nöbetçi öğretmen, revir, kantin, ofis, lavabo, kütüphane, spor salonu, konferans salonu
• creating an interactive presentation for younger children, friends or members of their extended families to showcase their bilingual/multilingual experience and identify the advantages of being able to communicate in more than one language

Show 6 more elaborations

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creating their own lyrics modelled on a traditional Turkish song such as Tren Gelir Hoş Gelir and Tin Tin Tini Mini Hanım
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creating and sequencing captions in English for images in Turkish storybooks such as Karagöz ve Hacıvat, Nasrettin Hoca and Keloğlan
• creating digital profiles of characters they enjoy in different stories, plays or poems, providing descriptions of physical appearance and character traits, and examples of the ways they speak and behave
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composing a personal response or commentary, such as a letter or journal entry, to a message conveyed by a character in a folktale, legend or fable relating to a concept such as truthfulness, courage or honesty, for example, Ağustos Böceği ile Karınca, Kaplumbağa ile Tavşan, Karga ile Tilki
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using puppet characters from traditional texts such as Karagöz ve Hacıvat to create and enact representations of relationships and experiences from their own worlds
• creating and performing texts to entertain others, incorporating elements such as dance, mime, singing and narration, and referencing values and traditions associated with Turkish communities

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANTURF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Turkish 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 Turkish 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 in spoken Turkish. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Turkish. They compare language structures and features in Turkish 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.