AC9LT6C05

Elaborations

• AC9LT6C05_E1<p>presenting information related to elements of Turkish lifestyles and culture to students in the school who are not learning Turkish, for example, <em>kırsal ve kentsel yaşam, Türk hamamı, Türk kahvesi, geleneksel el sanatları, halk dansları</em></p>
• AC9LT6C05_E2<p>designing a menu for a Turkish meal which includes footnotes in English to explain characteristics and ingredients of unfamiliar dishes such as <em>imambayıldı, Alinazik, mücver, hünkarbeğendi</em></p>
• AC9LT6C05_E3creating 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
• AC9LT6C05_E4creating 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
• AC9LT6C05_E5<p>creating a poster for young people to promote upcoming events in their community, for example, <em>mezuniyet balosu, eğlence gecesi, 19 Mayıs ve Gençlik ve Spor Bayramı</em></p>
• AC9LT6C05_E6<p>assembling an information pack to support new students arriving at their school, including a glossary of key terms that may need explaining, for example, <em>sınıf, müdür odası, öğretmenler odası, nöbetçi öğretmen, revir, kantin, ofis, lavabo, kütüphane, spor salonu, konferans salonu</em></p>
• AC9LT6C05_E7creating 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
• AC9LT6C05_E8<p>creating their own lyrics modelled on a traditional Turkish song such as <em>Tren Gelir Hoş Gelir and Tin Tin Tini Mini Hanım</em></p>
• AC9LT6C05_E9<p>creating and sequencing captions in English for images in Turkish storybooks such as <em>Karagöz ve Hacıvat, Nasrettin Hoca and Keloğlan</em></p>
• AC9LT6C05_E10creating 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
• AC9LT6C05_E11<p>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, <em>Ağustos Böceği ile Karınca, Kaplumbağa ile Tavşan, Karga ile Tilki</em></p>
• AC9LT6C05_E12<p>using puppet characters from traditional texts such as <em>Karagöz ve Hacıvat</em> to create and enact representations of relationships and experiences from their own worlds</p>
• AC9LT6C05_E13creating and performing texts to entertain others, incorporating elements such as dance, mime, singing and narration, and referencing values and traditions associated with Turkish communities