AC9LJ4C05

Elaborations

• AC9LJ4C05_E1creating imaginary animals or anime-style characters and presenting them through performance, digital display or visual representation, cartoon, puppets, for example, こちらはかっぱです。みどりです。川がすきです。目が大きいです。
• AC9LJ4C05_E2creating short bilingual versions of familiar texts such as songs, picture dictionaries, captions for images and displays or photo stories
• AC9LJ4C05_E3creating a chart, diorama, page of a ‘Big Book’ or digital presentation to showcase elements of their Japanese language learning to others
• AC9LJ4C05_E4creating simple descriptions in Japanese and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia
• AC9LJ4C05_E5creating and/or presenting a set of simple written instructions or steps for a peer or the class to follow, for example, drawing an imaginary character or monster, 一ばん:くちをかいてください、おおきいです。二ばん:みみをかいてください、ちいさいです, etc.
• AC9LJ4C05_E6creating informative texts, for example, describing themselves, family members or friends, and identifying relationships such as お母さん, using modelled language and support resources, お父さんのなまえはケンです。やきゅうとおんがくがすきです。やさしい人です。
• AC9LJ4C05_E7incorporating onomatopoeic sounds or expressions such as ワンワン、モグモグ、やった！、たいへん、あれ？、がんばって！ into written and spoken texts to enrich texts and entertain others, for example, using speech bubbles, captions and simple expressive interjections
• AC9LJ4C05_E8using digital tools to label aspects of their daily routine and home life (captions, speech bubbles, etc.), including expressions of time, for example, depicting waking in the morning with a clock displaying 七じ and the words おはようございます
• AC9LJ4C05_E9creating scaffolded texts using hiragana, including use of diacritic marks, long vowels and blended characters as formulaic language, as well as some kanji relevant to the context such as 大、小、犬、本、水, etc.