← communicating meaning in spanish
AC9LS10EC06
Creating text in Spanish
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
- AC9LS10EC06_E1working 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
- AC9LS10EC06_E2<p>creating promotional and informative bilingual texts to promote events or to support activities, for example, promotion of <em>Día de la Raza</em> or fundraising for humanitarian help in a Spanish-speaking community</p>
- AC9LS10EC06_E3presenting 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
- AC9LS10EC06_E4writing 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
- AC9LS10EC06_E5<p>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, <em>¡Mi cara después del examen de matemáticas!</em></p>
- AC9LS10EC06_E6<p>adapting familiar stories or fictional characters by creating new situations or different effects, for example, popular cartoons such as <em>Mafalda</em></p>
- AC9LS10EC06_E7composing 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
- AC9LS10EC06_E8<p>composing simplified versions of classic stories such as <em>Caperucita Roja</em> or <em>Los doce enanitos</em> for a second language learner audience</p>
- AC9LS10EC06_E9experimenting 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
- AC9LS10EC06_E10<p>working in pairs to write a text message or social media commentary based on an example, incorporating handles, @ and # symbols, for example, <em>¿Cómo es el clima allí? # vamos a la playa @ Cancún</em></p>
- AC9LS10EC06_E11<p>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, <em>Mis últimas vacaciones, El día que yo ..., Mi aventura a ...</em></p>
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