AC9LS10C05

Elaborations

• AC9LS10C05_E1<p>creating a multimodal presentation such Venn diagram, flow chart, digital display, comparing different perspectives of a topical issue, for example, <em>la deforestación, los derechos de los pueblos indígenas, la tecnología, los jóvenes y el sueño</em></p>
• AC9LS10C05_E2creating visual displays of data or information gathered from personal research or overseas trips to share with peers on features of lifestyle or experiences of Spanish-speaking youth, for example, educational opportunities, outdoor and sporting activities across the seasons, or a typical weekend for a teenager
• AC9LS10C05_E3<p>composing different types of social media texts such as blogs, advertisements, webpages, magazine articles, interviews, to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, using reported speech <em>El científico Dr. Sanabria dijo que hay que usar autos eléctricos</em></p>
• AC9LS10C05_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
• AC9LS10C05_E5<p>writing the script for, and presenting role-plays or plays with characters, themes, settings and plots likely to appeal to specific audiences, for example, a magic show such as <em>la historia del trilero</em>, for young learners of Spanish</p>
• AC9LS10C05_E6<p>composing and performing speeches or dialogues that reference significant celebrations or historical events in Spanish-speaking communities or Australia, for example, <em>El Día Internacional de la Mujer, La Feria de Sevilla,</em> Anzac Day, <em>Fiestas patrias, Festivales folclóricos</em></p>
• AC9LS10C05_E7<p>telling a story from several different perspectives and observations such as first-, second- and third-person points of view, for example, in third-person narration, relating the actions of the characters by referring to their names or by pronouns, for example, <em>María fue al concierto y tardó 5 horas en autobús …</em></p>
• AC9LS10C05_E8selecting picture cards, cartoons or digital images and writing a description from the perspective of different characters in the image, for example, a picture of a park with several characters and where different things are happening – a lost ball, wind takes hat, dogs chasing ducks, sudden rain
• AC9LS10C05_E9composing a secure online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest and critically thinking about stereotypes