A’ leasachadh sgilean còmhraidh, ag ullachadh - third and fourth level

Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh ìre

• An dèidh feartan cànan labhairt a rannsachadh agus a sgrùdadh, ’s urrainn dhomh sin a chur gu feum, a’ taghadh ìre-cànain a tha a’ freagairt air mo chuspair agus mo luchd-amais. (GAI 3-03a)
• Nuair a bhios mi ag èisteachd agus a’ bruidhinn ri daoine eile airson diofar adhbharan, is urrainn dhomh:
  • fiosrachadh, smuaintean no beachdan a thoirt seachad
  • pròiseasan, bun-bheachdan agus beachdan a mhìneachadh
  • cùisean a thèid a thogail aithneachadh, geàrr-chunntas a thoirt air na co-dhùnaidhean no brìgh na cùise a thuigsinn. (LIT 3-09a)

An ceathramh ìre

• An dèidh nàdar cànan labhairt a rannsachadh agus a sgrùdadh, ’s urrainn dhomh sin a chur gu feum gu neo-eisimeileach, a’ taghadh, agus a’ cumail ri, ìre-cànain a tha a’ freagairt air mo chuspair agus mo luchd-amais. (GAI 4-03a)
• Nuair a bhios mi ag èisteachd agus a’ bruidhinn ri daoine eile airson diofar adhbharan, is urrainn dhomh:
  • fiosrachadh mionaideach, smuaintean no beachdan a thoirt seachad
  • pròiseasan, bun-bheachdan agus smuaintean a mhìneachadh, le taic o fhiosrachadh-taic iomchaidh
  • geàrr-chunntas a dhèanamh air beachdan, ceistean no co-dhùnaidhean. (LIT 4-09a)

Adhbhar a’ ghnìomha

Nì daoine òga tuilleadh leasachaidh air an sgilean conaltraidh le bhith a’ sgrùdadh dè a tha a’ dèanamh teacsa labhairteach èifeachdach. Taisbeanaidh daoine òga beachd gu soilleir agus gu spreigeil le bhith a’ cleachdadh cànan Gàidhlig ann an dòigh chruthachail agus modhan ùr-labhairteach gu h-èifeachdach.

Gnìomh ionnsachaidh

Is dòcha gun iarr thu air daoine òga bruidhinn ri panail den teaghlach/luchd-clas. Bruidhnidh iad an dàrna cuid mu shanasachd ann am pàipearan-naidheachd ionadail agus nàiseanta agus air telebhisean, no bruidhnidh iad mu shanasachd air-loidhne air ùrlaran meadhanan-sòisealta agus seirbheisean sruthach. Bu chòir dhan chòmhradh leantainn airson dà mhionaid. Dh’fhaodadh na sanasan a bhith mu adhartachadh stuthan, beachdan, iomairtean ionadail/nàiseanta no cuspair eile a roghnaicheas tu.

Feumaidh na daoine òga cuideachd a bhith mothachail air na ceistean a dh’fhaodadh a bhith air an cur leis an luchd-amais mu luachan an còmhraidh. Bu chòir dhaibh freagairtean ullachadh a dh’fhaodar a thoirt seachad.

Dh’fhaodadh an gnìomh seo a bhith mar eacarsaich cho-aoisean/ bhuidheann, no eacarsaich ionnsachaidh neo-eisimeileach. Tha an obair seo a’ tighinn gu math ri daoine òga airson a dhèanamh còmhla, a’ cleachdadh an ùrlair a bhios an sgoil agaibh a’ cleachdadh. Is dòcha gum bi an stòras seo bho Fhoghlam Alba feumail airson taic a thoirt dhan seo: Ionnsachadh agus Teagasg air loidhne, cho math ri http://www.e-sgoil.com/

• Is dòcha gun iarr thu air daoine òga beachdachadh air dè a tha ann an òraid èifeachdach. Iarr orra òraidean sam bith a chomharrachadh air a bheil cuimhne aca bho fhilm no ann an suidheachadh beò. Bu chòir dhaibh meòrachadh mu dè as coireach gum b’ fhiach na h-òraidean sin a chumail air chuimhne.
• Iarr orra comharrachadh dè na h-eileamaidean mar mhodhan ùr-labhairteach, stoidhle lìbhrigidh no argamaid chinnteach a rinn na h-òraidean sin cho èifeachdach nan sùilean.
• Iarr air na daoine òga rannsachadh a dhèanamh air an obair a chaidh a thaghadh dhaibh no a thagh iad fhèin. Bu chòir dhaibh an uair sin an sgilean rannsachaidh agus gabhail notaichean a chleachdadh gus fiosrachadh iomchaidh a thaghadh gus an obair a dhèanamh nas cinntiche.
• A thuilleadh air sin, dè an cànan ìmpidheach agus na modhan teicneòlais a chleachdas iad? Iarr orra iad sin a sgrìobhadh sìos mar phàirt de phlanadh structair na h-òraide.
• Is dòcha cuideachd gum bi thu airson iarraidh air na daoine òga dèanamh cinnteach gu bheil an òraid a’ gabhail a-steach: briathran fuasglaidh inntinneach; abairtean ceangail a ghluaiseas smuaintean air adhart; briathran no abairtean a bhios a’ toirt a-steach iomsgaradh no atharrachadh slighe; briathran no abairtean a bhios a’ sònrachadh no a’ cur cudrom air puingean; briathran geàrr-iomraidh; agus briathran crìochnachaidh.
• Tòna – ciamar a chuireas daoine òga a’ phuing aca an cèill? An cleachd iad gluasadan briathrach, an atharraich iad an guth no an glacadh-sùla?

Mar ghnìomh a bharrachd, dh’fhaodadh daoine òga tuilleadh leasachaidh a dhèanamh air an sgilean èisteachd agus còmhraidh le bhith ag èisteachd ri obair an fheadhainn a tha anns a’ chlas aca agus an uair sin a’ cur cheistean orra.

• Fhad ’s a tha iad ag èisteachd, iarr air na daoine òga nota a ghabhail de dh’fhiosrachadh sam bith a tha ùr no air nach eil iad eòlach, no is dòcha air am biodh iad airson tuilleadh rannsachaidh a dhèanamh.
• Nam beachd-san, an do rinn an fheadhainn a tha anns a’ chlas aca obair ìmpidheach? Dè na modhan-obrach a chleachd iad?

Slatan-tomhais Nàiseanta

An treas ìre

• Cur an gnìomh sgilean iomchaidh conaltraidh briathrail agus neo-bhiathrail airson conaltradh a neartachadh, mar eisimpleir glacadh sùla, modh bodhaige, astar, guth, cuideam agus / no innealan deas-chainnteach.
• Cleachdadh raon de bhriathrachas agus modh-cànain eòlach is speisealta, agus gnàthas-cainnt a tha iomchaidh don luchd-èisteachd agus tarsainn raointean curraicealaim.
• Taisbeanadh cruinneas a tha a’ sìor fhàs ann an cleachdadh gràmair agus structaran seantans toinnte.
• Conaltradh ann an dòigh shoilleir fhaireachdainneil ann am measgachadh de cho-theacsan.
• Taisbeanadh bheachdan no cumail suas barail a tha a’ gabhail a-steach mion-fhiosrachadh no fianais iomchaidh.
• Eagrachadh smaoineachadh agus structaradh chòmhraidhean gus beachdan a thaisbeanadh ann an dòigh cho-leanailteach.
• Tòiseachadh agus crìochnachadh òraidean le oidhirp air conaltradh ris an luchd-èisteachd.
• Cleachdadh phuist-soidhne tro na h-òraidean gus structar bunasach no argamaid a thaisbeanadh, mar eisimpleir seantansan cuspaireil agus / no abairtean ceangalach.
• Cleachdadh guth iomchaidh agus briathrachas speisealta airson adhbhar agus luchd-èisteachd. Tha cleachdadh air gràmar a’ sìor fhàs
• Cur an gnìomh sgilean freagarrach conaltraidh briathrail agus neo-bhriathrail ann an taisbeanaidhean agus eadar-obrachaidhean fhèin le càch, gus conaltradh agus còmhradh le luchd-èisteachd a neartachadh, mar eisimpleir glacadh sùla, cànan bodhaig, astar, guth agus / no innealan deas-chainnteach.
• Taghadh agus cleachdadh stòrasan iomchaidh, a’ gabhail a-steach teicneòlas didseatach, gus conaltradh agus còmhradh le luchd-èisteachd a neartachadh.

An Ceathramh ìre

• Comharrachadh raon de fheartan ann an cànan labhairte agus a’ mìneachadh na buaidh a th’ aca air an neach-èisteachd, mar eisimpleir cànan bodhaig, gluasadan, astar, guth agus / no innealan deas-chainnteach.
• Nochdadh misneachd agus conaltradh ann an dòigh fhaireachdainneil le measgachadh de luchd-èisteachd.
• Taisbeanadh bheachdan agus fiosrachaidh no a’ cumail suas beachd le fianais bhuntainneach thaiceil, a’ cleachdadh fheartan leithid teicneòlas didseatach airson ùidh a thogail.
• Structaradh còmhradh ann an dòigh shoilleir agus cho-leanailteach gus conaltradh a neartachadh agus / no airson buaidh.
• Tòiseachadh agus crìochnachadh òraid ann an dòigh a tha togail ùidh agus a’ conaltradh leis an luchd-èisteachd.
• Cleachdadh phuist-soidhne gu h-èifeachdach tron òraid gus taic a chur ri loidhne smaoineachaidh no argamaid a tha structaraichte, mar eisimpleir seantansan cuspaireil, abairtean ceangalach, no aithrisean crìochnachaidh.
• Atharrachadh guth, briathrachas agus cànan airson conaltradh gu h-èifeachdach leis an luchd-èisteachd.
• Cur an gnìomh raon de sgilean conaltraidh briathrail agus neo-bhriathrail ann an taisbeanaidhean agus eadar-obrachaidhean labhairte le càch, a’ gabhail a-steach tro chleachdadh air teicneòlas didseatach, gus conaltradh agus còmhradh le luchd-èisteachd a neartachadh, mar eisimpleir glacadh sùla, cànan bodhaig, astar, guth, cuideam agus innealan deas-chainnteach.

Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh

Le bhith a’ faighinn eisimpleirean de ionnsachadh aig an taigh bho dhaoine òga bidh tu air do chuideachadh gus tuigsinn dè cho math ’s a tha daoine òga a’ rianachd na h-obrach a tha thu air a thoirt dhaibh. Tha e cuideachd a’ toirt taic ann a bhith a’ toirt beagan fios air ais. Is dòcha gun cuidich na ceistean a leanas ann a bhith a’ measadh agus a’ comharrachadh adhartas dhaoine òga:

• Iarr air na daoine òga lèirmheas agus luach a dhèanamh air an obair aca fhèin. Air neo, dh’fhaodadh iad lèirmheas agus luach a dhèanamh air obair an co-aoisean, ma tha sin iomchaidh a thaobh na gnìomha. Faodaidh iad raointean a shònrachadh san do rinn iad gu math agus feadhainn san robh duilgheadas aca.
• Is dòcha gum bi cuid de na daoine òga airson bhidio a luchdachadh suas den obair chun an leabhar-latha ionnsachaidh air-loidhne aca no gu làrach ionnsachaidh air-loidhne air clasrùm Google no air Microsoft Teams.
• An do chleachd na daoine òga a’ Ghàidhlig gu h-èifeachdach agus gu misneachail, a’ gabhail a-steach a bhith a’ cleachdadh modhan-ùr-labhairteach, gus obair chinnteach a choileanadh.

Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.

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Developing talking skills, making a pitch

Curriculum for Excellence (CfE) experiences and outcomes: Third and Fourth level

• Having explored and analysed the features of spoken language, I can use these, adopting an appropriate register to suit my purpose and audience. (GAI 3-03a)
• When listening and talking with others for different purposes,
  I can:
  • communicate information, ideas or opinions;
  • explain processes, concepts or ideas; and
  • identify issues raised, summarise findings or draw conclusions. (LIT 3-09a)

Fourth level

• Having explored and analysed the features of spoken language, I can use these independently, adopting and sustaining an appropriate register to suit my purpose and audience. (GAI 4-03a)
• When listening and talking with others for different purposes, I can:
  • communicate detailed information, ideas or opinions;
  • explain processes, concepts or ideas
    with some relevant supporting detail; and
  • sum up ideas, issues, findings or conclusions. (LIT 4-09a)

Purpose of the activity

Young people will develop further their communication skills by exploring what makes an effective spoken text. Young people will present a viewpoint clearly and expressively by using Gaelic language creatively and rhetorical devices effectively.

Learning activity

You might ask young people to make a pitch to a panel of their family/classmates. They will promote either advertising in local and national newspapers and on television, or alternatively, advertising online on social media platforms and streaming services. The talk should last two minutes. The adverts could be about the promotion of products, viewpoints, local/national initiatives or another topic of your choice.

Young people must also anticipate what possible questions they might be asked by their audience on the merits of their pitch They should prepare possible responses.

This activity could be a peer/group exercise, or an independent learning exercise. This task is well suited for young people to undertake collaboratively, using whichever online platform your school uses. You might find this resource from Education Scotland helpful to facilitate this: Learning and Teaching Online, as well as http://www.e-sgoil.com/

• You might ask young people to consider what makes an effective speech. Ask them to identify any speeches they have found memorable in film or in real life. They should reflect on what has made these speeches so memorable.
• Ask them to identify what elements such as rhetorical devices, delivery style or convincing argument made those speeches so effective in their eyes.
• Ask young people to research the advantages of the pitch selected for or by them. They should then use their research and note-making skills to choose relevant information to make their pitch convincing.
• In addition, what persuasive language and technical devices will they employ? Ask them to note these down, as part of planning the structure of their talk.
• You might also consider asking young people to ensure that their talk includes: engaging openers; linking phrases that move a line of thought on; words or phrases that introduce a contrast or change of direction; words or phrases that highlight or emphasise points; summarising statements and concluding points.
• Tone – how will young people express their point? Will they use verbal gestures, vary their voice or eye contact?

As an additional activity, young people could develop further their listening and talking skills by listening to the pitches of their classmates and then posing questions.

• While they are listening, ask young people to note any information which is new or unfamiliar, or that they might wish to question further.
• In their opinion, have their classmates made a persuasive pitch? What techniques did they use?

National Benchmarks

Third level

• Identifies a range of features of spoken language and explains the effect they have on the listener, for example, body language, gesture, pace, tone and/or rhetorical devices.
• Communicates in a clear expressive way in a variety of contexts.
• Presents ideas or sustains a point of view including appropriate detail or evidence.
• Organises thinking and structures talks to present ideas
  in a coherent way.
• Introduces and concludes talks with some attempt to engage the audience.
• Uses signposts throughout talks to provide a basic structure or argument for example, topic sentences and/or linking phrases.
• Uses appropriate tone and specialist vocabulary for purpose and audience. Use of grammar is increasingly accurate.
• Applies verbal and non-verbal communication skills appropriately in own oral presentations and interactions with others in an attempt to enhance communication and engagement with audience for example, eye contact, body language, pace, tone and/or rhetorical devices.
• Selects and uses appropriate resources, including digital technology, to enhance communication and engagement with audience.

Fourth level

• Identifies a range of features of spoken language and explains the effect they have on the listener, for example, body language, gesture, pace, tone and/or rhetorical devices.
• Displays confidence and communicates in an expressive way to a variety of audiences.
• Presents ideas and information or sustains a point of view with relevant supporting evidence, using features such as digital technology to capture interest.
• Structures talk in a clear and coherent way to enhance communication and/or impact.
• Introduces and concludes talk in a way that interests and engages the audience.
• Uses signposts effectively throughout the talk to support a structured line of thought or argument for example, topic sentences, linking phrases, or concluding statements.
• Adapts tone, vocabulary and language to communicate effectively with audience.
• Applies a range of verbal and non-verbal communication skills in own oral presentations and interactions, with others, including through the use of digital technology, to enhance communication and engagement with audience for example, eye contact, body language, pace, tone, emphasis and rhetorical devices.
• Selects and uses well-chosen resources to enhance communication and engagement with audience, using language accurately.

Possible approach to assessing learning

Receiving examples of learning at home from young people will help you understand how well young people are managing the tasks you have set. It also assists in providing some feedback. to The following questions may assist in assessing and celebrating young people’s progress:

• Ask young people to review and evaluate their own work. Alternatively, they could review and assess their peers, if appropriate to the activity. They can highlight areas they did well in and where they had difficulty.
• Some young people may want to upload a video of their pitch to their online learning journal or online learning space on Google classroom or Microsoft Teams. This will give you the opportunity to provide feedback and next steps.
• Did the young people use Gaelic language effectively and confidently, including the use of rhetorical devices, to make a convincing pitch?

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.