Eòlasan agus Builean CfE: A’ chiad ìre
- Le beachdachadh air an t-seòrsa teacsa a tha mi a’ cruthachadh, ’s urrainn dhomh fiosrachadh is smuaintean iomchaidh a thaghadh, a chur an òrdugh agus facail a chleachdadh a bhios inntinneach agus/no feumail do dhaoine. LIT 1-26a
- An dèidh nan eileamaidean a bhios sgrìobhaichean a’ cleachdadh ann an diofar ghnèithean a rannsachadh, ’s urrainn dhomh na dh’ionnsaicheas mi a chur gu feum airson mo sgeulachdan, dàin is deilbh-chluich fhìn a chruthachadh, le structaran, caractaran agus/no suidheachaidhean inntinneach. GAI 1-31a
Adhbhar a’ ghnìomha
Aig ìre thràth, bidh clann a’ cruthachadh tachartasan agus caractaran dhaibh fhèin tro chluiche a dh’fhaodas iad sgrìobhadh ann an diofar dhòighean airson diofar adhbharan.
Bidh an gnìomh seo a’ togail air an ionnsachadh sin agus a’ toirt taic do chlann gus sgeul dìomhaireachd a sgrìobhadh a tha a’ cleachdadh na tuigse a tha aca air caractaran, plota agus suidheachaidhean.
Gnìomh ionnsachaidh
- Dèan còmhradh ris a’ chloinn air na diofar sheòrsaichean de stòiridh as toigh leotha a bhith a’ leughadh.
- Mìnich don chloinn gum bi iad a’ sgrìobhadh sgeul dìomhaireachd. Ma dh’fhaodte gum biodh e cuideachail a bhith a’ leughadh sgeul dìomhaireachd còmhla ri chèile.
- Dèan còmhradh air cuid de na feartan a gheibhear ann an sgeul dìomhaireachd. Mar eisimpleir:
- ‘plota’ na stòiridh
- càit a bheil an dìomhaireachd a’ gabhail àite
- na diofar charactaran a tha an sàs san dìomhaireachd
- an dìomhaireachd no duilgheadas a dh’fheumar fuasgladh
- ciamar a thathar a’ fuasgladh na dìomhaireachd – am ‘fuasgladh’
- A-nis, tòisich air sgeul dìomhaireachd innse don chloinn.
- Sguir an stòiridh aig puing fhreagarrach. Dèan còmhradh ris a’ chloinn air mar a dh’fhaodadh an dìomhaireachd a bhith air a fuasgladh agus mar a dh’fhaodte a toirt gu crìch gu h-iomchaidh. Ma dh’fhaodte gum biodh e cuideachail a bhith a’ leigeil leis a’ chloinn èisteachd ris a’ phàirt sin den stòiridh, no coimhead oirre, grunn tursan gus am fàs iad eòlach air na caractaran agus air an t-suidheachadh.
- Beachdaich leis a’ chloinn air dè dh’fheumas iad a ghabhail a-steach nuair a tha iad a’ sgrìobhadh stòiridh dhaibh fhèin. Mar eisimpleir:
- na caractaran – dè bhios iad a’ dèanamh agus ag ràdh gus fios a leigeil don leughadair cò ris a tha iad coltach?
- an suidheachadh – an urrainn don chloinn buadhairean a chleachdadh gus an suidheachadh ullachadh airson na stòiridh?
- dè na ceistean a dh’fhaodar fhaighneachd gus an dìomhaireachd fhuasgladh?
- dè na leth-fhaclan a bu chòir innse san stòiridh a chuidicheas an leughadair gus tuaiream/fàisneachd a dhèanamh air a’ chrìch?
- Thoir fiathachadh don chloinn sgeul dìomhaireachd a sgrìobhadh dhaibh fhèin, rudeigin a b’ urrainn dhaibh a cho-phàirteachadh agus a bhiodh a’ còrdadh ri daoine eile agus a’ toirt orra smaointinn.
- Mu dheireadh, leig leis a’ chloinn coimhead air, no èisteachd ri, còrr na sgeulachd a chaidh innse dhaibh mar chulaidh-bhrosnachaidh aig toiseach a’ ghnìomha ionnsachaidh seo. An do dh’fhuasgail iad an dìomhaireachd gu ceart? Dèan còmhradh riutha air an raon de dhòighean anns an gabhadh an stòiridh a choileanadh.
Slatan-tomhais Nàiseanta
- Gabhail a-steach fiosrachaidh buntainnich ann an sgrìobhadh gus a’ bhrìgh a dhèanamh soilleir.
- Eagrachadh sgrìobhaidh a tha iomchaidh do luchd-èisteachd agus ann an òrdugh tuigseach, a’ cleachdadh briathrachais Gàidhlig inntinneach agus / no buntainneach.
- Ann an sgrìobhadh gu mac-meanmhainneach no gu cruthachail:
- Cruthachadh a theacsaichean fhèin, mar eisimpleir, sgeulachdan sìmplidh, dàin agus dealbhan-cluiche le feartan gnèithe aithnichte.
- Cruthachadh theacsaichean le fianais air structar.
- Cruthachadh charactaran inntinneach tro am faireachdainnean agus gnìomhan agus iomradh fiosaigeach.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
Faighnich ceistean gus tuigse a dhearbhadh. Thoir eisimpleirean dhaibh de chainnt fhreagarrach nuair a tha iad a’ freagairt cheistean agus a’ gabhail pàirt sa ghnìomhachd. Iarr air a’ chloinn fiosrachadh a thoirt seachad sa Ghàidhlig.
Gabhaidh na ceistean smuaineachail a leanas a chleachdadh gus beachdachadh air adhartas na cloinne agus air ath cheumannan:
- Dè an ìre as urrainn don chloinn prìomh fheartan ann an sgeul dìomhaireachd a chomharrachadh gu ceart?
- Dè an ìre as urrainn don chloinn a bhith a’ cleachdadh na dh’ionnsaich iad gus sgeul dìomhaireachd a dhèanamh dhaibh fhèin gu soirbheachail, a’ gabhail a-steach structaran, caractaran agus suidheachaidhean a tha inntinneach?
Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.
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Writing a mystery story
Curriculum for Excellence (CfE) experiences and outcomes: First level
- By considering the type of text I am creating, I can select ideas and relevant information, organise these in a logical sequence and use words that are interesting and/or useful for others. LIT 1-26a
- Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. GAI 1-31a
Purpose of the activity
At early level, children invent their own events and characters through play to write in a variety of ways for different purposes.
This activity builds on that learning and supports children to write a mystery story using their understanding of characters, plot and settings.
Learning activity
- Discuss with children the different types of stories they enjoy reading.
- Explain to children that they are going to write a mystery story. It may be useful to read a mystery story together.
- Discuss some of the features of a mystery story. For example:
- the ‘plot’ of the story
- where the mystery takes place
- the different characters involved in the mystery
- the mystery or problem to be solved
- how the mystery is solved – the ‘solution’
- Now share with the children the start of a mystery story.
- Stop sharing the chosen story at a suitable point. Discuss with the children how the mystery might be solved and a suitable end to the story. It may be useful to let the children hear or watch the section of the story several times to become familiar with the characters and setting.
- Consider with children what they need to include when writing their own mystery story. For example:
- the characters – what do they do and say to let the reader know what they are like?
- the setting – can children use adjectives to set the scene for their story?
- what questions could be asked to solve the mystery?
- what clues should be shared in the story to help the reader guess/predict the ending?
- Invite children to write their own mystery story, which they should share for another person’s enjoyment and reflection.
- Finally, let the children watch or listen to the rest of the shared story used as a stimulus at the beginning of this learning activity. Did they solve the mystery accurately/correctly? Discuss with them the range of ways the story may have been completed.
National Benchmarks
- Includes relevant information in writing to make meaning clear.
- Organises writing appropriate to audience and in a logical sequence, using relevant and/or interesting Gaelic vocabulary.
- When writing imaginatively and creatively:
- Creates own texts, for example, stories, poems and plays, with recognisable features of genre.
- Creates texts with evidence of structure.
- Creates interesting characters through their feelings, actions and physical description.
Possible approach to assessing learning
Use questioning to check for understanding. Model Gaelic language to support children as they answer questions and take part in the activity. Ask children to give detail in Gaelic.
The following reflective questions could also be used to consider children’s progress and next steps:
- to what extent can children identify correctly the key features of a ‘mystery’ story
- to what extent can children use what they have learned to create successfully their own mystery story, to include interesting structures, characters and settings.
When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.