Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh ìre
- Is toigh leam a bhith a’ cruthachadh mo theacsaichean agus tha mi a’ leasachadh na stoidhle agam fhèin. ‘S urrainn dhomh gu cunbhalach cuspair, adhbhar, cruth agus goireasan a thaghadh a fhreagras air feuman mo luchd-amais. (LIT 3-20a / LIT 4-20a)
- Tron phròiseas sgrìobhaidh gu leir, ‘s urrainn dhomh mo sgrìobhadh a mheasadh agus atharrachadh airson a bhith cinnteach gu bheil e freagarrach airson an adhbhair aige is gu bheil e a’ dèanamh ciall air a’ chiad leughadh. (LIT 3-23a)
- Tron phròiseas sgrìobhaidh gu leir, ’s urrainn dhomh mo sgrìobhadh a mheasadh agus atharrachadh leam fhìn airson a bhith cinnteach gu bheil e freagarrach airson an adhbhair aige agus gu bheil e a’ dèanamh ciall gu soilleir air a’ chiad leughadh. (LIT 4-23a)
Adhbhar a’ ghnìomha
Gus daoine òga a mhisneachadh a bhith a’ leantainn air adhart a’ leasachadh na tha iad air ionnsachadh mu innleachdan aithriseach agus mar a tha plota air a structaradh. Tro thuigse mu bhuaidh dheimhinneach innleachdan aithriseach, bidh e comasach do dhaoine òga a bhith a’ comharrachadh nam feartan sin agus an cur an sàs gu h-èifeachdach an uair a bhios iad ag ullachadh theacsaichean.
Gnìomh ionnsachaidh
Beachdaich air na leanas:
Dè a tha a’ dèanamh deagh sgeul? Sgrìobh sìos na ‘tàthchuidean’ a dh’fheumar airson sgeulachd làidir a dhèanamh. Smaoinich air na sgeulachdan as fheàrr leat, an urrainn dhut comharrachadh carson as toigh leat na sgeulachdan sin?
Dh’fhaodadh gum faigheadh tu e feumail sùil a thoirt air Giglets ann an Gàidhlig.
Beachdaich air leabhraichean chloinne, rannan chloinne, nobhailean no sgeulachdan mu dhaoine. Dè a tha gan dèanamh nan ‘deagh leughadh’?
Le caraid, bruidhinn mu na sgeulachdan sin agus thig gu co-dhùnadh dè na feartan a tha a’ dèanamh deagh sgeulachd. Dèan liosta aontaichte.
A-nis sgrìobh teacsa goirid a bhios a’ gabhail a-steach nas urrainn de fheartan de dheagh sgeulachd. Cleachd an liosta agad gus do chuideachadh. Thig gu co-dhùnadh dè am buidheann aoise air am b’ fheàrr a fhreagradh do theacsa.
Dh’fhaodadh gum biodh tu airson ìomhaigh a chleachdadh mar bhrosnachadh airson do theacsa a sgrìobhadh. Dh’fhaodadh gum biodh an làrach-lìn seo feumail: https://www.pobble365.com/
Obair leudachaidh
Cruthaich stiùireadh a chom-pàirticheas tu ri comhaoisean mu na feartan a tha a’ dèanamh deagh theacsa aithriseil. Beachdaich a bheil na nithean a tha thu air ionnsachadh mu dhòigh-aithris iomchaidh ann am cruthan eile, mar fhilm no TBh, mar eisimpleir.
Is dòcha gum faigh thu beachdan eile airson nithean a nì thu ann an seo:
Teacsaichean Gàidhlig nar dachaighean
Slatan-tomhais Nàiseanta
Litearrachd agus Gàidhlig:
- A’ sgrìobhadh airson raon de dh’adhbharan agus luchd-èisteachd a‘ taghadh ghnèithean, cruth, structar agus stoidhle iomchaidh gus conaltradh a neartachadh agus feumalachdan luchd-èisteachd a choileanadh.
- Cur an gnìomh raon de ro-innleachdan agus stòrasan airson mòr-chuid de fhacail a litreachadh gu ceart, a’ gabhail a-steach briathrachais ain-eòlach agus speisealta.
- Cleachdadh puingeachadh nas toinnte mar as iomchaidh, airson brìgh a mhìneachadh no ann an oidhirp air sgrìobhadh a neartachadh, mar eisimpleir cromagan turrach, clisg-phuingean, comharran ceist, còileanan, eadar-ràdhan, trì-phuingean, asgairean. Tha puingeachadh measgaichte agus ceart sa mhòr-chuid.
- Sgrìobhadh mòr-chuid de sheantansan le gràmair ceart mar as iomchaidh don ìre ionnnsachaidh.
- Cleachdadh measgachadh de structaran seantans, le caochladh fhosglaidhean agus fhaid, mar eisimpleir, seantansan sìmplidh agus toinnte, liostaichean agus ath-aithris.
- Cleachdadh pharagrafan gu h-èifeachdach airson susbaint a structaradh. Cleachdadh abairtean ceangalach agus seantansan cuspaireil mar a tha iomchaidh mar chomharran stiùiridh do structar bunasach, loidhne smaoineachaidh no argamaid.
- A’ sgrìobhadh ann an dòigh fhileanta agus so-leughte.
- Ceartachadh agus ath-sgrùdadh sgrìobhadh an dèidh ais-fhiosrachaidh, a’ cleachdadh thargaidean airson leasachadh gus soilleireachd brìgh is mionaideachd theicnigeach a dhèanamh cinnteach, agus susbaint no cànan a leasachadh.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
Is e pàirt chudromach de deagh chonaltradh eadar neach-cleachdaidh agus neach-ionnsachaidh a tha ann an ceasnachadh.
Thoir an cothrom do dhaoine òga an ionnsachadh a chomharrachadh agus fios air ais a thoirt.
Is dòcha gum bi na ceistean a leanas feumail ann a bhith a’ toirt taic dhut a’ comharrachadh adhartas na cloinne:
- Dè an ìre gu bheil daoine òga ag aontachadh mu ‘tàthchuidean’ deagh sgeulachd
- Dè cho èifeachdach’s a bhios daoine òga a’ mìneachadh nan nithean tha a’ dèanamh sgeul inntinneach – no na nithean a bu chòir a sheachnadh gus nach bi an sgeul neo-inntinneach?
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Narrative writing
Curriculum for Excellence (CfE) experiences and outcomes: Third and Fourth level
- I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience. (LIT 3-20a / LIT 4-20a)
- Throughout the writing process, I can review and edit my writing to ensure that it meets its purpose and communicates meaning at first reading. (LIT 3-23a)
- Throughout the writing process, I can review and edit my writing independently to ensure that it meets its purpose and communicates meaning clearly at first reading. (LIT 4-23a)
Purpose of the activity
To encourage young people to continue to develop what they have learned about the narrative devices and how plot is structured. Through understanding the positive impact of narrative devices, young people will be able to identify these features and employ them effectively when producing texts.
Learning activity
Consider the following:
What makes a good story? Write down all the ‘ingredients’ that are needed to make a compelling story. Think about your favourite stories, can you identify why you like these stories?
You may find it helpful to refer to Giglets ann an Gàidhlig.
Consider children’s books, nursery rhymes, novels or stories about people. What makes them a ‘good read’?
With a friend, discuss these stories and decide on what features make a good story. Draw up an agreed list.
Now write a short text that incorporates as many features of a good narrative as possible. Use your list to help. Decide the age group for which your text will be most suited.
You may wish to use an image as a stimulus for writing your text. This website may be useful:
https://www.pobble365.com/
Extension activity
Create a guide to share with peers about the features that make a good narrative text. Consider if what you have learned about the narrative is applicable in other formats, such as film or TV for example.
You may find other ideas to undertake here:
Reading is fun – early years, primary and secondary
National Benchmarks
Literacy and Gàidhlig:
- Writes for a range of purposes and audiences selecting appropriate genre, form, structure and style to enhance communication and meet the needs of audience.
- Applies a range of strategies and resources to spell most words correctly, including unfamiliar or specialist vocabulary.
- Uses more complex punctuation, where appropriate, to convey meaning or in an attempt to enhance writing, for example, inverted commas, colons, semi-colons, parentheses, dashes and ellipses. Punctuation is varied and accurate.
- Writes almost all sentences in a grammatically accurate way, as appropriate to the stage of learning.
- Uses a variety of sentence structures, varying openings and lengths for example, simple and complex sentences, lists, repetition.
- Uses paragraphs effectively to structure content. Uses linking phrases and topic sentences as appropriate to signpost a basic structure, line of thought or argument.
- Writes in a fluent and legible way.
- Edits and revises writing, following feedback, using targets for improvement to ensure clarity of meaning, technical accuracy and to improve on content or language.
Possible approach to assessing learning
Questioning is a key part of good dialogue between practitioner and learner.
Give young people an opportunity to demonstrate their learning and provide feedback.
The following questions may be useful in supporting you to assess and celebrate children’s progress:
- To what extent do young people agree about the “ingredients” of a good story?
- How effectively do young people describe what makes an interesting story. What should be avoided to keep the story interesting?