Last Updated: Wednesday, February 10, 2021

A’ leasachadh frith-eagal - third and fourth level

What is this?

Bheir na daoine òga tuairisgeul air mar a tha iad fhèin air fhreagairt gu pearsanta ri gaoir-sgeulan/sgeulan oillteil ann an teacsa sgrìobhte. Bidh iad a’ cruthachadh toiseach frith-eagalach airson gaoir-sgeul ann an cruth sgeulachd ghorid / pod-chraolaidh/ film goirid/ teacsa eile a roghnaich iad fhèin.

Nuair a tha thu a’ dealbhadh ghnìomhan ionnsachaidh, smaoinich air an raon de luchd-ionnsachaidh a tha sa chlas agad agus na suidheachaidhean fa leth aca. Tha an gnìomh ionnsachaidh seo stèidhte air eòlasan agus builean nan treas is ceathramh ìrean.

Bidh an gnìomh ionnsachaidh seo a’ cuideachadh phàrantan/luchd-cùraim agus pàistean gus pàirt a ghabhail ann an gnìomhachdan taobh a-muigh na sgoile a bhios a’ toirt taic do fhileantachd sa Ghàidhlig. Far nach urrainn do phàrantan/luchd-cùraim Gàidhlig a bhruidhinn, thathar a’ brosnachadh gum bi companach cànain aig a’ phàiste.

Eòlasan agus Builean CfE: An trìtheamh agus an ceathramh ìre

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; agus
  • cùisean a thèid a thogail aithneachadh, geàrr-chunntas a thoirt air na co-dhùnaidhean no brìgh na cùise a thuigsinn. LIT 3-09a

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; agus
  • geàrr-chunntas a dhèanamh air beachdan, ceistean no co-dhùnaidhean. LIT 4-09a

’S urrainn dhomh aire leughadairean a ghlacadh agus buaidh a thoirt orra tro mar a tha mi a’ cleachdadh cànan, stoidhle agus an tòn a tha a’ dol leis a’ ghnè. GAI 3-27a / GAI 4-27a

An dèidh nan eileamaidean a bhios sgrìobhaichean a’ cleachdadh a rannsachadh, ’s urrainn dhomh teacsaichean a chruthachadh ann an diofar ghnèithean:

  • a’ fighe a-steach gu snasail gnàthasan na gnèithe a thagh mi agus/no
  • a’ cleachdadh structaran cinnteach agus iomchaidh agus/no
  • a’ cruthachadh charactaran inntinneach is creidsinneach agus/no
  • a’ cruthachadh shuidheachaidhean creidsinneach a thig beò. GAI 3-31a

An dèidh rannsachadh nan structaran aithriseach a bhios sgrìobhaichean a’ cleachdadh airson teacsaichean a chruthachadh ann an diofar ghnèithean agus am feuchainn a-mach, ’s urrainn dhomh:

  • gnàthasan mo roghainn gnè a chleachdadh gu snasail agus/no
  • sunnd no faireachdainn freagarrach a chruthachadh agus/no
  • dàimhean, gnìomhan agus còmhradh creidsinneach a chruthachadh do na caractaran agam GAI 4-31a

Adhbhar a’ ghnìomha

Brosnaich na daoine òga gus pàirt a ghabhail sa ghnìomhachd seo, a bhios a’ leasachadh nan sgilean a leanas:

  • a’ toirt seachad am beachd fhèin ann an dòigh a tha pearsanta agus inntinneach.
  • a’ structarachadh am beachdan ann an òrdugh tuigseach gus aire an leughadair a ghlacadh.
  • a’ roghnachadh fhaclan gu h-èifeachdach agus a’ cleachdadh astar agus guth iomchaidh gus ro-aithneachadh a thogail agus aire an leughadair a ghlacadh.

Gnìomh ionnsachaidh

Sa ghnìomh ionnsachaidh seo, bidh na daoine òga a’ toirt tuairisgeul air mar a fhreagair iad fhèin gu pearsanta ri teacsa sgrìobhte a bha ag amas air frith-eagal no gaoir a chur air an leughadair. Bidh iad an uair sin a’ cruthachadh toiseach frith-eagalach airson sgeulachd ghoirid/ podcast/ film goirid/ teacsa eile a roghnaich iad fhèin, a dh’fhaodadh iad a cho-phàirteachadh le càch.

  • Sa chiad dol a-mach, dh’fhaodadh tu iarraidh air na daoine òga còmhradh a dhèanamh ri co-sgoilear/ball den teaghlach aca air am beachdan air dè na h-eileamaidean ann an teacsaichean a bhios a’ togail frith-eagal. Dh’fhaodadh tu am brosnachadh a bhith a’ smaointinn air suidheachadh, roghnachadh fhaclan, caractar agus guth iomchaidh. Thoir taic dhaibh gus beachdachadh air dè na nithean ann an teacsa a bhios ag adhbharachadh oillt, eagal, gaoir no frith-eagal. Bu chòir dhaibh am beachdan a mhìneachadh le eisimpleirean de theacsaichean a choimhead iad no ris an do dh’èist iad no a leugh iad.
  • Dh’fhaodadh tu na daoine òga a chuideachadh le eisimpleirean de theacsaichean a ghabhadh cleachdadh airson seo.
  • Dh’fhaodadh na daoine òga an uair sin còmhradh a dhèanamh le co-aoisean agus am beachdan air a’ ghnè litreachaidh seo a cho-phàirteachadh.
  • Dh’fhaodadh na daoine òga, a’ cleachdadh na dh’ionnsaich iad, toiseach frith-eagalach a chruthachadh airson stòiridh no film a bhios iad a’ co-phàirteachadh. Dh’fhaodadh iad a bhith ag obair gu co-obrachail no gu neo-eisimeileach.
  • Mus cruthaich iad an teacsa aca, iarr air na daoine òga a bheachdachadh air na dòighean-obrach a tha iad an dùil a bhios cuideachail airson an fhòrmait thaghte.
  • Dh’fhaodadh na daoine òga an teacsa aca a cho-phàirteachadh le an co-sgoilearan agus iarraidh air an co-aoisean a bhith a’ luachadh dè cho èifeachdach ’s a tha iad air frith-eagal a thogail.

Gnìomhachd leudachaidh

Dh’fhaodadh tu iarraidh air na daoine òga coimeas a dhèanamh eadar an teacsa sgrìobhte a rinn iad fhèin agus an teacsa a rinn an co-sgoilearan. Dè na dòighean-obrach a chleachd an dithis aca / a h-uile duine gu soirbheachail, gu h-àraid a thaobh roghnachadh fhaclan, suidheachadh agus guth iomchaidh?

Slatan-tomhais Nàiseanta

Treas ìre

  • Conaltradh ann an dòigh shoilleir fhaireachdainneil ann am measgachadh de cho-theacsan.
  • Taisbeanadh smuaintean, fiosrachadh no beachdan a tha a’ gabhail a-steach mion-fhiosrachadh no fianais iomchaidh.
  • Conaltradh le agus/no a’ toirt buaidh air an leughadair tro chleachdadh air cànan, stoidhle agus/no guth.
  • Ann an sgrìobhadh gu mac-meanmhainneach no cruthachail:
    • Cur an gnìomh prìomh fheartan na gnèithe thaghte.
    • Cruthachadh charactaran inntinneach agus dearbhach.
    • Cruthachadh faireachdainn soilleir de shuidheachadh le mion-fhiosrachadh tuairisgeulach.
    • Dèanamh oidhirp air conaltradh leis an leughadair agus èifeachdan a choileanadh tro, mar eisimpleir, structar aithriseach, fonn/àile agus cànan.
    • Dèanamh oidhirp air gràmar a chleachdadh gu ceart agus a’ leasachadh theacsaichean tro dhearbh-leughadh.

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

Ma thathar a’ cur thugad eisimpleirean de ionnsachadh aig an taigh, bidh sin gad chuideachadh a thuigsinn mar a tha na daoine òga a’ dèiligeadh ris na gnìomhan a thug thu dhaibh agus bheir sin beagan fios air ais thugad. Ma chleachdas tu na dòighean a bhios an sgoil agad a’ cleachdadh gus conaltradh a dhèanamh ri pàrantan, dh’fhaodadh na leanas a bhith feumail gus taic a thoirt dhut gus measadh agus moladh a dhèanamh air an adhartas a tha na daoine òga a’ coileanadh:

  • A bheil na daoine òga air am beachdan pearsanta a thoirt seachad gu h-èifeachdach air gaoir-sgeulan / sgeulan oillteil?
  • A bheil iad air teacsa sgrìobhte a chruthachadh gu soirbheachail, a bhios a’ toirt air an leughadair faireachdainn de fhrith-eagal agus a tha air a dhealbhadh timcheall air na slatan-tomhais a thagh iad?

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

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Developing suspense

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

When listening and talking with others for different purposes, I can:

  • communicate information, ideas or opinions
  • explain processes, concepts or ideas
  • identify issues raised, summarise findings or draw conclusions. LIT 3-09a

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
  • sum up ideas, issues, findings or conclusions. LIT 3-09a

I can engage and/or influence readers through my use of language, style and tone as appropriate to genre. GAI 3-27a / GAI 4-27a

Having explored the elements which writers use, I can create texts in different genres by:

  • integrating the conventions of my chosen genre successfully and/or
  • using convincing and appropriate structures and/or
  • creating interesting and convincing characters and/or
  • building convincing settings which come to life. GAI 3-31a

Having explored and experimented with the narrative structures which writers use to create texts in different genres, I can:

  • use the conventions of my chosen genre successfully and/or
  • create an appropriate mood or atmosphere and/or
  • create convincing relationships, actions and dialogue for my characters. GAI 3-31a

Purpose of the activity

Encouraging young people to actively engage in this activity will develop their skills in the following:

  • communicating their opinion in a personal and engaging way.
  • structuring their ideas in a logical order to engage the reader.
  • making effective word choices and using pace and tone to build suspense and engage the reader.

Learning activity

In this activity, young people will describe their personal response to a written text which aims to create tension or to thrill the reader. They will then create a suspenseful opening to a short story/podcast/a short film/another text of their choice which they can then share with others.

  • Initially, you may wish to ask young people to discuss with a classmate/ member of their household their opinion of elements of texts which build suspense. You might encourage them to reflect on setting, word choice, character and tone. Support young people to think about what makes a text creepy, scary, thrilling or suspenseful. They should illustrate their opinion using examples of texts they have watched, listened to or read.
  • You may wish to provide young people with examples of texts which they can use.
  • Young people could then discuss with a peer and share their opinions on this genre.
  • Using what they have learned, young people could create a suspenseful opening to a story or film which they will share. They could work collaboratively or independently.
  • Before creating their text, ask young people to consider what techniques they believe will be most helpful to them for their chosen format.
  • Young people could share their text with classmates and ask their peers to evaluate how effectively they have built suspense.

Extension activity

You may wish to ask the young people to compare their classmates’ written texts with their own. What techniques did they both/all use successfully, especially with regard to word choice, setting and tone?

National Benchmarks

Third level

  • Communicates in a clear expressive way in a variety of contexts.
  • Presents ideas, information or points of view including appropriate detail or evidence.
  • Engages and/or influences the reader through use of language, style and tone as appropriate to genre, for example, word choice, persuasive language, accuracy of grammar and idiom, imagery, rhetorical devices.
  • When writing imaginatively or creatively:
    • Applies key features of the chosen genre effectively.
    • Creates interesting and convincing characters.
    • Creates a clear sense of setting with descriptive detail.
    • Makes some attempt to engage the reader and achieve effects through, for example, narrative structure, mood/atmosphere and language.
    • Attempts to use grammar accurately and improves texts through proof-reading.

Possible approach to assessing learning

Receiving examples of learning at home from young people will help you understand how they are managing the tasks you have set and provide some feedback. Using whichever approaches your school uses to communicate with parents, some of the following may be useful in supporting you to assess and celebrate young people’s progress:

  • Have young people effectively conveyed their personal opinion of thrillers/ horror stories?
  • Have they successfully created a written text which evokes suspense and is designed around their chosen criteria?

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