Last Updated: Wednesday, February 10, 2021

Bi nad sgrìobhaiche dhìomhaireachdan! - second level

What is this?

Bidh a’ chlann a’ cruthachadh gheàrr-sgeulan dìomhaireachd dhaibh fhèin. Bidh seo a’ brosnachadh na cloinne gus raon farsaing de dhòighean-obrach a chleachdadh airson aire an leughadair a ghlacadh. Tha an gnìomh ionnsachaidh seo stèidhte air eòlas is builean na dàrna ìre.

Faodaidh luchd-cleachdaidh an gnìomh seo a fhreagarrachadh airson clann a tha ag obair an dara cuid san sgoil no aig astar. 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.

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 dàrna ìre

  • Airson mo thuigse a shealltainn, is urrainn dhomh dèiligeadh ri ceistean litireil, ceistean mu bhrìgh aithris agus ceistean measaidh agus ri obair dlùth-leughaidh eile, agus ’s urrainn dhomh mo cheistean fhìn a chruthachadh. GAI 2-17a
  • Tha mi ag ionnsachadh cànan agus stoidhle a chleachdadh ann an dòigh a tha tarraingeach agus/no aig am bi buaidh air an leughadair agam. GAI 2-27a
  • An dèidh nan eileamaidean a bhios sgrìobhaichean a’ cleachdadh ann an diofar ghnèithean-sgrìobhaidh a rannsachadh, ’s urrainn dhomh na dh'ionnsaicheas mi a chur gu feum airson mo sgeulachdan, dàin is deilbh-chluich fhìn a chruthachadh, le structar inntinneach agus iomchaidh, caractaran inntinneach agus/no suidheachaidhean a tha a’ tighinn beò. GAI 2-31a

Adhbhar a’ ghnìomha

Bidh an gnìomh seo a’ toirt taic do chlann gus beachdachadh air diofar dhòighean-obrach a ghabhas cleachdadh gus geàrr-sgeul dìomhaireachd a leasachadh a bhios a’ glacadh aire dhaoine.

Bu chòir dhut an gnìomh a leasachadh a rèir feumalachdan na cloinne agad, a’ toirt fa-near sgilean agus ro-eòlas sam bith a tha aca mar-thà.

Gnìomh ionnsachaidh

  • Iarr air a’ chloinn smaointinn air na sgeulan ‘dìomhaireachd’ as fhèarr leotha. Dh’fhaodte gu bheil iad airson còmhradh air na sgeulan as fhèarr leotha ri co-aoiseach no ri cuideigin aig an taigh. Brosnaich iad a bhith a’ beachdachadh air na feartan a leanas:
    • na caractaran, an suidheachadh agus am plota
    • carson a bha an stòiridh ‘dìomhair’
    • ciamar a bha iad a’ faireachdainn fhad ’s a bha iad ga leughadh
    • na dòighean sa bheil an t-ùghdar a’ cleachdadh fheartan cainnte gus aire an leughadair a chumail
  • Innis don chloinn crìoch sgeul dìomhaireachd. Dh’fhaodadh tu sgeul a roghnachadh air nach bi a’ chlann eòlach. Mìnich don chloinn gu bheil iadsan a’ dol a chruthachadh toiseach an sgeòil agus gum feum iad a leasachadh gus a’ chrìch. Bidh iad a’ gabhail a-steach am fiosrachadh uile a stèidhich iad ann an còmhraidhean na bu tràithe.
  • Co-phàirtich agus co-aontaich leis a’ chloinn slatan- soirbheachaidh airson an cuid sgrìobhaidh. Bu chòir don chloinn an geàrr-sgeul aca a phlanadh ro làimh. Dh’fhaodadh tu àireamh uachdrach de dh’fhaclan a thoirt dhaibh. Faodaidh a’ chlann a roghnachadh am bi iad ag obair fa leth no gu co-obrachail, ma ghabhas sin dèanamh.
  • Aon uair ’s gu bheil iad air an gnothach a choileanadh, bu chòir gun toirear cothrom don chloinn a bhith a’ co-phàirteachadh an cuid obrach le càch. Dh’fhaodadh a’ chlann lèirmheas a dhèanamh air obair càch a chèile an aghaidh nan slatan-tomhais taghte aca. Bu chòir dhaibh a bhith a’ comharrachadh dè a dh’obair gu math agus dè b’ urrainn dhaibh a dhèanamh gus piseach a thoirt air.

Gnìomh leudachaidh

Dh’fhaodadh a’ chlann an sgeulachdan a chlàradh gus am faod clann eile san sgoil agus/no buill eile san teaghlach èisteachd riutha.

Slatan-tomhais Nàiseanta

  • Freagairt gu h-iomchaidh do cheistean litireil, co-dhùnaidh agus luachaidh gus tuigse do theacsaichean a thaisbeanadh.
  • Cruthachadh diofar sheòrsaichean cheistean gus tuigse do theacsaichean a thaisbeanadh.
  • Feuchainn ri conaltradh agus / no buaidh a thoirt air an leughadair tro thaghadh fhacail agus / no cleachdadh cànain.
  • Cruthachadh phlotaichean le structaran soilleir, mar eisimpleir fosgladh freagarrach, puing thionndaidh, àirde agus / no deireadh math.

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

Gabhaidh na ceistean smuaineachail a leanas an cleachdadh gus beachdachadh air adhartas na cloinne agus air ath cheumannan. Iarr air a’ chloinn am fiosrachadh a thoirt seachad sa Ghàidhlig:

  • Dè an ìre aig am bi a’ chlann a’ cleachdadh diofar fheartan sgrìobhaidh airson sealltainn gu bheil iad a’ tuigsinn mar a chruthaicheas tu sgeul dìomhaireachd?
  • Dè cho èifeachdach ’s a chleachdas a’ chlann diofar dhòighean-obrach gus aire an leughadair a ghlacadh?
  • Dè cho math ’s a chleachdas a’ chlann structaran freagarrach gus an geàrr-sgeul aca a chruthachadh?

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

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Be a mystery writer!

Curriculum for Excellence (CfE) experiences and outcomes: Second level

  • To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. GAI 2-17a
  • I am learning to use language and style in a way which engages and/or influences my reader. GAI 2-27a
  • Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. GAI 2-31a

Purpose of the activity

This activity supports children to explore different techniques they can use to develop an engaging mystery short story.

You should develop the activity based on the needs of your children, considering any prior skills and knowledge they have.

Learning activity

  • Ask the children to think about their favourite ‘mystery’ stories. They may wish to discuss their stories with a peer or someone at home. Encourage them to think about the following features:
    • the characters, setting and plot
    • why the story was mysterious
    • how did they feel as they read
    • the ways in which the author used language features to keep the reader engaged
  • Share with the children the ending to a mystery story. You may wish to select a story with which children are not familiar. Explain to the children that they are going to create the beginning of the story and develop it through to the ending. They will incorporate all of the information they have established from their previous discussions.
  • Share and agree with the children success criteria for their writing. Children should plan their short story. You may wish to give the children a word limit. Children may decide to work individually or collaboratively if possible.
  • Once completed, children should be given the opportunity to share their work with others. The children could review each other’s work against their agreed success criteria. They should identify what has worked well and what they could do to improve further.

Extension activity

Children may wish to record their stories for other children at school and/or members of their family to listen to.

National Benchmarks

  • Responds appropriately to a range of questions including, literal, inferential and evaluative questions to demonstrate understanding of texts.
  • Creates different types of questions to show understanding of texts.
  • Attempts to engage and/or influence the reader through word choice and/or use of language.
  • Creates plots with clear structures, for example, suitable opening, turning point, climax and/or satisfactory ending.

Possible approach to assessing learning

The following reflective questions could be used to consider children’s progress and next steps. Ask children to give detail in Gaelic.

  • To what extent do children use different writing features to demonstrate an understanding of creating a mystery story?
  • How effectively do the children use different techniques to engage the reader?
  • How well do children use appropriate structures to create their short story?

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