We will be looking at factual texts; looking at and learning the different structures of texts and the key features in a text. We will finish the unit off of composing our own short factual texts.
Syfte (Lgr11): Innehåll hämtat från LGR 11 som är kopplat till arbetsområdet och kan vara från mer än ett ämne.
Centralt innehåll (Lgr11): Innehåll hämtat från LGR 11 som är kopplat till arbetsområdet och kan vara från mer än ett ämne.
Together, we are going to look a various examples of factual texts and use them to explore the following:
We will do this by activating prior knowledge, reading texts together, asking/answering questions, and thinking, relating and discussing. We will work visually with interactive notebooks.
We will work with various exercises, eg scavenger hunts, to check understanding.
Ultimately, we will plan, investigate/research and write our own factual text. We will use modelling to support this process. Texts will be drafted, revised and edited before the final submission.
Pupils will be exposed to a range of factual/non-fiction texts in order that they become more familiar with the typical features, purposes and structures of such texts.
As a class, pupils will look at different texts from different sources and so will be exposed to a range of topics to do with general knowledge, current affairs, society, history and culture, thereby expanding their knowledge of the areas in which their mother-tongue is spoken.
Pupils will also be encouraged to seek out unknown vocabulary in these texts and we will practice infering meaning from context. We will check infered mean with the definition in a dictionary so that pupils can gain confidence in their vocabulary-infering skills.
Once pupils have a deeper knowledge of factual texts they will plan and execute writing their own factual text. Pupils will get guidance and modeling throughout the process of drafting, revising and editing their texts.
The main assessment for this unit of work will be the production of 3 short factual texts. This will be done individually. The focus of this work will be on the pupil's understanding and ability to work with the following concepts
This text will be drafted, revised and edited before the final submitted version.
The written work that will be assessed is the final versions of the 3 written factual texts - the subject of which will be decided on in class between the teacher and the pupils.
This unit of work will take around 16 weeks to complete and will involve some work being done outside of the standard lesson time.
Writing their own Factual TextThese abilities are assessed by what the pupil demonstrates in their final assessed piece of written text.
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Betyg E | Betyg C | Betyg A | |
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Main idea and supporting details
Topic and topic sentences
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Pupil is not able to/does not show what the main idea of their text is, so that the reader is able to understand .
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Pupil shows fairly well what the main idea of the text is, but the reader still has some confusion in some areas of the text.
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Pupil is able to write so that the main idea of the text is clear as are the topic sentences for each paragraph/section.
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Organizing and outlining
and use of transitional sentences.
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Pupil attempts to use transistion sentences but they are confusing eg they disrupt the meaning of the text.
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Pupil used transition sentences in an effective way however there may be some errors that disrupt the flow but do not detract from the meaning.
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Pupil uses transistion sentences in an effective way that aids the coherance and flow of the text.
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Author's purpose
Persuade
Inform
Entertain
Explain
Describe
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Pupil does not demonstrate that they know the purpose of their text - meaning that their writing has no real coherence.
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Pupil is fairly clear on the purpose of their text and generally sticks to the format.
The pupil may use 2 or more purposes in different sections of longer texts. These sections may not be clearly markated and so there may be some errors and confusion.
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Pupil is clear on the purpose of their text and stick to the format.
A pupil may use 2 or more purposes in different sections of longer texts and these different sections are clearly markated and there is no confusion for the reader.
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Structure overview
Description
Cause and Effect
Problem and Solution
Order and Sequence
Compare and Contrast
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Pupil has limited understanding of the structures and mixes them up.
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Pupil shows understanding of the structures but is not able to consistanty stick to one structure.
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Pupil clearly works within one of the 5 defined structures.
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Text features
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Pupil has limited understanding of the different text features. Little or no attempt at using them or used incorrectly.
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Pupil shows a fair understanding of the different text features. Makes an effort to use them but may not be successful in each case.
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Pupil is able to demonstrate correct usage of a 4-5 different text features.
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Demonstrating UnderstandingThese abilities are assessed by what the pupil demonstrates during class activities and discussions.
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Betyg E | Betyg C | Betyg A | |
Persuasion techniques
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Pupil shows limited understanding and application of the concepts. No attempt at using them in their written work (if applicable).
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Pupil demonstrates a good understanding of the concepts during discussions and exercises and potentially applys them fairly well in their written work (- some errors).
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Pupil demonstrates a very good understanding of the concepts during discussions and exercises and potentially apply them in their written work.
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Summarizing
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Pupil struggles to summarize a text. They may not quite focus in on the full main idea or they may include irrelevant/unimportant details.
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Pupil is able to summarize a text by picking out the main idea and some of the important details.
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Pupil is able to clearly summarize a text by picking out the main idea and all of the important details.
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