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Understanding factual texts and writing our own.

Skapad 2016-09-09 16:30 i Modersmål och Studiehandledning Kungsbacka Förskola & Grundskola
How does a factual text differ from a fiction text? What are factual texts used for and how do you find your way around one. We'll be looking at and familiarising ourselves with the essentials of fact texts and delving into writing one of our own.
Grundskola 6 – 9 Modersmål

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.

Innehåll

Syfte

Syfte (Lgr11): Innehåll hämtat från LGR 11 som är kopplat till arbetsområdet och kan vara från mer än ett ämne.

Centralt innehåll

Centralt innehåll (Lgr11): Innehåll hämtat från LGR 11 som är kopplat till arbetsområdet och kan vara från mer än ett ämne.

Viktiga begrepp

  • Main Idea and Supporting details
  • Organization and Transitional sentences/words
  • Text Features - including:
    Index
    Table of contents
    Title Page
    Heading and Subheadings
    Chart/Graph
    Diagram/Illustration
    Caption
    Label
    Text Box
    Bullets
    Glossary
  • Author's Purpose
  • Summarizing
  • Text types/structures (Descriptive, Order and Sequence, Problem and Solution, Cause and Effect, Compare and Contrast)
  • Persuasion techniques (Ethos, Logos and Pathos)

Konkritesering av målen

Together, we are going to look a various examples of factual texts and use them to explore the following:

  • Main idea and supporting details
  • Organization and use of transistion sentences/words
  • Summarizing
  • Author's purpose
  • Different text structures
  • Text features including interplay of text and pictures
  • Persuasion techniques

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.

 

Arbetsätt 

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. 

Bedömning

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

  • the purpose of the text,
  • the structure of the text,
  • the organisation of the text (including transistional sentences)
  • the use of text features.

This text will be drafted, revised and edited before the final submitted version.

 

Slutredovisning

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.

Tid

This unit of work will take around 16 weeks to complete and will involve some work being done outside of the standard lesson time.

Kopplingar till läroplanen

  • Syfte
  • urskilja språkliga strukturer och följa språkliga normer,
    Ml
  • läsa och analysera skönlitteratur och andra texter för olika syften, och
    Ml
  • Centralt innehåll
  • Lässtrategier för att förstå och tolka texter från olika medier samt för att urskilja texters budskap, både det uttalade och sådant som står mellan raderna.
    Ml  4-6
  • Strategier för att skriva olika typer av texter med anpassning till deras typiska uppbyggnad och språkliga drag.
    Ml  4-6
  • Beskrivande, förklarande och instruerande texter för barn och unga med anknytning till traditioner, företeelser och språkliga uttryckssätt i områden där modersmålet talas.
    Ml  4-6
  • Strategier för att skriva olika typer av texter med anpassning till deras typiska uppbyggnad och språkliga drag. Skapande av texter där ord och bild samspelar.
    Ml  7-9
  • Beskrivande, förklarande, instruerande och argumenterande texter, till exempel tidningsartiklar och arbetsbeskrivningar. Texternas innehåll, typiska språkliga drag samt deras ord och begrepp.
    Ml  7-9
  • Texter som kombinerar ord, bild och ljud och deras språkliga och dramaturgiska komponenter. Hur uttrycken kan samspela med varandra, till exempel i tv-serier, teaterföreställningar och webbtexter.
    Ml  7-9

Matriser

Ml
Matris för bedömning av "Factual Text unit"

Writing their own Factual Text

These abilities are assessed by what the pupil demonstrates in their final assessed piece of written text.
Betyg E
Betyg C
Betyg A
Main idea and supporting details
Topic and topic sentences
Pupil is not able to/does not show what the main idea of their text is, so that the reader is able to understand .
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.
Pupil is able to write so that the main idea of the text is clear as are the topic sentences for each paragraph/section.
Organizing and outlining
and use of transitional sentences.
Pupil attempts to use transistion sentences but they are confusing eg they disrupt the meaning of the text.
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.
Pupil uses transistion sentences in an effective way that aids the coherance and flow of the text.
Author's purpose
Persuade Inform Entertain Explain Describe
Pupil does not demonstrate that they know the purpose of their text - meaning that their writing has no real coherence.
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.
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.
Structure overview
Description Cause and Effect Problem and Solution Order and Sequence Compare and Contrast
Pupil has limited understanding of the structures and mixes them up.
Pupil shows understanding of the structures but is not able to consistanty stick to one structure.
Pupil clearly works within one of the 5 defined structures.
Text features
Pupil has limited understanding of the different text features. Little or no attempt at using them or used incorrectly.
Pupil shows a fair understanding of the different text features. Makes an effort to use them but may not be successful in each case.
Pupil is able to demonstrate correct usage of a 4-5 different text features.

Demonstrating Understanding

These abilities are assessed by what the pupil demonstrates during class activities and discussions.
Betyg E
Betyg C
Betyg A
Persuasion techniques
Pupil shows limited understanding and application of the concepts. No attempt at using them in their written work (if applicable).
Pupil demonstrates a good understanding of the concepts during discussions and exercises and potentially applys them fairly well in their written work (- some errors).
Pupil demonstrates a very good understanding of the concepts during discussions and exercises and potentially apply them in their written work.
Summarizing
Pupil struggles to summarize a text. They may not quite focus in on the full main idea or they may include irrelevant/unimportant details.
Pupil is able to summarize a text by picking out the main idea and some of the important details.
Pupil is able to clearly summarize a text by picking out the main idea and all of the important details.
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