Text Types and Purposes

Curriculum details

Strand

Writing (Strand 4)

Sub-strand

Text Types and Purposes (4.2)

Content standard

3.4.2.CS.1 - Use a process approach to compose descriptive, narrative/imaginative, informational, persuasive and argumentative texts. 3.4.2.LO.1 Craft captivating prose to express concepts, emotions and vivid mental landscapes. 3.4.2.LO.2 Generate a curriculum vitae/resume, business proposal, and personal statement based on assigned subjects, employing the suitable structure and format.

Indicator

3.4.2.LI.1 - Create imaginative text to convey ideas, feelings and mental pictures (images).

Suggested placement

Semester 2, Week 11 (Week 31 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Source document note

The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

• indicator text - p.207: the code 1.4.1.LI.1 names 2 different indicators in this year. This document restarts learning-indicator numbering at LI.1 under every content standard, so a code identifies an indicator only together with its content standard - here 1.4.1.CS.1
• indicator text - p.207: this page sits in the YEAR THREE section under "Strand 4. WRITING / Sub-Strand 2. TEXT TYPES AND PURPOSES", so its codes should begin 3.4.2; the page prints every code on it with a 1.4.1 prefix instead. Codes carried as printed, so this row's strand_code and sub_strand_code follow the printed code and not the printed heading
• indicator text - filed as 3.4.2.CS.1. The page prints 1.4.1.CS.1 but sits in YEAR THREE, Strand 4 WRITING, Sub-Strand 2 TEXT TYPES AND PURPOSES, so the printed code disagrees with its own section on both the year and the sub-strand. Guide item 1c gives the section, and the facing front page prints the sub-strand number. Printed form: 1.4.1.CS.1

Curriculum reference

NaCCA curriculum document, p. 207

Exemplars (from the NaCCA curriculum)

Talk for Learning (TfL):
- Learners, collaborating with one another in mixed ability groups, examine sample materials (sample essay, passages from books, journals, sample texts from social media) and discuss the structure of a linear narrative essay; i. Introductory paragraph containing:
- Central Idea (for the essay)
- Supporting sentences (to serve as topic sentences in the body paragraphs). ii. Body paragraphs (containing main ideas-topic sentences), iii. Concluding paragraph
- Learners apply various useful strategies to compose their concluding paragraphs.
Note: Learners use the appropriate linking words that show linearity, e.g. first, then, further, finally, ...
Critical-Thinking Skills:
- Critical thinking entails analysis and evaluation. Therefore, learners acquire critical thinking and problem-solving skills as they analyse their topics and systematically organise their ideas to develop the plot structure of the story; the beginning, rising action, climax, falling action and conclusion.
- Learners use devices such as metaphors, similes, personification, imagery, hyperbole, and alliteration to bring out the style of a narrative piece.
- Learners use appropriate expressions to link ideas or sentences in a paragraph for coherence. E.g. besides, in addition, moreover, again, furthermore, etc.
- Communication skills are acquired as learners share their ideas with peers and accept constructive feedback through communication and collaboration in order to achieve the basic required skills.
Individual Work:
- Learners individually compose an introductory paragraph containing the following: i. Central idea (suitable for an essay) ii. Supporting sentences linked with appropriate cohesive devices (and, before, since, while, as, until etc.) , suitable background information and a conclusion.
- Learners individually design story maps as guides and compose body paragraphs and concluding paragraphs.
- Learners appreciate the value of respect for one another in their groups.
Teaching and Learning Resources:
- Sample essay
- Passages from books,
- Journals,
- Sample texts from social media,
- Story map etc.
Assessment (3.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.