Dwyn i gof

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Dwyn i gof
Sue Palmer Addasiad Cymraeg gan Delyth Eynon
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Mae testun dwyn i gof
yn ailadrodd digwyddiadau
yn nhrefn amser
(yn gronolegol)
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Dyma enghreifftiau lle mae testun dwyn i gof yn
cael ei ddefnyddio
adroddiad papur newydd
ysgrifennu am drip neu ddigwyddiad
llythyr
bywgraffiad neu gofiant
dyddiadur
dwyn i gof
ffeithiol
erthygl mewn cylchgrawn
gwybodaeth mewn gwyddoniadur
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cynllun dwyn i gof
digwyddiadau yn nhrefn amser
beth syn digwydd ar y diwedd?
pryd?
ble?
Diweddglo
Cyflwyniad
pam oedd o bwys?
brawddeg dda i gloi
pwy?
beth?
Ar ôl i chi wneud eich sgerbwd or llinell amser
gallwch ei rannun baragraffau.
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nodweddion iaith dwyn i gof
yr amser gorffennol
Yna
Nesaf
enwir bobl, y llefydd ar pethau pwysig
Yn y cyfamser
Ychydig ar ôl hynny
ysgrifennu yn y person cyntaf neu yn y trydydd
person neu ysgrifennu am grwp o bobl
Yn fuan wedyn
Wedi
O fewn awr
Wythnos yn ddiweddarach
Yn olaf
cysyllteiriau amser
Ar y diwedd...
Meddyliwch hefyd am gysyllteiriau fel a, ac,
felly, pan, tra.
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Defnyddior ffurf amhersonol wrth ddwyn i gof
Cynulleidfa darllenydd syn dangos
ychydig o ddiddordeb yn y pwnc
adroddiad papur newydd
erthygl mewn cylchgrawn
llyfr ffeithiol
Pwrpas rhoi gwybodaeth a diddori
bywgraffiad neu gofiant
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Defnyddior ffurf bersonol wrth ddwyn i gof
Cynulleidfa darllenydd syn gyfarwydd i
chi chi eich hunan
llythyr
cerdyn post dyddiadur
Pwrpas myfyrio, cofnodi, diddori
darn ysgrifenedig am drip neu ddigwyddiad
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Syniadau ar sut i ysgrifennun fywiog
Cofiwch ddefnyddio
Cofiwch amrywio
berfau pwerus
- hyd y brawddegau

• ffyrdd o ddechrau brawddegau -
  y math o frawddegau

(Cofiwch ddefnyddio ambell gwestiwn neu ebychiad)
dyfyniadau
Ceisiwch gysylltur frawddeg olaf yn ôl ir un
agoriadaol
Sylwch ar y nodweddion hyn a thechnegau eraill
mewn darnau y byddwch chi yn eu darllen.
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Pan fyddwch yn ysgrifennu gyda phartner,
cofiwch...
Ymarfer
Dywedwch bob ymadrodd neu frawddeg yn uchel


Ceisiwch wella eich gwaith, os ywn bosib
Ysgrifennu
Un i ysgrifennu,
ac un i helpu.
Darllenwch dros y gwaith i wneud yn siwr ei fod
yn swnion iawn ac yn gwneud synnwyr.
Ailddarllen
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Sgerbydau gwag
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Testun dwyn i gof
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Cynllunio dwyn i gof
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Rhagor o sgerbydau ich helpu i wneud nodiadau
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Grid dyddiadur
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Wyneb cloc
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Siart llif
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Nodiadau ar gardiau ar lein ddillad
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Posteri Dwyn i gof
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Pamffled Dwyn i gof
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Pamffled Dwyn i gof
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Hunanasesu Dwyn i gof
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Enghreifftiau Ysgrifennu Dwyn i gof
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Enghraifft o ysgrifennu syn dwyn i gof
Llythyr oddi wrth Nina Bawden, awdur Carries War
Annwyl blant, Cefais fy anfon fel faciwî gyda fy
ysgol fel y rhan fwyaf or plant hynaf. I ddechau
aethon ni i Ipswich, ac yna, pan ymosododd Hitler
ar yr Iseldiroedd cawson ni ein hanfon i Gymru.
Doedden ni ddim yn gwybod mai i Gymru roedden
nin mynd, dim ond gwybod ein bod nin mynd
tuar gorllewin. Cawson ni ein rhoi ar drên gyda
chas ddillad bach an masgiau nwy diolch byth,
fuodd dim rhaid eu defnyddio. Ar ôl cyrraedd
Cymru dyma nin cerdded ar hyd llwybr lludw a
chyrraedd neuadd eglwys lle roedd llawer o
fenywod yn aros amdanom ni gyda the a bisgedi
ac i ddewis y faciwîs ron nhwn hoffi eu golwg
nhw fwyaf. Roeddwn i gyda fy ffrind gorau, felly
roedd y cyfan yn fwy o hwyl nag y byddai wedi bod
petawn i wedi bod ar fy mhen fy hun.
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Llythyr oddi wrth Nina Bawden, awdur Carries War
(2)
Bu fy ffrind Jean a finnaun aros mewn rhyw saith
lle yn ystod y blynyddoedd buon ni yn Aberdâr
roedd ein rhieni maeth i gyd yn garedig, a
gwnaethon nhw bopeth gallen nhw droston ni, ond
fe gawson ni sawl profiad rhyfedd. Roedd drws un
ty lle buon nin aros yn cael ei gadw wedii gloi
ai folltio pan fydden nin dod nôl or ysgol ac
yn canur gloch byddain cymryd rhyw ugain munud
ir drws gael ei agor. Mewn ty arall, dim ond
unwaith y dydd roedden nin cael dringor grisiau
rhag ofn i ni dreulior carped. Ac mewn lle
arall, roedd ein tad maeth, a oedd yn löwr, yn
dod nôl oi waith am chwech y nos ac yn sefyll yn
noeth mewn bath tun yn un rhan or gegin tra
arllwysai ei wraig ddwr o fwced drosto, a
ninnaun gwneud ein gwaith cartref wrth y ford.
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Llythyr oddi wrth Nina Bawden, awdur Carries War
(3)
Roedd y cyfan yn antur yn ei ffordd ei hun.
Cawson ni weld y tu mewn i gartrefi a theuluoedd
pobl eraill, rhywbeth defnyddiol iawn i fi fel
awdur! Gobeithio bydd yr wybodaeth yman
ddefnyddiol. Dymuniadau gorau Nina Bawden
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Examples of skeletons in use
Taken from How to teach Writing Across the
Curriculum (KS1/2) by Sue Palmer, with many
thanks to David Fulton Publishers
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MY LIFE SO FAR My name is Jessica Martin and I am
six years old. I live in York with my mum and my
little brother Baz. This is the story of my life
so far. I was born at St Marys Hospital on 19th
December, 1997. I was a good baby and I did not
keep Mum awake at night. When I was 3, Baz was
born. He was not a good baby! He cried all the
time and kept us all awake. Not long after Baz
was born, I started at playgroup and met my best
friend Hannah. We had lots of fun playing in the
house and dressing up. At the age of 4, I had
chicken pox. It made me very itchy and Mum dabbed
my spots with pink medicine. Soon after that, I
started school. Hannah and I were in Mrs
Robinsons class. It was fun because we played
all day. Next we went into Mrs Bennetts class.
That was when I learned to read and write. Mrs
Bennett read us lots of stories. Last September I
moved up into Mr Longs class, and now I am
learning my times tables
Skeleton
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Recount organisation
name
age
Y1 Mrs Bennett
Baz born
born
chicken pox
1
2
3
4
5
6
introduction
St Marys Hospital
started playgroup met Hannah
Y2 Mr Long
family
where she was
started school Mrs Robinson
Text
29
(personal)
A trip to the Eden Project Last Friday, our class
travelled in the school bus to visit the Eden
project in Cornwall. It was a long ride to get
there so we had to be at school an hour early, at
eight oclock. We brought our breakfast to eat on
the bus. When we arrived at the Eden Project, we
could tell it was a big attraction by the size of
the car parks, which were carefully laid out and
named after fruits we were in Plum Car Park. As
we walked down, we could see the Eden Projects
buildings two enormous plastic domes, built in
a dip in the ground. Mrs Jeffries told us they
were called biomes and the dip used to be a
claypit, where men had dug out the clay to use
for making pots. We spent our morning going round
the biomes, looking at the plants. One is kept
very warm inside and filled with tropical plants
like rubber trees, bamboo, spices, coconuts and
pineapples. There are also displays of buildings
and gardens from tropical countries. The other
biome is not so warm and among the plants there
are oranges, lemons, grapes and olives. We had
our lunch in the exhibition centre, where we
watched a video about The making of Eden. The
Eden Project was built to show how humans and
plants depend upon each other and it cost
millions of pounds to build. Next we had a talk
about the plants. A lady explained how you get
cocoa beans and cocoa milk from a pod and use
them to make chocolate. We were allowed to
look in the shop and spend two pounds. I bought
some stickers and a postcard of a man building
the biomes. Finally, it was time for the long
ride home. We were back by half past three, just
in time for the bell.
Skeleton
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(personal)
rubber, bamboo, spices, coconuts, pineapple
trip round tropical biome
what
who
return journey
Video Making of Eden
arrive
8.00am
lunch
shop 2
3.30
breakfast on journey
see biomes
intro
Talk - cocoa, chocolate
Exhibition centre
home
School
car park
where
trip round cooler biome
when
oranges, lemons, grapes, olives
Text
31
(impersonal)
A taste of Paradise All this way to see plants
grow in a greenhouse! After hours watching rain
stream by the bus windows on the long road to
Cornwall last Friday, Year 5 was feeling less
than enthusiastic about visiting the Eden
Project. Yet as the children made their way
across the vast car parks, catching their first
glimpse of two huge plastic biomes in a
gigantic crater, they began to change their
minds. The Eden Project is the largest
greenhouse in the world, big enough to hold the
Tower of London and housing more than 135,000
plants. In the humid tropical biome, Year 5 found
themselves wandering through a stifling heat
beside a tropical waterfall. They saw plants they
knew bananas, pineapples, mangoes, cocoa, rice
not picked and packed on supermarket shelves,
but alive and growing. They saw plants they
didnt know and hadnt dreamed of. They began to
realise how much human beings depend on nature
for all their basic needs food, drink, shelter,
clothing and luxuries sweets, cosmetics,
sports gear In the warm temperate biome, the
heat was gentler and the air filled with the
scent of lemons. Here they saw the plants of
California and the Mediterranean olives, vines,
tobacco, cotton, cork and mouth-watering fruit
and vegetables. Outside, on the slopes leading up
to the exhibition hall, were the familiar plants
of the cool temperate zone, and the familiar
weather still raining! After lunch, there was
a film about the building of Eden and a talk from
the education departmentand then the long drive
home. But now as the rain beat down and the
windows steamed up, Year 5 could close their eyes
and remember Paradise. The scents of jasmine,
ginger and pineapple the sultry tropical heat
the rainbow colours of wild, exotic flowers. Some
plants some greenhouse!
Skeleton
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(impersonal)
Cornwall
Y5
arrive at Eden Project
lunch
long bus journey
tropical biome
warm temperate and outside
afternoon activities
journey home
Intro
Eden Project
Last Friday