The purpose of this study is to examine the effect of teaching, through an intervention, in writing of instructive texts. That has been done by using the first and second phases of the cycle of teaching and learning in 6^th grade. The study would also like to examine how teachers use of scaffolding effects the student’s language and subject knowledge in writing instructive texts.

To examine this, two research questions were formulated:

-       How do teachers use the first two phases of the curriculum cycle with scaffolding in their own, and in the interventions teaching to guide the students in teaching writing instructive texts in 6^th grade?

-       How does the student’s knowledge about instructive texts differ, before and after teaching through the first two phases of the curriculum cycle and intervention?

To collect the data for the study a knowledge test has been carried out, together with qualitative observations and one qualitative interview. The data have then been analyzed by using an analytic tool inspired by the theories of the cycle of teaching and learning and scaffolding.

The results of the study indicate that teachers should find out what previous knowledge the students have to use this as a base when teaching writing instructive texts trough, the first two phases of the cycle of teaching and learning. Teachers should also vary their scaffolding methods to guide and include all the students in teaching writing of instructive texts. Finally, the results of the intervention show that students improved their knowledge in both language and in the subject as a whole, while receiving teaching with scaffolding and the curriculum cycle that is based on their previous knowledge.