CCEA Exemplar Scheme of Work: Irish

REVISED GCEScheme of WorkIrishThis is an exemplar scheme of work whichsupports the teaching and learning of theGCE Irish specification

CCEA Exemplar Scheme of Work: Irish

CCEA Exemplar Scheme of Work: Irish

GCE Irish

Contents Page

Unit AS 1: Speaking 5

Unit AS 2: Listening, Reading and Use of Language 9

Unit AS 3: Extended Writing 13

Unit A2 1: Speaking 16

Unit A2 2: Listening and Reading 19

Unit A2 3: Extended Writing 22

Appendices

Appendix 1: Sample Content for Presentation Unit AS 1 27

Appendix 2: Suggested Resources for Units AS 1 and AS 2 30

Appendix 3: Suggested Lines of Development and Resources for Unit AS 3

34

Appendix 4: Suggested Lines of Development for Introduction and Discussion for Unit A2 1

39

Appendix 5: Suggested Resources for Units A2 1 and A2 2 47

Appendix 6: Suggested Lines of Development and Resources for Unit A2 3

50

CCEA Exemplar Scheme of Work: Irish

CCEA Exemplar Scheme of Work: GCE Irish

Introduction

CCEA has developed new GCE specifications for first teaching from September 2016. This scheme of work has been designed to support you in introducing the new specification.

The scheme of work provides suggestions for organising and supporting students’ learning activities. It is intended to assist you in developing your own scheme of work and should not be considered as being prescriptive or exhaustive.

Please remember that assessment is based on the specification which details the knowledge, understanding and skills that students need to acquire during the course. The scheme of work should therefore be used in conjunction with the specification.

Published resources and web references included in the scheme of work have been checked and were correct at the time of writing. You should check with publishers and websites for the latest versions and updates. CCEA accepts no responsibility for the content of third party publications or websites referred to within this scheme of work.

A Microsoft Word version of this scheme of work is available on the subject microsite on the CCEA website (www.ccea.org.uk/microsites). You will be able to use it as a foundation for developing your own scheme of work which will be matched to your teaching and learning environment and the needs of your students.

We hope you find this support useful in your teaching.

Best wishes

Seán McNallySubject OfficerModern Languages

E-mail smcnally@ccea.org.ukTelephone 028 9026 1200 (2325)

Eileen LiskSubject Officer

1

CCEA Exemplar Scheme of Work: GCE Irish

Modern Languages

E-mail elisk@ccea.org.ukTelephone 028 9026 1200 (2255)

2

CCEA Exemplar Scheme of Work:

GCE Irish

Unit AS 1:Speaking

Unit AS 1: Speaking

This unit has two elements: a prepared presentation based on an AS level theme and related to an

aspect of an Irish-speaking country or community; and a general conversation relating to the AS level themes.

Assessment

Q1: Presentation 3 minutes AO4: 30 marksQ2: Conversation 8 minutes AO1: 25 marks

AO3: 20 marks

Total time: 11 minutesTotal marks: 75AS: 30%A Level: 12%

The Speaking test will be carried out by an external examiner and recorded for the purposes of monitoring and scrutiny.

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Speaking Students should be able to:

Students deliver a presentation based on an AS theme related to an aspect of life and culture in an Irish-speaking country or community, followed by a general conversation

express information, facts and ideas and justify opinions in Irish;

understand and apply accurately the grammatical system and a range of structures;

adapt spoken and written language appropriately for different situations and purposes; and

speak knowledgeably about the topic that they have researched for their presentation.

The following activities may be used to help students improve their oral and presentation skills: role-plays; group discussions; whole class discussions; PowerPoint presentations; mock interviews; reading aloud/shadow

reading; debates; balloon debates; walking debates; people bingo; ‘Just a minute’; ‘Think, pair and share’ around

visual stimulus;

See Appendix 1 for Sample Content for Presentation

See Appendix 2 for Suggested Resources for Units AS 1 and AS 2

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Speaking (cont.)

Who, what, where, when, why?;

prediction using visual stimulus;

snowballing; audio-visual activities; quizzes; hot-seat activities; video conferencing; use of Irish media; use of software, e.g.

audacity/voki; webcasting; and podcasting.

Podcasting:

www.teachingideas.co.uk/ict/podcasting.htm

http://recap.ltd.uk/podcasting/

Unit AS 2:Listening, Reading and

Use of Language

Unit AS 2: Listening, Reading and Use of Language

This unit has three sections.

Assessment

Section A: Listening 40 minutes AO1: 25 marks

There is a 15 minute break after Section A to allow for considerations such as moving to other accommodation before Sections B and C begin.

Section B: Reading AO2: 40 marksandSection C: Use of Language 1 hour 20 minutes AO3: 35 marks

Candidates are advised to spend 50 minutes on Section B and 30 minutes on Section C.

Total time: 2 hoursTotal marks: 100AS: 40%A Level: 16%

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Listening, Reading and Use of Language

This unit has three sections

Students should be able to:

Section A: ListeningStudents answer two sets of questions based on two discrete passages recorded on disk.

Question 1: QA in IrishQuestion 2: QA in English

understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, registers, styles and genres;

adapt spoken and written language appropriately for different situations and purposes;

ListeningThe following activities may be used to help students improve their listening skills: dictations; error correction; songs and lyrics activities; whole class discussions; gap-filling exercises; listening to Irish language

media; online conferencing, e.g.

Skype; and story reading.

See Appendix 2 for Suggested Resources for Units AS 1 and AS 2

Section B: ReadingStudents answer in Irish one set of questions based on a written passage and complete one translation from

understand, infer meaning and draw conclusions from a variety of written texts (including authentic sources) covering different contexts, registers, styles and genres;

ReadingThe following activities may be used to help students develop their comprehension and communication skills: open questions/answers in

English; open questions/answers in

Irish into English Irish; sentence completion; translation from English into

Irish;

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Listening, Reading and Use of Language (cont.)

Students should be able to:

Section B: Reading(cont.)

translation from Irish into English;

lexical exercises; grammatical exercises; gap-filling exercises; crossword activities; reading authentic materials; engaging with Irish social

media sites; engaging with e-

correspondents; and working with synonyms and

antonyms.

Section C: Use of LanguageStudents complete a series of grammatical and

transfer meaning from Irish into English;

express information, facts and ideas and justify

Use of LanguageThe following activities may be used to help students develop their language skills: lexical exercises;

lexical exercises including translating short sentences from English into Irish

opinions in written Irish; and

understand and apply accurately the grammatical system and a range of structures.

grammatical exercises; online grammatical exercises; gap-filling; translation from English into

Irish; translation from Irish into

English; dictation; and sentence completion.

Unit AS 3:Extended Writing

Unit AS 3: Extended Writing

This is a written essay response in Irish based on the study of one set work. Each work has two open-ended question options. Students answer one question.

Assessment

One essay response 1 hour AO2: 35 marksAO4: 20 marksAO3: 20 marks

Time: 1 hourTotal marks: 75AS: 30%A Level: 12%

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Extended Writing Students should be able to:

Film:

O’Hara: Yu Ming Is Ainm Dom

or

Mercier: Lip Service

or

O’Reilly: Clare Sa Spéir

or

Keegan: Caca Milis

OR

Literary text:

develop knowledge and understanding of aspects of Irish culture and society or an Irish- speaking country or community;

express information, facts and ideas in written Irish and justify opinions through the study of a set film or a literary text;

demonstrate their understanding and knowledge of the work in Irish; and

apply grammatical structures accurately.

The following activities may be used to help students improve their communication skills and knowledge of the set work: multiple choice questions; gap-filling; matching; cloze test; sentence completion; open questions/answers in

English; open questions/answers in

Irish; translation from Irish into

English; translation from English into

Irish; lexical exercises; grammatical exercises; character description; chapter/scene summaries; chapter/scene reviews; identification of key

quotations; and researching historical, social

See Appendix 3 for Suggested Lines of Development and Resources

Peigí Rose: Anne (An Chéad Chruasac)

and cultural background

Unit A2 1:Speaking

Unit A2 1: Speaking

This unit has two elements:

an introduction (1 minute) and discussion (5 minutes) based on an individual research project; and

a general conversation (9 minutes) focusing on the A level themes at a level appropriate for A2.

Assessment

Q1: Introduction and Discussion 6 minutes AO4: 30 marks

AO3: 10 marks

Q2: Conversation 9 minutes AO1: 25 marks

AO3: 10 marks

Total time: 15 minutesTotal marks: 75A Level: 18%

The Speaking test will be carried out by an external examiner and recorded for the purposes of monitoring and scrutiny.

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Speaking Students should be able to:

Students deliver an introduction to their individual research project followed by a discussion on this topic, and then a general conversation

The options for the introduction and discussion are:

Culture

or

Historical period

or

Region

understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, register and styles;

express information, facts and ideas and justify opinions in spoken Irish;

understand and accurately apply the grammatical system and a wide range of structures;

adapt spoken and written language appropriately for different situations and purposes; and

speak knowledgeably about the topic that they have researched.

The following activities may be used to help students improve their oral and presentation skills: role-plays; group discussions; whole class discussions; PowerPoint presentations; mock interviews; reading aloud; discussing a visual stimulus; debates; speeches; shadow reading; peer review assessment; AS Teaching and Learning

activities; and podcasting

See Appendix 4 for Suggested Lines of Development and Resources

Podcasting:

www.teachingideas.co.uk/ict/podcasting.htm

http://recap.ltd.uk/podcasting/

Unit A2 2:Listening and Reading

Unit A2 2: Listening and Reading

This unit has two sections.

Assessment

Section A: Listening 45 minutes

Q1: QA in Irish AO1: 10 marksQ2: QA in English AO1: 15 marks

There is a 15 minute break after Section A to allow for considerations such as moving to other accommodation before Section B begins.

Section B: Reading 2 hours

Q1: gap-filling exercise in Irish AO2: 10 marksQ2: reading comprehension (QA in Irish) AO2: 15 marksQ3: summary in English AO2: 15 marksQ4: translation from English into Irish AO3: 35 marks

Total time: 2 hours 45 minutesTotal marks: 100A2 2 Paper Sections A and B: 24% of A level

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Listening and Reading

Students should be able to:

ListeningStudents answer two questions based on two discrete passages recorded on disk

understand, infer meaning and draw conclusions from a variety of spoken sources covering different contexts, registers, styles and genres;

adapt spoken and written language appropriately for different situations and purposes;

ListeningThe following activities may be used to help students improve their listening skills: dictations; error correction; songs and lyrics; using Irish media; using online resources; and AS Teaching and Learning

activities

See Appendix 5 for Suggested Resources

ReadingStudents answer two sets of questions based on two passages and complete one summary exercise and one translation exercise from English into Irish

understand, infer meaning and draw conclusions from a variety of written texts (including authentic sources) covering different contexts, registers, styles and genres;

summarise information from written sources, report key points and subject matter in writing;

transfer meaning from English into Irish; and

understand and apply accurately the grammatical

ReadingThe following activities may be used to help students develop their comprehension and communication skills: open questions/answers in

English; open questions/answers in

Irish; sentence completion; translation from English into

Irish; translation from Irish into

English; lexical exercises; grammatical exercises;

system and a range of structures.

reading authentic Irish material every day; and

AS Teaching and Learning activities

Unit A2 3:Extended Writing

Unit A2 3: Extended Writing

This is a written essay response in Irish based on the study of one set literary text. Each literary text has two open-ended question options. Students answer one question.

Assessment

One essay response 1 hour AO2: 35 marksAO4: 20 marksAO3: 20 marks

Time: 1 hourTotal marks: 75A Level: 18%

Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Extended Writing Students should be able to:

Literary texts:either

Anam na TeangaLiam Ó Flaithearta: An Beo,Peigí Rose: An CumannPádraic Ó Conaire: Nóra Mharcais BhigPádraig Mac Piarais: An GadaíMicheál Ó Conghaile: AthairFionntán de Brún: Na Déithe Bréige

or

hEoghan Ó Tuairisc: Lá Fhéile Míchíl

or

Seán Ó Ríordáin:Fill Arís

demonstrate their ability to write in Irish about the literary text they have studied;

express information, facts and ideas in written Irish and justify opinions through the study of a literary text;

demonstrate their capacity for critical and analytical thinking in Irish by developing arguments and presenting views, opinions and justifications;

demonstrate a capacity for critical analysis, evaluation and comparison of characters, plot and themes, literary style and motivation; and

apply grammatical structures accurately.

The following activities may be used to help students improve their communication skills and knowledge of the set literary text: multiple choice questions; gap-filling; matching; cloze test; sentence completion; open questions/answers in

English; open questions/answers in

Irish; translation from Irish into

English; translation from English into

Irish; lexical exercises; grammatical exercises; summaries of chapters from

literary text; character analysis; drama [each student plays the

role of a character]; and AS Teaching and Learning

activities

See Appendix 6 for Suggested Lines of Development and Resources

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TostRian na gCos

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Specification Content

Learning Outcomes Teaching and Learning Activities

Resources

Extended Writing (cont.)

or

Cathal Ó Searcaigh:Níl Aon NíAn Tobar Caoineadh

or

Máirtín Ó Direáin:Faoiseamh a GheobhadsaCuireadh do MhuireStoiteMáire Mhac an tSaoi:A fhir dar fhulaingea

or

JackGráinne

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Appendices:

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Appendix 1:Sample Content for

PresentationUnit AS 1

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Appendix 1:

Unit AS 1: Sample Content for Presentation

The content of the presentation at AS is based on the AS themes and related to an aspect of an Irish-speaking country or community. The choice of topic is at the discretion of the candidate and prepared in advance of the speaking test.

Candidates must prepare a Summary Sheet with approximately three to five headings outlining their presentation to be submitted to CCEA by a specific date on a supplied pro forma. Candidates must also complete a Preparation Sheet of up to 60 words for use during their presentation.

Suggested Presentation Titles

This list is neither prescriptive nor exhaustive. Please consult with CCEA for further guidance on titles.

Relationships

Teaghlaigh aon tuismitheoraMáithreacha déagóraAn pósadh in ÉirinnDearcadh an phobail i leith daoine aerachaCúram na sean sa taobh seo tíreAn colscaradhAn ginmhilleadh in ÉirinnAos óg na hÉireann agus a dtuismitheoiríMáithreacha na hÉireann agus a gcuid macCothromaíocht san ionad oibreCothromaíocht idir mná agus firRól an fhir nua-aoisigh i saol an teaghlaigh ÉireannaighBrúnna ar theaghlaigh na tíre seoTionchar na dífhostaíochta/an bhochtanais ar theaghlaigh an TuaiscirtTionchar na heaglaise ar shaol an teaghlaigh in ÉirinnRól an teaghlaigh in Éirinn inniu agus fadóRól na bhfear i dteaghlaigh an lae inniuAn brú ar theaghlaigh i saol an lae inniuPósadh – san fhaisean nó as faisean?Cailíní sna déaga ag iompar clainneTuismitheoirí ag obairToradh na dífhostaíochta ar theaghlaigh na hÉireann

Culture and Lifestyle

An Córas Oideachais dara-leibhéil/tríú- leibhéil Thuaidh agus TheasTionchar na hinscne ar chúrsaí oideachaisFás agus fobairt na Gaelscolaíochta sa TuaisceartBuntáistí an GhaeloideachaisAn Ghaeilge agus Taithí Oibre

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Slite Beatha trí mheán na GaeilgeForbairt na Ceathrún Gaeltachta i mBéal FeirsteStair Chumann Lúthchleas Gael/mo chumann áitiúil féinÁit na mban i gCumann Lúthchleas GaelRól Chumann Lúthchleas Gael i sochaí na hÉireannForbairt Chumann Lúthchleas Gael thar learAn spórt agus ár bhféiniúlacht náisiúntaTábhacht an spóirt do gheilleagar na tíreTábhacht na haclaíochta do shláinte an duine óigMí-úsáid alcóil/drugaí Féinmharú agus féinghortúContúirtí na meán sóisialta i saol an duine óigTionchar na maistíneachta ar ógánaigh na hÉireannFir óga agus carranna gasta Buntáistí agus míbhuntáistí an taistilÉire mar ionad saoire Fás na turasóireachta cultúrtha sa taobh seo tíreForbairt na turasóireachta ó Thuaidh.Tionscail na scannánaíochta i dTuaisceart na hÉireannBia folláinFadhb an MhurtaillGalair agus fadhbanna itheacháin i measc daoine ógaTábhacht na haclaíochta don tsláinteLíon na dtubaistí i saol an spóirt – inseachanta?Cúrsaí Ólacháin i Saol an SpóirtCumann Lúthchleas Gael: Tábhacht an SpóirtFoireann rugbaí na hÉireannAn dualgas atá ar dháoine oga aire mhaith a thabhairt dóibh féinComórtais agus iomaíocht – maith nó olc?An dochar a dhéanann an tobacNa fadhbanna sa saol mar gheall ar an ólachánDaoine óga agus an saol sóisialtaAn brú ar an aos óg i sochaí an lae inniuNa buntáistí agus na míbhuntáistí a bhaineann le scrúduitheAn tábhacht a bhaineann le caitheamh aimsire i saol an duine óigComhaltas Ceoltóirí ÉireannTionchar na teilifíse/an idirlín/na meán cumarsáide ar dhaoine ógaDaoine óga agus na cláir réaltachtaFaiseanDaoine óga agus na scannáin/an ceol/an teilifís/an ríomhaireAn guthán póca: rud maith nó crá croí?Teicneolaíocht an Eolais agus an tAos ÓgDeiseanna don taisteal i saol an lae inniuAn tábhacht a bhaineann le saoireAn Ghaeltacht

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Appendix 2:Suggested Resources for

Units AS 1 and AS 2

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Appendix 2:

Units AS 1 and AS 2: Suggested Resources

Relationships

www.beo.ie/alt-tromaiocht-idirlin-ina-dushlan-dar-scoileanna.aspxwww.focusireland.ie/about-homelessness/understanding-homelessness/family-homelessnesswww.ucd.ie/news/2011/12DEC11/141211-Family-structure-in-Ireland-moving-beyond-the-traditional-model-study-shows.htmlhttp://vifax.nuim.ie/ www.tuairisc.iewww.beo.iewww.meoneile.comwww.gael-linn.ie (Dreimire) http://nuacht1.com/

Culture and Lifestyle

http://tuairisc.ie/category/cultur/http://vifax.nuim.ie/www.beo.iewww.tuairisc.iewww.meoneile.comwww.gael-linn.ie (Dreimire) http://nuacht1.com/

Health

www.gaelscoileanna.ie/news/school-stories/treoirlinte-nua-naisiunta-maidir-le-meabhairshlainte-dhearfach-a-chur-chun-cinn-agus-feinmharu-a-chosc-in-iar-bhunscoileanna-a-bhfoilsiu/www.cogg.ie/teastas-soisearach/osps/notai/triu-bliain/neamhoird-itheachain/http://mentaldrinking.ie/helping-ourselves/recognising-the-power-of-pressure/http://vifax.nuim.ie/www.tuairisc.iewww.beo.iewww.meoneile.comwww.gael-linn.ie (Dreimire) http://nuacht1.com/

Hobbies and Interests

www.beo.ie/alt-is-fadhb-e-an-bru-a-chuirtear-ar-imreoiri-oga-airi.aspxhttp://vifax.nuim.ie/http://tuairisc.ie/category/sport/http://nuacht1.com/

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The Arts

www.artscouncil.ie/ga/na-healaiona-in-eirinn/Daoine-Oga,-paisti-agus-na-healaiona/www.meoneile.ie/ailt/tuned-in-ag-tacú-le-daoine-óga-chathair-dhoire#.VfwC0ChCcZYwww.potafocal.com/beo/?s=ceolwww.bbc.co.uk/programmes/articles/1Td0ndWmy1WMmyxMp8hrjrT/game-changer-how-the-film-industry-came-of-age-in-northern-irelandwww.belfasttelegraph.co.uk/business/news/why-its-a-golden-era-for-northern-ireland-filmmakers-29389118.htmlhttp://vifax.nuim.ie/http://tuairisc.ie/category/cultur/na-healaiona/www.beo.iewww.tuairisc.iewww.meoneile.comwww.gael-linn.ie (Dreimire) http://nuacht1.com/

Social Media and New Technology

www.beo.ie/alt-leas-agus-dochar-na-mean-soisialta.aspxwww.gleg.ie/gaeilge-sa-ghno/comharthaiocht/www.europarl.europa.eu/atyourservice/ga/20150201PVL00030/Na-meáin-shóisialtahttp://oireachtasdebates.oireachtas.ie/Debates%20Authoring/DebatesWebPack.nsf/committeetakes/ENJ2013030500007?opendocumentwww.beo.ie/alt-tromaiocht-idirlin-ina-dushlan-dar-scoileanna.aspxhttp://vifax.nuim.ie/www.tuarisc.iewww.meoneile.comwww.gael-linn.ie (Dreimire) http://nuacht1.com/

Tourism

www.beo.ie/alt-an-drochsheasur-turasoireachta-ta-an-locht-orain.aspxwww.meoneile.ie/ailt/forbairt-na-turasóireachta-ar-an-chloch-is-mó#.Vf170ShCcZYhttp://caomhanach.blogspot.co.uk/2009/05/turasoireacht-faoi-bhlath-in-eirinn.htmlwww.gaelport.com/nuacht/Feilte-agus-imeachtai-culturtha-go-forleathan/http://vifax.nuim.ie/www.tuairisc.iewww.gael-linn.ie (Dreimire)

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http://nuacht1.com/www.failteireland.ie/

Section C: Use of Language

CAPAILL INDEXwww.llas.ac.uk/materialsbank/mb049/index.htm

Interactive online lessonswww.transparent.com/learn-irish/quizzes/now-quizzes/

Gaelchultur Online Irish Testhttp://ranganna.com/Tastail.aspx?id=1&Lang=enwww.ceacht.ie

VIFAXhttp://vifax.nuim.ie/

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Appendix 3:Suggested Lines of

Developmentand Resources for Unit AS 3

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Appendix 3:

Unit AS 3: Suggested Lines of Development and Resources

O’Hara: Yu Ming is Ainm Dom

Yu Min Na deacrachtaí a bhí aige A mhothúcháin

Uaigneas/dóchas/mearbhall/míthuiscintAn dearcadh a bhí ag na carachtair eile ar Yu Ming

An Ghaeilge Stadas na Gaeilge sa tír seoLucht na cathrach agus an GhaeilgeAn Ghaeltacht

Teicnicí Scannánaíochta Ceol m.sh An difir idir an ceol agus é sa chathair agus an cheol sa bhéar sa GhaeltachtGreann sa scannán m.sh. ag déanamh aithrise ar Robert de NiroDathannam.sh. dath glas don tsaol leadránach atá á chaitheamh ag Yu Ming sa tSín I gcomparáid leis na dathanna sa scannán agus é sa Ghaeltacht

Ilchultúrachas An tSín agus ÉireAn Imirce / réamhchlaonadhAn teanga

Na carachtair eile An leabharlannaíPaddy sa bheárLucht na cathrach

Suggested Resources

Websites

www.ifi.ie/downloads/Gearrscannain.pdfYu Ming is ainm do mar YouTube. www.youtube.com/watch?v=JqYtG9BNhfM

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Mercier: Lipservice

Brú Brú ar na múinteoiríBrú ar scoláiríBrú ar an scrúdaitheoir

An Ghaeilge Dearcadh na múinteoirí agus na scoláirí ar an Ghaeilge

Dearcadh an scrúdaitheora ar an GhaeilgeStádas na Gaeilge sa scoil/ sa cheantar

An chóras oideachais An chóras oideachais ó thuaidh agus ó theasAn scrúdú béil

Suggested Resources

Websites

www.ifi.ie/downloads/Gearrscannain.pdf

http://arts.ulster.ac.uk/irish_syllabus/downloads/Teacsanna_Fise/scrudu_cainte-gearrscannan_Lipservice.pdf

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O’Reilly: Clare Sa Spéir

Clare An dóigh a mothaíonn Clare An stádas atá aici sa chlann – an bhfuil an locht uirthi

féinTuigeann sí go dtig léi a saol a athrú

Eoin Neamhshuim aige ina bhean chéileEoin mar athair

An teaghlach inniu CoimhlintRólanna sa teaghlachEaspa cumarsáide

An grá Easpa grá idir Eoin agus ClareAn grá atá ag Clare dá clannAthraíonn cairdeas go grá agus an choimhlint go

comhoibriú

Cearta na mBán Tá stádas íseal ag Clare sa teaghlachDéanann Lisa obair Chlare mar gur chailín íTacaíocht óna chomharsaUalach oibre Chlare sa teachRól na bhfear in obair an tí

Teicnicí Scannánaíochta CeolGreann sa scannánFuaim m.sh. An difear idir raic na cistine agus an suaimhneas taobh amuigh sa chrann Dathanna – ag athrú dé réir mar a athraíonn ClareRéalachas sa scéal

Suggested Resources

Websites

www.ifi.ie/downloads/Gearrscannain.pdfwww.curriculumonline.ie/getmedia/ec7ba6cf-44ac-4851-aa08-7d9209712f3d/SCSEC16_Gaeilge_guidelines.pdf

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Peigí Rose: Anne (An chéad chnuasach)

Anne Tuairim Mhíchíl uirthiTábhacht an chreidimh díCrógacht AnneAn t-amhras a bhí uirthi faoin ghrá

Cúrsaí Creidimh Tuismitheoirí na beirteAn Sagart PeadarAn socrú a rinne Micheál agus Anne Creideamh na bpáistí

44

Appendix 4:Suggested Lines of

Development for Introduction and Discussion for Unit A2 1

45

Appendix 4:

Unit A2 1: Suggested Lines of Development for Introduction and Discussion

The introduction and discussion elements of the A2 speaking examination are based on an individual research project on an aspect of an Irish-speaking country or community. The choice of topic is at the discretion of the candidate and prepared in advance of the speaking test.

Students must prepare a Summary Sheet with approximately five headings outlining the topic to be discussed. This must be submitted to CCEA by a specific date on a supplied pro forma.

The options for the introduction and discussion are:

Culture

Students study a cultural aspect of an Irish-speaking country or community other than a literary film or literary text prescribed for AS 3 and A2 3, for example, the Arts, music, sport, folklore, festivals and traditions.

or

Historical period

Students study an historical period of a twentieth century Irish-speaking country or community.

or

Region

Students study a region of an Irish-speaking country or community.

Suggested lines of development

Discussions will vary considerably according to the theme studied by the student. The following suggestions are for illustration of a particular theme. Please note that students are not expected to cover all of the suggested lines of development in their discussion.

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Culture: A cultural aspect of an Irish-speaking country or community

Damhsaí na hÉireann

Forbairt na ndamhsaí Gaelacha tríd na céadta:

Tionchar cheol rince na Normannach/na hEorpa ar fhorbairt na ndamhsaí Gaelacha;Cineálacha éagsúla de dhamhsaí Gaelacha agus an stair a bhaineann leo - Cornphíopaí, Poirt, Damhsaí Céime, Damhsaí Seit, Damhsaí ar an tsea-nós;Traidisiúin i gceantair faoi leith ar fud na tíre - Ciarraí, Tír Chonaill;Ról an mháistir rince san ochtú céad déag; andAn chulaith dhamhsa féin fadó agus inniu.

Eagraíochtaí/daoine a spreag spéis sna damhsaí traidisiúnta:

Bunú Choimisiún le Damhsaí Gaelacha sa bhliain 1929 agus an scoilt sna seachtóidí - Bunú Chomhdháil Mhúinteoirí na Rincí Gaelacha;Athbheochan na rincí seit san aonú haois is fiche; andAn Máistir Damhsa, Michael Flatley, John Coogan, Breandán de Gallaí.

Imeachtaí a chuidigh/chuidíonn le cur chun cinn an traidisiúin:

Tionchar na himirce ar fhobhairt na ndamhsaí;Ról na bhFeiseanna/na bhFléanna Ceoil i gcur chun cinn an traidisiúin/Craobh Uladh/Craobh an Domhain; andLeathnú suime an phobail sna damhsaí traidisiúnta agus forbairt spéise i gcultúr na hÉireann fud fad an domhain mar thoradh ar Riverdance/Lord of the Dance/Craobh an Domhain (Boston 2013/London 2014/Glascow 2015).

Tábhacht na rincí Gaelacha i bhforbairt na turasóireachta cultúrtha:

Céad léiriú de Riverdance le linn an Chomórtais Eurofíse, 1994;Craobh an Domhain i Halla Cois Cuain Béal Feirste 2012; andCraobh Uladh 2015 Tír Chonaill; 2013 Dún Dealgán.

Suggested resources

Breathnach, B: Ceol agus Rince na hÉireannBreathnach, B: Folk Music and Dances of IrelandBrennan, H: The Story of Irish Dance

Websites

www.irishdancingorg.comhttps://comhaltas.ie/events/detail/all_ireland_fleadh_2015_sligo/lang/ga/www.bbc.co.uk/irish/articles/view/741/english/http://blogs.haverford.edu/celticfringe/2011/02/22/irish-and-scottish-music-dance/www.standingstones.com/cmaoitm.html

47

www.bbc.co.uk/irish/articles/view/741/gaeilge/www.clrg.ie/ga/eolas/stair-an-rince-ghaelaigh.htmlwww.northdowntourism.com/Events/A-Step-in-Time-The-Story-of-Irish-Dance.aspxwww.manchesteririshfestival.co.uk/news/tourism-minister-launches-westports-first-interactive-irish-dance-show

Culture: A cultural aspect of an Irish-speaking country or community

An Cumann Lúthchleas Gael;Stair – Bunadh na heagraíochta – Ceannródaithe na heagraíochta;Stádas - Stádas an CLG in Éirinn agus ar fud an domhain;Grúpaí agus spóirt éagsúla faoi scáth na heagraíochta – An pheil/An iomáint/Liathróid Láimhe/Peil na mBan/Camógaíocht srl;Príomhimeachtaí – Na Cluichí Ceannais – Comórtas na gContaetha agus Comórtas na gClubanna; andGnéithe Sóisialta agus Sláinte – ardú féinmhuinín/ag bualadh le daoine eile/buntáistí don chorp agus don tsláinte.

Websites

www.gaa.ie

Historical period of a twentieth century Irish-speaking country or community

Éirí Amach na Cásca 1916:

An Comhthéacs Stairiúil – Riail na Breataine (Acht an Aontais 1801)Bunú Óglaigh na hÉireann agus IRB srlAn Chéad Chogadh Domhanda Ceannairí an Éirí Amach – Cúlraí na gCeannairíAn tÉirí Amach féin – Dátaí agus ImeachtaíTorthaí an Éirí Amach Na básuithe ina dhiaidh/Cogadh na Saoirse/Críochdheighilt

Suggested resources

Collins, L & Kostick, C, The Easter Rising – A Guide to Dublin in 1916, O’Brien

Websites

www.museum.ie

48

Tuaisceart Éireann 1968-1972: Bunú Ghluaiseacht na gCeart Siabhialta agus Domhnachna Fola, 1972

An comhthéacs stairiúil: Tuaisceart Éireann i dtús na seascaidí críochdheighilt Rialtas Uí Néill Easpa ionadaíochta ag Caitlicigh

An Saol ag an am: Éagothromaíocht idir Protastúnaigh agus Caitlicigh maidir le cúrsaí tithíochta/cúrsaí fostaíochta/cúrsaí oideachais

Gluaiseacht na gCeart Sibhialta: Bunú na heagraíochtaAidhmeanna/cuspóirí/éilimhCeannairí na gluaiseachtaNa príomhimeachtaí/príomháiteanna

Domhnach na Fola: Cad é a chuir tús leis an trioblóid le linn na máirseála?Gníomhartha Arm na BreataineCaitheamh 13 de phobal Dhoire

Torthaí: Tionchar ar ghnáthphobal an TuaiscirtMéadú i líon na ndaoine ag clárú le hArm Poblachtach na hÉireann agus ag dul isteach ann.Aird an domhain dírithe ar Thuaisceart

Éireann

Tuarascáil Saville: Scaoileadh an tuarascáil 15 Meitheamh 2010

Ghabh Príomh-Aire na Breataine David Cameron a leithscéal le bunadh Dhoire as an éagóir a rinneadh agus d’fhógair sé go raibh na daoine a maraíodh Domhnach na Fola ‘neamhchiontach’.

Suggested resources

Doherty, B: Northern Ireland since c.1960

Websites

http://cain.ulst.ac.uk/events/crights/chron.htmwww.rte.ie/archives/exhibitions/1031-civil-rights-movement-1968-9/http://alphahistory.com/northernireland/northern-ireland-civil-rights-movement/www.wesleyjohnston.com/users/ireland/past/history/19631969.htmlhttp://historyhub.ie/why-is-the-legacy-of-the-civil-rights-movement-in-northern-ireland-contestedwww.beo.ie/alt-domhnach-na-fola-doire-colmcille-1972.aspx

49

A region of an Irish-speaking country or community

Gaeltacht Thír Chonaill/Chonamara/Ceathrú Gaeltachta Bhéal Feirste

Logainm/Tíreolaíocht na háite: Suíomh an cheantairAn radharc tíreAn Timpeallacht

Stair na háite Eachtraí stairiúlaDaoine tábhachtacha i saol an cheantair

Cúrsaí Fostaíochta/ Tionscail: iascaireachtFeirmeoireachtColáistí Samhraidh

Tionscail na Turasóireachta: An tarraingt atá ag an cheantar do lucht saoire

Forbairt na Turasóireachta CultúrthaInfheistíocht i dTithe ósta/dtithe LóistínTurasóireacht Chultúrtha – Ealaín, Scannánaíocht,

Béaloideas/Cultúrlann McAdam Ó Fiaich

Scéimeanna Rialtais Bunú Eastáit TionsclaíochaScéimeanna DeontaisInfheistíocht sna Coláistí GaeilgeÁiseanna Foghlama do dhaoine óga/do bhunadh an cheantairBunú na nAcadamh i nGaillimh/i nGaoth Dobhair

Eagraíochtaí atá ag tacú le Údarás na Gaeltachta /Forbairt Feirste/Foras na Gaeilge

Pobail na Gaeltachta TG4

Fadhbanna an cheantair Easpa deiseanna don aos óg ó thaobh oideachais, traenála agusfostaíochtaTionchar na himirce ar phobail GhaeltachtaTodhchaí na bpobal GaeltachtaTodhchaí na teanga

Cúrsaí Cultúrtha: Ceoltóirí clúiteacha na Rosann agus Ghaeth Dobhair; Altan, Eyna, Clannad MairéadNí MhaonaighScoil Gheimhridh Frankie Kennedy

Suggested Resources

50

Mac Con Iomaire, I: Conamara agus Árainn Mac Fhionnlaoich, S: Scéal Ghaoth DobhairNic Giolla, B. Cáit: Stairsheanchas Ghaoth DobhairNiall Ó Domhnaill, N: Na Glúnta RosannachaÓ Súilleabhéáin, M: Fiche Bliain ag FásÓ Grianna, S: Nuair a bhí mé óg

Websites

www.udaras.ie/faoin-udaras/cliant-chomhlachtai/cas-staideir/ceim-aniar-teo-caomhnu-teanga-i-ndun-na-ngall/http://crannog.ie/www.meoneile.ie/ailt/300-post-le-cruthú-i-ngaoth-dobhair-ach-an-leor-seo#.VggjHShCcZYwww.udaras.ie/nuacht/failtionn-udaras-na-gaeltachta-roimh-chinneadh-an-rialtais-i-leith-randox-teo-an-clochan-liath-contae-dhun-na-ngall/http://tuairisc.ie/ta-gaeltacht-chonamara-i-measc-na-gceantar-is-measa-sa-tir-o-thaobh-difhostaiochta-de-tuarascail-nua/www.meoneile.ie/ailt/teorainn-nua-ag-ceathrú-ghaeltachta-bhéal-feirste#.VgglvChCcZYhttp://tuairisc.ie/sochar-cultuir-soisialta-agus-eacnamaiochta-a-sholathar-ag-ceathru-ghaeltachta-bheal-feirste/www.acadamh.ie/faoin_acadamh/ionaid/gaoth_dobhair_irish.htmlwww.udaras.ie/faoin-udaras/cliant-chomhlachtai/cas-staideir/ag-tacu-le-ceardlann-amharcealaine-i-ngaoth-dobhair-co-dhun-na-ngall/http://nuacht1.com/alt/19064www.udaras.ie/faoin-udaras/cliant-chomhlachtai/cas-staideir/ceim-aniar-teo-caomhnu-teanga-i-ndun-na-ngall/http://culturlann-doire.ie/

Ceol Traidisiúnta na hÉireann Ceol na hÉireann san ochtú haois déag:

Stair Cheol Traidisiúnta na hÉireann ag deireadh an ochtú haois déag/ag tús an naoú haois déag;Na huirlisí traidisiúnta;Tionchar an cheoil ar na rincí Gaelacha; andFéile na gcruiteoirí i mBéal Feirste sa bhliain 1792.

Daoine a raibh ról lárnachacu i bhforbairt an cheoil sa chéad sin:

Beatha agus Saothar Edward Bunting agus foilsiú a leabhair ‘The Ancient Music of Ireland’; andSaothar agus tábhacht Turlough O’ Carolan i bhforbairt an cheoil traidisiúnta.

Fás agus Forbairt an cheoil san fhichiú aois:

Bunú/bunaitheoirí Chomhaltas Ceoltóirí Éireann sa bhliain 1951;Fás agus Forbairt an cheoil traidisiúnta sna 1970í 1990í; and

51

Tionchar cheol thraidisiúnta na hÉireann ar cheol na hAlban/cheol dúchasach Mheiriceá/cheol na hIorua.

Imeachtaí a spreagann suim sa ghné seo de chultúr na tíre:

Feiseanna áitiúla – Feis Dhoire Colmcille, Feis na nGleann, Feis Bhéal Feirste;Fleá Cheoil na hÉireann 2013 (Doire), 2014/15 Sligeach; andScór, an tOireachtas.

52

An Ceol traidisiúnta sa lá atá inniu ann

Tábhacht an cheoil traidisiúnta i gcur chun cinn na turasóirí; andAmhránaithe/Bannaí ceoil traidisiúnta an lae inniu.

Suggested resources

Breathnach, B: Ceol agus Rince na hÉireannBreathnach, B: Folk Music and Dances of IrelandÓ Canainn, T: Traditional Music of IrelandBrennan, H: The Story of Irish DanceÓ Baoill S: Ceolta GaelCarson, C: Irish Traditional MusicNí Uallacháin, P: A Hidden Ulster, People, Songs, and Traditions of OrielThe Encyclopaedia of Music in Ireland, Editors, Harry White & Barra Boydell, 2013Vallely, F: The Companion to Irish Traditional MusicThe Folk Music Society of Ireland/Na Píobairí Uilleann: Popular Music in Eighteenth Century Dublin Corkery, D: The Hidden Ireland: A Study of Gaelic Munster in the Eighteenth CenturyNeal, W. and J. 1724: A Collection of the Most Celebrated Irish Tunes, which was facsimile reprinted by the Folk Music Society of Ireland with Nicholas Carolan as editor.O'Farrell, L: Collection of National Irish Music for the Union Pipes and facsimile reprinted by Pat Sky as editor (IRTRAD-L list member).Ailt ó: An tUltach, Comhar, Lá, Foinse, Treoir (Irisleabhar Chomhaltas Ceoltóirí Éireann)

Websites

www.bbc.co.uk/irish/articles/view/741/gaeilge/www.wirestrungharp.com/library/bunting_1796_preston.htmlwww.standingstones.com/cmaoitm.htmlwww.standingstones.com/cmroitm2.htmlhttps://comhaltas.ie/lang/ga/www.bbc.co.uk/irish/articles/view/741/gaeilge www.standingstones.com/cmaoitm.html

53

Appendix 5:Suggested Resources for

Units A2 1 and A2 2

54

Appendix 5:

Units A2 1 and A2 2: Suggested Resources

Young People in Society

Education

www.consilium.europa.eu/ga/policies/youth-employment/www.citizensinformation.ie/ga/employment/starting_work_and_changing_job/young_people_at_work/rights_of_young_workers.htmlwww.workplacerelations.ie/ga/Eolas_r%C3%ADthábhachtach/Pá_Modhanna_Íoca%C3%ADochta/http://nos.ie/gniomhaiochas/polaitiocht/daoine-oga-na-meain-agus-an-neamhfhirinne/http://ec.europa.eu/ireland/education/links/index_ga.htmhttp://ec.europa.eu/education/tools/education-register_ga.htmwww.education.iewww.deni.gov.uk

European citizenship

www.potafocal.com/beo/?s=comhphobalwww.europarl.europa.eu/atyourservice/ga/20150201PVL00041/Agorahttp://ec.europa.eu/ireland/key-eu-policy-areas/agriculture/benefits-of-the-cap/index_ga.htmwww.meoneile.ie/ailt/an-aonta%C3%ADonn-tú-le-ballra%C3%ADocht-an-aontais-eorpaigh#.VgcC_yhCcZYhttp://ec.europa.eu/translatores/archive/2010_files/texts/ga_irish.pdf

Our Place in a Changing World

www.ed.ac.uk/biomedical-sciences/news/ocw-2015/ocw-lectures-2015www.ucd.ie/t4cms/Wave2-Key-Findings-Report%20-%20The%20Over%2050s%20in%20a%20Changing%20Ireland.pdfwww.taoiseach.gov.ie/irish/Foilseacháin/Cartlann_Foilseachán/Foilseacháin_de_2005/Éire_agus_an_tAontas_Eorpach_Tosa%C3%ADochta%C3%AD_a_Shainaithint_agus_Aidhmeanna_a_Shaothrú_-_an_3ú_hEagrán_2005.htmlwww.ncca.ie/en/file/ncca/NCCA-Plean-Straiteiseach-2012-2015.pdfwww.developmenteducation.ie/media/documents/OWOFirish.pdf

55

Equality

www.ihrec.ie/download/pdf/report_strategic_plan_07-11_ga.pdfwww.potafocal.com/beo/?s=equalitywww.genderequality.ie/en/GE/Pages/Employmentwww.education.ie/ga/Foilseacháin/Staitistic%C3%AD/des_stats_sé_s%C3%AD_ghaeilgeoir%C3%AD.pdfwww.potafocal.com/beo/?s=comhionannashttp://ec.europa.eu/esf/main.jsp?catId=53&langId=gawww.amnesty.ie / www.amnesty.org.uk www.equalityni.org

Multicultural society

www.irishcentral.com/opinion/niallodowd/multiculturalism-comes-to-ireland-and-the-country-is-better-for-it-212459291-238186491.htmlwww.irishtimes.com/opinion/tv-still-failing-to-reflect-our-multicultural-society-1.2067450www.beo.ie/alt-conradh-doibrithe-imirce.aspxwww.potafocal.com/beo/?s=imirce www.potafocal.com/beo/?s=eisimircewww.raidiofailte.com/naisiunta/50000-eireannach-a-dimigh-ar-eisimirce-anuraidh/www.irishtimes.com/culture/treibh/imirce-sall-is-anall-ar-feadh-na-gcianta-1.1922836www.inis.gov.ie/

Environmental issues

www.meoneile.ie/ailt/cad-a-dhéanann-tusa-leis-an-timpeallacht-a-chaomhnú#.VggvaChCcZYwww.oideas-gael.com/ga/timpeallacht/www.potafocal.com/beo/?s=timpeallachthttp://dublinport.annualreport09.com/environmental_matters_ir.htmlwww.irishenvironment.com/

56

Appendix 6:Suggested Lines of

Developmentand Resources for Unit A2 3

57

Appendix 6:

Unit A2 3: Suggested Lines of Development and Resources

Mac Labhraí: Anam na Teanga

Scríobh léirmheas ar an ghearrscéal An Gadaí le Pádraig Mac Piarais

Míniú nó téama an ghearrscéil

an peaca é nuair a bhíonn toradh fónta leis? grá teaghlaigh/grá a thagann as ardmheas ar dhuine eile an téama uilíoch é?

Carachtracht

Antaine measartha dinimiciúil athraíonn a charachtar de réir mar a tharlaíonn eachtraí is fearr an tuiscint atá aige ar nádúr an chine daonna ag an deireadh

Suíomh/plota/struchtúr

struchtúr croineolaíoch, é suite i dtosach na fichiú haoise an gearrscéal suite i sráidbhaile in Iarthar na hÉireann a bhfuil bunscoil

ann cur síos gearr ar an phlota goideann Antaine bábóg a chuireann feabhas

ar adheirfiúr thinn ach feiceann an ghirseach, ar léi an bhábóg, í ach ní

sceitheann sírún Antaine

Coimhlint

coimhlint inmheánach ar siúl ag Antaine idir ciontacht agus áthas go bhfuil

feabhas ar Eibhlín síleann sé go ndearna sé peaca marfach agus fós gur inis sé bréaga anuas

ar anghadaíocht tagann tromluí air san oíche, daoine ag cur gadaíocht ina leith cén réiteach atá ar an choimhlint seo?

Stíl

stíl agus teanga measartha simplí (in oiriúint don ábhar?) ‘caint na ndaoine’ an mana a bhí ag an Phiarsach dialóg nádúrtha réadach

Buaicphointe

chonaic Neans an bhábóg agus amharcann an bheirt i súile a chéile agusfeicteartrua i súile Neans geallann sí teach na bábóige a chur chuig Eiblín

58

faoiseamh mór ar Antaine

Barúil

idéalach nó réalach? an bhfuil baint ag an téama le saol an Phiarsaigh féin? an bhfuil an críoch éifeachtach? an dtugtar míniú/ar chuir sé a theachtaireacht trasna go héifeachtach?

nó

Scríobh anailís ar charachtar an Mháistir de Róiste sa ghearrscéal Na Déithe Bréige le Fionntán de Brún.

Intreoir

leasphríomhoide é i gcoláiste de chuid na hEaglaise tharla eachtra i bPáras i measc na scoláirí ar thuras oideachais ba mhaith leis an scoláire, Ó Muireagáin, a chur amach as an scoil gan

aon phléa dhéanamh

Pearsanacht an charachtair

duine sotalach, mímhúinte, tarcaisneach seans nach duine léannta é óir ní thuigeann sé cuid de chaint an Athair Uí Mhurchú nó impleachtaí na cainte céanna feimíneach agus é ag iarraidh deachlú an choláiste a sheasamh ach

tugann sé eiriceach agus uascán ar an scoláire duine trodach msh. nuair a dhéanann an tAthair Ó Murchú iarracht

cothrom naFéinne a thabhairt don scoláire

Ról an charachtair

mioncharachtar ina snámhaí ag an phríomhoide é in aghaidh an Athair Uí Mhurchú, rud a sholáthraíonn faill don sagart

pointí tábhachtacha Críostúla a nochtadh tugann sé seans don phríomhoide bheith giorraisc leis agus é a shrianú

faoi dhó,a léiríonn cé aige a bhfuil an chumhacht

Forbairt carachtair

as siocair gur carachtar maol é ní bhíonn athrú ar a charachtar ó thús deireadh

ceileann sé a mhianta faoi chlúdach a phearsantachta

Cad é a spreagann an carachtar?

59

tá míshásamh (fuath?) air mar go gcaithfidh sé bheith i dtuilleamaí an Chanónaigh

é ar lorg cumhachta dó féin/ag imirt an chluiche tá uaidh diansmacht a bheith sa choláiste le go mbeadh saol níos sócúla

aige féin

Cén éifeacht atá aige ar na carachtair eile?

saighdeann sé an tAthair Ó Murchú chun argóinte cothaíonn sé fearg shrianta sa Chanónach fiú amháin

Conclúid

duine gan éifeacht é agus is beag de mhaith a dhéanann sé sa choláiste dó féin

ná do na carachtair eile sa ghearrscéal (ná do na scoláirí faoina chúram)

Ó Tuairisc: Lá Fhéile Míchíl

“Bíodh is go dtarlaíonn eachtra thragóideach sa dráma, is minic a bhíonn na léitheoirí ag gáire mar gheall ar an ghreann”. Scríobh aiste ar théama an ghrinn sa dráma Lá Fhéile Míchíl.

Intreoir

Cén sórt grinn atá i gcéist? Cé na carachtair is mó is cúis leis an ghreann? Cad é an éifeacht a bhíonn leis an ghreann?

Murtach sa ghairdín nuair a osclaíonn na cuirtíní

tugann na nuasacháin orduithe atá ag teacht salach ar a chéile doMhurtach/greann óna chuid cúlchainte agus iompar suíonn sé síos agus léann nuachtán go dtí go dtagann Máistreás na Nuasachán/greann iompair tugann eolas don Mháistreás/greann gáirsiúil agus rud beag de dhomlas

antseanduine ann, b’fhéidir, cé go ndeir sé go bhfuil cion aige ar na

stompógabeaga girseacha

Murtach ar garda

suíomh áibhéalach meaisínghunna agus saighdiúirí thart timpeall agus Murtach

ar dualgas le ráca iarracht ar mhórchúis “tá mé san arm” níos áibhéalaí fós – Jimín beag crúite na mbó ar garda ag an

phríomhgheata caint amaideach Mhurtaigh – “an dóigh leat go bhfaighimid pinsean beag”

60

An t-amadán cliste (mar atá go forleathan i ndrámaí de chuid Shakespeare, traigéidí san áireamh)

déantar gáire faoi Mhurtach ach tuigeann sé na cúrsaí tugann Murtach eolas faoin chúlra don lucht éisteachta

an Sagart Mór

greann óna charachtar féin – mór is fiú cé gur gnáthdhuine áitiúil é (níos mó

suime i rásaí cúnna ná i gcúrsaí pholaitíocht na heaglaise) athraíonn sé a dhearcadh de réir mar a fhaigheann sé léargas ó dhaoine

eile (an Mháthair/an tEaspag)

tuigeann an Sagart Óg cad é atá ar bun ach caithfidh sé ligint don Sagart Mór é a

insint dó

íoróin (gaolmhar leis an ghreann)

íoróin cainte msh. deir Murtach “i gcead duit, a Mháistreás, tar éis dom tríocha

bliain a chaitheamh san Ord Beannaithe seo, níl tuairim ná toil de mo chuid féin

agam íoróin suímh/drámatúil msh. an chaint phléisiúrtha faoin chú a éiríonn ina

chnámhspairne agus is é is cúis leis an tubaiste

Conclúid

déanann an greann codarsnacht leis an traigéide cuidíonn sé leis an saorghlanadh a chur i gcríchan dóigh leat go bhfuil sé éifeachtach?

nó

Scríobh anailís ar charachtar an Mére Michelle, sa dráma Lá Fhéile Míchíl

Intreoir

í mar Mháthair Oirmheannach í ó shliocht uaisle, ó chlann mhór mhíleata de chuid na Fraince agus a

throid in éadan nanGearmánach tugann carachtair eile eolas fúithi dón lucht éisteachta óir ní fheictear í

go dtí gníomh a dó

Pearsantacht

carachtar láidir dolúbtha/an claíomh ina shiombail uirthi

61

cliste/tuigeann sí cúrsaí eaglasta agus polaitíochta in Éirinn agus san Eoraip

duine de lucht ceannais na heaglaise/cleachtadh aici ar orduithe a thabhairt

tuisceanach

Ról an charachtair

is mórcharachtar í cé nach bhfuil sí sa chéad ghníomh/a scáil ag dul roimpi a bhuíochas do na carachtair eile stiúrann sí an cluiche atá ar siúl aici i ngníomh a dó agus tugann tearmann do Phacaí Armstrong i ngníomh a trí tá a cluiche go fóill ag obair leagann sí síos taobh na heaglaise don teachtaire ach ní fheictear arís í go

dtí an deireadh

Cad é a spreagann an carachtar?

de thairbhe a taithí ar an saol tá fís aici ar an domhan déanann sí a dícheall leis an eaglais a chur chun cinn is breá léi an dúshlán tá grá aici don bheirt “enfants de la patrie”

Cén éifeacht atá aici ar na carachtair eile?

glacann siad uilig lena horduithe nó tugann sí orthu glacadh ar dhóigh chliste bíonn roinnt acu faoina scáth, na carachtair laga bíonn cuid eile, atá éirimiúil go leor le cúrsaí a mheas,

Conclúid

ní mór a rá gur carachtar tábhachtach éifeachtach í ní thuigeann sí, de réir dealraimh, “an croí paiseanta” theip uirthi

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Filíocht

Scríobh aiste ar théama an ghrá i bhfilíocht Mháire Mhac an tSaoi. Déan tagairt do dhá dhán ar a laghad a bhfuil an grá mar théama orthu

intreoir

“liriceoir an ghrá” a tugadh uirthi (Frank O’Brien) an grá ina théama i bhformhór a cuid dánta idir 1940 agus 1956 (nuair a foilsíodh Margadh na Saoire den chéad uair) ceannródaí ag am nár pléadh collaíocht na mban mórán sa Ghaeilge

cén cineál grá atá ann?

grá corrach A Fhir dar fhulaingeas grá paiseanta Jack grá milis Jack grá searbh A Fhir dar fhulaingeas grá leatromach A Fhir dar fhulaingeas

cé na cuimhní atá aici sa dá dhán (comparáid)?

tá siad difriúil sa dá dhán – cuimhne dearfach in Jack ach iontach diúltach in A Fhir dar fhulaingeas bhain sí sult as an dá eispéireas ag an am, déarfainn níor mhair an dá chaidreamh agus níl brón uirthi faoi sin (cumha,

b’fhéidir, i gcás Jack)

mothúcháin

brón/cumha – an dá dhán go pointe áirithe uaigneas – Caoineadh (nach bhfuil ar an liosta) bród – rian den bhród i líne dheireanach Jack nuair atá sí rud beag

caithréimeach maoithneachas – Smaointe Um Thráthnóna b’fhéidir (nach bhfuil ar an

liosta) fuath – A Fhir dar fhulaingeas

an mbaineann traigéide leo? Ní bhaineann traigéide leis an dá dhán a roghnaíodh ach tá sé le fáil sa dán Gráinne (agus sna dánta Caoineadh agus AthDheirdre)

fréamhaithe sa traidisiún liteartha

friotal msh. clabhsúr, orchra, síolbhach – seanfhocail ach iad oiriúnach baineann sí úsáid as seanmheadarachtaí msh. deibhí de shórt sa dán A

Fhir dar fhulaingeas tá rímeanna traidisiúnta le fáil sna dánta Gráinne agus Caoineadh (rím

inmheánach msh.) N.B. ní aithris ar an traidisiún liteartha atá ina cuid filíochta ach, as siocair go bhfuil staidéar déanta

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aici air, tá sí tumtha ann agus é ina thionchar uirthi

conclúid

pléann sí idir chúrsaí pearsanta agus grá daoine eile ní fheictear dom go bhfuil an file ró-shoghonta seans go leanann sí sampla duine dá cuid carachtair ón dán AthDheirde: “Cíoraim mo cheann Is cuirim dath fém bhéal.”

nó Scríobh anailís liteartha ar an dán Stoite le Máirtín Ó Direáin.

Intreoir gearr cur síos ar shaol an fhile luaigh gurbh éigean dó imeacht ón oileán agus arís chuig “an chathair

fhalsa”

ábhair an dáin déanann an file comparáid idir saol an oileáin agus saol na cathrach an duine ag imeacht ó smachtbhannaí an oileáin luachanna á n-ídiú ag sochaí nua-aoiseach na cathrach

téama/teachtaireacht a bhfuil caillte aige féin (3 véarsa tosaigh) a bhfuil i ndán dó feasta (2 véarsa deireanach)

mothúcháin/giúmar léiríonn an file saol eipiciúil an oileáin a bhfuil laochra lonnaithe ann, dar

leis bréaglaochais atá sa chuid eile (“carnán trodán”), é féin ina measc feasta mothaím cumhacht a chuid mothúchán agus aontaím (nó ní aontaím) leis

teicnicí (teanga/an tsamhlaoid/fuaimeanna/rím – roghnaigh roinnt samplaí tábhachtacha ach tá teorainn ama/spáis; abair an bhfuil éifeacht leis na teicnicí agus cén éifeacht?)

carraig, teach, claí, fál ina shiombailí ar shaol an oileáin “árais ar an mbraon anuas” ina shiombail ar easpa luachanna na

cathrach falsa laochas le cloisteáil sna línte “ag coraíocht leis an gcarraig loim”/“a choinnigh a chuimhne buan” fuaim shéimh sna línte “ag baint ceart/de neart na ndúl” a léiríonn torthúlacht saol na tuaithe déantar comparáid idir “féile chaoin na húire”/“neart na ndúl” agus “faoi ualach deannaigh” (an bhfuil sé éifeachtach?)

foirm/struchtúr cúig véarsa/an chéad agus an véarsa deireanach ar aon mhéid – saorvéarsaíocht a thugann saoirse friotail don fhile

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cuireann sé an chéad thrí véarsa i gcodarsnacht leis an dá véarsa dheireanacha, b’fhéidir, goléiríonn sé gur bocht an chomparáid í nó nach bhfuil mórán eile go

dtiocfadh a rá faoi shaol nacathrach tá luas faoin cheathrú véarsa go dtí go stopann sé sa chúigiú véarsa leis

an ráiteas bréag-chaithréimeach a scaoileadh uaidh

conclúid (N.B. do thuairim féin san achoimre seo) éiríonn leis an fhile sa mhéid a chuir sé roimhe cé go bhfuil athrú tagtha ar an saol ó shin tá daoine á stoitheadh go fóill (ag dul thar lear srl.) níl na tithe, ballaí srl. ina seasamh go fóill, cuid acu mar bhallóga is cinnte go fóill go bhfuil faoiseamh le fáil faoin tuath/ar an oileán

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