GCE AS & A2 Level Resource Pack Irish

For first teaching from September 2008 For first award of AS Level in Summer 2009 For first award of A Level in Summer 2010

CCEA Resource Pack: GCE Irish GCE Irish

Contents Page

Introduction 1

Unit AS 1: Speaking 5

Unit AS 2: Listening, Reading and Writing 11

Unit A2 1: Speaking 17

Unit A2 2: Listening, Reading and Writing 21

Appendix 1: Suggested Resources for AS Unit 1 and 2 27

Appendix 2: Society 31 Suggested Topics, Lines of development and Resources

Appendix 3: 41 Suggested Resources for A2 Unit 2

Appendix 4: Literature 45 Suggested Topics, Lines of Development and Resources

Version 2: 8 November 2010 CCEA Resource Pack: GCE Irish

Version 2: 8 November 2010 CCEA Resource Pack: GCE Irish Introduction

CCEA has developed new GCE specifications for first teaching from September 2008. This resource pack has been designed to support you in introducing the new specification.

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

Please remember that this resource pack is intended only as a pathway through the content of the specification, not as a replacement. It is the specification on which assessment is based and which details the knowledge, understanding and skills that students need to acquire during the course. This resource pack should therefore be used in conjunction with the specification.

Published resources and web references included in the resource pack have been checked and are correct at the date of issue but may be updated by the time that the specification is introduced. You should therefore check with publishers and websites for the latest versions. CCEA accepts no responsibility for the content of listed publications or websites.

CCEA will be making Word versions of this resource pack available on the subject micro-site. This will enable you to use them as a foundation for developing your own schemes of work which are matched to your teaching and learning environments and the needs of your students.

We hope that you find this aspect of our support package useful in your teaching.

Best wishes

Seán McNally Subject Officer Irish

E-mail [email protected] Telephone 028 90 261200

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Resource Pack: GCE Irish

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Unit AS 1: Speaking

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Introduction

Q1: Presentation Approx 3 + 2 minutes of questions 30 marks Q2: Conversation Approx 8 minutes 40 marks

Total time: 13 minutes Total marks: 70 AS: 35% A2: 17.5%

Exam available in January and Summer

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

Content Learning Outcomes

Speaking: Students should be able to: Students deliver a presentation based on a  understand, infer meaning and draw conclusions from a variety context for learning of spoken sources covering different contexts, registers, styles area, followed by a and genres; general conversation  express information, facts and ideas and justify opinions in spoken Irish;

 understand and apply accurately the grammatical system and a range of structures as detailed in the A Level specification; and

 adapt spoken and written language appropriately for different situations and purposes.

Presentation

The presentation will last approximately 3 minutes followed by 2 minutes of questions.

The discussion will be assessed according to the AO1 and AO2 criteria.

The presentation is drawn from a topic within the AS contexts for learning. The choice of topic is at the discretion of the candidate and is prepared in advance of the speaking test. An outline of the presentation must be submitted to CCEA by a specified date on a supplied pro forma and contain no more than 60 words. The chosen topic must not overlap with a topic in the general conversation. Candidates will have access to a copy of the pro forma during the test. Candidates will be expected to discuss briefly with the external examiner the topic of the presentation.

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It is to be noted that this list is neither prescriptive nor exhaustive. Please consult with CCEA for further guidance over titles.

Context 1: Relationships

 Ról an teaghlaigh in Éirinn inniu agus fadó  Ról na bhfear i dteaghlaigh an lae inniu  An brú ar theaghlaigh i saol an lae inniu  An Pósadh – san fhaisean nó as faisean ?  An Colscaradh  Teaghlaigh aontuismitheora in Éirinn an lae inniu  Cailíní sna déaga ag iompar clainne  Tuismitheoirí ag obair  Toradh na dífhostaíochta ar theaghlaigh na hÉireann  Daoine óga agus a dtuismitheoirí  Is ag an aos óg is fearr fios  An brú ar an aos óg i sochaí an lae inniu  Na fadhbanna a bhíonn ag daoine óga  Dearcadh an phobail ar an aos óg ar mhic léinn  Mol an óige agus tiocfaidh sí  Meas ar sheandaoine  Máithreacha na hÉireann agus a gcuid mac  Cothromaíocht idir fir agus mná  Fostóirí agus daoine óga  Míbhuntáistí na hóige san ionad oibre

Context 2: Health and Lifestyle

 Bia folláin  Feoilséanadh  Fadhb na raimhreachta  Galair agus fadhbanna itheacháin i measc daoine óga  Tábhacht na haclaíochta don tsláinte  Líon na dtubaistí i saol an spóirt – inseachanta ?  An dualgas atá ar an duine óg aire mhaith a thabhairt dó féin  An brú i saol an duine óig agus dóigheanna le héalú uaidh  Féinghortú agus féinmharú  Comórtais agus iomaíocht – maith nó olc ?  An dochar a dhéanann an tobac  Mí-úsáid alcóil drugaí  Na fadhbanna sa saol mar gheall ar an ólachán  An tábhacht a bhaineann le caitheamh aimsire i saol an duine óig  Daoine óga agus an saol sóisialta  Deiseanna don taisteal i saol an lae inniu

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 Na buntáistí agus na míbhuntáistí a bhaineann leis an taisteal  An tábhacht a bhaineann le saoire  Turasanna scoile  An Ghaeltacht

Context 3: Young People in Society

 Na rudaí agus na daoine a imríonn tionchar ar dhaoine óga  Tionchar na teilifíse an idirlín na meáin chumarsáide ar dhaoine óga  Daoine óga agus na cláir réaltachta  Faisean  Daoine óga agus na scannáin an ceol an teilifís an ríomhaire  An guthán póca rud maith nó crá croí ?  Daoine óga agus a gcuid irisí  Daoine óga agus an creideamh an eaglais  Na hÉireannaigh nua  Brú agus dúshláin an oideachais  Na córais oideachais in Éirinn, thuaidh asus theas  An t-oideachas in Éirinn taobh le tíortha eile  Saol an scoláire  Na buntáistí agus na míbhuntáistí a bhaineann le scrúduithe  An taithí oibre  An t-oideachas mar ullmhúchán do shaol na hoibre  Slite Beatha Fostaíocht Obair pháirtaimseartha  Fadhbanna cearta na ndaoine óga agus i saol na hoibre  Daoine óga agus an charthanacht  Aislingí na hóige

Following the 3 minute presentation the Visiting Examiner will question the candidate on their presentation for approximately 2 minutes. Further guidance on this is provided in the Guide to the Speaking Test.

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Conversation

The conversation will last approximately 8 minutes.

The conversation will be assessed according to the AO1 and AO3 criteria.

Candidates will be expected to talk about themselves and personal issues at a general level – their home and school life, hobbies, interests and leisure activities, hopes and aspirations and any area of particular interest.

Suggested Teaching and Learning Activities

The following activities may be used to help students improve their oral skills:

 role plays  group discussions  whole class discussions  PowerPoint presentations  mock interviews  debates (hat balloon debates)  discussion wheels  reading aloud  peer reviews assessment  podcasting *  webcasting **  video conferencing ***

*Podcasting

Pupils can script, record, edit their material and save it as a sound file. www.recap.ltd.uk/articles/podguide5.html contains articles which explore the educational potential of podcasting and give practical advice. ** Webcasting

Pupils can script, record, edit their material and save it as a sound and image file.

*** Video conferencing

This is a two-way communication. Pupils can converse with pupils in a partner-school in a Gaeltacht area. www.rm.com www.tlfe.org.uk/ict/videoconferencing

These sites contain articles on the benefits of video conferencing and give practical advice on equipment.

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Suggested Resources for Unit AS 1

See Appendix 1 for Suggested Resources.

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Unit AS 2: Listening, Reading and Writing

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This unit consists of three sections.

Section A - Listening This section lasts 40 minutes.

Two questions based on two recorded passages Listening: 30 marks

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

Sections B and C last 2 hours 5 minutes. Candidates are advised to spend 1 hour 5 minutes on Section B and 1 hour on Section C.

Section B - Reading Q1: Two questions based on one text Reading: 30 marks Q2: Translation from Irish into English Translation: 20 marks

Section C - Writing One essay response to a stimulus text Writing: 50 marks

Total Time: 2 hours 45 minutes Total marks: 130 AS: 65% A2: 32.5%

Exam available in January and Summer.

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Content Learning Outcomes

Listening: Students should be able to: Students answer two questions based on two  understand, infer meaning and draw conclusions from a variety passages recorded on of spoken sources covering different contexts, registers, styles individual student CDs and genres;

Reading:  adapt spoken and written language appropriately for different Students answer two situations and purposes; questions based on a written passage and  understand, infer meaning and draw conclusions from a variety complete one of written texts (including authentic sources) covering different translation from Irish contexts, registers, styles and genres; into English  transfer meaning from Irish into English; Writing: Students complete one  express information, facts and ideas and justify opinions in responsive writing written Irish; and essay, (approx. 200 – 250 words)  understand and apply accurately the grammatical system and a range of structures as detailed in the AS specification.

Section A - Listening

The listening will last 40 minutes.

The listening will be assessed according to the AO1 criterion only.

The listening exercise will contain two separate extracts and each extract will have its own set of questions. The question types will vary from year to year and will be a mixture of objective type questions and questions and answers in the target language. The content of the listening extracts will be based on the topics listed at AS level and may consist of authentic sources such as announcements, news items, talks, presentations and discussions. The recordings are on CD format with candidates having full control over the recording and the playback facility.

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Suggested Teaching and Learning Activities

Context 1: Relationships

Context 2: Health and Lifestyle

Context 3: Young people in Society

The following activities may be used to help students improve their listening skills:

 multiple choice  grids  gap-filling  true/false/information not given  open questions answers in English  open questions answers in Irish  songs and lyrics  dictations  error correction

Suggested Resources

See Appendix 1 for Suggested Resources. Section B - Reading

Candidates are advised to spend 1 hour 5 minutes on this section.

This section comprises a reading comprehension exercise and a translation from Irish into English.

Reading Comprehension

The reading comprehension will be assessed according to the AO2 and AO3 criteria. The stimulus material for the reading comprehension will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing which relate to the topics listed at AS level. There will be a mixture of objective type questions and questions and answers in the target language.

Translation

The translation will be assessed according to the AO2 criterion and will take account of the candidate’s ability to transfer meaning into English, showing an appreciation of register and syntax of the original and adapting their style accordingly.

The stimulus material for the translation will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing which relate to the topics listed at AS level.

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Suggested Teaching and Learning Activities

Context 1: Relationships

Context 2: Health and Lifestyle

Context 3: Young people in Society

The following activities may be used to help students improve their comprehension skills:

 multiple choice  gap-filling  matching  cloze test  error correction  sentence completion  true/false/information not given  find the Irish  open questions answers in English  open questions answers in Irish  translation from Irish into English

Suggested Resources

See Appendix 1 for Suggested Resources.

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Section C - Writing

This is a responsive writing exercise.

The responsive writing will be assessed according to the AO2 and AO3 criteria.

There will be a choice of questions based on two of the three contexts for learning at AS level, each with a short written stimulus. The candidate will respond to one question only in 200-250 words and should base their answer on the three bullet points provided.

Suggested Teaching and Learning Activities

Context 1: Relationships

Context 2: Health and Lifestyle

Context 3: Young people in Society

The following activities may be used to help students improve their writing skills:

 newspaper and magazine articles  picture essays  reports  summaries  brochures  reviews  information sheets  journal diary  e-mails

Suggested Resources

See Appendix 1 for Suggested Resources.

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Unit A2 1: Speaking

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Introduction

Q1: Discussion based on societal theme Approx 5 minutes 30 marks Q2: Conversation Approx 10 minutes 40 marks

Total time: 15 minutes Total marks: 70 A2: 17.5%

Exam available in Summer only

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

Content Learning Outcomes

Speaking: Students should be able to: Students take part in a discussion  understand, infer meaning and draw conclusions from a variety based on a societal of spoken sources covering different contexts, registers, styles theme. This is followed and genres; by a general conversation  express information, facts and ideas and justify opinions in spoken Irish;

 understand and apply accurately the grammatical system and a range of structures as detailed in the A Level specification; and

 adapt spoken and written language appropriately for different situations and purposes.

Discussion

The discussion will last approximately 5 minutes. The discussion will be assessed according to the AO2 and AO3 criteria. The discussion element of the A2 level speaking test is based on a societal theme selected by the candidate from Society. The choice of topic is at the discretion of the candidate and prepared in advance of the speaking test. An outline of the topic to be discussed must be submitted to CCEA by a specified date on a supplied pro forma and contain no more than 60 words. Candidates will have access to a copy of the pro forma during the test. The chosen topic should not overlap with a topic in the general conversation. Candidates will be expected to discuss with the external examiner the main issues associated with the chosen topic and areas of personal interest arising from the study of the theme.

Further guidance on this is provided in the Guide to the Speaking Test.

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Society

The following suggestions for the societal themes are intended to provide some guidance for teachers and students. They are neither prescriptive nor exhaustive.

Film – study Clare sa Spéir

 príomhcharachtair  príomheachtraí  príomhthéamaí  gnéithe sóisialta  gnéithe cultúrtha

Region – study a specific region in Ireland

 tíreolaíocht na háite  cúrsaí timpeallachta  cúrsaí eacnamaíochta  gnéithe sóisialta  gnéithe cultúrtha

Culture – study a cultural aspect of Ireland other than literature eg the arts, music, sport, folklore, festivals and traditions

 suíomh cultúrtha  príomhthréithe  daoine agus imeachtaí tábhachtacha  stíl agus teicníochtcaí  tionchair chultúrtha agus shóisialta

Historical period – study an historical period in 20th century Ireland

 comhthéacs stairiúil  príomhdhaoine agus príomhimeachtaí  gnéithe polaitíochta  gnéithe sóisialta  tionchair chultúrtha agus shóisialta

Conversation

The conversation will last approximately 10 minutes. The conversation will be assessed according to the AO1 and AO3 criteria. Candidates will be expected to talk about themselves and personal issues – their home and school life, hobbies, interests and leisure activities, hopes and aspirations and any area of particular interest – at a general level appropriate to A2.

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Suggested Teaching and Learning Activities

The following activities may be used to help students improve their oral skills:

 role plays  group discussions  whole class discussions  PowerPoint presentations  mock interviews  debates (hat balloon debates)  discussion wheels  peer review  podcasting*  webcasting **  video-conferencing***

*Podcasting

Pupils can script, record, edit their material and save it as a sound file. www.recap.ltd.uk/articles/podguide5.html contains articles which explore the educational potential of podcasting and give practical advice.

*Webcasting

Pupils can script, record, edit their material and save it as a sound and image file.

***Video conferencing

This is a two-way communication. Pupils can converse with pupils in a partner-school in a Gaeltacht area. www.rm.com www.tlfe.org.uk/ict/videoconferencing

These sites contain articles on the benefits of video conferencing and give practical advice on equipment.

Suggested Resources

See Appendix 2 for Society: Suggested Topics, Lines of Development and Resources.

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Unit A2 2: Listening, Reading and Writing

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This unit consists of three sections.

Section A - Listening This section lasts 40 minutes.

Two questions based on two recorded passages Listening: 30 marks

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

Sections B and C last 2 hours 20 minutes. Candidates are advised to spend 1 hour 20 minutes on Section B and 1 hour on Section C.

Section B - Reading Q1 & 2: Three questions based on two texts Reading: 30 marks Q3: Translation from English into Irish Translation: 20 marks

Section C - Writing One essay based on a literary text Writing: 50 marks

Total Time: 3 hours Total marks: 130 A2: 32.5%

Exam available in Summer only.

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Content Learning Outcomes

 Listening: Students should be able to: Students answer two questions based on two  understand, infer meaning and draw conclusions from a variety passages recorded on of spoken sources covering different contexts, registers, styles individual student CDs and genres;

 Reading:  adapt spoken and written language appropriately for different Students answer three situations and purposes; questions based on two written passages and  understand, infer meaning and draw conclusions from a variety complete one of written texts (including authentic sources) covering different translation exercise contexts, registers, styles and genres; from English into Irish  transfer meaning from English into Irish;  Writing: Students complete one  develop arguments, analyse, evaluate, compare and contrast in essay based on a literary written Irish; and text  understand and apply accurately the grammatical system and a range of structures as detailed in the A Level specification.

Section A - Listening

The listening will last 40 minutes.

The listening will be assessed according to the AO1 criterion only.

The listening exercise will contain two separate extracts and each extract will have its own set of questions. The question types will vary from year to year and will be a mixture of some of the following: objective type questions, questions and answers in Irish and questions and answers in English. The content of the listening extracts will be based on the topics listed at A2 level and may consist of authentic sources such as announcements, news items, talks, presentations and discussions. The recordings are on CD format with candidates having full control over the recording and the playback facility.

Suggested Teaching and Learning Activities

Context 4: Local and Global Citizenship

Context 5: Environmental Awareness

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The following activities may be used to help students improve their listening skills:

 multiple choice  grids  gap-filling  true/false/information not given  open questions answers in English  open questions answers in Irish  songs and lyrics  dictations  error correction

Suggested Resources

See Appendix 3 for Suggested Resources. Section B - Reading Candidates are advised to spend 1 hour 20 minutes on this section.

This section consists of reading comprehension exercises and a translation from English into Irish.

Reading Comprehension

The reading comprehension will be assessed according to the criterion for AO2.

The stimulus material for the two reading comprehension exercises will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing which relate to the topics listed at A2 level. The question types will vary from year to year and will be a mixture of objective type questions and questions and answers in the target language.

Translation

The translation from English into Irish will be assessed according to the criterion for AO3 and takes account of the candidate’s ability to use a wide and varied range of syntax and lexis, manipulating the language accurately and with sensitivity to idiom.

The stimulus material for the translation will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing which relate to the topics listed at A2 level.

Suggested Teaching and Learning Activities

Context 4: Local and Global Citizenship

Context 5: Environmental Awareness

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The following activities may be used to help students improve their comprehension skills:

 multiple choice  gap-filling  matching  cloze test  error correction  sentence completion  find the Irish  true/false/information not given  open questions answers in English  open questions answers in Irish  translation from English into Irish

Suggested Resources

See Appendix 3 for Suggested Resources. Section C – Writing

Candidates are advised to spend 1 hour on this section.

Section C is an extended writing exercise based on the three literary titles from Literature and Society. Each text will have one set question with an alternative option.

The literary texts are as follows:

 Drámaíocht Breithiúnas: Mairéad Ní Ghráda

 Gearrscéalaíocht An Chéad Chnuasach: Peigí Rose

After the Ball

Oíche Ghaoithe

Ná hInis Brionglóidí na hAoine don tSatharn choíche

Aoife

An Cumann

Amadáin

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 Filíocht

 Seán Ó Ríordáin Oileán agus Oileán Eile An Peaca

Gréagoir Ó Dúill One for Sorrow I g Cuimhne ar 45, 000 Éireannach

Nuala Ní Dhomhnaill Oileán Leaba Shíoda An tSeanbhean Bhocht

Máirtín Ó Direáin Cuimhne an Domhnaigh An tEarrach Thiar Blianta an Chogaidh

Cathal Ó Searcaigh Caoradóir Suile Shuibhne

The response will be assessed according to the AO2 and AO3 criteria.

Each question will have an alternative. Candidates are expected to respond in Irish to one open-ended question only, either b(a) or (b,) in 300-350 words and be able to demonstrate a capacity for critical thinking and awareness by developing arguments and presenting views, opinions and justifications. They should demonstrate a capacity for critical analysis, evaluation and comparison of characters, plot and themes, literary style and motivation.

Suggested Resources

See Appendix 4 for Suggested Topics, Lines of Development and Resources.

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Appendix 1: Suggested Resources for AS units 1 and 2

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Textbooks de Bléine, P, Cluas, (available to download from the Languages microsite www.ccea.org.uk/languages). de Bléine, P, (CCEA - in production).

Mac Cionnaith, S, Focail i bhFócas, Coiscéim.

Mac Giolla Chomhaill, A, Deismir, Cumann Seanchais Ard Mhacha.

Mac Murchaidh, C, Cruinnscríobh na Gaeilge, Cois Life + CD.

Maguire, É, Shortcuts to Success, Irish Essay Writing for Leaving Certificate (Ordinary and Higher Level), Gill and Macmillan.

Maguire, É, Shortcuts to Success: Irish Leaving Certificate Ordinary Level, Gill and Macmillan + CD.

Ní Bhaoill, R agus McCoy, G, Taisce Focal, Ultach + CD.

Ó Brádaigh, M, Less Stress More Success: Irish Revision for Leaving Cert, Ordinary Level, Gill and Macmillan + CD.

O ‘Ceallaigh, P Mullins, E, Shortcuts to Success The Irish Oral Higher and Ordinary Level, Gill and Macmillan + CD.

Ó hOibicín, M, Foras 4, An Cló Ceilteach.

Periodicals

Lá Nua Foinse Saol An tUltach An tEolaí Dréimire Breacadh TV programmes/Video

Cláracha ar TG4 Cláracha ar RTÉ

Radio Broadcasts/Podcasts

Blas Raidió na Gaeltachta Iris Aduaidh BBC breacadh.ie

Websites

Version 2: 8 November 2010 28 CCEA Resource Pack: GCE Irish www.selbcass.org www.scoilnet.ie www.daltai.com www.litriocht.com www.crannog.ie/gaeilge.htm www.dominicbradley.com (ábhar cleachtaidh don AS) www.gaeilge.ie www.bealoideas.ie www.antoireachtas.ie www.snag.ie An Ríomhchainteoir – (website to be launched early in 2008)

News and articles www.nuim.ie/language/vifax.shtml www.gaeltalk.ie (an nuacht le cluinstin) www.gaelport.com www.beo.ie www.irishnews.com www.foinse.ie www.nuacht.com www.rte.ie/rnag www.tg4.ie www.blas.ie

Organisations www.gaelscoileanna.ie www.comhairle.org www.gaa.ie www.oideas-gael.com www.colaistemhuire.net/portal.aspx

Periodicals www.comhar-iris.ie

Dictionaries and Spelling www.smo.uhi.ac.uk/gaeilge/focloiri www.focal.com www.focal.ie www.acmhainn.ie www.glg.csisdmz.ul.ie/fgb/iomhanna/index.php www.homepage.eircom.net/~gfg/index.htm www.gaelspell.com www.egt.ie/lghlin/eolaire.html www.ireland.com

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Appendix 2 Society: Suggested Topics, Lines of Development and Resources

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Film – Clare sa spéir

The following topics and lines of development are suggestions from which the candidates may choose. ag léamh scannáin ról na scannán sa dioscúrsa náisiúnta, Michael Collins, Braveheart forbairt na scannánaíochta Gaeilge grúpa seachas duine aonair a dhéanann agus a fheiceann scannán anailís cad é a shamhlófá leis ón teideal an tús: cailín óg ina reacaire, ag caint san aimsir chaite cothaítear amhras agus imní an lucht féachana – an bhfuil an mháthair marbh? “67 lá caite ag fear san uaigh”: an gcuirfidh an scéal seo síol in intinn na mná? deighilt fhisiciúil agus deighilt teanga idir an bheirt téamaí saol teaghlaigh: an gaol idir baill an teaghlaigh ; (Clare agus Eoin ; Clare agus an chlann ; Eoin agus an chlann ; na páistí) ; an teaghlach i gcomparáid le gnáth-theaghlach an lae inniu in Éirinn

cearta na mban/gnéaschothromaíocht : ualach oibre Clare sa teach ról na bhfear in obair an tí ról Lisa in obair an tí

an grá : an caidreamh idir Clare agus Eoin ag tús an scannán /i rith an scannáin ag deireadh an scannáin an Ghaeilge agus dearcadh an stiúrthóra mothúcháin agus mothúcháin Clare, Eoin, Lisa tréithe daoine Clare mar mháthair mar bhean chéile Eoin mar athair mar fhear céile nuair a lorgann sé tearmann an tábhairne, leanann eachtra an chrainn é nuair a lorgann sé tearmann ina bhothán beag, tagann claochlú air géilleann sé do Chlaire ach géilleann sé fosta dá nádúr féin frithbhuaic an scéil na cosa ag crochadh as an chrann tagairt do cheist an fhéinmharaithe cuidíonn an fhrithbhuaic leis an athrú saoil a chruthú agus a dhaingniú sa scéal an stangadh agus an suaitheadh sin a baineadh asainn fanann sé linn bíonn bá an-láidir againn le Claire ina dhiaidh

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féidearthachtaí cad é a tharlódh dá mbeadh an bhean le lámh a chur ina bás féin? cad é a tharlódh dá mbeadh bean tí le dul a chónaí i gcrann? más féidir an chéad rud a chreidiúint is féidir an dara rud a chreidiúint chomh maith céanna teachtaireachtaí go dtig linn an saol atá thart orainn a athrú nach gá do Chlaire streachailt léi athraíonn sí a saol agus sábhálann sí í féin, a clann agus a fear an dóchas ag fáil treise ar an éadóchas sa deireadh mar sin féin, níl an scéal rómhaoithneach buanna an scannáin greann agus réalachas ceol meallacach caolchúiseach dathanna ag athrú de réir mar a athraíonn Clare insint an-chliste a choinníonn aird an lucht féachana plé ar chúrsaí a bhaineann linn uilig dóchas agus greann gan bheith maoithneach leis

Suggested Resources

McGivern, A, Gearrscannáin: Treoirleabhar Staidéir, Bord Scannán na hÉireann.

Websites www.irishfilmboard.ie/index.php

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Region - a specific region in Ireland

The following topics and lines of development are suggestions from which the candidates may choose. Please note that candidates are not expected to cover all of the suggested lines of development in their discussion. logainmneacha míniú ar ainm (neacha) an cheantair tíreolaíocht suíomh an cheantair an radharc tíre an timpeallacht stair stair an cheantair eachtraí stairiúla daoine tábhachtacha a bhaineann leis an cheantar ról an cheantair i stair na tíre cúrsaí eacnamaíochta fostaíocht tábhacht an cheantair i ngeilleagar na tíre tionsclaíocht slite beatha na ndaoine na príomhthionscail na táirgí a dhéantar na daoine muintir an cheantair agus a gcuid saintréithe inimircigh cuairteoirí turasóireacht an tarraingt atá ag an cheantair do thurasóirí na rudaí suimiúla atá le feiceáil agus le déanamh sa cheantar na háiseanna: lóistín agus bia; na seirbhísí taistil clú teanga canúint béaloideas litríocht a bhaineann leis an áit ealaín, scannánaíocht a bhaineann leis an cheantar an cultúr an spórt, an ceol, an rince, féilte ról an cheantair i gcaomhnú na teanga an chultúir nascanna le háiteanna agus le tíortha eile

Suggested Resources

Mac Con Iomaire, L, Conamara agus Árainn.

Mac Conghail, M, The Blaskets.

Mac Fhionnlaoich, S, Scéal Ghaoth Dobhair.

Mac Gairbheith, P (1996) Tanú na Gaeilge in An tUltach Lúnasa.

Nic Giolla, B Cáit Stairsheanchas Ghaoth Dobhair.

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Nic Giolla, B (1993), Cáit, Stair Ghaoth Dobhair in An tUltach, Bealtaine.

Ó Ciosáin, S, Cois Laoi na Sreabh.

Ó hOireachtaigh, M, Gleann Cholm Cille.

Oideas, G, Gleann Cholm Cille.

Ó Concheannain, P, Inis Meáin.

Ó Grianna, S, Nuair a Bhí Mé Óg.

Ó Baoill, P, Cuimhní Cinn ar Rann na Feirste.

Ó Colm, E, Toraigh na dTonn.

Ó Murchú, M (1993), Tír Chonaill agus cultúr in An tUltach Deireadh Fómhair.

Ó Murchú, M (1996), Lenár Linn (turasóireacht) in An tUltach Márta.

Ó Murchú, M (1996), Náire Chomhairle Chontae Dhún na nGall in An tUltach Deireadh Fómhair.

Ó Conghaile, M, Gaeltacht Ráth Cairn.

Oifig na nOibreacha, P, Na Blascaodaí.

Ó Criomhthain, T, An tOileánach.

Ó Dónaill, N, Na Glúnta Rosannacha.

Ó Conghaile, M, Conamara agus Árainn.

Ó Súilleabháin, M, Fiche Bliain Ag Fás.

Robinson, T, Connemara.

Sayers, P, Péig.

Ua Cnáimhsí, P (1993), Ré nua i dTír Chonaill in An tUltach Deireadh Fómhair.

Watson, S, Oidhreacht Ghleann Cholm Cille.

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Culture – a cultural aspect of Ireland other than literature eg the arts, music, sport, folklore, festivals and traditions

Discussions on this topic will vary considerably according to the theme studied by the candidate. The following guidelines are for illustration of a particular theme. Please note that candidates are not expected to cover all of the suggested lines of development in their discussion.

Ceol agus Rince na hÉireann stair stair agus forbairt fás athbheochan an cheoil an rince in Éirinn stádas stádas an cheoil an rince sa lá atá inniu ann in Éirinn agus ar fud an domhain feiniméain nua-aimseartha amhail River Dance, Lord of the Dance etc. traidisiúin ceol amhranaíocht rince traidisiúnta; ceol amhránaíocht rince ar an sean-nós; ceol amhránaíocht rince aonair agus grúpaí; tionchar tionchar an cheoil an rince Ghaelaigh ar chineálacha eile ceoil rince tionchar cineálacha eile ceoil rince ar an cheol ar an rince Ghaelach eagraíochtaí ról tionchar eagraíochtaí agus gluaiseachtaí ceoil rince, mar shampla: Comhaltas Ceoltóirí Éireann An Coimisiún le Rincí Gaelacha Comhdháil Múinteoirí Na Rincí Gaelacha príomhimeachtaí comórtais; fleánna ceoil, Oireachtas na Gaeilge, Scór srl. gnéithe sóisialta seisiúin céilithe; imeachtaí cultúrtha daoine ceoltóir amhránaí rinceoir grúpa ar leith gné ar leith gné ar leith den cheol den rince

Suggested Resources

An Coimisiún le Rincí Gaelacha, Ár Rinncidhe Foirne.

Bell, D D, Ó Conchubhair, Liam, Traditional Songs of the North of Ireland.

Brennan, H, The Story of Irish Dance.

Breathnach, B, Ceol agus Rince na hÉireann.

Breathnach, B, Folk Music and Dances of Ireland.

Carson, C, Irish Traditional Music.

Collins Pocket Reference - Irish Dancing, HarperCollins Publishers.

Cló Iar-Chonnachta, Foinn agus Fonnadóir Taispeántas agus Anailís (leabhar/téip).

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Flynn, A, Irish Dance

Gunn, M, “A Chomharsain, Éistigí”, agus Amhráin Eile as Contae an Chláir.

Hannon, R (1998) ‘Liam Ó Floinn - Sárphíobaire ár linne’ in Comhar Meán Fómhair.

Hickey, D, Stone Mad for Music: The Sliabh Luachra Story.

Mag Uiginn, C (1999) ‘An tAmhránaí is Fearr in Éirinn’ in An tUltach Bealtaine.

Mac Seáin, P, Ceolta Theileann.

Moffatt, K, ‘A Short History of Irish Céilí Dancing’ in Cairde Rince Céilí na hÉireann.

Murphy, P, The Flowing Tide.

Murphy, P, Toss The Feathers: Irish Set Dancing.

Ailt rialta Ghaeilge in Treoir, irisleabhar Chomhaltas Ceoltóirí Éireann.

Ailt rialta Ghaeilge in Saol.

Ailt rialta in An Dréimire, nuachtán Ghael Linn.

Ailt rialta in Mahogony Gaspipe, (irisleabhar Ghael Linn).

Ailt éagsúla in Lá.

Ailt éagsúla in Foinse.

Mac Gairbheith, P (1998)Na Seanhallaí Damhsa’ in An tUltach Meán Fómhair.

Ní Ghrianna, D (1998)‘Ceol Mhic Phéice’ in Comhar Meán Fómhair.

Ní Uallacháin, P (2005), A Hidden Ulster, People, songs and traditions of Oriel, Four Courts Press.

Ó Baoill, S Ó agus M, Ceolta Gael.

Ó Brolcháin, D (1998) ‘Léirmheas ar Becoming’ in An tUltach Meán Fómhair.

Ó Canainn, T, Seán Ó Riada, A Shaol agus A Shaothar.

Ó Canainn, T, Traditional Music in Ireland.

Ó Conchúir, M F, Úna Bhán.

Ó Conghaile, M, Gnéithe d’Amhráin Chonamara.

Ó Muirí, P (1997) ‘An Tallann Ultach’ in Comhar Samhain.

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O’Rourke, B, Blas Meala - A Sip from The Honey Pot.

Vallely, F (Editor), The Companion To Irish Traditional Music.

Bringing it all Back Home TV series RTÉ.

DVD Rom: Exploring Trad, CCEA Multimedia.

Mise Éire, DVD detailing the years up to, during and after the Easter Rising of 1916, Gael-Linn 2006.

Websites

Chomhaltas Ceoltóirí Éireann www.cce.irish-music.net

An Coimisiún le Rincí Gaelacha CLRG An Coimisiun le Rinci Gaelacha

Comhdháil Múinteoirí Na Rincí Gaelacha [email protected]

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Historical period – an historical period in 20th century Ireland

Discussions on this topic will vary considerably according to the theme studied by the candidate. The following guidelines are for illustration of a particular theme. Please note that candidates are not expected to cover all of the suggested lines of development in their discussion.

Gluaiseacht na gCeart Sibhialta an comhthéacs stairiúil Tuaisceart Éireann roimh 1960 críochdheighilt - an dá thaobh – Naisiúnaithe agus Aontachtaithe an stát leasa shóisialta agus a thionchar ar dhearcadh na gCaitliceach an spealadh eacnamaíoch agus a thionchar ar Thuaisceart Éireann an saol san am polaitíocht an ama éagothromaíocht idir Caitlicigh agus Protastúnaigh claonroinnt idirdhealú cúrsaí tithíochta cúrsaí fostaíochta cúrsaí oideachais

Cumann na gCeart Sibhialta bunú na heagraíochta na príomhdhaoine na héilimh an feachtas an mhairseáil shíochánta na príomhimeachtaí na príomháiteanna ról na meán éagsúla Tuaisceart Éireann i súile an domhain mhóir na torthaí tionchar ar ghnáthshaol na ndaoine (an saol sóisialta ; saol na fostaíochta ; turasóireacht) cúrsaí síochána

Suggested Resources

Doherty, B, Northern Ireland since c. 1960, Heinemann.

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Appendix 3: Suggested Resources for A2 Unit 2

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Textbooks

Foclóir Litríochta agus Critice (2007), An Gúm.

Mac Cionnaith, S (2003), Focail i bhFócas, Coiscéim.

Mac Giolla C, Anraí (2003), Deismir, Cumann Seanchais Ard Mhacha.

Mac Murchaidh, C (2002), Cruinnscríobh na Gaeilge, Cois Life + CD.

Maguire, É, (2007), Shortcuts to Success, Irish Essay Writing for Leaving Certificate (Ordinary and Higher Level), Gill & Macmillan.

Maguire, É (2007), Less Stress More Success: IRISH Revision for Leaving Cert Higher Level, Gill & Macmillan + CD. Maguire, É (2007), Shortcuts to Success, Irish Essay Writing, Gill & Macmillan.

Maguire, É (2007), Less Stress More Success: Irish, Revision for Leaviug Cert Higher Level + CD.

Ní Bhaoill, R agus McCoy, G (2007), Taisce Focal, Ultach + CD.

O ‘Ceallaigh, P and Mullins, E (2005), Shortcuts to Success The Irish Oral Higher and Ordinary Level, Gill & Macmillan + CD.

Ó Ceallaigh, P; Mullins, E; Ó Riain, D and Ó Fearghail, D (2004), Draíocht 5, Cúrsa Iomlán don Ardteistiméireacht – Ardleibhéal, Gill & Macmillan + CD.

Ó Ceallaigh, P and Mullins, E (2007), Shortcuts to Success, Leaving Certificate Higher Level, An Aiste; Cluastuiscint; Stair Na Teanga, Gill & Macmillan + CD.

Ó hOibicín, M (1999), Foras 5, An Cló Ceilteach.

Ó Ruairc, M (1995), Taisce 5, Cúrsa Teanga don Ardteistiméireacht, Ardleibhéal, An Comhlacht Oideachais.

Periodicals

Lá Nua Foinse Saol An tUltach An tEolaí Dréimire Breacadh

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TV Programmes/Video

Cláracha ar TG4 Cláracha ar RTÉ

Radio Broadcasts Podcasts

Blas Raidió na Gaeltachta Iris Aduaidh BBC breacadh.ie

Websites www.selbcass.org www.breacadh.ie www.scoilnet.ie www.daltai.com www.cumasc.ie www.litriocht.com www.crannog.ie/gaeilge.htm www.dominicbradley.com (ábhar cleachtaidh don AS) www.gaeilge.ie www.scoilnet.ie www.bealoideas.ie www.antoireachtas.ie www.snag.ie

An Ríomhchainteoir – (website to be launched early in 2008)

News and articles www.gaeltalk.ie (an nuacht le cluinstin) www.gaelport.com www.beo.ie www.irishnews.com www.foinse.ie www.nuacht.com www.rte.ie/rnag www.tg4.ie www.blas.ie www.nuim.ie/language/vifax.shtml

Organisations www.gaelscoileanna.ie www.comhairle.org www.gaa.ie www.oideas-gael.com/ www.colaistemhuire.net/portal.aspx

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Periodicals www.comhar-iris.ie www.antultach.co.uk

Dictionaries and Spelling www.smo.uhi.ac.uk/gaeilge/focloiri www.focal.com www.focal.ie www.acmhainn.ie www.glg.csisdmz.ul.ie/fgb/iomhanna/index.php www.homepage.eircom.net/~gfg/m.htm www.homepage.eircom.net/~gfg/index.htm www.gaelspell.com www.egt.ie/lghlin/eolaire.html www.ireland.com www.glg.csisdmz.ul.ie/fgb/iomhanna/index.php

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Appendix 4 Literature: Suggested Topics, Lines of Development and Resources

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Drámaíocht Breithiúnas: Máiréad Ní Ghráda

Téamaí

 An Pholaitíocht, plus ça change plus c’est la même chose! Polaiteoir ar lorg vótaí. Óráidíocht bhréagach. Freastal ar ócáidí poiblí. Comhfhreagras le heagraíochtaí éagsúla. Tadhg an Dá Thaobhachas.  Caidreamh idir tuismitheoirí agus a gclann. Athair ag iarraidh saol a chuid páistí a smachtú agus a stiúradh. A chlú féin a chur chun cinn ag glacadh tús áite ar leas na bpáistí féin. Saorthoil na bpáistí á séanadh. Coimhlint mar thoradh.  Personae an duine. Marcas de Grás poiblí agus Marcas de Grás príobháideach. An íomhá a chruthaítear agus an dóigh a mbriseann an fhírinne amach roimh dheireadh an dráma. An laoch náisiúnta, an fear spóirt, an dea-Chaitliceach, cara na cosmhuintire etc.  An Grá agus an Pósadh. Dílseacht agus mídhílseacht. Na critéir a stiúrann rogha céile, cion agus grá versus seasamh sa tsochaí agus saibhreas. Na mná éagsúla a mbíonn gaol ag Marcas de Grás leo.

Carachtracht

 Marcas de Grás agus na gnéithe éagsúla dá phearsantacht. É mar athair, mar mhac, mar chéile agus mar pholaiteoir.  Eilís, bean Mharcais.  An Chlann: Nóra, Seán agus Gearóid.  A chomhghleacaithe oibre: Alabhaois agus Síle.  Na mná eile i saol Mharcais.  Tuismitheoirí Mharcais.

Teicnícíocht na drámaíochta

 Teicnícíocht an Alter Ego. Cé hé “An Fear Eile”, an carachtar a thugann siar ar chamchuairt a shaoil féin é? A choinsias? A anam?  Teicnícíocht chealú an díchreidimh (an marbhán ag teacht ar ais chun an tsaoil le hathbhreithniú iomlán a dhéanamh ar a shaol).  Teicnícíocht an iardhearcaidh. An aimsir chaite agus an aimsir láithreach ag tarlú taobh le taobh.  An lucht féachana léitheoireachta a thugann Breithiúnas ar an phríomhcharachtar.

Suggested Resources

Clare People: Mairéad Ní Ghráda.

Cómóradh Mháiréad Ní Ghráda, Cill Mhaille, Co. an Chláir, Leabhrán Cuimhneacháin.

Máiréad Ní Ghráda: Information from Answers.com

Ní Bhrádaigh, S (1996), Máiréad Ní Ghrád : Ceannródaí Drámaíochta Conamara Cló Iar-Chonnachta.

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RTÉ Libraries and Archives: preserving a unique record of Irish life.

RTÉ.ie Radio1: Scribhneoiri Faoi Chabidil.

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Gearrscéalaíocht An Chéad Chnuasach: Peigí Rose

After the Ball

Téamaí

 An Grá Platónach. Téama an teidil, After the Ball”. Fear atá fágtha croíbhriste i ndiaidh dá leannán imeacht thar sáile le fear eile. Dallamullóg curtha aige air féin nach raibh ann ach grá Platónach, “Bhí sé platónach go ndeachaigh sí leis-sean.” A phian anama ag teacht idir é agus codladh na hoíche. Sruth smaointe ina chíor thuathail ina aigne. D’ainneoin a dhíchill níl ag éirí leis cian a thógáil de féin.  Mothúcháin an duine. “Coinbhinsean is dócha an croí mar shuíochán na mothúchán.” Uaigneas agus féintrua, “Ní bhfuair mé cárta ar bith Lá ’le Valentín”. Éad, “Beola s’aige. Ar bheola s’aici. Méara s’aige. I ngruaig s’aici.” Fearg, “Tusa a chaill do chiall, a chuaigh ar dáir, nach raibh le scaoileadh ná le ceangal.”

Carachtracht

 Menage à trois. An t-údar.  Cara Platónach grá geal an údair.  An fear eile ar éalaigh sí leis.

Stíl Teanga

 An Sruth Coinsiasa. Slabhra smaointe a ghineann a chéile, “Goirteacht. Goirteacht na mara. Sáile. Cáitheadh. Cearrbhach Bheití ag tóin Ros na Searrach. Tá an tEarrach linn. Fás. Bás. Fás. Cáisc. Hopkins. Tolstoy. Romantic Russia lives on.”  Imeartas focal agus dátheangachas, “You don’t know the hoods?’ ar seisean. No, arsa mise. Bhal, I’ll tell you. There’s childhood … and there’s manhood … and there’s womanhood …”; “Shiúil sí amach leis-sean. And go back to the Wild Side of Life. Fiáin. Cheap. As Béarla.” Aigne an duine a mhaireann i ndomhan an dátheangachais, “Ní mór domh bheith mature. Fág síos do pheann. Tarraing ort De Bhaldraithe. Scríbhneoir greannmhar thusa ag scríobh amach as foclóir.”  Tagairtí reatha d’amhráin na linne agus d’amhráin nach iad, “Don’t cry for me Argentina, Téir abhaile rú, I really don’t know love at all, Don’t give up on us baby, The Boxer etc.  Fealsúnacht agus Filíocht. Plató agus Pascal, “Agus anois an gcreideann tú Pascal? Bíonn réasún ag an chroí …”, agus Patrick Kavanagh, “On Raglan Road. I gave her poems to say. And her own dark hair.”

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Oíche Ghaoithe

Téamaí

 Machnamh an údair ar an ghaoth. “Cíoraim cuasa na rúndiamhaire seo is gaoth ann.” “Leis na blianta fada bhí sí ag séideadh agus níor thug mé fá dear í … Bíonn na céadta rud ag longadán i gcúlbhrat mo bheatha nach gcuireann isteach ná amach, buairt ná braodar orm, Dála na gaoithe. Agus anois, go tobann, phléasc sí isteach i mo shaol i gcruth is nach raibh aon rud ar an domhan ba thábhachtaí ná í.”  Mothúcháin an duine agus an choimhlint idir inchinn agus croí an duine. “Ach is réidh agatsa a bheith ag caint, a réasúin réchúisigh, le linn don chroí a bheith ag preabadaigh agus ag screadaigh agus do na mothúcháin a bheith ag fiáinrith tríd chúinní corracha na hintinne.”  Fealsúnacht. Nach fiú do dhuine a bheith buartha ná faoi imní. “Óir ní bhaineann sí bogadh mar bhuairt as rothaí cumhachtacha na cinniúna. Ní athródh machnamh dá dhéine é ná buairt dá mhéad í aimsir an lae arna mháraigh.”

Carachtracht

 An t-údar.  Máire, leannán an údair.  An ghaoth. “B’ise banríon mo dhóchais” a léiríonn go bhfuil pearsanú déanta ag an údar ar an ghaoth.

Stíl Teanga

 Macalla sa teideal ar fhilíocht Sheáin Uí Ríordáin, mar a mbíonn an ghaoth ina siombal ar stoirm an tsaoil: “Ní cuimhin liom go baileach, dá mhéad da mhachnaím air, Cár leagas uaim an eochair oíche ghaoithe.”  Tagairtí don fhilíocht mar a tharlaíonn go minic i saothar an údair seo, “Shelley … For whose path the Atlantic’s level powers Cleave themselves into chasms.”  Bíonn ciall “ruah” ón Eabhrais ag an fhocal “gaoth”. “Cá hionadh gurb í siombal an Spioraid um Cincís í.”

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Na hinis brionglóidí na hAoine don tSatharn choíche

Téamaí

 Ionracas. ‘Ach is beag duine atá ionraic, is beag duine a nochtann a bhfuil ina chroí ach tá an saol mór ag beartú go cúramach cad é ba chóir a rá agus cad é ba chóir a cheilt agus cá huair ba cheart a rá agus cá huair ba cheart a cheilt agus cé leis ar cheart a rá agus cé air ar cheart a cheilt.’ Bíonn duibhe, báine agus riabhachas sa saol.  Aistriú an mhilleáin. Ba mhaith leis an mháthair an locht a chur ar an tábhairneoir agus ar an mhúinteoir lena clú féin a chosaint.  Ról an tsagairt sa phobal: comhairleoir, idirghabhálaí, sciath chosanta, “Ba bheag ar an tsagart a role mar scáthlán, mar chídeog, mar fhear líonta bearna.”  Tionchar Chumann Lúthchleas Gael ar shaol sóisialta shochaí na hÉireann.

Carachtracht

 Athair  Máthair  Mac  Múinteoir  Sagart

Stíl Teanga

 An oscailt phléascach. In medias res.  Dátheangachas agus coimhlint teangacha: “Damn right go bhfuil”; “Put your sweet lips a little closer to the phone”; “Vision aige. Deacair Gaeilge a fháil ar vision. Peil-éirim”; “No flies on McFadden.”; “Amscaí mar abairt. It was your own decision. Teanga leathliom”; “...féarailte. Ní ‘fionn’ mar a scríobhann Brian i 2c!”; “Níl a fhios cén Ghaeilge atá ar scapegoat. De Bhaldraithe. Nuair a imeos siad.”  Úsáid na haimsire láithrí. Is í an éifeacht a bhíonn aici seo go mothaíonn an léitheoir go bhfuil sí/sé istigh i lár an scéil.  Cumas cumadóireachta an údair le sonrú sna comhfhocail nuachruthaithe; maidinchiúnas; údarásdeighilt.  Struchtúr na hinsinte. Comhrá beirte/triúir agus machnamh príobháideach an scéalaí fite tríd an scéal.  Sruth coinsiasa an tsagairt.  Imeartas focal. “Cluichí agus clichéanna. Feargfhuil. D’fheargfhuil. Deargfhuil.”  Macalla na n-amhrán is na scéalaíochta in intinn an údair. An scéal breac le tagairtí den chineál seo. “Go réidh, go réidh, a bhean na dtrí mbó.”; “I dtuilleamaí na macabairte.”; “Agus nár mhéanar do Sheosamh Mac Grianna é nuair a dúirt sé gur chuma leis.”; An teideal.  Fealsúntacht. Ní gearrscéal an saol ach úrsceal gan tús, gan deireadh.

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AoifeTéamaí

 Ionracas, fírinne agus an ceart. “Ba dhóigh le Mícheál i gcónaí go raibh dualgas ar dhuine an fhírinne agus an ceart a chosaint agus a chothú cibe áit ina mbeadh sé nó cibé cúinse ina gcasfaí é”; “Níor cheart luí fúthu agus iad san éagóir”; “Tá a fhios agam gur theip orm, a Aoife. Agus níl mé sásta ionam féin … Agus sin an rud is tábhachtaí nuair atá deireadh canta’ ar sise”; “Bhí na hoifigigh ar a dtriail”; “An dlí agus an eaglais go cliste céillí ag socrú na ceiste, ag réiteach na faidhbe”; “Rinne muid éagóir i bhfad níos mó ar ghasraí s’againn féin nuair a chleacht muid mí-ionracas, nuair a thug muid le fios dóibh gur chuma cad é mar a bhainfí rud a fhad is a bhainfí é”.  Cultúr Chumann Lúthchleas Gael. Cumhacht, coistí agus cleasanna lucht polaitíochta.  Aicmeachas; príomhoide bunscoile, saor cloiche, garda síochána, sagart, fear árachais.  Rómánsachas.  Foréigean.

Carachtracht

 Mícheál  Séamas  Aoife  Focharachtair; Joe Mhicí, Mac Eachmharcaigh, Ó Murchú.

Stíl Teanga

 An teideal. Ainm a chailín, a thug misneach agus uchtach do Mhícheál, mar achoimre ar an scéal. - Éifeacht an athrá, “B’éagóir é ar fhoireann Fhál an Ghamhna, b’éagóir é ar Chumann Lúthchleas Gael, b’éagóir é ar an Bhaile Ard, b’éagóir é ar Antoin Ó Gallchóir, b’éagóir é ar an aos óg.”  Óráid an Chathaoirligh. Gliceas. An rud nach ndúradh.  Athchúrsáil nathanna cainte ó scríbhneoirí Thír Chonaill, “Bhí Mícheál Ó Dónaill sa chiall a b’aigeantaí ag Aoife Ní Dhochtaraigh.” - Gontacht na scríbhneoireachta. Fóireann seo do genre na gearrscéalaíochta ina mbíonn tábhacht le líon na bhfocal, “Chrom gach ceann. Chrom ceann Mhícheáil. Bhí deireadh leis an chruinniú.”; “Lámh aonraic. Lámh Mhícheáil Uí Dhónaill. D’éirigh sé óna stól. Shiúil sé go dtí tábla na n-oifigeach. Chuir sé a lámh ina phóca. Tharraing amach feadóg. D’fhág ar an tábla í. Thiontaigh ar a sháil. Shiúil go mall an doras amach.”  Úsáid éifeachtach gharbhchaint na Gaeltachta, “Spréadh ortsa a ghraoisín scallta de mháistir scoile. Beidh tusa buartha lá is faide anon na an lá seo agus coimeádfaidh tú do ghnoithe féin a sciotracháin shuaraigh shalaigh.”

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An Cumann

Téamaí

 Tá an príomhcharachtar idir dhá thine Bhealtaine. De réir a cheile, tuigtear do Mhícheál go bhfuil sé réidh leis an tréimhse seo ina shaol. D’ainneoin a dhílseacht don fhochumann áitiúil, b’fhearr leis agus b’fhearr dó díriú ar a shaol nuaphósta rud a chinneann sé ar a dhéanamh sa líne dheireanach. Débhríocht na habairte “Cad é an mhaith do forward an bál a fháil mura bhfuil a fhios aige cá bhfuil sé ag gabháil? … ‘You’re right there’. Mícheál a labhair. Os íseal.” Mícheál stuama agus gach duine eile leathólta. É ar an imeall nó fiú amháin taobh amuigh den chomhluadar. Saol nua lánúine – “gur ghá dá bpósadh éirí níos aonúla, níos beirtiúla in aghaidh an lae.”  Cultúr na bhfear. Drogall ar Mhícheál a bhean a phógadh os comhair na bhfear eile. Ábhair chomhrá na mbuachaillí – na mná agus an pheil. Apres match: an athinsint “fir ag eachtraí fá bhuillí a bhuail siad nár bhuail siad riamh”. Bréaglaochas na bhfear agus iad ag déanamh mórtais. Féach Philadelphia Here I come le Brian Friel, ‘The boys’ mar chrostagairt.  Dhá chiall leis an teideal: Cumann Lúthchleas Gael agus an fochumann áitiúil. An chodarsnacht idir ardchaighdeán na n-áiseanna do Chluiche Ceannais na hÉireann agus an eagraíocht ag leibhéal paróiste. Droch-chaighdeán áiseanna, “Na geansaithe uilig gorm – an minimum … gan eangacha línte ná brait.” Gluaisteáin ar an pháirc. Gan seomraí feistis. Gan leithreas. Gan cithfholcadh i ndiaidh an chluiche. Gan réiteoir. Gan líon iomlán imreoirí. Gan ach scór sa lucht féachána.

Carachtracht

 Mícheál  Síle  Pádraig  Jack  Briainí

Stíl Teanga

 ‘Thosaigh……….sa lagngaoth.’ Gan phoncaíocht d’aonghnó d’fhonn cur leis an mhothúchán. Atmaisféar Pháirc an Chrócaigh cruthaithe go héifeachtach idir radharcanna agus fuaimeanna.  Béarlachas mar ábhar magaidh trí mheán na háibhéile; centráil, headáil, defendáil, attackáil, thryáil, 7rl.  ‘Is beannaithe iad seo a fhulaingíonn géarleanúint ar son na scór’ ina mhacalla ar an nua-thiomna.  Gairbhe an chluiche agus na himeartha, “scaoi scafairí ar seachrán mar bheadh naíonán aonair i gceo, iad gafa i gcuibhreacha an anfhorlainn i gcuibhreann an anfhorlainn.”

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Amadáin

Téamaí

 “Alt grinn nó aiste ghrinn … b’fhéidir go bhfuil mé disqualifyáilte ón tús mar nach alt ná aiste é seo ach scéal – nó ábhar scéil ar chuma ar bith.” Aor éadrom a bhaineann leis na carachtair greannmhara i bparóiste bheag de chuid na gaeltachta.  “Fiafróidh an léitheoir fiosrach fáth ár scríofa agus cuirimid ar a shúile dó go bhfuil muid istigh ar chomórtas atá á reachtáil ag an iris nach léann aon duine, an tUltach.”  Bogmhagadh ar an pholaitíocht ag leibhéal áitiúil agus seanchoimhlint idir Fianna Fáil agus Fine Gael. “ … níl amhras ar bith ná go dtug seanmhná a raibh cónaí orthu san cnoic iargúlta a vóta do Dev mar gheall ar dheisbhéala Mhicí.” “Is deise an dubh don bhán ná an polaiteoir do phrionsabail.”

Carachtracht

 Micí Phaddy  Mary Mhary Sheáinín  Rosie Pheigí Móire  Napoleon múinteoir  An Sagart Paróiste  Tommy Chaitlíne  Antoin Jimmy Mhicí Nóra  Maggie Phat

Stíl Teanga

 Imeartas focal. “Tá leis leis leis leis leis.”  Dátheangachas agus coimhlint teangacha: “Tá sé toucháilte”; “Tá screw looseáilte ann”; “ ‘How Far and When’ le S.J. Killjoy.”; “the politically uninitiated.”; “The Judas Job”.  Gontacht na scríbhneoireachta. “Teach beag ceanntuí. Deora anuas. Fuacht.”  Cumas cumadóireachta an údair le sonrú sna comhfhocail nuachruthaithe; damhsasheanmóirí, cumascóirí, cianstaraithe.  Magadh ar chóras ainmnithe na ndaoine sa ghaeltacht; Aindí Mhicí Eoghain Phaddy Fheargail; Jack Eoghain Mhary Anna; Paddy Dan Bharney Róise.  Déanann an t-údar tráchtaireacht ar a chumas scríbhneoireachta féin le linn a scríofa, “Tuigimid duit, a léitheoir, má chuireann an tranglam seo d’aiste samhnas ort, go háirithe an chaoi a bhfuil an príomhphlota i dtaobh Mhicí Phaddy á shíorchailleadh i measc mionphlotanna eile.” “Má tá muidne ina éadan bhí Micí leis. Anois sin abairt a bhrisfeas croíthe is inchinneacha go leor. Bhí Micí leis! Is léir do scoláirí gur abairtín dhébhríoch í sin.”  Fágtar an scéal gan chríoch cheart, “Anois d’fhéadfainnse scríobh liom, a leitheoirí … agus aithris céard a tharla an oíche arna mhárach tigh Tommy agus an comhrá a bhí idir Maggie Phat agus Micí Phaddy a aithris i modh flashback … Ach dúirt Mary Mhary Sheáinín tráth go mbíonn blas ar an bheagán.”  Saibhreas Gaeilge. “ … go mbrostaíonn airc intleacht, go múineann gá seift, go gcaithfear damhsa de réir an phoirt agus araile.” “Na trí rudaí gan sochar i dteach ar bith ‘Carn aoiligh Bainne gear Seanchailíní.”

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Suggested Resources

De Bléine, P in An tUltach – (Nollaig 2007 - focalphictiúir Uí Dhireáin)

Feasta L ar An Chéad Chnuasach

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Filíocht

Suggested Resources:

Seán Ó Ríordáin

Denvir, G and Ó Ríordáin, S (2003) The Encyclopaedia of Ireland, Gill & Macmillan, Baile Átha Cliath, lch 842.

Denvir, G (1976) Cleite ón Eireaball’, Nua-Aois, An Cumann Liteartha, Coláiste na hOllscoile, Baile Átha Cliath, lgh 78-98.

Denvir, G (1996 – 97) Solas ar an nGloine: Gné d’Fhilíocht Sheáin Uí Ríordáin’, Irisleabhar Mhá Nuad, An Sagart, Maigh Nuad, lgh 79-98.

Denvir, G (eag.), (1997) Litríocht agus Pobal: Cnuasach Aistí, Cló Iar-Chonnachta, Indreabhán.

Fear gan Ainm (1983) An Stríopach Allúrach’, in Irisleabhar Mhá Nuad, An Sagart, Maigh Nuad, lgh 113-140.

Kiberd, D and Fitzmaurice, G (1991) An Crann Faoi Bhláth, The Flowering Tree, Wolfhound Press (Translation of Oileán agus Oileán eile).

Mac Murchaidh, C (1990) ‘Eilimintí Bíoblúla i bhFilíocht Sheáin Uí Ríordáin’, in An Sagart, Earrach, Maigh Nuad, lgh 18-22.

Mac Murchaidh, C (1992) ‘Lux et Tenebrae i bhFilíocht Sheáin Uí Ríordáin’, in An tUltach, Aibreán, Comhaltas Uladh, lgh 4-8.

Mórchuid Cloch is Gannchuid Cré. Film about the people of Inis Mór, RTE.

Ní Dheaghaidh, C (1995) Iomar Doimhin na Saoirse’, Irisleabhar Mhá Nuad, An Sagart, Maigh Nuad, lgh 19-44.

Nic Ghearailt, E (1988) S Ó Ríordáin agus ‘An Stríopach Allúrach’, Baile Átha Cliath.

O’Brien, F (1968), Filíocht Gaeilge na Linne Seo An Clóchomhar Teoranta.

Ó hAnluain, E (eag.), (1980) An Duine is Dual: Aistí ar Sheán Ó Ríordáin, An Clóchomhar, Baile Átha Cliath.

Ó Croiligh, P (1965) Irisleabhar Mhá Nuad, (Léirmheas ar Brosna), lgh 56-58.

Ó Coileáin, S and Ó Ríordáin, S (1982) Beatha agus Saothar, An Clóchomhar, Baile Átha Cliath.

Ó Conaire, B, Focail ag Iompar Saoil’, in Riggs, Pádraigín, Ó Conchúir, Breandán agus.

Ó Coileáin, S (eag.) Saoi na hÉigse: Aistí in Ómós do Sheán Ó Tuama, An Clóchomhar.

Ó Doibhlin, B (1974) Aistí Critice agus Cultúir Foilseacháin Náisiúnta Teoranta.

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Ó Doibhlin, B and Ó Ríordáin, S (1967) agus an Spiorad Barócach’, Irisleabhar Mhá Nuad, Maigh Nuad, lgh 43-59.

Ó Doibhlin, B (1974), Aistí Critice agus Cultúir, Foilseacháin Náisiúnta Teo., Cathair na Mart.

Ó Dúshláine, T (1974) Greim Cúil an Dúchais’, Irisleabhar Mhá Nuad, Maigh Nuad, lgh 25-34.

Ó Dúshláine, T (1993) Paidir File, Cló Iar-Chonnachta, Indreabhán.

Ó Fionnáin: T (1970) An Aigne Linbh’, Irisleabhar Mhá Nuad, Maigh Nuad, lgh 43-51.

Ó Floinn, T (1997) Filíocht Sheáin Uí Ríordáin’ in Cion Fir: Aistí Thomáis Uí Fhloinn in Comhar, Baile Átha Cliath, lgh 144-150.

Ó Floinn, T, An Mheadaracht i bhFilíocht Sheáin Uí Ríordáin’, in Cion Fir, supra, lgh 151-155.

Ó Góilidhe, C (1974) Díolaim Filíochta don Ardteistiméireacht, Folens.

Ó Gormghaile, P (1974) ‘Tionóisc ó Neamh’, Irisleabhar Mhá Nuad, lgh 35-44.

O Ríordain, S, tar éis a bháis’ – series of lectures by writers and poets to be launched as a book and CD at Oireachtas in November 2008.

Ó Tuama, S (1978) Filí faoi Sceimhle, Baile Átha Cliath.

Ó Tuama, S, Sean Ó Ríordáin, Modern Poet’, in Modern Poetry in Irish, lgh 10-34.

Ó hUanacháin, M (Eag.), (2007) Seán Ó Ríordain 1916 – 1977’ in Comhar, Deireadh Fómhair.

Sewell, F, Seán Ó Ríordáin: Joycery-Corkery-Sorcery’ in The Irish Review 23, lgh 42-61.

Gréagóir Ó Dúill

Ó Dúill, G (eagarthóir), Filíocht Uladh 1960 – 1985, (alt leis an fhile ar an fhilíocht), Coiscéim

Ó Dúill, G (Eagarthóir) (2000), Fearann Pinn Filíocht 1900 go 1999, Coiscéim

‘Duine Séimh Le Tuairimí Láidre’, in An Léitheoir

‘I gCuimhne ar 45,000 Éireannach’, Scagadh leis an fhile féin, in An tUltach, Feabhra 1997

Nuala Ní Dhomhnaill

Ní Dhónaill, N (1990) Pharaoh’s Daughter, The Gallery Press, (Translation of Oileán.) de Paor, P (1997), Tionscnamh filíochta Nuala Ní Dhomhnaill, (Liosta foinsí, lgh 282-283) An Clóchomhar Teoranta

Sewell, F, Modern Irish Poetry: A New Alhambra. (innéacs an leabhair)

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Ó Tuama, S, Filíocht Nuala Ní Dhomhnaill’, in Léachtaí Cholm Cille XVII, 1986 lgh 5-116 (tagairt don dán ‘Leaba Shíoda’ agus achoimre gonta soiléir ar thogra fileata Ní Dhomhnaill.)

Denvir, G, D’aithle na bhFilí’, in Innti 11, 103-119

Denvir, G, Continuing the link’, in Irish Review 3 1987: lgh 40-54.

Almquist, B (1990), Of Mermaids and Marriages,’ in Béaloideas, (lgh 1 – 69)

De Brit, M (1993), An Slánú i bhfilíocht Nuala Ní Dhomhnaill’, in Irisleabhar Mhá Nuad, An Sagart.

Mac Williams Consalvo, D (1995) The Linguistic Ideal in the Poetry of Nuala Ní Dhomhnaill’, in Éire- Ireland, Samhradh.

Nic Dhiarmada, B (1987) Bláthú an Traidisiúin’, in Comhar, Bealtaine.

Nic Dhiarmada, B (1993) ‘Immram sa tSíce: Filíocht Nuala Ní Dhomhnaill agus próiséas an Indibhidithe’, in Oghma 5.

Ó Tuama, S (1991) Filíocht Nuala Ní Dhomhnaill: An Mháthair Ghrámhar is an Mháthair Ghránna ina Cuid Filíochta’, in Léachtaí Cholm Cille XVII, Má Nuad, An Sagart, 1986 nó in Cúirt, Tuath & Bruachbhailte.

Rosenstock, G (1993) Review of Spionnáin is Róiseanna, Nuala Ní Dhomhnaill’, Indreabhán: Cló Iar- Chonnachta, CIC 121 (caisead is leabhrán), Poetry Ireland Review, 39, Fómhar (102-109).

‘Adaptations and Transformations: An Interview with Deborah Mc Williams Consalvo’, in Studies, Fómhar, 1994

‘Q&A: Nuala Ní Dhomhnaill’, in Irish Literary Supplement, Fall 1987, lgh 41-43

‘Having a Sensual Relationship with God’, in The Irish Times, 2-12-88

‘Why I Choose to Write in Irish: The Corpse That Sits Up and Talks Back’, in The New York Times, 1-8- 95

‘Ceardlann Filíochta’ (1986) in An Nuafhilíocht, Léachtaí Cholm Cille XVII, Maigh Nuad, An Sagart.

Agallamh in An Droichead, Fómhar Geimhreadh 1995

Agallamh in Comhar, Bealtaine 1992

‘Making the Millenium’, in Graph, Uimh. 1, 1986

‘Ó Liombó go dtí Sráid Grafton’, in Innti, 12 1989

‘What foremothers?’ in Poetry Ireland Review 36, Fómhar, 1992

‘Terminal Activity’, in Poetry Ireland Review, 43/44

‘An Ghaeilge mar uirlis fheimineach’, in Unfinished Revolution, essays on the Irish Women’s

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Movement, Bal Feirste, Meadhbh Publishing, 1989

‘An t-anam mothála the feeling soul’, Mackey, J. (Eagarthóir), in The Cultures of Europe: The Irish Contribution, Béal Feirste, 1994

Clár ar Nuala Ní Dhomhnall, RTE 25/10/87

Clár ar Nuala Ní Dhomhnall, R na G

Mairtín Ó Direáin

Mac Síomóin, T (1984), Mairtín ó Direáin Tacar Dánta, The Goldsmith Press (Translations of Cuimhne an Domhnaigh and An tEarrach Thiar.)

O’Brien, F (1968), Filíocht Gaeilge na Linne Seo, An Clóchomhar Teoranta.

Ó Doibhlin, B (1972), Aistí Critice agus Cultúir, Foilseacháin Náisiúnta Teoranta.

Ó Góilidhe, C (1974), Díolaim Filíochta don Ardteistiméireacht, Folens.

Ó hÁnluain, E (2002), Ón Ulán Ramhar Siar, An Clóchomhar Teoranta.

Prút, L (1982), Máirtín Ó Direáin File Tréadúil, An Sagart Maigh Nuad.

Cathal Ó Searcaigh

Bolger, D (1986), The Bright Wave: An Tonn Gheal, Raven Arts Press (Translation of Súile Shuibhne).

Doan, J and Sewell, F (ed.), Critical Essays on the Poetry of Cathal Ó Searcaigh.

Fitzmaurice, G (1993), An Bealach ‘na Bhaile, (Téacs agus Téip) Cló Iar-Chonachta (Translations of Caoradóir and Súile Shuibhne).

Ó Laoire, L, Sex, Nation and Dissent in Irish Writing in Eibhear Walshe (ed.).

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