Gaelic10 Resource PDF

A TEACHING RESOURCE
GÀIDHLIG 10
GAELIC 10
GÀIDHLIG 10 / GAELIC 10:
A TEACHING RESOURCE
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Cataloguing-in-Publication Data
M ain entry under title.
Gàidhlig 10 : Gaelic 10 : a teaching resource / Nova Scotia. Department of

Education. English Program Services
ISBN 978-1-55457-186-4
1. Scottish Gaelic language—Nova Scotia 2. Curriculum

planning— Nova Scotia I. Nova Scotia. Department of Education. English
Program Services
491.6 – dc22 2008

A CKNOWLEDGMENTS
ACKNOWLEDGMENTS
The Department of Education gratefully acknowledges the following people
and organizations for their assistance and feedback in developing this resource
book:
• Members of the Nova Scotia Gaelic Council

• Dalbrae Academy students, teachers, and support staff
• Former Mabou Consolidated School students
• The Mabou Gaelic and Historical Society
• Highland Council, Scotland (Bruce Roberston, Donald John Mac Leod,
Andy Mac Donald, Margaret Mac Connell, Angus John and Màiri
Mac Donald, and Murdina Stewart)
• Western Isles Council (Neil Mac Donald, Eriskay School, and Gaelic
Department of Lionacleit School)
• Network of Innovative Schools
• Strait District School Board (Jack Beaton, Phonse Gillis)
• The Gaelic community of Inverness County
• Frances MacEachen, Department of Tourism, Culture, and Heritage,
Culture Division (MOU with Scotland)
• Margaret Beaton, Principle Writer, Dalbrae Academy
G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE iii

C ONTENTS
CONTENTS
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1: Foghlam Gàidhlig / Gaelic Education. . . . . . . . . . . . . . . . . . . . . . 3

Nature of Gaelic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Assessment and Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Classroom Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Community Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Chapter 2: Fiosrachadh ro-làimh / Building Vocabulary and

Learning Strategies.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Tapping into Prior Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
K–W–L Plus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Knowledge Chart.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Fact-Based Article Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Issue-Based Article Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Steall! “Bàrdachd”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Building Vocabulary and Learning Strategies.. . . . . . . . . . . . . . . . . . 29
Suggestions for Encouraging Student Participation. . . . . . . . . . . . . . 37
Geuman / Games.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Gnàthsan Cainnte Gàidhlig / Gaelic Idioms. . . . . . . . . . . . . . . . . . . 51
Òrdain/Commands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Tri-cheàrnag na Gnìomhair / The Verb Triangle.. . . . . . . . . . . . . . . 53
Abairtean Feumail / Useful Conversational Phrases. . . . . . . . . . . . . . 55
Ceistean / Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Ainmean Àite / Gaelic Place Names.. . . . . . . . . . . . . . . . . . . . . . . . . 60
Language Structures to Be Emphasized. . . . . . . . . . . . . . . . . . . . . . . 65
Chapter 3: Leughadh agus Sgrìobhadh / Reading and Writing. . . . . . . . . . . 71

Cò mi? / Who Am I?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Sgeulachdan / Stories.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Oidhche Shàmhna / Halloween Stories. . . . . . . . . . . . . . . . . . . . . . . 86
Chapter 4: Seanchas agus Beul-aithris / The Oral Tradition. . . . . . . . . . . . . 89

Superstitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Traditional Recipes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Remedies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Traditional Games.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
New Year and Christmas Traditions. . . . . . . . . . . . . . . . . . . . . . . . . 99
An Nollaig.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE v

C ONTENTS
An t-Sìde / The Weather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Toimhseachain/Riddles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Seanfhaclan / Proverbs or Wise Sayings. . . . . . . . . . . . . . . . . . . . . . 106
Expressions/Similes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Samples of Ghost Stories in English Collected from the
Nova Scotia Community. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Ghost Stories from Inverness County. . . . . . . . . . . . . . . . . . . . . . . 112
Family Trees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Chapter 5: Òrain Ghàidhlig / Gaelic Songs.. . . . . . . . . . . . . . . . . . . . . . . . 117

Luathadh/Milling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Puirt-a-Beul / Mouth Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Chapter 6: Obraichean agus Rannsachadh/Projects and Research. . . . . . . . 129

Life and Work of a Local Bard.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Interview with Gaelic Speakers. . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Folklore Collection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Cèilidh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Create an Illustrated Children’s Story Book in Gaelic. . . . . . . . . . . 152
Illustrate Pictorially Several Gaelic Songs (or proverbs) to Convey
Meaning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Culture in Cloth Specific.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Research Paper.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Field Trips and Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Mìos na Gàidhlig/Gaelic Awareness Month.. . . . . . . . . . . . . . . . . . 160
Chapter 7: Sgrùdadh/Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Deuchainn Gàidhlig. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
General Impression Scoring: General Conversation.. . . . . . . . . . . . 166
Scoring Rubric and Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Deuchainn Gàidhlig. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Report Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Collaboration Rubric.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Multimedia Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Written Report Based on an Interview. . . . . . . . . . . . . . . . . . . . . . 176
Research Report Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Oral Presentation Rubric: Bruidhinn anns a’Ghàidhlig. . . . . . . . . . 178
A’ Còmhradh anns a’Ghàidhlig. . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
50% Oral. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Puppet Show. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
vi G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE

C ONTENTS
Chapter 8: Stòras-Taice/Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Print Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Magazines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Videos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
CDs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Useful Gaelic Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Teisteanasan/References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE vii

INTRODUCTION
INTRODUCTION
An t-ionnsachadh òg, an t-ionnsachadh bòidheach.
This resource book is developed to assist teachers in achieving the general

curriculum outcomes for Gaelic 10.
Students will be expected to
• use Gaelic to communicate and interact effectively

• create and experience works reflective of the Gaelic language and culture
• demonstrate an appreciation and understanding of the Gaelic culture
within Nova Scotia and the wider world
This resource is not a collection of lessons, but is meant to complement and

enhance teacher-generated lessons and lessons based on the text Abair Fhèin E!
It is by no means a complete work, and many of the activities and much of the
information are meant to act like a springboard from which teachers can
elaborate.
G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE 1

CHAPTER 1:
FOGHLAM GÀIDHLIG /
GAELIC EDUCATION
C HAPTER 1: FOGHLAM G ÀIDHLIG /G AELIC E DUCATION
CHAPTER 1:
FOGHLAM GÀIDHLIG/
GAELIC EDUCATION
Any language, in truth, is much more than an instrument or a tool for communication.
By forming our thoughts, by articulating our social relations and by establishing our
connection with reality, each language constitutes a fundamental dimension of the person.
Koïchiro Matsuura
Director-General
United Nations Educational, Scientific and Cultural Organization
(UNESCO)
International First Languages Day, 2006 02 21
Knowledge of one’s culture and heritage engenders a sense of security, confidence,

and self-worth and provides a sense of place and belonging.
Study of the Gaelic language provides students with opportunities to interact with
the Gaelic community and to deepen their knowledge of a shared heritage,
traditionally passed down “o ghlùin gu glùin.” It promotes positive attitudes toward
cultural diversity and commonality and fosters students’ appreciation for Nova
Scotia’s diverse heritage and way of life.
The Gaels of Nova Scotia are a people whose culture was formed for the most part in
the tradition of Gaelic Scotland and Ireland. The overwhelming majority of Gaelic
Nova Scotia’s heritage is derived from the Gaelic culture of late eighteenth to mid-
nineteenth century emigrants from the highlands and islands of Scotland.
The culture and traditions of these Gaels are evident and thrive throughout Nova
Scotia and are a vital part of Nova Scotia’s cultural mosaic. Central to the culture is
the Gaelic language. A precious aspect of our heritage, the Gaelic language has had a
long and important history in Nova Scotia, being the mother tongue of many of its
founding pioneers.
Gaels live all over the world. Pockets of people who speak Gaelic can be found in
various parts of Canada, the United States, throughout Europe, South America,
Australia, and New Zealand. This international Gaidhealtachd (Gaelic speaking
community) regards Nova Scotia as the heartland of Gaelic culture and tradition in
North America. Visitors from around the world come to experience the rich, vibrant
way of life in communities steeped in Gaelic traditions. Indeed, in its report, Gaelic
in Nova Scotia: Opportunities (The Gaelic Council of Nova Scotia 1997), Comhairle

C HAPTER 1: F OGHLAM G ÀIDHLIG /G AELIC EDUCATION
na Gàidhlig, Alba Nuadh, the Gaelic Council of Nova Scotia, promoted Gaelic
language and culture as a vehicle for sustaining economic growth in Nova Scotia.
Instrumental music including that of the great highland pipes and the fiddle, step
dancing, and Gaelic singing all come from a rich Gaelic cultural tradition spanning
the scope of two millennia. These traditions are based in the language of the Gael.
Nova Scotia performers who use Gaelic song and music as their inspiration have
championed a resurgence of interest in the Gaelic language. The heightened interest
in Gaelic language and culture in Nova Scotia reflects a greater worldwide trend.
Recently, the Department of Education, English Program Services, developed

curricula for Gaelic 10, 11, and 12 and this year will begin the curriculum
development work required for elementary and junior high school programs. There
is increased interest among younger Nova Scotians in learning Gaelic, and the
commitment of the Department of Education to fostering and sustaining this
interest and to preserving and promoting Gaelic language and culture has been
reflected in messages from government as well as the establishment of the office of
Gaelic Affairs.
Nature of Gaelic Language

Gaelic (Gàidhlig) is an ancient language belonging to the Celtic family of Indo-
European languages. The Celtic family of languages also includes Irish and Manx
Gaelic, Welsh, Breton, and Cornish. Scottish Gaelic, Irish Gaelic, and Manx are
similar in that they belong to the Q or Goidelic branch of the Celtic linguistic family
tree. Cornish, Breton, and Welsh belong to the P or Brythonic branch of Celtic
languages.
Gaelic was first permanently brought to Nova Scotia in the eighteenth century by
the emigrant Scots from the highlands and islands of Scotland. Because these early
settlers lived in relative isolation, many of the traditions of Gaelic language and
culture that vanished from other Gaelic-speaking areas generations ago, still exist in
Nova Scotia.
Gaelic is the vehicle through which many of Nova Scotia’s customs, values, beliefs,
and attitudes have been passed down from one generation to the next. To learn the
language, therefore, is to deepen one’s understanding of the Gaelic consciousness
and identity.
At one time, it was estimated that the number of speakers in the province was as
many as 100 000. In the last 50 years, the number of Gaelic speakers in the province
has declined from 25 000–30 000 Gaelic speakers to fewer than 1000 native speakers
today. Census figures for 2001 indicate that there are fewer than 500 Gaelic native
speakers left in Nova Scotia. However, if learners were included in this number, the
figure would probably be closer to 2000.
6 G ÀIDHLIG 10/ G AELIC 10: A T EACHING R ESOURCE

The United Nations Educational, Scientific and Cultural Organisation (UNESCO)

recognized Gaelic to be one of the top nine endangered languages in the world in
2003. Although the language is threatened globally, there are many signs of revival in
the old country, Scotland.
In Nova Scotia, in May of 2004, Comhairle na Gàidhlig Alba Nuadh (the Nova
Scotia Gaelic Council) presented to government and community, a document
entitled Developing and Preserving Gaelic in Nova Scotia: A Strategy for a Community-
Based Initiative. This document looks at creating a 20-year long-range plan to
preserve, maintain, and develop Gaelic in Nova Scotia.
The Gaelic language is at a critical stage in its evolution; and it is, therefore,
important that the youth of Nova Scotia have the opportunity to learn to
communicate in Gaelic, one of Nova Scotia’s ancestral languages, and maintain and
foster a Gaelic identity.
Gaelic Language, Grade 10
Gaelic language programs as an introductory-level experience, at any grade level,

must be designed to develop the learner’s ability to communicate effectively in
Gaelic using basic language skills. The curriculum should integrate general language
education, technology, culture, history of the Gael, music, and the arts, and
linguistic elements.
Students should be offered opportunities to
• communicate orally with a degree of fluency

• understand basic conversational expressions
• develop reading ability
• read and write with the use of basic vocabulary and expressions
• interact with members of the Gaelic-speaking community
• explore authentic Gaelic texts
• explore and reflect on how language expresses cultural identity
• develop an awareness of the living Gaelic heritage
• explore the historical and cultural contribution of the Gaelic language to Nova
Scotia
• develop an awareness of variations in language and tradition among Gaelic
communities
• explore the role of song, story, and poetry in the lives of the Gaels
• use drama to illustrate the old tales of the Gaels and to practice fluency
• discover an international theme in the art, language, music, dance, festivals, and
tales of the Gaels
• explore the historic origins of the Gaels
• contribute to the preservation, promotion, and continuation of the Gaelic
language

C HAPTER 1: F OGHLAM G ÀIDHLIG /G AELIC EDUCATION
• consider the entrepreneurial, career, and economic opportunities offered by

Gaelic-based business initiatives (e.g., tourism)
• enhance learning and communication by using web-based Gaelic programs and a
variety of technology if available
Assessment and Evaluation

Teaching, assessment, and evaluation should be closely linked. Assessment and
evaluation should occur on an ongoing basis as integral parts of the learning
process. Daily observation and assessment are recommended in a language class.
Students should collaborate with teachers in the process.
Frequent, meaningful feedback will give the students the opportunity to

recognize their own progress. A combination of self-, peer, and teacher assessment
and evaluation will shift the emphasis toward a shared responsibility for learning.
This teaching resource provides a variety of rubrics and suggestions for

evaluation. Teachers should be aware that there are several websites available for
creation of customized rubrics. It is recommended that students, for self-
evaluation, be often given the opportunity to view or listen to themselves through
video and/or audio tapes.
Classroom Structure
The classroom needs to be a flexible space that supports traditional teaching
methods and more collaborative ones. The physical Gaelic classroom should be
set up to encourage interactive learning where
• students are comfortable and feel at ease

• circular seating is possible
• a large floor space can be made available
• co-operative learning and group work can take place
• computers are easily accessed
8 G ÀIDHLIG 10/ G AELIC 10: A T EACHING R ESOURCE

Community Involvement
The community includes not only students, parents, and teachers, but also
volunteers, service and youth groups, cultural groups, business and media
agencies, and other groups. It is important that all of these groups view the
education of young people as a shared responsibility. As partners, the school and
community can promote student growth in Gaelic language learning by working
together to
• involve the students in Gaelic community projects, and likewise, the school
can involve the community in school-based Gaelic projects
• provide audiences for Gaelic projects and activities
• provide guest speakers in Gaelic classes
• encourage students to use the social, recreational, and cultural opportunities
to be found in their community
• value and support the unique role teachers have in Gaelic language education
• encourage Gaelic projects, presentations, workshops, and performances
• act as resource persons for the students
• share and exchange resources
• encourage students by conversing with them in Gaelic at every opportunity

CHAPTER 2:
FIOSRACHADH RO-LÀIMH /
BUILDING VOCABULARY AND
LEARNING STRATEGIES
C HAPTER 2: F IOSRACHADH RO -LÀIMH /B UILDING V OCABULARY AND L EARNING S TRATEGIES
CHAPTER 2:
FIOSRACHADH RO-LÀIMH /
BUILDING VOCABULARY AND
LEARNING STRATEGIES
Many of the strategies below are used throughout the curriculum for a variety of
subjects.
Tapping into Prior Knowledge

While Gaelic 10 assumes no prior knowledge of Gaelic, many students, however,
have knowledge of some aspects of the language—especially common language
structures. All students can develop skills to activate and link their prior
knowledge to new information by learning to sift through, organize, and relate
new information to what they already know. These skills are referred to as core
skills and are particularly important for problem solving.
Prior knowledge will be tapped into and extended if students have a chance to
share and talk about what they have produced.
With specific strategies, such as the examples on the following pages, students can
develop the skills required for activating prior knowledge.

Listen-Think-Pair-Share
1. Students are placed in prearranged pairs or groupings.

2. Students listen to the teacher present content (lecture, demonstration,
video, etc.)
3. Each student is given a specific task that requires thinking about the content,
(e.g., answering a question, drawing a representation). There is to be no
talking at this point.
4. Students pair up and share what they have done.
5. Students share their results.
Results could be categorized using clustering strategies or a concept map.
Concept Maps
A concept map is intended to help students
• identify key vocabulary

• identify relationships between terms within a topic
• categorize
Sample 1: Concept map
14 G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE

Sample 2: Concept map based on a trip to the store to purchase goods

Animated Concept Mapping
Arrange classroom in groupings, e.g., Topic might be “Anns an stòr” or “Anns

a’bhùth.” Each grouping, or table, will have a sub-topic: Às a’mhuir (From the
sea), Às a’ bhaile (From the farm), Às a’ghàradh (From the garden), or Bhon
fhuineadair (From the baker).
Students, as they enter the classroom, will be given a card with a word on it and
will have to find a home for that card and take a seat at the appropriate table.
When all are seated, students share and check to see if everyone “belongs.”
Students could ask questions such as “A bheil mise an seo?” Or “Am faod mise
fuireach an seo?”
For example, Às a’ mhuir could include words like giomach, crùbag, iasg, maorach,
feamain, rionnach, sgadan, faochag.
Students should check to see if some could be in two of the stations. Discuss
“best fit.”
Give students a sheet of poster paper to draw and label the items on each card at
each table. Post on a wall where a poster concept map is now created.
Listen-Draw-Pair-Share
This strategy requires that students draw what they know about a topic before
and after some instruction. The drawings they produce show what they perceive
to be the main ideas.
1. Students create and label a drawing that illustrates what they know about a
topic.
2. Students share what they know with a partner.
3. Students share what they know with the class. The teacher may list the
information or draw up a concept map.
4. The teacher presents new information.
5. Students alter or adapt their drawings or create new drawings.
6. Students share their before and after drawings with other students and explain
the changes or differences and the reasons for them.

7. Voluntary sharing with the class.
Teachers and students can develop performance assessments that distinguish the
key features in a drawing (e.g., detail, accuracy, labelling where required, and
presentation).
K–W–L (Know–Want to Know–Learned)
This strategy asks students to identify
• what they already know (K)

• what they want to know (W)
• what they learned in the lesson or unit (L)
Know
1. The teacher introduces the topic (e.g., tells students what it is, shows a short
video, reads a passage, and does a demonstration).
2. The class brainstorms the topic and create a three-column KWL chart.
3. Students individually write all they know about the topic, to expand on what
was said in the K column of the KWL chart.
4. Students look for natural clusters of terms and write suggested categories at
the bottom of the K column.
Want to Know
1. Students share lists and categories with partners then with the rest of the class.
2. Students can build a class concept map in the W column.
3. Students list questions below the map or list of terms. These questions could
be a result of discussing the material or from building their list in the K
column.
Learned
1. The teacher proceeds with the lesson or unit.

2. Students add questions to the W list.
3. Students begin to write down answers to their questions in the L column.
4. The teacher provides a time out for students to recheck their questions and
also monitors if questions are being answered.
5. Students share their answers with the class, record them in notebooks or on
wall charts, or write about them in journals.

Traffic Lighting
Introduce a new topic [e.g., Biadh (Food)] Teacher gives students a prepared list
of Gaelic words to do with the topic or a selection of pictures on the topic.
Students, individually, categorize the word list.
Red—know nothing about

Amber—know some
Green—know lots about
This is a useful tool for working on a broad topic (e.g., Fuadach Nan
Gàidheal/The Highland Clearances). The teacher would give a list of significant
events, dates, names, place names, etc., and the students would categorize the list.
This gives the teacher an idea of how much prior knowledge the students have.
K–W–L for Guest Speakers
K—what students already know

W—what students want to know
L—what they learned
Example
Guest: Mary Jane Lamond
Know
Teacher introduces topic (e.g., Gaelic songs recorded by Mary Jane Lamond).
Outcomes
• demonstrate the role of Gaelic song in traditional daily work

• engage in traditions unique to the Gael
Students record what they already know.
Possible responses:
• Gaelic singer
• female
• lives in Glendale

• from Ontario
• President of Nova Scotia Gaelic Council
• does not record nor perform songs in English
• Cape Breton connections
• St. Francis Xavier University graduate
• sings milling songs
• sings slow songs
• travels the world
Want to Know
This is where students could list questions they wish to ask her when she
addresses the class.
• Does she sing only Gaelic songs? Why?

• How does she choose her songs?
• Where does she find her songs?
• What is a milling song?
• Does she write her own songs?
• What inspired her to learn Gaelic?
• Can she make a living by singing only Gaelic songs?
• What are most of her songs about?
• What role did the songs play in the lives of the composers?
• What role does it play in her life?
Students can come up with many questions to ask while being aware of the
outcomes to be met.
Learned
Students can jot down answers while the guest is present, and then take time at
the end of the presentation to complete their notes.

K–W–L Plus
Course Topic
Know W ant to Know Learned
Categories

Knowledge Chart
Course Unit
W hat do you know about ?
Know now (draw) Know now (list)
Need to know
List what you have learned Final concept map or drawing
Knowledge Chart: Used by permission of Lynda Matchullis and Bette Mueller, Nellie McClung Collegiate,
Pembina Valley S.D. No. 27, Manitoba.

Fact-Based Article Analysis

When you read the article, did it present a certain point of view about an issue
under dispute? If so, use the Issue-Based Article Analysis sheet. If the article
informed you but did not raise any concerns, use this sheet.
Key concept (written in a sentence). W rite an article summary or definition in

your own words. Do not list facts. Give an
overview.
Draw a figurative representation.
List your questions (at least tw o).
W hat are the facts? List at least five. List at least five key words.
Relevance to today; this is important or not important because ...
Fact-Based Article Analysis: Used by permission of Lynda Matchullis and Bette Mueller, Nellie McClung
Collegiate, Pembina Valley S.D. No. 27, Manitoba.

Issue-Based Article Analysis

When you read the article, did it inform you but not raise any concerns? If so, use
the Fact-Based Article Analysis sheet. If the article presented a certain point of
view about an issue under dispute, use this sheet.
Issue (written as a question). W rite a sum mary in your own words.

(paraphrase)
Draw a figurative representation.
List your questions (at least tw o).
W hat is the author’s opinion?

Give one piece of evidence.
W hat is your opinion?
Relevance to today; this is important or not important because ...
Issue-Based Article Analysis: Used by permission of Lynda Matchullis and Bette Mueller, Nellie
McClung Collegiate, Pembina Valley S.D. No. 27, Manitoba.

PReP (Pre-Reading Plan)*
This structured brainstorming allows the teacher to assess students’ prior

knowledge.
1. The teacher decides on the main ideas about a particular concept.

2. The teacher introduces the topic with a question: “Tell me anything that
comes to mind when you think, see, or hear ... ?”
3. All responses are written for all to see.
4. The teacher asks: “What made you think of ... ?” and discussion continues.
Students begin to connect what they know to the ideas of others.
5. The teacher asks “Based on our discussion, have you any new ideas
about ... ?” Students begin to reformulate what they know and the teacher
gains a better understanding of students’ prior knowledge.
Example:
• Teacher asks, “Tell me all you know about the oral tradition.”
• Possible answers: storytelling, songs, mouth music, tales, superstitions,
traditions, beliefs, values, riddles, history, genealogy ... All answers are written
on the board by the teacher or student scribe.
• The teacher asks:
– What made you think of genealogy?
– What made you think of history?
– What made you think of song?
The teacher has the opportunity to show students how familiar they already are
with the oral tradition and can now elaborate on it.
Steall/Splash
(see sam ple on next page)
This strategy is used to allow students to make connections by using prior

knowledge and by making predictions. The students are given a sheet with an
assortment of terms and words. They are asked to make connections between the
words/expressions by drawing connecting lines. For example, on the next page a
connection might be between Angus L. Mac Donald, Nova Scotia, and the word
premier. A less-informed student may make the simple connection between
Angus L. and Angus Y. in that their names are Angus!
Every student will have a different set of connections. In this instance, the lesson
to follow could be on the work of the Gaelic bard Angus Y. MacLellan of
Margaree, Cape Breton Island, Nova Scotia, who composed a wonderful song
“An Innis Àigh” in praise of Margaree Island when he was lighthouse keeper there.

He composed a milling song, “An Sgiobair Ùr,” about Angus L. MacDonald from
“down the road” in Dunvegan (which overlooks Margaree Island) when Angus L.
took over the helm of the province and became premier of Nova Scotia in 1933.
During the war years, the Gaelic speaking Angus L. served in Ottawa as Minister
of Defence for Naval Services and in the early fifties was partly responsible for the
building of the Canso Causeway joining mainland Nova Scotia to Cape Breton
Island.
These are some of the connections that could be made on the “Steall” page.
Students should be encouraged to make as many connections as they can and be
informed that the page is for their own use only. Voluntary discussions could take
place at the end of the lesson when the “Steall” page is revisited. (See Steall!
“Bàrdachd,” page 24.)
Fiosrachadh or Persona Sheets or Cards
On the card, information would be given about, e.g., Seònaid. This could be in
English or in Gaelic. The student adopts the persona of the person described on
the card. Teachers may create cards in advance or invite students to create the
cards in preparation for this activity.
Janet is 12 years old and lives in Antigonish, Tha Seònaid dusan bliadhna a dh’aois agus
Nova Scotia. She has four brothers and one tha i a’fuireach ann an Antigonish ann an
sister, and they live with their parents on 14 Alba Nuadh. Tha aon phiuthar agus ceathrar
Hawthorne Street. Her phone number is bhràithrean aice agus tha iad uile a’fuireach
902-863-0000. Janet goes to Prince Andrew aig 14, Sràid Sgiathach. Is e 902-863-0000
Junior High. She likes her mathematics and an aireamh fòn aice. Tha i a’dol gu Sgoil a’
English classes. She wants to be a doctor. Phrionns’ Anndra. Is toigh leatha
matamataics agus Beurla. Tha i ag iarraidh a
bhi na dotair.
Each student would be given a different card and would ask each other questions.
Examples:
• Dè’n t-ainm a th’ort? • Dè’n àireamh fòn a th’agad?

• Càite bheil thu a’fuireach? • Càite bheil thu a’dol dhan sgoil?
• Cia mheud piuthar agus bràthair • An toigh leat matamataics?
a th’agad? • Dè eile is toigh leat?
• Dè an seòladh a’th’agad?
This type of assignment could also be presented in a grid format. See Grid for
Generating Conversation on page 27.

Steall!
“Bàrdachd”
Predict the connections.

Grid for Generating Conversation
Students take on the role of the people named and work in pairs to ask and
answer questions, based on the given information.
Ainm Aois Seòladh Àireamh Co às a An toil leat? Dè’n A bheil

fòn tha thu? uair a
tha e?
Màiri Pheatan 17 4 Rathad Ruadh 902- Inbhirnis Ceap Breatainn 6:30 m cù

Inbhirnis 258-0000
Calum 19 45 Sràid a’Bhanca 902- Nyanza dannsa 4:15 f cat
Mac Fhraing Badaig 295-0000
Seònaid Nic 18 23 Rathad Ard, 902- Abhainn leughadh 6:00 f each
Dhòmhnaill Antigonis 863-0000 Bharnaidh
Seumas 15 2 Ionad Na 902- L’Ardoise iasgach 2:45 f leabhar math
Mac an t-Saoir Margaidh, 258-0000
L’Ardoise
Ruairidh Mac 23 3,Cnoc Mòr 902- Barraigh Canada 11:00 m càr
Nèill Sanndraigh 725-0000
Mairead 26 456, Rathad na 902- Sudnaidh bainne 12 peann
Nic Leòid Mara 747-0000 meadhan
Cladach-a- Tuath latha
Alasdair 16 2789 Sràid an Righ, 902- Màbu iomain 1:00 f bainne
Mac a’ Truro 896-0000
Ghobhainn
Catrìona 20 69 Rathad na 902- Ontario Alba Nuadh 9:30 f Gàidhlig
Nic Neacail h-Eaglaise, Pictou 798-0000
These are samples of questions that could be asked.
Dè’n t-ainm a th’ort?

Dè’n aois a tha thu?
Dè’n seòladh a th’agad?
Dè’n àireamh fòn a th’agad?
Cò às a tha thu? An toil leat ... ?
Dè’n uair a tha e?
A bheil thu ag iarraidh ... ?

Summary
Learning occurs when we connect new information to what we already know.

Unless we can dig deep and find relevant prior knowledge, we have nothing to
“hang our hats on.”
Prior knowledge strategies
• provide focus and interest for every student in the class

• allow students to activate what they already know about the topic
• allow teachers to determine each student’s entry-level knowledge and plan
instruction accordingly
• allow teachers to clear up any misconceptions

Building Vocabulary and Learning Strategies

Notes to the teacher: Teachers should provide students with a non-threatening,
rewarding, and enjoyable environment where opportunity is given to hear, repeat,
and use the language.
When teaching a language, it is important to try to get the learner to think in the
target language and to avoid translation as much as possible. In order to do this,
and where total immersion is not possible, the student should have a regular time
slot allocated to language learning on a daily basis. Consistency, repetition,
continuity, and authentic learning are all very important factors in determining
the success of a program. To complement the learning at school, the learner
should make every effort outside regular school hours, to use the language as
often as possible, and to create opportunities for oneself (e.g., phone a friend who
is also learning Gaelic).
Method
Example:
It is important, as far as possible, to not use this method where translation is

involved.
e.g., leabaidh = bed
nor = bed = leabaidh
nor bed = leabaidh
This is the preferred method:
leabaidh
Absolutely no association is being made from the object to the word in any
language other than Gaelic.

A typical lesson would run as follows:
A. Display a picture of a selected topic (e.g., in the store). Introduce several new
words by pointing to the picture and saying the words (e.g., bainne, siùcar,
ìm). Get the students to repeat the words several times until they know
them.
B. Ask questions to identify the new words (e.g., Cò tha seo? Dè tha seo?).
C. Next create simple sentences around the new vocabulary and the picture.
(e.g., Chì mi an duine). Give no more than ten sentences to start off with.
The number and difficulty of the sentences will vary according to the
language level of the students. Get the students to listen the first time you
say the sentences. The second time, get the students to repeat the sentences.
Do this several times, as a group, and individually.
D. Ask simple questions about the picture. The students should be answering
using the sentences you just gave them.
E. Ask for a volunteer to go before the class and tell the whole story or describe
the picture in Gaelic using the sentences and words they have just learned
along with what they already know.
Note to the teacher: Note that the students have not yet seen any written
Gael words. You may wish to do the next part of the lesson in the next time
allocation you have, i.e., in school the next day.
F. Now it is time to do the lesson over again. This time write the words down
next to the objects they describe, i.e., all the nouns. With respect to other
words, write them down the side as you reintroduce them. Get the students
to read the words after you. Leave them on the board/screen.
G. Go through the whole lesson this way, and at the end, once again get a
volunteer to tell the story “anns a’Ghàidhlig.”
H. Next, the teacher reads a brief story about the topic and gets the class to
listen. Read it at least twice. (Students can sketch what they are hearing.)
When finished, ask questions about the story and get the student to answer.
All of the lesson, up to this point, has been conducted totally in Gaelic.
I. To finish, a written assignment can be passed out to the students that

mirrors the oral/aural component that has taken place up to this point.

J. A follow-up could be a study of locally composed songs on the same topic or

a study of tales/folklore on the topic.
K. Begin the next class with a review of the lesson.
Try not to introduce more than one new concept per lesson.
Leasan “Anns a’gheamhradh”
The following is the layout for a simple lesson to introduce new vocabulary on a
particular topic.
Outcomes
• identify and describe objects, animals, people, events, and places that are part
of their everyday lives
• identify the main ideas in a text
• ask and respond to basic questions about the past, present, and future
(e.g., time, date, weather, family, prices, events, and locations)
Part I
Step 1. Teacher displays the picture on the board.

Step 2. Teacher sounds out new words, points to the object, and gets students to
repeat the word.
an geamhradh an sneachd
an dìg an deigh
an loch an cnoc
aon chàr dà chàr
tri càraichean sleamhainn
cruaidh tiugh
a’sgeatadh a’sgìtheadh
Step 3. Teacher asks students Dè tha seo? and points to each object and gets
students to say the word. This may be done as a group, and then individually.
Step 4. Teacher composes sentences about the picture and gets students to repeat
the sentences.
1. Is e an geamhradh a th’ann agus tha i fuar a-muigh.

2. Bha deigh air an loch.
3. Bha an sneachd a’tuiteam fad an latha.
4. Bha sneachd air an rathad agus bha an rathad sleamhainn.
5. Bha Màiri a’dràibheadh anns a’chàr air an rathad.
6. Chunnaic Màiri càr eile anns an dìg.
7. Bha an t-eagal air Màiri.
8. Chunnaic i Seumas Mòr a’sgìtheadh air a’chnoc.
9. Bha a’chlann a’sgèatadh air an loch.
10. Bha an deigh tiugh agus cruaidh.
Step 5. Teacher asks the students simple questions about the picture. Students
may answer as a group at first, and then answer individually. (Up to this point,
the students have not seen any of the lesson written down.)
1. Dè seòrsa latha a th’ann?

2. Dè bha a’tuiteam fad an latha?
3. Ciamar a bha an rathad?
4. Cò bha a’dràibheadh air an rathad?
5. Dè chunnaic i anns an dìg?
6. Ciamar a bha Màiri?
7. Dè bha Seumas Mòr a’dèanamh?
8. Càit’an robh e?
9. An robh a’chlann anns an sgoil?
10. Ciamar a bha an deigh air an loch?

Step 6. The teacher reads a story about the picture now that the students are
familiar with the new vocabulary. The story can be read at least twice.
Is e an geamhradh a th’ann agus tha i uabhasach fuar a-muigh. Bha an sneachd

a’tuiteam fad an latha agus a-nis tha an rathad sleamhainn. Bha an t-eagal air Màiri
Bhàn an uair a bha i a’dràibheadh dhan bhùth. Chunnaic i dà chàr anns an dìg ach
cha robh duine anns na càraichean. Chunnaic i a’chlann a’sgèatadh air an deigh air
an loch. Bha an deigh tiugh agus cruaidh. Chunnaic i Seumas Mòr Dhòmhnaill
Bhàin a’sgìtheadh air a’chnoc. Tha e uabhasach math air sgìtheadh. Is toigh le
Seumas Mòr an geamhradh.
Step 7. The teacher asks the students questions on the story.
1. An e am foghar a th’ann?
2. Dè seòrsa latha bh’ann a-muigh?
3. Carson a bha an rathad sleamhainn?
4. An robh Màiri toilichte?
5. Cia mheud càr a bha ann an dìg?
6. Càit’an robh a’chlann?
8. Cò bha a’sgìtheadh air a’chnoc?
9. An toigh le Seumas an geamhradh?
10. An toigh leat fhèin an geamhradh?
Step 8. Review the lesson one more time orally, then invite students to make up
sentences about the picture. Follow this by inviting one student to come before
the class and describe the picture or create a narrative based on the picture.
This is a good time to take a break in the lesson and leave the second part to the
next day. A Gaelic song about winter (e.g., Chì mi an Geamhradh by Runrig)
would complement the lesson at this point. The lyrics are available online.
Part II
Step 9. Review the lesson orally, and then write the new words on the board. Get
students to repeat the words. Ask a volunteer to come identify the word in
written form and in the illustration as the teacher says it aloud (e.g., sneachd). The
student would point to the written word and to the picture of snow.
Step 10. A written assignment mirroring the oral/aural component can be passed
out now, and students can practise their reading, writing, and comprehension
skills.

Leasan “Anns a’gheamhradh”

Student Copy
A. Faclan ùra
an geamhradh an sneachd
an dìg an deigh
an loch an cnoc
aon chàr dà chàr
tri càraichean sleamhainn
cruaidh tiugh
a’sgeatadh a’sgìtheadh
B. Leugh seo
1. Is e an geamhradh a th’ann agus tha i fuar a-muigh.

2. Bha deigh air an loch.
3. Bha an sneachd a’tuiteam fad an latha.
4. Bha sneachd air an rathad agus bha an rathad sleamhainn.
5. Bha Màiri a’dràibheadh anns a’chàr air an rathad.
6. Chunnaic Màiri càr eile ans an dìg.
7. Bha an t-eagal air Màiri.
8. Chunnaic i Seumas Mòr a’sgìtheadh air a’chnoc.
9. Bha a’chlann a’sgèatadh air an loch.
10. Bha an deigh tiugh agus cruaidh.

C. Freagair na ceistean
1. Dè seòrsa latha a th’ann?

2. Dè bha a’tuiteam fad an latha?
3. Ciamar a bha an rathad?
4. Cò bha a’dràibheadh air an rathad?
5. Dè chunnaic i anns an dìg?
6. Ciamar a bha Màiri?
7. Dè bha Seumas Mòr a’dèanamh?
8. Càit’an robh e?
9. An robh a’chlann anns an sgoil?
D. Leugh seo
Is e an geamhradh a th’ann agus tha i uabhasach fuar a-muigh. Bha an sneachd

a’tuiteam fad an latha agus a-nis tha an rathad sleamhainn. Bha an t-eagal air Mairi
Bhàn an uair a bha i a’dràibheadh dhan bhùth. Chunnaic i dà chàr anns an dìg ach
cha robh duine anns na càraichean. Chunnaic i a’chlann a’sgèatadh air an deigh air
an loch. Bha an deigh tiugh agus cruaidh. Chunnaic i Seumas Mòr Dhòmhnaill
Bhàin a’sgìtheadh air a’chnoc. Tha e uabhasach math air sgìtheadh. Is toigh le
Seumas Mòr an geamhradh.
E. Freagair na ceistean
1. An e am foghar a th’ann?
2. Dè seòrsa latha bh’ann a-muigh?
3. Carson a bha an rathad sleamhainn?
4. An robh Màiri toilichte?
5. Cia mheud càr a bha anns an dìg?
6. Càit’an robh a’chlann?
8. Cò bha a’sgìtheadh air a’chnoc?
9. An toigh le Seumas an geamhradh?
10. An toigh leat fhèin an geamhradh?
F. Leugh an comhradh seo/ Read aloud with expression
(Màiri agus Calum anns a’bhùth)
Calum: Hallo, a Mhàiri.

Màiri: Hallo, a Sheumais. Ciamar a tha thu an diugh?
Calum: O tha mise glè mhath, ach beagan fuar. Ciamar a tha thu fhèin?

Màiri: O tha an t-eagal orm.

Seumas: Carson?
Màiri: Bha an rathad cho sleamhainn agus cha toigh leam a bhi a’dràibheadh
anns a’gheamhradh idir, idir.
Calum: An robh an rathad dona?
Màiri: Bha dà chàr anns an dìg!
Calum: A dhà! Obh! Obh! An robh duine anns na càraichean?
Màiri: Cha robh, chan eil mi smaointinn.
Calum: Glè mhath. Dè tha thu ag iarraidh an diugh, a Mhàiri?
Màiri: A bheil am pàipear agad, an t-Òran?
Calum: A Mhàiri! An diugh Di-màirt! Cha bhi am pàipear an seo gu Di-ciadain.
Màiri: O tha mi duilich! Tha mi cho gòrach! ‘S ann annam a tha an òinseach!
Calum: Chunnaic mi Seumas Mòr a’sgìtheadh air a’chnoc! Tha easan gòrach!
Màiri: Dè’n aois a tha e?
Calum: Ceithir fichead!
Màiri: O tha e tapaidh! Agus a’chlann cuideachd. Tha iad a-muigh a’sgèatadh
air an loch.
Calum: Tha an deigh gu math tiugh am bliadhna. Dè eile tha bhuat?
Màiri: Tha mi ag iarraidh bainne. Dè tha sin?
Calum: Sia dolair.
Màiri: Tapa leat. Feumaidh mi falbh a-nis.
Calum: Beannachd leat ... agus thoir an aire!
G. Create a word puzzle based on the new vocabulary.
H. Write your own story based on this picture.

Suggestions for Encouraging Student

Participation
Many students do not have anyone outside school to whom they can speak Gaelic;
therefore, it is a problem to get the opportunity to use what they have learned.
1. As teens love to talk on the phone, make one call every evening to a classmate to
speak Gaelic. (See sample phone dialogue cards on page 38.)
2. Find a neighbour or family member who is a Gaelic speaker and plan to converse
with them. (Students are often a little hesitant to do this.)
3. “Talk” on a chat line to a friend with some knowledge of Gaelic.
4. Find students from another school who are learning Gaelic and set up a
communication system, e.g., via e-mail.
Other activities to encourage involvement, and enhancement of communication:
• Bring a photograph to class that you can talk about or describe.

• Watch the evening news and report on a news item that caught your attention.
• Prepare to report on your favourite TV show; your favourite musician; the
person whom you admire most; an event you attended; your favourite location,
or any other topics.
• Go out and interview Gaelic speakers using audio and/or videotape.
• Tell the class about a book you have read and your opinion of that book.
• Keep a journal of all the times you spoke Gaelic outside school hours.
• Play Gaelic games.
• Make a conscious effort to speak only Gaelic to your classmates, outside of class,
at least one day a week, and every day in class.
• Designate a table in the school cafeteria as a Gaelic table on a particular day each
week. The conversation at that table would be entirely in Gaelic, if at all possible,
for the duration of that lunch time. (Gaelunch)
• Set up a Gaelic Club in your school where the main focus would be the
promotion of the Gaelic language and culture. Meet once a week. Invite Gaelic-
speaking guests.
• Seek out any teachers in your school who may have knowledge of Gaelic and
encourage them to join you in your endeavours to speak the language.
• Participate in any Gaelic events in your community.

Sample phone dialogue/conversation cards:
Sìne
1. Dial the number for Iain’s house.
2. Say who you are and ask how Iain is.
3. Ask him what he w as doing last night.
4. Say what you were doing last night and where you were. Ask what he is doing
tonight.
5. Ask where it takes place.
6. Say whether or not you are going and give reasons.
7. Take your leave and hang up.
Iain
1. Answer the phone and give your nam e.
2. Tell how you are.
3. Tell what you were doing last night and where you were. Ask Sìne where she was
last night.
4. Tell what you are doing tonight.
5. Tell Sìne where it takes place, and ask if she is going too.
6. Respond to Sìne O nach math sin or Nach bochd sin.
7. Take your leave and hang up.

Geuman/Games
Students love to learn by using games no matter how old they are. While the
following are not traditional Gaelic games, they are effective in learning and
communicating.
Charades
Students can make up their own sentences to be acted out. With this game,
students have to get the word order correct as well as figure out the words in the
first place.
For the first time playing the game, teachers should provide students with a list of
sentences or expressions. After that, students can create their own expressions or
sentences to review a particular topic. Teachers collect sentences/expressions from
the students, put them in a “hat,” select one, and act out that first selection to
model how it is done. Students can work in teams. The person who gets the
correct answer selects someone to do the next example. Teachers should ensure
that all students eventually get a turn. Teachers should fill in each answer on the
board as the students get the words right.
Examples:
Tha mi a’fuireach ann an taigh mòr.
Tha i gàbhaidh an diugh.
Suidh sìos aig a’bhòrd.
Dùin an uinneag.
Chan eil mi toilichte an diugh.
Chì mi an sneachd a’tuiteam.
Tha e deich uairean anns a’mhadainn.
Tha mi sia bliadhn’ deug a dh’aois.
Bha mi anns an sgoil an dè.
Is toigh leam an Nollaig.

Fhuair mi aran anns a’bhùth.
Chì mi an cù a’ruith.
Memory Game
1. Create a set of picture cards and a set of matching Gaelic word/expression

cards.
2. Group students into teams of two. This is a card matching game using
teams of two.
3. Set up the classroom in stations with four people (two teams) at each
station, each station dealing with a particular topic. The teams have about
ten minutes at each station to match pairs of pictures/words or expressions
and then move on to the next.
4. Two teams compete at each station to match pairs of pictures and
word/expressions.
This is a very good review exercise. The team with the most pairs at the end of
the game is the winning team. Teachers may assign points to the winners.
Teachers can create the cards similar to the example on the next page.
The Game
Cards are placed face down on the table in an orderly manner. Player 1 from
Team A picks up two cards, shows them to Player 2 of Team A (not to the
opposing team) and studies them. If they are not a match, Player 1 puts them
back on the table, face down. The opposing team does likewise. When the game
returns to Team A, Player 2 takes a turn, and so on. When there is a match, the
cards are taken aside and left as a pair, face up, for all to see. When there are no
cards left, the number of pairs each team has is tallied, and a winner is declared.
Sample topics:
Dathan Colours
Biadh Food
Aodach Clothing
An uair The time
Na làithean /fèilltean Days of the week/holidays
Cùrsaichean beatha Careers
An corp Parts of the body
Beathaichean Animals
The cards should show the Gaelic word and a picture.

Example
Topic: Anns a’Bhùth
Aran
Ìm
Buntàta
Bainne
Siùcar
Feòil
Uighean
Iasg
Sùgh orains
Ùbhal

Board Games
Explore some pre-made Gaelic board games such as Turas, which is available
from Cànan. Students can also create their own board games or play the
following game about Nova Scotia.
Sample Game
Students can sketch a map of Nova Scotia and insert place names that are
common to Nova Scotia and Scotland or places that have a Gaelic name.
Students can place a marker (e.g., an adhesive star) at each settlement and then
laminate the map. Students can create questions to be answered at each
settlement (e.g., Ciamar a chanas tu “island” anns a’Ghàidhlig? Answer: Eilean).
(Students can create their own rules and shortcuts before beginning the game.)
The idea is to move around on the map and answer questions for points.
Students and teachers can work together to create board games with sets of
question cards based on topics being studied or other cultural topics.
Sample questions:
1. Who published the Gaelic newspaper “MacTalla” in 1892?
2. Give the name of the quarterly Gaelic newspaper that is published in Cape
Breton at present.
3. What does the name Nova Scotia mean?
4. Give an example of a Gaelic place name that has been given an English
spelling.
5. What does the Gaelic expression slàinte mean?
6. Who was the founder of the Gaelic College at St. Ann’s, Nova Scotia?
7. Give the name of the spiritual leader who left St. Ann’s Bay in the 1850s
with over 600 followers and sailed to Australia and, later, New Zealand.
8. What is the name of Mary Jane Lamond’s first Gaelic CD?
9. Give the name of world-renowned Cape Breton Fiddler from Troy, Cape
Breton Island.

10. Which Cape Breton fiddler composed over one thousand tunes and is
known for his tune “The Red Shoes”?
11. Which Inverness county community was once known as an Sìthein (Fairy
Hill)?
12. Give the name of the traditional dish of whipped cream and oats that is
served at Halloween.
13. What is the name given to the process for shrinking newly woven cloth?
14. Name any Nova Scotia university where Gaelic is taught.
15. Beinn Eòin is a well known ski hill on Cape Breton Island. What does the
name Beinn Eòin mean?
16. Give the name of the nineteenth-century bard from Tiree, Scotland, who
settled in Barney’s River and made the song, “A’Choille Gruamach—the
Gloomy Forest.”
17. Which resident of Lake Ainslie, born in Inverness, served as Canada’s

Minister of Finance, Minister of External Affairs, Deputy Prime Minister,
and Senator in the past three decades, and was instrumental in establishing
Gaelic within the Nova Scotia school system in the early 70s?
18. What is the title of Alistair Mac Leod’s award winning book where the title
refers to General Wolfe’s comment about the Highland regiments at
Quebec.
19. Name any two schools in Nova Scotia where Gaelic is taught as a high
school credit course.
20. Give the Gaelic expression for “100 000 welcomes.”
Freagairtean/Answers
1. Jonathan G. Mac Kinnon 12. Fuarag

2. Am Bràighe 13. Milling
3. New Scotland 14. St. Francis Xavier University, University College
4. Creignish, Inverness, Dunvegan, New of Cape Breton, St. Mary’s University
Glasgow, Calgary (there are many) 15. Jonathan’s Hill
5. Cheers/Good Health 16. The Bard Mac Lean
6. Rev. A.W.R. Mac Kenzie 17. Allan J. Mac Eachen
7. Rev. Norman McLeod 18. No Great Mischief
8. Bho Thìr Nan Craobh/From the land of trees 19. Dalbrae Academy in Mabou, Rankin
9. Natalie Mac Master Memorial in Iona, Sydney Academy
10. Dan R. MacDonald (at times)
11. Inverness 20. Ceud Mìle Faìlte

Word Puzzles
Word puzzles are an excellent way to review vocabulary and learn accurate
spelling. Teachers can create puzzles (or use ready-made puzzles) and enlarge and
laminate them. Present to students with erasable pens. When the student is
finished one, he or she can erase it and move on to the next.
Another good approach is to have puzzles created by students. These puzzles can
then be photocopied and given to other students to complete. They are great for
review purposes.
Examples:
A. Hidden Words
Cia mheud facal Gàidhlig a nì thu leis an fhacal seo?

How many Gaelic words can you create from this one word.
Gàidhlig
Answers will vary depending on the students’ learning stage.

Examples: iad, a, dha, lag, glag, dàil, dìg, gad
B. Scrambled Words
Cuir san òrdugh cheart / Put the letters in the correct order to create Gaelic
words:
Examples:
Ricama
Sdaro
Bhlaun
Gialonl
Ralbue
Freagairtean
(ciamar, doras, ùbhlan, Nollaig, Beurla)

C. Word Puzzles and Crossword Puzzles.
Ciamar a tha thu?
3 4
5 6
7 8
Tarsainn:
2. Chan eil mi math. Tha mi ________.
5. Chan eil mi leisg anns a’mhadainn.
7. Tha mi glè glè bhlàth.
8. Opposite of “leisg.”
Sìos:
1. Chan eil mi toilichte.
3. Chan eil mi grànda.
4. Chan eil mi blàth.
6. Tha mi anns an leabaidh. Tha mi ______.
7. Chan eil mi gu math.

Aodach
H D I A S N A E G S O A K B P
N E Z S R L E K I L S T K O O
T C N N E G W A D T B O V I V
P I C I L A H S O E M C I N C
P L D T E T C C I M Q I Y E R
S D W K A L A A O A B U L I E
W L D R K I N O I R G F J D E
X M D X N A A N O D M O S H T
D X K N K E G G E W O J I Y X
T E E Q A S A E R D V I O R D
M A E C R N T V M F Q E X V B
N C A C G A O U F C K J U S W
E Y U H S G I O R T A G U C C
W A P E A U M W T N Y N R G H
C D L J G C O D W Q C K V Z W
boineid briogais brògan

còta drathais dreasa
geansaidh lèine miotagan
seacaid sgiorta stocainnean

Cuir do làmh a-mach ...
Sing The Hokey Pokey in Gaelic to practice vocabulary for parts of the body. The
song directs participants as follows. “Put your left hand in, put your left hand
out, put your left hand in and shake it all about ... (Cuir do làmh a-mach, cuir do
làmh a-steach, cuir do làmh a-mach, cuir do làmh a-steach, cuir do làmh a-mach,
cuir do làmh a-steach, mar tha mise a’ dèanamh!)
Example:
Cuir do làmh a-mach. (Display your hand.)

Cuir do chas a-mach.
Cuir do cheann a-mach.
Cuir do chluas a-mach.
Cuir do shròn a-mach.
Cuir do ghlùin a-mach.
Cuir do theanga a-mach.
Chaidh mi air picnic ...
Follow the model of the word game “I went on a picnic and took with me ...”
(e.g., Chaidh mi dhan sgoil agus thug mi leam leabhar. Chaidh mi dhan sgoil agus
thug mi leam leabhar agus peann. Chaidh mi dhan sgoil agus thug mi leam leabhar,
peann agus uisge ...)
First, each student is given a picture card of an item related to a particular topic
and they are to learn the Gaelic word for that item. For review, they hold up their
cards and play the game as described in Memory Game on page 38. This game
can be adapted for a variety of topics (e.g., professions “An uair a dh’fhàsas mi mòr
bithidh mi nam chlèireach ...”)
Examples:
nam shaighdear
nam sheinneadair
nam phìobaire
nam thidsear
nam nurs
nam chòcaire
nam dhotair

Aodach/Clothing
Chaidh mi dhan sgoil agus chuir mi orm ... / I went to school and put on ...
briogais
geansaidh
brògan
peitean
miotagan
boineid
còta
Colours could be added to the items (e.g., briogais dhubh).
To add to this game, teachers and/or students could have a “tickle trunk” of old
clothes and get students to dig in the trunk (or bag), pull out an item of clothing,
and put it on while describing it in Gaelic (e.g., Chuir mi orm miotagan gorma).
Cuairt air an t-Saoghal / Round the World
Each student is presented with a card with a question at the top and an “upside
down” answer at the bottom. The two do not correspond. One student asks a
question and somewhere in the room someone has the answer. Once the answer
has been read aloud, the person who had the answer card flips it over and asks the
question on that same card. The game goes on until all cards are used up. This is
great for developing listening and reading skills. Here is an example using three
cards only.
Càite bheil thu a’dol?

#1
An diugh Di-luain. (written upside down)
Dè tha thu a’dèanam h?
#2
Tha mi a’dol dhachaidh.

Dè’n latha th’ann an diugh?

#3
Tha mi ag obair gu trang.
The person with the first card would ask, “Càite bheil thu a’dol?” The person with
card #2 would answer, “Tha mi a’dol dhachaidh” and then ask, “Dè tha thu
a’dèanamh?” The person with card #3 would answer, “Tha mi ag obair gu trang”
and would then ask, “Dè’n latha th’ann an diugh?” The person with card #1
would answer, “An diugh Di-luain.”
It is important that there be an answer for every question asked. Students can
turn their cards face down (they can work with several cards) once everything on
the card has been said.
Dè tha thu a’dèanamh? / What Are You Doing?
Give students cards each showing an action word, such as a’coiseachd (walking).
Get the students to repeat the word after the teacher and act it out. Collect the
cards and ask students to act out one of the words previously shown. The other
students should guess the word being acted out. Review with a game of Pictionary
(two teams). Use a timer.
Headbanz
An adapted version of Headbanz can be played asking and answering the

questions in Gaelic.
Sample questions
An e beathach a th’annam?
An e duine a th’annam?
A bheil mi beag?
A bheil mi mòr?
A bheil casan orm?

Bingo
The teacher holds up a card with a word from previous lessons. Students cross
out words on their word cards until the student with the completed “winning”
card calls out “taigh.”
This game develops listening skills, helps with word/phrase recognition, and
develops target language memory.
buidhe dearg geal òr
dubh donn gorm liath
orains purpaidh ruadh uaine
glas pinc liathghorm bàn

Gnàthsan Cainnte Gàidhlig / Gaelic Idioms

The learner of the language often finds it difficult to translate material when faced
with idioms. These idioms add to the richness of the language. Students should
be encouraged to use idioms at every opportunity.
The following is a random selection of idioms with approximate meanings:
Glè mhòr air a chèile! Quite fond of each other!

Chan eil a’chridh agad ... You don’t dare ...
Bha i na boil! She was harried.
Fuirich ort mionaid. Wait a minute.
A bhalaich! Great!
Tha mi air mo dhòigh. I am happy.
Fad an t-siubhail. All the time.
Bha e air a chasan thoirt leis. He was gone.
Na gabh dragh. Don’t worry.
Tuilleadh ’s a’ chòir. Too much.
Bhuail an t-acras orm. I was hungry.
Siuthad. Go on!
Cha leig thu leas. You don’t have to.
Bha e air a làn dhòigh. He was extremely happy.
Gun fhiost dha. Without him noticing.
Chuir iad triullainn mi. They drove me crazy.
Bha an cuthach air. He was crazy.
B’ eòlach do sheanair air. You have no need of that.
Gabh òran! Sing a song.
Cho luath ’s a ghabhas. As fast as can be done.
Chan fhaca na mise. I didn’t see it either.
Nach buidhe dhut. Aren’t you lucky.
Chan eil guth agad air ... You have no thought of ...
A ghoil a bha dhìth na poite The frosting on the cake!
Dèan cabhag. Hurry up.
Tha e cumail a-mach gu ... He is indicating that ...
Meal is caith e. Wear it well. (Stated when
someone is wearing something
new.)
‘Sann air a dh’èirich a’ghrian. Isn’t he the lucky one.

Òrdain/Commands
Outcome
• Use simple greetings, give and respond to commands, and make

introductions
1. Create two sets of cards with the same commands.

2. Divide the class in two.
3. Pass one set out to each group of students.
4. One group should give the command and the student in the other group who
has that command card, acts out the command.
Samples:
Fhalbh mach! Fhalbh mach!
Suidh sìos! Suidh sìos!
Dùin an uinneag! Dùin an uinneag!
Dèan dealbh! Dèan dealbh!
Cuir suas do làmh. Cuir suas do làmh.
Gabh òran. Gabh òran.
Cuir dhìot do bhrògan. Cuir dhìot do bhrògan.
Seas ri taobh an tidsear. Seas ri taobh an tidsear.
Cuir dheth an solas. Cuir dheth an solas
Ruith! Ruith!

Tri-cheàrnag na Gnìomhair / The Verb

Triangle
There is no word for “yes” or “no” in Gaelic. All questions are answered in the
affirmative or negative using the verb from the question.
Using the verb triangle, teachers can encourage students to create text outside the
triangle to complete questions or sentences. This can be used to introduce new
verbs.

Sample lesson using the verb triangle to encourage conversation and use of new
vocabulary.
Outcome
• Share tastes, preferences, interests, and feelings
Select a topic (e.g., Spòrs).
Introduce new words (demonstrate, use photographs or pictures to convey

meaning):
Ball-coise
Rugbaidh
Iasgach
Ruith
Snàmh
Iomain
Iomain-deigh
Golf
Ball-bascaid
Students could “Traffic-light” or categorize the ones they already know (green),
the ones they are unsure of (amber), and the ones they have never heard of before
(red).
Now the students can begin to ask each other about likes and dislikes using “An
toil leat ... ?”
An toigh leat rugbaidh? Is toil leam rugbaidh.

Cha toil leam rugbaidh.

Abairtean Feumail / Useful Conversational

Phrases
The following is a list of expressions that can be used on a daily basis. Students
can record in a daily journal expressions they have used.
1. Thig a-steach. Come on in.

2. Madainn mhath. Good morning.
3. Feasgar math. Good evening.
4. Latha math. Good day.
5. Oidhche mhath. Good night.
6. Ciamar a tha thu? How are you?
7. Glè mhath. Very well.
8. Tapadh-leibh. Thank you.
9. Chan eil dona. Not bad.
10. Dè’n t-ainm a th’ort? What’s your name?
11. Cò às a tha thu? Where are you from?
12. Tha mi à Creignis. I’m from Creignish.
13. Tha i brèagha an diugh nach It’s beautiful today, isn’t it?
eil?
14. Tha i fliuch. It’s wet.
15. Gabh mo lethsgeul. Excuse me.
16. ‘Se do bheatha. You’re welcome.
17. Mo thogair! What the heck!
18. Tha mise coma! I don’t care.
19. Greas ort! Hurry up!
20. Tiugainn. Come along.
21. Fhalbh mach! Get out!
22. Deiseil? Ready?

23. Coimhead seo! Look at this.

24. Dè tha dol? Chan eil sian. What’s going on? Nothing.
25. Sin agad e! That’s it!
26. Fàg sin! Leave that!
27. Tapadh leibh. Thank you.
28. Is mise Iain. I’m John.
29. Feumaidh mi falbh. I must go.
30. Cha bhi e fada nis. It won’t be long now.
31. Chan eil mi tuigsinn. I don’t understand.
32. Tha mi ag iarraidh bainne. I want some milk.
33. A bheil thu ag iarraidh còc? Do you want some Coke?
34. Dè’n àireamh fòn a th’agad? What’s your phone number?
35. Seo an caraid agam. This is my friend.
36. Dè tha thu a’dèanamh? What are you doing?
37. Chan eil sian. Nothing.
38. Càite bheil thu a’dol? Where are you going?
39. Chan eil a dh’àite. Nowhere.
40. Slàinte! Cheers!
41. Dè an seòladh a th’agad? What is your address?
42. Cia mheud gille tha seo? How many boys are here?
43. Am faod mi dhol a-mach May I go out to the washroom?
dhan taigh beag?
44. Faodaidh/chan fhaod. You may/may not.
45. Stad sin. Stop that.
46. Èist! Listen!
47. Bi sàmhach! Be quiet!
48. Gabh òran. Sing a song.

49. Càite bheil thu a’fuireach? Where do you live?

50. A bheil Gàidhlig agad? Do you speak Gaelic?
51. Tha beagan/gu leòr agam. I have a little/lots.
52. Tha mi fileanta. I’m fluent.
53. Is toigh leam thu. I like you.
54. Trobhad an seo. Come here.
55. Chan eil mi gad thuigsinn. I don’t understand you.
56. Chan eil mi cinnteach. I’m not sure.
57. Chan eil fhiosam. I don’t know.
58. An do chòrd sin ruibh? Did you enjoy that?
59. Chòrd/Cha do chòrd. I enjoyed it. / I didn’t enjoy it.
60. Ma dh’fhaoidte. Perhaps/maybe.
61. Tha mi creidsinn. I guess! / I believe so!
62. Tha seo sgoinneil/grod. This is great/rotten.
63. Cùin a tha am bùth When does the store open/shut?
a’fosgladh/dùnadh.
64. Na dèan sin! Don’t do that!
65. Sin agad e! That’s it!

Ceistean/Questions
The following is a collection of sample questions for teachers to ask students, on
specific topics, to generate conversation.
Mi-fhèin:
1. Ciamar a tha thu?

2. Cò as a tha thu?
3. Càite bheil thu a’fuireach?
4. Dè’n àireamh fòn a th’agad?
5. A bheil Gàidhlig agad?
6. An toigh leat Sgoil _________?
7. Dè tha thu ag ionnsachadh anns an sgoil?
8. Càit’ an robh thu an dè?
9. Dè bha thu a’dèanamh?
10. Cuine thàinig thu dhan sgoil an diugh?
An sgoil:
1. Dè’n t-ainm a th’air an sgoil?

2. An toigh leat an sgoil?
3. Cuine thàinig thu dhan sgoil an diugh?
4. Dè tha thu ag ionnsachadh anns an sgoil?
5. An do chòrd an clas ______ riut?
6. Cuine tha thu a’dol dhachaidh?
7. Cia mheud gille tha anns a’ chlas Gàidhlig?
8. An toigh leat am biadh anns an sgoil?
9. A bheil caraid agad?
10. Ciamar a tha thu a-nis?
Biadh:
1. A bheil an t-acras ort?

2. Dè tha thu ag iarraidh?
3. An toigh leat buntàta agus iasg?
4. A bheil thu ag iarraidh cupa tì?
5. An gabh thu cupa cofaidh?
6. Ciamar a chanas tu “cheers” anns a’Ghàidhlig?
7. An do chòrd fuarag riut?
8. Dè fhuair thu anns an stòr?
9. Cò chunnaic thu an diugh?
10. A bheil am pathadh ort?

An Nollaig:
1. Càit’ an robh thu aig an Nollaig?

2. Dè fhuair thu aig an Nollaig?
3. An robh thu a’ dèanamh bodach sneachd?
4. An robh craobh anns an taigh agad?
5. An robh i brèagha?
6. An toigh leat an Nollaig?
7. Carson?
8. Dè bha thu ag ithe aig an Nollaig?
9. An robh sneachd ann aig an Nollaig?
10. Cò chunnaic thu aig an Nollaig?
An dè:
1. Càit an robh thu an dè?

2. Dè bha thu a’ dèanamh?
3. Dè latha bh’ann?
4. An robh i brèagha?
5. An robh thu ag iasgach?
6. Cò bha anns an sgoil?
7. An robh thu a’ bruidhinn Gàidhlig an dè?
8. Dè bha thu ag ithe an dè?
9. An robh briogais ort an dè?
10. An toigh leat Di-luain? Carson?
Is toigh leam ... :
1. Dè is toigh leat?
2. An toigh leat Canada?
3. Càit an toigh leat a bhith a’dol?
4. Dè an seòladh a th’agad?
5. Dè an àireamh fòn a th’agad?
6. Càite bheil thu a’ fuireach?
7. An toigh leat a bhith a’ fuireach an sin?
8. An toigh leat aran agus ìm?
9. An toigh leat a’bhriogais aig ______?
10. Cò is toigh leat?

Ainmean Àite / Gaelic Place Names

Nova Scotia has many place names familiar to students, which have their origins
in the Gaelic language (e.g., New Glasgow). Some names have been borrowed
directly (e.g., Iona); some are geographical descriptions (e.g., Skir Dhu or Sgeir
Dhubh); some are Anglicised versions of Gaelic (e.g., Dunvegan). Some are
Gaelicised versions of English, French, or Mi’kmaq (e.g., Seastago for Port
Hood), formerly known as Chestico from the French Juste au Corps; Hogama
from the Mi’kmaq Whycocomagh; Glasbaidh from the French and English,
Glace Bay. Some Gaelic versions of place names retain the original historical
name as is the case with Chestico, Còbh a’Phlastair for Port Hastings (Plaster
Cove originally).
Gaelic Place Names of Nova Scotia
Còbh a’Phlastair Port Hastings

Creiginis Creignish
Siudaig Judique
Rudha Fada Long Point
Màbu Mabou
Loch Bhraoin Loch Broom
Gleann Dail (Am Bràighe) Glendale
Seastago Port Hood
Inbhir Nis Inverness
Loch Ainslidh an Ear East Lake Ainslie
Loch Ainslidh an Iar West Lake Ainslie
Allt nan Albannach Scotsburn
Hogamah Whycocomagh
Baile Pheadair St. Peter’s
Camus an t-Saighdear Soldier’s Cove
Na h-Eileanan Dearg Red Islands
Bail’ Iain Johnstown

Camus Nan Eireannach Irish Cove

Loch Abar Lochaber
Am Pòn Mòr Big Pond
Bagh a’Chaisteil Castlebay
Drochaid Mhira Mira Bridge
Beinn Eòin Beinn Eoin
Lairg Nuadh Landsdowne
Aiseag Mhira Mira Ferry
Glasbaidh Glace Bay
Na Mèinnean Sydney Mines
Sudnaidh Sydney
Pòn na Maiseadh Benacadie Pond
Latharn Lorne
An Caolas Mòr Grand Narrows
Sanndraigh Iona
Eilean na Nollaig Christmas Island
An Caolas Beag Little Narrows
Beinn Cheapaich Keppoch Mountain
Dunbheagain Dunvegan
Margaraidh Margaree
Glean Comhann Glencoe
Ceap Nòr North Cape
Camus na Feòla Meat Cove
Earra Ghàidheal Argyle
An Rubha Geal White Point
Acarsaid Nìll Neil’s Harbour
Camus na Luinge Briste Wreck Cove

Sgeir Dhubh Skir Dhu

An Cladach-a-tuath North Shore
Doire Chalum Chille Londonderry
Baile nan Gall Englishtown
Bail’ Anna St. Ann’s
Badaig Baddeck
Baghasdal Boisdale
Beinn Bhrèagha Beautiful Mountain
Cnòideart Knoydart
Caolas nam Barrach Barra Strait
Gaelic Place Names of Canada and the World
Alba Nuadh Nova Scotia

Na Còmhnardan Mòra The Prairies
Am Prèiridh The Prairie
Linne an Naoimh Làbhrans St. Lawrence River
Eilean a’ Phrionnsa Prince Edward Island
An Talamh Ùr / Talla an Èisg Newfoundland
Columbia Bhreatannach British Columbia
Na Beanntan Creagach The Rockies
Beanntan Mhic Choinnich MacKenzie Mountain
Sgiath Chanada Canadian Shield
An Cuan Siar / Cuan Atlantaig Atlantic Ocean
An Cuan Sèimh Pacific Ocean
An Cuan Innseanach Indian Ocean
Aimearaga-a-Deas South America
Aimearaga-a-Tuath North America

Afraga Africa
Aisia Asia
Astràilia Australia
An Roinn Eorpa Europe
Na Stàitean Aonaichte The United States
Alba Scotland
Èirinn Ireland

Alba (Scotland)

Language Structures to Be Emphasized

While the list below may look frightening to a learner, the structures listed should
be taught in context and as part of general conversation. However, for a more
complete understanding, students may need to be given explanations as to why
the language is expressed in certain ways. A further summary (for Gaelic 10, 11,
and 12) is given in the course guide.
A. General introduction to
• Gaelic alphabet
• Gaelic sound system
• Gaelic spelling rules with particular reference to broad and slender vowels
• the definite article in its various forms
• lack of indefinite article
• comparison of Scottish Gaelic and Nova Scotian Gaelic
• non-existence of a single, one-word translation of the English words “yes”
and “no”
• the role of the letter “H”
B. Order of words in simple sentences
• verb/subject/complement
C. The verb “to be” in all its forms including positive, negative, and interrogative
forms, in past, present, and future tenses and use of ’Se/Chan e/An e/Nach e?
D. Interrogatives (and their uses with all verbs)
• Cò?
• Dè?
• Cuine?
• Ciamar?
• Cia mheud?
• Carson?
• Càite?

E. Pronouns
Mi, thu, e, i, sinn, sibh, iad and in emphatic form mise, thusa, easan, ise, sinne,
sibhse, iadsan. Emphasize the use of familiar and polite forms of address in the
second person singular and plural. Compare with other languages (e.g.,
French). Note the lack of neuter pronoun in Gaelic.
F. Build up vocabulary
Relate to students’ environment and personal experiences. Use a variety of

topics. This should be one of the main focusses of the course. Conversational
phrases and idioms should be emphasized.
G. Nouns
• all nouns are either masculine or feminine

• use of the adjective with the noun; adjectives follow the noun that they
qualify
• the adjective lenites (add “h” after the initial consonant) after a feminine
noun
• when the adjective forms part of the predicate, its simple form is retained
irrespective of gender or number
H. Frequent use of the idiom “ann”
E.g., Is e latha brèagha a th’ann.
I. Use of glè/ro
• They lenite the following adjective.

• Exceptions: words beginning with vowels
words beginning with L, N, R (in sound only)
words beginning with sg, sm, sp, st
J. Simple prepositions
Air, aig, anns, le, ri,

Emphasis on usage with definite and indefinite nouns (e.g., Le cù but leis
a’chù). Prepositional phrases are taught in context with special reference to
words beginning with b, c, f, g, m, p, and vowels.

K. Use of prepositional pronouns
E.g., agam, orm, leam, rium, annam
L. Possession
• use of aig and pronoun

• use of mo, do, a, etc.
M. Use of definite article with feminine nouns
• an except for words beginning with b, c, f, g, m, p, when it becomes a’.
N. Use of definite article with masculine nouns.
• an except before words beginning with B, F, M, P, when it becomes am
O. Use of is toigh leam and is fheàrr leam in all their forms.
P. Use of verbal nouns.
Q. Introduction to past perfect tense in all its forms.

68
Language Structures
Grade 10 Grade 11 Grade 12
Tha/chan eil/a bheil/nach eil? [Carson a] bhios Tha mi dol ga faicinn.
Bha/cha robh/an robh/nach robh? Tha mi ga faicinn. Feumaidh mi d’ fhaicinn.
Bidh/bithidh/cha bhi/am bi/nach bi? Tha mi a’ dol a dh’fhaicinn an tidsear. Chan urrain dhomh a dhèanamh.
Tha/bha/bidh mi a’ faicinn an tidsear. Tha mi a’ dol a dhèanamh dealbh. Tha mi nam shuidhe.
Tha mi a’ ruith, ag èisteachd, ag òl Feumaidh mi falbh/faodaidh tu fuireach/’s urrainn
Tha mi trang/sgìth ... dhomh snàmh.
Mi/thu/e/i/sinn/sibh/iad Feumaidh mi obair a dhèanamh.
Mise, thusa ... Mi fhèin, thu fhèin. ‘S urrainn dhomh dealbh a pheantadh.
Ma tha thu deiseil, nì sinn sin.
An duine a rinn seo.
Nuair a/on a/fhad’s a/ged a ...
Seall dhomh far a bheil thu a’ fuireach.
Bi faiceallach mus tuit thu.
Ged nach eil .../Fhad’s nach eil ...
Thuirt i gu bheil/gun robh/gum bi/gun do
chuir/gun cuir.
Tha mi a’ smaoineachadh nach eil/nach
robh/nach bi/nach do chuir/nach cuir.
Chaidh an uinneag a bhriseadh.
Chaidh a briseadh.
Chaidh mo lèon.
Suidh/dèan/cuir/bi ... na suidh ...
Suidhibh/bithibh
Shuidh, chuir Thug/fhuair/rug/thuirt Bhiodh/bhithinn
An do shuidh? Cha do shuidh An d’fhuair?/cha d’fhuair Chuireadh/cha chuireadh/an cuireadh?
Dh’òl/dh’fhàg Coisichidh/cuiridh Chuirinn
Chaidh/thàinig/chunnaic/chuala/rinn An cuir? Cha chuir Mura bithinn
CHAPTER 2: FIOSRACHADH RO-LÀIMH/BUILDING VOCABULARY AND LEARNING STRATEGIES
An deachaidh ... Cò chuireas Nam biodh mìle dolair agad, dè dhèanadh tu?
Nì/cha dèan/an dèan? Chì/chan fhaic/am faic?
Càite an do chuir/càite an cuir
Can ri/coinnich ri/còrd ri/cuir ri/èist ri/fuirich
ri/feuch ri/gabh ri/tachair ri/beir air/èirich air/cuir
air/dèan air/bruidhinn air/fàg air/smaoinich air/tog
ort/sguir dheth/innis do/leig leis/coma leat/cuir
romhad
GÀIDHLIG 10/GAELIC 10: A TEACHING RESOURCE

‘S e Calum a tha an seo. ‘S e Canèidianach a th’ annam. ‘S e Iain a rinn sin, chan e Tormod.
‘S e sin an loch. ‘S e nurs a th’ annam. An ann an seo a dh’fhàg thu e?
‘S e/chan e/an e/nach e? An ann leatsa a tha e?
‘S ann/chan ann/an ann?
B’ e. B’ ann.
Tha mi nam nurs/nam thidsear.
Air a’ bhus/aig an doras. Às dèidh/air beulaibh/air cùlaibh/air son/an Ri mo thaobh
Anns a’ bhùth/ris a’ bhalach/às a’ bhaile/leis ... àite/am Air do chùlaibh
Don chèilidh/fon bhòrd/bhon tidsear/tron measg/a dh’aindeoin/a rèir/mu dheidhinn/os Ri do thaobh-sa
choille. cionn/ri taobh/air cùl
Do Mhàiri/de/fo bhòrd/tro choille, mu Tha e ri taobh an dorais.
Dhòmhnall Air cùl na h-uinneig.
Faisg air/coltach ri
Agam/annam/orm Aige/aice ...
Agad/aige/aice ... Annad/ann/innte ... Dhiom/dhomh/thugam/leam/rium/bhuam
Ort/air/oirre

Agamsa/annamsa
An duine/am baile/a’ bhùth An t-òrd/an t-seacaid Cùl an dorais/bus na sgoile/earball a’ chait
A’ glanadh na h-uinneig
Cò/carson/ciamar/dè/cuin Cò leis/cò dha/cò ris/cò às ...
Càite bheil Dè cho fad’s a tha/dè an t-seòrsa/dè cho mòr ’s a
Cia mheud tha e?/dè an cuideam (fhaid) a tha ann/dè an uair
tha e/dè an aois a tha thu?
Carson nach/cò nach?
A Mhàiri/A Dhòmhnaill!
‘S toil leam/cha toil leam/an toil leat? Bu toil leam/am bu toil leat?/cha bu toil
‘S fheàrr leam/chan fheàrr leam/an fheàrr leat? B’ fheàrr leam ...
Oir ...
Tha an t-acras orm Tha an cnatan orm/tha an t-eagal orm Bu chòir dhut sin a dhèanamh.
Tha am pathadh orm Tha fhios agam/tha cuimhne agam [air] Bu toigh leam sin a dhèanamh.
Tha gaol/gràin agam [air]
Tha an t-uisge/an sneachda ann
Tha ùidh agam ann
Tha mi ag iarraidh
69
70
Tha e beag/mòr ... Tha esan nas luaithe na ise. ‘S e Màiri as luaithe.
Còta geal/seacaid dhearg Deagh dhuine/droch bhalach/seann dùthaich/fìor ‘S e buidhe as fheàrr leam.
Glè bhlàth Ro fhuar Cho fuar ri ... shìde/an ath/ a h-uile/gach ‘S e sin am fear as fheàrr leam.
Aon/dhà/trì ... Trìthead/ceathrad/caogad ...
Fichead/ceud A’ chiad/an dara/an treas ...

CHAPTER 3:
LEUGHADH AGUS SGRÌOBHADH /
READING AND WRITING
C HAPTER 3: L EUGHADH AGUS S GRÌOBHADH /R EADING AND W RITING
CHAPTER 3:
LEUGHADH AGUS SGRÌOBHADH /
READING AND WRITING
Although the emphasis in the Gaelic 10 curriculum is on the listening and
speaking skills, reading and writing skills are also developed.
Reading skills are developed so that students may have easier access to
information and are able to respond appropriately. Many support materials are
available in print or by electronic means, therefore, it is advantageous if the
student is able to read Gaelic. As reading skills are developed, students can be
challenged to reflect upon ideas and experiences encountered in the various texts.
Much of the oral tradition is now in text form, and in order to access and
understand that material, students should develop their reading skills. To
facilitate learning songs and independent study of the language, being able to read
Gaelic is a major asset.
In the technological age in which today’s students have grown up, written
communication via Internet has become the norm in their lives. Communication
with peers in other schools with an interest in Gaelic language can be easily done
by electronic means. Writing is important in order to interact and communicate
with others. Many find it easier to express feelings, ideas, and opinions in writing.
In this chapter are samples of student work and suggestions for assignments.
Teachers could use the samples as models for student assignments, for reading
purposes, or for listening exercises.

Chapter 3: Leughadh agus Sgrìobhadh/Reading and Writing
Cò mi? / Who Am I?
Students can follow the models below to research Gaelic personalities who
contributed to the life of the Gaels in the New World and to the growth of
Canada.
Specific Curriculum Outcomes
• describe the contribution of Gaels to societal growth in Nova Scotia

• produce texts by following criteria
Include the following information about the Gaels cited:
• name
• place of birth
• home location
• contributions to the Gaelic world
• other pertinent information
Samples of Gaelic personalities
Mary Jane Lamond

The Rankin Family
Allan J. Mac Eachen
Allan “the Ridge” Mac Donald
Rev. Norman Mc Leod
Giant Angus Mac Askill
Father Ronald Rankin
Malcolm H. Gillis
Angus Y. Mac Lellan
Rev. James Mac Gregor
Angus L. Mac Donald
Rev. A. W. R. Mac Kenzie

Cò mi?
Rugadh mi ann an Siudaig ann an 1911 agus bha mi ainmeil airson a bhith
a’dèanamh phuirt airson na fìdhle. Rinn mi còrr agus mìle port a bhitheas daoine
a’cluich chun a’ latha an diugh ann an Alba Nuadh. Bha mi anns an Roinn Eorpa
aig àm a’chogaidh gu h-àraid ann an Alba. Chuireadh fàilte orm anns gach dachaidh
dhan deach mi ann an Ceap Breatuinn. Dh’fhàg mi an saoghal ann an 1976 agus
tha mi “anns a’chill fo’n fhàilein” ann an chladh Mhàbu.
Cò mi? Freagairt: Dòmhnall R. Mac Dhòmhnaill
I was born in Judique in 1911, and I am well known for composing tunes for the
fiddle. I composed over 1000 tunes, many of which are played by Cape Breton
fiddlers to this day. During the war, I spent my time overseas in Europe especially
in Scotland. I was always made welcome in every home I visited in Cape Breton. I
departed from this world in 1976 and am buried in the cemetery in Mabou.
Who am I? Answer: Dan R. Mac Donald
Cò mi?
Rugadh mi faisg air Hogamah ann an 1869 agus bha na daoine agam as an Eilean
Sgiathanach. An uair a dh’fhàs mi suas, chuir mi air chois am pàipear Gàidhlig “Mac
Talla” an aon phàipear Gàidhlig seachdaineil a chaidh riamh a chuir ri chèile san
t-saoghal. Mhair e bho 1892 gu 1904. Rinn mi mòran obair eile anns a’Ghàidhlig
cuideachd, gu h-àraid ag eadar-theangachadh. Dh’fhàg mi an saoghal ann an 1944
agus tha mi anns a’chladh ann an Stewartdale.
Cò mi? Freagairt: Seonagan Mac Fhionghain
I was born near Whycocomagh in 1869, and my people were from the Isle of
Skye. When I became an adult, I published a weekly Gaelic newspaper, the only
one of its kind ever to be published in the world. It lasted from 1892 to 1904. I
did much other work in Gaelic also, especially translations. I departed this world
in 1944, and I am buried in the Stewartdale cemetery.
Who am I ? Answer: Jonathan G. Mac Kinnon

Cò mi?
Dh’fhàg mi Tiriodh, anns an t-seann dùthaich ann an 1819. Ràinig mi siorramachd
Phictou far a rinn mi dachaidh aig Abhainn Bharnaidh. Cha do chòrd an t-àite rium
idir, idir an uair a thàinig mi an seo an toiseach, gu h-àraid “A’Choille Ghruamach.”
Às deaghaidh greis, cha robh cùisean cho dona. Sgriobh mi mòran òrain agus
laoidhean Ghàidhlig. Dh’fhàg mi an saoghal ann an 1848.
Cò mi? Freagairt: Am Bàrd Mac Gill’-Eathain
I left Tiree, in the old country, in 1819 and made my home in Barney’s River,
Pictou County. I greatly disliked the place at first, but through time, I came to
enjoy it as much as the old country. I especially disliked “The Gloomy Forest.” I
composed many Gaelic songs and hymns. I died in 1848.
Who am I ? Answer: The Bard Mac Lean
Cò mi?
Rugadh mi ann an Steòrnabhagh, Eilean Leòdhais, ann an 1764. Bha m’athair anns
a’ Bhlàr Chùil Lodair ann an 1746. Bhàsaich mo mhàthair an uair a bha mi òg.
Chaidh mi agus mo theaghlach gu New York an uair a bha mi deich. Bha cogadh
fhèin-riaghlaidh Aimearaga an sin agus chaidh mi gu Montréal. An uair a bha mi
còig bliadhna fichead, ann an 1789, chaidh mi air slighe dhan Artaig air an abhainn
mhòir air a bheil an t-ainm Abhainn Mhic Choinnich an diugh. Ann an 1793,
ràinig mi an Cuan Sèimh. Dh’fhàg mi m’ainm air creig an sin.
Cò mi? Freagairt: Alasdair Mac Coinnich
I was born in Stornoway, Isle of Lewis, in 1764. My father was in the Battle of
Culloden in 1746. My mother died when I was young. My family and I went to
New York when I was ten. Then the American War of Independence occurred
and I went to Montréal. When I was twenty-five years old, in 1789, I went on an
expedition to the Arctic along the great river, which today is called the
MacKenzie River. In 1793, I reached the Pacific Ocean. There I left my name on
a rock.
Who am I ? Answer: Alexander Mac Kenzie

Sgeulachdan/Stories
Sgeulachdan air an sgrìobhadh le sgoilearan Gàidhlig 10 / Text created
by Gaelic 10 Students.
These stories may be used by Gaelic 10 students for aural comprehension, for
reading, or for selecting main ideas. In turn, students may produce their own
text.
Outcomes

• summarize and select information by reading, listening to, or viewing
different texts
The following are simple Christmas stories.
“Àm na Nollaig” le Cairistìona Pheatan
Bha àm na Nollaig ann aig taigh Màiri. Is toigh leatha an Nollaig. Chruinnich an
teaghlach aice aig a’chraoibh. Bha a’chraobh glè bhrèagha. Bha an cat agus an
leanabh, Anna, a’cluich. Bha a’h-uile duine sona.
Feadh na h-oidhche, thàinig Bodach na Nollaig dhan taigh aig Màiri. Bha a’h-uile
sian sàmhach. Bha a’chlann uile anns an leabaidh agus bha na stocainnean crochte
air an leabaidh. Chuir Bodach na Nollaig tiodhlacean fo’n chraoibh. Is toigh leis
a’chat Bodach na Nollaig.
Anns a’mhadainn, dh’èirich a’chlann tràth agus ruith iad sìos an staidhre. Fhuair iad
tiodhlacean fo’n chraoibh agus bha iad sona. Rinn Mamai tì le bainne agus siùcar.
Bha Màiri sona agus bha a h-uile duine sona. Is e Nollaig mhath a bh’ann.
An ath latha, dh’èirich a h-uile duine agus cha robh an Nollaig ann. Bha a’chlann
dona agus bha Dadai mosach oir cha robh sian
math air an tèlèbhisean. Chaidil Mamai agus
cha robh duine sona. Ach, bha an cat sona na
chadal a-staigh fo’n chraoibh. Bha an Nollaig
seachad.

“An Nollaig” le Megan Nic Dhòmhnaill
An uiridh, bha an Nollaig glè bhrèagha agus bha mi toilichte. Bha mi toilichte oir
chuir mi seachad an Nollaig còmhla ri m’athair, piuthar m’athair agus mo
theaghlach. Chaidh mi gu taigh mo sheanmhair airson suipeir. Bha e blasta! An uair
sin, dh’fhosgail sinn na prèasantan. Bha a’ h-uile sian glè bhrèagha agus bha a h-uile
duine toilichte. Fhuair mise briogais agus lèine. Fhuair mi plaide cuideachd. Chòrd
an Nollaig rium!
The following are stories for Remembrance Day. Students can research or
interview war veterans, and summarize briefly.
Outcome
• produce text by following criteria
“Saighdearan Cheap Breatainn”
Iain Mac Ille Mhaoil
Tha Iain Ailig Mac Ille Mhaoil à Màbu. Rugadh agus thogadh Iain Ailig ann an
Gleann Comhainn. Anns an teaghlach aige, bha trì nigheanan agus sia gillean. Cha
robh e pòsda ro’n chogadh.
Chaidh e dhan chogadh, ann an 1942, aig aois fichead’s a dhà. Chaidh e a dh’Alba
agus dhan Fhraing. Is e saighdear-coise a bh’ann. Bha e ’sa Ghearmailt an là stad an
cogadh. Chaidh e dhachaidh anns an earrach, 1946. Dh’fhairich e toilichte a bhi
dhachaidh. Phòs e ann an 1949.
Le Meig Chaimbeul
Iain Ailig Mac Ille Mhaoil

Dòmhnall Mac Dhòmhnaill
Rugadh agus thogadh e ann an Gleann Garaidh faisg air Màbu. Bha deich
bhràithrean agus sia peathraichean aige. Chaidh e null thairis air bàta anns an
Fhaoilleach, 1942. Ràinig e Grianaig, Alba. Bha e ‘san Fhraing anns an Òg-Mhios,
1944, agus chaidh e air adhart dhan Olaind agus dhan Ghearmailt. Bha e anns an
arm airson ceithir bliadhna gu leth. Bha e anns a’Ghearmailt an là stad an cogadh.
A-nis tha e fuireach ann am Màbu.
Le Cairistìona Pheatan
Fionnlagh Mac Fhraing
Is e mo sheanair, Fionnlagh Mac Fhraing. Tha mi moiteil. Bha e anns an dàrna

cogadh. Tha e ‘fuireach ann an Acarsaid Mhàbu. Tha dà phiuthar agus triùir
bhràithrean aige. Dh’fhalbh e null thairis ann an 1942. Ràinig e an Roinn Eorpa.
Le Seònaid Chaimbeul
Tuilleadh sgeulachdan beaga air an sgrìobhadh le sgoilearan.
The following is a collection of short stories written by Gaelic 10 students.

Teachers and students can use them for reading and comprehension purposes.
“An uair a bha mi beag ...”
An uair a bha mi beag, bha mi a’dol gu Florida. Chunnaic mi Mickey Mouse,

Donald Duck, Winnie the Pooh, agus Tigger. Is toigh leam Florida gu mòr! Chòrd a’
h-uile sian rium.
Cuideachd, an uair a bha mi beag, chaidh mi gu Toronto. Bha mi a’fuireach còmhla

ri Marilyn. Is ise piuthar Mamai.
Bhàsaich Mamai agus Dadai an uair a bha mi seachd agus ochd. Bha mi a’fuireach
còmhla ri mo bhràithrean. Bha piuthar mo sheanmhair a’fuireach còmhla ruinn an
uair nach robh i a’fuireach ann an Seastaco.
Bha mi a’cluich a-muigh a’ h-uile latha. Bha mi ag iomain, a’cluich T-ball agus
teanas. Bha mi glè bhrèagha an uair a bha mi beag, agus tha mi glè bhrèagha a-nis
cuideachd. Bha mi glè thrang ag obair còmhla ri Mamai a’ h-uile latha aig an taigh
agam. A-nis tha mi ag obair anns an taigh-bìdh.
An uair a bha mi beag, bu toigh leam a’ h-uile sian, ach a-nis, chan eil fhiosam!
Barbaidh Nic Aonghais

“Spreadhadh Halafags” (Halifax Explosion) le Sìne Nic

Choinnich
Bha e tràth anns a’ mhadainn air latha glè fhuar anns a’ gheamhradh aig an àm a
thachair an spreadhadh. Is e a’ bhliadhna 1917 a bh’ann air an t-siathamh latha
de’n Dùbhlachd.
Bha a’chlann a’dol dhan sgoil, bha daoine a’faighinn deiseil air son latha ùr ag obair
agus an uair sin bha fuaim mòr ann. Is e àm cogaidh anns an Roinn Eorpa a bh’ann
agus bha dà bhàta mhòr an Imo agus am Mont Blanc anns an acarsaid Halafags.
Bhuail an dà bhàta na chèile agus las iad nan teine. Bha am Mont Blanc làn TNT,
agus rudan eile, agus is e siud carson a chaidh iad nan teine.
Bha na taighean agus na togalaichean ann an Halafags nan smùr. Bhrist na

h-uinneagan anns a’ h-uile taigh anns a’cheann a tuath. Aig an àm sin bha trì
fichead mìle duine a’fuireach ann an Halafags. Bha an taobh tuath dhe’n bhaile air a
mhilleadh. Bha naoi mìle duine air a ghortachadh agus bhàsaich còrr is dà mhìle.
Dh’fhairich daoine an spreadhadh cho fada air falbh ri Sudnaidh ann an Ceap
Breatainn.

“Roinntean Abraham” (Plains of Abraham) le Mairead

Pheatan
Airson a’chiad turus ann an cath Québec, dh’fhàs Montcalm mì-fhoighidineach.

Feadh iomadh oidhche, bha e deiseil gus sabaid an aghaidh nam Breatannach. Bha e
sgìth, bha an cianalas air, agus bha e ann an strì ris an Gouverneur agus an
Intendant aige. Dh’atharraich Montcalm slighe a’bhàtail aige agus dh’fhàg e
ballaichean an dùin.
Anns a’ mhadainn, bha na Breatannaich air an raon agus iad an dèidh sreap suas na
sgalaichean. Montcalm, na Caineidianaich, buidheann Innseannaich, agus na
Frangaich, choinnich iad na Breatannaich ann am bàtail air Raointean Abraham.
Bha gach buidheann an aon mheud. Ruith na Frangaich a-mach dhan phàirce ach
dh’fhuirich na Breatannaich. Bho fhada air falbh, las na Frangaich air na
Breatannich agus thuit mòran shaighdearan. An uair a bha na Frangaich goirid air
làimh, las na Breatannaich orra. Bha iomadh Gàidheal nam measg an latha sin!
Bha an t-sabaid luath. Bhàsaich Montcalm agus Wolfe, ceannard nam Breatannach.
Ghèill Québec as dèidh sin. As t-earrach, ghèill Montréal agus thàinig crìoch air
Aimearaga-a-tuath fo smachd nam Frangach.

“Terry Fox” le Dawn Pheatan
Rugadh e ann a Winnipeg, Manitoba ann a 1958, agus thogadh e ann am Port
Coquitlam, Columbia Bhreatannach.
Bha cansair air. Ruith e anns a’Ghiblein, 1980, bho Baile Naoimh Eòin anns an Tìr
Nuadha. Ruith e sia mìle fichead gach latha. Ruith e 3339 mìle uile gu lèir. Stad e
aig Bàgh nan Tàirneanach, Ontario. Bha an cansair anns an sgamhan aige.
Bhàsaich e òg ann a 1981. Thog e còig mìle fichead dolair airson cansair. Fhuair e an
duais “Òrdugh Chanada.”
A-nis bithidh mòran dhaoine a’ruith airson cansair gach bliadhna.

“Am Bail’ Againn” le Meegan Nic Neacail
Tha an latha brèagha agus fionnar an diugh. Chan eil i bog idir. Tha Sìne
a’coiseachd dhan stòr. Tha an stòr faisg air an taigh. Tha aon uinneag agus doras air
an taigh. Tha simileir air an taigh. Tha stòr aig an eaglais. Tha dà chraoibh aig an
eaglais.
Chan eil cù air an rathad. Tha Sìne air an rathad. Tha am bus air an rathad
cuideachd agus tha e faisg air an sgoil. Chan eil Calum anns an sgoil. Tha e dona.
Tha e ag iasgach. Tha e na shuidhe air a’cheadha agus tha e a’ coimhead air Mairead
a’ snàmh anns a’mhuir.
Tha am bàta anns a’ mhuir agus tha Niall anns a’ bhàta. Tha Màiri air a’ chladach.
Chan eil i a’ dèanamh sian. Tha Alasdair agus an cù a’coiseachd dhan taigh.
Tha sagart anns an eaglais. Tha e na sheasamh aig an doras. Tha Ruairidh a’
coiseachd aig a’ chladach.
“Is toigh leam ... ” le Shoneth Nic Aonghais
Is mise Shoneth Nic Aonghais. Is e Di-hAoine a th’ann an diugh. Is toigh leam

Di-hAoine.
Aig cairteal gu seachd, tha mi a’cadal nam leabaidh. Aig seachd uairean, tha mi ag
èirigh. Tha mi agus mo cheithir bhràithrean a’dol dhan sgoil air a’ bhus aig cairteal
an deaghaidh ochd. Tha a’chlann eile a’dol dhan sgoil air a’bhus cuideachd. Anns an
sgoil, tha mi ag ionnsachadh Gàidhlig. Is toigh leam a’Ghàidhlig.
Aig meadhan latha, tha mi ag ithe agus ag òl anns an sgoil. Tha sinn uile ag obair
anns an sgoil feasgar. Aig cairteal an deaghaidh trì, tha a’ chlann uile a’dol dhachaidh
air a’bhus. Tha mi a’coiseachd dhachaidh air an rathad agus air an drochaid.
Aig còig uairean, tha mo theaghlach ag ithe agus ag òl nam thaigh. Is toigh leam mo
theaghlach. Aig sia uairean tha mi a’ ruith air an rathad. Aig naoi uairean, tha mi a’
dol dhan leabaidh agus a’ cadal. Is toigh leam mo leabaidh!
“Is toigh leam ... ” Le Eilidh Pheatan
Is mise Eilidh agus tha mi còig deug. Tha mi a’fuireach ann am Màbu. Is toigh leam
Màbu. Tha mi ag èirigh tràth anns a’mhaduinn a’ h-uile latha oir tha mi a’dol dhan
sgoil. Di-Sathuirne, tha mi ag èirigh anmoch anns a’mhadainn. Is toigh leam a’dol gu
Màbu agus gu Port Hawkesbury Di-Sathuirne. Cha toigh leam Di-Luain oir tha mi
sgith Di-Luain. Is toigh leam an sgoil beagan oir cha toigh leam a bhi ag obair.

An diugh le Tara Nic Fhraing
Tha i brèagha agus tha i gàbhaidh an diugh. Tha Calum agus Niall aig a’cheadha.
Tha Calum na sheasamh air a’cheadha ach tha Niall anns a’ bhàta. Tha Ruairidh
agus Màiri aig a’ chladach. Tha Ruairidh na sheasamh ach tha Màiri na suidhe. Tha
am bàta aig a’ chladach cuideachd.
Tha am bus air an rathad. Tha am bus a’ dol dhan sgoil. Tha Sìne air an rathad
cuideachd. Tha i a’ dol dhan stòr. Chan eil an sagart air an rathad. Tha e anns an
eaglais. Tha dà chraoibh aig an eaglais. Tha an taigh mòr air a’ bheinn. Tha Màiri
ag obair anns an taigh agus tha i beagan tinn. Tha toit anns an t-simileir air an
taigh. Tha aon chraoibh aig an taigh mhòr.
Tha an taigh beag air a’ bheinn cuideachd. Tha Alasdair agus Dìleas, an cù, a’
coiseachd anns a’bheinn. Tha iad a’dol dhan taigh beag. Chan eil Mairead anns an
taigh beag idir. Tha i a’ snàmh anns a’ mhuir. Tha a’ mhuir mosach an diugh.
Litir / Sample Letter to a Friend
654321 Rathad an Loch

Gleann Ainslie Alba Nuadh B0E 3M0
An 4mh dheth’n Ghiblein, 2003
A Charaid Chòir, Iain,
Ciamar a tha thu? Tha i fliuch an seo an diugh. Meal-do-naidheachd! Tha thu naoi
deug a-nis! A bheil thu toilichte? Bithidh mise naoi deug ann an dà latha. Dè tha dol
agad?
Tha mise trang an seo. Bha mi ann an Alba anns a’ Mhàrt. Bha an clas Gàidhlig
còmhla rium. Bha Alba uabhasach brèagha. Tha beanntan àrd ann an Alba agus
mòran lochan. Bha mi aig trì cèilidhean an uair a bha mi ann. Bha iad math. Tha
ceòl na h-Alba glè mhath. Bha mi glè sgith tighinn dhachaidh. Cha robh sneachd ann
an Alba idir ach tha mòran sneachd ann an Ceap Breatainn.
A bheil thu a’ dol dhan oilthigh ann an Antigonish as t-fhoghar? Tha mise a’ dol ann
oir tha mi ag iarraidh a bhi ag ionnsachadh na Gàidhlig. Bha mo mhàthair ann agus
mo sheanmhair cuideachd. An toigh leat Antigonish?

Am bi thu a’ coimhead “American Idol” air an tèlèbhisean? Cha toigh leam idir e!
Ciamar a tha do mhàthair agus d’ athair? A bheil iad a’ tighinn gu Ceap Breatainn
am bliadhna?
Feumaidh mi falbh a-nis oir feumaidh mi a dhol dhan sgoil. Sgrìobh litir ugam.
Le deagh dhùrachd,
Mairead
Starting a letter, you can use a variety of salutations:
A Charaid Chòir Dear Friend

A Charaid Friend
Iain Chòir Dear Iain
Iain, a Charaid Iain, friend
Endings:
Le meas With fondness, Respectfully yours

Le dùrachd With wishes, Yours sincerely
Le deagh dhùrachd With good wishes
Le spèis With regards, With fondness

Oidhche Shàmhna / Halloween Stories

The Celtic Year was divided up into four important seasons: Imbolc (February 1),
Bealltainn (May 1), Lùghnasdal (August 1), and Samhainn (November 1).
Samhainn, “the end of summer,” was the most important festival of all to the
ancient Celts. Some say it was the end of one year and the beginning of the next.
The harvest was in place, and it was time to rest and take stock of the old year.
According to them, November 1st was New Year’s Day! The eve of Samhainn
(Halloween) was believed to be a magical time when there was a fine line between
this world and the next. It was believed that the spirits of the dead were out and
about on that night, and many people tried to disguise themselves from these
spirits and to scare them away with carved lanterns (originally turnips in the old
country but pumpkins in the new world.) These were a precursor of today’s
Halloween traditions.
The Gaels are great believers in bòcain (ghosts), manaidhean (forerunners),

dreugan (strange lights), taibhsean (visions) and other unexplained mysteries. The
tradition of telling ghost stories has been passed down to the present generation,
although now most of the stories are told in English. Students can engage in
discussions as to the purpose of these stories and their value to a culture where the
oral tradition was strong.
Outcomes
Students are expected to

• create text reflective of material covered in Gaelic 10
• examine the role of proverbs, weather lore, superstitions, riddles, and humour
in the Gaelic Oral Tradition
Students can attend story-telling sessions at Halloween; create their own Gaelic
bòcan stories; collect tales of the supernatural from the community; host a short
story session at school.
The following are samples of Gaelic Halloween stories created by Gaelic 10

students.

Bha mo sheanmhair, Ealasaid, a’fuireach ann am Boston. Cha robh duine a’fuireach
còmhla rithe. Aon oidhche, an uair a bha i anns an leabaidh, dh’fhairich i làmh air a
guallainn. Dh’èirich i, oir bha an t-eagal oirre. As deaghaidh greis, thuit i na cadal
ach dhùisg i a-rithisd agus an làmh fhuar oirre. Fhuair i uisge beannaichte agus chuir
i an t-uisge air an leabaidh. Cha do dh’fhairich i an làmh fhuar tuilleadh.
Le Joyce Nic Dhòmhnaill
Bha bodach a’fuireach ann an taigh leis fhèin. Air Oidhche Shàmhna, bha i mosach
a-muigh. Cha robh a’chlann a’dol dhan taigh aige oir bha an taigh a-measg nan
craobhan agus bha a’choille ro dhorcha. Air an oidhche sin, bha am bodach
a’coimhead a-mach air an uinneig ach gu grad, dh’fhàs an uinneag ceòthach.
Chunnaic e an uairsin bòcan anns an uinneig. Thuirt e, “Seo an taigh agamsa ...
fhalbh a-nis.” Bha an t-eagal mòr air a’bhodach agus ruith e a-mach ach chaidh e air
chall anns na craobhan. Chan fhaca duine riamh tuilleadh e.
Le Màiri Nic Fhraing
Bha bòcan mòr a’fuireach ann an taigh uamhasach mòr anns na beanntan. Aon latha
bha Seònaid agus Eachann a’coiseachd anns na beanntan. Gu h-obann, thàinig
stoirm mòr agus bha an t-eagal orra. Chunnaic iad taigh mòr agus ruith iad dhan
taigh. Bha Seònaid agus Eachann fliuch ach bha iad sona a bhi anns an taigh. An ath
mhionaid, chuala iad fuaim agus bha bòcan anns an rùm còmhla riutha. Thuirt am
bòcan: “Ithidh mi sibh ... aaah ... ” Bha an t-eagal mòr orra agus ruith iad a-mach
agus sìos taobh na beinne. Thuirt iad ri am màthair gun robh bòcan anns an taigh
ach thuirt i gun robh iad gòrach. Ach, a’h-uile Oidhche Shàmhna, chuir am bòcan an
t-eagal air a’ h-uile duine aig an taigh sin!
Le Catrìona Pheatan
Chaidh Iain Mac Neil , o chionn fhada, dhachaidh bho Massachusetts air bàta.
Ràinig e Sudnaidh-a-Tuath agus choisich e deich air fhichead mìle gu taigh a
mhàthair. Dh’fhuirich e an sin ro fhada agus nuair
chaidh e air ais chun a’bhàta bha i air falbh.
Chaill e am bàta. Greis às deaghaidh sin, leugh e
anns a’phàipear gun deach am bàta sin fodha!
Le Daniel Mac Dhòmhnaill

CHAPTER 4:
SEANCHAS AGUS BEUL-AITHRIS /
THE ORAL TRADITION
C HAPTER 4: S EANCHAS A GUS B EUL -AITHRIS /T HE O RAL T RADITION
CHAPTER 4:
SEANCHAS AGUS BEUL-AITHRIS /
THE ORAL TRADITION
Superstitions
Much of the folk culture of the Gael and other Celts had its origins in the
supernatural.
The early Christian priests and ministers found it difficult to approve of the
strong superstitious beliefs of the Gaels and their belief in the supernatural.
However, it was an innocent form of entertainment that did not seem to weaken
their religious beliefs in any way. Many of the Gaelic/Celtic practices were
renamed or reinterpreted to fit within the Christian tradition. Their faith grew
strong since the new faith blended well with the old. The story-telling tradition
survived and, therefore, the tales continued to be woven and transmitted from
one generation to the next.
Students can make a list of superstitions commonly known, and then proceed to
collect from community elders any long-forgotten superstitions.
Examples collected among the Gaels of Nova Scotia:
• Thunder following a funeral means the person who died has reached heaven.
• If you drop a tablecloth on the floor, you will have a visitor that day.
• It’s bad luck to put new shoes on a table.
• A wild bird in the house is a sign of death.
• A bird on the windowsill is a bad omen.
• If you touch a loved one who has died, you will not have dreams about them.
• A rabbit’s foot brings good luck.
• If you dream of death, it is a sign of birth. If you dream of birth, it is a sign of
death.
• For good luck throughout the year, wear new clothes at Easter.
• If a clock that does not work suddenly chimes, it is a sign of death.
• If a black cat walks towards you, it brings good fortune. If it walks away, it
takes its luck with it.
• If you say goodbye to a friend on a bridge, you will never see them again.
G AELIC 10: A T EACHING R ESOURCE 91

• To predict the sex of a baby before birth: suspend a wedding band held by a
thread over the palm of the mother to be. If the ring swings in an oval, or
circular motion, the baby will be a girl. If the ring swings back and forth in a
straight line, it will be a boy!
• If you start to make a bedspread or quilt, finish it or marriage will never come
to you.
• A cat aboard a ship is considered to bring good luck.
• If you walk down the stairs backwards at Halloween while looking in a
mirror, you will see the person you are going to marry.
Traditional Recipes
Many traditional recipes have been handed down through the generations. People
had to be resourceful, as nearly everything consumed came directly from the sea
or land. Waste was unheard of as many families were large and had many mouths
to feed. Ingredients for recipes and utensils with which to make them were very
limited. Most of the cooking and baking was done over an open fire until the
advent of stoves. Many of the old recipes do not give exact quantities and may be
measured in fistfuls. Likewise, cooking temperatures may be described as “hot” or
“medium” rather than in degrees.
Students can make a collection of recipes from their own family traditions and
compile them in a notebook. Stories should accompany the recipes. It is often
difficult to trace the origins of old recipes; however, students should gather as
much information as they can about them and reflect on the ingredients used.
The following are examples of traditional recipes collected in Inverness County,

Cape Breton Island.
Deoch Mhionaid
by Katy Campbell
Katy got her recipe from Hughie Phillip Mac Eachen of Hawthorne.
1 pail of cold water

2–3 handfuls of oatmeal
molasses
People used to make it when they were making hay, for a drink to keep their
energy up. The water kept them from becoming dehydrated; the oatmeal gave
them carbohydrate energy; and the molasses gave those who added it, a sugar
rush. To keep the drink cool, the bucket was kept in the well.

Bachelor Boil Cake or War Cake

by Karen Mac Donald
Karen got this recipe from her grandmother Jessie Mac Donald of Rankinville.
This recipe is sometimes known as “War Cake” as during the war, many items
were rationed, and the bare minimum of ingredients was put into cakes.
2 cups of brown sugar

2 cups of hot water
cinnamon to taste
ginger to taste
2 tablespoons lard
raisins to taste
2 1/2 cups flour
2 tsp. baking soda
Boil everything but the flour and baking soda, for five minutes. When totally
cold, add the flour and baking soda in two parts. Lightly grease and flour a tube
pan. Bake at 350EF (175EC) for an hour. (You may add coffee or tea to the
mixture to moisten.)
Sour Milk Biscuits

by Russell Campbell
2 1/2 cups flour

1 tsp. soda
1 tsp. cream of tartar
3 tsp. baking powder
1 tablespoon sugar
1/2 cup shortening (or less)
Mix well then add enough sour milk to make soft. Bake at 425EF (220EC).
Mabou’s Old-Fashioned Shortbread

by Katy Beaton
2 cups flour
1/2 cup brown sugar
1 cup real butter
Mix and knead until soft. Roll out 1/4" thickness. Bake 200EF–325EF
(95E–160EC) until brown around the edges. Cool.

Carragain (Carrageenan)
Collect Irish moss or carrageenan from the beaches of Nova Scotia. Dry in the
sun. Store in an airtight container until ready to use. This substance is found in
most ice creams and in products such as chocolate milk. It was also used for
medicinal purposes for people with bad stomachs or for people who were having
difficulty swallowing. It has been used for people with throat cancer as it slides
down very easily and contains many minerals. Currently, it is used for AIDS
patients.
Place a few sprigs of dried carrageenan in a pan with a pint of milk. Bring to just
below boiling point. Allow to simmer for about 20–30 minutes. Strain the
seaweed out of the milk. Allow to set.
Optional: Add 2 tablespoons sugar and dissolve. Whisk the white of an egg and
then the yolk and add to the liquid separately.
Serve as is or with fresh berries and cream!
Fuarag (a Traditional Halloween Dish)
Beat 500 mL of whipping cream until stiff. Slowly add fine oatmeal (roast the
oatmeal first), adding as much as you desire. (Start off with a couple of
tablespoons.) Drop a wedding ring, penny, and a button into contents. Family
and guests would each take a spoonful and whoever receives the wedding ring is
the next to get married; the button means you are going to be a bachelor or a
maid; the penny means you are going to be rich! (Hint cover the penny, ring, and
button in a small piece of plastic food wrap for sanitary purposes!)

Remedies
Over-the-counter medicines were not available to the early settlers and once again
they had to be very resourceful. Some home remedies were very effective, but
others caused more harm than good. Many have been passed down through the
Oral Tradition.
Students can collect examples of remedies within their own homes and then
research “old remedies” used by their ancestors.
Following are some examples collected in Nova Scotia. They are listed for
information purposes only. They are not recommended to be used.
Colds
Mix molasses with onions. Heat and then drink.
Mix one teaspoon molasses, some hot water, a shake of salt and pepper. Drink.
Sore throat
Put a woollen sock around your neck.
Gargle with salt and water.
Warts
Cut a potato in half and rub it on your wart. Bury it, and as the potato wears
away, the wart will decay also.
For a plantar wart, mix scouring powder and water together and place on the
wart.
Get a piece of straw and rub on the wart. Bury the straw. As the straw wears
away, the wart will also wear away.
Abscess, Sore, or Splinter
Make a poultice of bread and spices (or just bread alone). Make it as hot as is
bearable by dipping it in hot water. Place on infected area.

Walking Pain
If you have a walking pain, bend over and pick up a rock that is wet on one side.
Rub the wet side of the rock where the pain is. Put the rock back in the same spot
as where you picked it up. Your pain should go away.
Diarrhea
Combine 2 tea bags and 1 cup milk. Boil together, then drink. Do this several
times.
Splinter
Place a bread poultice on the splinter and keep doing this until the splinter is
drawn out.
Wrap either pork or pork fat around the splinter and keep it there overnight. It
should draw the splinter out.

Traditional Games
Many of the old games were based on skill and feats of strength. Students could
research games played by their grandparents or seniors in their community, when
they were children. The first six were collected from guests visiting Dalbrae
Academy in 2001. Students can research more examples of games and feats of
strength and host a Gaelic games day.
Barrel Jump
Nine barrels in a row. Jump from inside one, into the other without touching
your hands on the barrels.
Ceiling Kick
Jump from a standing position on the floor and touch your two feet on the
ceiling. This requires a flip in mid-air.
Step Dancing Challenge
Walking home from dances, it was common to have dancing displays on the top
of a tree stump. This was often done on upturned buckets also. Balance was the
order of the day in this challenge.
Smàladh na Coinnle / Snuffing the Candle
A person who could “snuff the candle” when dancing, was considered to be a
skillful dancer. The step dancer would dance all his/her steps around a lit candle
on the floor, and with the last step, they would click their heels together and
snuff out the candle. Very few people were able to do this.
Threading a Needle
Place a quart bottle on the floor lengthwise and thread a needle while sitting on
the bottle.
The Chair Challenge
Two chairs are placed facing each other with a third chair in between. One
person places his/her head on one chair and balances his feet on the chair facing.
The person then has to lift the middle chair out from under him/her and place it
under him on the other side.

A ‘Chailleach Oidhche / The Owl
Children choose a leader (a’ chailleach oidhche) who hides. The children come in a
row towards her saying:
“Tha’ chailleach oidhche ’s a chùil

Is ma bheireas i ort, bheir i asad an t-sùil.”
The leader jumps out of the hiding place and chases the children who try to run
away. The one she catches becomes the next “cailleach oidhche.”
Cleas
“Mar siud ’s mar siud ’s mar siud

‘S dona an duine nach dèan siud.”
One person has a stick in his/her hand and hits it on the ground a certain
number of times, puts it in his other hand (this is often missed by those
watching), and passes it on, challenging the next person to do the same thing.

New Year and Christmas Traditions

New Year
This time of year was known as A’Challainn and some of the traditions associated
with it date back to pre-Christian times. It was a time of great celebration
especially for the male members of the family who would go out from house to
house chanting “Chall O! Chall O!” And as they would reach a home, they would
walk sunwise around it chanting a duan or ballad. Every member of the
household would sit in silence and wait for the boys to address the woman of the
house and request that she open the door. “A bhean an taighe, leig a-staigh sinn.”
And she would open the door. The boys would be carrying a “caiseann” or torch
made from sheepskin, which would be lit from the hearth; and in turn, from
oldest to youngest, each member of the family would bless themselves three times
and pass it in a circle around their head three times. It was considered death
within the year if the caiseann went out. On leaving the home, having been given
some bonnach, the boys would leave a good wish for the family: “Ma’s e math
a’nochd, gum bu seachd fheàrr bliadhna nochd.” If tonight be good for you, may
this time next year be seven times better. This custom is still carried on in parts of
the “old country.”
There are many customs associated with New Year in the “old country” and some
have survived in Nova Scotia.
To Ward away Evil Spirits
Bang pots together at midnight to make noise. Some went all around the house
with the pots.
Shoot guns in the air at midnight.
Others would go around the house sunwise beating on it with sticks and chanting
a duan, or rhyme.
Today’s noisemakers at New Year’s parties are a remnant of this as are fireworks
at New Year.
Forecasting Weather at New Year
Light a paper and throw it in the air to see which way the wind is blowing. This
would be the prevailing wind for the year.

Some check the pig’s spleen when butchered. If it is lumpy then there will be
many storms to come.
Cleanliness
Some believed that the home should be perfectly clean for New Year. Whatever
shape it was in at midnight was the way it would be all year.
Duain
New year’s rhymes or Duain, were very popular and were transmitted orally
through the generations. The following are two examples.
New Year’s Rhyme / Duan Challainn
Thàinig mise nochd do’n dùthaich

A dh’ùrachadh dhuibh na Callaig
Cha ruig sibh leas a bhi ga innse
Bha e ann o linn mo sheanair.
A’ dìreadh ris an àrd doras

A’tearnadh ris an starsaich
Ar duan a ghabhail gu dòigheil
Mar a b’eòl dhuinn aig a’Challainn.
This duan was collected from Johnnie White of North East Mabou.
Chan eil gaol agam air càis’

Chan eil gràdh agam air ìm
Ach an drudhag bheag a bh’anns a’bhuideal
Tha mo shlugan air a thì.
An Nollaig
Christmas was a special time of year in the Gaelic communities of Nova Scotia
and carried with it its own traditions. Going to church services was left for the
adults until the arrival of good transportation systems, as the journey would often
be too far and too cold for the children. As a result, often it was the man of the
house who made it to services such as midnight mass.
Some traditions passed down through the generations. The following are
examples.

The Animals
Make sure the animals have lots of food on Christmas Eve. Most were given extra
feed. Some were superstitious about going into the barn on Christmas Eve as it
was believed that the animals talked and it was bad luck to eavesdrop on them.
Others believed that the animals would kneel at midnight to welcome the Christ
child.
Another story tells of visiting the barn at midnight and ending up deaf because
the animals were overheard talking.
Food
A traditional meal was often served after returning home from midnight mass in
the Catholic communities. Traditionally this was the Christmas Sheep, molt na
Nollaig, that would be slaughtered to provide the first meal after the birth of
Christ.
Mincemeat pie was a common dessert at this time.
Candles
On Christmas night, every window in the house would have a lighted candle in it
to light the way for Mary on the way to Bethlehem. For this purpose, the old
people would not use candles that were bought as they were not considered to be
good enough; they had to be homemade candles that were used. Today, some
people turn on every light in the house all of Christmas night as part of the same
tradition. Most Nova Scotians now decorate their homes with lights for
Christmas.

An t-Sìde / The Weather

Outcome
The Gael are known for spending much time discussing the weather and the
seasons. Certain expressions, some more complicated than others, have been
passed down through the Oral Tradition.
1. An cat ’san luath, thig frasan fuara. When the cat’s in the hearth, cold showers
will come.
2. The movement of the seasons from winter to spring have been described as
follows in the Oral Tradition:
Mìos faoillich, seachdain feadaig

Ceithir latha deug gearrain,
Seachdain caillich
Tri latha sguabaig
Suas an t-earrach
(Translated: A month of the wolf, a week of the plover, fourteen days of the
gelding, a week of the old woman, three days of the little broom, up the
spring.)
This gives a total of about sixty-one days from January 15 when the dreaded
Faoillich (dog days) began, to March 17, around St. Patrick’s Day, when
winter was swept out the door (trì latha sguabaig).
3. Gaoth tuath fuachd is feannadh

Gaoth deas teas is toradh
Gaoth an iar, iasg is bainne
Gaoth an ear, measair crannaibh
4. Mar a gheibh a’Challainn a’ghaoth

Is gnath dhi a cumail
Whatever way the wind would be at New Year is the way the prevailing wind
would blow all year.

5. If seagulls are flying low or inland, there’s going to be a stormy day.
6. If cows lie down close together in a field, it usually means there’s rain on the
way.
7. When a pig is butchered in the fall, the more lumps there are on the spleen,
the more storms there will be. If the spleen widens in any part, it is a sign of
a severe part of winter.
8. Never butcher when the moon is waning. People believed that the meat
would shrink. Always butcher on the waxing of the moon.
9. If a wasp’s nest is built up high, it signifies heavy snowfall in the winter to

come.
10. Some believed that May snow had a healing quality: the Gael would
sometimes collect it, melt it, and drink it!

Toimhseachain/Riddles
Outcome
• examine the role of proverbs, weather lore, superstitions, riddles, and

humour in the Gaelic oral tradition
Gaelic riddles were a source of great enjoyment and challenge to the Gaels.
Challenge the students with the riddles below and observe their sharpness of
mind.
1. Chunnaic fear gun sùilean,

Ùbhlan air craoibh.
Cha tug e ùbhlan dhith
Cha do dh’fhàg e ùbhlan oirre.
2. Dè’n taobh dheth’n phige chruinn

Air a bheil a’chluas?
3. Chan eil e muigh ’s chan eil e staigh

‘S cha tig an taigh as aonais.
4. Chì mi fhèin e h-uile latha,

Chì an righ e corra latha,
‘S chan fhaca Dia riamh e.
5. Chaidh mi dhan bheinn’s fhuair mi e

Shuidh mi air cnoc’s cha d’fhuair mi e
‘S nam faighinn e, dh’fhàgainn e
Ach bho nach d’fhuair, thug mi leam dhachaidh e.
6. Chì mi, chì mi fada bhuam

Trì mìle thar a’chuain,
Fear gun fhuil, gun fheòil gun anam
A’ dannsadh air an talamh chruaidh.
7. Is àirde e na taigh an rìgh, agus is na’s mìne e na sìoda.
8. Dè thionndaicheas agus nach caraich?

9. Togaidh leanabh beag le dhòrn e

’S cha tog dà dhuine deug le ròpa e.
10. Chan ith thu e,’s chan òl thu e

’S cha bhi thu beò as aonais
Freagairtean:
1. Bha aon ùbhal air a’chraoibh agus bha aon 6. Clachan meallain
t-sùil air an duine. 7. Ceò no toit.
2. An taobh a-muigh. 8. Bainne
3. Doras no uinneag. 9. Ugh
4. A shàmhail fhèin. 10. Anail
5. Bior nam chois.

Seanfhaclan / Proverbs or Wise Sayings

In the proverbs or “seanfhaclan” the wisdom and wit of the Gael is artistically
expressed. The proverb, like the riddle, is a reflection of the sharpness of mind of
the Gael. To this day, they are used in daily conversation as a means of making a
particular point without stating it directly.
Outcome
• examine the role of proverbs, weather lore, superstitions, riddles, and humour
in the Gaelic oral tradition
This is a sampling from the many thousands of proverbs or wise sayings that exist
in the Gaelic language.
Students can select a proverb and illustrate it to convey meaning.
1. Is leisg le leisgean dhol a chadal ach is seachd leisg leis èiridh.

A lazy person is lazy about going to bed, but he is seven times lazier about
getting up.
2. An t-ionnsachadh òg, an t-ionnsachadh bòidheach.

Young learning is beautiful learning (to learn young, is to learn well.)
3. Le eòlas thig comas.

With knowledge comes ability.
4. Am fear as fheàrr a chuireas, is e as fheàrr a bhuaineas.

The person who sows the best, will reap the best.
5. An cat san luath, thig frasan fuara.

When the cat’s up at the fire, cold showers will follow.
6. Cha robh each iasad riamh sgìth.

A borrowed horse is never tired.
7. Ged tha bhochdainn againn, tha’n t-socair againn.

Although we have poverty, we have peace.
8. A’mhuc shàmhach as motha dh’itheas.

The quiet pig eats the most.

9. Is math an cocaire an t-acras.

Hunger makes a good cook.
10. Am fear a bhitheas a’riarachadh na maraig, bi an ceann reamhar aige fhèin.
The one who divides the spoils keeps the best part for himself.

Expressions/Similes
These expressions make the language more colourful when creating text.
1. Cho sean ris a’cheò. As old as the mist.

2. Cho gòrach ris na h-eòin. As crazy as the birds.
3. Cho dubh ri tòn na poite! As black as the bottom of the pot.
4. Cho geal ris an t-sneachda. As white as the snow.
5. Cho fuar ri puinnsean. As cold as poison.
6. Cho mìn ri sìoda. As smooth as silk
7. Cho làn ri ugh. As full as an egg.
8. Cho marbh ri clach. As dead as a stone.
9. Cho caol ri pocair As thin as a poker.
10. Cho reamhar ri ròn. As fat as a seal.
11. Cho gleusda ri sionnach. As wise as a fox.
12. Cho luath ris a’ ghaoith. As fast as the wind
13. Cho dubh ri fitheach. As black as a raven.
14. Cho laidir ri each As strong as a horse.
15. Cho cinnteach ris a’ bhas. As sure as death.
16. Cho làn ri cnò. As full as a nut.
17. Cho sean ri Nòah. As old as Noah.
18. Cho binn ri smeòrach. As sweet as a thrush.
19. Cho geal ri canach. As white as bog cotton.
20. Cho toilichte ri luch le lof! As happy as a mouse with a loaf of bread.

Samples of Ghost Stories in English Collected

from the Nova Scotia Community
A man was walking home from the Mines one night, and he met a horse and
wagon on a turn in the road. The wheel had come off the wagon, so he helped
the man who was an acquaintance. They put the wheel back on. He was really
puzzled that the man whom he knew took off and never even offered him a ride.
He told a friend this the next day, and the friend told him that the man he had
met had actually died a few days before, on that very turn.
Marion Mac Lellan
Archie Dougald was walking along the meadow by my uncle’s house with John
Alex Big Dan. They were talking, and all of a sudden Archie pulled John Alex to
one side of the road and stood there waiting. John Alex knew that there was
something happening and asked what it was. Archie said that there was a funeral
going by, but he wouldn’t say who it was.
Katie Campbell
This is an example of a forerunner. Tales have been told about the “sluagh” or host,
which is a funeral procession that could have already happened.
It was a dark evening in the fall of the year, and a man from Mabou Harbour was
walking home from the village. He could see a man ahead of him walking in the
same direction. He tried to catch up, but he couldn’t. They kept being the same
distance apart. Just as they crossed the hill at the church, the other man
disappeared over the bank at the left side. There was no sign of him. He went
back to tell the priest and then home to tell his family. Weeks later, there was a
new road being built between the church and the school. One of the big trucks
went over the same bank as the man had done weeks before. The man in the
truck died.
Kenneth MacKenzie
An example of a manadh or forerunner.

A mother and her physically challenged child were put out of their home after her
husband had died. One day they went out in their wagon and they vanished. The
husband’s brother, who took over the house, had the house burn down on him
twice. Later, he lost his arm in another fire. To this day, no one has been able to
live on that piece of land.
A story from western Cape Breton.
A family was sitting together in their kitchen one day, when they heard a noise
coming from upstairs. There was no one up there, and after the family had
investigated, they couldn’t find an explanation. There was no wind and no closed
doors. They thought it was rather unusual, but it must have been something they
didn’t find. Everyone forgot about it until the next evening. Their brother was
killed as he was walking home that cold, dark night, but the family did not know
this.
On the night of the accident, the people who stopped by to help ran to get
blankets from the nearest home, not knowing that the home they entered was
that of the deceased. They asked for blankets, and told the people that there had
been an accident.
The mother ran and got blankets from a chest upstairs and as the lid slammed
shut, she knew what the sound was that they had heard that other night. She
knew something terrible had happened. It then dawned on her it was her son
who had been killed.
Coinneach Mac Choinnich
Another example of a “manadh.”
Am Fear Smàlaidh
My great-grandfather had a special ability to see things that other people couldn’t
see before they actually happened. Some people call this having second sight. My
grandmother, Catherine, didn’t know that he had this special ability; but one
night, he and my grandmother were talking in the kitchen when, all of a sudden,
he saw these two boys come into the room playing near the stove. He put his
hand out and said “Go play somewhere else; this is hot.” My grandmother was
watching him the whole time but she didn’t see anyone. My grandmother told
him to explain everything to her and my grandfather.

My great-grandfather told them about the special ability he had to see

forerunners. He told them about the boys and the stove and that he saw one
boy’s face and that he was wearing a hat with a high front and long back.
Then, in a few years, when there were kids around, my grandmother and great-
grandfather were in the kitchen one day and saw the two boys come in near the
stove. The same thing happened ... but no hat! The boy looked up, and it was my
uncle.
For a very long time they made fun of him saying he was going to be a bishop
when he grew up. The story was in the family but hidden in the recesses of the
mind.
Years later, after my uncle had tragically died in an industrial accident, his
brother, who had been working in the west, was at his grave. On the tombstone
was engraved a hat with a high front and a long back, a fire fighter’s helmet,
which his wife had carved on the stone as he had been in the volunteer fire
department.
His brother went home, and grandma asked him if he had seen the tombstone.
He knew why she was asking and so did everyone else in the house, but no one
spoke a word.
Seònaid agus Ceutag Chaimbeul
Illustration by Ceutag Pheatan

Ghost Stories from Inverness County

Weird happenings!
Once, when I was little, I was in the Glencoe church, during the summer,
cleaning with my parents. I was upstairs in the church cleaning, and I looked out
the window and saw all kinds of people walking around. I told my brother to
come look at all the people. We were both looking out the window, but he could
see no one. Well, I was seeing people so I went down the stairs and out the door
to look, and when I went out the door there was no one there.
One summer afternoon this girl was home alone. It was a beautiful afternoon.
When she looked out the living room window she saw a man all dressed in black
from head to toe. There was this big tree on her lawn. This man dressed in black
walked from one side and in behind and never came out the other side of the tree.
Carole Mac Donald
Once my grandmother went to an old friend’s house to stay for the night. She
went to her bed and read for a while and then turned out the lamp. After some
time, she heard the porch door open and close. She thought nothing of it until
she heard footsteps in the hall. She was worried when her door opened because
no one else slept upstairs. It was dark so she couldn’t see who or what it was.
Then, she felt something get in bed beside her. The only problem was that when
she looked there, nothing was there!
Daniel Rankin
Forerunners
About thirty years ago, my cousin was lying in the bed when she heard her uncle
and Father Gillis, the parish priest at the time, come into the house and call to
her. She got up to see them but they weren’t there. This puzzled her but then she
forgot about it. Approximately one week later, her uncle and Father Gillis
actually came into the house and woke up her parents and told them that their
son had just died in a mining accident in Ontario.
Allen Rankin

The Burning Ship
A number of years ago, my great-uncle was travelling with a buddy, around three
in the morning, to catch the ferry to PEI. While they were travelling through
Creignish, my uncle looked out onto the water and he saw a bright haze on the
water. Then they saw it was a burning ship. They decided to travel up the road to
get a better look at it. When they came to a stop on the other side of the trees, it
was gone! No burning ship!
Iain Mac Eachern
They are not the only ones to have seen this “ghost ship” in the Northumberland
Strait. Refer students to Lenny Gallant, from Rustico PEI, and his song of The
Phantom Ship.

Family Trees
“Is mise Mairead Dhòmhnaill Eachainn Mhic Dhòmhnaill Mhic Aonghais Mhic
Eòghainn Mhic Dhòmhnaill Mhòr nan each.”
That is my sloinneadh or my patronymic, and it is how I would identify myself

when asked my name.
In Gaelic communities, it was traditional that children be named after their

grandparents. Usually the first male child was named after the father’s father and
the first female child was called after the mother’s mother. The second male child
would be named after the mother’s father and the second female child after the
father’s mother. In larger families, a child would often be called after a childless
aunt or uncle, or perhaps after a family member who had died or even, on
occasion, after a well-known member of the community who had passed on. As a
result, when translated into English, many people had the same name (e.g., John
Mac Donald). However, in Gaelic, this was not a problem as the person would be
known by his sloinneadh or patronymic (and on occasion, matronymic). So John
Mac Donald would be known possibly as something like Iain Dhòmhnaill Iain
Dhòmhnaill Aonghais Mhòir Ghleann Dail. There was no question as to which
John Mac Donald he was. He was John, son of Donald, son of John, son of
Donald, son of Big Angus from Glendale. In rural areas, this naming method is
still very important. However, with the bulk of population living in urban areas
now, the method is being lost. The naming tradition has also been lost in many
areas as new names made popular through the media, have been introduced to
families. However, this traditional naming method has carried over into English
in many Gaelic communities.
With the Gaels having spread all over North America over the past two centuries,
many of their descendants often come back to Nova Scotia to trace their roots.
Tracing a family history is a difficult, never-ending task. The naming tradition
often helps in tracking down a particular family. If a name surfaces that is not a
traditional family name, then there is a chance that the researcher is following the
wrong family line. To many people, finding their roots is part of their identity
and who they are.
Students could trace the history and genealogy of one branch of their family.
Often, this is a topic of great interest to the students. It has to be pointed out to
the student, that this is an ongoing project and not to expect to end up with a
complete family tree. Time does not allow that to happen in a classroom setting.
Teachers must set a time limit on this assignment. Teachers must be sensitive to
variations in family structures and could assign an optional assignment (e.g.,
students can research the origins of their family name).

Outcome
• examine the value of genealogical studies to the Gaels
Suggestions for research:
1. First, collect all the genealogical information you can from your own family
members.
2. Check any family records (e.g., Bibles)
3. Research genealogical texts from your own area (e.g., The History of Antigonish
County [MacDonald 1975]; To The Hill of Boisdale [MacMillan 1986]).
4. Check census records, if available.
5. Check local cemeteries and museums and archives.
One of the simplest methods of presenting family lineage is the “Fan Method.” In
each section, the following information can be included: name, date, or year of
birth, death, marriage, occupation, and language spoken. Accompanying this
chart, students could include a brief summary of interesting anecdotes and
photographs.
Several online, genealogical programs are now available for use by the advanced
genealogist (e.g., Familytreemaker and Brother’s Keeper).
On completion of the assignment, students should conclude by reflecting on the

value of genealogical studies
a) in small communities (identification)

b) to displaced persons (the Gael)
Fan Method

CHAPTER 5:
ÒRAIN GHÀIDHLIG /
GAELIC SONGS
C HAPTER 5: Ò RAIN G HÀIDHLIG /G AELIC S ONGS
CHAPTER 5:
ÒRAIN GHÀIDHLIG /
GAELIC SONGS
Songs or òrain accompanied most activities in the Gaelic world: bleoghainn
(milking), maistreadh (churning butter), snìomh (spinning), iorram (rowing),
luathadh (milling), sealg (hunting), tàladh (lulling children), puirt-a-beul (mouth
music for dancing), gaol (love), etc. Many of the songs are centuries old and few
were written down until the twentieth century. Songs were the medium by which
news of happenings were transmitted from one person to another, from one
community to another and recorded in history forever. Many are songs of love,
and in many cases unrequited love. Others are songs of praise and longing. Nova
Scotia’s Gaelic songs give a wealth of information about impressions of the first
settlers of the new land that they were settling and an insight to life at that time.
Good sources for Gaelic songs include the books Gaelic Songs in Nova Scotia by
Helen Creighton and Calum I. N. MacLeod; Songs Remembered in Exile by John
Lorne Campbell, and As a Bhràighe—Beyond the Braes by Effie Rankin.
Luathadh/Milling
In recent years, many songs in Nova Scotia, have been transformed to suit the
milling frolic table. For example, Mo Rùn Geal Dìleas is sung in the old country
like a lament, but in Nova Scotia it is sung in the tempo used at the milling frolic
table. Another popular song where this has happened is the song Fear a’ Bhàta.
There are three terms often used to the describe the same part of the process in
the preparation of newly-woven cloth: milling, waulking, and fulling and, in
Gaelic, luathadh.
In the days when all clothing fabric was made on the loom at home, before the
age of the catalogue, milling frolics were a great social gathering. Today, milling
frolics are a way to maintain the old songs where singers can freely sing in an
informal setting. The singers go through the motions of milling, but the actual
milling process rarely takes place.

Brief History of Milling
Waulking is a process for fulling the cloth. This made it wind resistant by
tightening the weave. The waulking (14th century Scots word meaning “full”)
also shrinks the cloth slightly and raises the nap making it softer to the touch and
more comfortable.
The waulking can be done by hand or foot. In Scotland, it was done exclusively
by women, whereas in Cape Breton and Ireland, the men often participated.
The name “Walker” may have come from the term waulking.
The Process
A trestle (cliath luathaidh) made of boards, a table, or door (taken off its hinges) is
necessary for the milling. It is necessary to full the cloth to keep out the wind and
to preshrink it before making it into pants, jackets, etc.
At one time, oils were used to dress the wool before it was woven into cloth. It
was known as eòlan and it was made from melted livers of dogfish! In order to
neutralize this, before the waulking took place, the cloth was soaked in a solution
of stale urine and water!
The cloth was then sewn together at the ends and placed on a board and beaten
or rubbed on to it with the feet or hands. Usually the cloth was passed around
from person to person in a clockwise direction, anticlockwise being considered
unlucky.
Today, machines do the waulking.
As the cloth was being passed around, milling songs would be sung. One person
would do the lead singing and the others would join in the choruses.
Some of the songs sung date back to the fourteenth century; others were
composed here in Nova Scotia; some were composed at the table and were often a
source of gossip; some involved match making; others talked of tragedy; and
others of heroic deeds. Many are expressive statements of women’s experiences.
A typical song consists of lines or couplets interspersed with refrains that usually
contain vocables (e.g., ho ri ri ar o).

Here is an example of a typical milling song.
Hè mo leannan, hò mo leannan
Se mo leannan a’ fear ùr
Hè mo leannan, hò mo leannan.
Dh’èirich mise moch ’sa mhadainn I got up early in the morning and went
Bràigh na h-aibhne ghabh mi null. over by the river bank.
Cò thachair rium ach mo leannan Whom did I meet but my sweetheart in

Culaidh air de’n fhasan ùr. the latest of fashions.
Bucaill air na brògan àrda Buckles on the high-heeled shoes, those

Tuitidh na sàiltean sin dhiubh. heels will fall off.
Galar nas miosa nan dèideadh A disease worse than toothache on the
Air an tè thug bhuam mo rùn. one who stole my love from me.
’S tric a chaidh sinn dhan tobar Often we would go to the well but
’S cha tug sinn dhachaidh drùdh. didn’t bring a drop home.
Tha mo leannan aig a’chladach My sweetheart is by the shore,

E ri sailleadh sgadan ùr. Salting fresh herring.
Bithidh a leannan aig gach leannan Every lover will have his sweetheart and
Bi thus’ agamsa co-dhiù. I’ll have you anyway.
There are many more verses in this song and there are several versions of the same
song. This is one version that is sung on the north shore of Cape Breton Island.
The following song Mo Rùn Geal Dìleas, usually a rather slow, plaintive love
song, is sung in Nova Scotia to the beat used at the milling table. (This song has
been recorded by the Rankin Family on their CD, The Rankins)
Mo rùn geal dìleas, dìleas, dìleas My fair, faithful, faithful, faithful love
Mo rùn geal dìleas, nach till thu nall? My fair faithful love, won’t you return?
Cha till mi fhèin leat, a ghaoil, chan I will not return love, as I may not,
fhaod mi For I am lying ill!
’S ann tha mi, luaidh, na mo laighe
tinn.

Is truagh nach robh mi an riochd na If only I could be like a seagull

faoilinn Swimming lightly over the waves.
A shnàmhadh aotrom air bhàrr nan And I would journey to the Isle of Islay
tonn Where lives the girl who left my heart
Is bheirinn sgrìobag don Eilean Ileach sad.
Far bheil an rìbhinn dh’fhàg
m’inntinn trom.
Is truagh nach robh mi ’s mo rogha If only my chosen one and I

cèile Were on the tops of the big mountains
Air mullach shlèibhte nam beanntan With only the birds of the sky to listen
mòr to us
‘S gum bi gàr n-èisdeachd ach eòin na And I would give her hundreds of kisses.
speura
‘S gun tugainn fhèin dhi na ceudan
pòg.
Thug mi mìos ann am fiabhras I spent a month stricken with a fever

claoidhte Not expecting that I would survive a
Gun dùil rium oidhche gum bithinn night
beò. The subject of my thoughts by night
B’e fàth mo smaointean a’ là ’s a’ and day
dh’oidhche Was that I would recover and have you
Gum faighinn faochhadh is tu bhith’m with me.
chòir.
Cha bhi mi strì ris a’ chraoibh nach I will not struggle with the tree that will
lùb rium not bend with me
Ged chinneadh ùbhlan air bhàrr nan Even if apples grow on the highest
gèig branch.
Mo shoraidh slàn leat na rinn thu Farewell since you have left me
m’fhàgail, Never did the sea ebb without full tide
Cha tàinig tràigh gun mhuir làn ’na to follow it.
dèidh.
le Iain Mac Ghill’Eathain

The following example of an action song, Buain a’Choirce / Reaping the Oats, is a
traditional song from the Isle of Islay.
Latha dhomh ’s mi buain a’choirce One day I was reaping the oats
Ghèarr mi beum’s cha robh e socair. I cut a handful and it wasn’t easy.
Ho ro na ho ri ri o
Hi ri ri ri horo eile
Ho ro na ho ri ri o
Ghèarr mi beum’s cha robh e socair I cut a handful and it was not easy
Ghèarr mi mo ghlùin is leig mi osna. I cut my knee and I let out a sigh.
Shuidh mi air uaibhir a’ ghortein I sat on the little hill

Dh’fheuch am faicinn fear do choltais. To see if I could see anyone of your
likeness.
Dh’fheuch am faicinn fear do choltais To try to see if I could see anyone of

Fear chùil duinn ’s na gruaidhean your likeness
dosrach. One of the brown hair and the
bushy cheeks.
Fhaolinn bhig a shnàmhas an caolas O little seagull that swims the strait
Bheir mo shoraidh uam gu mo Bring greetings from me to my
leannan. sweetheart.
This song was recorded by Rita and Mary Rankin on their CD, Home.

This is a popular cèilidh song throughout Nova Scotia. Students should be

encouraged to learn at least the chorus.
Faill ill ò agus hò ro èile (repeat 3 Brown (haired) man, what happened
times) to us.
A Fhleasgaich dhuinn nach ann dhuinn
a dh’èirich.
Saoil sibh fhèin nach mi bha truagh Don’t you think it wearies me,
dheth An autumn evening on a stubble field
Feasgar foghair air achadh bhuana Every girl, and her own man at her
A h-uile tè ’s a fear fhèin ra guallainn side
‘S mo leannan donnsa air bharr nan And my brown (haired) sweetheart out
cuantan at sea.
Shiubhlainn, shiubhlainn, shiubhlainn I would travel, I would travel, I myself

fhèin leat would travel with you
Shiubhlainn fada tro choill nan geug leat I would travel far through the forest of
Nuair bha mi òg ‘s mi air bheagan cèile branches with you
Gur e do ghaol-sa a rinn mo lèireadh. When I was young and unexperienced
with partners
How your love has tormented me!
Gheall mo mhàthair fàinne òir dhomh My mother promised me a gold ring

Gheall m’athair buaile bhò dhomh My father promised me a herd of
’S ged gheibhinn siud ’s an saoghal mòr cattle
leis Although I would get that and the
Gur mòr gum b’annsa leam gaol an wide world with it
òigear. I would greatly prefer the young man’s
love.
Cinnidh sòbhraichean anns an earrach The auriculas bloom in the springtime

Cinnidh ùbhlan air bhàrr nam The apples sprout on the tips of the
meanglan branches
Bheir sud nam chuimhne sa pòg mo They remind me of my sweetheart’s
leannan kisses
‘S h-uile tè dhiubh air bhlas nam meala. And every one of them tasting like
honey.
This song was recorded by The Rankins on their CD, Fare Thee Well, Love.

The following is an excerpt from a very popular song of praise, and of longing to
be back in Cape Breton as viewed by the poet Allan the Ridge Mac Donald from
his vantage point at Cape George, Antigonish County. He had emigrated from
Lochaber, Scotland, to the Ridge area of Mabou, Inverness County, in 1816.
After living there for a number of years, he then moved to Lower South River in
Antigonish County. This song was composed in praise of the land he had left
behind on Cape Breton Island.
More information on this song is available in libraries, in the book, Beyond the
Hebrides by Donald Fergusson.
Cumha Cheap Breatainn
Chì mi bhuam, fada bhuam, I see far, far away from me

Chì mi bhuam ri muir làin I see far from me over the high tide
Chì mi Ceap Breatainn mo luaidh I see Cape Breton my love
Fada bhuam thar an t-sàil. Far away from me over the sea.
Chì mi Creignis nan craobh I see Creignish of the trees

Le cuid aonaichean àrd with its high fields
’S an Rubh’ Fada tha ri taobh and Long Point alongside
Gheibhte maoin ann is bàrr. there you will get wealth and crops.
Chì mi Siudaig nam fear cruaidh I see Judique of the the hardy men
Chì mi Bruaich nam fear àrd and Braes of the tall men
Bha Clann Sheumais ann ri uair the Mac Donalds once lived there
Laoich a bhuainnicheadh blàr. warriors who would win battles.
Chì mi Seastaco nan tùr I see Port Hood of the tall spires
‘Sam bheil bùthan is sràid where there are streets and shops
Chì mi Màbu air a’chùil To the rear I see Mabou
Bi siud dùthaich mo ghràidh. That’s the land that I love.
Chì mi Cladach Mèinn a’ Ghuail I see Mabou Coal Mines Shore

Sam bi buar agus gràn where there are cows and grain
’S Rubh’ an t-Seallaidh fad’ mu And Sight Point far to the north
thuath rocky, cold, and high.
Creagach, fuar agus àrd.

Puirt-a-Beul / Mouth Music

Mouth music substituted for musical instruments when there were none
available. Dancing could take place to the nonsense words of the Puirt-a-beul or
mouth music. A well known nonsense song is Brochan Lom.
Brochan lom, tana, lom, Brochan lom Thin gruelly watery porridge, porridge
sùghain that’s thin and gruelly (3 times)
Brochan lom, tana, lom, Brochan lom Thin gruelly watery porridge, porridge
sùghain that’s thin and gruelly.
Brochan lom tana, lom, Brochan lom [Nonsense words!]
sùghain
Brochan lom ’s e tana lom, ’Se brochan
lom sùghain.
The songs were also a means by which tunes were transmitted and preserved. The
songs are easy to learn as there is much repetition involved, however, they can
become real tongue twisters as the speed at which they are sung increases to suit
the dance.
Tha trì chasan deiridh air a’choileach MacCormick’s rooster has three rear
aig MacCarmaig legs (3 times)
Tha trì chasan deiridh air a’choileach Three rear legs and four red ones.
aig MacCarmaig
Tha trì casan deiridh air a’choileach aig
MacCarmaig
Trì chasan deiridh agus ceithir chasan
dearga.
Tha trì, trì, trì, trì, trì chasan deiridh He has three, three, three, three, three
air rear legs (3 times)
Tha trì, trì, trì, trì, trì chasan deiridh Three rear legs and four red ones.
air
Tha trì, trì, trì, trì, trì chasan deiridh
air
Trì chasan deiridh agus ceithir chasan
dearga.

The following is an excerpt from a song written in praise of Cape Breton Island
by Dan Alex Mac Donald of Framboise, Richmond County. In recent years, it
has become like an anthem to the Gaels of Cape Breton. A complete version of
the song can be found in the book Gaelic Songs in Nova Scotia by Helen
Creighton and Calum Mac Leod. While the song praises the beauty of Cape
Breton, it also gives the listener an insight to events that happened at particular
times of year. For example, winter was the time for weddings, unlike the present
day where summer is the preferred time for the majority of weddings. For people
in a rural community, there was too much work to be done in the summer to
party. Winter was the time for relaxation. The song also describes the milling
frolic and how to measure the cloth. The composer mentions the boys at the
milling table and girls with the energetic voices following them rather than the
women, which was the custom in “an t-sean dùthaich”—“the old country.” Òran
do Cheap Breatainn is an example of how oral history is transmitted through song.
Òran Do Cheap Breatainn
‘Se Ceap Breatainn tìr mo ghràidh, Cape Breton is the land of my love,
Tìr nan craobh, ’s nam beanntan àrd, Land of trees and high hills;
‘Se Ceap Breatainn tìr mo ghràidh, Cape Breton is the land of my love,
Tìr is àillidh leinn air thalamh. The most beautiful land, to us, on
Earth.
‘S bhon a tha mi anns an àm, Since I am, at this time,

Còmhnaidh ann an tìr nam beann; Living in the land of hills;
‘S ged a tha mo Ghàidhlig gann, And although my Gaelic is sparse,
Nì mi rann do thìr nan gleannan. I will compose a song to the land of
glens.
Àit’ as maisich tha fo’n ghrèin, The most beautiful place under the
Smeòraich seinn air bhàrr nan geug; sun,
Gobhlain-gaoithe cluich ri chèil’, Thrushes sing on the tips of
’San nead glèidhte fo na ceangail. branches;
Swallows playing with each other,
With their nests safe under the
rafters.

Anns a’gheamhradh àm an fhuachd, In winter, the time of the cold,

Àm nam bainnsean, àm nan luadh; The time for weddings, the time for
Chluinnte gillean air clèith-luaidh, milling frolics,
’S gruagaich le guth cruaidh gan Boys are heard at the milling table,
leanaid. And maidens with energetic voices
following them
Chan urrainn dhomhsa leth dhuibh I can’t tell you the half of it,
inns’, Of the beauty in this land.
Na tha mhaisealachd san tìr; I’ll stop now as I’m tired,
Stadaidh mi bhon tha mi sgìth, Blessings be with you and goodnight
Beannachd leibh, ’s oidhche mhath to you.
leibh

CHAPTER 6:
OBRAICHEAN AGUS
RANNSACHADH /
PROJECT IDEAS
C HAPTER 6: O BRAICHEAN AGUS R ANNSACHADH /PROJECT IDEAS
CHAPTER 6:
OBRAICHEAN AGUS
RANNSACHADH /
PROJECT IDEAS
Many of the outcomes in Gaelic 10 can be achieved through project work. The
following are some suggestions.
Life and Work of a Local Bard

Outcome
• examine the role of song, story, and poetry in the lives of the Gaels
Study the life of a local bard and his or her work and present findings using a
slide presentation software. Digital cameras and scanners can be used to
reproduce photos of the bards (if available) or photos that would help interpret
the bard’s work or enhance the presentation. These projects can be presented
orally by the students with renditions of Gaelic songs playing in the background
(if available).
Project Steps:
A. Select a bard who was born in Nova Scotia.
B. Study the life of a local bard and his or her work and detail personal
information such as place of birth, location of home, etc.
C. Select several of the bard’s works. Study the songs/poetry and try to
categorize (e.g., nature, satire, unrequited love, etc). Comment on the works
of the bard.
D. Find suitable photographs for your presentation (e.g., pictures to

complement the words of a song or songs, or pictures of the bard, his/her
family, birthplace, home, burial place, etc). Digital camera or scanner can be
used to reproduce photographs.

E. Examine the role of the bard’s work in the lives of the Gaels. Present findings
using slide presentation software or orally with songs playing in the
background.
F. Preserve the presentation on CD for future reference.
Assessment
Some points to consider:
• Effective time management

• Collaboration with teacher and peers
• Appropriate song selection
• Accuracy of spelling, grammar, punctuation, etc.
• Quality of presentation
• Relevance of content
See multimedia rubrics in Chapter 7.
Interview with Gaelic Speakers

Different types of interviews could be conducted with Gaelic speakers from the
community on a variety of topics. While most of these would be conducted in
English, students are encouraged to use some Gaelic in the interview. As students’
knowledge of the language increases, more and more Gaelic could be
incorporated into the interview. Interviews could be videotaped, audio-taped,
carried out by telephone, letter, or e-mail. Students should make sure that all
interviews are prearranged at the convenience of the person being interviewed.
Topics could be as follows, depending on the outcome to be attained:
• General interviews (e.g., the role of Gaelic in their lives)

• Interviews with a particular focus (e.g., Gaelic language usage pre-WWII,
during the Depression years)
• Interviews about a list of particular Gaelic expressions (see examples below)
• Interviews as part of a larger multimedia presentation on a prescribed topic
• Interviews with a number of people, on the same topic, presented in a
photograph album with a photograph of each person being interviewed
accompanying each interview (this is an excellent historical record also)

Example 1
Outcome
• identify words and expressions from diverse Gaelic dialects
A. Students and teachers can compile a list of common expressions and request
the Gaelic translation for those expressions from the interviewee.
Examples
Expressions of greeting.
Expressions for a stormy day.
Expressions of indifference.
Expressions of endearment.
Expressions of astonishment.
Expressions of satisfaction.
Individual Examples
What’s new?
Have a seat.
That’s it! I must go.
Hello!
Look at that.
B. Students and teachers can identify a list of Gaelic speakers who could be
contacted.
C. Students set up the interviews and plan the type of interview, such as video
or phone (video or audio tape would be preferred as the whole class could
listen to the results and develop an awareness of dialectal differences).
D. Students should interview a minimum of five people.
E. Students should compare the expressions and note origin of source.
F. Note dialectal differences. Students should choose to use the expressions

most familiar in their home location. If not living in a Gàidhealtachd,
students should choose a target dialect to follow.

Example 2
Project Description
Outcome
• investigate cultural experiences and present findings using multimedia
Students will interview seniors born between 1918 and 1939 and living in Gaelic-
speaking communities.
Purpose
• To record what life was like between the world wars for children growing up
in the Gaelic-speaking communities
• To research the use or decline of the language between 1918 and 1939
• To record life experiences, in oral and written form
• To learn to use software to create slide presentations (include audio and video
clips, and digital photographs)
Final product will be a CD copy of the presentation.
Materials/Equipment
• Digital camera/still camera

• Video camera
• Tape recorder
• Notebook
• Computer access
Skills
• Communication
– Be able to speak clearly
– Prepare suitable questions
– Be able to conduct a successful interview
– Transfer information to a Word document
• Technology
– Use of camera(s) (digital/video/still)
– Use of tape recorder
– Transfer information into a PowerPoint presentation

– Use of CD burner
– Create Word documents
• Editing techniques
– Select appropriate material from the interview
– Edit video
• Writing skills
– Correct use of grammar, spelling, punctuation, sentence construction
Sample Time Line
Week 1 Introduce project
Week 1 Assign project detail
Week 2 Select subject; plan interview
Week 4 Complete interview; begin to develop PowerPoint presentation
Week 6 Complete presentation

Present projects
Week 7 Burn CDs
Hints for students:
• Begin your project immediately.

• Contact your interviewee and explain what you are doing. Be polite at all
times!
• Respect the interviewee’s wishes of not discussing certain personal matters.
• Make arrangements for the interview at the convenience of the interviewee.
• Make prior arrangements for borrowing cameras, tape recorders, etc.
• Prepare appropriate questions.
• Use spell check.
• Do not use a program on your computer at home that cannot be transferred
to the school system. Class time will be made available.
• Have fun with your project.
• As some students are a little hesitant about communicating with elders, you
may work in pairs, if you so desire. More will be expected from a group of
two.
• Create a rubric with the teacher for the evaluation at early stages of project.
Value : __ % term mark (to be determined by the teacher)

Folklore Collection
Outcome
With the decline of the rich, Oral Tradition of the Gaels throughout Nova
Scotia, it is important that an attempt be made to expose the students to that
wealth, and to collect, preserve, and share the traditions that make up the fabric
of the Gaelic culture. Students can collect stories, recipes, cures, weather lore,
proverbs, riddles, customs, etc., from the local community. These could be
presented in book form with illustrations and/or photographs. This could be a
class project or a small group project.
Teachers can note the extent to which students
• categorize the collections

• credit the sources
• illustrate where appropriate
• collaborate when working in groups
• take care in editing
• use details to add interest or for effect
• include samples of the Gaelic language
See samples of riddles, cures, superstitions, etc., in Chapters 3 and 4 of this

resource book.
Research
Outcomes

• examine the role of story, song, and poetry in the lives of the Gaels
• establish a connection between the traditional instrumental music of Nova
Scotia (e.g., fiddles and bagpipes) to Gaelic song
• examine the origins of the Gaels and events leading to their settlement in
Nova Scotia

A variety of topics could be researched to gain an insight to the life and the
influence of the Gael on community life.
Examples of topics:
• Gaelic place names in local area / Nova Scotia / Canada

• Traditions to do with festivals of Celtic origin (e.g., Halloween)
• Nicknames and genealogy
• Words to do with fishing, farming, etc.
• The role of Gaelic song in relation to work
• Traditional games
• The work of the bards
• Gaelic in education in the twentieth and twenty-first centuries
• The effect of the educational, political, and socio-economic establishment on
the decline of Gaelic
• Positive ventures in Gaelic language reclamation worldwide
• Family history
• The role of women in traditional Gaelic society
• A woman’s view of life through Gaelic song and poetry
Cèilidh
Outcomes

• create and perform dramatic works
• demonstrate the role of song in traditional daily work
• use the correct linguistic elements in the appropriate context
• engage in formal and informal conversation with their teacher, peers, and
community members
Organize and produce an all-Gaelic cèilidh involving all the Gaelic learners and
speakers in your school.
This could be a class project or a small group project. It would be too much of an
undertaking for one student. Provincial Gaelic Awareness Month (May) would be
a good time to host this cèilidh.

Suggestions
1. Prepare a plan including: time, date, admission, and list of possible

participants. Check for availability of school theatre/auditorium.
2. Present plan to teacher and then to school administration for approval.
3. Divide the tasks between the members of the group.
4. Contact possible participants. For example, if you know someone who plays
the pipes, talk to them and discuss the cèilidh. Invite them to participate.
5. Prepare acts from the Gaelic classes in the school (e.g., Gaelic songs,
recitations, fashion show, action songs, plays). Every member of the class
should participate. This could be part of the final evaluation.
6. Invite the music classes to present a Gaelic number.
7. Invite the staff to participate.
8. Prepare the program. Alternate acts that are singing, instrumental, dancing,
and skits.
9. Engage someone to operate the sound and lighting equipment.
10. Advertise the cèilidh in the school and community.
11. Prepare commentary by either one Fear an taighe / Master of Ceremonies or

several. Commentary should be mostly in Gaelic.
12. Have a great time!

Drama
Outcomes
Student will be expected to

• create and perform dramatic works
• demonstrate the role of song in traditional daily work
Produce (and possibly write) and dramatize a play based on
• stories the students already know (e.g., Little Red Riding Hood)
• stories from the Nova Scotia Gaelic tradition (e.g., a Rèiteach)
• everyday events
• a song or poem (e.g., Mo thogair; see poem below)
The following English short poem is based on the Gaelic expression Mo thogair.
This is a Gaelic expression of indifference: What the heck! Who cares! It is a great
expression for when things go wrong in life and there’s not much you can do
about it.
Mo thogair! (author unknown)
His name was Neil, a Highland lad

In ragged kilt of tartan clad.
A by-name queer the youngster had
Mo thogair!
He got it thus when he was wee

He fell from off his mother’s knee
He cried as clearly as could be
Mo thogair!
The boy became a man and still

He fought each battle with his will
His bold reply to every ill
Mo thogair!
Then love knocked upon his door

And told of happiness in store
It seemed as if he’d say no more
Mo thogair!

But oh how sad a thing is life

Neil married with a scolding wife
His answer to her in each strife
Mo thogair!
But then at last her spirit fled

The doctor whispered “She is dead”
Neil lit his pipe and calmly said
Mo thogair!
Nighean Bheag a’Chòta Dheirg / Little Red Riding Hood

(adapted for Gaelic 10)
Plays are one of the most effective ways to get students to use general
conversational phrases in context and to remember them. The following are three
adaptations of familiar tales for students to perform. As the content is familiar, a
non-Gaelic-speaking audience would have no difficulty following the tale.
Cluicheadairean/Cast
Nighean Bheag a’Chòta Dheirg Little Red Riding Hood
Mama Mother
Madadh Wolf
Fear na Coillidh 1 & 2 Woodsmen 1 & 2
Granaidh Granny
Sgeulaiche Storyteller
Sealladh 1 Aig an taigh aig Nighean Bheag a’Chòta Dheirg / At Little Red
Riding Hood’s House
Mama: Trobhad an seo, a ghràidh.
Nighean: Dè tha sibh ag iarraidh, Mama?
Mama: Seo aran agus bonnaich airson do sheanmhair. Bheir thusa seo gu
Granaidh.
Nighean: Glè mhath, Mama.
Mama: A-nis, na stad ’s a’choille idir, idir, idir oir tha am madadh mòr
anns a’choille. Fuirich air an rathad.
Nighean: Glè mhath, Mama.

Falbhaidh Nighean Bheag a-mach às an taigh / Little Red Riding Hood exits.
Sgeulaiche: A-nis dh’fhalbh Nighean Bheag a’Chòta Dheirg dhan choille agus i
trang a’seinn.
Sealladh 2 Anns a’Choille / In the Woods
Nighean Bheag: O seall na flùraichean brèagha!

Is toigh le Granaidh flùraichean. La la la la ...
Thèid i far an rathad air son flùraichean / She leaves the path to pick flowers. Wolf
appears among the trees.
Madadh: Ah ha! Cò tha seo? Nighean Bheag a’Chòta Dheirg!

Hallo nighean bheag.
Ciamar a tha thu?
Nighean Bheag: O hallo. Tha mi gu math.

Ciamar a tha thu fhèin?
Madadh: Glè mhath, tapa leat.

Càite bheil thu a’dol?
Nighean Bheag: Tha mi a’dol gu taigh Granaidh.
Madadh: Càite bheil i a’fuireach?
Nighean Bheag: Shìos an rathad faisg air an drochaid.
Madadh: Mmmm ... dè tha agad anns a’bhascaid?
Nighean Bheag: Aran agus bonnaich do Ghranaidh.

Feumaidh mi falbh a-nis.
Beannachd leat.
Sgeulaiche: Dh’fhalbh Nighean Bheag a’Chòta Dheirg sìos an rathad ... ach,
dh’fhalbh am madadh cuideachd!

Sealladh 3 Taigh Granaidh / Granny’s House
Madadh: Gnog, gnog.
Granaidh: Cò tha sin?
Madadh: Nighean Bheag a’Chòta Dheirg a th’ann.
Granaidh: O thig a-staigh a m’eudail bhig.
Slaodaidh am madadh Granaidh a-mach às an leabaidh agus cuiridh e i anns

a’phreasa. Leumaidh e dhan leabaidh. The wolf grabs Granny and pulls her out of
bed, ties her up and hides her in the closet. He jumps into bed.
Nighean Bheag: Gnog, gnog.
Madadh: Cò tha sin?
Nighean Bheag: Nighean Bheag a’Chòta Dheirg a th’ann, a Ghranaidh.
Madadh: O thig a-staigh, m’eudail bhig.
Nighean Bheag: Ciamar a tha sibh, a Ghranaidh?
Madadh: O tha mi tinn, tinn, tinn ...(a’casadaich/coughing)
Nighean Bheag: O ach cho mòr ’s a tha na sùilean agaibh, a Ghranaidh.
Madadh: Sin mar as fheàrr a chì mi thu.
Nighean Bheag: O ach cho mòr ’s a tha na cluasan agaibh, a Ghranaidh.
Madadh: Sin mar as fheàrr a chluinneas mi thu.
Nighean Bheag: O ach cho mòr’s a tha na fiaclan agaibh, a Ghranaidh.
Madadh: Sin mar as fheàrr a dh’itheas mi thu ... grr ... grrrrr
Nighean Bheag: Eek! Eek! (a’ruith far an àrd-ùrlar ag èigheachd agus am madadh
às a deaghaidh/running off the stage screaming and the wolf
chasing her.)
Fear na Coillidh 1: Coimhead seo!

Fear na Coillidh 2: Beir air!
(a’ruith às deaghaidh a’mhadaidh agus beiridh iad air/running after the wolf and
catching him)
Nighean Bheag: Càite bheil Granaidh? Càite bheil i?

A Ghranaidh! A Ghranaidh!
O siud i! O Granaidh bhochd.
Tha’m madadh marbh! Tha am madadh marbh!
Fìr na Coillidh, Granaidh agus Nighean Bheag a’Chòta Dheirg:
(A’seinn agus a’ dannsadh mun cuairt / singing and dancing)
Mharbh sinn am madadh ruadh,

Madadh ruadh, madadh ruadh,
Mharbh sinn am madadh ruadh,
’S cha bhi e beò gu sìorraidh.
A’Chrìoch / The end

Na Trì Gobhair / The Three Billy Goats Gruff (adapted for

Gaelic 10)
Troich (T) Troll

Gobhar Mòr (GMM) Great Big Billy Goat Gruff
Gobhar Meadhanach (GM) Middle-sized Billy Goat Gruff
Gobhar Beag (GB) Little Billy Goat Gruff
Air An Drochaid ...
Gobhar Mòr: O tha an t-acras orm!
Gobhar Meadhanach: Agus ormsa cuideachd. Cluinn mo bhrù!
Gobhar Beag: Seall am feur snog tha thall an sin!
Gobhar Mòr; O seall e! Ach chan fhaigh thu null an sin!
Gobhar Beag: Carson?
Gobhar Meadhanach: An cuala tu idir mun troich a tha a’ fuireach a-staigh fon
drochaid?
Gobhar Beag: Troich? Dè tha sin?
Gobhar Mòr: O sin agad bodach beag grànda, grànda làidir.
Gobhar Meadhanach: ... agus ithidh e thu ...
Gobhar Beag: Chan eil an t-eagal ormsa idir. Tha mise a’ dol a-null oir
tha an t-acras orm.
Gobhar Meadhanach: Fuirich an seo amadain!
Gobhar Beag: Tha mise a’ falbh!
Gobhar Mòr: Fhalbh matà. Tha mise coma.
Tha gobhar beag a’coiseachd suas air an Drochaid / The little goat walks up onto
the bridge.
Troich: Cò tha a’ coiseachd air an drochaid agamsa?

Gobhar Beag: Mise th’ann.
Troich: Mise th’ann. (Ag aithris air GB/imitating GB) Cò thusa?
Gobhar Beag: Is mise Gobhar Beag agus tha an t-acras orm.
Troich: Mise cuideachd.
Gobhar Beag: Coimhead am feur snog tha shuas an sin. Tha mise ag
iarraidh a dhol an sin.
Troich: Fhalbh thusa air ais no thèid mise suas an sin agus ithidh mi
thu.
Gobhar Beag: Na ith mise idir. Tha mo bhrathair a’tighinn agus tha easan
na’s motha na mise. Ith easan.
Troich: A bheil thu cinnteach?
Gobhar Beag: Tha.
Troich: Fhalbh matà mus tèid mi suas.
Gobhar Beag: (a’seinn ... hè mo leannan, hò mo leannan/singing ... hè mo

leannan, hò mo leannan ...)
An uair a chunnaic GM GB a’falbh suas dhan fheur uaine thuirt e ... / When GM
saw GB going up to the green hay he said ...
Gobhar Meadhanach: Tha mise a’ falbh cuideachd.
Gobhar Mòr: Na bi gòrach. Ithidh an troich thu.
Gobhar Meadhanach: Tha an t-acras orm. Tha mise coma. Tha mi a’falbh.
Troich: Cò tha a’ coiseachd air an drochaid agamsa?
Gobhar Meadhanach: Mise th’ann, Gobhar Meadhanach agus tha mise cho còir ...
Troich: (Ag aithris air GM / imitating GM) Tha mise cho còir ...
(loudly) Tha mise coma. Na bi thusa a’coiseachd air an
drochaid agamsa no thèid mise suas an sin agus ithidh mi
thu!

Gobhar Meadhanach: O na ith mise idir. Chan eil mise ach beag. Tha mo
bhràthair Gobhar Mòr dìreach a’tighinn. Seall e thall an
sin.
Troich: Ceart matà ... Bi falbh matà!
Agus tha Gobhar Meadhanach a’coiseachd suas dhan phàirce.
Gobhar Mòr: Tha iad uile shuas an sin. Tha mise a’ falbh cuideachd.
Troich: Cò tha a’ coiseachd air an drochaid agamsa? GRRRRR ...
Gobhar Mòr: Mise th’ann. Gobhar Mòr.
Troich: Gobhar Mòr? Dè cho mòr ’s a tha thu?
Gobhar Mòr: Trobhad an seo agus chì thu.
Troich: Na bi thusa air an drochaid agamsa idir. Fhalbh no ithidh

mi thu!
Gobhar Mòr: Ha! Ha! Ha!
Troich: Grrrr. Tha mise a’ tighinn.
Gobhar Mòr: ’S tha mise coma.
Troich: Grrrrrrrrrrr! Ithidh mi thu.
Gobhar Mòr: Is tu nach ith!
(Dh’ fheuch T. ionnsaich a thoir air GMM, ach bhuail GMM. T. far an drochaid.)
(Troll tries to attack Gobhar Mòr but he buts him right off the bridge.)
Gobhar Mòr: Chan eil thu cho bragail a-nis!
All: Sin agad e!

Na Trì Mathain
Air a dheasachadh airson dealbh-chluich le Mairead Pheatanach, Màbu, Ceap

Breatainn
Adapted as a play by Margaret Beaton, Mabou, Cape Breton, for Gaelic 10.
Sgeulaiche Storyteller
Sìne Jane, young girl
Mama Goldilock’s mother
Ceannan Òr (CO) Goldilocks
Mama Mathan Mama Bear
Papa Mathan Daddy Bear
Mathan Bheag Little Bear
A’ Chiad Sealladh
(Nighean bheag, Sìne, na suidhe air leabaidh a’leughadh sgeulachd “Na Trì
Mathain.”)
(A little girl, Sine, seated on a bed reading the tale “The Three Bears.”)
Sgeulaiche: Tha nighean bheag a’fuireach anns an taigh seo còmhla ri a

màthair.
Sìne: Dè’n t-ainm a th’oirre?
Sgeulaiche; Ceannan Òr.
Sìne: Cò às a tha i?
Sgeulaiche: Tha i às a’choille.
Èist thusa.
(Thoisicheas sgeulaiche sgeul Na Trì Mathain a leughadh gu Sìne.)
(The storyteller starts to read Sìne the story of The Three Bears.)

Sealladh 2 (anns an taigh aig Ceannan Òr)
Ceannan Òr: Hallo Mama!
Mama: Càit’ an robh thu?
CÒ: Bha mi a-muigh anns a’choille.
Mama: Anns a’choille! Obh! Obh! Na bi thusa a’dol dhan choille

idir, idir, idir, idir!
CÒ: Carson Mama?
Mama: Tha mathain mhòra anns a’choille agus beiridh iad ort!
CÒ: Ach ... tha mise coma!
(Tha i a’falbh a-mach às an taigh agus ise a’seinn agus a’ruith a’ measg na craobhan.)
(She goes out of the house, running and singing among the trees.)
Sealladh 3 (Taigh na Mathain)
Mathan Bheag: (a’seinn) (singing)

O brochan lom, tana lom
Brochan lom sùghain
Brochan lom, tana lom,
Brochan lom sùghain.
Brochan lom, tana lom
Brochan lom sùghain ...
Ummm! Yummy, yummy, yummy ...
(e a’suidhe aig a’bhòrd.)
(sitting at the table)
Papa Mathan: (a’ cuir spàin de bhrochan gu bheul)

(putting a spoon of porridge to his mouth)
AAAGH! Tha am brochan seo teth, teth!
Mama Mathan: O tha mi duilich.
Mathan Bheag: AAAAAAAGH!

Tha mi air mo bhruich!
Uisge, uisge ... tha mi ag iarraidh uisge!
Obh! Obh!

Mama Mathan: Tha e ro theth. Thèid sinn a-mach greiseag.
Papa Mathan: Glè mhath. Trobhad an seo, Mathan Bheag. Cuir ort do
chòta.
(Na mathain a’falbh agus iad a’seinn / The bears go away singing: ...”Chì mi
bhuam, fada, bhuam, chì mi bhuam ri muir làn, Chì mi Ceap Breatainn mo luaidh,
Fada bhuam thar an t-sàil.”)
Sealladh 4
(Nochd CÒ air taigh beag ’sa choille, agus rach i dlùth air)
(Ceannan Òr comes upon a little house in the woods and approaches.)
CÒ: Hallo! Dè tha seo?

Taigh! Taigh beag bìodach!
(i a’dol suas chun an taighe.)
Hallo! A bheil duine ’staigh?
(She sneaks in. She sees the porridge)
(Thèid i a-steach air a socair. Chì i am brochan)
Mmmm! Dè tha seo? Brochan! Mmmmm!
(aig truinnsear Papa / at Papa’s bowl) Ugh ... tha seo ro fhuar!
(aig truinnsear Mama / at Mama’s bowl) Ugh .. tha seo cho fuar cuideachd.
(aig truinnsear Mathan Bheag / at the little bear’s bowl) Mmmm ... tha seo math,
math, math, math!
(Thoisicheas i am brochan a dhithe, ach bhristeas a’ chathair fodha ’s thuiteas i air an
ùrlar.)
(She starts to eat the porridge but the chair breaks under her and she falls on the
floor.)
Obh! Obh!
A! Mo thogair!

Òran: (Chuiridh an sgeulaiche cead air a’ luchd-èisdeach Brochan

Lom a ghabhail nuair a dh’itheas i am brochan.)
(Storyteller gets the audience to sing Brochan Lom while
she eats the porridge.)
O tha mi sgìth! (a’coimhead mun cuairt / looking around)
Seall an leabaidh.
(aig leabaidh Papa / at Papa’s bed) Ugh! Chan eil seo math idir. Tha i ro mhòr!
(aig leabaidh Mama / at Mama’s bed) Ugh! Tha seo ro bhog.
(aig leabaidh Mathan Bheag / at the Little Bear’s bed) O tha seo math, math, math,
math.
(Thuiteas i na cadal, agus chuireas an sgeulaiche cead air luchd-èisdeachd an tàladh a

ghabhail)
(She falls asleep and the storyteller gets the audience to sing a lullaby),
“Sùilean dubha, dubha, dubh, sùilean dubh aig m’eudail. Sùilean dubha, dubha
dubh. Cuin’ a thig thu chèilidh?”
Sealladh 5
(Na mathain a’tighinn agus iad a’seinn / The bears enter singing)
“Faill ill ò agus ho ro eile, faill ill ò agus ho ro eile, Faill ill ò agus ho ro eile, A
fheasgaich dhuinn nach ann dhuinn a dh’èirich.”)
Papa Mathan: O bha siud math! (a’ suathadh a bhrù/rubs his tummy)

Tha na t-acras orm!

(ghabhas e grèim air agus chrathas e a spàin / grabs and
brandishes his spoon)
Haoi! Cò bha aig mo spàin-sa?
Mama Mathan: Cò bha aig mo bhrochan-sa?
Mathan Bheag: (bheir e ’n aire gun deach a bhrochan a dh’itheadh, thig

fearg air agus breabaidh e mun cuairt / notices that all his
porridge is gone and gets very upset and stomps around)
Cò dh’ith am brochan agamsa ... boo hoo ... agus cò bhrist
an seathar agam?
Papa Mathan: Cò bha anns an leabaidh agamsa?
Mama Mathan: Cò bha anns an leabaidh agamsa?
Mathan Bheag: Cò THA anns an leabaidh agamsa ... grrrrr ...

(feuchaidh e a fhaighinn istigh a leabaidh ach tharraing
Mama air ais e / he tries to get to the bed but Mama
drags him back and says ...)
Mama Mathan: Èist ... (a’seinn)

Sùilean dubha, dubha, dubh, sùilean dubh aig m’eudail ...
(Ceannan Òr a’dùsgadh / CÒ waking up)
Ceannan Òr: EEEEK! O Dhia cuidich mi!

(Tha i a’ruith a-mach às an leabaidh agus a-mach an
doras / She leaps out of bed and runs out the door.)
Sin agad e!
That’s it!

Create an Illustrated Children’s Story Book

in Gaelic.
Outcome
Students will be able to
Example of script for a children’s story:
Mo Phlaide
le Mairead G. Pheatanach
Aon latha, aig an taigh Chamshronach, dhùisg Seoc agus bha e fiadhaich. Cha robh
sgiall air a’phlaide aige. Bu toigh leis a phlaide agus fhuair e a’ phlaide nuair bha e
na leanaban. Bha e ga h-iarraidh air ais. Ach càit’ an robh i?

An uair a dhùisg Calum, bràthair Sheoic, chaidh Seoc agus thuirt e ri Calum, “Am
faca tu mo phlaide?”
“Hmmm. Chan fhaca mi do phlaide. Tha mi duilich.”
Thoisich Seoc a’ rànaich. An uair a dhùisg Sìne, piuthar Sheoc, chaidh Seoc agus
thuirt e ri Sìne,
“Am faca tu mo phlaide?”
“O tha mi duilich ach chan fhaca mi idir i!”

Bha Seoc glè bhrònach. Cha robh a’phlaide anns an taigh aige idir. Ach càit’ an
robh i?
Chunnaic e Dadaidh agus chaidh e a bhruidhinn ris.
“Am faca tu mo phlaide, a Dhadaidh?”
“O m’eudail. Chan fhaca mi do phlaide. Gabh sìos gu Mamaidh.”
Chaidh Seoc dhan chidsin agus dh’èigh e ri Mamaidh.

“O Mhamaidh,. Am faca tu mo phlaide?”
“O Sheoc. Bha mi gad shireadh. Nigh mi do phlaide! Seo dhut i! Tha i snog glan
a-nis.”
Bha Seoc glè thoilichte. Fhuair e a’phlaide air ais agus cha chaill e i a-rithis! Shìn e
air an ùrlar agus thuit e na chadal!
Sin agad e!

Illustrate Pictorially Several Gaelic Songs (or

proverbs) to Convey Meaning
Outcomes
• use technology to present research findings and to develop text
This assignment can be completed by creating drawings or using digital

photographs with a computer-generated presentation.
Students can
• research a variety of locally composed Gaelic songs (many are available with
English translation)
• select one song
• research the origins of the song
• discuss the historical content of the song, if any
• discuss the purpose of the song
• for each verse, sketch an illustration or use photographs of suitable images to
convey the meaning or imagery in each verse of the selected song and
superimpose the words of each verse on the corresponding illustration
• write a brief biography (with photographs, if available) about the bàrd
• present the biography, a summary of the purpose and content of the song,
photographs, and comments and personal reflections in a PowerPoint
presentation
An example of a song would be Òran Bhroad Cove by Alexander (the Big Painter)
MacDonald. The Big Painter emigrated with his father and two brothers from
Lochaber, Scotland, about the year 1816. He settled in the Mabou area, like so
many from Lochaber, but later moved to Antigonish County. He died in 1910.
From the song, much information can be gleaned about the history of the area and
its coal mining, and the inevitable changes that took place in the environment
with economic development.

This song can be found on the CD Tàlant Nam Bàrd by Margo Carruthers,
produced by B & R Enterprises. The lyrics in Gaelic and English are on page 56 et
seq. of Fad air Falbh às Innse Gall / Beyond the Farthest Hebrides, by Donald S.
Fergusson.
Culture in Cloth Specific

Outcomes

• engage in formal and informal conversation with their teacher, peers, and
community members
• make simple requests in a variety of situations
Groups of two or three design a square that will represent an aspect of Gaelic
language or culture and will appliqué the square. All the squares from the class will
be sewn together and quilted. This project can be very time-consuming so keep it
simple and perhaps invite a community group to assist with the quilting. The quilt
could then be displayed in the school.
• Brainstorm for ideas

• Select groups
• Decide on topic for each group
• Design square
• Collect lightweight material (could be from scraps of old clothing from home,
or a piece of clothing with some meaning to the student)
• Cut out cloth, lay out on the design, begin appliqué (give deadline for
completion)
• Sew squares together
• Attach batting and backing and begin quilting (Either invite a community
group, or invite other students to help with the quilting.)
• Apply trim and display
Other examples would be to create a quilt illustrating the Gaelic alphabet or

illustrate a Gaelic song.
Suggestion: If the teacher or students are not familiar with the skill of quilting,
invite a quilter to assist with the planning and quilting techniques.

Teachers can
• encourage students to speak Gaelic while working

• converse in Gaelic
• encourage students to learn new vocabulary while working
• invite a quilter to class
• make arrangements to borrow sewing machines
• note the extent to which students participate
• collaborate to develop work plans
• generate a variety of ideas
• organize and sequence information
• select relevant information to represent
• work together to overcome problems
• manage time wisely
Research Paper
Outcomes
• examine the origins of the Gaels and events leading to their settlement in Nova
Scotia
• describe the contribution of Gaels to societal growth in Nova Scotia
Teachers and students can formulate thesis statements for research papers.
Examples of Topics
A. Research the impact of wool on the lives of the Gaels, from the Highland
Clearances to the present day. (Discuss economy; Napoleonic wars; Highland
Clearances; emigrations; the process of producing clothes—shearing, washing,
dying, carding, spinning, weaving, milling, sewing; the advent of the
catalogue; songs; the Devco sheep immigrations of 1975; the coyote and
much more!)
B. “The demise of the Gaelic language in Nova Scotia is a result of

improvements in communications.” Discuss.
C. “Tìr gun chànan, Tìr gun anam.” Research the state of minority languages
worldwide and discuss the validity of the proverb, “A land without its
language is a land without a soul.”

D. World War II was a cause of the decline in Gaelic on Cape Breton Island.
E. Research the origins of the Gaels in Nova Scotia and their impact on societal
growth.
Field Trips and Programs

As well as the countless community activities with a Gaelic focus that are hosted in
Nova Scotia throughout the year, there are several centres in the province that
could be of interest to the Gaelic student to enhance learning.
1. An Clachan Gàidhealach / The Nova Scotia Highland Village, Hector’s

Point, Iona
This is a living-history museum devoted to the early Gaelic settlers. A walk

through the village takes the students through the years of settlement.
Featured are a “taigh dubh” / black house—the type of house the original
Gaels would have left behind in Scotland; a log house; three frame houses
dating to the early 1900s; a church; a school; a forge; a store; and a carding
mill. Residents in period costume are bilingual—Gaelic and English. At the
visitor centre, a vast genealogical database is available for consultation. The
picturesque location of the village overlooking the Barra Strait adds to its
attraction as the students go back through time.
2. The Gaelic College of Celtic Arts and Crafts, St. Ann’s, Victoria County,
Cape Breton
As well as offering Gaelic language classes (including an online course), the

Great Hall of the Clans offers exhibits on Scottish history and culture from
early times to the present, including a brief account of the migrations of the
Gaels from the Highlands. Lessons are also given in fiddling, piping, piano,
harp, step dancing, highland dancing, and drumming.
3. The Hector Heritage Quay, Pictou, Nova Scotia
At this interpretive centre, the story of the eighteenth-century Scottish

emigrations to the New World is told with an emphasis on the role of the ship
“Hector.” A full-size replica of the ship is moored outside the interpretive
centre.

4. An Drochaid Museum, Mabou, Inverness County
www.mabou.ca/gaelichistorical.htm
This museum and archives has been in operation since 1980 and is owned and
run by volunteers from the Mabou Gaelic and Historical Society. The local
school and the museum work closely together as is evident on the second floor
where school projects are displayed. Highlights in the museum include a
historical quilt depicting the history of the community, a display of the Rankin
Family musical group’s awards, interviews with veterans, house histories, and
much more.
5. Celtic Music Interpretive Center, Judique, Inverness County
www.celticmusicsite.com
This centre is located in a purpose-built structure in Judique. It offers a variety

of educational seminars and classes for students of all ages and abilities
throughout the year and has regular presentations and classes during the
summer. Over the years, a great deal of effort has gone into collecting Celtic
music-related items and preserving them at the Centre. Visit the website for
more information.
6. Eilean nan Òg / Isle of Youth
This is a cultural apprenticeship program hosted by the Nova Scotia Highland

Village each year for students ages 14–18 and managed by the Nova Scotia
Gaelic Council. It is an employment training opportunity and learning
experience in Cape Breton’s Gaelic culture, history, and language.
7. Radio Nan Gaidheal
The BBC Alba website has a store of interesting Gaelic programs in the “Èist
a-rithist” section where the week’s programs of Gaelic song, conversation, and
lessons can be accessed for seven days.
8. Radio communautaire de Chéticamp
The local radio station in Cheticamp runs a weekly Gaelic program of song
and conversation (CKJM 016.1 FM), Saturdays, 6 p.m. to 7 p.m.

9. Local “fèisean”
Educational workshops based on the Gaelic culture and language. These are held
throughout the province all year.
Other sources are available in the resource list.
Mìos na Gàidhlig / Gaelic Awareness Month

May is recognized as Gaelic Awareness Month in the province of Nova Scotia,
May 1st being Latha Buidhe Bealltuinn or the traditional Celtic feast of the
Beltane. During this month, teachers are encouraged to bring an awareness of
Gaelic language and culture to all students and teachers.
Suggested Activities (Note: All activities should be carried out only with prior
approval from the school administration.)
A. Get students to collect photographs of community members or relatives who

speak Gaelic and designate a section/wall/bulletin board of the school as a
“Gaelic Wall.”
B. Select one student each day to announce a “phrase or expression of the day”
over the school public address system. The same phrase or expression with its
pronunciation and meaning could be posted in a prominent place in the
school.
C. If the school has a SOCAN license, play Gaelic songs over the P. A. system
for an allotted time period each day (recess or lunch or before school). If the
national anthem is played each morning, introduce the Gaelic version and
play it several times during Gaelic Awareness Month.
D. Set aside one day of the month and designate it as Gaelic Day at the school.
Invite community members in to share traditional skills and knowledge (e.g.,
storytelling, songs, traditions, games, genealogy, history, and general lore). Set
up a schedule for interested classes (e.g., Atlantic studies, music, art, Gaelic
studies, Canadian literature). The Nova Scotia Gaelic Council may be able to
assist schools in identifying local resource persons.
E. Organize a Gaelic concert in the school, drawing from talented students and
teachers within the school. This should be prearranged months in advance in
order to avoid conflict with other school activities in the auditorium. Invite
the public to attend. (See projects page for more detail.)

F. Submit student writings (in Gaelic) to the local paper for publication.
G. Have students create their own Gaelic newspaper for Gaelic Awareness
Month and distribute to the community (on approval by administration). It
could include a What’s New in the Gaelic World? section, student-generated
text, games, puzzles, feature articles, cartoons, etc.
H. Encourage the cafeteria to display the menu in Gaelic.

CHAPTER 7:
SGRÙDADH/
ASSESSMENT
C HAPTER 7: S GRÙDADH /ASSESSMENT
Deuchainn Gàidhlig
Deabh-chluich
Sgoil
Dealbh Chluich Math 1 Meadhanach math 2 Uabhasach math 3
Pronunciation
Fluency
Performance
Meaning of words
Use of script
Preparedness
Costume and props

C HAPTER 7: S GRÙDADH /A SSESSMENT
General Impression Scoring: General Conversation

1. Has difficulty responding and comprehending.
2. Responds reasonably well some of the time.
3. Responds reasonably well most of the time.
4. Responds very well.
5. Responds with high degree of accuracy and has high level of comprehension.
Assignment:
Grade: Date:
Name Date 1 2 3 4 5 Total

Scoring Rubric and Record
Multimedia or PowerPoint
Name: Teacher:
Date: Title of Work:
Criteria Points
Score 1 2 3 4
Communication Student Student Student’s voice Student
mumbles; incorrectly is clear; addresses
incorrectly pronounces pronounces audience clearly;
pronounces terms; audience most words precise ____
terms; speaks has difficulty correctly; refers pronunciation of
too quietly for hearing to screen rarely terms; interacts
students in the presentation; and to audience with audience.
back of the class rarely looks at often.
to hear; reads off audience.
screen with back
to class.
Mechanics Presentation had Presentation had Presentation has No errors in
ten or more five to nine no more than grammar or ____
spelling and/or misspellings four grammatical spelling in either
grammatical and/or and/or spelling Gaelic or English.
errors. grammatical errors.
errors.
Content Student appears Student has Student is at ease Student
to have not fully focussed on with the content demonstrates full
grasped the the correct but fails to knowledge of
purpose of the information but elaborate. Good the topic with ____
project and does not have Gaelic content. explanations and
presentation is sufficient elaborations.
incomplete. information. Gaelic content
Little or no Some Gaelic included in
Gaelic content. content. appropriate
places.
Technology Student has Student has Student has Student
used the bare used the bare used several demonstrates
minimum in minimum of technological elaborate use of
technology; media sources to sources a variety of ____
student has used complete the effectively and media sources to
little in graphics, project or to has created complete the
photos, etc., to enhance it. interesting project using
enhance the Several graphics visuals. audio and visual
project. used. effects.

Criteria Points
Score 1 2 3 4
Organization Little Presentation Student presents Student presents
proofreading does not follow a information in a information in a
apparent; slides logical sequence logical logical
out of sequence; and graphics interesting interesting ____
presentation have little sequence with sequence,
jumps around connection to some thought interspersed with
and audience written material. given to appropriate
has difficulty positioning of graphics.
following it; graphics.
little thought
apparently given
to graphics.
Total ____
Teacher Comments:

Còmhradh/Conversation
Name: Teacher:
Criteria Points
Score 1 2 3 4
Fluency of Has difficulty Hesitates in Converses with Converses with
Conversation conversing and conversing. Uses ease. Uses basic ease and uses
needs assistance. basic expressions expressions. Little
challenging ____
elaboration words, phrases,
and expressions.
Response to Has difficulty Responds to Responds to Responds to
questions responding to questions with questions with questions with
questions. assistance. ease. ease and ____
elaborates on the
answers.
Conversing with Numerous errors Several errors in Few errors in Converses with
accuracy in sentence sentence structure sentence structure high degree of
structure and use and language and language accuracy. ____
of vocabulary. usage. usage.
Pronounciation Has difficulty with Pronounces some Very good Excellent
accurate words correctly. pronunciation pronunciation
pronunciation. Difficulty with and “blas.” Very and “blas.” ____
some sounds. few errors.
Comprehension Exhibits difficulty Exhibits some Demonstrates an Demonstrates a
understanding difficulty but understanding of complete
conversation. understands on most understanding of ____
Translation repetition of conversation. conversation.
necessary. statements/
questions.
Total ____
Teacher Comments:

Sgrìobhaidhean/Writing
Name: Teacher:
Criteria Points
Score 1 2 3 4
Accuracy Numerous errors Several errors in Few errors in Fewer than three
in spelling and spelling and spelling and errors in spelling ____
language language language and language
structure. structure. structure. structure.
Sequencing Ideas are scattered Ideas are focussed Ideas are focussed Ideas are focussed
and follow no but little and tend to follow and follow a
particular sequencing is a definite definite sequence. ____
sequence. evident. sequence in most Conveys clear
cases. ideas and is well
organized.
Use of Very basic Attempts to use Introduces new Uses a wide range
vocabulary, vocabulary and newer material in material with a of vocabulary,
expressions, expressions used. developing text. fair degree of expressions and
and idioms Lacks detail. Little detail. accuracy. Some structures. Much ____
detail. detail.
A challenging text!
Following Does not heed Follows some Follows most Follows directions
directions directions. directions. directions. fully. ____
Punctuality Assignment is 2–4 Assignment is one Assignment is one Assignment is
days late with no day late with no to four days late submitted on or
valid reason. prior arrangement with prior before due date. ____
with the teacher. arrangement with
the teacher.
Total ____
Teacher Comments:

Deuchainn Gàidhlig
Ainm
Còmhradh 20 ceist 10 freagairt 10
Duilgheadas
Ceartas
Dealbh Chluich 10
Leughadh 10
Fuaimneachadh 5 Fileantachd 5
Tuigse fuaime 10
Iomlan 50%

Report Rubric
Beginning Developing Accomplished Exemplary
1 2 3 4 Score
Topic Totally Remotely Somewhat Directly

unrelated. related. relevant. relevant.
Organization Not organized; Some Organized; events Good

events make no organization; are somewhat organization,
sense. events jump jumpy. events are
around. Start logically
and finish are ordered. Sharp
unclear. sense of
beginning and
end.
Quality of Unable to find Details are Some details are Supporting

Information specific details. somewhat non-supporting details specific
sketchy. to the subject. to subject.
Grammar and Very frequent More than two Only one or two All grammar
Spelling grammar and/or errors. errors. and spelling are
spelling errors. correct.
Interest Insufficient Vocabulary is Vocabulary is Vocabulary is

Capacity descriptive constant. varied. varied.
words. Details lack Supporting Supporting
“colour.” details adequate. details are
vivid.
Neatness Illegible writing. Legible writing; Legible writing; Computer

Loose pages. some ill-formed well-formed printed or
letters; print too characters. Clean typed. Clean
small or too and neatly bound and neatly
large. Papers in a report cover. bound in a
stapled Illustrations report cover.
together. provided. Illustrations
provided.
Timeliness Report handed Up to one week Up to two days Report handed

in more than late. late. in on time or
one week late. early.
Total
Source: www.sdcoe.k12.ca.us/score/actbank/reportrub.html
Used with permission.

Collaboration Rubric
4—Thorough Understanding
• Consistently and actively works toward group goals.

• Is sensitive to the feelings and learning needs of all group members.
• Willingly accepts and fulfills individual role within the group.
• Consistently and actively contributes knowledge, opinions, and skills.
• Values the knowledge, opinion, and skills of all group members and encourages
their contribution.
• Helps group identify necessary changes and encourages group action for change.
3—Good Understanding
• Works toward group goals without prompting.

• Accepts and fulfills individual role within group.
• Contributes knowledge, opinions, and skills without prompting.
• Shows sensitivity to the feelings of others.
• Willingly participates in needed changes.
2—Satisfactory Understanding
• Works toward group goals with occasional prompting.

• Contributes to group with occasional prompting.
• Shows sensitivity to the feelings of others.
• Participates in needed changes, with occasional prompting.
1—Needs Improvement
• Works toward group goals only when prompted.

• Contributes to group only when prompted.
• Needs occasional reminders to be sensitive to the feelings of others.
• Participates in needed changes when prompted and encouraged.
Source: www.sdcoe.k12.ca.us/score/actbank/collaborub.html

Multimedia Project
Project-Based Learning with Multimedia
Multimedia Project Scoring Rubric: Scoring Guidelines
Multimedia Collaboration Content

Levels The integration of media Working together to The topics, ideas,
objects such as text, accomplish a common concepts, knowledge, and
graphics, video, animation, intellectual purpose in a opinions that constitute
and sound to represent and manner superior to what the substance of the
convey information. might have been project.
Videotapes that include accomplished working
sound and images fit this alone.
definition.
5 Students have used Students were a very Meets all criteria of the
multimedia in creative effective team. Division of previous level and one or
and effective ways that responsibilities capitalized more of the following:
exploit the particular on the strengths of each reflects broad research
strengths of the chosen team member. The final and application of critical
format. All elements make a product was shaped by all thinking skills; shows
contribution. There are few members and represents notable insight or
technical problems and something that would not understanding of the
none of a serious nature. have been possible working topic; compels the
alone. audience's attention.
4 Presentation blends 3 or Students worked as a team The project has a clear
more multimedia elements on all aspects of the project. goal related to a
in a balanced, attractive, There was an effort to assign significant topic or issue.
easy-to-follow format. roles based on the Information included has
Elements include original skills/talents of individual been compiled from
student work. With minor members. All members several relevant sources.
exceptions, all elements strove to fulfill their The project is useful to an
contribute to rather than responsibilities. audience beyond the
detract from the students who created it.
presentation's overall
effectiveness.
3 Presentation uses two or Students worked on the The project presents
more media. There are some project as a team with information in an accurate
technical problems, but the defined roles. Most and organized manner
viewer is able to follow the members fulfilled their that can be understood by
presentation with few responsibilities. the intended audience.
difficulties. Disagreements were There is a focus that is
resolved or managed maintained throughout.
productively.

Multimedia Collaboration Content

2 Presentation uses two or Presentation is the result of a The project has a focus
more media, but technical group effort, but only some but may stray from it at
difficulties seriously interfere members of the group times. There is an
with the viewer's ability to contributed. There is organizational structure,
see, hear, or understand evidence of poor though it may not be
content. communication, unresolved carried through
conflict, or failure to consistently. There may be
collaborate on important factual errors or
aspects of the work. inconsistencies, but they
are relatively minor.
1 Multimedia is absent from Presentation was created by Project seems haphazard,
the presentation. one student working more hurried, or unfinished.
or less alone (though may There are significant
have received guidance or factual errors,
help from others). misconceptions, or
misunderstandings.
Score Multimedia score = Collaboration score = Content score =
Source: pblmm.k12.ca.us/PBLGuide/MMrubric.htm

Written Report Based on an Interview
Rating Criteria
• Engaging, creative, and thoughtful overall
• Precise, vivid, and sophisticated vocabulary; varied patterns and lengths of
sentences
A • Coherent and organized structure
• Chosen form effectively and innovatively conveys content
• Relevant and intriguing use of details to convey personality and experience of
person interviewed
• Few surface feature errors; only noticeable if looking for them
• Clear and thoughtful overall
• Com plex, precise vocabulary and varied sentences
B • Logical organization
• Chosen form effectively conveys content
• Relevant and careful use of details to convey personality and experience of
person interviewed
• Few surface feature errors; occasional spelling or punctuation errors
• Quite well-developed and detailed overall
• Generally precise vocabulary and complex sentence structure containing
minimal errors
C • Obvious organization
• Chosen form appropriate for content
• Relevant use of details to convey personality and experience of person
interviewed
• Generally few surface feature errors; some punctuation, spelling, or pronoun
reference errors
• Direct and usually clear overall
• Straightforward vocabulary and effective sentences that are rarely complex or
varied
D • Organization evident
• Chosen form generally appropriate for content
• Competent use of details to convey personality and experience of person
interviewed
• Surface feature errors such as comma splice, spelling, or pronoun reference
errors
• Limited clarity and thought overall
• Unsophisticated and, at times, inappropriate vocabulary with simple sentences
• Evidence of little organization
Rew rite • Chosen form rarely conveys content effectively
• Inconsistent use of details to convey personality and experience of person
interviewed
• Surface feature errors may at times distract reader
Source: www.sdcoe.k12.ca.us/score/actbank/interview.html

Research Report Rubric
Criteria Points Earned

The topic of research was clearly defined. 1 2 3 4 5
Concepts are accurately identified and clearly understood. 1 2 3 4 5
The information researched addressed a problem. 1 2 3 4 5
The information researched addressed alternatives for solution. 1 2 3 4 5
The information researched addressed the best solution. 1 2 3 4 5
The report has a visual aspect. 1 2 3 4 5
The student demonstrated understanding of the topic during small 1 2 3 4 5
group discussion.
Total points possible: 35 Total points earned:
Source: www.sdcoe.k12.ca.us/score/actbank/projectrub.html

Oral Presentation Rubric: Bruidhinn anns

a’Ghàidhlig
Teacher Name:
Student Name:
Category Rating
4 3 2 1
Clarity of Speech Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all distinctly all distinctly most cannot be
(100–95%) the (100–95%) the (94–85%) of the understood or
time. time. time. mispronounces
Words are properly Mispronounces no Mispronounces no more than four
pronounced. more than two more than three words.
words. words.
Vocabulary Uses appropriate Uses appropriate Uses suitable Uses several (5 or
vocabulary and vocabulary but vocabulary but more) words or
tries out new hesitates to take makes no effort to phrases that are not
words and risks with new introduce new understood by the
expressions. words. words. audience. Uses
limited vocabulary.
Showing Shows a full Shows a good Shows a good Does not seem to
Understanding of understanding of understanding of understanding of understand the
Content the topic. the topic. parts of the topic. topic very well.
Using Complete Always (99–100%) Mostly (80–98%) Sometimes Rarely speaks in
Sentences speaks in complete speaks in complete (70–79%) speaks in complete
sentences. sentences. complete sentences.
sentences.
Posture and Eye Stands up straight, Stands up straight Sometimes stands Slouches and/or
Contact looks relaxed and and establishes eye up straight and does not look at
confident, contact with establishes eye people during the
establishes eye everyone in the contact. presentation.
contact with room during the
everyone in the presentation.
room during the
presentation.
Staying on Topic Stays on topic all Stays on topic most Stays on topic some It was hard to tell
(100%) of the time. (99–90%) of the (89–75%) of the what the topic was.
time. time.
Time Used Presentation is 5–6 Presentation is 4–5 Presentation is 3–4 Presentation is less
minutes long. minutes long. minutes long. than 3 minutes or
more than 6
minutes.

Category Rating
4 3 2 1
Volume Volume is loud Volume is loud Volume is loud Volume often too
enough to be enough to be heard enough to be heard soft to be heard by
heard by all by all audience by all audience all audience
audience members members at least members at least members.
throughout the 90% if the time. 80% of the time.
presentation.
Blas (Accent, Pronounces words Pronounces most Has difficulty Has trouble with
Production of well and has words well and has pronouncing words pronounciation and
Gaelic Sound) excellent blas. good blas. but maintains good blas.
blas.
Accuracy Student has no Student has few Student has several Student is
mistakes in errors in language inaccuracies in apparently poorly
language usage. usage. language usage. prepared and has
many errors in
language usage.
Total/40
Copyright 1995-2007 ALTEC, the University of Kansas.
Funded by the US Department of Education Regional Technology in Education Consortium, 1995–2005 to

ALTEC (Advanced Learning Technologies in Education Consortia) at the University of Kansas, Center for
Research on Learning.
rubistar.4teachers.org

A’ Còmhradh anns a’Ghàidhlig
Ainm:
Deich ceistean: 2 2 2 2 2 2 2 2 2 2
Gnìomh Tomhas Puingean

Dè cho deiseil ’s a bha thu? Deiseil 5
Beagan deiseil 3
Cha robh thu idir deiseil 0
Blas na Gàidhlig Uabhasach math 5
Meadhanach math 3
Meadhanach 1
Dè cho ceart ’s a bha na ceistean agad? Uabhasach math 5
Meadhanach math 3
Cus obair ri dhèanamh orra 1
Freagair na ceistean aig daoine eile Uabhasach math 5
Meadhanach math 3
Caran slaodach 1
Iomlan/40

50% Oral
Gnìomh/Criteria Puingean/
Points
Leughadh 10
Fuaimneachadh/Pronunciation 3
Blas/Fluency 3
Tuigse/Comprehension 4
Còmhradh (10 ceistean) 20
Tuigse/Comprehension 1
Freagairt/Answering 1
Òran (8 lines plus chorus) 10
Faclan/Words 4
Fuaimneachadh/Pronunciation 4
Seinn/Singing 2
Talk about a topic or picture 10
You may choose three topics/pictures and

the teacher will select which one you do.
Iomlan/Total 50

Puppet Show
Ainmean:
Gnìomh agus Tomhas/Criteria and Rating Puingean/Points

Dè cho deiseil’s a bha sibh/How prepared were you? 5
Deasachd an còmhraidh/Quality of conversation: 10
Did you use the new material that was learned?

Did you use a variety of questions?
Usaid nam pupaid / Use of puppets: 5
Were the puppets and the conversation working together?

Blas na Gàidhlig/Pronunciation/fluency 5
Iomlan/Total 25

Project
Name: Date:
Project Title: Teacher(s):
Gaelic Below Average Satisfactory Excellent

Content (percentage required) 1 2 3 4 5 6 7 8 9
Accuracy 1 2 3 4 5 6 7 8 9
Pertinence to project 1 2 3 4 5 6 7 8 9
Originality 1 2 3 4 5 6 7 8 9
Process Below Average Satisfactory Excellent

Has clear vision of final product 1 2 3 4 5 6 7 8 9
Properly organized to complete project 1 2 3 4 5 6 7 8 9
Managed time wisely 1 2 3 4 5 6 7 8 9
Acquired needed knowledge base 1 2 3 4 5 6 7 8 9
Communicated efforts with teacher 1 2 3 4 5 6 7 8 9
Product (Project) Below Average Satisfactory Excellent

Format 1 2 3 4 5 6 7 8 9
Mechanics of speaking/writing 1 2 3 4 5 6 7 8 9
Organization and structure 1 2 3 4 5 6 7 8 9
Creativity 1 2 3 4 5 6 7 8 9
Demonstrates knowledge 1 2 3 4 5 6 7 8 9
Other 1 2 3 4 5 6 7 8 9
Total Score:
Teacher(s) Comments:
Source: www.teach-nology.com/cgi-bin/project_rub.cgi
Used with permission of Teachnology, Inc.

CHAPTER 8:
STÒRAS-TAICE /
RESOURCES
C HAPTER 8: S TÒRAS -T AICE /R ESOURCES
CHAPTER 8:
STÒRAS-TAICE/
RESOURCES
Most of the videos, CDs, and texts can be purchased from
Sìol Cultural Enterprises

3841 Highway 316
P. O. Box 81, St. Andrews
Antigonish, NS B0H 1X0
Tel/Fax 902-863-0416
gaelicbooks.com
Print Resources
Gaelic Songs in Nova Scotia
Helen Creighton and Calum Mac Leod, 1979
NSSBB: 22772
Everyday Gaelic
Mórag Mac Neill
Birlinn Limited, 2006
Origin: United Kingdom
Student/Teacher Resource
A collection of useful phrases, questions and expressions in Gaelic with English

translation and pronounciation.
Tales until Dawn/Sgeul gu Latha

Joe Neil MacNeil and John Shaw, 1987
NSSBB: 22773

C HAPTER 8: S TÙTHAN -T AIC /R ESOURCES
Speaking Our Language Series 1, Part 1 Programmes 1–9

Scottish Television and Cànan, 1993
This is the text that accompanies the video series Speaking Our Language. It is an
excellent resource for those beginning to learn the language. It deals with
conversational Gaelic in a variety of dialects in various situations, using puzzles,
cartoons, and news items alongside grammar and language exercises. It
encourages the student to practise Gaelic in everyday situations with family and
friends. (Gaelic/English) [out of print]
As True as I’m Sitting Here

Ron Caplan (ed.)
Breton Books, 2000
Origin: Canada
Teacher Resource
Courses: Ae 10/11/12 and Gaelic Studies 11
Short stories (naidheachdan) in English from Cape Breton Island from a variety of
story tellers.
Bluenose Ghosts
Helen Creighton
Nimbus Publishing Ltd., 1994
Origin: Canada
Teacher Resource
A collection of ghost stories and unexplained happenings from throughout Nova

Scotia. (English)
Cape Breton Book of the Night, Expanded Edition

Ronald Caplan (ed.)
Breton Books, 2002
Origin: Canada
Teacher Resource
Stories of tenderness and terror as told by the storytellers in their own words.
Most deal with strange happenings and the supernatural. Teachers should select
appropriate tales from this resource.

Gaelic Proverbs
Alexander Nicholson
Birlinn Limited, 1996 and 2006
Teacher Resource
A collection of Gaelic proverbs with their English translation.
Gràmair na Gàidhlig
Michel Byrne
Stòrlann Nàiseanta na Gàidhlig, 2000
Teacher Resource
For the finer grammatical points, this is the resource to use
An Stòr-data Briathrachais Gàidhlig/The Gaelic Terminology Database

Clò Ostaig, 1993
A collection of more modern Gaelic words and terminology. (English-Gaelic)

[out of print]
Abair Fhèin e! Leabhar 1

Adrienne Shard
Student Resource
Abair Fhèin e! Leabhar 2

Adrienne Shard
Student Resource

Brigh nam Facal/Faclair Ur don Bhun-sgoil

Richard Cox
Oilthigh Ghlaschu, 1991
Student Resource
A Gaelic to Gaelic dictionary for elementary schools (for second year or more
advanced students). [out of print]
The Essential Gaelic–English Dictionary

Angus Watson, compiler
Student Resource
Current orthography, many modern terms, idioms.
The Essential English–Gaelic Dictionary

Angus Watson, compiler,
Student Resource
Current orthography, many modern terms, idioms.
New English-Gaelic Dictionary

Derick Thomson
Gairm Publications, 1981 and 1994
Student Resource
[out of print]
A basic word list, no idioms, grammar, or explanations.

The Gaelic–English Dictionary

Colin Mark, compiler
Routledge, 2004
Detailed, current information throughout. Over 125 pages of appendices of

Gaelic grammar, use of numbers, points of the compass, telling time, proper
names, etc.
Scotland Touring Map

Harper-Collins, 2006
Wartime Recipes from the Maritimes, 1939–1945

Devonna Edwards
Nimbus Publishing, 2001
Origin: Canada
Teacher Resource
Clan and Family Names Map of Scotland

Harper-Collins, 2006
Scenic Travelways Map

Nova Scotia Dept. of Transportation and Communication, 2007
Origin: Canada

Heinemann Storyworlds Streath 1
Titles:
Anns an Sgoil
An t-Uilebheist
Càite bheil e?
Càite bheil an leabhar?
Diana Bentley
Origin: U.K.
Student Resource
Simple readers for the Gaelic learner. The content of these readers is rather simple
for the grade level but the language used is appropriate for Gaelic 10. It gives
students encouragement to be able to read and understand the text. (Gaelic)
Heinemann Storyworlds Streath 1
Titles:
A’Chearc Bheag Ruadh
An Tuineap Mòr
An Leòmhann agus an Luchag
Am Bonnach Mòr
Diana Bentley
Student Resource
Suitable for the Gaelic learner, these traditional children’s stories are presented in
Gaelic (e.g., The Little Red Hen). Students will be familiar with the content
making comprehension easier. These stories will give students confidence in
reading, although the material is not age-appropriate.

Feuch Facal
Eadaidh Climo
Gairm Publications, 1995
Gaelic, Gaelic Studies
This text contains a collection of maps with Gaelic place names and a variety of
charts. For example, parts of the body, computer parts, bicycle parts. (Gaelic)
[out of print]
Cuir Ainm Gàidhlig air an Taigh Agad / Give Your Home or Cottage a Gaelic Name
David and Debra Livingston-Lowe
Celtica Publishers, 1998
Origin: Canada
Teacher Resource
Gaelic 10/11/12 and Gaelic Studies 11
The first section of this book deals with a selection of names for houses, and the
second section deals with a selection of Gaelic and Gaelicised place names of
Scotland and Canada. (Gaelic/English) [out of print]
Às an Talamh
Bernadette Campbell
ÉISD and Sandy Publishing Group, 1995
Origin: Canada
Gaelic 10 and Elementary Gaelic
This is a basic text suitable for the early beginner stage of Gaelic language
learning. It reflects the language, music, and way of life of the Gael and includes
expressions, stories, songs, and traditions. (Gaelic/English) [out of print]

Às an Talamh Volume 2
Bernadette Campbell
ÉISD and Sandy Publishing Group, Mabou, 1995
Language: Gaelic and English
Origin: Canada
Student Resource
Gaelic 10 and Elementary Gaelic
This is an instructional book with accompanying audio cassette tape of Cape

Breton language and culture suitable for the early beginner stage of Gaelic
language learning that reflects the language, music, and way of life of the Gael. It
is the second in a series of language learning modules entitled Às An Talamh. It
includes expressions, stories, songs, and traditions focussing on the land, sea, and
the flora and fauna of Cape Breton Island. (Gaelic/English) [out of print]
Chì mi bhuam (book and audio cassette tape)

Sandy Publishing Group, 1995
Origin: Canada
Gaelic 10 and Gaelic Studies 11
Student Resource
English/Gaelic. [out of print]
The Changing Highlands

Iain Johnston
Hodder, 1999
Gaelic 10/11, Gaelic Studies 11
This text enables students to become familiar with a range of sources of evidence
and the concepts of change, continuity, and cause as it deals with changes that
took place in eighteenth- and nineteenth-century Scotland, changes that
eventually led to mass emigration to places like North America. It deals with
topics such as the Highland Clearances from the viewpoint of the lairds and of
those being evicted; famine; the crofting system; role of the highland chiefs;
changing economics and much more. Each topic is presented on a two-page
spread, and each is accompanied by a section on activities. (English)

Òrain nan Gàidheal, Volume 1

Bruce Campbell
Gairm Publication, 1989
Student Resource
Gaelic/English. [out of print]
Magazines
Am Bràighe
175 Mac Intyre Rd., Queensville, NS B9A 1S6
Celtic Heritage
Clansman Publishing Ltd., P. O. Box 8805, Station A, Halifax, NS B3K 5M4
Cape Breton’s Magazine

Wreck Cove Publishing
Wreck Cove, NS B0C 1H0
Videos
Speaking Our Language, Series 1, Video Set 1
Scottish Television and Cànan, 1993
Programmes 1–9 (NTSC format) [out of print]
Music in the Blood

Seabright Productions
Celtic musicians, dancers, and Gaelic speakers from Nova Scotia travel to the
land of their ancestors to teach their traditions to the Gaels of highland Scotland.
[out of print]

Heart of the Gael

Dongael Video Productions
An insight into the life of the Gael on Cape Breton Island. [out of print]
Celtic Spirits with Songs of Nova Scotia

National Film Board of Canada, 1978
LRT: 22951
A journey into the history and music that marks the Celtic soul.
The Blood Is Strong: The Gaelic Scots Abroad

Grampian Television
Scotland
NTSC format.
A Family Tradition
Seabright Productions
P. O. Box 1801
Antigonish, NS B2G 2M5
seabrightproductions@ns.sympatico.ca
An instructional video for beginner stepdancers.
CDs
A Tribute to the North Shore Gaelic Singers
B & R Heritage Enterprises, 1996
Mostly a collection of milling songs.
“Bho Thìr Nan Craobh”/From the Land of Trees

Mary Jane Lamond
B & R Heritage Enterprises
A collection of traditional Gaelic songs. [out of print]

The Rankin Family

The Rankin Family, Inc., 1989
Còmhla Cruinn/Gathered Together

Produced by Wendy Bergfelt
CBC and Fèis an Èilein, 2002
www.feisaneilein.ca
A collection of Gaelic songs from a variety of singers from across Nova Scotia.
Contains excellent liner notes on settlement in Cape Breton and on the oral
tradition with emphasis on the milling process. Nineteen milling songs, one
hymn.
Tìr mo Ghràidh (The Land I Love)

B & R Heritage Enterprises
Gaelic song, story, and music from Nova Scotia. [out of print]
A’ Seo/Here
Lewis MacKinnon
Lewis MacKinnon (self-produced), 2006
A collection of traditional and contemporary Gaelic songs. Includes an

informative booklet giving Gaelic words, English translations, and notes.
Useful Gaelic Websites

Please note that some websites may have changed.
gaelicbooks.net Comhairle nan Leabhraichean—The

Gaelic Books Council
gaelicbooks.com Site for purchasing Gaelic books in

Nova Scotia
www.storlann.co.uk Includes details of teaching materials

and other Gaelic links
acgamerica.org An Comunn Gàidhlig America

www.bbc.co.uk/scotland/alba BBC Education pages, live and recorded

programmes
www.acgamerica.org/links/scotlinks. Links to useful Gaelic sites

html
celticroutes.com General sites of Celtic matters
www.ccep.org/ambraighe/noframes Cape Breton’s Gaelic magazine, Am

Bràighe
www.cnag.org Comunn na Gàidhlig website
feisean.org Provides information on fèisean and

music
www.gaelicandscottish.uk Gaelic chat room / Gaelic-related topics
gaelicworld.co.uk Information on Gaelic playgroups
www.gaelic.ca Comhairle na Gàidhlig, Alba Nuadh
acairbooks.com Acair Gaelic books
internetradio.co.uk Good site for learners / lessons provided
www.Itscotland.com IT Scotland, Business Information

Technology
www.mabou.ca/gaelichistorical.htm An Drochaid Museum Mabou,

Inverness County
www.celticmusicsite.com Celtic Music Interpretive Centre,

Judique, Inverness County

TEISTEANASAN/BIBLIOGRAPHY
T EISTEANASAN /R EFERENCES
TEISTEANASAN/
BIBLIOGRAPHY
Beaton, M., Leasain Ghàidhlig à Sgoil Mhàbu. (unpublished)
Byrne, Michel. Facal air an Fhacal-Gràmar na Gàidhlig (The Word on the Word/The
Grammar of Gaelic), Stornoway (Lewis, Scotland): SRG-Acair, 2000.
Campbell, Bruce. Òrain Nan Gàidheal, Volume 1. Glasgow, Scotland: Gairm

Publications, 1989.
Campbell, John Gregorson. The Gaelic Otherworld. Edinburgh, UK: Birlinn Limited,
2005.
Campbell, John Lorne. Songs Remembered in Exile: Traditional Gaelic Songs from Nova
Scotia Recorded in Cape Breton and Antigonish County in 1937 with an Account of the
Causes of Hebridean Emigration, 1790–1835 [music]. Aberdeen, Scotland: Aberdeen
University Press, 1990.
Clyne, Douglas. Gnìomhairean Gàidhlig leis na Roimhearan aca (Gaelic Verbs with their
Prepositions) Glasgow, Scotland: Gairm Publications, 1984.
Cox, Richard A.V., ed. Brìgh nam Facal/Faclair Ur don Bhun-Sgoil. Glasgow, Scotland:
Oilthigh Ghlaschu, 1991.
Creighton, Helen, and Calum MacLeod. Gaelic Songs in Nova Scotia. Ottawa, ON:
National Museum of Man, 1979.
Dwelly, Edward. Illustrated Gaelic-English Dictionary. Glasgow, Scotland: Gairm

Publications, 1977.
Fergusson, Donald A. Beyond the Hebrides/Fad air Falbh às Innse Gall. Halifax, NS:
Professor Donald A. Fergusson, 1977.
Fraser, Mary L. Folklore of Nova Scotia. Toronto, ON: Catholic Truth Society, 1932.
Grant, Isabel F. Highland Folk Ways. Edinburgh, Scotland: Birlinn Limited, 1997.
Hamilton, William B. Place Names of Atlantic Canada. Toronto, ON: University of

Toronto Press, 1997.

Livingston-Lowe, David and Debra. Cuir Ainm Gàidhlig air do Thaigh. Toronto ON:
Celtica Publishers, 1998.
MacDonald, J.W. History of Antigonish County. Antigonish, NS: Formac Limited, 1975.
MacGill-Fhinnein, Fearchar. An Stòr-data Briathrachais Gàidhlig/The Gaelic Terminology

Database. Sabhal Mòr Ostaig, Scotland: Clò Ostaig, 1993.
MacKillop, James. Dictionary of Celtic Mythology. Oxford, UK: Oxford University Press,
1998.
MacMillan, Allan Joseph. To the Hill of Boisdale: A Short History and a Genealogical
Tracing of the Pioneer Families of Boisdale, Cape Breton, and the Surrounding Areas.
Sydney, NS: A.J. MacMillan [self-published], 1986.
Mark, Colin. The Gaelic-English Dictionary. New York, NY: Routledge, 2004.
Mark, Colin. Gaelic Verbs. Glasgow, Scotland: Oilthigh Ghlaschu, 1986.
Morgan, Peadar. Ainmean Chloinne/Scottish Gaelic Names for Children. (Broadford Skye,
Scotland): Taigh na Teud Music, 1989.
Nova Scotia Department of Education. Secondary Science: A Teaching Resource. Halifax,

NS: Province of Nova Scotia, 1999.
Nova Scotia Department of Education. Foundation for Mi’kmaw/Miigmao Language

Curriculum. Halifax, NS: Province of Nova Scotia, 2005.
Pedersen, Roy N. Alba (Gaelic Map of Scotland). Inverness, NS: Pedersen, 1995.
Pedersen, Roy N. Tir Cholm Cille (Map of Scotland, Ireland, and Isle of Man).
Inverness, NS: Iomairt Cholm Cille, 2003.
Robinson, Neil. To the Ends of the Earth. Auckland, NZ: Harper Collins, 1999.
Shaw, Margaret Fay. Folksongs and Folklore of South Uist. Edinburgh, Scotland: Birlinn
Limited, 1999.
Thomson, Derick S. New English-Gaelic Dictionary. Glasgow, Scotland: Gairm

Publications, 1981.
Watson, Angus. The Essential English-Gaelic Dictionary. Edinburgh, Scotland: Birlinn

Limited, 2005.

Mapballa an t-Saoghail (World Wall Map). Isle of Lewis, Scotland: Stòrlann Nàiseanta na
Gàidhlig, 2003.

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A TEACHING RESOURCE

© Crown copyright, Province of Nova Scotia, 2008.

The contents of this publication may be reproduced in part provided the

Gàidhlig 10 : Gaelic 10 : a teaching resource / Nova Scotia. Department of

1. Scottish Gaelic language—Nova Scotia 2. Curriculum

491.6 – dc22 2008

• Members of the Nova Scotia Gaelic Council

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE iii

Chapter 1: Foghlam Gàidhlig / Gaelic Education. . . . . . . . . . . . . . . . . . . . . . 3

Chapter 2: Fiosrachadh ro-làimh / Building Vocabulary and

Chapter 3: Leughadh agus Sgrìobhadh / Reading and Writing. . . . . . . . . . . 71

Chapter 4: Seanchas agus Beul-aithris / The Oral Tradition. . . . . . . . . . . . . 89

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE v

An t-Sìde / The Weather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Chapter 5: Òrain Ghàidhlig / Gaelic Songs.. . . . . . . . . . . . . . . . . . . . . . . . 117

Chapter 6: Obraichean agus Rannsachadh/Projects and Research. . . . . . . . 129

Chapter 7: Sgrùdadh/Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

vi G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE

Chapter 8: Stòras-Taice/Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE vii

This resource book is developed to assist teachers in achieving the general

Students will be expected to

• use Gaelic to communicate and interact effectively

This resource is not a collection of lessons, but is meant to complement and

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE 1

Knowledge of one’s culture and heritage engenders a sense of security, confidence,

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE 5

Recently, the Department of Education, English Program Services, developed

Nature of Gaelic Language

6 G ÀIDHLIG 10/ G AELIC 10: A T EACHING R ESOURCE

The United Nations Educational, Scientific and Cultural Organisation (UNESCO)

Gaelic Language, Grade 10

Gaelic language programs as an introductory-level experience, at any grade level,

Students should be offered opportunities to

• communicate orally with a degree of fluency

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE 7

• consider the entrepreneurial, career, and economic opportunities offered by

Assessment and Evaluation

Frequent, meaningful feedback will give the students the opportunity to

This teaching resource provides a variety of rubrics and suggestions for

• students are comfortable and feel at ease

8 G ÀIDHLIG 10/ G AELIC 10: A T EACHING R ESOURCE

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE 9

Tapping into Prior Knowledge

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE 13

1. Students are placed in prearranged pairs or groupings.

Results could be categorized using clustering strategies or a concept map.

A concept map is intended to help students

• identify key vocabulary

Sample 1: Concept map

14 G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE

Sample 2: Concept map based on a trip to the store to purchase goods

G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE 15

Animated Concept Mapping

Arrange classroom in groupings, e.g., Topic might be “Anns an stòr” or “Anns

2. Students share what they know with a partner.

4. The teacher presents new information.

5. Students alter or adapt their drawings or create new drawings.

16 G ÀIDHLIG 10/G AELIC 10: A T EACHING R ESOURCE