To edit delete the jpg which is pasted over the slide. thumbs up by Bohdan Burmich from the Noun Project

Independent task for students to complete during a cover lesson. Focused on finding out information about Spanish festivals.

This is a 15 page document for students to use over the period of 3 weeks. Students read one act a week and complete the reading activities as they go or after their reading session. These completed activities then guide conversation in class the following week where the teacher checks that the student has understood the plot up as well as the students thoughts on certain characters and plot developments. There is room for conversation as well about cultural references which are important to understand about Spain in the 1930’s. There is a writing task for each act, an opinion section, a tick list of events which includes a made up events which students have to spot and a table for students to note down any cultural references. The end goal here is that students are fully aware of exactly what is happening in each act and how the plot is being developed by Lorca.

A resource made with the intention of getting students thinking about whether they prefer traditional or popular fiestas, with a focus on qué chulo type structures.

This is a resource to check how well students have understood the plot and the characters in the book. I recommend that firstly students match up the infinitive structures which are already conjugated in the 3rd person, afterwards use different coloured highlighters to categorise the infinitive verbs by the character which they correspond with. This is an ideal task as a follow up to the character analysis two-page sheet, if a student for example says that Raimunda is fuerte you may ask them ‘how do we know?’ and they have to write a sentence explaining why they think Raimunda is fuerte giving examples from the text, this infinitive structure and verb sheet could form the basis of one of those exemplary points.

This is a resource to check how well students have understood the plot and the characters in the book. I recommend that firstly students match up the infinitive structures which are already conjugated in the 3rd person, afterwards use different coloured highlighters to categorise the infinitive verbs by the character which they correspond with. This is an ideal task as a follow up to the character analysis two-page sheet, if a student for example says that Adela is rebelde you may ask them ‘how do we know?’ and they have to write a sentence explaining why they think Adela is rebelde giving examples from the text, this infinitive structure and verb sheet could form the basis of one of those exemplary points.

This worked very well indeed and was followed by a writing task in which students had to convince somebody that their reasoning was the best. We used ‘se puede’ with the infinitive verbs from the second page, combined with the GCSE writing mat that I have uploaded as well.

Starter activity for year 11, classifying infinitive verbs and identifying infinitive structures.

Two pages per character. One page on development, relationships, goals and motivations and a second one containing 17 contrasting adjectives to develop descriptions of characters. I’ve included this free in the LCDBA bundle I have for sale

Just a one page introduction to a few of Lorca’s works.

Two pages per character. One page on development, relationships, goals and motivations and a second one containing 17 contrasting adjectives to develop descriptions of characters. I’ve included this free in the Volver bundle I have for sale.

An eight page resource focused on themes in Volver, the carefully constructed soundtrak by Alberto Iglesias and shot selection for key parts of the film. Page 1: Identifying the main themes in the film Page 2: Authentic reading resource Page 3: Questions Page 4: Analysing the soundtrack and music of the film Page 5: Analysing camera shots for key sequences. Page 6: Essay writing skills and what/how/why Page 7: Student directed task hunting for additional shots/sound effects. Page 8: Example essay question and answers + practice question Thanks Josh S for proofreading!

Varied tasks for lesson starters or homework to retrieve information about key scenes, quotes and essay writing point practice. Ideal for any candidates doing the WJEC exam who are in A2 and retaking the AS Unit 2. Timer at the top is 4 minutes but you can allow as much time as you need. Answers to the quotes section is in the notes of each slide.

Reading and listening for AS based on gypsy culture in Spain and the issues they faced and still face today. Listening from WJEC from their free resources page.

This is a scaffolded five page resource with a text at its heart which is focused on the main symbols in La Casa de Bernarda Alba. On subsequent pages students are introduced to the what/how/why style of writing which leads to well-structured paragraphs, the language is given in English/Spanish with exam style questions and match-ups and a space for students to note down any symbolism references for future use. This year I am trying to move away from PEEL as a writing aid acronym and I want students to write more about the literary devices that authors use and their intended effect on the audience. By the end of this resource students will be able to say whether the author has used a simile, metaphor, repetition or simply a word, how they have used it and what the author wants us to question, understand, imagine or feel. This is taken from the QUIF acronym taught to me by the English department. I have designed this to be as usable as possible and I hope it strikes the balance between form and function. Thank you Sara for being patient with proofreading everything!

I am asking students to use Quizlet every day and have found a way to make them accountable, inspired by a resource I saw on Facebook. This is specific to year 11 but I have included a Word document in case you want to edit it starting in September. Students colour code the vocab sets (these can be found on Quizlet, search @olliemfl and then folders there is a WJEC Spanish one). They are then tasked with colour coding the days with the set they have studied. From October to June, based on 5 minutes a day, there are 20 hours more or less of revision available. This goes up hugely if you double or treble that time. I have added a row at the bottom of each month for a parental signature which the teacher can then check.

Enjoying experimenting with a more olicav design style. This is a pre-watching Volver film so students can build up their knowledge of the director and his status as an acclaimed international director. The resource is a compilation interview including small details about Hable con ella, Volver, Todo sobre mi madre and Dolor y gloria. I have included some exam based questions to familiarize students with specific question types likely to come up in their AS exam.

Instructions on first slide. All credit to the original creator, this is an adapted version from a resource originally found on Facebook.

Pre-reading vocabulary builder and grid writing followed by a compiled interview in which I’ve tried to include a lot of relevant information about prevalent themes or sub-themes in the film. This is an activity to do before watching the film and there is a reading comp and exam based true/false/correction exercise to follow.

Small series of lessons including a sentence builder with the three main eating verbs (desyunar, almorzar and cenar) as well as other less common eating verbs. A starter on adjectival agreement, a speaking focused lesson using Conti style activities including a pyramid speaking and sentence stealer game and finally a reading focused lesson focused on skimming/scanning and locating information. Edit: corrected some typos