A bundle of resources covering some of the important aspects of Volver in relation to the essay students will have to write. I have some free resources uploaded as well pertaining to the director himself, they would work well with this.
Printable quote cards with quotes covering all themes.
Grammar tasks including specific grammar items taken from the WJEC spec.
A flick quote PowerPoint with quotes linked to themes (ideal starter or filler)
Retrieval starters which are ideal for homework.
A themes based reading with subsequent locate and retrieve task and essay writing practice.
A three page resource on the use of music during key sequences and its desired effect as well as camera shot selection.
A free character analysis resource to track development over time and character effect in moving the plot forward. Includes a contrasting adjective worksheet for every character to be used in conjunction with the infinitive structures worksheet to begin writing evidence points relating to character traits.
Infinitive structures worksheet to be used in conjunction with the character analysis sheet, students can use the verbs to begin building points that evidence their selection of a certain adjective. e.g Sabemos que Raimunda es fuerte porque + infinitive structure
Event ordering activity to better understand the plot and sub-plot lines.
Basics booklet with all resources apart from the grammar worksheets in one lovely booklet with a very cool custom cover by my lovely year 12 student APD!
Quote index booklet for easy addition of quotes into essays with character tiles for recognition of character and all categorised by theme.
A compilation of interesting thoughts from Almodovar which are compiled from two interesting books I have read and will credit below.
Pedro Almodovar: Interviews by University Press of Mississippi (Paperback, 2003)
La poetica de Pedro Almodovar
Present, preterite and future tense endings with common irregulars in 1st person. Time phrases as well.
On the flip side some opinion related vocabulary including idiomatic opinions and pre-set subjunctive phrases.
Original idea from the brilliant @wyedeanmfl
Infinitive structures can be a life saver for those students who find conjugations tricky. If you know an infinitive structure for the present, past and future then you can rest assured you are working in three tenses as a minimum.
Check out a resource I uploaded years ago on infinitive structures: https://www.tes.com/teaching-resource/resource-12093780
Pre-reading vocab builder
Mini-sentence builder
1st to 3rd person sentence manipulation
Listen and follow along, pause and say next word
Paragraph headings discussion in pairs/groups
Practice questions
A resource with exam based true/false/correct questions and a translation. Focused on how things changed during the Madrid Scene after 1975. There is a focus on Pedro Almodóvar (obviously).
Icon credits:
freedom by Olena Panasovska from the Noun Project
Ballot Box by Tinashe Mugayi from the Noun Project
Roller Skate by Kristin Poncek Jones from the Noun Project
censorship by HeadsOfBirds from the Noun Project
Television by lastspark from the Noun Project
David Bowie by Vlad Likh from the Noun Project
moustache by Elisabeta from the Noun Project
Volver bundle here:
https://www.tes.com/teaching-resource/volver-bundle-12175732
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.
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.
Sentence builder based on the photocard for the GCSE speaking exam. There is vocabulary relating to showing conjecture, introductory sentences, present progressive verbs, connectives and locations.
It’s not cheap I know but have a look at the preview copy and you’ll understand. Please leave a review if you purchase!
Resource includes:
Character analysis
Themes
Social and historical context
Director and cinematic techniques
Quote index
Essay aides
Character analysis
A 23 page section which focuses on Ofelia, Vidal, Mercedes, Carmen, Ferreiro and the Faun.
Each character has an analysis sheet, an adjective continuum with character specific adjectives and their antonyms and a follow up writing task. There is an infinitive verb classification ask to build knowledge of the film and character specific vocabulary and evidence and a whole page dedicated to answering character relationship style questions. Plenty of room for writing practice and feedback.
Social and historical context
This section is centered around a reading task featuring texts on 1944, las mujeres, la resistencia, la dictadura, el olvido y el fascismo.
There is a pre-reading vocabulary builder and a post-reading comprehension question task as well as links to further independent study.
Following this a page on how to evaluate cultural and societal contexts includes evaluative language to be used in essays and a follow up task in which students try to place the message/opinion of the director and evaluate it with evidence from the film. They will do this in relation to el franquismo, la posguerra, la desigualdad, la rebelión, las mujeres y la obediencia.*
Director and cinematic techniques
This 13-page section starts with a working glossary of both cinematic and director techniques, students translate the words as they appear in the following pages.
We then take a tour of the sound used in the film, when it was used and for what purpose (all whilst building writing practice) and then an extended reading on director techniques with a follow up reading true/false/correct in Spanish style exam question.
Following that is a match-up of symbols and a nice activity on the fairytale elements in the film called Making a Fairytale. Each element described with a small reading and gap-fill exercise. Lastly, a section called Breaking a Fairytale will get students thinking about how the film diverges from the path set out by traditional fairytales.
If that wasn’t enough we then go on to explain the What/How/Why acronym and students will get the opportunity to practise their analysis skills using evidence from the film. A final section focuses on the use of allegory in the three Faun’s tests, an open ended task based on the allegory in the story Ofelia tells her younger brother in the womb and a final introductory task to essay writing.*
and more but I’ve hit the character limit on here.
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.