Theme index with categorised quotes, I went through the whole book and categorised everything relevant. Also attached are quote cards which are not sorted by character or theme, these can be used for a multitude of activities. Update: New look to the cards (2019)

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!

83 quotes from LCDBA with a theme or essay link on a flick PowerPoint. Each slide has a reveal button to press, before pressing it ask students who said each quotes, to whom, when and any potential links they can make to the main themes. (To stop PowerPoint slides flicking presss left arrow key)

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.

This ambitious 140 page print-on-demand Spanish Grammar Workbook covers every grammar point from main exam board specifications and goes beyond as well! It is my attempt at distilling everything into one workbook which will last the entire GCSE course (potentially starting in as early as year 7/8 and lasting into year 12). The workbook is designed to be used both in the classroom and at home and assumes zero prior knowledge, I often use it for feedback and providing interventions. The cover was designed by the brilliant @languageswithmaddy! All answers included, please leave a review! Nouns Gender and number +45 most high-frequency nouns Definite and indefinite articles Abstract nouns with lo plus adjective Adjectives Agreement and position + top 42 adjectives Comparative and superlative (regular and mayor, menor, mejor, peor) Demonstrative (this, that, these, those and those over there) Indefinite (cada, otro, todo, mismo, alguno) Short form possessives Long form possessives Interrogative Quantifiers (muy, bastante, demasiado, poco, mucho). Verbs Top 15 verbs Active and passive voice ® Regular and irregular forms of verbs Present simple tense Present continuous Preterite tense Imperfect Imperfect continuous Imperfect tense weather phrases with estar and hacer Imperfect and preterite together Future simple Immediate future Present perfect Conditional The “me gustaría” structure Complex “if structures” with the imperfect subjunctive Pluperfect Gerunds Imperative (affirmative & negative tú commands) Present subjunctive with wishes, opinions, obligations and possibilities Present subjunctive with cuando Impersonal verbs: most common only Negation Tú and usted Reflexive verbs Imperfect subjunctive ® Quisiera Prepositions A, en, con, de, sobre, sin, desde/hasta, entre, the personal a Conjunctions Most common including: y, pero, o, porque, como, cuando Number, quantity and dates Days of the week Months of the year Numbers 1-100 Basic ordinal numbers (primero, segundo, tercero, cuarto, quinto, sexto) Most common quantities Time Giving the time with “es la/son las” + hour Stating what time something is done with “a la/las” + hour Asking for the time/what time it is Use of desde hace with present tense Use of* llevar* + duration + gerund Hacía + length of time + que + imperfect tense Adverbs Formation of -mente adverbs Bueno and bien Regular comparative and superlative adverbs Adverbs of time and place Common adverbial phrases (of manner, time and place) Pronouns Subject pronouns Direct and indirect object pronouns + placement DOPS/IDOPS used together Reflexive pronouns Relative pronouns (que, quien, lo que, cuyo, el que) Disjunctive (conmigo, para mí) Extras Idiomatic expressions Exclamations Obligation structures Infinitive structures The speaking tool kit Introducing and justifying opinions Verbs w/prepositions Irregular conditional tense Sequencers

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.