**This will potentially last several lessons depending on your students prior knowledge and ability to infer or research.
Follow up lesson here on pre-war timeline and reforms: https://www.tes.com/teaching-resource/the-spanish-republic-and-timeline-of-the-spanish-civil-war-1931-1936-12013895
An introduction to all the main parties and factions involved in the Spanish Civil War and a rather big card sort activity which will give students a long time to consider how unsettled the political landscape was in Spain prior to the outbreak and how fragile it was during with some knowledge on the May Crisis needed.
Included are facts, quotes, policies from the socialists, communists, anarchists, nationalists and the international brigades.
The last task will assess how well students have understood the various factions and parties as they decide what party/faction a person will vote for or side with based on various character descriptions and personality traits.
I rarely charge for resources but this has taken 9 hours to make, the result of years of reading and £100s worth of books bought as well as hours spent digesting them (so any factual errors let me know and I’ll apologise, amend, update and resend).
Some teaching notes for clarity:
George Orwell was not a communist but I have included his fighting with the POUM in the communist section as the POUM (Partido Obrero de Unificación Marxista) was formed by dissidents of the PCE and Orwell is a relatable name in what is quite a difficult unit to teach.
Churchill is basically trying to say that the Communist Party took advantage of a failing Republican Parliament.
Learners complete the conjugation tables on the front of their booklet with support from the Powerpoint and teacher input.
Learners then complete the booklet, section by section, changing the verbs in context from the present into the preterite. As a challenge learners may translate these sentences.
A homework task is set at the end which requires students to translate from English to Spanish.
SPLAT to be played on the board with fly-swatters as usual.
'En mi mochila' was a template I saved and edited, I got my students to cut it out, cut a flap and stick it in their book. From there they were able to draw under the flap the items they have in their bag on a day to day basis.
I saw something similar on Twitter (thank you @87History) and decided to create a sheet myself to use in class.
If you have any edit suggestions let me know and I’ll look into editing the original.
Follow me on Twitter for more @olliemfl
Based on this article: https://elpais.com/elpais/2017/12/12/buenavida/1513075923_947867.html
Comments translation gets more difficult as your progress. For a challenge start at the bottom and for support start at the top.
A pre-reading and gap-fill from an article on body image with a follow up debate question on plus sized and size zero models. You might want to get student to summarise the article in their own words as well but I haven’t left space for that on the sheet.
1) Translation task including authentic comments on the topic of bullying. Comments gradually get harder, for a challenge start at the top and to build confidence start at the bottom and translate going up.
2) Reading comp and questions based on a newspaper article.
3) Tarsia puzzle
21 lesson scheme of work to go with La Casa de Bernarda Alba with links to some resources.
Feedback appreciated, let me know what you think or where improvements can be made.
This is a working document I will continue to update.
Join the Facebook group for resources and discussion about La Casa de Bernarda Alba: https://www.facebook.com/groups/119922188636675/
Students can translate them, discuss who said them in which context and to whom.
The colour coded set are coded by character, the other set are all one colour so no clues are given away. Last page are misc and unsorted.
This is a follow up lesson to this where I explain the wants of several factions before the Civil War https://www.tes.com/teaching-resource/precursor-to-the-spanish-civil-war-whole-lesson-12011242
In this lesson we start by looking back at each faction and classifying verb phrases according to who is most likely do them. Next we look at the timeline from 1931-1933 with an emphasis on the controversial changes made during The Spanish Republic. Students then see a list of these changes and need to manipulate them so that it seems as if they were reversed or written by the right.
For example: ‘Vamos a permitir que las mujeres puedan llevar pantalones como los hombres’ might go to ‘no queremos que las mujeres lleven etc’
We move onto the years between 1934-1936 and CEDA/El Frente Popular which takes us to the outbreak of the war. This is not an exhaustive timeline, I have omitted a lot of factors which were equally decisive in the outbreak of the war but for time issues I have included the main points.
There is a translation task involving the subjunctive (present an imperfect) and a homework task reporting on the Casas Viejas massacre which students will need to look up online.
A big guided listening based on a Youtube video linked with a QR code on the top of the page. Ask learners to bring in headphones for this and adjust the speed on Youtube to support them further. Following this is a translation task based on real comments from South Americans looking to move to this small town in Spain.