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Teaching Unit 3 - Spanish literature
This document outlines Amanda Salt's approach to teaching literature at Grosvenor Grammar School. It discusses choosing appropriate texts based on student preference and ability. It also provides strategies for preparing students for analysis and extended writing, such as close reading, annotating quotes, creating character profiles, and mapping themes. Feedback methods are suggested to help students improve, including marking essays and providing whole class feedback. Resources for further reading on teaching literature are also listed.
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Teaching Unit 3 - Spanish literature
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- 2. SLIDESMANIA.COM CHOICE • Personal preference •Target audience • Resources
- 3. SLIDESMANIA.COM • TWITTER • FACEBOOK •ZIGZAG etc • @senorcordero • @botonessalgado @@s • @ollieMFL • @ssm • @amandasalt
- 4. SLIDESMANIA.COM SLIDESMANIA.COM On your marks.. • Reassurance •Period allocation • Scheme of work • CCEA topics
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- 6. SLIDESMANIA.COM CONTEXT • Set thescene re when the book, play, film or poetry was written, social and historical
- 7. SLIDESMANIA.COM Class time orhomework? ● Watch film together, subtitles on ● Novel / play – prepare in advance. Dual translation ● Class discussion READERS & VIEWERS
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- 10. SLIDESMANIA.COM PREPARATION FOR WRITING Answerweekly questions in TL Pick out key quotes as go through Display quotes on board Mindmap sheets - own or my PPT templates (next slide) Social media profile page, diary entries etc as characters Quizlet and Memrise Timeline
- 11. SLIDESMANIA.COM LA CASA DEBERNARDA ALBA CHARACTER: ___________________________________________ Key quotes: Adjectives to describe / other ways to refer to them in an essay: Biographical facts: Relevant incidents: Relationship to other characters: First mentioned in scene _______________ Last mentioned in scene __________________
- 12. SLIDESMANIA.COM LA CASA DEBERNARDA ALBA THEME: _________________________________________________ Key quotes: Definition in Spanish of theme : Relevant incidents: P E A First mentioned in Chapter ____________________ Character wins / losses re this theme:
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- 15. SLIDESMANIA.COM STEP 1 ● 5al día • PEA matching strips
- 16. SLIDESMANIA.COM STEP 2 WRITING PARAGRAPHS ● CAT– 5 of 10 ● Flippity & Nearpod ● OneNote
- 17. SLIDESMANIA.COM STEP 3 GROUP PLANNING ● Top10 sheets ● IWB essay planning
- 18. SLIDESMANIA.COM STEP 3 GROUP PLANNING cont ●Padlet ● iAnnotate
- 19. SLIDESMANIA.COM STEP 4 WAGOLL ● Highlightgood vocabulary ● Break down why it is good ● Breakdown the markscheme AO2, AO4 and AO3
- 20. SLIDESMANIA.COM INTRO points languageending CONCLUSION Intro not too vague PEA structure Relevance to title Specific examples Essay expressions especially analytical vocab, to lift AO 2 & AO3 Hard to write an essay without referring to the ending Refer back to the title. Never include new ideas here. Structures & vocab. ESSAY TIPS STEP 5
- 21. SLIDESMANIA.COM STEP 6 Timed essay –prelease 3 topics, choice of 2
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- 23. SLIDESMANIA.COM FEEDBACK ● Ask questionsin the margins ● Feedback sheet with www, grammar issues and ebi ● Markscheme on back, underline the bits that apply to them in each AO ● OneNote verbal feedback and digital inking ● Crib sheet for whole class feedback
- 24. SLIDESMANIA.COM Helping A-level studentsbecome confident essay writers (frenchteachernet.blogspot.com) MFL Craft @BotonesSalgado Five tips for teaching literature in A Level MFL | Cordero's Classroom (wordpress.com) Planning a literature Scheme of Work | Cordero's Classroom (wordpress.com) FURTHER READING
- 25. SLIDESMANIA.COM SLIDESMANIA.COM PRESENTATION TEMPLATE SLIDESMANIA AmandaSalt Grosvenor Grammar School asalt518@c2ken.net Twitter @amandasalt Facebook Languages and Learning NI FURTHER READING
Editor's Notes
- #2 Head of Spanish, GGS Principal Examiner, CCEA
- #3 As far as possible, if you have a choice, choose a text/film you enjoy. Your enthusiasm will enthuse the pupils Whilst you can make resources, choosing an option which already has existing resources will make it easier.
- #4 Some background details, maybe not too many yet
- #5 Some may not have studied GCSE Eng Lit. Plus we are asking them to eventually write in the TL. This can be very overwhelming – reassurance. I start in Week 1 or 2. Set periods each week, I give 3 to it. This year worth so much Map out your scheme of work at the start so you know you have time to cover it all plus time at end
- #6 Personal preference
- #7 Some background details, maybe not too many yet
- #8 Personal preference Discuss in English to ensure comprehension and analysis
- #9 Some background details, maybe not too many yet
- #10 Personal preference Discuss in English to ensure comprehension and analysis
- #11 Factual rather than analytical Quizlet, Memrise key quotes as well as general essay vocab
- #12 Character - name, personality, rel to other characters, themes they represent, their impact on the story / ending
- #16 PEA strips of paper to match together IWB - ideas up then go back and number the ideas to show flow Padlet then import to iAnnotate - deadline by 8pm so anyone who wants to can print
- #17 Flippity for topic on board, Nearpod to write a few sentence - feedback OneNote – they write, you move between sections using
- #18 WAGOLL – CCEA script with permission from the pupil PEA strips of paper to match together 10 mins planning in actual exam IWB - ideas up then go back and number the ideas to show flow Padlet then import to iAnnotate - deadline by 8pm so anyone who wants to can print
- #19 WAGOLL – CCEA script with permission from the pupil PEA strips of paper to match together 10 mins planning in actual exam IWB - ideas up then go back and number the ideas to show flow Padlet then import to iAnnotate - deadline by 8pm so anyone who wants to can print
- #20 WAGOLL – CCEA script with permission from the pupil
- #23 Makes it clear what points they have made Don't expect all Excellent afterwards for revision for pupils