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TREASURE HUNT. FEDERICO GARCIA LORCA Dark Night

INTRODUCTION


Our treasure hunt is aimed at a well-known twentieth century writer: Federico García Lorca. And precisely because it is a well known author and part of a literary generation very large and prolific, it is easy to know your name and do not know much or his life or his work. So our treasure hunt intends to help you place the author correctly in our literary history and to know a little of their work. To start you must answer 15 general questions that we propose. When you have solved it goes to the Big Question. Do not forget that in the Resources section you will find your sources of information. Courage and good hunting.




QUESTIONS 1. Indicates the date and place of birth and death of Federico García Lorca
2. What college did and where they made?
3. Where did you live during your stay in Madrid?
4. Which writers and artists he met during his stay in Madrid.
5. What was the literary group to which he belonged Federico García Lorca? Why?
6. Appointment of members of the group to which it belongs.
7. What was the theater company he co-directed?
8. What countries visited between 1929 and 1935?
9. What literary works written during his travels?
10. How many literary genres cultivated Federico García Lorca.
11. How many stages are often divided his literary output?
12. Quote the most representative works of each stage sort them by genre.
13. Indicates three salient features of his poetry.
14. Apparent from the titles of works, if possible, the type of metrics used by the author.
15. Indicates, in relation to the previous question, when they began to be used in English literature identified metric forms. GREAT

QUESTION

now know much of Lorca and his work so we will try to combine some of the information you've discovered writing an original text in which to answer the following question:

Why is a poet Lorca so original and what features would you highlight of the two poetic works of his that involved a poetic revolution in relation to the old style? includes a poem chosen by each work mentioned yourself.



RESOURCES
http://comunidad-escolar.pntic.mec.es/documentos/lorca/lorca1.html
http://es.wikipedia.org/wiki/Federico_Garc% C3% ADa_Lorca
http://elmundoenverso.blogspot.com/2007/12/romancero-gitano-federico-garca -lorca.html
http://www.tinet.cat/ ~ picl/libros/glorca/gl002600.htm


ASSESSMENT GUIDELINES

The student must submit work in Word document, Times New Roman 12. Will be taken into account the presentation of the document should include a picture of the author and one of the pictures he made.
The evaluation will be:
The correct answer to questions 5 points. The development of the text developing the Big Question 5 points. Will be given for originality of the text.


TEACHING GUIDE

This treasure hunt is designed for grades 4 º ESO and 2 º Bachillerato.
The estimated duration will be three class sessions and is designed to have students develop individually. The degree of depth in the final work will depend on the group that performed. CREDITS




Sources:

http://www.images.google.es/

http://www.es.wikipedia.org/

http://comunidad-escolar.pntic.es/

http:/ / elmundoenverso.blogspot.com /

http://www.tinet.cat/

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San Juan de la Cruz

Read and listen simultaneously the following poem by San Juan de la Cruz. To begin with we will try to enjoy the beauty of the poem. Further work on the text.

Dark Night

On a dark night,

forward, Kindled in love

oh, happy chance!,

went unnoticed

My house being now at rest.

In darkness and secure,

disguised by the secret ladder,

Oh, happy chance!,

darkness and in concealment,

My house being now at rest.

In the happy night

in secret, when none saw me,

Nor I beheld aught,

Without light or guide

but which burned in my heart.

Aquesta guided me

truer than the midday light,

where I expected

whom I knew well,

place where none appeared.

Oh night that guided me

O night more lovely than the dawn!

Oh night that joined Beloved with

loved, loved

transformed in the Beloved!

Upon my flowering breast

wholly for himself only kept,

fell asleep there,

and I caressed him,

and the fanning of the cedars made a breeze.

air from the turret

when I parted his locks

with

gentle hand on my neck hurt

and all my senses suspended.

I remained and olvidéme,

face I reclined on the Beloved

stopped everything and let me,

leaving my care

forgotten among the lilies .

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ELEGY OF MIGUEL HERNANDEZ

This year marks 100 years of the birth of Miguel Hernández. And even in our program of 1 Bachelor did not get to the twentieth-century poetry, this poem that you are listening and with which, no doubt you're going to move, contains some elements that can relate to what seen so far. Think about how you could relate from the viewpoint of thematic, stylistic and even metric with medieval and Renaissance literature so far we have seen.

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Sonnet of the Sweet complaint, Federico García Lorca

The sonnet is a verse of Italian origin that was first used in Spain in the fifteenth century until the sixteenth century but did not adapt to our language successfully. Since then it has continued to use and here is an example of the twentieth century, the author Federico García Lorca. After listening and enjoy the poem, reflects and comments on the following aspects:

1. What metric differences observed in relation to the sonnets views.
2. What thematic overlap between FGLorca and Garcilaso.
3. analyzes three metaphors and explains their meaning.

Sonnet of the Sweet Complaint

I have fear of losing the wonder
statue of your eyes and accent
at night puts me on the cheek
the solitary rose of your breath.

I have pain of being on this side
branchless trunk, and whatever else I feel
is having no flower, pulp, or clay
for the worm of my suffering.

If you are my hidden treasure,
if you are my cross, my dampened pain,
if I am the dog of your lordship,

not let me lose what I gained
and decorate your river waters
with leaves of my estranged Autumn.

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THE DOG IN THE MANGER

Here's a snippet of a play by Lope de Vega that we will work in class:

The dog in the manger. The fragment belongs to the end of Act I (lines 1011-1185). will help you better understand the text should read soon and let you enjoy a movie version of a classic golden age. The author of this release, Pilar Miró, has fully complied the original text. It is advisable to read the excerpt of the book before seeing the video to understand it better. And you will enjoy much more than if you repeat fragemento both reading and viewing twice. Then you have to approach the whole work. Hope you like it and have a good time with it.

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WEB RESOURCES ACTIVITY

Level: English Language and Literature BA 1,

Objective: Remember and practice the basic contents of medieval English metrics to help high school students of 1 to develop one aspect of literary commentary.

Methodology:

ACTIVITIES REQUIRED TO DEVELOP THE STUDENT

1) Read the poem below mentioned.
2) Search for the underlined words in the text as well as all those that students do not understand.
3) Search for the following metric concepts: assonance and rhyme consonant sinalefa, verses major and minor art, poem, verse and strophic poem.
4) Metric analysis of the verses.
5) Scheme of rhyme.
6) Identification of the stanza
7) Writing a short comment metrical poem which include the following information: number of lines of the poem, as the latter syllable, rhyme scheme and type of rhyme. Finally, it should indicate how the name given to this type of composition metrics. EVALUATION



The student must answer all mandatory questions in a Word document (Times New Roman, 12). The deadline is one week after publication. The deepening s activities also will be judged and taken into account in assessing the student.


MORE ACTIVITIES

1) Listening to the text in the address.
2) Summary of the contents of the text.
3) Identify what genre and era is the text and classify them in response to the traditional classification.


web resources to be used by students

1) Check the following dictionaries:

http://buscon.rae.es/draeI/

2 ) Consultation metric terms

http://www.auladeletras.net/material/herra.pdf

http://recursos.cnice.mec.es/lengua/enciclopaedia/index.html

http://es.wikipedia.org/wiki/Wikipedia : Home

MORE ACTIVITIES

3) Listening to the text:

http://antologiapoeticamultimedia.blogspot.com/2006/08/romance-del-prisionero.html

4) Theory on the ballads

http://roble.cnice.mecd.es/ ~ msanto1/lengua/1romance.htm

TEXT: PRISONER'S ROMANCE (Anonymous)

That in May, was at m to I

when heat makes

c hen wheat ripens

and the fields are in bloom

when the lark sings

and responds the nightingale

c hen lovers

will serve to love

sad and wretched, but I

I live in this prison

that I do not know when it is day

or when the nights are

but by a bird

I sang at dawn

matómela an archer

give God reward bad

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WEB ACTIVITIES RESOURCES ASSESSMENT SHEET

Dear comrades, here I leave my appraisal form of blogs. After looking pretty, I selected the blog language teacher because I found very interesting your Books Interactive Media (LIM). I invite you to take a look. In his books, of course.

sheet valuation posts
· Author (s) Manuel Guerrero
· Location geographical IES Sierra Almenara, new Guadiario Village (Cádiz-Spain
Blog • Type material (books interactive multimedia) URL http://elblogdelprofesordelengua.blogspot.com/

·

Criteria Objectives
Blog:

offers clear, accurate and complete information about the objectives of the blog.

grammar and spelling

The grammar and spelling are almost always correct.

Frequency of

published irregularly. Some periods frequently, others without


Number of hyperlinks
Included are a significant number of links

hyperlinks Quality

All links are reliable and relevant sources.

Titles of articles

The titles of the papers describe very well the same

Comments on other blogs

usually offers significant comments in response to articles in the blogs of other students

comments on your blog

usually responds to comments on his blog.

visual materials and supplementary

suplemetarios includes visual elements such as tables, graphics and multimedia. The images are relevant to the topic of the blog and articles, are the right size, are of good quality and enhance the reader's interest. One goal of the blog is to provide educational materials intercactivos DCON LIM program. And this kind of material is the most prominent


deautor Rights
sources are cited properly. Only public domain including images or with the permission of their author. Grade

blog integration with the material discussed in class

The blog articles demonstrate awareness of concepts and themes in the readings and class activities.

Extension Articles

Most items have two or more paragraphs

Quality Items (Organization and coherence)

focus is maintained through the blog. Logical development of ideas.
The writing is characterized by fluidity and cohesion.

Quality Articles

All information provided is correct.

final comment

Most interesting, in my opinion, this blog is the teaching material that hangs because I have found useful, reliable and practical. This material, highlights what the author himself created, which are interactive books. The displayed at the disposal of the students are drawn with precision, reliable and attractive and pleasant aesthetics. They are easy to handle and I think that in this sense, are well suited for students. However, the theoretical support that accompanies these books will get some hits and the bottom line is that just deepens and just stops in the highlights.
On the difficulty of providing this support, very long text, interactive books only work well if the texts presented to students are short as with The Verses and Rhymes Selection GA Becquer.