Research Best Practices Instrumental Language and ICT Resources

Content and Language Integrated Learning

RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

FOR

CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by María García de Miguel

CONTENT: Spanish

LEVEL: Secondary School

Research Best Practices CLIL and ICT Group http://www.uv.es/clil University of Valencia Copyleft, 2016 – María García de Miguel

Federico Garcia Lorca’s poetry

Table of content

BASIC DESCRIPTORS ........................................................................................................................... i

UNIT DESCRIPTORS ......................................................................................................................................... i

LESSON DESCRIPTORS ................................................................................................................................. ii

ABSTRACT .............................................................................................................................................. ii

CONTENT ................................................................................................................................................ 1

GLOSSARY (A – Z) ................................................................................................................................ 3

INDEX ....................................................................................................................................................... 4

SELF-ASSESSMENT ............................................................................................................................. 4

DOUBLE BLIND PEER REVIEW ...................................................................................................... 5

FIRST REVIEWER ............................................................................................................................................ 5

SECOND REVIEWER ....................................................................................................................................... 5

BASIC DESCRIPTORS

UNIT DESCRIPTORS

Educational Level(s) 1st of Secondary School Area(s) 000 Language and Literature Unit(s) 000 Federico Garcia Lorca’s world Number of Lesson(s) 000 4

STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) Content Lorca’s biography.

Lorca’s bibliography. Lorca’s poetry. Metaphors. Lorca’s metaphors. Poetry rules. Co-operating in groups.

Cognition To know who Federico Garcia Lorca was. To know about his poetry. To be able to write a poem using poetry rules and

Lorca’s metaphors. Culture Co-operative work. Work individually, in pairs and

in group. Know more about Spanish Literature culture,

context and books. Communication Language for the Topic AND for Interaction

CONTENT

OF (WHAT) Literature

META-COGNITION & GRAMMAR SYSTEM

FOR (HOW TO)

To review poetry rules. To know who Lorca was. To connect poetry rules with Lorca’s poetry.

COGNITION

THROUGH (WHY) To improve language skills.

KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT) 01 Communication in the mother tongue 02 Communication in foreign languages 03 Mathematical competence and basic competences in science and technology 04 Digital competence 05 Learning to learn 06 Social and civic competences 07 Sense of initiative and entrepreneurship 08 Cultural awareness and expression

TEACHING OBJECTIVES

TO DISCOVER WHO LORCA WAS. TO LEARN ABOUT LORCA’S POETRY. TO CONNECT PREVIOUS KNOWLEDGE (POETRY RULES) WITH NEW ONES (LORCA’S

POETRY). TO BE ABLE TO WRITE A POEM WITH THIS CONNECTION.

ASSESSMENT CRITERIA HETERO Take part of the activities.

Help their partners. Be collaborative. Be respectful. Show interest with the new contents.

INITIAL Brainstorming to know what students know about Lorca, his poetry and what metaphors are. Moreover, remember poetry rules. They don’t have to know anything about Lorca.

CONTINUOUS The attitude and the different activities they are going to do in the lessons.

FINAL Write individually a poem using poetry rules and Lorca’s metaphors with the meaning he used to use and some questions about Lorca.

SELF-ASSESSMENT Compare the brainstorming for the first day with the final test.

MATERIALS PRIMARY COMPUTERS

INTERNET PAPER BOARD PROJECTOR

SECONDARY STUDENT’S BOOK OTHERS -

RESOURCES PRIMARY Digital storytelling. SECONDARY OTHERS

FINAL TASK(S)

STUDENTS HAVE TO WRITE A POEM USING POETRY RULES AND LORCA’S METAPHORS

AND WE ARE GOING TO CREATE A POETRY WORKSHOP. MOREOVER, THEY HAVE TO

DO A DIGITAL STORYTELLING ABOUT WHAT THEY HAVE LEARNED ABOUT LORCA

AND HIS POETRY AND ASK SOME QUESTIONS ABOUT HIM.

LESSON DESCRIPTORS Unit 5 Name: Lorca’s literature world. Lesson 25 Name: Federico Garcia Lorca’s poetry

LEARNING OUTCOMES (4CS FRAMEWORK) Content Lorca’s biography and brief introduction

about his poetry. Communication Language for the Topic AND for Interaction. Cognition To discover who Lorca was. Culture Be respectful. INTRODUCTION Brainstorming about what students remember about

ii

Federico Garcia Lorca and about poetry in general. ACTIVITIES

REVISION Do a digital storytelling WARM UP

ACTIVITIES Ask questions in order to introduce the topic.

MAIN ACTIVITIES Look for information about Lorca and do a digital storytelling in groups about Lorca’s life.

WANT TO KNOW - REINFORCEMENT -

ASSESSMENT HETERO Take part of the activities.

Help their partners. Be collaborative. Be respectful. Show interest with the new contents.

INITIAL Brainstorming to know what students know about Lorca, his poetry and what metaphors are. Moreover, remember poetry rules. They don’t have to know anything about Lorca.

CONTINUOUS Attitude. FINAL Not needed. SELF-ASSESSMENT Not needed. REFLECTIONS Not needed.

MATERIALS PRIMARY COMPUTERS

INTERNET PAPER BOARD PROJECTOR

SECONDARY STUDENT’S BOOK. OTHERS -

RESOURCES PRIMARY Digital Storytelling, Internet. SECONDARY - OTHERS -

Cross Curricular Learning Unit(s) Observations They are learning language.

ABSTRACT This unit/lesson pretends to increase the knowledge about Spanish literature in

the students, using ICT (Information and Communication Technology) and

including CLIL (Content and Language Integrated Learning) in order to practice

the seven key competences in a unit. Moreover, it tries to open the student’s minds,

and make them to connect different knowledge: known information (poetry rules

and different authors and movements of Spanish Literature) with new information

(Federico Garcia Lorca and his poetry). Furthermore, it’s used different techniques

of evaluation and assessment to improve what students have learned and how the

teacher has done his work and improve that things that doesn’t work in a good

way.

Research Best Practices Dr. Jose Saiz Molina

1

CONTENT

Federico Garcia Lorca was born on 5th Jun 1898 in Fuente Vaqueros, a small

village in Granada in a well-off family. He was baptized with the name of Federico

del Sagrado Corazón de Jesús García Lorca. In 1909, when he was eleven years old,

he moved to Granada. In his adolescence he was more interested in music than in

literature. In fact, he started to study piano.

In 1915 he signed up in Philosophy and Letter and also Law in the University

of Granada and he became part of El Rinconcillo, a meeting place of the Grenedian

artists. Between 1916 and 1917 he travelled a lot around Spain with his

classmates. In these trips he met a lot of intellectuals such as Antonio Machado. In

1919 he moved to Madrid, where he started to live in a student housing where

happened to meet a lot of intellectuals and men of letters.

Lorca and others experts founded a review which was called El gallo, which

had a short life, because it had only two publications. In 1929 he travelled to New

York and Cube. Two years later he founded the theatre company La Barraca in

order to bring the theatre closer to people. In 1936 he returned to Granada where

he was prisoner and executed by firearm because of his liberal ideas.

Let continue with her bibliography. Lorca was a poet, a playwright and a

theatre director. He was a member of Generation of 27 a group with mostly poets

who introduced the tenets of European movements such as symbolism, futurism

and surrealism into Spanish literature.

Despite the fact that he wrote so many kind of literature, we are going to

focus on poems because of our poem workshop.

Lorca’s poetry made one of zenith of Generation of 27 and the Spanish

literature. It’s a reflection of a tragic feeling of the life and it’s composed by several

influences: authors and movements. It’s difficult to establish different eras in

Lorca’s poetry, but some experts divide it in two big ones:

- The youth era: where are included his first books as Impresiones y paisajes

(Impressions and Landscape) which was wrote in 1918 or Libro de poemas

(Book of Poems) which was wrote in 1921.

- The summit era: which started with the poem Poema de Cante jondo (Poem

of Deep Song) in 1921, but not published until 1931.

Poetry books published by Federico García Lorca:

Libro de poemas (1921)

Poema del cante jondo (1921) First era

Oda a Salvador Dalí (1926)

Romancero gitano (1928)

Poeta en Nueva York (1930)

Llanto por Ignacio Sánchez Mejías (1935)

Seis poemas galegos (1935) Second era

Diván del Tamarit (1936)

Sonetos del amor oscuro (1936)

In his poems Lorca used a lot of metaphors which began in an emblematic

symbol of his poetry. These are the most used:

- The moon represents the death, and sometimes the eroticism, the fertility,

and the beauty.

- The water represents the vitality when it go on, but it represents the death

when it’s stagnant.

- The blood symbolizes the life and the death when it’s sheded. It also

represents the sexual.

- Horses it symbolizes the death, the life and the masculine eroticism.

- Bulls represent the courage.

- The grass the death principally.

- The metals the death principally.

Research Best Practices Dr. Jose Saiz Molina

3

GLOSSARY (A – Z)

Literature

1 archaic : literary culture.

2: the production of literary work especially as an occupation.

3 a (1) : writings in prose or verse; especially : writings having excellence of form

or expression and expressing ideas of permanent or universal interest (2) : an

example of such writings <what came out, though rarely literature, was always a

roaring good story — People>.

b : the body of written works produced in a particular language, country, or age.

c : the body of writings on a particular subject <scientific literature>.

d : printed matter (as leaflets or circulars) <campaign literature>.

4: the aggregate of a usually specified type of musical compositions.

Metaphors 1: a figure of speech in which a word or phrase literally denoting one kind of object

or idea is used in place of another to suggest a likeness or analogy between them

(as in drowning in money); broadly : figurative language — compare simile.

2: an object, activity, or idea treated as a metaphor: symbol 2.

metaphoric \ˌme-tə- fo r-ik, - fär-\ or metaphorical \-i-kəl\ adjective.

metaphorically \-i-k(ə-)lē\ adverb.

Poet 1: one who writes poetry : a maker of verses.

2: one (as a creative artist) of great imaginative and expressive capabilities and

special sensitivity to the medium.

Poetry 1 a : metrical writing : verse.

b : the productions of a poet : poems.

2: writing that formulates a concentrated imaginative awareness of experience in

language chosen and arranged to create a specific emotional response through

meaning, sound, and rhythm.

3 a : something likened to poetry especially in beauty of expression.

b : poetic quality or aspect <the poetry of dance>.

Research Best Practices Dr. Jose Saiz Molina

4

INDEX

E

El gallo, 1 El Rinconcillo, 1

F

Federico Garcia Lorca, 7, i, ii, iii, 1

L

literature, ii, iii, 1, 3

M

metaphors, i, ii, 2

P

poem, i, ii, 1, 2 poetry,, 1

T

theatre company La Barraca, 1

2

APPENDIXES

4

SELF-ASSESSMENT In my opinion this lesson/unit accomplishes their objectives:

- Introduce who Federico Lorca was.

- Know how his poetry was and the resources he used to use.

- Connect this author with the context and with other different authors.

- Help to reinforce poetry rules.

- Stimulate their imagination.

- Show the importance of the attitude.

- Practice the seven key competences.

That the reason why I think it’s a good lesson, because it increases student’s knowledge in Spanish subject and in other subjects and civic behaviour too.

5

DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

Research Best Practices University of Valencia http://www.uv.es/clil Copyleft 2016