Lesson 5: Adelante - Federíco García Lorca
Duration of Days: 2
Lesson Objective
SWBAT identify the key themes in Lorca’s work, such as destiny, passion, and social repression.
SWBAT analyze how Lorca used the Conditional and Past Subjunctive to create a sense of longing or "what could be" in his poetry.
SWBAT describe Lorca’s impact on the "Generación del 27" and his role in the Spanish Civil War.
¿Cómo influye la identidad de Lorca en su visión del arte y la belleza? (How does Lorca's identity influence his vision of art and beauty?)
¿Qué símbolos usa Lorca para representar la libertad y la opresión? (What symbols does Lorca use to represent freedom and oppression?)
¿Cómo cambió el arte español tras la muerte de Lorca? (How did Spanish art change after Lorca's death?)
Standard 1.2 (Interpretive): Students analyze a Lorca poem to identify the "mood" and the use of the conditional tense.
Standard 3.1 (Connections): Linking the literary study of Lorca to the historical context of the Spanish Civil War.
Lesson Description: This section introduces students to the life and tragic death of Federico García Lorca. It typically features his poetry (like Romancero gitano) or excerpts from his plays (like La casa de Bernarda Alba). The lesson focuses on Symbolism—understanding why Lorca used recurring images like the moon (la luna), the horse (el caballo), and water (el agua) to represent life and death.
Purpose: The purpose is Historical and Emotional Depth. While the rest of the unit discusses art in a general sense, Lorca provides a concrete example of art as a dangerous, transformative force. This section challenges students to use their new grammar (hypotheticals) to discuss the "silenced voice" of a poet whose life was cut short, asking them to consider how Spanish culture would have been different if he had survived.
DOK Levels (Depth of Knowledge)
Level 1: Recall --> Identify Symbols --> Students list three major symbols in a Lorca poem and their traditional meanings.
Level 2: Skill/Concept --> Summarize Style --> Students describe the "García Lorca style" (blending of the old and the new) using unit vocabulary.
Level 3: Strategic Thinking --> Interpretive Analysis --> Students explain how Lorca uses the Past Subjunctive to express the impossible desires of his characters.
Level 4: Extended Thinking --> Synthesis & Critique --> Students write a modern "Romance" (ballad) in Lorca's style, utilizing "Si" clauses and the Conditional.
Support (Scaffolding): Provide a "Symbol Guide" handout. Since Lorca's metaphors can be abstract, give students the "key" (e.g., Moon = Death; Green = Forbidden passion) so they can focus on the grammar and flow.
Extension (Challenge): Compare Lorca’s surrealist poetry to Salvador Dalí’s paintings (they were close friends). Have students find a painting and a poem that "match" and justify the pairing using the Conditional Perfect (Lorca habría amado este cuadro porque...).
Auditory/Performative: "The Poetry Slam." Have students perform a "staged reading" of a Lorca poem, focusing on the rhythm and the aspirated "g" and "j" sounds they learned in the Ortografía section.
Selected formative and summative assessments from the SENDEROS VISTA SUPERSITE.