Teniendo en cuenta que la tarea final de la unidad
consistirá en realizar por parejas una exposición breve sobre alguna temática/concepto de la
Literatura Barroca, se irán realizando a lo largo de las sesiones diferentes
actividades de apoyo a dicha tarea final, es decir, actividades de andamiaje,
estas serán de contenido lingüístico y de contenido de materia. Concretamente,
expondré (a modo de ejemplo) dos actividades de cada tipo. Las cuatro son
recursos didácticos; las tres primeras tienen como soporte el texto y la cuarta
el vídeo y, todas corresponden a una tarea de reproducción.
A) In pairs: seek in
dictionary meaning of the words. Repeat aloud and realize a sentence for each
word.
Example: “Baroque writers turned to mythology
to write his works.”
Decline complexity mythology
Disappointment contrastive theater
Pessimism topics rascal
Unhappiness variety cynical
Dissatisfaction style wits
B) Reviewed the comparative. Write a comparative phrase
for each of these pairs of concepts.
- Renaissance /Baroque:
- Picaresque novel/ didactic novel:
-
Culteranismo/Conceptismo:
- Court
theater/ “Corrales” of comedy:
Example: “Renaissance was more
optimistic than the Baroque.”
C) True or false. Full
table.
CONCEPT
|
TRUE
|
FALSE
|
Baroque began in the
seventeenth century.
|
||
A baroque theme is
concern over time.
|
||
Baroque is a time of
balance and serenity.
|
||
Culteranismo is mainly
based on the background, not on how.
|
||
The conceptismo is
representative of Quevedo.
|
||
Gongora
wrote La fábula de Polifemo y Galatea.
|
||
The picaro comes from
a family of high social class.
|
||
Didactic prose was
used to propagate the cult of beauty.
|
||
An innovation in the
theater of Lope was the breakdown of the classical rule of the three units.
|
||
Calderon
de la Barca wrote a simpler theater.
|
D) The following video comes from the “Corrales
de Comedia”. It is in Spanish and asks that you see the video and then make a
summary of the content in English.
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