COURSE DESCRIPTION & TEACHING STRATEGIES The AP Spanish Language Course

Mrs. Núñez-Hernández

AP Spanish Literature

Fall 2009-Spring 2010

1

COURSE DESCRIPTION & TEACHING STRATEGIES

The AP Spanish Language Course Overview & Pre-requisite

The Foreign Language Department at The Bronx High School of Science requires students to have successfully completed a three

year sequence terminating in a New York State Regents exam and have completed a fourth year course prior to taking the Advanced

Placement Literature course. The Advanced Placement Spanish Literature course seeks to expose students to a third year college

level introduction to peninsular and Latin American literature while developing student’s ability to comprehend and analyze literary

works and develop academic writing skills.

Course Objectives:

Students will:

Develop autonomy in developing new vocabulary and learn to self monitor for comprehension.

Obtain the academic vocabulary and communication skills to maintain discourse about literature in Spanish.

Read all works from the “required” College Board AP Spanish literature list with ease and accuracy.

Learn to compose direct and well supported answers utilizing poetic, textual and thematic analysis.

Gain knowledge of literary trends throughout Spain and Latin America and their correlation to each country’s history.

To write comprehensive, well-organized, interpretive and analytical essays that effectively demonstrate control of complex

syntax, correct usage of verbs, punctuation, precise vocabulary and good command of conventions of the written language.

Develop the use of Spanish to express ideas orally with accuracy and fluency through the active participation of in class

discussions and presentations.

Value literature as a way to understand self, others, and the universalities of the human condition.

Analyze literature for deeper meaning and understanding of the literary resources employed to convey that meaning.

Connect literature to the context in which it was written and to its continuing importance in contemporary society.

Develop critical thinking skills and academic writing skills along with the reading, listening and speaking skills involved in

Foreign Language acquisition.




2

Course Outline The course will be taught in chronological order to facilitate historical context and the evolution of peninsular and Hispanic

literature.

September 10-18 Summer work submission- Students were required to read 4 of the following works:

El delantal blanco- Sergio Vodanovic http://www.geocities.com/apspanishlit/vodanovic.html

El hijo-Horacio Quiroga http://www.geocities.com/apspanishlit/quiroga.html

Mi caballo mago-Sabine Ulibarry http://www.geocities.com/apspanishlit/ulibarri.html

Las medias rojas-Emilia Pardo Bazán http://www.geocities.com/apspanishlit/pardo.html

El alacrán de Fray Gómez-Ricardo Palma http://www.geocities.com/apspanishlit/palma.html

No oyes ladrar los perros-Juan Rulfo http://www.geocities.com/apspanishlit/rulfo.html

They were to create a blog to summarize and analyze the stories read. They are to create a collage of each work read. Students were

also required to visit my webpage and download PowerPoint presentations for each story, read the historical, cultural and

biographical information and answer questions on http://www.bxscience.edu/apps/pages/index.jsp?uREC_ID=9784&type=u&termREC_ID=&pREC_ID=118482&rn=7748793

This work will be counted as their first exam.

Teaching Strategies

Structure of the class

The sequence of literary study is arranged chronologically in an effort to place the historical context while establishing

thematic connections between works. Over the course of the year students will review author, title, dates, quotes, literary

terminology, examples and literary movements as a basis for pair up discussion. Students will have a binder in class that will

contain a completed a 4x6 card that identify the text, author, date, literary movement a handout (Estructura Narrativa) along with

and their collage for the work assigned as homework all these will later serve as a review information for the exam. During the year

they will utilize the information in their folders to establish possible common themes or compare and contrast author’s literary

styles. Students will also maintain a glossary of literary terms as they are introduced in class.

http://www.bxscience.edu/apps/pages/index.jsp?uREC_ID=9784&type=u&termREC_ID=&pREC_ID=118482&rn=7748793




3

Speaking & Listening

Spanish is the only language spoken at all times by all. Students are penalized if they do not speak Spanish to one another. There

will be multiple opportunities to utilize the language at various registers. Student/student and student/teacher interaction is entirely

in Spanish. Students also participate in paired conversations, class discussions, fishbowl discussions, debates and formal

presentations. We will use jigsaw, think-pair-share and quiz-quiz trade formats to structure discussion. Students will be encouraged

to utilize 3 level questioning techniques: recall, analysis and inference, synthesis. In groups students might present “tableau vivante”

of the character’s thoughts during an important moment in the text. Oral presentations, whether individual or paired, help provide

context and analysis for the literature. Students will give mini-lectures on cultural issues like aspects of Gypsy life in Spain, differing

perspectives (Aztec, Mayan, religious, military) on the Conquest of the Americas, neocolonialism, etc. They will also present style

analyses of poems and short stories so that all students can collect details about the literary selections as they read. Additionally

students give one formal PowerPoint per semester about the life, style, themes and works of the AP authors. Students are expected

to listen to their peers and their teacher and to respond appropriately. Additionally to continue developing aural comprehension

skills students will listen to songs based on AP literary selections, recitations of poems and short stories read by Hispanic authors,

occasionally even by original poets. They will be required to visit a local Spanish theatre in NYC and write up a play viewed based

on a literary work.

Reading & Writing

During the course of the year students will complete the entire College Board AP Spanish Literature Required Reading List as well

as supplemental selections. Neither abridged versions, movies nor analyzes of works will be utilized as substitution for any

required works. All materials will be read as per the AP College Board requirements. Students are required to keep:

1. An online blog at blogspot.com – for personal reflections engaging and reflecting with literature at a personal level.

Connecting what they read to their experiences and to promote writing fluency. Students can summarize, connect the

plot to other works, film, paintings, songs etc. These activities are designed to have students explore characterization,

tone, perspective and narration in conjunction with the reading materials. They are encouraged to read other students

blogs and comment.

2. Maintain a Word Diary-they will be taking student created vocabulary quizzes.

3. Students will have an in class Personal Journal where they share personal reflections engaging and reflecting with

literature at a personal level. Connecting what they read to their experiences and to promote writing fluency.




4

Students submit a variety of written work, for example, a quick journal response as an entry into a topic of study, a creative piece

exploring a theme from a literary text, or a formal literary analysis. Students are responsible for 4 analytical essays per term along

with short answer questions. Formal compositions go through peer review & edit with the goal of getting students to write at a level

appropriate for a 3rd Year literature course in college. Creative writing pieces might be biographical poems based on characters,

original sonnets, romances, redondillas, etc., or magic realism short stories.

Students take quizzes and tests/write essays after studying an individual text or a literary period. Timed essays modeled after the

free-response essays in the AP Spanish Literature exam accompany each full period test. Students also manage their own vocabulary

development through weekly vocabulary self quizzes based on words they identified for study. The Mid-Term exam is a modified

version of the AP Spanish Literature exam and the Final for the course is to create a “modern version” of a literary piece studied in

class.

Throughout the year, we use graphic organizers to manage unfamiliar vocabulary, identify and explore key concepts, summarize,

explain cause & effect, compare & contrast, etc. By the end of the year students will have an extensive set of strategies to continue

developing their literacy in any literature, Hispanic or otherwise.

Student Evaluation

Category Percentage of grade Description

Class Discussion 20% Participation, Quality of Oral Expression,

Preparation for class

Tests/Quizzes/Essays Presentations 60% Punctuality of work is very important*

Mid Term & Final Exam 20%

Classroom Textbook:

Abriendo Puertas: Antología d literatura en español-Tomo I Evanston, Illinois: McDougal Littell-Nextext, 2003

Abriendo Puertas: Antología d literatura en español-Tomo II Evanston, Illinois: McDougal Littell-Nextext, 2003

Supplemental Textbooks

Rodriguez, Rodney. Momentos cumbres de las literaturas hispánicas. Upper Saddle River, New Jersey: Pearson Prentice Hall, 2004




5

Additional Reference Materials for all target areas are listed in the Course Syllabus attached.

1. www.nextext.com

2. www.geocities.com/apspanishlit

3. www.slideshare.com

4. www.authorstream.com

5. http://it.pinellas.k12.fl.us/Teachers6/BentonP/Benton.html

Authentic Listening Resources

6. http://amediavoz.com/mediavoz.htm

7. http://amediavoz.com/poetas.htm

8. http://www.mundopoesia.com/foros/poemas-recitados/

9. http://www.youtube.com (various poetic readings/reenactments)

Reading Comprehension Resource tools

10. http://www2.scholastic.com/browse/article.jsp?id=2983

11. http://freeology.com/graphicorgs/

12. http://www.literacy.uconn.edu/compre.htm

13. http://www.literacy.uconn.edu/writing.htm

Writing Resource Tools

14. http://www.eduplace.com/graphicorganizer/

15. http://www.angelfire.com/wi/writingprocess/specificgos.html

16. http://www.greece.k12.ny.us/instruction/ela/6-12/tools/index.htm

17. http://www.region15.org/curriculum/graphicorg.html

18. http://www.teachervision.fen.com/graphic-organizers/printable/6293.html

19. http://www.writesite.org/html/organize.html

20. http://library.thinkquest.org/J001156/writing%20process/writingprocess.htm writing process

http://www.nextext.com/

http://www.geocities.com/apspanishlit

http://www.slideshare.com/

http://www.authorstream.com/

http://it.pinellas.k12.fl.us/Teachers6/BentonP/Benton.html

http://amediavoz.com/mediavoz.htm

http://amediavoz.com/poetas.htm

http://www.mundopoesia.com/foros/poemas-recitados/

http://www.youtube.com/

http://www2.scholastic.com/browse/article.jsp?id=2983

http://freeology.com/graphicorgs/

http://www.literacy.uconn.edu/compre.htm

http://www.eduplace.com/graphicorganizer/

http://www.angelfire.com/wi/writingprocess/specificgos.html

http://www.greece.k12.ny.us/instruction/ela/6-12/tools/index.htm

http://www.region15.org/curriculum/graphicorg.html

http://www.teachervision.fen.com/graphic-organizers/printable/6293.html

http://www.writesite.org/html/organize.html

http://library.thinkquest.org/J001156/writing%20process/writingprocess.htm




6

Sample Tests

21. http://www.collegeboard.com/student/testing/ap/spanish_lit/samp.html?spanlit

Weeks Dates Works Work to be completed

Week 1 Sept 10-Sept 18 Introduction to course

Summer work review

EXAM #1 is summer work

Week 2 Sept 21-Oct 2

Sept 28 no classes

Understanding Literary Genres History of Spanish Literature

Week 3 Oct 5-9 Understanding the connections between History of a Nation and

its Arts. Medieval and Golden Age Literature

Week 4 Oct 13-16

Oct 12 no classes

Medieval and Golden Age Literature

Anónimos: Romances

"Romance de la pérdida de Alhama" ("Ay de mi Alhama")

"Romance del Conde Arnaldos" (Versión de 26 versos)

Poetic Analysis-Description

Momentos Cumbres: Antes de Leer, Pasos para

la comprensión, Pasos para una comprensión

más a fondo

Abriendo Puertas Text Book Exercises

Week 5 Oct 19-23 Lazarillo de Tormes: Tratados 1, 2, 3, 7

Cervantes Saavedra, Miguel de



más a fondo


Week 6 Oct 26-30 El ingenioso hidalgo, don Quijote de la Mancha: Primera parte:

capítulos I, II,III,IV,V, VIII

Essay Textual Analysis: Style



más a fondo


Week 7 Nov 2-6

Nov 3 no classes

Cruz, Sor Juana Inés de la

"En perseguirme, Mundo, ¿qué interesas?"

"Hombres necios que acusáis"

Poetic Analysis: Versification



más a fondo


Week 8 Nov 9-13

Nov 11 no classes

Góngora y Argote, Luis de Soneto CLXVI ("Mientras por

competir con tu cabello")



http://www.collegeboard.com/student/testing/ap/spanish_lit/samp.html?spanlit




7

Juan Manuel, Infante de Castilla Conde Lucanor: Ejemplo XXXV

("Lo que sucedió a un mozo que casó con una mujer muy fuerte y

muy brava")

más a fondo


Week 9 Nov 16-20 Núñez Cabeza de Vaca, Álvar Naufragios:

Capítulo XII ("Cómo los indios nos trajeron de comer")

Capítulo XX ("De cómo nos huimos")

Capítulo XXI ("De cómo curamos aquí unos dolientes")

Capítulo XXII ("Cómo otro día nos trajeron otros enfermos")

Quevedo y Villegas, Francisco de Heráclito cristiano: Salmo XVII

("Miré los muros de la patria mía")




más a fondo


Week 10 Nov 23-25

Nov 26-27

no classes

Téllez, Gabriel (Tirso de Molina)

El burlador de Sevilla y convidado de piedra



más a fondo


Week 11 Nov 30-Dec 4 Téllez, Gabriel (Tirso de Molina)

El burlador de Sevilla y convidado de piedra

Vega, Garcilaso de la

Soneto XXIII ("En tanto que de rosa y de azucena")




más a fondo


Week 12 Dec 7-11 Alas, Leoplodo (Clarín)

"Adiós, Cordera"

Bécquer, Gustavo Adolfo

Rimas IV ("No digáis que agotado su tesoro")

Rimas XI ("Yo soy ardiente, yo soy morena")

Rimas, LIII ("Volverán las oscuras golondrinas")



más a fondo


Week 13 Dec 14-18 Darío, Rubén (Félix Rubén García Sarmiento)

Cantos de vida y esperanza: Otros poemas, VI ("Canción de otoño

en primavera")

Cantos de vida y esperanza: Otros poemas, XLI ("Lo fatal")

Cantos de vida y esperanza, VIII ("A Roosevelt")

Espronceda, José de




más a fondo





8

"Canción del pirata"

Week 14 Dec 21-23 Heredia, José María

En una tempestad"

Larra, Mariano José de

Vuelva Ud. mañana"



más a fondo


Week 15 Dec 24-Jan 4

Vacation reading

Martí, José

"Dos patrias" ("Dos patrias tengo yo: Cuba y la noche")

Versos sencillos, I ("Yo soy un hombre sincero")

Textual Analysis: Critical Analysis



más a fondo


Week 16 Jan 4-8 Allende, Isabel

"Dos palabras"

Borges, Jorge Luis

"El sur"



más a fondo


Week 17 Jan 11-15

Allende, Isabel

"Dos palabras"

Borges, Jorge Luis

"El sur"

Mid Term Exam

Week 18 Jan 18-22

Rege nts Week

NYS

Borges, Jorge Luis

"El sur"

"La muerte y la brújula"



más a fondo


Week 19 Jan 25-29

Rege nts Week

NYS

Fuentes, Carlos

"Chac Mool"



más a fondo


Week 20 Feb 1-5 Cortázar, Julio

"Continuidad de los parques"

Essay Textual Analysis: Critical Analysis





9

"La noche boca arriba la comprensión, Pasos para una comprensión

más a fondo


Week 21 Feb 8-12 Burgos, Julia de

"A Julia de Burgos"

Castellanos, Rosario

"Autorretrato"



más a fondo


Week 22 Feb 15-19

Vacation Work

García Lorca, Federico

La casa de Bernarda Alba

Essay Textual Analysis: Compare & Contrast

“Position of women in society

throughout centuries”



más a fondo


Week 23 Feb 22-26 Romancero gitano



más a fondo


Week 24 March 1-5 García Márquez, Gabriel

"El ahogado más hermoso del mundo"

"Un día de éstos"

"La prodigiosa tarde de Baltazar"



más a fondo


Week 25 March 8-12 "Un señor muy viejo con unas alas enormes"

"La siesta del martes"

"La viuda de Montiel"




más a fondo





10

Week 26 March 15-19 Guillén, Nicolás

"Balada de los dos abuelos"

"Sensemayá"

Machado, Antonio

"He andado muchos caminos"

"La primavera besaba"

"Caminante, son tus huellas"




más a fondo


Week 27 Mar 22-26 Martín Gaite, Carmen

"Las ataduras"

Unamuno y Jugo, Miguel de

San Manuel Bueno, mártir



más a fondo


Week 28 Mar 29-Apr3

Vacation Work

Unamuno y Jugo, Miguel de

San Manuel Bueno, mártir




más a fondo


Week 29 Apr 6-10 Neruda, Pablo (Ricardo Neftalí Reyes Basoalto)

"Oda a la alcachofa"

Residencia en la Tierra 2, "Walking around"

Veinte poemas de amor y una canción desesperada, Poema 15 ("Me

gustas cuando callas porque estás como ausente")




más a fondo


Week 30 Apr 13-17 Storni, Alfonsina

"Peso ancestral" & “Tu me quieres blanca”

Castellanos “Kinsey Report”



más a fondo


Week 31 Apr 20-24 REVIEW

Week 32 Apr 27-May 1 REVIEW




11

Week 33 May 4-8 REVIEW

Week 34 May 11-13 REVIEW

Week 35 May 14 Exam Date

Week 36 May 15 AP Exam Party

Week 37 May 18-22 Creating, analyzing and demonstrating knowledge of

versification of a Spanish Poem

Final Essay

Week 38 May 25-29 Final Project-Create a “modern” version movie of one of the

works

Week 39 June 1-5 Final Project

Week 40 June 8-12 Presentations

Week 41 June 15-19 Presentations




12

Estudio temático

I. LA REALIDAD HISTÓRICA Y SOCIAL

"Romance del rey moro que perdió Alhama" (La Reconquista)

Cabeza de Vaca, Los naufragios (La época de la conquista y las

exploraciones del Nuevo Mundo)

Lazarillo de Tormes (Aunque el Lazarillo en sí no es una novela histórica,

el hecho de que es una obra herética que critica los valores sagrados

que la España cristiana oficial trataba de proyectar al mundo hace que

sirva como fiel testimonio histórico).

Quevedo, “Miré los muros de la patria mía” (La decadencia del

Imprerio Español en el siglo XVII)

Larra, “Vuelva usted mañana” (La España vieja y tradicional, cuyas

costumbres prohibe el progreso)

Heredia, “En una tempestad” (La independencia de las colonia

americanas—en este caso Cuba)

Martí, “Dos patrias” (La independencia de las colonia americanas—en

este caso Cuba)

Darío, “A Roosevelt” (El espíritu anti-yanqui a raíz de la guerra entre

Estados Unidos y España en 1898)

Clarín, “Adiós, Cordera” (El probelma agrario de España y las Guerras

Carlistas)

García M{rquez, “Un día de “estos” (Las dictaduras y la violencia en

Hispanoamérica)

Guillén, “Balada de los dos abuelos” (El mestizaje racial de

Hispanoamérica)

Vodanovic, “El delantal blanco” (Sobre la sociedad estratificada de

Hispanoamérica)

II. FEMINISMO Y MACHISMO

Juan Manuel, “Lo que sucedió a un mozo que casó con una mujer

brava” (El hombre ha de imponer su autoridad sobre las mujeres)

Garcilaso, “En tanto que de roza y azucena” (Las mujeres tienen que

aprovechar la vida mientras son jóvenes y bellas)

Góngora, “Mientras por competir con tu cabello” (Las mujeres tienen

que aprovechar la vida mientras son jóvenes y bellas)

Tirso, El burlador de Sevilla (El “machismo” de Don Juan y las mujeres

que no tienen voz en su propio destino)

Sor Juana Inés de la Cruz, “Hombres necios que acus{is” (Regaña a los

hombres por perder a la mujeres y luego querer sólo vírgenes con

quien casarse)

Pardo Baz{n, “Las medias rojas” (El abuso de un padre que prohibe

que su hija busque una vida mejor)

Darío, “Canción de otoño en primavera” (El poeta no encuentra su

mujer ideal porque parece que ya no existen; todas las mujeres le

hacen una mala jugada)

Lorca, La casa de Bernarda Alba (La condición frustrada de la mujer

española bajo la tiranía de la tradición)

Storni, “Tú me quieres blanca” (Como Sor Juana, regaña al hombre por

querer mujeres virtuosas sin ellos serlo)

Storni, “Peso ancestral” (La frialdad y falta de cariño de los hombres

de su familia)

Burgos, “A Julia de Burgos” (La poeta se desdobla para criticar a las

mujeres que se conforman a las normas que la sociedad pide de ellas)

García M{rquez, “La viuda de Montiel” (La señora de Montiel apenas

puede vivir sin su esposo; ni se daba cuenta de las maldades que hacía

su marido cuando vivía)

Castellanos, “Kinsey Report” (Seis mujeres revelan sus costumbres

sexuales)




13

III. LA IMAGINACIÓN, LA FANTASÍA Y LO IRREAL

“Romance del Conde Arnaldos” (El marinero parece mítico y

fantástico en su galera con velas de seda, etc.)

Cervantes, Don Quijote (Se pone en tela de juicio lo que es locura y lo

que es cordura; se borran los límites entre la realidad y la imaginación)

Palma, “El alacr{n de Fray Gómez” (Un monje que hace milagros)

Bécquer, “Yo soy ardiente, yo soy morena” (El poeta persigue un

fantasma y un imposible)

García Lorca, “Romance de la luna, luna” (La luna viene como mujer a

seducir a un niño)

Borges, “El Sur” (En un sueño se confunde el presente con un pasado

mítico e histórico)

Cort{zar, “Continuidad de los parques” (A cauda de una lectura, el

presente y la ficción que se lee se confunden)

Cort{zar, “La noche boca arriba” (Los planos de dos tiempos—el

moderno y el de los aztecas—se confunden)

Fuentes, “Chac Mool” (El mundo indígena obseciona a un hombre y

Chac Mool hasta llega a dominar al personaje principal y apoderarse

de él)

Ulibarri, “Mi caballo mago

IV. LAS RELACIONES FAMILIARES

Pardo Baz{n, “Las medias rojas” (Una hija decide abandonar a su viejo

padre y emigrar de Galicia)

Clarín, “Adiós, Cordera” (El cariño entre dos hermanos y su vaca)

García Lorca, La casa de Bernarda Alba (Una familia de mujeres y las

rencillas entre ellas)

Storni, “Peso ancestral” (El peso que llevan las mujeres a causa de la

falta de emoción de los hombres en la familia)

Quiroga, “El hijo” (El amor de un padre hacia su hijo)

Rulfo, “No oyes ladrar los perros” (La “carga” que tiene que llevar un

padre para tratar de slavar la vida de su hijo)

García M{rquez, La siesta del martes” (La dignidad de una madre y el

amor hacia su hijo)

Martín Gaite, “Las ataduras” (Las esperanzas de un padre para su hija;

las “ataduras” que los hijos sienten a sus padres)

V. EL AMOR Y LA PASIÓN

Bécquer, “Volver{n las oscuras golondrinas”

Neruda, “Me gustas cuando callas”

Machado, “La primavera besaba”

Allende, “Dos palabras”

VI. DILEMAS EXISTENCIALES Y FILOSÓFICOS

Espronceda, “Canción del pirata” (La filosofía de la libertad total

¿libertinaje?)

Martí, “Versos sencillos” (El poeta expresa su filosofía humana)

Darío, “Lo fatal” (La duda y la incertidumbre de la existencia humana)

Unamuno, San Manuel Bueno, mártir (Un sacerdote duda en la vida

eterna, pero jamás comparte su dilema con sus feligreses)

Neruda, “Walking around” (Lo ridículo e incongruente de la vida

moderna)

Machado, “He andado muchos caminos” (La filosofía sencilla del

pueblo)

Machado, “Caminante, son tus hellas el camino” (Cada cual hace su

propia vida)

Documents

COURSE DESCRIPTION & TEACHING STRATEGIES The AP Spanish Language Course