Bienvenidos a la clase de AP! To earn college credit by passing the AP Spanish Literature Exam in May!

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1 Advanced Placement: Spanish Liter ature Bienvenidos a la clase de AP! Overall Objectives To earn college credit by passing the AP Spanish Literature Exam in May! To improve your ability to analyze and synthesize literary sources with greater complexity, creativity, correctness, and sophistication To expose you to the richness of language, culture and history in Hispanic literature To prepare you for the demanding expectations of university level courses Course Overview The AP Spanish Literature course is an opportunity for students to learn to read and think critically as well as write analytically while studying major movements in Spanish Literature. The objectives of the course are to encourage an appreciation of Hispanic literature and to prepare students for college level academic thought and study. Students are expected to contribute to class discussions as well as complete out of class assignments. The AP Spanish Literature course is conducted completely in Spanish. The primary textbook for the class is Abriendo puertas: Antología de literatura en Español 2 vols. (Evanston, Ill.: McDougal Littell/Nextext, 2003). All of the works on the official AP Spanish Literature reading list are included in the two volumes and taught during the academic year. The curriculum includes novels, short stories, poetry and plays from various time periods and cultures. Through class discussions, essay writing, reflections, debate and presentations, the students will learn techniques of literary analysis as well as the vocabulary of critical terms. The textbooks will be required every class and will be used to teach literary themes as well as to strengthen reading skills, investigate academic writing styles and design persuasive arguments. Grammar concepts will also be reviewed during the course, with several examples given so students can do related activities at home and then apply the grammar to written assignments and analyze its usage in short stories. Course Planner First Semester Weeks 1 4 Romances Anónimos Medivales "Romance de la pérdida de Alhama" ("Ay de mi Alhama") "Romance del Conde Arnaldos" (Versión de 26 versos) Lazarillo de Tormes: Tratados 1, 2, 3, 7 Weeks 6 10 Golden Age of Spanish Literature Miguel de Cervantes Saavedra, El ingenioso hidalgo, don Quijote de la Mancha: Primera parte: capítulos I, II,III,IV,V, VIII Week Theme of Gender and Class Differences

2 Sor Juana Inés de la Cruz "En perseguirme, Mundo, qué interesas?" "Hombres necios que acusáis" Luis de Góngora y Argote Soneto CLXVI ("Mientras por competir con tu cabello") Gabriel Téllez (Tirso de Molina) El burlador de Sevilla y convidado de piedra Week 19 Review and First Semester Exam Second Semester Week 1 6 Nineteenth Century Literature: Revolution, Change and Hope 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 "Canción del pirata" Heredia, José María "En una tempestad" Martí, José "Dos patrias" (" Dos patrias tengo yo: Cuba y la noche") Versos sencillos, I ("Yo soy un hombre sincero") Week 7 15 Twentieth Century Literature: Reality vs. Dreams Allende, Isabel "Dos palabras" Borges, Jorge Luis "El sur" "La muerte y la brújula" Castellanos, Rosario "Autorretrato" Fuentes, Carlos "Chac Mool" García Lorca, Federico La casa de Bernarda Alba García Márquez, Gabriel "El ahogado más hermoso del mundo" "La siesta del martes" "La viuda de Montiel" Guillén, Nicolás "Balada de los dos abuelos" "Sensemayá" Machado, Antonio

3 "He andado muchos caminos" "La primavera besaba" "Caminante, son tus huellas" Martín Gaite, Carmen "Las ataduras" Neruda, Pablo (Ricardo Nefta lí 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") Quiroga, Horacio "El hijo" Vodanovic, Sergio El delantal blanco Course Supplies: A journal for daily writing A binder to keep all handouts and notes Loose leaf paper Pencil & pen Index cards Spanish Thesaurus Teaching Strategies 1. Provide prereading activities to motivate and engage the students in the cultural setting of each work. 2. Provide and model a graphic organizer to aid in reading comprehension that includes: literary devices, themes and vocabulary 3. Discuss literature in a book club style: small groups, both guided and open ended questions 4. Visualize work with students: modeling and evaluating before students draw or dramatize the work 5. Allow students to choose an article an authentic Spanish newspaper or online journal and summarize it in Spanish and be able to present it to the class 6. Compare and contrast readings from their text, Abriendo Paso: Lectura in short, but wellorganized essays 7. Focus writing technique and eliminate errors in regular short answer responses to questions brainstormed in class about the text 8. Strengthen student skills in synthesis of information from news articles, films, interviews, and listening clips in order to write an analytical and persuasive essay

4 9. Practice writing daily in a journal in response to prompts, reflection questions, and themes covered in class 10. Practice essay writing as part of their tests and by writing analytical essays as homework throughout the year. Students write their first draft, peer edit using the AP scoring guidelines from AP Central, write a second draft, peer edit, then write the final draft. When responding to an essay question on a test, it follows the format of those given on the Advanced Placement Exam. The time allotted mimics that of the exam and there is no outside assistance or editing is permitted. Student Evaluation 1. Each marking quarter, students write two essays in class, each structured in the format of a type of question on the AP Spanish Literature Exam. 2. Each week, students take quizzes modeled after the text analysis questions on the AP Spanish Literature Exam. 3. Each class, students practice reflective writing on the current work. 4. The first semester comprehensive exam includes evaluation of reading comprehension, poetry interpretation, and analytical essays. The essays are evaluated according to the AP Spanish Literature scoring guidelines. 5. The second semester final exam is administered the last week of April in the form of a Released AP Spanish Literature Exam, in multiple choice format and an analytical essays commenting on a critic s opinion of one of the works that we have read. Students take the exam in its entirety and are scored according to the official AP scoring guidelines. Grading Policy Class work = 35% Participation in ALL Class Activities, including speaking, listening, reading and writing exercises as part of the Warm up (Hazlo Ahora), introduction to new material, group and independent practice Bringing and taking notes EVERYDAY in the required 3 ring binder with loose leaf paper and guided note handouts Homework = 20% Homework (Tarea) will be given daily. I do not accept late homework except in cases of excused absences with a note. Assessment = 45% Vocabulary, Grammar and Pop Homework Quizzes, Unit Exams, Presentations & Writing Compositions This syllabus is a product of collaborative work and modeling of the sample syllabi courtesy of the AP Course Audit and College Board.

5 Expectations and Class Rules: In our class, everyone is expected to behave with responsibility, integrity and respect. These basic expectations are part of our class rules. 1. Come to class on time, prepared with all materials, and ready to learn. 2. Listen to the teacher s instructions and participate in all class activities. 3. Show respect in your words and actions for yourself, the teacher, other students, property and personal space. 4. Use your own brain and a dictionary to do your work. All material covered in Ms. Pinnola s Spanish class is posted online the same evening by 5p.m. pinnola/ This includes all of our class notes, homework, deadlines, reading assignments, and instructional handouts. In addition, I provide links to useful websites and the only acceptable online Spanish English dictionary. Regular internet access is required for this course. For quarterly writing assignments, students will be required to e mail an electronic copy of their submission in addition to a hard copy to rosa.pinnola@pgcps.org. Students must submit all work by the posted deadline even if they are absent. Students are responsible for checking the class website to obtain missing assignments. All students will be required to have regular access to a computer in order to complete this course. Public computers are available during normal business hours in the Crossland High School Library. If the absence is unexcused, the grade for the daily assignment will be a ZERO (0). If the absence is excused, county policy states that a student has two (2) days to turn in an excused absence note. Then the student will have one (1) day for each day absent to make up the work for full credit. After that the work will be considered for partial credit. I believe that all of my students can succeed in this class. I will work very hard to help all students achieve, and I will require that all of my students work hard and show effort. I will be available for tutoring one afternoon per week, schedule to be announced. I will also provide study guides for all Unit Exams. Please feel free to contact me at any time to discuss your or your student s progress or if you have any questions, comments or concerns. I want to work with both the students and their families to make sure that everyone has a successful academic year! Crossland High School phone: Room 122 E mail: rosa.pinnola@pgcps.org Gracias! Señorita Pinnola

6 Student, Parent & Teacher Contract I acknowledge that I have read and understand all of the requirements of Ms. Pinnola s class and will abide by them. I acknowledge that it is the student s responsibility to check the class website for all missing work and submit it on time and accept the consequences of not doing so. Student Signature: Parent/Guardian Signature: Student Name: Parent/Guardian Names: Parent/ Guardian s: P arent/guardian Phone numbers: Daytime number Evening number Bad times to call: Anything else you would like me to know (allergies, learning preferences, questions, comments): Thank you! Please return this contract as soon as possible. I look forward to speaking with you soon! Señorita Pinnola

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