AP Spanish Literature Syllabus Sra. Melville Cuarto 5306 Clark Magnet High School

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1 AP Spanish Literature Syllabus Sra. Melville Cuarto 5306 Clark Magnet High School Introduction The course is structured to allow students to complete the entire AP Spanish Literature reading list, published in the AP Spanish Course Description. The teacher uses Spanish almost exclusively in class and encourages students to do likewise. The main objective of this course is to promote an abiding appreciation of the Spanish Language and of Hispanic literature and culture through representative works of Peninsular and Latin American literature. To this end, the course provides students with opportunities to read, discuss and critically analyze a variety of themes in Spanish through class discussion and essay writing. A second objective is to allow students to express their ideas and opinions orally both formally and informally in spoken Spanish with fluency and accuracy. The students are taught the techniques of literary analysis and the vocabulary of critical terms. The curriculum includes representative works of prose, poetry, and drama from different periods with a consideration of their cultural context. Resource Requirements The student needs to come to class prepared to participate with a Spanish/English Dictionary, a binder for Spanish Literature only, a black or dark blue ball point pen, a green pen for corrections only, two sharpened pencils equipped with erasers, and most importantly an excellent attitude and the willingness to learn. Primary Texts Abriendo puertas: Antología de literatura en español, Tomos I y II McDougal Littell; 2003 Rodríguez, Rodney, Momentos cumbres de las literaturas hispánicas Pearson Hall, Supplementary Texts Adey et al. Tesoro Literario. Glencoe McGraw-Hill, Authentic sources used as needed on various authors (i.e. Allende, Bazan, Borges, Unamuno, Marquez, Fuentes) Cobert, et al. Azulejo, Wayside Publishing,

2 Audio and Video Sources for the consideration of the cultural context Selected scenes from the following movies used to support certain reading selections in class: Taming of the Shrew, Juana la loca, La casa de Bernarda Alba, Il Postino, Un señor muy viejo con alas enormes, Cabeza de Vaca, Don Quixote. Selected scenes from the following documentaries: Espejo de una Escritora: Isabel Allende; Crossing Borders: the Journey of Carlos Fuentes; Profile of a Writer: Jorge Luis Borges; Gabriel García Márquez: Tales Beyond Solitud; poetry readings of Pablo Neruda s Odas from Poetry, Passion, and The Postman Power Point slide shows on La Época Medieval, Poesía del Renacimiento, El Siglo de Oro, y El Barroco to reinforce the historical and cultural eras. Music from different eras, such as: The Angels of Venice, Capricho árabe (música medieval); Hijo de la luna (Lorca); Fechu n Asturies (Gaite); Andrés Segovia, Aranjuez por Joaquin Rodrigo, Capriccio espagnol por Rimsky-Korsakov, Suite espagnoleˆ por Isaac Albeniz (Renancimiento); Southwest Indian Music (Naufrajios); and Songs of the Wild (Quiroga), etc. Timeline The required reading list is organized from a chronological perspective and fulfills the course requirement to complete the entire AP Spanish Literature Reading list. By adhering to this timeline, the students get a whole view of the historical traditions and cultural customs and mores existing on both sides of the Spanish-speaking world. First Semester Course Overview The course begins with a general grammar review of the first four years and a comprehensive introduction to the terminology necessary for literary analysis in all genres (prose, poetry, and drama). This includes literary movements in Hispanic literature from the medieval period through the latest literary trends. During this first month students are taught how to structure their analytical essay and are shown how to use transition words, conjunctions, chronological words, words for making comparisons and contrasts, and vocabulary words to summarize. Major themes discussed in the first quarter: Honor and dishonor, the tenacitay of the individual, man verus nature, inmortality/mortality, exploration and discovery, the challenges/dreams of the individual, social and political criticism, divine justice, and carpe diem. 2

3 Aug/September/October: La Edad Media, el Siglo de Oro y el Barroco El Conde Lucanor. Don Juan Manuel Romance de la pérdida de Alhama. Anónimo Romance del Conde Arnaldos. Anónimo En tanto que de rosa y azucena. Garcilaso de la Vega Lazarillo de Tormes. Tratados: 1,2,3,7 Anónimo Naufragios. Capítulos XII, XX, XXI, XXII Cabeza de Vaca El ingeniso hildalgo don Quijote de la Mancha. Miguel de Cervantes Mientras por competir por tu cabello. Luis de Góngora Miré los muros de la patria mía. Francisco de Quevedo El burlador de Sevilla y convidado de piedra. Tirso de Molina En perseguirme, Mundo, qué interesas? Sor Juana Inés de la Cruz Hombres necios que acusáis Sor Juana Inés de la Cruz November: Romanticismo Vuelva Ud. Mañana. Mariano José de Lara Canción del pirata. José de Espronceda En una tempestad. José María Heredia El alacrán de Fray Gómez. Ricardo Palma No digáis que agotado su tesoro. Gustavo Adolfo Bécquer Yo soy ardiente, yo soy morena. Bécquer Volverán las oscuras golondrinas. Bécquer Major themes discussed in the second quarter: Individual freedom, love and passion, the loss of innocence, the role of women in society (double standards), opression, sexual frustration, the relationships between parent and child, social and political criticism, and carpe diem. December: Realismo y Naturalismo Adiós, Cordera. Leopoldo Alas Clarín Las media rojas. Emilia Pardo Bazán El hijo. Horacio Quiroga Las Ataduras Carmen Martín Gaite January: Modernismo Dos patrias. José Martí Yo soy un hombre sincero. José Martí Canción de otoño en primavera. Rubén Darío A Roosevelt. Darío Lo fatal. Darío Tu me quieres blanca. Alfonsina Storni Peso ancestral. Storni A Julia de Burgos. Julia de Burgos Second Semester Course Overview The course continues through the enrichment of vocabulary to include literary devices used in poetry and prose. Students compose expository passages that express analysis of a theme or 3

4 illustrate the use of poetic devices. These practice essays are assigned after each theme is thoroughly analyzed in class. The focus is mainly on Hispanic literature in the spring. Major themes discussed in the third quarter: Religion, sexual frustration, family relationships, the role of women in society, the decadence of the established order, social criticism, the treatment of the gypsy in Spanish society, individual liberty, the role of the strong woman, justice/injustice, and identity. February: Autores de la Generación del 98 San Manuel Bueno, mártir. Miguel de Unamuno. He andado muchos caminos. Antonio Marchado La primavera besaba. Marchado Caminante, son tus huellas. Marchado March: Vanguardismo Romance de la luna, luna. Federico García Lorca Romance sonámbulo. Lorca Romance de la pena negra. Lorca La monja gitana. Lorca Prendimiento de Antañito el Camborio. Lorca Muerte de Antañito el Camborio. Lorca La casa de Bernarda Alba. Lorca Sensemayá. Nicolás Guillén. Balada de los dos abuelos. Guillén Me gustas cuando callas. Pablo Neruda Walking Around. Neruda Oda a la alcachofa. Neruda El delantal blanco. Sergio Vodanovik Major themes discussed in the fourth quarter: The psychological development of the individual, the power of words, identity, immortality/mortality, class struggle, social and political criticism, familial relationships, existentialism, fantasy versus reality (magic realism), parallel/simultaneous time periods, the flaws in human character (egoism, arrogance, vengeance, envy, pride, greed, hatred, grief, etc). April: El Boom de la narrativa hispanoamericana La muerte y la brújula. Jorge Luís Borges El sur. Borges No oyes ladrar los perros? Juan Rulfo La continuidad de los parques. Julio Cortázar La noche boca arriba. Cortázar Chac Mool. Carlos Fuentes La siesta de martes. Gabriel García Márquez La viuda de Montiel. García Márquez Un señor muy viejo con alas enormes. García Márquez El ahogado más hermoso del mundo. García Márquez Un día de estos. García Márquez La prodigiosa tarde de Baltasar. García Márquez 4

5 May: La voz femenina en la literatura contemporánea Literatura chicana en EE.UU. Autorretrato. Rosario Castellanos Dos palabras. Isabel Allende Mi caballo mago. Sabine Ulibarrí *Repaso general para el examen de AP literatura (autores, títulos, temas, recursos poéticos, terminología de la narración, etc. Teaching Strategies Each literary and historical period is introduced chronologically through a variety of resources mentioned earlier: power points, film clips, documentaries, visuals (paintings/photos), period music, Internet articles, etc. The areas of study include: art, architecture, music, and political, cultural, social, and religious movements of that era. Comparisons are often made with other countries that were impacted by these same movements. I use an Anticipatory Set to introduce each reading selection in order to prepare the students for the human experience in which they will participate. This could be through the use of the questions from the two primary texts or through quotes from the actual authentic sources or through visuals. As an example, to introduce Las medias rojas, I show students postcards from Galicia. They fill in a worksheet on what they see in terms of the culture, customs, traditions, time period, etc. This helps them visualize the setting of the story. I also make certain the vocabulary is reviewed prior to and during the reading of the text to aid their comprehension. Worksheets are used to reinforce these vocabulary words, especially with the terms of the medieval period. At various stages, I will stop to discuss the selection with emphasis on the development of the plot and the main characters. Student participation is essential and I encourage all of them to express their ideas in Spanish as best as they can. With my guidance, after a thorough discussion of the text, they will come to consensus on the primary and secondary themes. After each selected reading they fill in a graphic organizer (next page). Questions from the primary texts are also used as closure to assure that students are synthesizing the more complex and sometimes hidden meanings in the text. Practice essays are then assigned (as described below). In my class I use many paired and small group activities to assist them particularly with poetry analysis. One of their major projects is to illustrate and analyze one specific poem, orally present it in class with background music (from the period if possible), while highlighting all of the poetic devices. Another assignment I give in the second quarter is a formal oral student presentation on the subject of the authors whereby they present not only their lives in detail but also what literary movements or persons influenced their writing. Afterwards, students write an essay in which they choose two authors who they were most impressed with, explain why, and reflect upon their impact on the Spanish-speaking world. In the final quarter I implement Literature Circles to discuss and analyze Marquez s works. At the end of the year students will choose to act in and film any of the plays or prose selections that have been read throughout the year. This final activity ensures their enthusiastic acceptance and enjoyment of all the literary works they have read. As part of their final, students will compile a portfolio, allowing them to reflect upon all their accomplishments in this class. 5

6 Student Activities The course teaches students the techniques of literary analysis and a basic vocabulary of critical terms. I. Graphic Organizers: After each reading, students fill out a graphic organizer or Ficha depending on the genre: Prosa (Narración) Poesía Obras de teatro Título, autor, época, contexto cultural, temas, personajes, resumen del argumento, desarrollo, ambiente, lenguaje, culminación y desenlace, punto de vista, tono. Título, poeta, época, contexto cultural, temas, versificación, ritmo, rima, arte menor o mayor, estrofas, breve resumen en prosa, imágenes sobresalientes, imágenes sensoriales, recursos poéticos (paradoja, epíteto, prosopopeya, polisíndeton, encabalgamiento, etc.) Título, autor, época, contexto cultural, temas, personajes, resumen del argumento, desarrollo, ambiente, lenguaje, culminación y desenlace, tono, acotaciones. The students use these fichas as a study guide for review prior to the exam. Throughout the year these organizers help the students to write analytical essays. At the end of each semester, teacher and students compile a list of authors that have expressed the same themes and fill in another organizer such as the one below: TEMAS: AUTORES AUTORES AUTORES AUTORES La inmortalidad El egoismo La venganza Las relaciones familares La indivualidad Other graphic organizers that help students comprehend are: El fluir de conciencia La terminlogía de la narración La rueda del saber Diagramas Venn los mapas semánticos La mente abierta (la doblamente) las caras de los persosnajes La secuencia de eventos El cartelón de historia 6

7 II. Student Essays Students are assigned essays designed in the format used on the AP literature Exam. Some of these are done at home and some are timed essays in class. In their essays, they analyze prose or poetry, emphasizing the imagery and literary terms, and demonstrate how the author reflects the time period and themes in his/her writings. Students write a first draft and then peer critique and peer edit each other s work using the AP scoring guidelines from AP Central. They then write a second draft, which is also subject to a second round of peer critiquing from which they write their final draft. Throughout the course students practice writing the three types of questions on the exam: poetic analysis, thematic analysis, and text analysis. III. Other Student Activities 1. Individual and Group Oral Presentations (as listed below in numbers 2-4): 2. Internet investigations on selected authors wherein students investigate the historical background of the author s country and life, activities and aspirations, and literary figures/movements that influenced their writings. This is presented either with a Power Point presentation or with posters. 3. Perform selected scenes from different theatrical works (ie. El Delantal Blanco). 4. Poster creations: i.e. poetry or storyboards that include a title, illustration, quote, and thematic analysis. 5. Pre and Post discussion in Spanish dealing with the themes presented in the selected readings. These pre-reading questions can come from either the primary or secondary texts. As an example, Antes de leer, and the post-reading questions Pasos para una lectura, from Momentos Cumbres are used to facilitate student comprehension and analysis. 6. Prior to the exam as an extensive review, students fill out a graphic organizer that deals specifically with the major themes associated with the authors such as: la opresión de la mujer, la violencia, el realismo mágico, el determinismo social, el individualismo, el desarrollo psicológico, relaciones familiares, etc. Extra Curricular Activities: Students are given the opportunity to attend performances at the Bilingual Foundation of the Arts once each semester. They see an actual performance of a classical play done in Spanish in its entirety. They have the chance to speak to the cast afterwards about their character s motivations. They are also encouraged to become active members of the Spanish Club, an organization on campus devoted to the enjoyment and appreciation of the Spanish language and culture, and participate in its many excursions to restaurants, museums, missions, and local cultural holiday events. 7

8 Student Evaluation I. Each semester the students are required to write a number of essays inside and outside of class. The writing prompts for these essays are modeled on the format of the AP Spanish Literature Exam. The essays done in class are timed writings and are critiqued by the teacher. The essays done outside of class go through at least two rounds of peer review before submitting the final copy. In their essay writing, students must demonstrate proper usage of literary terms and and/or poetic devices. II. Other means of assessing students during the year are: Short quizzes Post-reading comprehension questions Oral presentations on poetry, authors lives and cultural context Vocabulary quizzes on literary terms and poetic devices Ongoing assessment of portfolios, organizers, and fichas Semester finals using questions from previous AP Exams III. At the end of each semester students take a final exam based on the previously released AP Spanish Literature exam. This final consists of questions in multiple-choice format and includes one of the three essay prompts on the exam: thematic analysis, poetic analysis, or text analysis. IV. At the end of each semester, authentic assessment includes a reflective portfolio. This enables the students to synthesize and analyze their own work and academic growth throughout the entire year. 8