Santee Education Complex AP Spanish Literature and Culture

Transcripción

1 Santee Education Complex AP Spanish Literature and Culture Instructor: Mrs. Portillo Fall/Spring Text: A Spanish Reader. Ampliando Perspectivas(2012). Abriendo Puertas: Houghton Mifflin Hartcourt Mission Statement: Working in concert with our school vision, it is our mission to incorporate a standards-based educational system by the instructional staff so that all Santee Education Complex students will graduate prepared to enter post-secondary education without remediation and/or the workplace with marketable skills. Course Description: The emphasis of this course is to provide the lexical, grammatical, and reading content of Advanced Placement Literature and Culture, as defined by the yearly announcements of the program by the College Entrance Examination board. Develop further aural comprehension, fluency in speaking, and the ability to read at sight with comprehension prose and verse passages of moderate difficulty and mature content; and to provide opportunities for reading and the analysis of selected major works representative of the principal genres and major trends and periods in literature. Provide for discussion of literary values and to offer an opportunity to express reactions and opinions in speech and writing entirely in Spanish while covering Spanish and Latin American authors, and their works, from the medieval period to the present day. This course will provide different classroom strategies to improve student's progress and achievement in Spanish. - Interactive Notebook, Cornell Notes -SDAIE strategies -Thinking Maps, Graphic Organizers, and use of Bloom s Taxonomy.

2 Curricular Requirements: The course is structured to allow students to complete the entire AP Spanish Literature and Culture reading list. The teacher uses Spanish almost exclusively in class and encourages students to do likewise. The course teaches students techniques for literary analysis to address each of the six course themes. The course teaches students to incorporate graphic organizers, and concept maps to enable the process of information and organization of ideas. The course teaches students to study narrative and dramatic structure, understand literary terms, rhetorical devices, and meter styles, as well as acquire basic terminology used in the analysis of a variety of texts. Representative Objectives: Incorporate media, listen to and discuss audiovisual recordings of native speakers. Communicate with speakers of the foreign language in a wide variety of situations. Develop essential questions to guide classroom investigation, learning activities, and express points of views through writing composition papers. Read aloud selections from representative types of literature with appropriate expression and acceptable pronunciation and intonation. Ability to analyze, compare and contrast readings by theme, historical context and cultural/artistic representations for in depth understanding. Read and comment in the foreign language on short selections from foreign language newspapers and periodicals. Discuss the content of reading selections in the foreign language and integrate the three modes of communication (interpersonal, interpretive, and presentational). Take Cornell Notes on lectures and reports in the foreign language. Address the six required themes: La sociedades en contacto, La construcción del género, El tiempo y el espacio, Las relaciones interpersonales, La dualidad del ser, and La creación literaria along with organizing concepts to make connections among works and write brief analyses of selected literary works. Expand vocabulary through readings that include specialized topics. Present oral reports in the foreign language. Review grammatical structures in the foreign language.

3 Learning Objectives: Interpersonal Communication Interpretive Communication Presentational Communication Cultures, Connections, Comparisons, and Communities Language Usage in Support of Literary Analysis Standards for Foreign Language Learning: Standard 1.1- Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2- Students understand and interpret written and spoken language on a variety of topics. Standard 1.3- Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Standard 2.1- Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2- Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Standard 3.1- Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2- Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Standard 4.1- Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2- Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Standard 5.1- Students use the language both within and beyond the school setting. Standard 5.2- students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Course Planning Note* Plan has been designed to teach by themes. This will include an ample historical, artistic and cultural view of the literary movements as well the characteristics associated with each subcategory. Each literary text can be associated with different themes, and will give students the opportunity to engage in discussions and analyze the themes further and find connections between them.

4 Reading List and Themes Theme: Las sociedades en contacto *La asimilación y la Marginación *Las divisiones socioeconómicas *La diversidad *El imperialismo *El nacionalismo y el regionalismo Anónimo/ Miguel León-Portilla Hernán Cortés <<Romance de la <<Los presagios, según los <<Segunda carta pérdida de Alhama>> informantes de Sahagún>> y de relación>> <<Se ha perdido el pueblo mexica>> Rubén Darío Emilia Pardo Bazán José Martí <<A Roosevelt>> <<Las medias rojas>> <<Nuestra América>> Tomás Rivera Nicolás Guillén Federico García Lorca <<y no se los tragó la tierra>> <<Balada de los dos abuelos>> <<Prendimiento de Antoñito <<La noche buena>> el Camborio en el camino a Sevilla>> <<Muerte de Antoñito el Camborio>> Osvaldo Dragún Anónimo <<Historia del hombre <<Lazarillo de Tormes>> que se convirtió en perro>> (Prólogo, Tratados 1,2,3 y 7) Theme: El tiempo y el espacio Subcategories *El carpe diem y el memento mori *La naturaleza y el ambiente *El tiempo lineal y el tiempo Circular Garcilaso de la Vega/Soneto XXIII <<En tanto que de rosa y azucena) *El individuo en su entorno *La relación entre el tiempo y el espacio *La trayectoria y la transformación Luis de Góngora/Soneto CLXVI <<Mientras por competir con tu cabello>> José María Heredia <<En una tempestad>> Francisco de Quevedo/Salmo XVII <<Miré los muros de la patria mía>> Adolfo Bécquer/ Rima LIII <<Volverán las oscura golondrinas>>

5 Julio Cortázar <<La noche boca arriba>> Rosa Montero <<Como la Vida misma>> conocido como (<<El arrebato>>) Nancy Morejón <<Mujer negra>> Theme: La construcción del género *El machismo *Las relaciones sociales *La sexualidad *El sistema patriarcal *La tradición y la ruptura Tirso de Molina <<El burlador de Sevilla y convidado de piedra>> Sor Juana Inés de la Cruz <<Hombres necios que acusáis>> Alfonsina Storni <<Peso Ancestral>> Don Juan Manuel/ El conde Lucanor Exemplo XXXV (<<De lo que aconteció a un mozo que se casó con una mujer fuerte y muy brava>>) Isabel Allende <<Dos palabras>> Theme: Las Relaciones Interpersonales *La Amistad y la hostilidad *La comunicación o la falta de comunicación *Las relaciones de poder Horacio Quiroga <<El hijo>> Juan Rulfo <<No oyes ladrar los perros>> *El amor y el desprecio *El individuo y la comunidad *Las relaciones familiares Federico García Lorca <<La casa de Bernarda Alba>> Gabriel García Márquez <<La siesta del martes>> Theme: La dualidad del ser *La construcción de la realidad *El espiritualidad y la religión

6 *La imagen pública y la imagen Privada *La introspección.miguel de Unamuno <<San Manuel Bueno, mártir>> Pablo Neruda <<Walking around>> Theme: La creación literaria *La intertextualidad *El proceso creativo Jorge Luis Borges <<Borges y yo>> <<El Sur>> *El ser y la creación literaria Antonio Machado <<He andado muchos caminos>> Julia de Burgos <<A Julia de Burgos>> *La literatura autoconsciente *El texto y sus contextos Miguel de Cervantes Don Quijote Primera parte: capítulos 1-5, 8 y 9 Segunda parte: capítulo 74 Carlos Fuentes <<Chac Mool>> Gabriel García Márquez <<El ahogado más hermoso del Mundo>> Sabine Ulibarrí << Mi caballo Mago>>

7 Grading policy Student Responsibilities = A Participation 10% = B Classwork/Homework 35% = C Tests/Projects 30% = D Essays/Short writing assignments 25% 59-0= Fail Work habits / cooperation 0-3 missed assignments; student participates and brings materials to class. = E 4-5 missed assignments; student participates on occasions and sometimes forgets the class textbook or materials. = S 6 or more missed assignments; student doesn't participate and regularly forgets the class textbook and materials. = U Get to class on time. Bring school supplies to class Follow school policies, and class social contract. Respect others and yourself Take good care of books and other school property. Turn in homework at the beginning of the period Negative consequences: First time a warning is given (student s name is written) Second time, a writing assignment is given to the student and documented. Third time, detention and tutoring/ is given plus parent call. Fourth time, referral to counseling office. Fifth time, referral to appropiate administrator/parent conference.

8 *All comprehension questions and vocabulary tests are related to the readings from textbooks. *Students will write a minimum of 200 word essays on a variety of topics, which include readings from the textbooks and class lectures using the MLA or APA style. *Students will write three research papers focus on cross-cultural concerns related to authors and their literature periods. *All lectures will provide a pre-historical and cultural background of the literary and artistic movements as well the characteristics associated with each theme. Resources Teoría y técnica de la literature. Francisco Montes de Oca. Editorial Porrúa, México 1997 Civilización y Cultura de Espana. Vicente Cantarino. Prentice Hall, USA 1995 AP Edition: Reflexiones Introducción a la literatura hispánica. Rodney Rodríguez, Pearson, USA 2013 Momentos cumbres de las literaturas hispánicas: Introducción al análisis literario. Introduction to Literary Analyis. Rodney Rodriguez. Prentice Hall El cuento hispanoamericano: Antología crítico-histórica. Seymour Menton. Fondo de cultura económica. Antología de la poesía hispanoamericana Alianza Editorial, Madrid Spanish Proverbs. Eduardo Aparicio. Lengua y literature Espanola. Editorial Porrúa, Mexico Historia de la literature Espanola. Angel del Rio. Holt Rinehart and Winston, Inc.

9 Web links <Amediavoz.com> <Artehistoria.com> (YouTube) <Animoto.com>