Course: ADVANCED PLACEMENT SPANISH LITERATURE and CULTURE

Transcripción

1 West Broward High School 500 NW 209 th Ave. Pembroke Pines Fl (754) Course: ADVANCED PLACEMENT SPANISH LITERATURE and CULTURE Instructor: Sra. Eileen Torraca Course Description The following course descriptions mirror the College Board Approved Syllabus. The AP Spanish Literature and Culture course is a survey course, which covers the six AP Spanish Literature themes and the entire reading list outlined within the AP Spanish Literature Curriculum Framework. The course is conducted entirely in Spanish and covers Spanish and Latin American authors, and their works, from the medieval period to the present day. [CR2] The works are presented in chronological order with the aim of integrating the historical themes and literary movements of the different time periods, and highlighting the schools of literature to which each piece belongs as well as the author s style and the characteristics of each selection. The two main texts Reflexiones, and Abriendo Puertas Volumes I and II, provide students with the sociocultural context necessary to fully comprehend each piece. Abridged versions of the texts are not used; the instructor provides the students with the full text in its original version. The two-semester course and its activities are intended to teach and enhance a student s ability to acquire, identify, understand, discuss, interpret and analyze the form and content of literary works of prose, poetry and drama along with the literary terms and conceptual aspects of art and history of the time. The lessons are designed to help students interpret the figures of speech, tone, genre, style, characters, themes and literary symbols in an effort to develop their analytical and interpretative skills. A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m P age

2 Course Objectives The objectives of this course are to: Foster students appreciation for the richness of the Spanish language and Hispanic literature and culture. Provide opportunities for students to use the three modes of communication in the process of learning how to analyze a literary text. Provide opportunities for student reflection on the relationship of a reading selection to its artistic, historical, social, and cultural contexts. As a result, the students will be prepared to take the AP Spanish Literature and Culture Exam at the end of the year. The following procedures have been set in order to attain these objectives. 1. After establishing the essential questions and readings, the students are presented with activities, quizzes, and tests that link the literary works and the six AP themes and a variety of the sub-themes. 2. In addition to timed essays written in class, students are assigned essay prompts similar to those of the AP Spanish Literature Exam. These essays and the take-home essays consist of: Poetry Analysis, Thematic Analysis (analysis, compare and contrast) and Text Analysis (short answers to open ended questions, analysis of critical commentary). Student responses are weighted for organization, content, historical connections, analysis and language usage, following the AP scoring guidelines. 3. Students need to master not only the literary terms and rhetorical devices, but also make explicit connections between the devices and the overall themes represented. Emphasis will be placed on the integration of the author s use of devices and the overarching message he/she intends to convey through the rich vocabulary in the texts and its context. 4. Students will be presented with the six overarching themes and sub-themes presented in the AP Spanish Literature Framework and will make several levels of connections in order to develop a deeper understanding. 5. Readings will continuously be compared and contrasted by theme, historical context and artistic representations to help students develop an 2 analytical understanding A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m. 2 2 P age

3 Curricular Requirement CR1 The course is structured to allow students to complete the entire required reading list published in the AP Spanish Literature and Culture Curriculum Framework. CR2 The teacher uses Spanish almost exclusively in class and encourages students to do likewise. CR3a The course explicitly addresses the theme: Las sociedades en Contacto / Societies in Contact. CR3b The course explicitly addresses the theme: La construcción del género / The Construction of Gender CR3c The course explicitly addresses the theme: El tiempo y el espacio / Time and space CR3d The course explicitly addresses the theme: Las relaciones interpersonales / Interpersonal Relationships CR3e The course explicitly addresses the theme: La dualidad del ser / The Dual Nature of the Individual CR3f The course explicitly addresses the theme: La creación literaria / Literary Creation CR4 The course provides opportunities for students to discuss literary texts in a variety of interactive formats. CR5 The course provides opportunities for students to analyze the relevance of Literary texts to historical, socio-cultural, and geopolitical contexts. CR6 The course provides opportunities for students to learn and apply literary terminology to the analysis of a variety of texts representing different genres and time periods. CR7a The course provides opportunities for students to relate artistic Representations to the course content. CR7b The course provides opportunities for students to relate audiovisual materials in Spanish to the course content. CR8a The course provides opportunities for students to write short responses in Spanish. CR8b The course provides opportunities for students to write analytical essays in Spanish. CR9 The course provides opportunities for students to analyze cultural products, practices, or perspectives referenced in literary texts. CR10 The course provides opportunities for students to compare literary texts produced in different historical contexts. CR11 The course includes activities within and beyond the classroom setting for students to reinforce their understanding of literary texts. A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m. 3 3 P age

4 Requiere Reading List [CR1] 1. Allende, Isabel, Dos palabras ( Reflexiones Página # 238) 2. Anónimo, Romance de la pérdida de Alhama ( Reflexiones Página # 39) 3. Anónimo, Lazarillo de Tormes (Prólogo; Tratados 1, 2, 3, 7) ( Reflexiones Página # 53-90) 4. Bécquer, Gustavo Adolfo, Rima LIII ( Volverán las oscuras golondrinas ) ( Reflexiones Página # 266) 5. Borges, Jorge Luis, Borges y yo ( Reflexiones Página # 525) 6. Borges, Jorge Luis, El Sur ( Reflexiones Página # 271) 7. Burgos, Julia, A Julia de Burgos ( Reflexiones Página # 460) 8. Cervantes, Miguel de, Don Quijote (Parte I, capítulos 1-5, 8 y 9; Parte II, capítulo 74) ( Reflexiones Página # 475) 9. Cortázar, Julio, la noche boca arriba ( Reflexiones Página # 288) 10. Cortés, Hernán, Segunda carta de relación (selecciones) ( Reflexiones Página # 45) 11. Cruz, Sor Juana Inés de la, Hombres necios que acusáis ( Reflexiones Página # 203) 12. Darío, Rubén, A Roosevelt ( Reflexiones Página # 107 ) 13. Don Juan Manuel, El Conde Lucanor. XIV De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy brava ( Reflexiones Página # 149) 14. Dragún, Osvaldo, El hombre que se convirtió en perro ( Reflexiones Página # 126) 15. Fuentes, Carlos, Chac Mool ( Reflexiones Página #527 /Tomo I ) 16. García Lorca, Federico, La casa de Bernarda Alba ( (Reflexiones Página # 337) 17. García Lorca, Federico, Prendimiento de Antoñito el Camborio en el camino de Sevilla ( Reflexiones Página # 111) 18. García Márquez, Gabriel, El ahogado más hermoso del mundo ( Reflexiones Página # 536) 19. García Márquez, Gabriel, La siesta del martes (Reflexiones Página # 405) 20. Garcilaso de la Vega, Soneto XXIII En tanto que de rosa y azucena ( Reflexiones Página # 94) 21. Góngora y Argote, Luis de, Soneto CLXVI Mientras por competir con tu cabello ( Reflexiones Página # 255) 22. Guillén, Nicolás, Balada de los dos abuelos ( Reflexiones Página # 119) 23. Heredia, José María, En una tempestad ( Reflexiones Página # 263) 24. León-Portilla, Miguel, Visión de los vencidos (dos secciones: Los presagios, según los informantes de Sahagún ( Reflexiones Página # 50) y Se ha perdido el pueblo mexicatl ) ( Reflexiones Página # 42) 25. Machado, Antonio, He andado muchos caminos ( Reflexiones Página # 455) 26. Martí, José, Nuestra América ( Reflexiones Página # 98) 27. Montero, Rosa, Como la vida misma ( Reflexiones Página # 299) 28. Morejón, Nancy, Mujer negra ( Reflexiones Página # 295) 29. Neruda, Pablo, Walking around ( Reflexiones Página # 463) 30. Pardo Bazán, Emilia, Las medias rojas ( Reflexiones Página # 94) 31. Quevedo, Francisco de, Salmo XVII Miré los muros de la patria mía ( Reflexiones Página # 260) 32. Quiroga, Horacio, El hijo ( Reflexiones Página # 332) 33. Rivera, Tomás, y no se lo tragó la tierra (dos capítulos: y no se lo tragó la tierra y La noche buena ) ( Reflexiones Página # 133) 34. Rulfo, Juan, No oyes ladrar los perros ( Reflexiones Página # 382) 35. Storni, Alfonsina, Peso ancestral ( Reflexiones Página # 213) 36. Tirso de Molina, El burlador de Sevilla y convidado de piedra ( Reflexiones Página # 158) 37. Ulibarrí, Sabine, Mi caballo mago ( Reflexiones Página # 544) 38. Unamuno, Miguel de, San Manuel Bueno, mártir ( Reflexiones Página # 430) 4 P age

5 A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m Course Planner: Chronological Organization **Fechas tentativas, reservo el derecho de cambiar las fechas como sea necesario. Trasfondo histórico Agosto 18 - Agosto La edad media ` Agosto 25 Septiembre 5 Época / moderna: El renacimiento / La reconquista España Obra: Romance del rey moro que perdió Alhama, anónimo Conexión temática: La sociedad en contacto / La construcción del género Época / moderna: Generación del España Obra: Prendimiento de Antoñito el Camborio en el camino de Sevilla, de Federico García Lorca Conexión temática: La construcción del género / Las relaciones interpersonales Época / moderna: Tiempo medieval 1335 España Obra: Ejemplo XXXV De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy brava de El infante don Juan Manuel Conexión temática: Construcción del género / Las relaciones interpersonales 2. El siglo de Oro Septiembre 8 octubre 31 Época / moderna: El renacimiento España Obra: Soneto XXIII En tanto que de rosa y azucena, de Garcilaso de la Vega Conexión temática: El tiempo y el espacio / La creación literaria Época / moderna: Barroco 1616 México Obra: Hombres necios que acusáis, de Sor Juana Inés de la Cruz Conexión temática: Las relaciones interpersonales / La construcción del género Época / moderna: El Siglo de oro 1582 España Obra: Soneto CLXVI Mientras por competir con tu cabello, de Luis de Góngora y Argote Conexión Temática: El tiempo y el espacio / La creación literaria Época / moderna: Barroco 1613 España Obra: Salmo XVII Miré los muros de la patria mía, de Francisco de Quevedo Conexión temática: El tiempo y el espacio / La sociedad en contacto Época / moderna: La conquista 1515 España y las Américas Obra: Segunda carta de relación (selecciones), Diario de Hernán Cortés Conexión temática: La construcción del género / Las sociedades en contacto 5 P age

6 Época / moderna: La conquista (escrito en 1959) 1517 México Obra: Visión de los vencidos Los presagios, según los informantes de Sahagún y Se ha perdido el pueblo mexicatl, de Miguel León-Portilla Conexión temática: La dualidad del ser / La creación literaria / Las sociedades en contacto / Las relaciones interpersonales Época / moderna: El siglo de oro 1554 España AP Spanish Literature and Culture: Sample Syllabus 2 CR3c: The course explicitly addresses the theme: El tiempo y el espacio. Obra: Lazarillo de Tormes: Prólogo; Tratados 1, 2, 3 y 7, anónimo Conexión temática: La sociedad en contacto / La creación literaria / Las relaciones interpersonales Época / moderna: Comedia en el contexto del siglo de oro España Obra: El burlador de Sevilla y convidado de piedra, de (Gabriel Téllez) Tirso de Molina Conexión temática: La construcción del género / La dualidad del ser Época / moderna: El Siglo de oro 1605 España Obra: El ingenioso hidalgo don Quijote de la Mancha, Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74, de Miguel de Cervantes Conexión temática: El tiempo y el espacio / La creación literaria 3. El siglo XIX El romanticismo Noviembre 3 Noviembre 25 Época / moderna: El Romanticismo 1830 Cuba Obra: En una tempestad, de José María Heredia Conexión temática: La sociedad en contacto / El tiempo y el espacio Época / moderna: El Romanticismo 1860 España Obra: Rima LIII Volverán las oscuras golondrinas, de Gustavo Adolfo Bécquer Conexión temática: El tiempo y el espacio / Las relaciones interpersonales 4. El siglo XIX: El realismo y naturalismo Diciembre 1ro Enero 15 Época / moderna: Realismo / Naturalismo 1923 España Obra: Las medias rojas, de Emilia Pardo Bazán Conexión temática: La construcción del género / Las relaciones interpersonales / La sociedad en contacto Época / moderna: Realismo / Naturalismo Uruguay Obra: El hijo, de Horacio Quiroga Conexión temática: El tiempo y el espacio / Las relaciones interpersonales A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m 6 P age

7 5. El siglo XIX: El modernism y la Generacion del 98 Enero 16 Febrero 6 Época / moderna: Generación del España Obra: San Manuel Bueno, mártir, de Miguel de Unamuno Conexión temática: La creación literaria / La dualidad del ser Época / moderna: Generación del España Obra: He andado muchos caminos, de Antonio Machado Conexión temática: El tiempo y el espacio / La dualidad del ser Época / moderna: El modernismo 1905 Nicaragua Obra: A Roosevelt, de Rubén Darío Conexión temática: Las sociedades en contacto / La construcción del género 6.El siglo XX: El postmodernismo y vanguardismo Febrero 9 Febrero 27 Época / moderna: Generación del España Obra: La casa de Bernarda Alba, de Federico García Lorca Conexión temática: La construcción del género / Las relaciones interpersonales Época / moderna: Vanguardismo 1934 Cuba Obra: Balada de los dos abuelos, de Nicolás Guillén Conexión temática: La sociedad en contacto / La creación literaria Época / moderna: El modernismo 1925 Argentina Obra: Peso ancestral, de Alfonsina Storni Conexión temática: La construcción del género / Las relaciones interpersonales Época / moderna: El Modernismo 1940 Puerto Rico Obra: A Julia de Burgos, de Julia de Burgos Conexión temática: La dualidad del ser / El tiempo y el espacio Época / moderna: Vanguardismo Chile Obra: Walking around, de Pablo Neruda Conexión temática: El tiempo y el espacio / La dualidad del ser Época / moderna: El Modernismo 1891 Cuba Obra: Nuestra América, de José Martí Conexión temática: Las sociedades en contacto / La construcción del género / La creación literaria A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m 7 P age

8 7.El Boom : La literatura fantástica y el realismo mágico Marzo 2 Abril 10 Época / moderna: El Boom Argentina Obra: El sur, de Jorge Luis Borges Conexión temática: : La dualidad del ser / El tiempo y el espacio / La creación literaria Época / moderna: El Boom 1964 Argentina Obra: La noche boca arriba, cuento de Julio Cortázar Conexión temática: El tiempo y el espacio / La dualidad del ser Época / moderna: El Boom Argentina Obra: Borges y yo, de Jorge Luis Borges Conexión temática: La dualidad del ser / La creación literaria Época / moderna: El Boom Los Cristeros 1953 México Obra: No oyes ladrar los perros, de Juan Rulfo Conexión temática: Las relaciones interpersonales / El tiempo y el espacio Época / moderna: El Boom Colombia Obra: La siesta del martes, de Gabriel García Márquez Conexión temática: Las relaciones interpersonales / La sociedad en contacto Época / moderna: El Boom, El realismo mágico 1962 Colombia Obra: El ahogado más hermoso del mundo, de Gabriel García Márquez Conexión temática: La dualidad del ser / Las relaciones interpersonales Época / moderna: El Boom El cuento fantástico México Obra: Chac Mool, de Carlos Fuentes Conexión temática: El tiempo y el espacio / La creación literaria Época / moderna: 1956 Argentina Obra: El hombre que se convirtió en perro, de Osvaldo Dragún Conexión Temática: La sociedad en contacto / La dualidad del ser / La creación Literaria 8 P age A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m

9 8.El siglo XX: La letraria femenina y los hispanoamericanos Abril 13 Mayo 8 Época / moderna: 1990 Chile Obra: Dos palabras, de Isabel Allende Conexión temática: La construcción del género / La sociedad en contacto /Las relaciones interpersonales Época / moderna: España Obra: Como la vida misma, de Rosa Montero [CR1] Conexión temática: La sociedad en contacto / El tiempo y el espacio Época / moderna: 1944 Cuba Obra: Mujer negra, poema de Nancy Morejón Conexión temática: La sociedad en contacto / La creación literaria Época / moderna: Nuevo México Obra: Mi caballo mago, cuento de Sabine Ulibarrí Conexión temática: El tiempo y el espacio / La creación literaria Época / moderna: Texas Obra:...y no se lo tragó la tierra, de Tomás Rivera Conexión temática: La sociedad en contacto / Las relaciones interpersonales 9 P age

10 AP Spanish Literature and Culture Exam Format Multiple-Choice Section Section I assesses students' understanding of the works, authors, genres, and periods included in the required reading list, as well as language proficiency in the interpretive mode of communication. Some questions require students to show understanding of cultural or interdisciplinary information contained in the text. Section I, Part A (Interpretive Listening) contains 15 questions in three sets that are based on authentic audio texts related to course content. The audio texts include an excerpt from an interview with an author, a recited poem that is not on the required reading list, and a brief presentation on a literary topic related to course content. Students will have time to skim the questions for each set before listening to the audio. The interview and presentation will be played once; the recited poem will be played twice. Section I, Part B (Reading Analysis) contains 50 questions in six sets that are based on literary readings representing a variety of genres, periods, and places in the Spanish-speaking world. The literary readings include works from the required reading list, works that are not on the list, and one passage of literary criticism regarding a work or author from the list. One set in Section I, Part B contains two passages that are related by theme one of those passages is taken from the required reading list. Free-Response Section Section II, the free-response section, assesses students' ability to analyze structural and rhetorical features of literary texts as well as the significance of the contexts in which the texts were written. Students are also assessed in the presentational mode of communication by writing comprehensible text analyses that demonstrate their understanding of course content. In this section of the exam, students are given two shortanswer questions and two essay questions to complete in 100 minutes. They may answer the questions in any order; recommended times are printed in the exam booklet (15 minutes for each of the short answers, 35 minutes for each of the essays). 10 P age

11 AP Spanish Literature and Culture Exam Format Section Number of Questions Percent of Final Score Section I: Multiple Choice 50% Part A Interpretive Listening 15 questions 10% Part B Reading Analysis 50 questions 40% Short Answers: Text Explanation Short Answers: Text and Art Comparison Section II: Free Response 1 prompt 7.5% 1 prompt 7.5% Essay: Analysis of Single Text 1 prompt 17.5% Essay: Text Comparison 1 prompt 17.5% Time Approx. 80 minutes Approx. 20 minutes Approx. 60 minutes Approx. 100 minutes Suggested time: 15 minutes Suggested time: 15 minutes Suggested time: 35 minutes Suggested time: 35 minutes 11 P age

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13 Classroom Procedures Class Participation: Based on exclusive use of Spanish and ease of use. [CR1] Speaking the language increases fluidity and accuracy. The goal is the communication, not the grammar. Use of English inhibits learning, weakens the process, and loses points. Students must be on time, with their Binder ready to learn, and speaking the language of the class at all times, Spanish. As the course progresses you will be responsible for one Formulario for every piece of literature on the required reading list. Work to be graded must be turn in neat condition! Work with wrinkles, smudges, not clean, and without Student s name, Period, Date, Unit title, Textbook Title, Page numbers, Activity clearly stated (as presented in the template) won t be accepted. Please comply with the following procedures to avoid being penalized. Attendance: Students must attend the class every day. If they are absent they are responsible to make-up the work (which can be found in the course website Calendar of Weekly Activities) assigned to their period class and turn it in for credit within 2 days (BCS) as long as the absence is excused. Unexcused absences (highlighted in red in Pinnacle) will not receive any credit at all. Students are responsible for recovering any class notes or additional material covered during class not noted on the website. Tardiness: Entering the classroom tardy constitutes a disruption of the learning environment. Please, upon entering the classroom the student will provide the teacher with a Hall Pass from the Office or Guidance indicating the reason for the Tardy. Students bringing a Pass from another teacher will not be accepted, unless the teacher calls me personally to explain the reason behind the tardy. If the student does not have a pass he/she will have the parents called and the student will sign the Detention slip before exiting the classroom at the end of the period. All detentions are served in the morning at 7:15 am. Warm-up activities may be collected for a grade at the beginning of the class, students arriving late will forfeit the opportunity to obtain any credit points awarded for that particular activity. The only passes that will be honored are those signed by a guidance counselor or a member of the administration team (not by a colleague). Classroom Behavior: Be respectful of your right to learn and that of others. Adult like behavior is expected at all times. Adhere to BCS discipline Matrix. On the first offense the student will receive a warning, on the second the Parents will be notified on the third offense a Detention/Administrative Referral will be issued (at the teacher s discretion). Violation of the Honor Code will result in receiving a 0% for the activity in question (Test, Quiz, Homework, Class work and or project), and receive an automatic referral. Any student who facilitates the information to others will be considered equally guilty, and will adhere to the consequences set forth in the Discipline Matrix. Infractions committed in the classroom will be taken seriously in order to preserve a safe and trusting learning environment for all. 13 P age A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m

14 Homework: Research indicates that when homework is routinely assigned and assessed tends to lead into higher achievement. Homework may involve a written assignment, reading selection, research specific information or simply review in preparation for a Quiz, Test or Oral Presentation. Students have homework every night since the material learned in class today will be assessed in the next class. The value (percentage) of each assignment may vary. All written homework assignments will be collected at the beginning of the class. Students not turning in the assigned homework when collected, will be considered late even if the student completes the work during class ( I couldn t find it is not acceptable). Students will be given an opportunity to make up the assignment missed, as long as the student furnishes a note from their parents. The late assignment in question is due the very next time we meet for 1/3 of the total value designated to that particular activity. *The teacher reserves the right to schedule the makeup session. *Grading will be based on Broward County Schools grading Scale = A = C = D = B = C 59 or below = F = B = D+ Incomplete = I A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m P age

15 Categories: ~ Daily Class participation as a formative assessment (Including: Class Binder, Projects, Oral Presentations, writing assignments)...40% ~Tests (Summative) % ~Quizzes (Formative)....20% ~Homework (homework quizzes) % Materials: Note: Parents, Thank you in advanced for supporting this initiative. 2 Ring Binder (Must bring it to every class to avoid losing credit, the binder will be checked at teachers discretion ) Lined Paper Pencils /Mechanical Pencils with eraser Black & Blue Ink Pens 1Package of Printer Paper (white) 1 Box of Facial Paper Eraser Color Pencils Construction Paper 1 package of Multipurpose Paper (Printer Paper) Resources: Four textbooks used by the AP student assist in further development and refinement of literature: Rodríguez, Rodney T. Reflexiones A.P. Edition Introducción a la literatura hispánica. Upper Saddle River, NL: Pearson Education, 2013 Abriendo puertas: Antología de literatura en español (Tomos I y II), McDougal Littell, 2012 Colbert, Colbert, Kanter, Maura & Sugano. AZULEJO: Study Guide for the New AP Spanish, 2012 A.P. Exam on Tuesday, May 12, 2015 at 12:00 p.m. 15 P age

16 NOTAS 16 P age

17 NOTAS 17 P age