AP Spanish Literature 2013-2014 Mrs. Mora-Begres Phone: 312.445.4680 Fax: 312.332.0058 ebegres@noblenetwork.org Office Hours by appointment only - Room U04 AP Spanish Literature Long Term Plan 2013-2014 Course Description AP Spanish Literature and Culture is designed to introduce students to the formal study of Peninsular Spanish, Latin American, and U.S. Hispanic literature. The course aims to develop students critical reading and analytical writing skills in Spanish as well as their ability to make interdisciplinary connections and explore linguistic and cultural comparisons. This class will be conducted entirely in Spanish appropriate to this level and covers the entire official AP Spanish Literature and Culture reading list. [CR2] Literary texts are grouped by themes and presented in chronological order within each theme. Students are expected to discuss literary texts and their different historical, socio-cultural and geopolitical contexts in a variety of interactive oral and written formats in Spanish. Additionally, students will analyze themes and features of artistic representations, audiovisual materials and audio sources in Spanish related to course content. Course Content Students will learn the definition and application of a variety of literary terminology required to properly analyze all authentic literary works. Throughout the course, students will read and analyze works of prose, poetry and drama from different periods with a consideration of their cultural, social, historical and philosophical context. The course explicitly addresses each of the following themes: 1. Las relaciones interpersonales 2. La construccion del genero 3. Las sociedades en contacto 4. El tiempo y el espacio 5. La dualidad del ser 6. La creacion literaria
Required Reading List [CR1] 1. Allende, Isabel, Dos palabras 2. Anónimo, Romance de la perdida de Alhama 3. Anónimo, Lazarillo de Tormes (Prologo: Tratados 1, 2, 3, 7) 4. Bécquer, Gustavo Adolfo, Rima LIII ( Volverán las oscuras golondrinas ) 5. Borges, Jorge Luis, Borges y yo 6. Borges, Jorge Luis, El Sur 7. Burgos, Julia, A Julia de Burgos 8. Cervantes, Miguel de, Don Quijote (Parte I, capítulos 1-5, 8 y 9; Parte II, capitulo 74) 9. Cortázar, Julio, la noche boca arriba 10. Cortes, Hernán, Segunda carta de relación (selecciones) 11. Cruz, Sor Juana Inés de la, Hombres necios que acusáis 12. Darío, Rubén, A Roosevelt 13. Don Juan Manuel, El Conde Lucanor, Exemplo XXXV De lo que aconteció a un mozo que caso con una mujer muy fuerte y muy brava 14. Dragun, Osvaldo, El hombre que se convirtió en perro 15. Fuentes, Carlos, Chac Mool 16. Garcia Lorca, Federico, La casa de Bernarda Alba 17. Garcia Lorca, Federico, Prendimiento de Antoñito el Camborio en el camino de Sevilla 18. Garcia Márquez, Gabriel, El ahogado más hermoso del mundo 19. Garcia Márquez, Gabriel, La siesta del martes 20. Garcilaso de la Vega, Soneto XXIII En tanto que de rosa y azucena 21. Góngora y Argote, Luis de, Soneto CLXVI Mientras por competir con tu cabello 22. Guillen, Nicolás, Balada de los dos abuelos 23. Heredia, José Maria, En una tempestad 24. León-Portilla, Miguel, Visión de los vencidos (dos secciones: Los presagios, seguna los informantes de Sahagún y Se ha perdido el pueblo mexicatl ) 25. Machado, Antonio, He andado muchos caminos 26. Martí, José, Nuestra América 27. Montero, Rosa, Como la vida misma 28. Morejón, Nancy, Mujer negra 29. Neruda, Pablo, Walking around 30. Pardo Bazán, Emilia, Las medias rojas 31. Quevedo, Francisco de, Salmo XVII Mire los muros de la patria mía 32. Quiroga, Horacio, El hijo 33. Rivera, Tomas, y no se lo trago la tierra (dos capítulos: y no se lo trago la tierra y La noche buena ) 34. Rulfo, Juan, No oyes ladrar los perros 35. Storni, Alfonsina, Peso ancestral 36. Tirso de Molina, El burlador de Sevilla y convidado de piedra 37. Ulibarri, Sabine, Mi caballo mago 38. Unamuno, Miguel de, San Manuel Bueno, mártir Literary texts will be grouped by themes with a chronology within each theme. The interrelatedness of the themes will provide students with opportunities to study a given text more than once in the course. Novels will be provided by the school. All other materials can be found online. Note: All exams must be completed on the due date or prior. Missing exams will result in a zero. Exams can be scheduled by appointment and are 35 minutes.
Progression of Literary Terms Create a quizlet per list below and e-mail Mrs. Mora-Begres the link prior to your testing day. Label your quizlet list AP Spanish Literature Vocab and the level. Ex. AP Spanish Literature Vocab Basic Quizlet.com Basic Intermediate Advanced Vocabulary Test Due: 9/3/13 Vocabulary Test Due: 9/12/13 Vocabulary Test Due: 9/19/13 General: género: narrativa, poesía, drama, ensayo; ambiente, argumento, ficción, figura retórica, héroe, imagen, lector, personaje, protagonista, público, suspenso, tema General: ambigüedad, analogía, antagonista, antihéroe, arquetipo, atmósfera, carpe diem, desenlace, fábula, in medias res, ironía, memento mori, símbolo, tono, trama General: alegoría, apología, caricatura, cromatismo o simbolismo cromático, desdoblamiento, leitmotiv, meta- (e.g., metaficción), parodia, sátira Narrativa: autor, narrador; cuento, novela; prosa Poesía: poema, poeta, voz poética; verso, estrofa; ritmo, métrica: rima consonante, rima asonante Drama: acto, escena, escenario; comedia, tragedia; diálogo, monólogo; teatro Figuras retóricas: metáfora, símil; aliteración, hipérbole, onomatopeya, personificación Narrativa: crónica, flashback, fluir de conciencia, narrador omnisciente, narrador limitado o narrativa en primera persona, prefiguración, punto de vista o perspectiva Poesía: heptasílabo, octosílabo, endecasílabo, alejandrino; arte menor, arte mayor; encabalgamiento, estribillo, lírica, poema épico, redondilla, romance, sinalefa, soneto, verso agudo, verso esdrújulo, verso llano Drama: acción dramática: exposición, nudo o clímax, desenlace; acotaciones, aparte, comedia del Siglo de Oro, dramaturgo, teatro del absurdo Figuras retóricas: anáfora, antítesis, apóstrofe, circunlocución o perífrasis, elipsis, enumeración, eufemismo, gradación, hipérbaton Historia literaria: Barroco, Boom, colonial, Edad Media (medieval), Generación del 98, libro de caballerías, modernismo, naturalismo, novela picaresca, pícaro, realismo, realismo mágico, Renacimiento, romanticismo, Siglo de Oro Narrativa: narrativa epistolar, narrador fidedigno, narrador no fidedigno, narrador testigo, narratario, parábola Poesía: diéresis, hiato, sinéresis; verso blanco o suelto, verso libre; cesura, hemistiquio; polifonía, polimetría; silva Drama: anagnórisis, catarsis, falla trágica, ironía dramática, pathos, tres Unidades Figuras retóricas: asíndeton, cacofonía, epíteto, metonimia, paradoja, polisíndeton, sinécdoque, sinestesia, retruécano Historia literaria: conceptismo, culteranismo, costumbrismo, existencialismo, neoclasicismo, postmodernismo, surrealismo, vanguardia
AP Spanish Literature Exam Structure Section Number of Questions Percent Of final Score Section 1: Multiple Choice 50% Approx. 80 minutes Part A Interpretive Listening 15 questions 10% Approx. 20 Minutes Time Part B Reading Analysis 50 questions 40% Approx. 60 minutes Section II: Free Response (Self-paced) 50% 100 minutes Short Answers: Text Explanation 1 prompt 7.5% Suggested Time: 15 minutes Short Answers: Text and Art Comparison 1 prompt 7.5% Suggested Time: 15 minutes Essay: Analysis of Single Text 1 prompt 17.5% Suggested Time: 35 minutes Essay: Text Comparison 1 prompt 17.5% Suggested Time: 35 minutes Course Structure Unit 1 Theme: Las sociedades en contacto La asimilación y la marginación La diversidad Las divisiones socioeconómicas El imperialismo El nacionalismo y el regionalism Essential Questions: Exam Due October 24 De qué manera las perspectivas de una cultura afectan la representación de eventos históricos? Cómo los miembros de una minoría cultural se resisten (ose asimilan) a las costumbres y las perspectivas de la mayoría dominante? Cómo se representan en obras literarias de distintos períodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.)? Anónimo, Lazarillo de Tormes; Dragún, El hombre que se convirtió en perro (Las divisiones socioeconómicas) Cortés, Segunda carta de relación ; León-Portilla, Visión de los vencidos; Martí, Nuestra América ; Darío, A Roosevelt (El imperialismo) Unit 2 Theme: La construcción del género El machismo Las relaciones sociales El sistema patriarcal La sexualidad La tradición y la ruptura Essential Questions: Exam Due November 14 Cómo revela la literatura los cambios en la percepción de los géneros masculino y femenino?
De qué manera han servido los factores socioculturales como instrumentos de cambios (o no) en la representación de los géneros? Cómo ha cambiado la representación de lo femenino (voces femeninas, personajes femeninos) a lo largo de la historia de la literatura? Pardo Bazán, Las medias rojas ; Burgos, A Julia de Burgos ; Morejón, Mujer negra ; Allende, Dos palabras (La tradición y la ruptura) Sor Juana, Hombres necios que acusáis ; Storni, Peso ancestral (El sistema patriarcal) Unit 3 Theme: El tiempo y el espacio El carpe diem y el memento mori El individuo en su entorno La naturaleza y el ambiente La relación entre el tiempo y el espacio El tiempo lineal y el tiempo circular La trayectoria y la transformación Essential Questions: Exam Due December 12 Cómo presentan las literaturas de distintas culturas los conceptos del tiempo y el espacio? De qué manera los autores se valen del tiempo y el espacio para construir una variedad de estados de ánimos o sentimientos (p. ej. la desorientación, la nostalgia, el remordimiento)? Cómo se relacionan la representación del espacio y el manejo del tiempo en una obra literaria? Quevedo, Miré los muros de la patria mía ; Machado, He andado muchos caminos ; Neruda, Walking around (El individuo en su entorno) Garcilaso, Soneto XXIII ( En tanto que de rosa y azucena ); Góngora, Soneto CLXVI ( Mientras por competir con tu cabello ); Bécquer, Rima LIII ( Volverán las oscuras golondrinas ) (El carpe diem y el memento mori; La trayectoria y la transformación) Unit 4 Theme: Las relaciones interpersonales La amistad y la hostilidad El amor y el desprecio La comunicación o falta de comunicación El individuo y la comunidad Las relaciones de poder Las relaciones familiares Essential Questions: Exam Due January 16 De qué manera se transforma el/la protagonista de una obra a consecuencia de sus relaciones con otros personajes? De qué manera los individuos contribuyen o perjudican al bienestar de la familia o la comunidad? Cómo influye el contexto sociocultural en el desarrollo de las relaciones interpersonales? Quiroga, El hijo ; Rulfo, No oyes ladrar los perros (Las relaciones familiares) García Lorca, La casa de Bernarda Alba; Rivera, y no se lo tragó la tierra (Las relaciones de poder; La comunicación o la falta de comunicación)
Unit 5 Theme: La dualidad del ser La construcción de la realidad La espiritualidad y la religión La imagen pública y la imagen privada La introspección El ser y la creación literaria Essential Questions: Exam Due March 6 Qué preguntas plantea la literatura acerca de la realidad y la fantasía? Cómo influye el contexto sociocultural o histórico en la expresión de la identidad? Cuál es el significado de la vida (para un personaje, para un autor) y cómo se relaciona esto con las creencias o ideas en cuanto a la muerte? Borges, Borges y yo ; Unamuno, San Manuel Bueno, mártir (La imagen pública y la imagen privada) Cervantes, Don Quijote; Cortázar, La noche boca arriba ; García Márquez, El ahogado más hermoso del mundo (La construcción de la realidad) Unit 6 Theme: La creación literaria La intertextualidad La literatura autoconsciente El proceso creativo El texto y sus contextos Essential Questions: Exam Due March 27 Qué factores motivan a los escritores a crear sus obras literarias? De qué manera la intertextualidad contribuye al significado de una obra literaria? Cómo influye en la experiencia de los lectores la presencia de la literatura misma como tema de una obra literaria? Don Juan Manuel, Conde Lucanor, Exemplo XXXV ( De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy brava ); Anónimo, Lazarillo de Tormes (La literatura autoconsciente) Borges, Borges y yo ; Cervantes, Don Quijote (El proceso creativo) Unit 7: AP Spanish Literature Exam Mock Exam Due: April 30 AP Spanish Literature Exam: May 16 Anónimo, Romance de la pérdida de Alhama Jorge Luis Borges, El Sur Carlos Fuentes, Chac Mool Federico García Lorca, Prendimiento de Antoñito el Camborio en el camino de Sevilla Gabriel García Márquez, La siesta del martes
Nicolás Guillén, Balada de los dos abuelos José María Heredia, En una tempestad Rosa Montero, Como la vida misma Tirso de Molina, El burlador de Sevilla y convidado de piedra Sabine Ulibarrí, Mi caballo mago Unit 8: La casa de los espíritus Exam Due: May 29 Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un período determinado? De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de las obras literarias de determinada época? Qué preguntas y dilemas presentes en obras literarias de diferentes autores y en diferentes épocas y culturas, son relevantes aún en la actualidad? Qué contribuye el estudio de la literatura escrita en español al estudio del idioma? Qué preguntas plantea la literatura acerca de la literatura misma y las demás artes? Isabel Allende, La casa de los espíritus
Achievement levels (Your Grade) Scoring guidelines for content 5 (A) The response clearly analyzes the literary devices and compares the theme in both works. Identifies correctly the author and the period. Effectively explains the development of the theme in the text. Supports response with relevant evidence from the text. Analyzes rhetorical, stylistic, or structural features in both works in relation to the development of the theme. Analyzes the development of the theme in both texts to support comparative analysis. Includes an explicit statement of purpose (thesis), a coherent structure, and a cohesive and logical progression of ideas in a welldeveloped response. Supports analysis by integrating specific, well-chosen textual examples throughout the response. 4 (B) The response analyzes the literary devices and compares the theme in both works; description and narration are present but do not outweigh analysis. Identifies correctly either the author or the period. Explains the development of the theme in the text. Supports response with evidence from the text, but evidence may not be clear or relevant. Makes distinctions between rhetorical, stylistic, or structural features in both texts in relation to the development of the theme. Explains and compares the presence of the theme in both texts. Includes an explicit statement of purpose (thesis), a coherent structure, and a logical progression of ideas. Supports analysis by citing and discussing appropriate textual examples. 3 (C) The response attempts to analyze the literary devices and compare the theme in both works; however, description and narration outweigh analysis. Fails to correctly identify the author and/or the period. Attempts to explain the development of the theme in the text. Consists entirely of summary or paraphrasing of the cited text. Describes some rhetorical, stylistic, or structural features in both texts and attempts to explain their relevance to the theme. Describes the presence of the theme in both texts. Includes a statement of purpose, evidence of organization (a stated topic, an introduction, a conclusion), and a logical progression of ideas. Elaborates on main points and supports observations by citing examples; however, the examples may not always be clear and relevant. Contains some errors of interpretation, but errors do not detract from the overall quality of the essay. If the response has a significant unbalanced focus on one of the texts, the analysis must be good to earn a score of 3. 2 (D) The response shows little ability to analyze the literary devices or compare both works; summary and paraphrasing predominate. Identifies some rhetorical, stylistic, or structural features in one or both texts, but may not explain their relevance to the theme. Describes the presence of the theme in one text, but the description of the theme in the other text is weak. May not clearly state a purpose or be organized around a central idea or argument; progression of ideas may not be logical. Presents main points and some details, describes basic elements of texts, but may do so without citing examples or supporting an argument. Contains some errors of interpretation that occasionally detract from the overall quality of the essay. A response that treats only one text cannot earn a score higher than 2. 1 (F) The response is inaccurate and insufficient; there is no attempt to analyze the literary devices or compare both works; irrelevant comments predominate. Identifies some rhetorical, stylistic, or structural features in the texts, but does not explain their relevance to the theme. Demonstrates lack of understanding of the theme. Does not state a purpose, show evidence of organization, or offer a progression of ideas. May consist entirely of plot summary without citing examples relevant to the theme. Contains frequent errors of interpretation that significantly detract from the overall quality of the essay. 0 Response is so brief or so poorly written as to be meaningless, or otherwise off-task. A response that merely restates part or all of the prompt receives a score of 0. Response is blank or in English.
Scoring Guidelines for Language Usage 5 (A) Language usage is appropriate to the task, generally accurate, and varied; the reader s understanding of the response is clear and supported by the student s use of language. Vocabulary is varied and appropriate to the text(s) being discussed, presents main ideas and supporting details, and communicates some nuances of meaning. Control of grammatical and syntactic structures is very good; use of verb tenses and moods is generally accurate; word order and formation are accurate; use of cohesive devices and transitional elements or both is appropriate to guide understanding. Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally accurate; paragraphing shows grouping and progression of ideas. 4 (B) Language usage is appropriate to the task and generally accurate; the reader s understanding of the response is clear and not affected by errors in the student s use of language. Vocabulary is appropriate to the text(s) being discussed, and presents main ideas and some supporting details. Control of grammatical and syntactic structures is good; occasional errors in the use of verb tenses and moods do not detract from understanding; word order and formation are mostly accurate. Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally accurate; occasional errors do not detract from understanding; paragraphing shows grouping and progression of ideas. 3 (C) Language usage is appropriate to the task and sometimes accurate; the reader understands the response though the student s use of language is somewhat limited. Vocabulary is appropriate to the text(s) being discussed, but may be limited to presenting some relevant ideas. Control of grammatical and syntactic structures is adequate; errors in the use of verb tenses and moods may be frequent but do not detract from overall understanding; word order and formation are generally accurate. Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are sometimes accurate; numerous errors do not detract from overall understanding; paragraphing shows grouping of ideas. 2 (D) Language usage is sometimes inappropriate to the task and generally inaccurate; the reader must supply inferences to make the response understandable. Vocabulary may be inappropriate to the text(s) being discussed, and forces the reader to supply inferences. Control of grammatical and syntactic structures is weak; errors in verb forms, word order, and formation are numerous and serious enough to impede comprehension at times. Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are generally inaccurate; errors are numerous and serious enough to impede comprehension at times; paragraphing may not show grouping of ideas. 1 (F) Language usage is inappropriate to the task, inaccurate, and insufficient; the reader struggles to create an understanding of the response. Vocabulary is insufficient and inappropriate to the text(s) being discussed; errors render comprehension difficult. Control of grammatical and syntactic structures is inadequate; errors in verb forms, word order, and formation are nearly constant and impede comprehension frequently. Writing conventions (e.g., spelling, accent marks, punctuation, paragraphing) are inaccurate; errors are nearly constant and impede comprehension frequently; there may be little or no evidence of paragraphing. 0 The response is so brief or so poorly written as to be meaningless, or otherwise off-task. A response that merely restates part or all of the prompt receives a score of 0. The response is blank or in English.
AP Spanish Literature 2013-2014 Mrs. Mora-Begres Phone: 312.445.4680 Fax: 312.332.0058 ebegres@noblenetwork.org Office Hours by appointment only - Room U04 I, (Print) have read and understand the classroom procedures and expectations for behavior in Mrs. Mora-Begres s class. I agree to try my best in this class! Note: Students will be assigned textbooks/novels at the beginning of the year. If a text is lost or damaged, it will be a $140+ replacement fee per text. Students are not allowed to write on the text and will be expected to return the text at the end of the year. Student Signature Date Parents and Guardians, please review the class expectations with your student as I wish a successful semester for all! Note: AP Spanish Exams Students will be asked to schedule a meeting to take their AP Spanish Exams by a certain due date. If a scheduling conflict arises, students must take the test prior to the due date or receive zeroes. I (Print) have read and understand what is expected of my student and have discussed the procedures and expectations with him/her. Signature Date **RETURN THIS SHEET TO MRS. MORA-BEGRES S MAILBOX SIGNED AND COMPLETED BY NEXT DAY FOR CREDIT. OTHERWISE A ZERO WILL BE ISSUED**