AP Spanish Literature Curriculum 2021

Summit Public SchoolsSummit, New Jersey

World Language DepartmentGrade Levels: 11th or 12th grade

Advanced Placement Literature & Culture CurriculumFull year course

Overview:

The AP Spanish Literature and Culture course is designed to provide students with alearning experience equivalent to that of a college/university survey course in literaturewritten in Spanish. This thematically based course introduces students to the formal study ofa representative body of texts from Peninsular Spanish,Latin American, and U.S. Hispanicliterature, including short stories, novels, poetry, drama, and essays, ranging from theMedieval period to the present.

Students develop proficiencies across the three modes of communication(interpretive, interpersonal, and presentational) in the range of Intermediate High toAdvanced Mid of the American Council on the Teachingof Foreign Languages’ (ACTFL)Proficiency Guidelines.

Through careful examination of the required readingsand other texts, students workto hone their critical reading and analytical writing skills. Literature is explored within thecontexts of its time and place, and students gain insights on the many voices, historicalperiods, and cultures represented in the required readings and other texts. The course alsoincludes a strong focus on cultural, artistic, and linguistic connections and comparisons,which is supported by the exploration of various media (art, music, film, articles, and literarycriticism). Emphasis is placed on approaching the study of literature through global,historical, and contemporary cultural contexts.

The course is founded on a required reading list, created by the College Board, of 38titles from the 14th century to the contemporary period, including works that arelinguistically and thematically challenging. The ultimate goal is for students to read critically,think deeply, and write analytically to demonstrate their understanding of the representativetexts and to apply what they have learned from the required texts to others.

Course Themes:

There are six required course themes in AP Spanish Literature and Culture which aim toprovide a basis for making contextual connections among works of different genres, periods,movements, and techniques. Instruction overlaps the themes within the units instead ofcreating units that are organized around just one theme.

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Theme 1: Las sociedades en contacto

Organizing Concepts:

1. La asimilación y la marginación

2. La diversidad

3. Las divisiones socioeconómicas & El imperialismo

4. El nacionalismo y el regionalismo

Essential Questions:

1.¿De qué manera las perspectivas de una cultura afectan la representación de eventoshistóricos?

2. ¿Cómo los miembros de una minoría cultural se resisten (o se asimilan) a lascostumbres y las perspectivas de la mayoría dominante?

3. ¿Cómo se representan en obras literarias de distintos períodos y diversas culturas lasrelaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.)?

Sample Groupings of Required Readings:A. Anónimo, Lazarillo de Tormes;

Dragún, El hombre que se convirtió en perro (Las divisiones socioeconómicas)

B. Cortés, “Segunda carta de relación”;

León-Portilla, Visión de los vencidos;

Martí, “Nuestra América”;

Darío, “A Roosevelt” (El imperialismo)

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Theme 2: La construcción del género


1. El machismo

2. Las relaciones sociales

3. El sistema patriarcal

4. La sexualidad

5. La tradición y la ruptura

Essential Questions:1. ¿Cómo revela la literatura los cambios en la percepción de los géneros masculino yfemenino?

2. ¿De qué manera han servido los factores socioculturales como instrumentos decambios (o no) en la representación de los géneros?

3. ¿Cómo ha cambiado la representación de lo femenino (voces femeninas, personajesfemeninos) a lo largo de la historia de la literatura?

Sample Groupings of Required Readings:

A. Pardo Bazán, “Las medias rojas”;

Burgos, “A Julia de Burgos”;

Morejón, “Mujer negra”;

Allende, “Dos palabras”

(La tradición y la ruptura)

B. Sor Juana, “Hombres necios que acusáis”;

Storni, “Peso ancestral”

Julia de Burgos, “A Julia de Burgos (El sistema patriarcal)

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Theme 3: El tiempo y el espacio


1. El carpe diem y el memento mori

2. El individuo en su entorno

3. La naturaleza y el ambiente

4. La relación entre el tiempo y el espacio

5. El tiempo lineal y el tiempo circular

6. La trayectoria y la transformación


1. ¿Cómo presentan las literaturas de distintas culturas los conceptos del tiempo y elespacio?2. ¿De qué manera los autores se valen del tiempo y el espacio para construir unavariedad de estados de ánimos o sentimientos (p. ej. la desorientación, la nostalgia, elremordimiento)?3. ¿Cómo se relacionan la representación del espacio y el manejo del tiempo en unaobra literaria?


A. Quevedo, “Miré los muros de la patria mía”;

Machado, “He andado muchos caminos”;

Neruda, “Walking around”

(El individuo en su entorno)

B. 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”)

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(El carpe diem y el memento mori; La trayectoria y la transformación)

Theme 4: Las Relaciones interpersonales


1. La amistad y la hostilidad2. El amor y el desprecio3. La comunicación o falta de comunicación4. El individuo y la comunidad.5. Las relaciones de poder6. Las relaciones familiares.


1. ¿De qué manera se transforma el/la protagonista de una obra a consecuencia de susrelaciones con otros personajes?

2. ¿De qué manera los individuos contribuyen o perjudican al bienestar de la familia ola comunidad?

3. ¿Cómo influye el contexto sociocultural en el desarrollo de las relacionesinterpersonales?


A. Quiroga, “El hijo”;

Rulfo, “No oyes ladrar los perros”

(Las relaciones familiares)

B. García Lorca, La casa de Bernarda Alba;

Rivera, . . . y no se lo tragó la tierra

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(Las relaciones de poder; La comunicación o la falta de comunicación)

Theme 5: La Dualidad del Ser


1. La construcción de la realidad

2. La espiritualidad y la religión

3. La imagen pública y la imagen privada

4. La introspección

5. El ser y la creación literaria


1. ¿Qué preguntas plantea la literatura acerca de la realidad y la fantasía?

2. ¿Cómo influye el contexto sociocultural o histórico en la expresión de la identidad?

3. ¿Cuál es el significado de la vida (para un personaje, para un autor) y cómo serelaciona esto con las creencias o ideas en cuanto a la muerte?


A. Borges, “Borges y yo”;

Unamuno, San Manuel Bueno, mártir

(La imagen pública y la imagen privada)

B. Cervantes, Don Quijote;

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Cortázar, “La noche boca arriba”;

García Márquez, “El ahogado más hermoso del mundo”

(La construcción de la realidad)

Theme 6: La creación literaria


1. La intertextualidad / La metaficción

2. La literatura autoconsciente

3. El proceso creativo

4. El texto y sus contextos


1. ¿Qué factores motivan a los escritores a crear sus obras literarias?

2. ¿De qué manera la intertextualidad contribuye al significado de unaobra literaria?

3. ¿Cómo influye en la experiencia de los lectores la presencia de laliteratura misma como tema de una obra literaria?


A. Don Juan Manuel, Conde Lucanor, Exemplo XXXV (“De lo que aconteció a un mozoque casó con una mujer muy fuerte y muy brava”);

Anónimo, Lazarillo de Tormes

(La literatura autoconsciente)

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8. Borges, “Borges y yo”;

Cervantes, Don Quijote

(El proceso creativo)

UNIT 1: La época medieval

7.1 World Languages Advanced Low by the End of Grade12

Interpretive Mode of CommunicationAdvanced Low learners understand main ideas and supporting details on some new,concrete topics from a variety of more complex texts that have a clear, organizedstructure. These texts include narrative, descriptive and straightforward persuasivematerials. They can make inferences and derive meaning from context and linguisticfeatures. Advanced Low learners comprehend texts pertaining to real-world topics ofgeneral interest to the target language communities and those that represent national andinternational issues. They can comprehend paragraph discourse found in stories, literaryworks, personal and work-related correspondence, oral presentations, news reports, andother concrete topics.

Interpersonal Mode of CommunicationAdvanced Low learners participate actively and fluently in conversations about a rangeof topics both autobiographical and those that concernconcrete events. They tell storiesin the past, summarize information, compare and contrast ideas and facts, and narratewith detail. Advance Low learners can talk about present, past, and future events withincreasing accuracy and fluency.

Presentational Mode of CommunicationAdvanced Low learners participate actively and fluently in discussions about a range oftopics both autobiographical and those that concern concrete events. They clearly expresscomplex ideas and personal points of view about topicsof interest. They useparagraph-length discourse when summarizing information, comparing and contrastingideas and fact, and narrating and descripting a range of ideas. Advanced Low learnersspeak and write across present, past, and future time frames with increasing accuracy andfluency.

Big ideas: Medieval Spanish literature reflects the historical and linguistic reality of theperiod. Medieval Spanish was very different from contemporary Spanish. Instructor will

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support students with the language patterns unknown to them for comprehension of thetexts. Emphasis will be placed on the oral traditions of the period along with the art andarchitecture.Literary works:

1. Conde Lucanor. Exemplo XXXV (“De lo que aconteció a un mozo que se casó conuna mujer muy fuerte y muy brava”) / Don Juan Manuel

2. “Romance de la pérdida de Alhama / Anónimo

Essential QuestionsWhat provocative questions will foster inquiry,

understanding, and transfer of learning?

Enduring UnderstandingsWhat will students understand about the big ideas?

1. How are the diverse cultures andreligions of the time periodrepresented in the literary works?[¿Cómo se representan las diversasculturas y religiones de la época en lasobras literarias?]

2. In which ways do perspective orpoint of view affect therepresentation of historicalevents? [¿De qué manera laperspectiva o el punto de vista afecta larepresentación de eventos históricos?]

3. What aspects of Medievalliterature are still evident inmodern literature and life? ¿Quéaspectos de la literatura medievaltodavía se reflejan en la literaturay la vida de hoy en día?

4. What literary resources are usedin these works? ¿Qué recursosliterarios se utilizan en estas obras?

Students will understand (that):1. Medieval Spanish (linguistically) differedfrom contemporary Spanish.2. Different cultures co-existed in MedievalSpain. (Muslim, Jewish and Christian).3. The political system of Medieval Spainimpacted everyday life, literature andeconomic opportunities.4. Opportunities in Medieval times werelimited by gender and socio-economic status.5.Marriage as a path to upward social andeconomic mobility.6.The concept of “enseñar deleitando”.7. The importance of El Romancero in thedevelopment of Spanish literature.8. Authors use identifiable literary devices toenrich their works.

Areas of Focus: Proficiencies(New Jersey Student Learning

Standards)

Lessons

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Students will: Instructional Focus / Activities:1.Students illustrate the story from CondeLucanor using six drawings to demonstrate anunderstanding of the text with an emphasis onthe cultural elements. Students will then pairup to retell the story in Spanish using theirwindowpane drawings.

2. Students will use different highlighter colorsto mark the names of important characters,settings, and other key elements of the texts.

3. Pair up students and assign a differentstanza from the poem “Romance de la pérdidade Alhama”. They will interpret the stanzaand explain its meaning to the class.

4. Define, identify and find appropriateexamples of the following literary devices inthe works.

MetacuentoMoralejaHipérboleFábulaIn medias resVerso octósilaboEstribilloRima asonanteVoz poéticaTradición oralPolifonía

Instructional Strategies:

Interpretative:● Read / listen to and comprehend

literary texts.● Identify or describe literary elements,

voices, and stylistic figures.● Identify cultural products, practices or

perspectives.

7.1.AL.IPRET.1: Identify main ideas andsignificant details in a range of oral, viewed,and written texts.7.1.AL.IPRET.2: Interpret spoken andwritten language and nuances of culture, asexpressed by speakers of the target language,in some formal and informal settings.

7.1.AL.IPRET.3: Analyze the use of verbaland non-verbal etiquette in the targetculture(s) and in one’s own culture todevelop an understanding of how culturalperspectives are reflected in cultural productsand cultural practices.7.1.AL.IPRET.4: Demonstrate anunderstanding of most content of otheracademic disciplines.7.1.AL.IPRET.5: Analyze a literary orinformational text including theme, author’spurpose and tone, inferences.7.1.AL.IPRET.6: Analyze a radio/televisionprogram, movie, or podcast for theme,purpose and tone, and inferences.7.1.AL.IPRET.7: Infer the meaning of someunfamiliar words and phrases in academicand formal contexts.7.1.AL.IPRET.8: Analyze elements of thetarget language that do not have acomparable linguistic element in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering mostquestions that require inferring impliedmeanings.7.1.AL.IPRET.10: Collect, share, and analyzedata related to global issues including climatechange.7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a targetlanguage audience, either electronically or inperson using short paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associated withthe target culture(s) and another worldculture.

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● Explain the relationship betweencultural products , practices andperspectives of the target cultures.

Interpersonal:● Present information in descriptive

form.● Create a thesis that states the purpose

of studied works● Use a variety of vocabulary

appropriate to literary analysis.● Present and organize information

logically.● Create and deliver oral presentations

related to course content in a varietyof formats.

● Use pronunciation that iscomprehensible to the audience in oralcommunication.

Presentational:● Discuss texts and contexts in a variety

of interactive oral forms● Discuss texts and contexts in a variety

of interactive written formats.● Participate in literary discussions and

presentations individually and in groupsettings.

7.1.AL.PRSNT.3: Offer and supportopinions and use persuasive language whenpresenting ideas and information.7.1.AL.PRSNT.4: Use language creatively inwriting for personal, career, or academicpurposes using connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrast thestructural elements and/or culturalperspectives found in culturally authenticmaterials with those found in selections inEnglish.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change over time,and compare with changing perspectives inone’s own culture.

Career-Ready PracticesCRP1: Act as a responsible andcontributing citizen and employee.CRP2: Apply appropriate academic andtechnical skills.CRP3: Attend to personal health andfinancial well-being.CRP4: Communicate clearly andeffectively and with reason.CRP5: Consider the environmental,social and economic impacts ofdecisions.CRP6: Demonstrate creativity andinnovation.CRP7: Employ valid and reliableresearch strategies.CRP8: Utilize critical thinking to makesense of problems and persevere insolving them.CRP9: Model integrity, ethical leadershipand effectivemanagement.CRP10: Plan education and career paths

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aligned to personal goals.CRP11: Use technology to enhanceproductivity.CRP12: Work productively in teamswhile using cultural global competence.

Differentiation Assessments

Interdisciplinary Connections:● Students will become aware of

early European history leading upto Medieval times.

● Students will learn about thefeudal system and the socialstructure of the Medieval era.(History)

● Students will learn about thecharacteristics of stained glasswindows typical of Europeanarchitecture and will try toreplicate them when illustratingthe main scenes from CondeLucanor. (Art)

● Students will listen to a Mudejarrendering of Ay de Mi Alhama.They will learn about thedifferent instruments used andtheir Muslim and Jewishinfluence. (Music)

Technology Integration:● Platforms such as Kahoot,

FlipGrid, Goformative, Blooket,Google Apps, Padlet, Quizizz,Quizlet and Youtube

Formative Assessments:● Daily reading quizzes dealing with the

historical background of both works.● Quiz about the life and historical

importance of Don Juan Manuel.● Quiz about the characteristics of the

Romances.● Personal Progress check 1 (Multiple

choice & Free Response) from theCollege Board’s AP Classroom.

Summative Assessments, Projects andCelebrations:

● Presentational Writing: Students willwrite a comparative essay about thereligious and cultural diversity of Spainin the Middle Ages as seen in bothworks.

● Presentational Speaking: Create amultimedia presentation about the roleof women in Medieval times asevidenced in the text and compare tothe role of women in Spanish societytoday.

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Media Literacy Integration:● Students will explore, analyze and

interpret information fromauthentic video, audio and printresources about Medieval culturalproducts, practices andperspectives.

● Analyze a radio podcast for theme,purpose and tone, and inferences.

Global Perspectives:● Students will understand the

importance of Al-Andalus in theMuslim Empire and the impactof religion in the development ofmodern Spain.

● Understand the concept ofmarriage varies by one’s culture.

● It is possible to learn lessonsfrom other cultures.

Supports for English LanguageLearners

SensorySupports

GraphicSupports

InteractiveSupports

Real LifeObjects

Charts In pairs orpartners

Manipulatives GraphicOrganizers

In triands orsmall groups

Pictures Tables In a wholegroup

Illustrations Graphs Usingcooperativegroup

Magazines &Newspapers

Timelines Structures

Physicalactivities

Number lines Internet /Softwaresupport

Videos & Flim In the homelanguage

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Broadcasts With mentors

Models &Figures

Intervention Strategies

Accommodations Interventions Modifications

Allow for verbalresponses

Multi-sensory techniques

Modified tasks/ expections

Repeat / confirmdirections

Increase taskstructure(e.g.directions,checks forunderstanding, feedback)

Differentiatedmaterials

Permit responsevia computer orelectronic device

Increaseopportunitiesto engage inactiveacademicresponding

Individualizedassessmentstools based onstudent need

Audio books Utilizepre-readingstrategiesand activitiespreviews,anticipatoryguides, andsemanticmapping

Modifiedassessmentgrading

Recommended Texts and Additional Materials to Support Unit 1Recursos Literarios:https://www.retoricas.com/2009/06/principales-figuras-retoricas.htmlSerie Isabel RTVE: http://www.rtve.es/alacarta/videos/isabel/

Conde LucanorSlideshare: https://www.slideshare.net/CCBB/don-juan-manuel-el-conde-lucanorObra completa: http://www.cervantesvirtual.com/obra-visor/el-conde-lucanor--0/html/Quizlet: https://quizlet.com/149676426/el-conde-lucanor-flash-cards/

Ay de mi AlhamaMudejar songs: https://www.youtube.com/watch?v=2rS6Cdqm0Vw

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https://www.retoricas.com/2009/06/principales-figuras-retoricas.html

http://www.rtve.es/alacarta/videos/isabel/

https://www.slideshare.net/CCBB/don-juan-manuel-el-conde-lucanor

http://www.cervantesvirtual.com/obra-visor/el-conde-lucanor--0/html/

https://quizlet.com/149676426/el-conde-lucanor-flash-cards/

https://www.youtube.com/watch?v=2rS6Cdqm0Vw

Unit 2: El siglo XVI7.1 World Languages Advanced Low by the End of Grade12

Interpretive Mode of CommunicationAdvanced Low learners understand main ideas and supporting details on some new,concrete topics from a variety of more complex texts that have a clear, organized structure.These texts include narrative, descriptive and straightforward persuasive materials. They canmake inferences and derive meaning from context and linguistic features. Advanced Lowlearners comprehend texts pertaining to real-world topics of general interest to the targetlanguage communities and those that represent national and international issues. They cancomprehend paragraph discourse found in stories, literary works, personal and work-relatedcorrespondence, oral presentations, news reports, and other concrete topics.

Interpersonal Mode of CommunicationAdvanced Low learners participate actively and fluently in conversations about a range oftopics both autobiographical and those that concern concrete events. They tell stories in thepast, summarize information, compare and contrast ideas and facts, and narrate with detail.Advance Low learners can talk about present, past, and future events with increasingaccuracy and fluency.

Presentational Mode of CommunicationAdvanced Low learners participate actively and fluently in discussions about a range oftopics both autobiographical and those that concern concrete events. They clearly expresscomplex ideas and personal points of view about topicsof interest. They useparagraph-length discourse when summarizing information, comparing and contrasting ideasand fact, and narrating and descripting a range of ideas. Advanced Low learners speak andwrite across present, past, and future time frames with increasing accuracy and fluency.

Big Ideas:

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Literary works from the Spanish Renaissance—opening a period also known as theGolden Age—are the focus of Unit 2. The 16th century is also the era when the colonialperiod began in the Americas. Students will read works written on both sides of the Atlantic.This is an important moment in literature because the language develops from its medievalrudimentary forms into an art form. Students will become familiar with the characteristics ofseveral different genres and be able to make comparisons to works introduced in theprevious unit.

Literary works:

1. Lazarillo de Tormes, Anónimo2. Visión de los vencidos: “Los presagios según los informantes de Sahagún”, Miguel

León- Portilla3. “Segunda carta de relación” , Hernán Cortés4. Visión de los vencidos: “Se ha perdido el pueblo mexica”, Miguel León Portilla5. Soneto XXIII, “En tanto que de rosa y azucena”, Garcilaso de la Vega6. Visión de los vencidos: “Los presagios según los informantes de Sahagún”, Miguel

León- Portilla7. “Segunda carta de relación” , Hernán Cortés




1. In which ways did the historical,social, and geopolitical context affectthe literature of the sixteenthcentury? ¿De qué manera afecta elcontexto histórico, sociocultural ogeopolítico la creación literaria delsiglo XVI?

2. How do the respective cultures ofindividual writers affect therepresentation of events or the storyof a text? ¿Cómo afecta la cultura delos escritores en la representación deeventos o de la historia en un texto?

3. How can one identify a trustworthysource? ¿Cómo es posible saber si unnarrador es fidedigno?

Students will understand that…

-The Spanish Renaissance has specificcharacteristics that can be identified in allworks studied.-The circumstances in which the texts werewritten reflect the historical, geopolitical andsocio cultural context of the era.-The impact of the “discovery” of theAmerican continent in the historical era.-The importance of primary source materials.-Literature can reflect the ideology and idealsof a particular era.-Historical events affect the way in whichnations and cultures view themselves andothers.-Primary source materials use literary devicesto describe and tell a specific perspective ofhistory.

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4. Which literary characteristics areidentifiable in the works? ¿Qué recursosliterarios podemos identificar en las obras?

5. What are the identifiablecharacteristics of the Renaissance inSpanish culture, literature, art, andarchitecture? ¿Cuáles son lascaracterísticas del Renacentismoidentificables en la cultura española, enliteratura, pintura y arquitectura?

6. How did culture clash impact dailylife in Spain and the Americanterritories? ¿Cuál fue el impacto delchoque de culturas en la realidad diaria deEspaña y de los territorios americanos?

-History can be interpreted differentlydepending on the point of view of the writer.-A sonnet has specific characteristics thatdictate its composition and interpretation.


Standards)

Lessons

Students will: Instructional Focus / Activities:1. Students will create summaries of thehistorical readings in their own words incontemporary Spanish.2. Students will create a newscastsummarizing the historical events for thepublic. (In video form)3. Working in pairs, students will writeversions of the historical events in romanceform to share with the class.4. Working in two groups students willillustrate the Presagios and the Auguriosfollowing the historical documents faithfully.They will then compare their visuals foraccuracy.

7.1.AL.IPRET.1: Identify main ideas andsignificant details in a range of oral, viewed, andwritten texts.7.1.AL.IPRET.2: Interpret spoken and writtenlanguage and nuances of culture, as expressed byspeakers of the target language, in some formaland informal settings.7.1.AL.IPRET.3: Analyze the use of verbal andnon-verbal etiquette in the target culture(s) andin one’s own culture to develop an understandingof how cultural perspectives are reflected incultural products and cultural practices.7.1.AL.IPRET.4: Demonstrate an understandingof most content of other academic disciplines.

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5. Students will try to find a scientificexplanation that could explain the differentevents described in the Presagios.6. Working in groups of 4, students willcreate a visual representation of SonetoXXIII using only emojis.7. After students read Lazarillo de TormesStudents will debate whether or not the maincharacter was justified in stealing food.8. After students read Soneto XXIII studentswill discuss what the standard of femalebeauty is today and compare it to theRenaissance ideals, based on the sonnet.9. Students will define, identify and findappropriate examples of the followingliterary terms in the works.ProtagonistaAntihéroeNarratorioNarrador testigoNarrador fidedigno o no fidedignoNarrador en primera persona o limitadoHipérbolePunto de vistaFlashbackAlusiónAlegoríaSimbolismoImagenParalelismoMetáforaAmbigüedadPolisíndetonAsíndetonEnumeraciónApologíaImagenCesuraTonoApóstrofeAnáforaRima consonanteCuartetoTerceto

7.1.AL.IPRET.5: Analyze a literary orinformational text including theme, author’spurpose and tone, inferences.7.1.AL.IPRET.6: Analyze a radio/televisionprogram, movie, or podcast for theme, purposeand tone, and inferences.7.1.AL.IPRET.7: Infer the meaning of someunfamiliar words and phrases in academic andformal contexts.7.1.AL.IPRET.8: Analyze elements of the targetlanguage that do not have a comparable linguisticelement in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering most questionsthat require inferring implied meanings.7.1.AL.IPRET.10: Collect, share, and analyzedata related to global issues including climatechange.7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a target languageaudience, either electronically or in person usingshort paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associated with thetarget culture(s) and another world culture.7.1.AL.PRSNT.3: Offer and support opinionsand use persuasive language when presentingideas and information.7.1.AL.PRSNT.4: Use language creatively inwriting for personal, career, or academicpurposes using connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrast thestructural elements and/or cultural perspectivesfound in culturally authentic materials with thosefound in selections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change over time, andcompare with changing perspectives in one’s ownculture.

Career-Ready PracticesCRP1: Act as a responsible and contributingcitizen and employee.CRP2: Apply appropriate academic and

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EndecasílaboCromatismoSímboloHipérbaton

Instructional Strategies:Interpretive

● Paraphrase the literary text● Identify points of view● Make distinctions between voices

and the author’s perspective in orderto establish differences in meaning.

● Identify the theme in a text.● Identify the literary movement to

which a text belongs.● Explain how a text reflects or

challenges perceptions of a majority/ minority culture

Interpersonal

● Literary discussions andpresentations. (Fishbowl format)

● Literary discussions online based ona prompt.

● Socratic seminars based on unit’sthemes.

Presentational● Create a thesis that states a purpose.● Use a variety of vocabulary

appropriate for literary analysis inboth written and oral form.

● Develop and fine tune grammaticaland syntactic structures in writtenlanguage.

technical skills.CRP3: Attend to personal health andfinancial well-being.CRP4: Communicate clearly and effectivelyand with reason.CRP5: Consider the environmental, socialand economic impacts of decisions.CRP6: Demonstrate creativity andinnovation.CRP7: Employ valid and reliable researchstrategies.CRP8: Utilize critical thinking to make senseof problems and persevere in solving them.CRP9: Model integrity, ethical leadershipand effectivemanagement.CRP10: Plan education and career pathsaligned to personal goals.CRP11: Use technology to enhanceproductivity.CRP12: Work productively in teams whileusing cultural global competence.


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Interdisciplinary Connections● Exploring scientific reasons to

explain the events described in thePresagios / Augurios.

● Learning about Italian Renaissanceart as exemplified by Boticelli. (ArtHistory)

Technology Integration● Platforms such as Kahoot, FlipGrid,

Goformative, Blooket, Google Apps,Padlet, Quizizz, Quizlet and Youtube

Media Literacy:● Students will explore, analyze and

interpret information from authenticvideo, audio and print resourcesabout XVI century cultural products,practices and perspectives.


Global Perspectives● Students will discuss the impact of

the “discovery” of the Americancontinent in the rest of the world.

● Students will research the exchangeof commodities, people, ideas anddiseases between the Americas andEurope and immediate and longterm impact.

https://www.khanacademy.org/humanities/us-history/precontact-and-early-colonial-era/old-and-new-worlds-collide/a/the-columbian-exchange-kahttp://clic.cengage.com/uploads/f7056a454225a5ec1e80cd3b44c2cc2e_2_5078.pdf

Sample Assessments:Formative Assessments:-Daily quizzes on biographical readings.-Group quizzes on identification of literaryterms.-Creation of original examples of literaryterms for class review.-Homework quizzes from Albert (Guide toAP Exam)-Azulejo Online short answer practices.-Personal Progress Check 2 . MultipleChoice and Free response. Includes 20multiple choice questions, an essay on textanalysis of a single test and a short answertext explanation.

Summative Assessments, Projects andCelebrations:-Essay #1 Literary analysis of a single text.-Essay #2 Compare a text to an artisticrepresentation.

Supports for English Language Learners

Sensory Supports Graphic Supports InteractiveSupports

Real Life Objects Charts In pairs orpartners

20

https://www.khanacademy.org/humanities/us-history/precontact-and-early-colonial-era/old-and-new-worlds-collide/a/the-columbian-exchange-ka




http://clic.cengage.com/uploads/f7056a454225a5ec1e80cd3b44c2cc2e_2_5078.pdf

http://clic.cengage.com/uploads/f7056a454225a5ec1e80cd3b44c2cc2e_2_5078.pdf



Pictures Tables In a whole group




Physicalactivities

Number lines Internet /Software support



Models &Figures





Modified tasks /expections






Individualizedassessments toolsbased on studentneed


Modified assessmentgrading

21

Recommended Texts and Additional Materials to Support Unit 2Lazarillo de TormesFilm: https://www.youtube.com/watch?v=upmlKYQuwNcSlideshare: https://www.slideshare.net/pedrojesus1963/lazarillo-de-tormes-2013https://www.slideshare.net/carlosarrvid/lazarillo-de-tormes-tratados-y-analisis-de-los-personajesVideo Summaries of each chapter:https://www.youtube.com/watch?v=U_iYU2wO7AcEscenas con actividades: http://www.tinglado.net/tic/manuel/lazarillo/lazarillo.html

Segunda Carta de RelaciónDocumental / Hernán Cortés, un hombre entre Dios y el diablo:https://www.youtube.com/watch?v=23qjsN1xFlUVideo de encuentro entre culturas: https://www.youtube.com/watch?v=OihZi0mvemUPrezi: https://prezi.com/doqqfn-fpdtk/segunda-carta-de-relacion/

Visión de los vencidosLos hijos del sol, los hombres del maíz.https://www.youtube.com/watch?v=1t1iZcTnfM4Historia de Tlaxcala: https://www.historiacultural.com/2012/08/cultura-tlaxcalteca.htmlLos presagios en nahualt: https://www.youtube.com/watch?v=PihJ1TR6tSALos presagios funestos: https://www.youtube.com/watch?v=upffreFIR_MLeón-Portillo: https://www.youtube.com/watch?v=tfVCxMPb0t8Cronología de la conquista:http://conquistamex.blogspot.com/2006/11/cronologia-de-la-conquista.htmlhttp://ttmhistory.blogspot.com/2009/04/presagios-del-fin-de-un-imperio.html

Salmo XXIIIComentario del soneto ppthttps://es.slideshare.net/agarciayedra/comentario-del-soneto-xxiiiSlideshare PP: https://slideplayer.es/slide/21424/El nacimiento de Venus / Botticelli: https://www.uffizi.it/en/artworks/birth-of-venus

Unit 3: El siglo XVII7.1 World Languages Advanced Low by the End of Grade12

Interpretive Mode of CommunicationAdvanced Low learners understand main ideas and supporting details on some new,concrete topics from a variety of more complex texts that have a clear, organized structure.These texts include narrative, descriptive and straightforward persuasive materials. They canmake inferences and derive meaning from context and linguistic features. Advanced Lowlearners comprehend texts pertaining to real-world topics of general interest to the targetlanguage communities and those that represent national and international issues. They can

22

https://www.youtube.com/watch?v=upmlKYQuwNc

https://www.slideshare.net/pedrojesus1963/lazarillo-de-tormes-2013

https://www.slideshare.net/carlosarrvid/lazarillo-de-tormes-tratados-y-analisis-de-los-personajes

https://www.slideshare.net/carlosarrvid/lazarillo-de-tormes-tratados-y-analisis-de-los-personajes

https://www.youtube.com/watch?v=U_iYU2wO7Ac

http://www.tinglado.net/tic/manuel/lazarillo/lazarillo.html

https://www.youtube.com/watch?v=23qjsN1xFlU

https://www.youtube.com/watch?v=OihZi0mvemU

https://prezi.com/doqqfn-fpdtk/segunda-carta-de-relacion/

https://www.youtube.com/watch?v=1t1iZcTnfM4

https://www.historiacultural.com/2012/08/cultura-tlaxcalteca.html

https://www.youtube.com/watch?v=PihJ1TR6tSA

https://www.youtube.com/watch?v=upffreFIR_M

https://www.youtube.com/watch?v=tfVCxMPb0t8

http://conquistamex.blogspot.com/2006/11/cronologia-de-la-conquista.html

http://ttmhistory.blogspot.com/2009/04/presagios-del-fin-de-un-imperio.html

https://es.slideshare.net/agarciayedra/comentario-del-soneto-xxiii

https://slideplayer.es/slide/21424/

https://www.uffizi.it/en/artworks/birth-of-venus

comprehend paragraph discourse found in stories, literary works, personal and work-relatedcorrespondence, oral presentations, news reports, and other concrete topics.



Big Ideas:

For Peninsular Spanish literature, the 17th century was the pinnacle of artistic productionand comprised the second half of the Golden Age. However,it also marked the beginning ofthe decline of the Spanish empire. In this unit, studentswill encounter complex metaphors,syntax, and advanced vocabulary. Writers of this periodemployed these complexities as away to criticize their social reality in a form of desengaño, or disillusionment. This providedthe opportunity to question commonly held traditions and perspectives.

Students will practice comparing themes from these works to those in nonrequiredtexts, texts from previous units, and artwork from the same period. They will identifyintermediate-level literary terms and explain how and/or why they are being used in thetexts. Students will write essays comparing the uses and effects of literary figures andrhetorical devices, as well as comparing a theme that the works have in common. They willpractice writing short-answers comparing artwork from the period to texts that share acommon theme. Due to the variety of genres in thisunit, students will practice writing essaysin which they analyze the characteristics of the genreof one of the works by commenting onthe work’s structural and stylistic features.

Literary works:

1. Soneto CLXVI, “Mientras por competir con tu cabello”, Luis de Góngora2. Salmo XVII, “Miré los muros de la patria mía”, Francisco de Quevedo3. “Hombres necios que acusáis”, Sor Juana Inés de la Cruz

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4. Don Quijote, (Primera parte, capítulos 1-5, 8 y 9, Segunda parte, Capítulo 74),Miguel de Cervantes

5. El burlador de Sevilla y convidado de piedra, Tirso de Molina




1. How does intertextuality contribute to themeaning of a literary text? ¿De qué manera laintertextualidad contribuye al significado deuna obra literaria?

2. How does a character transform as a resultof their relationship with other characters?¿Cómo se transforma un personaje aconsecuencia de sus relaciones con otrospersonajes?

3. How are cultural perspectives andpractices of the seventeenth century, in termsof gender roles, revealed in the literature?¿Cómo revela la literatura las perspectivas ylas prácticas culturales en las relaciones entrelos hombres y las mujeres del siglo XVII?

4. Which are the predominant literaryelements in theater of the Golden Age.¿Cuáles son los elementos literarios predominantes enel teatro del Siglo de Oro?

Students will understand that…-The gender roles of the era are present inthe studied works.-The political and economic decline of the17th century Spanish empire influenced thewritings of the time.-Specific characteristics can be identified inthe different genres being studied.-The major role of religion in the literatureof the period.-The use of literature to both entertain thepublic and also teach moral and socialnorms.-The development of the modern novelthrough the study of Don Quijote.-The importance of the theatre as a way forculture and moral norms to becommunicated to the masses.-Identify stylistic features (structure, setting,timeframes, characters, style, point of view,tone) of literary works.-Make distinction between voices and theauthor’s perspective in order to establishdifferences in meaning.


Standards)

Lessons

Students will: Instructional Focus / Activities:

24

7.1.AL.IPRET.1: Identify main ideas andsignificant details in a range of oral, viewed, andwritten texts.7.1.AL.IPRET.2: Interpret spoken and writtenlanguage and nuances of culture, as expressed byspeakers of the target language, in some formaland informal settings.7.1.AL.IPRET.3: Analyze the use of verbal andnon-verbal etiquette in the target culture(s) andin one’s own culture to develop an understandingof how cultural perspectives are reflected incultural products and cultural practices.

7.1.AL.IPRET.4: Demonstrate an understandingof most content of other academic disciplines.

7.1.AL.IPRET.5: Analyze a literary orinformational text including theme, author’spurpose and tone, inferences.7.1.AL.IPRET.6: Analyze a radio/televisionprogram, movie, or podcast for theme, purposeand tone, and inferences.7.1.AL.IPRET.7: Infer the meaning of someunfamiliar words and phrases in academic andformal contexts.7.1.AL.IPRET.8: Analyze elements of the targetlanguage that do not have a comparable linguisticelement in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering most questionsthat require inferring implied meanings.7.1.AL.IPRET.10: Collect, share, and analyzedata related to global issues including climatechange.7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a target languageaudience, either electronically or in person usingshort paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associated with thetarget culture(s) and another world culture.7.1.AL.PRSNT.3: Offer and support opinionsand use persuasive language when presentingideas and information.7.1.AL.PRSNT.4: Use language creatively inwriting for personal, career, or academic

1. Students will listen to texts (poetry) orfragments of texts to unravel syntax andidentify literary figures..2. Students will incorporate text annotationsto better understand themes and sub themesin the readings.3. Students will change the perspective(character genre, location, historical era) inone of the texts and recreate scenes.4. Students will compare three sonnets(Garcilaso, Góngora, Quevedo) to identifycommon elements and also understand thedifferent styles and messages communicatedby the authors.5. The class will read aloud specific scenesfrom Tirso de Molina to better understandthe experience of the audiences of the dayand the dramatic impact of the work.6. Students will view chosen scenes fromDon Quijote and El burlador de Sevilla infilm form.7. Students will discover the impact ofcertain literary figures beyond their times byexploring the arquetipos of Don Juan and DonQuijote through history to the present time.8. Students will draw each of the stanzas inQuevedo's poem to better visualize theprogression from the general to the privatein the poem.9. Students will define and identify thefollowing literary terms and devices in theworks.ApóstrofeGradaciónEnumeraciónOctosílaboRetruécanoParadojaAntítesisTonoAliteraciónParodiaSátiraIntertextualidad

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purposes using connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrast thestructural elements and/or cultural perspectivesfound in culturally authentic materials with thosefound in selections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change over time, andcompare with changing perspectives in one’s ownculture.

Career-Ready PracticesCRP1: Act as a responsible and contributingcitizen and employee.CRP2: Apply appropriate academic andtechnical skills.CRP3: Attend to personal health andfinancial well-being.CRP4: Communicate clearly and effectivelyand with reason.CRP5: Consider the environmental, socialand economic impacts of decisions.CRP6: Demonstrate creativity andinnovation.CRP7: Employ valid and reliable researchstrategies.CRP8: Utilize critical thinking to make senseof problems and persevere in solving them.CRP9: Model integrity, ethical leadershipand effectivemanagement.CRP10: Plan education and career pathsaligned to personal goals.CRP11: Use technology to enhanceproductivity.CRP12: Work productively in teams whileusing cultural global competence.

MetaficciónHéroeAntihéroeEscenarioEn medias resMemento moriEstribilloPolimetríaFalla trágicaDiálogoMonólogoAcotaciónAparteRedondillasRomanceHumorIronía


● Identify stylistic features (structure,setting, timeframes, characters, style,point of view, tone) of literary works.

● Make distinction between voices andthe author’s perspective in order toestablish differences in meaning.

● Understand the relationship betweena literary movement and culturalperspectives.

● Understand the relationship betweenlinguistic changes andhistorical/geopolitical contexts.

Interpersonal● Discuss texts and contexts in a

variety of interactive oral formatswith peers and teacher.

● Discuss texts and contexts in avariety of interactive written formatswith peers and teacher.

Presentational

26

● Create and deliver oral presentationsrelated to course content.

● Self monitor and adjust languageproduction in oral and writtencommunication and presentationsbased on instructor feedback.

● Present and organize informationlogically and in essay form.

● Incorporate vocabulary appropriatefor literary analysis in oral andwritten form.


Interdisciplinary Connections:Students will expand their study ofarchetypes to works written in English.They will explore the influence of Spanishliterature from the Golden Age in Britishand American literature.

Technology Integration:● Platforms such as Kahoot, FlipGrid,



interpret information from authenticvideo, audio and print resourcesabout XVII century culturalproducts, practices and perspectives.


Global Perspectives:● The themes present in the literature

will be explored from a multiculturalapproach since the majority of theAP Literature class comes fromimmigrant families or are immigrantsthemselves.

Sample Assessments:Formative Assessments:-Daily quizzes on biographical readings.-Group quizzes on identification of literaryterms.-Group quizzes to identify characteristics ofliterary movements and eras ( Ex. Barrocovs. Renacentismo)-Creation of original examples of literaryterms for class review.-Homework quizzes from Albert (Guide toAP Exam)-Azulejo Online short answer practices.-Personal Progress Check 3 from APClassroom. 20 Multiple choice questions. 2Free response questions (Short answer: Text& Art Comparison. Essay: Analysis of asingle text)

Summative Assessments, Projects andCelebrations:- Essay #1 Comparative essay of the twosonnets in unit.-Essay #2 -Text and art comparison,incorporating literary devices.

27

● Students will discuss the poem“Hombres necios que acusáis” andtalk about its relevance today in theUS and the countries of theirbackground in terms.

● Students will discuss the idea ofprivilege and the advantages of beingof a higher social class as evidencedin the play “El burlador de Sevilla”and related to ideas of privilege in theUS and Latin American countries.










Physicalactivities




Models &Figures



28












Recommended Texts and Additional Materials to Support Unit 3Luis de GóngoraSlideshare: https://www.slideshare.net/mdpc/luis-de-gngorahttps://www.bxscience.edu/ourpages/auto/2009/9/2/40509212/G_ngora.pdf

Francisco de QuevedoSlideshare Análisis:https://apcentral.collegeboard.org/pdf/ap04-span-lit-carlo-q-34689.pdf?course=ap-spanish-literature-and-cultureGóngora vs Quevedo: https://www.youtube.com/watch?v=JgvLR-K6l9o

Sor Juana Inés de la CruzSlideshare: https://www.slideshare.net/mgarciagravi/hombres-necios-que-acusis-8163249https://www.slideshare.net/mgarciagravi/hombres-necios-que-acusis-8163249?next_slideshow=2Film: Yo, la peor de todashttp://userpage.fu-berlin.de/vazquez/vazquez/pdf/guia%20para%20la%20pelicula.pdfBiografía radiada: https://radialistas.net/yo-la-peor-de-todas/

Miguel de CervantesEnlace a todos los capítulos de Don Quijote: http://cervantes.uah.es/quijote/httoc.htmSeries Don Quijote, RTVE a la carta:http://www.rtve.es/alacarta/videos/el-quijote/quijote-capitulo-1/3573734/

29

https://www.slideshare.net/mdpc/luis-de-gngora

https://www.bxscience.edu/ourpages/auto/2009/9/2/40509212/G_ngora.pdf

https://apcentral.collegeboard.org/pdf/ap04-span-lit-carlo-q-34689.pdf?course=ap-spanish-literature-and-culture

https://apcentral.collegeboard.org/pdf/ap04-span-lit-carlo-q-34689.pdf?course=ap-spanish-literature-and-culture

https://www.youtube.com/watch?v=JgvLR-K6l9o

https://www.slideshare.net/mgarciagravi/hombres-necios-que-acusis-8163249

https://www.slideshare.net/mgarciagravi/hombres-necios-que-acusis-8163249?next_slideshow=2

https://www.slideshare.net/mgarciagravi/hombres-necios-que-acusis-8163249?next_slideshow=2

http://userpage.fu-berlin.de/vazquez/vazquez/pdf/guia%20para%20la%20pelicula.pdf

https://radialistas.net/yo-la-peor-de-todas/

http://cervantes.uah.es/quijote/httoc.htm

http://www.rtve.es/alacarta/videos/el-quijote/quijote-capitulo-1/3573734/

https://www.youtube.com/watch?v=ZAOIITBbHzYQuijote por Julio Iglesias: https://www.youtube.com/watch?v=oTara4qFRWY

Tirso de MolinaObra de teatro completa en RTVE: https://www.youtube.com/watch?v=mSLOmfjMb7gVersión de Chespirito: https://www.youtube.com/watch?v=TOC3B8zLfWkSlideshare: https://www.slideshare.net/nidree/tirsodemolina

Unit 4: La literatura romántica, realista y naturalista





Big Ideas:In this unit, the first two works represent romanticism, which was a reaction to

neoclassicism. Neoclassicism prioritized order, symmetry, and objectivity; unity was valued

30

https://www.youtube.com/watch?v=ZAOIITBbHzY

https://www.youtube.com/watch?v=oTara4qFRWY

https://www.youtube.com/watch?v=mSLOmfjMb7g

https://www.youtube.com/watch?v=TOC3B8zLfWk

https://www.slideshare.net/nidree/tirsodemolina

over creativity. Works reflecting romanticism value individual rights, creativity, the breakingaway from norms, and idealism. The later two works in the unit reflect characteristics of thetwo concurrent Spanish literary movements that were reactions to romanticism during thelater part of the 19th century: realism and naturalism.These works provide acutedescriptions of reality that employ regional referencesand dialects. They often portraycharacters from the lower and middle classes dealing with common social problems from theperiod. Naturalist works include a pessimistic tone, however, contrasting with romanticism’sidealism.

Students will initially approach the texts for comprehension. With careful attention tothe literary features of each text, students will then interpret the author’s implied message,also taking into account the text’s cultural perspectives, products, and practices. Utilizing thisskill, students will be able to interpret any ambiguities and nuances and discover main andsecondary themes in the works.

Literary works:

1. “En una tempestad”, José María Heredia

2. Rima LIII, “Volverán las oscuras golondrinas”, Gustavo Adolfo Bécquer

3. “Las medias rojas”, Emilia Pardo Bazán




1. ¿De qué manera los autores utilizan eltiempo y el espacio para construir unestado de ánimo o un sentimiento?

2. ¿Cómo se representan las característicasde un movimiento o período literario enla literatura?

3. ¿De qué manera se transforma el/la protagonista a consecuencia de surelación con otros personajes y/o con suambiente?

Students will understand that…-El Romanticismo, El Realismo & ElNaturalismo can all be identified by specificcharacteristics found in the literary works.-The structural format of a poem can also beused as a characteristic to situate it in a givenliterary movement.-Literary pieces from this period of timereflect the political and ideological upheavalof the era.-Latin America was in the midst of fightingfor independence from Spain.-The Latin American colonies had become aplace of opportunity for Europeanimmigrants fleeing poverty and oppressionat home.

31

4. ¿Cómo podemos conectar un texto a unmovimiento literario específico?

5. ¿Cuáles son los elementos necesarios paraescribir un ensayo analítico bien organizado?

6. ¿Cuál es el impacto del cambio climáticoen la fuerza y frecuencia de las tormentastropicales o huracanes en el caribe?

-Historical events can be represented inliterature an allegorical form.-Climate change is increasing the strengthand frequency of storms in the Caribeanregion.


Standards)

Lessons

Students will:Instructional Focus / Activities:1. Students will listen to “En una tempestad”before reading it. They will note theemotions that Heredia transmits in his poem.2. Students (pairs) will research thecharacteristics of a tropical storm / hurricaneand they will match them to specific linesfrom the poem.3. Students will brainstorm in small groupsabout the possible connections between anapproaching storm and a revolution.4. Students will play “Pictionary” bysketching a representation of one of theimages from the poem and having classmatesfind the image and interpret it for the class.5. Students will listen to Salmo LIII in twodifferent versions and then discuss whichreading is more appropriate in their opinion.6. In groups of 4, students will attempt toanalyze Salmo LIII and share their resultswith the rest of the class.7. Students will read and analyze two morepoems by GAB ( Rima XI and Rima XXIand then perform a dramatized reading forthe entire class.

7.1.AL.IPRET.1: Identify main ideas andsignificant details in a range of oral, viewed, andwritten texts.7.1.AL.IPRET.2: Interpret spoken and writtenlanguage and nuances of culture, as expressed byspeakers of the target language, in some formaland informal settings.7.1.AL.IPRET.3: Analyze the use of verbal andnon-verbal etiquette in the target culture(s) andin one’s own culture to develop an understandingof how cultural perspectives are reflected incultural products and cultural practices.7.1.AL.IPRET.4: Demonstrate an understandingof most content of other academic disciplines.7.1.AL.IPRET.5: Analyze a literary orinformational text including theme, author’spurpose and tone, inferences.7.1.AL.IPRET.6: Analyze a radio/televisionprogram, movie, or podcast for theme, purposeand tone, and inferences.7.1.AL.IPRET.7: Infer the meaning of some

32

8. Students will define and identify thefollowing literary terms and devices in theworks.HeptasílaboPoema No estróficoMetonimiaApóstrofeProsopopeyaParalelismoEncabalgamientoPie quebradoExclamacionesDescripciónAmbienteAtmósferaNarrador OmniscienteRegionalismosSinestesia


● Summarize the plot of a literary text.● Identify or describe literary elements,

voices and stylistic figures.● Relate texts to genres, periods,

movements and techniques.● Identify the features of a literary

genre● Identify linguistic features of the time

and place in which a text was written.● Identify information from other

disciplines related to course content.

Interpersonal● Work with peers to brainstorm and

share ideas.● Work with peers to peer-edit and give

oral and written feedback onformative assessments.

● Collaborate with peers in groupquizzes.

● Participate in class discussions aboutunit’s themes.

unfamiliar words and phrases in academic andformal contexts.7.1.AL.IPRET.8: Analyze elements of the targetlanguage that do not have a comparable linguisticelement in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering most questionsthat require inferring implied meanings.7.1.AL.IPRET.10: Collect, share, and analyzedata related to global issues including climatechange.7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a target languageaudience, either electronically or in person usingshort paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associated with thetarget culture(s) and another world culture.7.1.AL.PRSNT.3: Offer and support opinionsand use persuasive language when presentingideas and information.7.1.AL.PRSNT.4: Use language creatively inwriting for personal, career, or academicpurposes using connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrast thestructural elements and/or cultural perspectivesfound in culturally authentic materials with thosefound in selections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change over time, andcompare with changing perspectives in one’s ownculture.

Career-Ready PracticesCRP1: Act as a responsible and contributingcitizen and employee.CRP2: Apply appropriate academic andtechnical skills.CRP3: Attend to personal health andfinancial well-being.CRP4: Communicate clearly and effectivelyand with reason.CRP5: Consider the environmental, social

33

● Participate in “Pictionary” game.● Listen to classmates contributions

and give appropriate responses.

Presentational● Participate in performance of

Becquer’s poems.● Organize information and concepts

in presentations with a logical andcoherent progression of ideas.

● In written work, use a variety ofvocabulary appropriate to literaryanalysis.

● Produce a comprehensible writtenwork by observing the writingconventions of the target language.

● Create a multimedia presentationabout the impact of climate changeon tropical storms/hurricaines in theCaribean region.

and economic impacts of decisions.CRP6: Demonstrate creativity andinnovation.CRP7: Employ valid and reliable researchstrategies.CRP8: Utilize critical thinking to make senseof problems and persevere in solving them.CRP9: Model integrity, ethical leadershipand effectivemanagement.CRP10: Plan education and career pathsaligned to personal goals.CRP11: Use technology to enhanceproductivity.CRP12: Work productively in teams whileusing cultural global competence.

DifferentiationAssessments

Interdisciplinary Connections● Students will study the current

statistics in Spain and the US dealingwith “violencia de género”. Studentswill compare them and come up witha public service poster in Spanish tohelp victims of domestic abuse.




interpret information from authenticvideo, audio and print resourcesabout XVIII century culturalproducts, practices and perspectives.

Formative Assessments:-Daily quizzes on biographical readings.-Group quizzes on identification of literaryterms.-Individual quizzes to identify characteristicsof literary movements. (Romanticismo,Realismo, Naturalismo )-Creation of original examples of literaryterms for class review.-Homework quizzes from Albert (Guide toAP Exam)-Azulejo Online short answer practices.-Personal Progress Check 4 from APClassroom. 20 Multiple choice questions. 2Free response questions (Short answer: TextExplanation) Essay: Text comparison

34


Global Perspectives:● Students will learn about the realities

of emigration both in the Galicia ofPardo Bazán’s time and compare tothe present.

Summative Assessments, Projects andCelebrations:Essay # 1 Analysis of a single text in relationto its corresponding period and with clearreferences to the appropriate literary termsused by the author.

Essay # 2 Comparison of one of the studiedworks with another work by the same authoror same literary period. Include mainthemes, the author's implicit message andcharacteristics of literary period ormovement.










Physicalactivities




Models &Figures



35












Recommended Texts and Additional Materials to Support Unit 4José María HerediaSlideshare: https://www.slideshare.net/AmberHernandez/jose-m-heredia-en-una-tempestadhttps://docs.google.com/presentation/d/1jkHPyv6RsIw6YoTp-nKfz6-zGQgmxAMxXmZ9eQ_jZRM/edit#slide=id.p4Biografía en video: https://www.youtube.com/watch?v=sWlGGxRW77MThe shipwreck of the Minotaur:https://en.wikipedia.org/wiki/HMS_Minotaur_(1793)

Gustavo Adolfo BécquerSlideshare:https://www.slideshare.net/AmberHernandez/volveran-las-oscuras-golondrinas-to-use?next_slideshow=1Recursos literarios: http://roble.pntic.mec.es/eard0005/becquer/huracan.htmRimas y poesía: http://roble.pntic.mec.es/eard0005/becquer/index.htmlAudio Rima LIII: https://www.youtube.com/watch?v=yo94FAUMH0QAudio Rima LIII: https://www.youtube.com/watch?v=T_T3Hjdy39Y

Emilia Pardo BazánCuento Audio: https://albalearning.com/audiolibros/bazan/ct1-lasmediasrojas.htmlAnálisis: https://www.monografias.com/trabajos35/las-medias-rojas/las-medias-rojas.shtml

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https://www.slideshare.net/AmberHernandez/jose-m-heredia-en-una-tempestad

https://docs.google.com/presentation/d/1jkHPyv6RsIw6YoTp-nKfz6-zGQgmxAMxXmZ9eQ_jZRM/edit#slide=id.p4

https://docs.google.com/presentation/d/1jkHPyv6RsIw6YoTp-nKfz6-zGQgmxAMxXmZ9eQ_jZRM/edit#slide=id.p4

https://www.youtube.com/watch?v=sWlGGxRW77M

https://en.wikipedia.org/wiki/HMS_Minotaur_(1793)

https://www.slideshare.net/AmberHernandez/volveran-las-oscuras-golondrinas-to-use?next_slideshow=1

https://www.slideshare.net/AmberHernandez/volveran-las-oscuras-golondrinas-to-use?next_slideshow=1

http://roble.pntic.mec.es/eard0005/becquer/huracan.htm

http://roble.pntic.mec.es/eard0005/becquer/index.html

https://www.youtube.com/watch?v=yo94FAUMH0Q

https://www.youtube.com/watch?v=T_T3Hjdy39Y

https://albalearning.com/audiolibros/bazan/ct1-lasmediasrojas.html

https://www.monografias.com/trabajos35/las-medias-rojas/las-medias-rojas.shtml

Video de una clase colombiana con análisis:http://espanolsinmisterios.blogspot.com/2011/09/recurso-para-el-ap-spanish-literature_23.htmlCanción, Malo por Bebe: https://www.youtube.com/watch?v=90GqAf3zJ8sSlideshare:https://www.slideshare.net/AndresPlazas1/presentation1-10975572?next_slideshow=1Slideshare, análisis de la violencia:https://www.slideshare.net/adalramos9/anlisis-de-la-violencia-1

Unit 5: La Generación del 98 y el Modernismo


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http://espanolsinmisterios.blogspot.com/2011/09/recurso-para-el-ap-spanish-literature_23.html

http://espanolsinmisterios.blogspot.com/2011/09/recurso-para-el-ap-spanish-literature_23.html

https://www.youtube.com/watch?v=90GqAf3zJ8s

https://www.slideshare.net/AndresPlazas1/presentation1-10975572?next_slideshow=1

https://www.slideshare.net/adalramos9/anlisis-de-la-violencia-1




Big Ideas:The Spanish-American War of 1898 is the historical event that forms the backbone of the

works in this unit. The war marked the culmination of the period of decline for the Spanishempire, as the remaining Spanish colonies gained independence and Spain was left to searchfor a new identity. This is exemplified in the works of the Generation of 98, a group ofauthors writing around 1898 who philosophically explored social problems facing society atthe time. El Modernismo, in contrast, marked the birth of a new American literary movement.The first stage of Modernismo embraced free verse poetry, creativity, beauty, elegance, and theabstract, while the second stage shifted to political commentary.

Students will discuss how or why a text presents a key literary aspect (theme, literaryterm, genre, period/ movement, or context). In the discussions, students will support theirobservations with relevant, well-chosen textual examples to illustrate their points. Studentswill listen to audio clips that discuss relevant aspects of the studied texts. Students willcompare common themes shared between studied texts and artwork in relation to period,movement, genre, and/or technique.

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At his point students will review and reuse previously studied works by comparing theirkey characteristics with the new works from this unit. Students will use graphic organizersand/or templates to fill out for each work so students can jot down pertinent information.

Literary works:1. San Manuel Bueno, mártir, Miguel de Unamuno.2. “He andado muchos caminos”, Antonio Machado3. “Nuestra América”, José Martí4. “A Roosevelt”, Rubén Darío5. “El hijo”, Horacio Quiroga




1. ¿De qué manera los individuoscontribuyen o perjudican al bienestar de lacomunidad?

2.¿Cómo influye el contextosociocultural o histórico en la expresiónde la identidad?

3. ¿Qué efecto tiene el uso de una mezclade imágenes históricas y mitológicas enuna obra literaria?

4. ¿Qué tipo de elementos literarios utilizanlos autores modernistas en sus obras?


-El Modernismo is expressed in two differentforms: to express political ideals and to talkabout beauty for beauty’s sake.-El existencialismo is an important componentin the work of Miguel de Unamuno.-doubts about religion and new scientificdiscoveries are present in the minds ofwriters from this era.-The fear of American imperialism isexpressed in the poetry and essay writings inthis unit, in relation to the work of LatinAmerican writers.-The texts in this unit are closely related toglobal issues taking place at the beginning ofthe 20th century.


Standards)

Lessons

Students will: Instructional Focus / Activities:1. Students will read the short novel “SanManuel Bueno, martir” independently and

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will answer guiding questions about the plotwhile identifying the main themes.2. Students will use a jigsaw approach tounderstand “Nuestra America”. Individualstudents will interpret specific paragraphsand explain their significance to the rest ofthe class.3. Students will carefully annotate the text(“Nuestra America”) to familiarizethemselves with the messages beingcommunicated.4. Students will listen to songs based onMachado’s poetry to get a betterunderstanding of the tone and feeling of theauthor’s work.5. Students will compare the ideas expressedby Dario, Martí and Calle 13 in relation toimperialism and American intervention.6. After reading each work, students willgenerate at least three different questions.As a class, students should elicit responsesfor classmates questions that demonstratecomprehension of the texts, as well as ananalysis of the main themes.7. Students will write a well-writtenparagraph about one of the texts, including astrong topic sentence. They will share thatparagraph with another student, who willthen write the concluding paragraph for ashort answer.8. Students will produce a detailedchronological report of the events takingplace in “El hijo”, in the style of a policereport, about the death of the son..9. Students will define and identify thefollowing literary terms and devices in theworks.AmbigüedadPersonajeSímilMetáforaPunto de vistaTramaDesdoblamiento



7.1.AL.IPRET.5: Analyze a literary orinformational text including theme, author’spurpose and tone, inferences.7.1.AL.IPRET.6: Analyze a radio/televisionprogram, movie, or podcast for theme, purposeand tone, and inferences.7.1.AL.IPRET.7: Infer the meaning of someunfamiliar words and phrases in academic andformal contexts.7.1.AL.IPRET.8: Analyze elements of the targetlanguage that do not have a comparable linguisticelement in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering most questionsthat require inferring implied meanings.7.1.AL.IPRET.10: Collect, share, and analyzedata related to global issues including climatechange.7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a target languageaudience, either electronically or in person usingshort paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associated with thetarget culture(s) and another world culture.7.1.AL.PRSNT.3: Offer and support opinionsand use persuasive language when presentingideas and information.7.1.AL.PRSNT.4: Use language creatively inwriting for personal, career, or academic

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MetaficciónYusxtaposiciónAlusiónMetonimiaTonoAntítesisParadojaVerso libreAmbienteFluir de conciencia

Instructional StrategiesInterpretive

● Identify perspective, attitude andtone.

● Relate texts to contemporary globalissues.

● Explain how a text reflects orchallenges perceptions of a majority/ minority culture.

● Situate texts within the literaryheritages of the target cultures.

Interpersonal● Generate questions after each text to

share with the class.● Respond to classmates' questions in

an open forum.● Write opening paragraph for a short

answers questions about a textincluding a topic sentence.

● Complete classmate’s short answer(second paragraph), taking intoaccount classmate’s topic sentence.

Presentational● Write both short answer and longer

essays.● Oral presentation to class using

Jigsaw approach about NuestraAmerica.

purposes using connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrast thestructural elements and/or cultural perspectivesfound in culturally authentic materials with thosefound in selections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change over time, andcompare with changing perspectives in one’s ownculture.

Career-Ready PracticesCRP1: Act as a responsible and contributingcitizen and employee.CRP2: Apply appropriate academic andtechnical skills.CRP3: Attend to personal health andfinancial well-being.CRP4: Communicate clearly and effectivelyand with reason.CRP5: Consider the environmental, socialand economic impacts of decisions.CRP6: Demonstrate creativity andinnovation.CRP7: Employ valid and reliable researchstrategies.CRP8: Utilize critical thinking to make senseof problems and persevere in solving them.CRP9: Model integrity, ethical leadershipand effectivemanagement.CRP10: Plan education and career pathsaligned to personal goals.CRP11: Use technology to enhanceproductivity.CRP12: Work productively in teams whileusing cultural global competence.

41

● Using a chosen technology platform,explain 5 of the images / symbols/mythological allusions to class.


Interdisciplinary Connections:● Students will use their knowledge of

American History to discuss theeffect that policies such as EminentDomain had in the rest of the world.

● Students can compare the poem“The road not taken” by RobertFrost to Antonio Machado’s “Heandado muchos caminos”




interpret information from authenticvideo, audio and print resourcesabout end of XIX century culturalproducts, practices and perspectives.


Global Perspectives:● Students will review the biography

and the personna of TheodoreRooselvelt both in the US andabroad.

● Students will discuss and analyze therole and impact of US internationalpolicies and interventions in LatinAmerican countries from theperspective of Latin Americanwriters.

Formative Assessments:-Daily quizzes on biographical readings.-Individual quizzes on identification ofliterary terms.-Individual quizzes to identify characteristicsof literary movements. (Modernismo,Existencialismo)-Homework quizzes from Albert (Guide toAP Exam)-Azulejo Online short answer practices.-Personal Progress Check 5 from APClassroom. 20 Multiple choice questions. 2Free response questions (Short answer: Textand Art Comparison) (Essay: Analysis of asingle text)

Summative Assessments, Projects andCelebrations:Essay #1 - Students will write a wellorganized essay comparing Machado’s poem“He andado muchos caminos” and a Sorollapainting.

Essay # 2 - Students will write an analysis of“El hijo” by Quiroga, with emphasis on theliterary devices used in the text to create atone of desperation and fatality.

Debate: As a final project they will exhibit aformal debate on Unamuno's self-consciousliterature. How is San Manuel representativeof Unamuno? or isn't it? What is the truepublic or private image?

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Physicalactivities




Models &Figures












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Recommended Texts and Additional Materials to Support Unit 5Miguel de UnamunoObra completa / Genius:https://genius.com/Miguel-de-unamuno-san-manuel-bueno-martir-annotatedSlideshare: https://www.slideshare.net/AmberHernandez/san-manuel-bueno-analisis

Antonio MachadoAudio con visuales: https://www.youtube.com/watch?v=zVlfgYTfd6ASerrat canción: https://www.youtube.com/watch?v=euy7ADb4MhI&amp&nohtml5=FalseCanción visuales:https://www.youtube.com/watch?v=VQygJTfsJm8&amp&nohtml5=FalseBiografía video: https://vimeo.com/8057862Sorolla paintings:https://www.google.com/search?rlz=1C5CHFA_enUS805US814&biw=1408&bih=621&tbm=isch&sa=1&ei=0pl0XfCfDIOd_Qa-8bCoBw&q=sorolla&oq=sorolla&gs_l=img.1.0.0l10.9629.11472..13228...0.0..0.74.454.8......0....1..gws-wiz-img.....0..0i67.kP8b5d6goc0#imgrc=_

José MartíObra completa Ciudad Seva: http://ciudadseva.com/texto/nuestra-america/Reflexiones para un análisis literario:https://www.ensayistas.org/curso3030/textos/ensayo/nuestra-america-r.htmPrezi: https://prezi.com/sa2scdqirpre/nuestra-america/Audio con visuales: https://www.youtube.com/watch?v=t_u_PITPpuw

Rubén DaríoAudio: http://www.poesi.as/rd09025.htmSlideshare: https://www.slideshare.net/AmberHernandez/modernismo-y-a-rooseveltSlideshare vocabulary & figuras:https://www.slideshare.net/csdegocobachi/a-roosevelt-16311923

Horacio QuirogaEl hijo vocabulario:https://quizlet.com/1880029/el-hijo-sinonimos-en-espanol-flash-cards/Obra completa Ciudad Seva: https://ciudadseva.com/texto/el-hijo/

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https://genius.com/Miguel-de-unamuno-san-manuel-bueno-martir-annotated

https://www.slideshare.net/AmberHernandez/san-manuel-bueno-analisis

https://www.youtube.com/watch?v=zVlfgYTfd6A

https://www.youtube.com/watch?v=euy7ADb4MhI&amp&nohtml5=False

https://www.youtube.com/watch?v=VQygJTfsJm8&amp&nohtml5=False

https://vimeo.com/8057862

https://www.google.com/search?rlz=1C5CHFA_enUS805US814&biw=1408&bih=621&tbm=isch&sa=1&ei=0pl0XfCfDIOd_Qa-8bCoBw&q=sorolla&oq=sorolla&gs_l=img.1.0.0l10.9629.11472..13228...0.0..0.74.454.8......0....1..gws-wiz-img.....0..0i67.kP8b5d6goc0#imgrc=_



http://ciudadseva.com/texto/nuestra-america/

https://www.ensayistas.org/curso3030/textos/ensayo/nuestra-america-r.htm

https://prezi.com/sa2scdqirpre/nuestra-america/

https://www.youtube.com/watch?v=t_u_PITPpuw

http://www.poesi.as/rd09025.htm

https://www.slideshare.net/AmberHernandez/modernismo-y-a-roosevelt

https://www.slideshare.net/csdegocobachi/a-roosevelt-16311923

https://quizlet.com/1880029/el-hijo-sinonimos-en-espanol-flash-cards/

https://ciudadseva.com/texto/el-hijo/

Unit 6: Teatro y poesía del siglo XX





Big IdeasThe first third of the 20th century was markedby World War I and the Spanish Civil

War, forcing an artistic departure from el Modernismo. Works from this period arecharacterized by their questioning of daily life, their insistence upon defining identity, andexperimentation with new literary forms and ideas.

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The period can be subdivided according to artistic production. Vanguard authorsattempted to break with all previous movements, experimenting with creativity and ingenuitywhile establishing free verse poetry as a principal form of expression and renewing the usesof metaphors and imagery. Afro-Caribbean poetry fromthe period includes auditoryelements and neologisms and explores mestizaje. Surrealist works from the period juxtaposethe unconscious with the conscious, making everyday situations illogical and unexplainable.The Theater of the Absurd uses absurd, impossible, and hyperbolic representations tohighlight society’s problems.

Literary works1. La casa de Bernarda Alba, Federico García Lorca2. El hombre que se convirtió en perro, Osvaldo Dragún3. “Prendimiento de Antoñito el Camborio en el camino de Sevilla”, Federico García Lorca4. “Walking Around”, Pablo Neruda5. “Balada de los dos abuelos”, NicolásGuillén6. “Mujer negra”, Nancy Morejón7. “A Julia de Burgos”, Julia de Burgos8. “Peso Ancestral”, Alfonsina Storni




1. ¿Con qué intención presenta un autoro una autora problemas sociales en laliteratura?

2. ¿De qué manera la sociedad afecta laidentidad personal de un individuo?

3. ¿Cómo se presenta el nacionalismo (ola identidad nacional) en la literatura?

4. ¿Qué elementos literarios contribuyen a lalongevidad de una obra literaria?


-20th century literature speaks boldly aboutsocial justice issues facing Spain and LatinAmerica.-Tradition is seen in a negative light duringthis period of time.-inequalities in gender relations are boldydiscussed by female writers in this era.-Literature becomes a means ofcommunicating new ideas dealing withmachismo, womens’ rights, political freedom,racism and socioeconomic disparities insociety.-The loneliness of the individual is a maintheme during this time.-Theatre is an important means ofconnecting ideas to the main public, throughmetaphorical representations of the injusticesof the time.

46


Standards)

Lessons

Students will: Instructional Focus / Activities:1. Students will read La casa de BernanrdaAlba out loud, acting out key scenes.2. Students will attend a performance of Lacasa de Bernarda Alba in the RepertorioEspañol in NYC.3. Students will be introduced to theindividual poems by listening to professionalor author recordings of the pieces.4. Students will perform a reading(performance) of El hombre que se convirtió enperro for other students during the lunchblock.5. Students will discuss the parallels found inthe treatment of Antoñito el Camborio bythe Guardia Civil to the Black Mattersmovement in contemporary USA.6. Students will work in groups of four tocreate a visual representation (in video form)of the poemWalking Around, incorporatingall of the elements that Neruda mentions. Itshould include an introduction, voice overand an oral analysis of the themes.7. Students will conduct research about thehistory of the Afro-Cuban people. They willshare their research with the class online tocreate a Quizlet document to reviewinformation for future classes.8. Students will compare the two poems byMorejón and Guillén, by means of a Socraticseminar.9. Dividing the class into two groups, eachgroup will analyze one of two poems byStorni and De Burgos. Their work will be



7.1.AL.IPRET.5: Analyze a literary orinformational text including theme, author’spurpose and tone, inferences.7.1.AL.IPRET.6: Analyze a radio/televisionprogram, movie, or podcast for theme, purposeand tone, and inferences.7.1.AL.IPRET.7: Infer the meaning of someunfamiliar words and phrases in academic andformal contexts.7.1.AL.IPRET.8: Analyze elements of the targetlanguage that do not have a comparable linguisticelement in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering most questionsthat require inferring implied meanings.7.1.AL.IPRET.10: Collect, share, and analyzedata related to global issues including climatechange.7.1.AL.PRSNT.1: Create and deliver

47

posted in the classroom and they will presenttheir conclusions to the entire class.10. Students will define and identify thefollowing literary terms and devices in theworks.PúblicoActoTres unidadesTragediaPrefiguraciónVoz poéticaVerso blancoVerosimilitudElementos auditivosApartesPie quebrado


● Situate textual language and registerswithin historical, social andgeopolitical contexts.

● Relate texts to theory and practicefound in a variety of media from thetarget cultures.

● Explain the significance of similarthemes as features found between anartistic representation and a literarytext.


variety of interactive oral formats.● Discuss texts and contexts in a

variety of interactive written formats.

Presentational

● Elaborate and support main pointswith textual evidence.

● Organize information, concepts, andideas in presentation with a logical

research-based presentations to a target languageaudience, either electronically or in person usingshort paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associated with thetarget culture(s) and another world culture.7.1.AL.PRSNT.3: Offer and support opinionsand use persuasive language when presentingideas and information.7.1.AL.PRSNT.4: Use language creatively inwriting for personal, career, or academicpurposes using connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrast thestructural elements and/or cultural perspectivesfound in culturally authentic materials with thosefound in selections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change over time, andcompare with changing perspectives in one’s ownculture.

Career-Ready PracticesCRP1: Act as a responsible and contributingcitizen and employee.CRP2: Apply appropriate academic andtechnical skills.CRP3: Attend to personal health andfinancial well-being.CRP4: Communicate clearly and effectivelyand with reason.CRP5: Consider the environmental, socialand economic impacts of decisions.CRP6: Demonstrate creativity andinnovation.CRP7: Employ valid and reliable researchstrategies.CRP8: Utilize critical thinking to make senseof problems and persevere in solving them.CRP9: Model integrity, ethical leadershipand effectivemanagement.

48

and coherent progression of ideas.

● Self-monitor and adjust languageproduction in oral and writtencommunications.

CRP10: Plan education and career pathsaligned to personal goals.CRP11: Use technology to enhanceproductivity.CRP12: Work productively in teams whileusing cultural global competence.


Interdisciplinary Connections:

● Students will learn about the impactof the slave trade in the Spanishcolonies and the repercusions of thishistory in racial inequlity in Cuba andin ther Caribbean countries.(History)

● Students will learn about the effectsof the Spanish Civil War in Spain upto the present time, including theimpact that many of the Spaniardsexiled had in the development ofLatin America in the 20th century.

Technology Integration:● Students will use technology for

research and for creating classpresentations in their chosenformats.

Media Literacy Integratation:● Students will explore, analyze and

interpret information from authenticvideo, audio and print resourcesabout XX century cultural products,practices and perspectives.


Formative Assessments:-Daily quizzes on biographical readings.-Individual quizzes on identification ofliterary terms.-Homework quizzes from Albert (Guide toAP Exam)-Azulejo Online short answer practices.-Personal Progress Check 6 from APClassroom. 20 Multiple choice questions. 2Free response questions (Short answer: Textand Art Comparison, Essay: Analysis of asingle text)

Summative Assessments, Projects andCelebrations:Essay #1 Identify the literary resources inthree of the unit’s poems.

Essay #2 Write about the dynamics of powerfound in La casa de Bernardo Alba. Elhombre que se convirtió en perro.

49

Global Perspectives:● Students will make connections to

social movements around the worldsuch as the Black Lives Mattermovement, #metoo movement orthe current movement in HongKong.










Physicalactivities




Models &Figures







Increase taskstructure(e.g.


50

directions,checks forunderstanding, feedback)






Recommended Texts and Additional Materials to Support Unit 6Federico García Lorca:Bernarda Alba:https://genius.com/Federico-garcia-lorca-la-casa-de-bernarda-alba-acto-primero-annotatedAntoñito audio: http://www.poesi.as/reci0336.htmGenius:https://genius.com/Federico-garcia-lorca-prendimiento-de-antonito-el-camborio-en-el-camino-de-sevilla-annotatedRomancero gitano: http://usuaris.tinet.cat/picl/libros/glorca/gl002500.htmMuerte / audio: https://www.youtube.com/watch?v=VYmbs1w3OlgMuerte análisis:http://bxscience.edu/ourpages/auto/2009/9/2/40509212/Romance%20Muerte%20de%20Anto_ito%20el%20Camborio.pdf

Osvaldo DragúnBio: https://www.biografiasyvidas.com/biografia/d/dragun.htmObra y preguntas de comprensión: http://www.indiana.edu/~vida/doc/hombreperro.pdfGenius:https://genius.com/Osvaldo-dragun-historia-del-hombre-que-se-convirtio-en-perro-annotatedSlideshare: https://es.slideshare.net/pmclaytor1/duel-hombre-que-se-convirti-en-perro

Nicolás GuillénAnálisis:http://elblogdemara5.blogspot.com/2012/12/analisis-del-poema-balada-de-los-dos.htmlAudio en la voz del autor:http://www.cervantesvirtual.com/portales/nicolas_guillen/237078_balada_abuelos/

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https://genius.com/Federico-garcia-lorca-la-casa-de-bernarda-alba-acto-primero-annotated

http://www.poesi.as/reci0336.htm

https://genius.com/Federico-garcia-lorca-prendimiento-de-antonito-el-camborio-en-el-camino-de-sevilla-annotated

https://genius.com/Federico-garcia-lorca-prendimiento-de-antonito-el-camborio-en-el-camino-de-sevilla-annotated

http://usuaris.tinet.cat/picl/libros/glorca/gl002500.htm

https://www.youtube.com/watch?v=VYmbs1w3Olg

http://bxscience.edu/ourpages/auto/2009/9/2/40509212/Romance%20Muerte%20de%20Anto_ito%20el%20Camborio.pdf

http://bxscience.edu/ourpages/auto/2009/9/2/40509212/Romance%20Muerte%20de%20Anto_ito%20el%20Camborio.pdf

https://www.biografiasyvidas.com/biografia/d/dragun.htm

http://www.indiana.edu/~vida/doc/hombreperro.pdf

https://genius.com/Osvaldo-dragun-historia-del-hombre-que-se-convirtio-en-perro-annotated

https://genius.com/Osvaldo-dragun-historia-del-hombre-que-se-convirtio-en-perro-annotated

https://es.slideshare.net/pmclaytor1/duel-hombre-que-se-convirti-en-perro

http://elblogdemara5.blogspot.com/2012/12/analisis-del-poema-balada-de-los-dos.html

http://www.cervantesvirtual.com/portales/nicolas_guillen/237078_balada_abuelos/

Genius:https://genius.com/Nicolas-guillen-balada-de-los-dos-abuelos-en-espanol-annotatedActividad de Práctica:http://www.hw.com/academics/usforlang/Spanish/aplit/GuillenBalada.htmPágina con muchasactividades:https://senorab1972.wordpress.com/2013/08/27/balada-de-los-dos-abuelos/

Pablo NerudaPoemas: https://www.poemas-del-alma.com/pablo-neruda-walking-around.htmWalking around recitado: http://www.poesi.as/recipn35b005.htmBio:http://www.los-poetas.com/a/bioneru.htmPoema en español y en inglés:https://allpoetry.com/Walking-Around-%28Original-Spanish%29Sitio oficial: https://fundacionneruda.org/home_neruda.html

Nancy MorejónSlideshare: http://slideplayer.es/slide/3821436/Poema escrito: http://faculty.cord.edu/gargurev/morejon.htmGenius: https://genius.com/Nancy-morejon-mujer-negra-annotatedLectura de autora: https://www.youtube.com/watch?v=kmjsOuzXnRUVideo: https://www.youtube.com/watch?v=babFgClvobg

Julia de BurgosSlideshare: https://www.slideshare.net/AmberHernandez/a-julia-de-burgos-good-no-quizGenius: https://genius.com/Julia-de-burgos-a-julia-de-burgos-annotatedVideo con poema leído al final: https://www.youtube.com/watch?v=TsA7mEZ-LqcBio: https://www.poemas-del-alma.com/julia-de-burgos.htm

Alfonsina StorniSlideshare: https://www.slideshare.net/juanacalvo/biografia-de-alfonsina-storniColección Anti-princesas:https://www.slideshare.net/587201522/alfonsina-storni-coleccin-antiprincesasAnálisis anotado: https://press.rebus.community/aalh/chapter/peso-ancestral/Audio: https://albalearning.com/audiolibros/storni/peso.html

Unit 7: El Boom Latinoamericano


Interpretive Mode of CommunicationAdvanced Low learners understand main ideas and supporting details on some new,concrete topics from a variety of more complex texts that have a clear, organized structure.These texts include narrative, descriptive and straightforward persuasive materials. They can

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https://genius.com/Nicolas-guillen-balada-de-los-dos-abuelos-en-espanol-annotated

http://www.hw.com/academics/usforlang/Spanish/aplit/GuillenBalada.htm

https://senorab1972.wordpress.com/2013/08/27/balada-de-los-dos-abuelos/

https://www.poemas-del-alma.com/pablo-neruda-walking-around.htm

http://www.poesi.as/recipn35b005.htm

http://www.los-poetas.com/a/bioneru.htm

https://allpoetry.com/Walking-Around-%28Original-Spanish%29

https://fundacionneruda.org/home_neruda.html

http://slideplayer.es/slide/3821436/

http://faculty.cord.edu/gargurev/morejon.htm

https://genius.com/Nancy-morejon-mujer-negra-annotated

https://www.youtube.com/watch?v=kmjsOuzXnRU

https://www.youtube.com/watch?v=babFgClvobg

https://www.slideshare.net/AmberHernandez/a-julia-de-burgos-good-no-quiz

https://genius.com/Julia-de-burgos-a-julia-de-burgos-annotated

https://www.youtube.com/watch?v=TsA7mEZ-Lqc

https://www.poemas-del-alma.com/julia-de-burgos.htm

https://www.slideshare.net/juanacalvo/biografia-de-alfonsina-storni

https://www.slideshare.net/587201522/alfonsina-storni-coleccin-antiprincesas

https://press.rebus.community/aalh/chapter/peso-ancestral/

https://albalearning.com/audiolibros/storni/peso.html

make inferences and derive meaning from context and linguistic features. Advanced Lowlearners comprehend texts pertaining to real-world topics of general interest to the targetlanguage communities and those that represent national and international issues. They cancomprehend paragraph discourse found in stories, literary works, personal and work-relatedcorrespondence, oral presentations, news reports, and other concrete topics.



Big Ideas:

In the 1960s and 1970s, literature by Latin American authors became widely popular andread around the world. The works from this period are well-known for employing theliterary technique of magic realism, where the fantastical coexists with everyday realities.Many of them also express social criticisms. One of the distinguishing characteristics of theworks are their vivid depictions of settings that allow readers to experience the sights,sounds, customs, and traditions of Latin America.

Literary works:1. “Borges y yo”, Jorge Luis Borges2.”El Sur”, Jorge Luis Borges3. “No oyes ladrar los perros”, Juan Rulfo4. “Chac Mool”, Carlos Fuentes5. “La noche boca arriba”, Julio Cortazár6. “La siesta del martes”, Gabriel García Márquez7. “El ahogado más hermoso del mundo”, Gabriel García Márquez8. “Dos palabras”, Isabel Allende

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1. ¿Qué efecto tiene la mezcla delrealismo con lo fantástico en la literatura?

2. ¿Cómo se presenta la crítica social en laliteratura?

3.¿Cómo afecta el uso del tiempo lineary/o el tiempo circular en una narración?

4. ¿Cømo podemos identificar el realismomágico en una obra de literatura?


-El Realismo Mágico in literature can beidentified by a series of characteristics.-El Boom Lationamericano influenced literatureall around the world.-The writers of this period / movementswere looking for other ways of expressingthemselves.-The way in which the Boom writersexpressed themselves often went against theliterary establishment.-Introspection was an important componentof this literary era.-Writers in the era were critical of the societyin which they lived and expressed those ideasin their work.


Standards)

Lessons

Students will:



Instructional Focus / Activities:1. Skimming/Scanning. Students will skim atext and quickly identify key words orphrases, identify the theme and name thegenre or time period to which the textbelongs.2. After projecting an essay prompt, studentswill break into small groups to discusspossible responses, how to organize theessay, a thesis statement, and textualexamples to support their arguments. Theywill then prepare an outline and eachmember of the group will complete an essayparagraph into one complete essay.3. Split the class in half forming an inner andouter circle. Have the inner circle discuss and

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7.1.AL.IPRET.5: Analyze a literary orinformational text including theme, author’spurpose and tone, inferences.7.1.AL.IPRET.6: Analyze a radio/televisionprogram, movie, or podcast for theme, purposeand tone, and inferences.7.1.AL.IPRET.7: Infer the meaning of someunfamiliar words and phrases in academic andformal contexts.7.1.AL.IPRET.8: Analyze elements of the targetlanguage that do not have a comparable linguisticelement in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering most questionsthat require inferring implied meanings.7.1.AL.IPRET.10: Collect, share, and analyzedata related to global issues including climatechange.7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a target languageaudience, either electronically or in person usingshort paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associated with thetarget culture(s) and another world culture.7.1.AL.PRSNT.3: Offer and support opinionsand use persuasive language when presentingideas and information.7.1.AL.PRSNT.4: Use language creatively inwriting for personal, career, or academicpurposes using connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrast thestructural elements and/or cultural perspectivesfound in culturally authentic materials with thosefound in selections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change over time, andcompare with changing perspectives in one’s ownculture.

analyze one of the texts. Then have the outercircle summarize the discussion. The innercircle should comment on the themes, genre,use of literary figures and devices, and therelevant contexts found in the text. Thesesame elements should be included in theouter circle’s summaries.4. Students will listen to a number of authorinterviews about literature to improve theirinterpretive skills in preparation for theInterpretive Listening section of the APexam. (Allende, Cortázar, Fuentes)5. Students will be introduced to “No oyesladrar los perros” by a reading by the author.After the first reading, they will respond to aseries of comprehension questions.6. Students will define and identify thefollowing literary terms and devices in theworks.AmbigüedadParadojaNarrador omniscientePrefiguraciónDesdoblamientoAtmósferaRealismo mágicoPersonificaciónSuspensoSinestesiaNarrador observadorVerosimilitudHipérboleCrónicaTramaDesenlace


● Identify linguistic featuresrepresentative of the time and placein which a text was written.

Career-Ready PracticesCRP1: Act as a responsible and contributingcitizen and employee.CRP2: Apply appropriate academic and

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● Explain how behaviors and attitudespresent in texts reflect sociocultural,geopolitical, and historical contexts.

● Situate textual language and registerswithin historical, social, andgeopolitical contexts.


variety of interactive oral formats.● Discuss texts and contexts in a

variety of interactive written formats.

Presentational

● Elaborate and support main pointswith textual evidence.

● Organize information, concepts, andideas in presentation with a logicaland coherent progression of ideas

● Self-monitor and adjust languageproduction in oral and writtencommunications.

technical skills.CRP3: Attend to personal health andfinancial well-being.CRP4: Communicate clearly and effectivelyand with reason.CRP5: Consider the environmental, socialand economic impacts of decisions.CRP6: Demonstrate creativity andinnovation.CRP7: Employ valid and reliable researchstrategies.CRP8: Utilize critical thinking to make senseof problems and persevere in solving them.CRP9: Model integrity, ethical leadershipand effectivemanagement.CRP10: Plan education and career pathsaligned to personal goals.CRP11: Use technology to enhanceproductivity.CRP12: Work productively in teams whileusing cultural global competence.


Interdisciplinary Connections:● Students will analyze the

contemporary artworks of EleonoraCarrington to make connections toRealismo Mágico

● Students will examine thephotography of Juan Rulfo and makeconnections to his short stories


Goformative, Blooket, Google Apps,Padlet, Quizizz, Quizlet and Youtubewill be used on a regular basis

Media Literacy Integration:

Sample AssessmentsFormative Assessments:-Daily quizzes on biographical readings.-Individual quizzes on identification ofliterary terms.-Homework quizzes from Albert (Guide toAP Exam)-Azulejo Online short answer practices.-Personal Progress Check 7 from APClassroom. 20 Multiple choice questions. 2Free response questions (Short answer: Textexplanation, Essay: Text comparison)

Summative Assessments, Projects andCelebrations:

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● Students will explore, analyze andinterpret information from authenticvideo, audio and print resourcesabout XX century cultural products,practices and perspectives.


Global Perspectives:● Students will explore different

literary movements that had animpact on the Boom writers andvice versa, how the Boom writersinfluenced other literature all overthe world.

Essay #1 Write about elements of magicalrealism vs realism with specific examplesfrom the works in this unit.Essay #2 Text comparison between one ofthe unit’s short stories and an unknown piecefrom one of the unit’s authors.Essay #3 Students will write an essayanalyzing the narrative resources used in “Elsur.”










Physicalactivities




Models &Figures


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Recommended Texts and Additional Materials to Support Unit 7Jorge Luis BorgesBorges y yo genius: https://genius.com/Jorge-luis-borges-borges-y-yo-annotatedEl Sur short film (2 partes): https://www.youtube.com/watch?v=8oIWBW1L61Mhttps://www.youtube.com/watch?v=dF1VDp65VAcLas dos Fridas: https://www.fridakahlo.org/images/paintings/the-two-fridas.jpg

Juan RulfoSlideshare (padre de un asesino en la última tarjeta):https://www.slideshare.net/reichenbacpm/span-432-group-20809455Genius annotated: https://genius.com/Juan-rulfo-no-oyes-ladrar-los-perros-annotatedCuento leído por el autor: https://www.youtube.com/watch?v=htJ1A0r4NI0

Carlos FuentesGenius: https://genius.com/Carlos-fuentes-chac-mool-annotatedEntrevistas: https://www.youtube.com/watch?v=rSEQdjJe7wo&amp&feature=relatedhttps://www.youtube.com/watch?v=EKJRAVD_jpM&amp&feature=channel

Julio Cortázar

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https://genius.com/Jorge-luis-borges-borges-y-yo-annotated

https://www.youtube.com/watch?v=8oIWBW1L61M

https://www.youtube.com/watch?v=dF1VDp65VAc

https://www.fridakahlo.org/images/paintings/the-two-fridas.jpg

https://www.slideshare.net/reichenbacpm/span-432-group-20809455

https://genius.com/Juan-rulfo-no-oyes-ladrar-los-perros-annotated

https://www.youtube.com/watch?v=htJ1A0r4NI0

https://genius.com/Carlos-fuentes-chac-mool-annotated

https://www.youtube.com/watch?v=rSEQdjJe7wo&amp&feature=related

https://www.youtube.com/watch?v=EKJRAVD_jpM&amp&feature=channel

Cortometraje:https://www.youtube.com/watch?v=qSwuIdXnhQM&amp&feature=youtu.beGrabación completa: https://www.youtube.com/watch?v=ODZlu3lvpmYGenius annotated: https://genius.com/Julio-cortazar-la-noche-boca-arriba-annotated

Isabel AllendeEntrevista: https://www.youtube.com/watch?v=p1NOQPYK4KM&amp&feature=related

Unit 8: Escritores contemporáneos de Estados Unidos y España




Presentational Mode of CommunicationAdvanced Low learners participate actively and fluently in discussions about a range oftopics both autobiographical and those that concern concrete events. They clearly express

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https://www.youtube.com/watch?v=qSwuIdXnhQM&amp&feature=youtu.be

https://www.youtube.com/watch?v=ODZlu3lvpmY

https://genius.com/Julio-cortazar-la-noche-boca-arriba-annotated

https://www.youtube.com/watch?v=p1NOQPYK4KM&amp&feature=related

complex ideas and personal points of view about topics of interest. They useparagraph-length discourse when summarizing information, comparing and contrasting ideasand fact, and narrating and descripting a range of ideas. Advanced Low learners speak andwrite across present, past, and future time frames with increasing accuracy and fluency.

Big Ideas

This unit focuses on recent works that present the realities of life in the 1970s and 1980sin the United States and Spain. Themes in these works may be familiar to today’s students.The works from the United States represent two different perspectives of Spanish speakers:that of a native who has lived their whole life in the United States and that of a migrant whonegotiates assimilation or marginalization. The work from Spain explores how an individualinteracts with the community. All of the works in the unit provide unique opportunities toexplore contemporary cultural perspectives, products, and practices.

In this final unit, all the skills of the coursecome together. Students will be able toexplain and compare themes in the texts to other texts and artwork. They will be able to usea variety of vocabulary to discuss and analyze stylistic, structural, rhetorical and literaryfeatures of texts. They will be able to analyze, define, and compare aspects of literary genres,movements, and periods.

Literary works

1. “Mi caballo mago”, Sabine Ulibarri

2. “...y no se lo tragó la tierra”, Tomás Rivera

3. ...y no se lo tragó la tierra: “La Nochebuena”, Tomás Rivera

4. “Como la vida misma”, Rosa Montero




1. ¿Cómo se representan la asimilación yla marginación en la literatura?

2. ¿Cómo se relaciona el/ la protagonistacon los espacios interiores y exteriores?


-The realities of daily lives can inspire writersto produce works of literature.-Writers can use autobiographicalexperiences to connect with the reader.-The importance role that setting andambiente play in a piece of literature.

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3. ¿Cómo son diferentes el cuento corto yla viñeta?

4. ¿Qué recursos literarios utilizan losescritores para convertir su realidad enliteratura?

-Shared stories from different cultures andrealities allow us to understand other humanexperiences.-Spanish literature can also be written in theUS.-Explain the relationship between a literarytext and its sociocultural, geopolitical, andhistorical contexts.-Relate texts to contemporary global issue.-Identify perspective, attitude, or tone.


Standards)

Lessons

Students will: Instructional Focus / Activities:1. Students will review the works fromUlibarri and Rivera, which they read as partof their summer assignment, as part of theirformative assessments2. Students will listen to a reading ofMontero’s vignette.3. Students will pair up to annotate “Como lavida misma” and identify literary resourcesand main theme of the work.4. Instructor will write an open-ended,analytical question on the board. Studentswill respond to the question on a sticky noteand affix it to the board. Using anothersticky note, students will comment onanother student’s answer and affix it to theanswer. Repeat until there are chains ofsticky notes that form a written literaryconversation5. As the class reaches the date of the APSpanish exam, we will be working in reviewactivities. Some of them are: matchingauthors & their works , connecting the worksto their literary movement and historical era,identifying main themes in each work and



7.1.AL.IPRET.5: Analyze a literary orinformational text including theme, author’spurpose and tone, inferences.7.1.AL.IPRET.6: Analyze a radio/televisionprogram, movie, or podcast for theme, purposeand tone, and inferences.7.1.AL.IPRET.7: Infer the meaning of someunfamiliar words and phrases in academic andformal contexts.

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connecting the works studies to the coursethemes.6. Students will review the AP scoringguidelines created by the College Board.7. Students will practice identifying all of therequired tasks from the prompts.8. Each student will receive a copy of thesame essay. Students will use differentcolored highlighters to mark the thesisstatement, topic sentences, examples,commentary, transitions, and conclusion.After highlighting, students will comparetheir essays.9. Students will review literary resourcesonline in Google Classroom10. Students will define and identify thefollowing literary terms and devices in theworks.DescripciónAmbienteAtmósferaEpítetoCromatismoLa tradición oralRegionalismoPerspectivaSátiraOnomatopeyaExclamaciones


● Explain the relationship between aliterary text and its sociocultural,geopolitical, and historical contexts.

● Relate texts to contemporary globalissue.

● Identify perspective, attitude, or tone.


variety of interactive oral formats.

7.1.AL.IPRET.8: Analyze elements of the targetlanguage that do not have a comparable linguisticelement in English.7.1.AL.IPRET.9: Differentiate facts fromopinions by accurately answering most questionsthat require inferring implied meanings.7.1.AL.IPRET.10: Collect, share, and analyzedata related to global issues including climatechange.7.1.AL.PRSNT.1: Create and deliverresearch-based presentations to a target languageaudience, either electronically or in person usingshort paragraphs.7.1.AL.PRSNT.2: Create a research-basedanalysis of a current global problem/issueshowing cultural perspectives associated with thetarget culture(s) and another world culture.7.1.AL.PRSNT.3: Offer and support opinionsand use persuasive language when presentingideas and information.7.1.AL.PRSNT.4: Use language creatively inwriting for personal, career, or academicpurposes using connected sentences inparagraph-level narration and description.7.1.AL.PRSNT.5: Compare and contrast thestructural elements and/or cultural perspectivesfound in culturally authentic materials with thosefound in selections in English.7.1.AL.PRSNT.6: Analyze how culturalperspectives about climate change over time, andcompare with changing perspectives in one’s ownculture.

Career-Ready PracticesCRP1: Act as a responsible and contributingcitizen and employee.CRP2: Apply appropriate academic andtechnical skills.CRP3: Attend to personal health andfinancial well-being.CRP4: Communicate clearly and effectivelyand with reason.CRP5: Consider the environmental, socialand economic impacts of decisions.CRP6: Demonstrate creativity and

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● Discuss texts and contexts in avariety of interactive written formats.

Presentational:

● Organize information, concepts, andideas in presentations with a logicaland coherent progression of ideas.

innovation.CRP7: Employ valid and reliable researchstrategies.CRP8: Utilize critical thinking to make senseof problems and persevere in solving them.CRP9: Model integrity, ethical leadershipand effectivemanagement.CRP10: Plan education and career pathsaligned to personal goals.CRP11: Use technology to enhanceproductivity.CRP12: Work productively in teams whileusing cultural global competence.


Interdisciplinary Connections:-Students will learn about geography and wayof life of Tierra Amarilla, New Mexico,including climate, products, overall culture.(Geography, History)They will view Georgia O'Keeffe's artworkto visualize the environment Ulibarri isdescribing in Mi caballo mago. (Art)


Goformative, Blooket, Google Apps,Padlet, Quizizz, Quizlet and Youtubewill be used on a regular basis


interpret information from authenticvideo, audio and print resourcesabout XX century cultural products,practices and perspectives.

● Analyze a radio podcast for theme,

Formative Assessments:-Daily quizzes on biographical readings.-Homework quizzes from Albert (Guide toAP Exam)-Azulejo Online short answer practices.-Personal Progress Check 8 from APClassroom. 20 Multiple choice questions. 2Free response questions (Short answer: Textand art comparison, Essay: Text comparison)

Summative Assessments, Projects andCelebrations:-Review Quiz #1-Match author to the works.-Review Quiz #2-Match work to itsmovement.-Review Quiz #3- match works to coursethemes.

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purpose and tone, and inferences.

Global Perspectives:● Students will review the diversity and

variety of perspectives that they haveexperienced throughout the schoolyear by means of the literary worksthey have studied; with emphasis onthe differences in linguisticexpression, historical background,geography, climate, socioeconomicclass, politics, religion, race andimmigrant status.










Physicalactivities




Models &Figures

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Recommended Texts and Additional Materials to Support Unit 8Sabine UlibarriObra: https://secure-media.collegeboard.org/apc/micaballomago_8393.pdfPrezi: https://prezi.com/ecur2fy4jwil/mi-caballo-mago-por-sabine-ulibarri/Quizlet: https://quizlet.com/119817778/mi-caballo-mago-sabine-r-ulibarri-flash-cards/Audio: https://www.youtube.com/watch?v=GataycPyEH4

Tomás RiveraPrezi:https://prezi.com/xony4nj3sag1/tomas-rivera-la-noche-buena-y-no-se-trago-la-tierra/Oranizador:https://drive.google.com/drive/folders/0B3XzGJV5vtonR1pGUk1pWlN6LW8

Rosa MonteroPrezi https://prezi.com/lstt7gdytssv/como-la-vida-misma-by-rosa-montero/https://prezi.com/zdkn8cth8lov/como-la-vida-misma/Genius: https://genius.com/Rosa-montero-como-la-vida-misma-annotatedSlideshare: http://slideplayer.es/slide/136810/

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https://secure-media.collegeboard.org/apc/micaballomago_8393.pdf

https://prezi.com/ecur2fy4jwil/mi-caballo-mago-por-sabine-ulibarri/

https://quizlet.com/119817778/mi-caballo-mago-sabine-r-ulibarri-flash-cards/

https://www.youtube.com/watch?v=GataycPyEH4

https://prezi.com/xony4nj3sag1/tomas-rivera-la-noche-buena-y-no-se-trago-la-tierra/

https://drive.google.com/drive/folders/0B3XzGJV5vtonR1pGUk1pWlN6LW8

https://drive.google.com/drive/folders/0B3XzGJV5vtonR1pGUk1pWlN6LW8

https://prezi.com/lstt7gdytssv/como-la-vida-misma-by-rosa-montero/

https://prezi.com/zdkn8cth8lov/como-la-vida-misma/

https://genius.com/Rosa-montero-como-la-vida-misma-annotated

http://slideplayer.es/slide/136810/

Class materials:

1. Access to all works in the required list. Azulejo FlextText from Wayside Publishing.

2. Albert Online for AP Spanish Literature for practice and assessment program.

3. Multiple audiovisual materials to accompany each unit of study and themes. Found

in the internet in a variety of contexts: film, video, audio recordings, author websites

etc. (links included in the specific units of study)

4. Unit organizers created by past AP Spanish Literature students to summarize and

clarify specific works in order to aid in review in preparation for the exam.

5. Class syllabus to assist in the pacing of the course. (Appendix 1)

6. Literary terms support materials. (Appendix 2)

7. Online teaching resources provided by the College Board through AP Classroom

starting in the 2019- 2020 school year, which includes Personal Progress checks for

students for each unit.

Required Texts / Reading List:

1. Isabel Allende, “Dos palabras”2. Anónimo, “Romance de la pérdida de Alhama”3. Anónimo, Lazarillo de Tormes (Prólogo; Tratados 1, 2, 3, 7)4. Gustavo Adolfo Bécquer, Rima LIII (“Volverán las oscuras golondrinas”)5. Jorge Luis Borges, “Borges y yo”6. Jorge Luis Borges, “El Sur”7. Julia de Burgos, “A Julia de Burgos”8. Miguel de Cervantes, Don Quijote (Primera parte, capítulos 1–5, 8 y 9; Segundaparte, capítulo 74)9. Julio Cortázar, “La noche boca arriba”10. Hernán Cortés, “Segunda carta de relación” (Selecciones)11. Sor Juana Inés de la Cruz, “Hombres necios que acusáis”12. Rubén Darío, “A Roosevelt”13. Don Juan Manuel, Conde Lucanor, Exemplo XXXV (“De lo que aconteció a unmozo que casó con una mujer muy fuerte y muy brava”)

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14. Osvaldo Dragún, El hombre que se convirtió en perro15. Carlos Fuentes, “Chac Mool”

16. Federico García Lorca, La casa de Bernarda Alba17. Federico García Lorca, “Prendimiento de Antoñito el Camborio en el camino deSevilla”18. Gabriel García Márquez, “El ahogado más hermoso del mundo”19. Gabriel García Márquez, “La siesta del martes”20. Garcilaso de la Vega, Soneto XXIII (“En tanto que de rosa y azucena”)21. Luis de Góngora, Soneto CLXVI (“Mientras por competir con tu cabello”)22. Nicolás Guillén, “Balada de los dos abuelos”23. José María Heredia, “En una tempestad”24. Miguel León-Portilla, Visión de los vencidos (dos secciones: “Los presagios, segúnlos informantes de Sahagún” y “Se ha perdido el pueblo mexica”)25. Antonio Machado, “He andado muchos caminos”26. José Martí, “Nuestra América”27. Rosa Montero, “Como la vida misma”

28. Nancy Morejón, “Mujer negra”29. Pablo Neruda, “Walking around”30. Emilia Pardo Bazán, “Las medias rojas”31. Francisco de Quevedo, Salmo XVII (“Miré los muros de la patria mía”)32. Horacio Quiroga, “El hijo”33. Tomás Rivera, . . . y no se lo tragó la tierra (dos capítulos: “. . . y no se lo tragó latierra” y “La noche buena”)34. Juan Rulfo, “No oyes ladrar los perros”35. Alfonsina Storni, “Peso ancestral”36. Tirso de Molina, El burlador de Sevilla y convidado de piedra

37. Sabine Ulibarrí, “Mi caballo mago”38. Miguel de Unamuno, San Manuel Bueno, mártir

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AP Spanish Literature Curriculum 2021

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Transcript of AP Spanish Literature Curriculum 2021