AP Spanish Literature Texts Carvajal, C. S., Horwood, J. & Rollin, N. (Eds.). (2005). Pocket Oxford Spanish Dictionary. New York, NY: Oxford University Press-USA. Dvorak, T., Hannum, T.P. & Valdés, G. (1999). Composición: Proceso y síntesis. New York, NY: Glencoe McGraw-Hill. Kendris, C. (2003). 501 Spanish Verbs, 5th Edition. Hauppauge, NY: Barron's Educational Series, Inc. Rodríguez, R. (2004). Momentos cumbres de las literaturas hispánicas: Introducción al análisis literario. Upper Saddle River, NJ: Pearson Prentice Hall. Course Objectives: This course seeks to introduce the student to the literature of the Spanish-speaking world and its critical analysis so that she can develop a sincere appreciation for its culture, history and traditions. It also aims to prepare the student for a successful completion of the AP Spanish Literature Examination. By adhering to the AP Central’s required reading list, and upon successful completion of the course the AP student will be able to:

Recognize and use literary terms in Spanish. Understand and apply analytical processes of the reading of Spanish

literature. Identify and understand the different themes throughout the Spanish

language literature cannon. Compose high-caliber analytical essays on Spanish language prose, poetry

and drama. Understand the similarities and differences between the different literary

movements, trends and genres in peninsular and Latin-American literature. Critically analyze the form and content of Spanish language prose, poetry

and drama. Content This course will be conducted entirely in Spanish. It will begin with an introduction to the study of literature, literary terms, poetry metrics and a grammar review. The sequence of the material presented will depend on the pace of the class as a whole, but the core content will be presented in three units spanning two 18-week semesters. The actual dates for the semester and AP Examinations might necessitate changes to the schedule. Each week will also

1

include activities that provide practice for the actual examination. Each unit will begin with an introductory lecture that will cover historical, social and political context for the readings. The units will be further divided by themes and the reading selections will be grouped together accordingly. This might necessitate reading some selections out of their chronological sequence. The following is a breakdown of the units and the weeks in which they will be presented. Introduction (Weeks 1-3) Unit I: Medieval and Golden Age Literature (Weeks 4-18)

A. Medieval Spain and the Reconquest: History and Literature B. The New World: Conquest and Legacy C. The Golden Age: Poetry, Drama and Prose D. The Baroque: A Bridge Between Don Quixote and Modernism

Unit II Nineteenth Century Literature (Weeks 19-27) A. Romanticism: A Bridge to the Modern Era B. Naturalism and Realism: Writing for an Emergent Middle Class C. Modernism: Latin America’s Legacy and Influence

Unit III Twentieth Century Literature (Weeks 28-36) A. The Early Years: Modernism Breeds Avant-garde and

Existentialism B. The “Boom” of Latin American Narrative C. The Female Voice in Contemporary Latin American Narrative

Schedule of Readings The following is a sequence of when the material will be read. The time allotted for each reading includes assignments, formative and summative assessments. Each reading will be discussed in class. Selections will be assigned to be read at home and/or in class. All work assigned for each reading will include instructions, samples and rubrics. The actual date for the AP Exam might necessitate changes to the schedule. Note that selections followed by an asterisk (*) correspond to the AP Spanish Literature Required Reading List published by The College Board as of 1/15/08.

2

Introduction (Weeks 1-3) From Grammar to Analytical Writing

Discovering the beauty of Spanish language literature, its legacy and rich diversity of genres and authors requires nothing more than opening a book and reading. However; in order to create an opportunity for the student to fully appreciate its particulars, it is necessary to review important elements of Spanish grammar as well as discuss essential terms and nomenclature in the field of literary analysis. The grammar will be reviewed using the material presented in the Oxford University Press publication Pocket Oxford Dictionary and supplemented with instructor-generated worksheets and study guides as well as online material from the internet reviewed by The College Board, a list of which can be found by visiting this site: http://apcentral.collegeboard.com/apc/Pageflows/TeachersResource/page.do?_page=1.

The study and analysis of Spanish language literature can be an arduous task without a working knowledge of literary terms and an understanding of how writers have produced different works influenced by the trends of their time and cultures. The terms used by many scholars and students of literary analysis and critique are similar to those found in English language literature. Students in this class will recognize some of those terms such as the words onomatopoeia or onomatopeya in Spanish; alliteration or aliteración; metaphor or metáfora--just to name a few. While these cognates will be invaluable to their understanding of the material, they will also be introduced to terms specific to Spanish language literature. The same can be said of literary movements and periods.

During the introduction days of this course the students will become familiar with terms that have been conventionally accepted when analyzing world literature and art in general. Many trends and movements are manifested across national and linguistic borders and language. In Spanish language literature the influence of these movements and different styles has produced a vast number of great literature, and in some cases entirely new styles have been created by Spanish language authors. Students will revisit some of the most recognized movements and artistic periods such as the renaissance, the baroque and rococo. They will also become familiar with some more specific but not less important ones such as Gongorism, modernism, and magical realism to name a few. These will later be discussed in detail as individual reading selections are read and analyzed.

3

Once students have reviewed advanced grammar, literary terms and poetry metrics, the writing of an essay in Spanish will be discussed. For this task, the text published by Glencoe McGraw-Hill, Composición: Proceso y síntesis will be used by the instructor. The AP Spanish Literature Exam calls for three different essays. The first is the analysis of a poetry selection. The second is a thematic analysis where the student is asked to consider a given theme in a particular selection or selections from the reading list and discuss how this theme is presented. The third and last essay is the complete analysis of a given text. Considering all of the above, the work during the weeks of introduction will focus on crafting analytical essays after reviewing descriptive, narrative and expository essays.

Day 1 Introduction/Grammar Review Day 2 Grammar Review Day 3 Grammar Review Day 4 Grammar Review/Summative Assessment Day 5 Literary Terms Day 6 Literary Terms Day 7 Literary Genres/Movements Day 8 Literary Genres/Movements/Summative Assessment Day 9 Spanish Poetry Metrics Day 10 Spanish Poetry Metrics Day 11 Spanish Poetry Metrics/Summative Assessment Day 12 Writing an Essay Day 13 Writing an Essay Day 14 Writing an Essay Day 15 Writing an Essay/Summative Assessment

4

Unit I Medieval and Golden Age Literature (Weeks 4-18) From El cantar de Mío Cid to Sor Juana Inés de la Cruz

Days 1-3 Introduction: The following is a summary of the information that will be discussed in the classroom.

The medieval period would last over one thousand years, and the fall of the Roman Empire between the fourth and fifth centuries is generally accepted as the beginning and the dawn of the Renaissance sometime during the fourteenth century as the end. It is at this time in history where we begin our literary journey. It is widely accepted that the anonymous epic poem El cantar de Mío Cid is the oldest literary work written in Spanish or Castilian. We will begin our study here since not only does it provide us with a glimpse of the Spanish language as it was at the turn of the second millennium, but also gives us a sense of what is to come in Spanish language literature as it contains basic elements of realism and humanism--two tendencies that will give life to many literary movements and styles.

Along the way we will learn about the Reconquest that lasted from about 711 to 1492 by reading some of the most notable romances written about that time even though they were written during the Renaissance. The constant hostilities between Christians, Jews and Muslims would give rise to Spain as a nation. The unification of Spain by the Catholic Monarchs began the growth of Spain as a formidable empire with the conquest of the Americas. Much literature is produced during this time as well, and we will read some of the most important ones that give us a sense of the incredible social and cultural clashes when two such different cultures clashed in a battle for supremacy and survival. The literature of the Spanish-speaking world will forever be changed by the often tumultuous experience of the mixing of European culture with the many native cultures of the Americas. The writings of Cabeza de Vaca and Barolomé de las Casas will shed light on this volatile period

During medieval times prose was mostly used to relate history and national events, so the creation of true fiction was anything but prominent. It is not until what is now called the Golden Age or Siglo de Oro that we begin to see a real proliferation of original prosaic compositions. Students will read Garcilaso de la Vega's poetry, Tirso de Molina's theatre and the exceptional Cervantes' prose. We will end this first unit with the reading of two poems by Sor Juana Inés de la Cruz, a Carmelite nun born in Mexico whose writings on gender stereotypes would be considered controversial even if they were published today.

5

A. Medieval Spain and the Reconquest: History and Literature Days 4-5 El cantar de Mío Cid (Anonymous) Days 6-7 El Romancero, "Romance del rey moro que perdió Alhama"* Days 8-9 El Romancero, "Romance del Conde Arnaldos"*

Days 10-11 Gonzalo de Berceo, Los milagros de nuestra señora Day 12 Juan Manuel, El conde lucanor*

Days 13-15 Juan Ruiz, El libro de buen amor Days 16-17 Test

B. The New World: Conquest and Legacy Days 18-19 Bartolomé de las Casas, Brevísima relación de la desctrucción de las Indias Days 20-21 Bernal Díaz del Castillo, Historia verdadera de la conquista de la Nueva España Days 22-23 Álvar Núñez Cabeza de Vaca, Los naufragios

C. The Golden Age: Poetry, Drama and Prose Days 24-25 Garcilaso de la Vega, "En tanto que de rosa y azucena"* Days 26-27 Fernando de Herrera, "Subo, con tan gran peso quebrantado" Days 28-29 Fray Luis de León, "La vida retirada" Days 30-31 Santa Teresa de Jesús, "Muero porque no muero" Days 32-33 San Juan de la Cruz, "La noche oscura del alma" Days 34-36 Felix Lope de Vega Carpio, "A mis soledades voy" Days 37-41 Lazarillo de Tormes (Anonymous)* Days 42-44 Project Presentations/Assessment Days 45-51 Miguel de Cervantes, Don Quijote de la Mancha* Days 52-53 Project Presentations/Assessment Days 54-55 María de Zayas, El prevenido engañado Days 56-60 Tirso de Molina, El Burlador de Sevilla* Days 61-63 Fernando Rojas, La Celestina Days 64-65 Test

D. Baroque: A Bridge Between Don Quixote and Modernism Day 66-67 Luis de Góngora, "Mientras por competir con tu cabello"* Days 68-69 Francisco de Quevedo, Miré los muros de la patria mía"* Days 70-71 Sor Juana Inés de la Cruz, "Hombres necios que acusáis"* Days 72-73 Sor Juana Inés de la Cruz, "En perseguirme mundo, ¿qué interesas?"* Days 74-75 Project Presentations/Assessment

6

Unit II Nineteenth-Century Literature (Weeks 19-27) From José María Heredia to Ruben Darío

Days 1-3 Introduction: The following is a summary of the information that will be discussed in the classroom.

During the eighteenth century the world was entrenched in a great social experiment sparked by great thinkers like Jean-Jacques Rousseau, John Locke and Adam Smith. The American and French revolutions gave way to an industrial revolution that would for ever change the cultural landscape in Europe and the Americas. The divisive lines between the poor and the reach became more prominent, and the working class continued to grow. In as the nineteenth century approached the writer and artists of the time developed a new style, a sort of response or reaction to the changing world around them. The romanticism was born, and it served as a bridge between the old and the modern era. The Spanish language literature of the nineteenth century is greatly shaped by the countless compositions being produced in the Americas. Spain's cultural imperialism has mixed in with every native culture creating experiences that fuel creative artistic expression across the disciplines like never before.

Our study will pick up the story with José María Heredia, a Cuban poet who is generally seen as the earliest writer of the romanticism. His continued support for the liberation of Cuba earned him a spot on the list of unwanted and was soon exiled. In Spain a bohemian poet was sowing the seeds of what would later become a new literary movement known as Modernism. José de Espronceda is the ultimate lyrical poet of the romanticism, and his innovation when crafting original poetry would be later admired by poets of the Modernism. Modernism was fathered by the great Nicaraguan writer, Rubén Darío. Students will be introduced to his unique style and learn how this new tendency was quickly adopted by many others. It would soon reach Spain thus becoming the first literary movement that begun in the Americas and spread to European writers. Eventually it would fade away, but not without itself sowing the seeds for another great movement: Magical Realism.

A. Romanticism: A Bridge to the Modern era

Day 4 José María Heredia, "En una tempestad"* Days 5-7 Mariano José Larra, "Vuelva usted mañana"* Days 8-9 José de Espronceda, "Canción del pirata"*

Days 10-11 Ricardo Palma, "El alacrán de Fray Gómez"* Days 12-13 Gustavo Adolfo Becquer, "No digáis que agotado su tesoro" *

7

Day 14 Gustavo Adolfo Becquer, "Yo soy ardiente, yo soy morena"* Day 15 Gustavo Adolfo Becquer, "Volverán las oscuras golondrinas"* Day 16 Assessment

B. Naturalism and Realism: Writing for an Emergent Middle Class Day 17-19 Benito Pérez Galdós, Fortunata y Jacinta Day 20-21 Emilia Pardo Bazán, "Las medias rojas"* Days 22-24 Leopoldo Alas, "¡Adiós Cordera!"* Days 25-27 Mariano Azuela, "De cómo al fin lloró Juan Pablo" Days 28-29 Horacio Quiroga, "El hijo"* Days 30-31 Florencio Sánchez, "El desalojo" Days 32-33 Juan Bosch, "Los amos" Days 34-35 Assessment

C. Modernism: Latin America's Legacy and Influence Days 36-37 José Martí, "Yo soy un hombre sincero"*

Day 38 José Martí, "Dos Patrias"* Days 39-40 Rubén Darío, "Canción de otoño en primavera"*

Day 41 Rubén Darío, "Lo fatal"* Days 42-43 Rubén Darío, "A Roosevelt"* Days 44-45 Assessment

Unit III Twentieth-Century Literature (Weeks 28-36) From Antonio Machado to Gabriel García Márquez

Days 1-3 Introduction: The following is a summary of the information that will be discussed in the classroom.

At the turn of the century Spain finds herself a shadow of her old empire glory. The last of her island colonies have been lost after the war with the United States. Cuba, Puerto Rico and the Philippines are now independent from Spain's rule. Many of the intellectuals and artists of that time begin to concern themselves with the anemic state of the Spanish national spirit. A young talented group of writers known as The Generation of 98 produced a collection of works with unparalleled originality and style. All are influenced by Darío's Modernism along with Nietzsche's existentialism. We will read two of the greatest representative of this group of writers, Machado and Unamuno.

8

The world was in turmoil yet again. The beginning of the twentieth century saw bloody strikes in Barcelona; a revolution in Mexico and soon the whole world would be entangled in the First World War. Meanwhile in the world of Spanish language literature different writers are experimenting with new styles and eventually develop what is now called avant-garde. It is most prevalent in poetry, but its importance lies mostly on the fact that it is the first time that European and Latin American writers collaborate to create new compositions. We will begin by reading Lorca's poetry and drama. No study of poetry in the early twentieth century can be complete without an in-depth reading of Pablo Neruda's masterpieces. His poetry will allow students to read through the many phases of Spanish language literature during the twentieth century: modernism, avant-garde political and original compositions or odes.

The second part of the twentieth century beginning with the early forties, Latin-American writers would produce an immense amount of narrative prose. It is often referred to as the Boom of Narrative. From this time the world would come to know great works by an impressive list of talented writers. We will begin to read these works by reading Borges' prose. His short story "La muerte y la brújula" would prove to be a complex weaving of many esoteric arts that would earn him recognition as the "father" of the Boom. We will also take a detour to New Mexico and read a nostalgic story by Sabine R. Ulibarrí. The study of the great Latin-American masters will conclude with Gabriel García Márquez, who would create some of the most memorable and original novels ever written in any language. His mastery of magical realism would earn him a spot at the top of the best.

To conclude our great journey, we will read more great works by more great writers. This time we will focus on the female writers of contemporary literature. We will read them as one category to highlight the fact that no other century has ever produced so many talented female writers who have bested many of their male contemporaries in critical acclaim. We will begin by reading Alfonsina Storni from Argentina who echoes Sor Juana Inés de la Cruz's earlier voice about gender stereotypes. Isabel Allende will close out the semester, and with her reading and analysis of the last enigmatic paragraph her short story "Dos palabras" there could be no better way to end.

A. Early Years: Modernism Breeds Avant-garde and Existentialism

Days 4-5 Antonio Machado, "He andado muchos caminos"/”La primavera besaba”/”*Caminante, son tus huellas”

Days 6-7 Miguel de Unamuno, "San Manuel Bueno, mártir"* Day 8 Federico García Lorca, "Romance de la luna, luna"*/"Romance sonámbulo"*

9

Days 9-12 Federico García Lorca, La casa de Bernarda Alba* Day 13 Nicolás Guillén, "Sensemayá"*/"Balada de los dos abuelos"* Day 14 Assessment Day 15 Pablo Neruda, "Me gustas cuando callas"* Day 16 Pablo Neruda, "Walking around"* Day 17 Pablo Neruda, "Oda a la alcachofa"*

Days 18-20 Sergio Vodanovic, "El delantal blanco"* Days 21-22 Carmen Martín Gaite, "Las ataduras"*

Day 23 Assessment B. The "Boom" of Latinamerican Narrative

Days 24-25 Jorge Luis Borges, "La muerta y la brújula"* Day 26 Jorge Luis Borges, "El sur"* Day 27 Juan Rulfo, "¿No oyes ladrar los perros?"* Day 28 Julio Cortázar, "La continuidad de los parques'*

Days 29-30 Julio Cortázar, "La noche boca arriba"* Days 31-32 Carlos Fuentes, "Chac Mool"*

Day 33 Sabine R. Ulibarrí, “ Mi caballo mago” Day 34 Gabriel García Márquez, "La siesta del martes"* Day 35 Gabriel García Márquez, "La viuda de Montiel"*

Days 36-37 Gabriel García Márquez, "Un señor muy viejo con unas alas enormes"* Days 38-39 Rosario Castellanos, "Autorretrato"*

Day 40 Assessment C. The Female Voice in Contemporary Latinamerican Literature

Day 41 Alfonsina Storni, "Tú me quieres blanca"* Day 42 Alfonsina Storni, "Peso ancestral"* Day 43 Julia de Burgos, "A Julia de Burgos"*

Day 43-44 Isabel Allende, "Dos Palabras"* Day 45 Assessment

10

Grading The weight of each assignment is determined by the category they belong to. There are a total of five categories. The following is a breakdown of the percentage is category is worth . Each assignment is described in the following section.

• Tests 35% 1. Unit tests 2. Theme tests 3. Oral presentations 4. Grammar

• Quizzes/Projects 25% 1. Selection quizzes 2. Authors quizzes 3. Theme quizzes 4. Literature terms/concepts/movements quizzes 5. Portfolio 6. Oral presentations 7. Video presentations 8. Power Point presentations 9. Essays 10. Creative writing 11. Special Projects

• Classwork 15% 1. Multiple choice questions 2. Short answer questions 3. Essays 4. Vocabulary 5. Grammar

• Participation 15% 1. Portfolio 2. Class discussions 3. Debates

• Homework 10% 1. Content-based Questions 2. Essays 3. Creative writing 4. Grammar 5. Vocabulary

11

Grading Scale The following scale will be used to determine a student’s grade Grade Percent A+ 97-100 A 93-96 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D+ 67-69 D 63-66 D- 60-62 F 59 or below Assignments The following is a description of the assignments students will have to complete for this course. They will be graded according to the percentages above. Book Report: The objective for this assignment is for students to read outside of the required list, discover and appreciate the rich collection of fine and engaging literature in Spanish. They will prepare a conventional book report to be turned in after the AP Examination. Students will read a book from the following list on their own time:

1. La casa de los espíritus by Isabel Allende 2. El señor presidente Miguel Ángel Asturias 3. Los de abajo by Mariano Azuela 4. Once minutos by Paulo Coelho 5. El espejo enterrado by Carlos Fuentes 6. Travesuras de la niña mala by Mario Vargas Llosa 7. Los funerales de mamá grande by Gabriel García Márquez 8. El mañana: Memorias de un éxodo cubano by Mirta Ojito 9. Laberinto de la soledad by Octavio Paz 10. El tren pasa primero by Elena Poniatowska 11. Pedro Páramo by Juan Rulfo 12. Columbus by Ignacio Solares

12

13. La travesía by Luisa Valenzuela 14. Lluvia de oro by Victor Villaseñor 15. La sombra del viento by Carlos Luis Zafón

Creative Writing Exercises: The objective of these assignments is to allow students to go beyond their understanding of a given literary composition and apply their knowledge on the subject by creating their own original work. Un romance: The verses in a romance are usually eight syllables and are called “versos octosílabos” and their rhyme is “asonante” that is after the last stressed syllable in a verse only the vowels rhyme. Students will write their own romance using the basic elements of a romance. They will choose to tell the story of an important event in their lives, or focus on a particular historical event. They will have to analyze the structure of a romance and decide how to write their own. Students will identify the rhyme and verse scheme of “El romance del rey moro que perdió Alhama” and design their own making sure that they demonstrate it in their own poem. Once they have completed their task they will explain how their poem is similar to the original’s structure. Lazarillo de Tormes: This novella is considered one of the most important literary works of the Golden Age in Spain. It is generally accepted as the first example of a picaresque novel—one where its main character is a rogue who is forced to survive the harsh reality of the streets. The different situations that the main character must deal with also serve to highlight the injustices of the world. Lazarillo’s story is told through a series of experiences he shares with different “amos” or employers who each inadvertly teach him a life lesson. The students will write a short original story that could be an additional chapter of the book. They will connect their own writing to the novella’s main themes by integrating some of the elements that make Lazarillo a “pícaro” into their own composition. They will create a situation where Lazarillo learns another life lesson by imagining another “amo” and another conflict. They will have to examine Lazarillo’s life and character development to be able to design a relevant new adventure. Rima XI de Becquer: This poem comes from Becquer’s Rimas and is showcases some basic elements of the Romanticism while featuring a different rhyme scheme than the romances. Its rhyme is “consonante”. It contains some clear examples of a hyperbaton and metaphor. Students will be asked to model its use of these in an original poetic composition of their own. Dos palabras: Allende’s enigmatic tale of a woman with a mysterious power over a rugged army colonel lends itself to an in depth analysis contemporary Latin-American short fiction. Students will summarize the story while identifying the basic elements of narrative fiction. They will interpret the cryptic ending of the story by analyzing the main characters and the themes in the story. Considering the lineal narrative and the omniscient narrator, students

13

will create their own short story that integrates Allende’s voice and character development. Debates: The objective of these assignments is to allow students an opportunity to understand the themes in the given literary works by discussing and contrasting the main ideas with other relevant works.

Literature of the conquest: As Spain began its conquest of the Americas, many eye witnesses were documenting the events. Out of this literature came different points of view. In groups, students will debate the differences between three writers of that period: The Catholic missionary Fray Batolomé de las Casas, the explorer Álvar Nuñez Cabeza de Vaca and the soldier Bernal Díaz del Castillo. Students will need to classify, arrange, compare and contrast the information and narrative style of each of the three writers taking into account the historical context of each. Quiroga’s El hijo: Quiroga’s prose offers a mix of naturalism and modernism. In this short story, he takes the reader into a surreal tale of a father and son who enjoy hunting. The story’s end and the way it is foreshadowed throughout the narration will be the subject of this debate. Students will analyze the role of nature and the passage of time as expressed by Quiroga. They will debate how these elements are the real protagonist of the story, or how they merely serve as a tool for highlighting the inescapable fate of the characters. Cortazar’s La noche boca arriba: Like Carlos Fuentes’s La region más transparante, this short story blends the present with the mythical past of the Aztec world into a surrealist experience. For this short story students will analyze the story by separating the events into past and present to determine where the main character’s ultimate reality is first defined. Essays: The goal of these assignments is to allow students the opportunity to practice the writing of analytical concepts as they pertain to each selection, theme and unit. Each selection in the text Momentos cumbres de las literaturas hispánicas: Introducción al análisis literario ends with an option for developing an essay based on the major themes. Students will have the opportunity of choosing the question to answer in essay form. They will be graded using the rubric provided by the College Board to assess the essays in the AP Spanish Literature Examination. Grammar and Vocabulary Exercises: The goal of these assignments is to allow students to master their knowledge of Spanish grammar and relevant vocabulary by analyzing them in the provided literature selections and applying them to written and verbal exercises. Grammar and vocabulary in each selection are analyzed in the textbook through the “Pasos para la comprensión” section at the end of each. These will be used as well as Internet exercises as suggested by the College Board’s page:

14

http://apcentral.collegeboard.com/apc/Pageflows/TeachersResource/page.do?_page=1. Multiple Choice Questions: The goal of these assignments is to allow students to analyze and summarize the themes, plot lines and characters in every reading selection, as well as practicing for the Multiple Choice section of the AP Spanish Literature Examination. They will be modeled after this section and some will be timed to allow for further practice. Oral Presentations: The goal of these assignments is to allow students the opportunity to assess, compare and synthesize the themes, styles and overall content to given selections. It will also allow students authentic opportunities for speaking Spanish in an academic setting. In order to allow each student the opportunity to participate and to get the most out of this activity, they will be divided in groups or pairs and choose a presentation to deliver before the class. Sor Juana Inés de la Cruz: This prolific writer produced some of the finest literature to come out of Mexico in the 1600’s. Students will be asked to research her life and consider her progressive thinking as it manifests itself in many of her writings. They will then discuss with the class what they have learned. They will present her life by highlighting her formative years and discussing how her writing was influenced by her life experiences and other writers. They will choose to discuss up to two other works outside of those assigned in class. They will summarize, compare and formulate a unifying thesis for her works. Rubén Darío: As one of the most influential Latin American writers and the “father of Modernism”, Rubén Darío’ poetry continues to be read, studied and emulated throughout the world. Students will be asked to research his life and consider his then innovative and refined writing as it manifests itself in many of his works. They will then discuss with the class what they have learned. They will present his life by highlighting his formative years and discussing how his writing was influenced by his life experiences and other writers. They will choose to discuss up to two other works outside of those assigned in class. They will summarize, compare and formulate a unifying thesis for his works. Miguel de Unamuno: As a member of the Generation of ’98, Unamuno was the first of such writers to express in his writings the anxiety that plagued his generation of Spaniards. His preoccupation with spiritual and intellectual dilemmas would create some of the best essays and writings at the beginning of the twentieth century. Students will be asked to research his life and consider his existentialism writing as it manifests itself in many of his works. They will then discuss with the class what they have learned. They will present his life by highlighting his formative years and discussing how his writing was influenced by his life experiences and other writers. They will choose to discuss up to two

15

other works outside of those assigned in class. They will summarize, compare and formulate a unifying thesis for his works. Portfolio: The objective of this assignment is to allow the students to keep a scholarly record of their study of Spanish language literature. It will also allow them to see the connections through out the centuries in all of the writings. It will also allow them to assess their own progression as they learn to master literary analysis. It will provide an evolving reference of both, their own achievements and the recurring themes in the literature. Students will be required to keep and update a portfolio that includes all of their assigned essays. They will also be required to write a “press release” for each selection in the reading list. This press release will be a synopsis of the reading, an explanation of the underlying themes, and a collection of images that relate to the reading. Power Point Presentation: The objective of these assignments is for students to be able to synthesize the information in a given selection by creating a visual composition. They will create a digital collage with only images that relate to the themes in the readings. They will then explain to the class how each image relates to the reading and their own interpretations. No text will be allowed in the slides, as they will tell us in their own words how the collage connects. Don Quixote: His quest for adventure is but a backdrop for this masterpiece’s themes of honor, idealism and realism among many other psychological and philosophical considerations. Students will be asked to put together images that for them represent these themes. They will need to arrange and explain how these relate to their own understanding. It will be necessary to go beyond an image of a windmill to discuss themes and ideas. ¡Adios Cordera!: Leopoldo Alas’s tale is full of symbols that highlight its styles of costumbrism, regionalism and naturalism. Students will be asked to focus on how the story weaves these themes to create a moral story on the realities of progress. Their images will interpret their understanding of these concepts. Chac Mool: Carlos Fuentes’s story of a man afflicted by an mythical being provides plenty of historical imagery and even political and social discussion. Students will consider its intricate plot and create a collage that tells the story of Chac Mool and their own interpretation of its ending. Research Paper: The objective of this assignment is for students to conduct a scholar investigation on the works of a given author. It will also allow students to discover unifying themes in an author’s writings as well as provide context for his or her work. Students will also read literary criticism, asses its relevance to their thesis and decide how to incorporate it to their own writing. They will choose from any of the authors in the reading list for the course with prior

16

approval of the instructor. They will conduct research and formulate a thesis that unifies the author’s work. The paper will follow MLA standards. Scrap Book: The objective of this assignment is for students to synthesize the themes of the readings and design an original interpretation that connects many of the selections. It will also provide for a more thorough understanding of the readings by comparing and contrasting themes, styles and genres. Students will select ten readings from each semester and will create a scrap book detailing some similarities among all their chosen selections. One scrap book will be due at the end of each semester for a total of two for the school year. Short answer questions: The objectives of these assignments are to have students analyze and understand the content and themes of all the readings, as well practice for the AP Spanish Literature Examination Short Answers section. The textbook Momentos cumbres de las literaturas hispánicas: Introducción al análisis literario includes many short answer questions at the beginning and the end of every selection. These will be used for these assignments. To provide practice for the AP Spanish Literature Examination some of these will be timed. Tests and Quizzes: The objective of these assignments is for students to demonstrate a formative and summative understanding of the reading selections. They will include both written and oral examinations. They will be modeled after the AP examination, and as such some will be timed. AP Exam Preparation The students will have an opportunity to practice for the AP Examination by completing assignments in class based on sample and released questions from the AP Central website. Every essay will be graded using the rubric published on this website. The students will be required to keep a portfolio/journal that will allow them to access organized notes, essays, discussions, etc on every single reading from the AP Spanish Literature Required Reading List published on The College Board Website as of 1/15/08.

17

Required Materials Pencil with eraser Black or blue pen Binder with college-wide loose-leaf paper Composition notebook Flash drive (USB compatible) Highlighter 2 100-packs of 3x5 index cards Classroom Rules Please understand that every school rule and policy outlined in the Student Handbook will be observed in this classroom. In addition, please note the following:

1. No food and/or drinks allowed in the classroom. This includes chewing gum and water.

2. Notes are to be taken every day. 3. Students may not get up from their seats without permission. 4. No talking while teacher is talking. 5. Do not enter the room if the teacher is not inside, even if the door is open.

Attendance and Missing Homework Policy 1st infraction - Teacher detention for 20 minutes after school in my classroom or office. 2nd infraction - Teacher detention for 30 minutes after school in my classroom, or office and parent contact will be made. 3rd infraction - Referred to Dean of Studies for a Dean’s detention. Any further infractions will be dealt with by the Dean of Students. Late work will NOT be accepted unless you have an excused absence, in which case you have three school days to make it up starting on the day you return. This includes missed quizzes and tests.

18

Book Report Rubric 0 1 2 3 4

5

Con

flict

and

Res

olut

ion

Not addressed

Identifies conflict. Little to no description of

resolution.

Identifies conflict.

Discusses solution and may answer

why or why notthe solution

was successful.

Identifies conflict.

Discusses resolution and

may or may not answer why or

why not the resolution was

successful.

Identifies conflict. Discusses resolution and answers why or

why not the resolution was

successful.

4

Cha

ract

er A

naly

sis

Not addressed

Little to no detail about the main character and fails to give

details about supporting characters.

Minimally discusses main character and gives details

about at least 1 supporting characters.

Sufficiently discusses main character and gives details

about at least 1 supporting character.

At least 3 sentences per character

describing characteristics.

3

Setti

ng D

escr

iptio

n

Not addressed

Gives little to no settting

description. Does not answer

why setting is important.

Minimally discusses

setting. Gives minimal

response to why the setting

is important.

Sufficiently discusses

setting. Briefly answers why the setting is

important to the story.

Thoroughly discusses setting. Answers in-depth why the setting is important to the

story.

2

Spel

ling 2.1% +

spelling errors.

1.6 to 2% spelling errors.

.9% - 1.5% spelling errors.

.5% - 1% spelling errors.

.4% or less spelling errors.

2

Gra

mm

ar

2.1% + grammar

errors.

1.6 to 2% grammar errors.

.9% - 1.5% grammar

errors.

.5% - 1% grammar errors.

.4% or less grammar errors.

1

Titl

e an

d A

utho

r

Does not include Title or Author.

Includes both Title and/or

Author. Written with incorrect

format.

Includes both Title and Author.

Written with correct format.

N/A N/A

19

Creative Writing Rubric 0 1 2 3 4

4

Com

pari

son

to

orig

inal

Completely irrelevant

Themes, style and voice do not

clearly emmulate original

Themes, style and voice somewhat emmulate original

Themes, style and voice emmulate original

Themes, style and voice

thoroughly emmulate

original

2

Spel

ling

2.1% + spelling errors

1.6 to 2% spelling errors

.9% - 1.5% spelling errors

.5% - 1% spelling errors

.4% or less spelling errors

2

Gra

mm

ar

2.1% + grammar errors

1.6 to 2% grammar errors

.9% - 1.5% grammar errors

.5% - 1% grammar errors

.4% or less grammar errors

1

Title

No title Appropriate Creative Creative and original

Creative, originaland thought provoking

20

Debate Rubric 0 1 2 3 4

2

Org

aniz

atio

n &

Cla

rity

No Presentation Unclear in most parts

Clear in some parts but not over

all

Most clear and orderly in all

parts

Completely clear and orderly

presentation

2

Arg

umen

ts

None Few relevant arguments given

Some relevant arguments given

Most arguments given: most

relevant

Most relevant arguments

given in support

2

Exam

ples

&

Fact

s

None Few or relevant

supporting examples/facts

Some relevant examples/facts

given

Many examples/facts

given: most relevant

Many relevantsupporting

examples and facts given

2

Rebu

ttal

None No effective

counter-argument

Few effective counter-

arguments made

Some effective counter-

arguments made

Many effective counter-

arguments made

1

Lang

uage

No Presentation Substantial errors Several errors Some errors Few or no errors

21

Oral Presentation Rubric 0 1 2 3 4

5

Thes

is

No Presentation Thesis is unclear Thesis stated Thesis is clear

Thesis argumentative and

original

4

Con

tent

(life

, th

emes

&w

orks

)

No Presentation Addresses only one topic

Addresses at least two of three topics

Addresses all three topics but

needs development

Clearly addresses all three major

topics

3

Org

aniz

atio

n

No Presentation Unclear in most parts

Clear in some parts but not

over all

Most clear and orderly in all

parts

Completely clear and orderly presentation

1

Lang

uage

No Presentation Substantial errors Several errors Some errors Few or no errors

22

Power Point Rubric 0 1 2 3 4

4

Lite

ratu

re

Con

nect

ion

Irrelevant or no connections at all

Connects some images to reading's

themes clearly and creatively

Connects few images to reading's

themes/lacks clarity and creativity

Connects most images to reading's

themes clearly and creatively

Connects every images to reading's

themes clearly and creatively

2

Lang

uage

Too many errors to understand

Substantial errors Several errors Some errors Few or no

errors

1

Tech

nolo

gy

Little or no use of Power Point

Poor command of Power Point

Average commandof Power Point

Good command of Power Point

Superior and creative

command or Power Point

23

Scrap Book Rubric 0 1 2 3 4

5

Con

nect

ion

Selections lack any connection

Connection between all ten

selections is unclear

Connection between all ten

selections is somewhat clear

Connection between all ten

selections is clear

Connection between all ten

selections is clear, argumentative and

original

4

Imag

es

Not enough images to assess

Images interpret every selection with

little or no creativity and

originality

Images interpret every selection with

some creativity and originality

Images interpret every selection with

substantial creativity and

originality

Images interpret every selection

with creativity and originality

3

Org

aniz

atio

n &

N

eatn

ess

Completely unorganized

Displays little attention to

detail and effort

Displays some attention to

detail and effort

Displays substantial attention to

detail and effort

Displays superb attention to detail

and effort

2

Spel

ling

2.1% + spelling errors.

1.6 to 2% spelling errors.

.9% - 1.5% spelling errors.

.5% - 1% spelling errors.

.4% or less spelling errors.

2

Gra

mm

ar

2.1% + grammar errors.

1.6 to 2% grammar

errors.

.9% - 1.5% grammar

errors.

.5% - 1% grammar

errors.

.4% or less grammar errors.

1

Title

No title Adequate Creative Creative and original

Creative, original and thought provoking

24

Research Paper Rubric 0 1 2 3 4

5

Thes

is

Missing Unclear Contains thesis

Clear but not very argumentative and/or original

Clear, argumentative

and original

4

Ana

lysi

s Displays no collection of

information at all

Merely restates or quotes collected

information

Lacks sufficient link

between arguments

and evidence

Displays good effort in analyzing

collected information

Displays careful analysis of

information collected and

arguments are appropriate,

inventive and supported by

evidence

3

Doc

umen

tatio

n/

Form

a n

Not MLA format

Loosely adheresto MLA format

and contains substantial

errors

Adheres to MLA format but too many

errors

Adheres to MLA format with some

errors

Strictly adheres to MLA format with

no errors

2

Spel

ling

2.1% + spelling errors.

1.6 to 2% spelling errors.

.9% - 1.5% spelling errors.

.5% - 1% spelling errors.

.4% or less spelling errors.

2

Gra

mm

ar

2.1% + grammar

errors.

1.6 to 2% grammar

errors.

.9% - 1.5% grammar

errors.

.5% - 1% grammarerrors.

.4% or less grammar errors.

25