ap spanish literature - .the ap spanish literature exam calls for three different essays. the first
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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. & Valds, G. (1999). Composicin: Proceso y sntesis. New York, NY: Glencoe McGraw-Hill. Kendris, C. (2003). 501 Spanish Verbs, 5th Edition. Hauppauge, NY: Barron's Educational Series, Inc. Rodrguez, R. (2004). Momentos cumbres de las literaturas hispnicas: Introduccin al anlisis 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 Centrals 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
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 Americas 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.
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 aliteracin; metaphor or metfora--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.
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, Composicin: Proceso y sntesis 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
Unit I Medieval and Golden Age Literature (Weeks 4-18) From El cantar de Mo Cid to Sor Juana Ins 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 Mo 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 Barolom de las Casas will shed light on this volatile period
During medieval times prose was mostly used to relate history