webquest

Student Page

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Introduction

Task

Process: Students

Student Evaluation

Conclusion

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[Teacher Page]

A WebQuest for 11th grade Spanish

Designed by:

Gina [email protected]

Based on a template from The WebQuest Page

Spanish Renaissance Spanish Renaissance PoetryPoetry

© Flickr: wie-wolf 2008

Process: Headmasters

Headmaster Evaluation

Student Page

Title

Introduction

Task

Conclusion

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[Teacher Page]

¡Hola y buenas días!What is going on in our Spanish land? Do the government and the Church have control over your writing?Are you free to express yourself without censorship fears? There has never been a time of greater fear and yet, such overwhelming opportunity for writers, authors, and poets like us.

Luckily, the Salamantine School and the Sevillian School have opened their doors to aspiring writers.

Are you ready to travel back in time?? You’ll be able to see the vibrant Spanish culture during the Golden Age. Luckily, you already know all about the crazy power struggle between the Holy Catholic Church and the King and Queen. So, hold on to your sombreros, and let’s GO!

Hay 2 opciones para ustedes:1)University Student: Enroll and learn how to compose a Spanish poem as a student at one of these universities or

2)University Headmaster: Evaluate students’ poems based on researched Spanish literary traits and poetry characteristics and decide whether they deserve to graduate

IntroductionIntroduction

© Flickr: Otis B. Driftwood 2008

Process: Students


Student Evaluation


Student Page

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[Teacher Page]

After successful completion of your tasks, you will not only deepen your knowledge of Spanish literature during the Renaissance, but also further develop your reading and

writing skills. (Colorado Foreign Language standards 1.3-1.4)

¿Qué es necesario para los estudiantes? (Students): In Spain, the Salamantine School and the Sevillian School have opened their doors to aspiring writers. You will learn of the characteristics of each of the universitiesYou will choose which university matches your own writing style After admitted to the university, you will learn about the most prominent poets and have the chance to read some of their finest pieces. You will use that knowledge to compose a poetic verse of your own. This poem will be judged by headmasters and determine whether or not you are eligible to graduate with honors. ¿Qué es necesario para los maestros? (Headmasters): You will research the various literary traits and poetic elements of Spanish Renaissance literature. You will also learn about the distinguishing characteristics of writers at the Salamantine School and the Sevillian SchoolYou will determine which university the student attended You will use your evaluation of the poem in order to determine if the student should be eligible to graduateHeadmasters who receive a sufficient evaluation from the university towards their evaluation efforts will be exempt from performing these evaluations in their future and earn your tenure.

TitleThe TaskThe Task

Process: Students


Student Evaluation


Student Page

Title

Introduction

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[Teacher Page]

**You are on the correct page if you chose the ‘Student’ role. However, if you want to play the

‘Headmaster’ role, please click this link.**

First, you will need to read about the 2 universities and their distinguishing

characteristics.

Read it thoroughly, as only this information will be used to assist you with your choice of

which university to attend.

When you are ready to make your decision, go on to:

Step 2

The Process for StudentsThe Process for Students

Process: Students


Student Evaluation


Student Page[Teacher Page]

Now comes the time to make your decision!

Please choose which university you would like to attend: the Salamantine School or the

Sevillian School.

When you have made your decision, please inform the teacher’s assistant or parent

volunteer who is assisting in the computer lab, today.

After you know which school you’re attending, please click the appropriate link for further

instruction…

Salamantine School Sevillian School

Step 2: StudentsStep 2: Students


It’s time to dive into the rich culture of our university!

We’ve chosen to teach you about one of the most notorious writers to ever attend our

school.

His name is Luis Ponce de León.

Please read this article about his writing.

When you have finished reading, go on to the next step.

Salamantine School: Salamantine School: StudentsStudents


As you have read, Luis Ponce de León was a writer who clearly represented a unique style

during the Spanish Renaissance.

In order to further grasp his distinct writing style, please read his following works:

“La Perfecta Casada” and “De Los Nombres de Cristo”

You have now gathered a deeper knowledge about the distinguishing characteristics of the

poetry produced by our university through notable sample works.

When you have finished reading both stories and gathered enough information about our

school’s defining style, please proceed to your final page.

Step 2: SalamantineStep 2: Salamantine


You will now employ those distinguishing characteristics to compose a poem of your

own.

It may be a good idea to look at the evaluation rubric that your headmasters will be

scoring you from in order to guarantee you meet the criteria.

You will await the headmaster’s decision to see if you are eligible to graduate.

After your evaluation has been returned, please proceed to the conclusion.

Writing: StudentsWriting: Students


It’s time to dive into the rich culture of our university!

We’ve chosen to teach you about one of the most notorious writers to ever attend our school.

His name is Fernando de Herrera.

Please read this article about his writing.

When you have finished reading, go on to the next step.

Sevillian School: Sevillian School: StudentsStudents


As you have read, Fernando de Herrera was a writer who clearly represented a unique style during the

Spanish Renaissance.

In order to further grasp his distinct writing style, please read his following works:

“Voy Siguiendo la Fuerza de mi Hado” and “Rojo Sol”

You have now gathered a deeper knowledge about the distinguishing characteristics of the poetry

produced by our university through notable sample works.

When you have finished reading both stories and gathered enough information about our school’s defining style, please proceed to your final page.

Step 2: SevillianStep 2: Sevillian


The Process for The Process for HeadmastersHeadmasters

**You are on the correct page if you chose the ‘Headmaster’ role. However, if you want to

play the ‘Student’ role, please click this link.**

First, you will begin by reading of the history of Spanish literature.

Please read thoroughly as this information will be useful when you begin to evaluate the

accuracy of students’ poems.

When you have finished reading, please go on to Step 2.


Step 2: HeadmastersStep 2: Headmasters

Next, you will discover the various influences on Spanish literature during the

Renaissance.

Please read thoroughly as this information will be useful when you begin to evaluate

the themes of students’ poems.

When you have finished reading, please go on to Step 3.


Step 3: HeadmastersStep 3: Headmasters

You will now read a couple of articles specifically devoted to the Spanish Renaissance

and Renaissance poetry.

Don’t wear out from all the reading, you’re almost done!

Your last article to read will help you as you evaluate which university the student writers

attended. Please read it carefully as it contains the

distinguishing characteristics of the writings of the Salamantine and Sevillian schools.

When you have finished reading, you are ready to begin your evaluations.


Step 4: HeadmastersStep 4: HeadmastersYou will determine which university the student

attended & evaluate them based on this rubric.

You will use your evaluation of the poem in order to determine if the student should be eligible to

graduate.

If the student scores higher than 15 points, please put a star at the top of their paper.

If you receive a sufficient evaluation from the university’s administration towards your grading efforts, you will be exempt from

performing these evaluations in the future and receive tenure.

After you have received your evaluation, proceed to the conclusion.

Student Page

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Introduction

Task

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[Teacher Page]

Evaluation of Evaluation of Students:Students:Student’s Name: ____________________University: (circle one) Salamantine Sevillian

CATEGORY 4 3 2 1

Neatness

The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

Focus on Topic

The entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Requirements

All of the written requirements for length were met. There are at least 20 lines in the poem.

The poem is composed of between 15-19 lines.


The requirements for length were less than adequate.

TitleTitle is creative, sparks interest and is related to the period and topic.

Title is related to the period and topic.

Title is present, but does not appear to be related to the period and topic.

No title.

Process: Students


Student Evaluation


Student Page

Title

Introduction

Task

Conclusion

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[Teacher Page]

Evaluation of Evaluation of Headmasters:Headmasters:Headmaster’s Name: _____________________

CATEGORY 4 3 2 1

Knowledge of Subject

Able to identify relevant themes of the period's literature without use of informational resources.

Able to identify relevant themes of the period's literature, but through use of some informational resources.

Only able to identify themes of the period's literature through use of informational resources.

Unable to identify relevant themes of the period's literature.

Distinguish between Schools

Able to identify which school the student attended without use of informational resources.

Able to identify which school the student attended, but through use of some informational resources.

Able to identify which school the student attended, but only through use of informational resources.

Unable to identify which school the student attended.

Timeliness

Able to grade all of the students’ poems within the allotted class period.

Able to grade most of the students’ poems within the allotted class period.

Only able to grade a few of the poems within the allotted time period.

Unable to grade any poems within the allotted time period.

Grading Procedures

Used a red pen, followed all of the grading procedures, and made all corrections on poems.

Used a red pen, mostly followed grading procedures, and made most corrections on poems.

Used a red pen, but did not follow all of the grading procedures, or made no corrections.

Failed to use a red pen and did not correctly grade poems.

Process: Students


Student Evaluation


Student Page

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[Teacher Page]

Congratulations students! You have successfully read poems by Fray Luis de León and Fernando de Herrera and composed a poem that contains the characteristics of the Spanish Renaissance. Once your poem is returned, if you scored above 15 points on your poem will graduate from the university with honors!

Congratulations headmasters! You have learned how to identify basic elements of the Spanish Renaissance period and how to distinguish between the poetry of the Salamantine and Sevillian schools. Once your evaluations are returned, if you earned more than 10 points, you will not be asked to evaluate students’ poems again next year and have earned tenure!

ConclusionConclusion

Process: Students


Student Evaluation


Student Page

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[Teacher Page]

Luis Ponce de León:http://en.wikipedia.org/wiki/Fray_Luis_de_Le%C3%B3n “La Perfecta Casada” by Luis Ponce de León:http://tinyurl.com/2al4ec “De Los Nombres de Cristo” by Luis Ponce de León:http://tinyurl.com/29sju7 Fernando de Herrera:http://en.wikipedia.org/wiki/Fernando_de_Herrera#Poetry “Voy Siguiendo la Fuerza de mi Hado” by Fernando de Herrera:http://users.ipfw.edu/JEHLE/POESIA/VOYSIGUI.HTM

“Rojo Sol” by Fernando de Herrera:http://users.ipfw.edu/JEHLE/poesia/rojosol.htm

History of Spanish literature: http://www.history.com/encyclopedia.do?articleId=222821 Influences on Spanish Renaissance Literaturehttp://www.dean.sbc.edu/ingber.html Golden Age of Spanish literature: http://www.factmonster.com/ce6/ent/A0861260.html Spanish Renaissance literature:http://en.wikipedia.org/wiki/Spanish_Renaissance_literature#The_Renaissance_poetry

Pictures: Wie-wolf. 2 April 2008. http://flickr.com/photos/14868225@N04/2382412925/Driftwood, Otis B. 30 March 2008. http://flickr.com/photos/obdriftwood/2374809775/Microsoft Word 2003 Clipart.

Credits & ReferencesCredits & References


Process: Students

Student Evaluation


[Student Page]

Title

Introduction

Learners

Standards

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Credits

Teacher Page

Designed by:

Gina [email protected]

Based on a template from The WebQuest Page

Teacher Script

Conclusion

Spanish Renaissance PoetrySpanish Renaissance PoetryA WebQuest for 11th grade Spanish

Process: Student

Process: Headmaster

Evaluation: Student

Evaluation: Headmaster

© Flickr: wie-wolf 2008

[Student Page]

Title

Introduction

Learners

Standards

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Credits

Teacher Page

This lesson was developed while I was completing the course requirements for teacher licensure at Colorado State University in Fort Collins, CO. The course was called EDUC331: Educational Technology and Assessment. The course contained a variety of technology-related activities that future teachers could incorporate into their classrooms.

After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de León and Fernando de Herrera. Some students will compose a poem that contains the characteristics of the Spanish Renaissance, while others will grade these poems using their acquired knowledge..

Teacher Script

Conclusion

Introduction (Teacher)Introduction (Teacher)

Process: Student

Process: Headmaster

Evaluation: Student


[Student Page]

Title

Introduction

Learners

Standards

Process: Student

Resources

Credits

Teacher Page

This lesson was created for an 11th grade Spanish class, who will be working on incorporating both their reading and writing skills [CO Foreign Language standards 1.3-1.4] into a unit on Spanish culture. The unit will be covering the Golden Age: the Spanish Renaissance and the literature of the period.

As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and synthesizing reading materials; recognizing the author's point of view and purpose; expressing personal reactions to reading materials; and interpreting cultural elements found in reading materials. For students extending their foreign language education, what they know and are able to do may include using literary terminology accurately including setting, character, conflict, plot, resolution, and theme; and responding to and discussing a variety of authentic texts.

As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and drawing conclusions; incorporating information from foreign language resource materials in their writing; selecting and expressing ideas and opinions on topics from various content areas; and using specialized vocabulary and more advanced grammatical structures. For students extending their foreign language education, what they know and are able to do may include: writing business letters and/or advertisements; using writing skills to analyze, persuade and hypothesize with increasing accuracy; and writing creative poetry and short stories.


Teacher Script

Conclusion

Learners (Teacher)Learners (Teacher)

Evaluation: Student

Process: Headmaster

[Student Page]

Title

Introduction

Learners

Standards

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Credits

Teacher Page

This WebQuest will be implemented during the cultural unit on literature, and will help meet the course's reading and writing requirements.

Colorado Foreign Language Standards:1.3 READING: Students read and derive meaning from a variety of materials written in a foreign language.1.4 WRITING: Students write in a foreign language for a variety of purposes and for diverse audiences.

As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and synthesizing reading materials; recognizing the author's point of view and purpose; expressing personal reactions to reading materials; and interpreting cultural elements found in reading materials. For students extending their foreign language education, what they know and are able to do may include using literary terminology accurately including setting, character, conflict, plot, resolution, and theme; and responding to and discussing a variety of authentic texts.

As students at the advanced level further extend their knowledge, what they know and are able to do includes analyzing and drawing conclusions; incorporating information from foreign language resource materials in their writing; selecting and expressing ideas and opinions on topics from various content areas; and using specialized vocabulary and more advanced grammatical structures. For students extending their foreign language education, what they know and are able to do may include: writing business letters and/or advertisements; using writing skills to analyze, persuade and hypothesize with increasing accuracy; and writing creative poetry and short stories.

Teacher Script

Conclusion

Curriculum Standards (Teacher)Curriculum Standards (Teacher)

Process: Student

Process: Headmaster

Evaluation: Student


[Student Page]

Title

Introduction

Learners

Standards

Resources

Credits

Teacher Page

Teacher Script

Conclusion

The Process: Student The Process: Student (Teacher)(Teacher)

**You are on the correct page if you chose the ‘Student’ role. However, if you want to play the

‘Headmaster’ role, please jump forward to the next page.**

• First, you will need to read about the 2 universities and their distinguishing characteristics

• You will then choose which university you would like to attend: the Salamantine School or the Sevillian School

• Salamantine School: You will now learn about the school’s most famous poet, Luis Ponce de León, who is notorious for representing the distinct style in various works, including: “La Perfecta Casada” and “De Los Nombres de Cristo”

• Sevillian School: You will now learn about the school’s most famous poet, Fernando de Herrera, who is notorious for representing the distinct style in various works, including: “Voy Siguiendo la Fuerza de mi Hado” and “Rojo Sol”

• You have gathered a deeper knowledge about the distinguishing characteristics of poetry through sample works

• You will now employ those distinguishing characteristics to compose a poem of your own. It may be a good idea to look at the evaluation rubric that your headmasters will be scoring you from in order to guarantee you meet the criteria

• You will await the headmaster’s decision to see if you are eligible to graduate.

Process: Student

Process: Headmaster

Evaluation: Student


[Student Page]

Title

Introduction

Learners

Standards

Resources

Credits

Teacher Page

Teacher Script

Conclusion

The Process: Headmaster The Process: Headmaster (Teacher)(Teacher)

**You are on the correct page if you chose the ‘Headmaster’ role. However, if you want to play the ‘Student’ role, please return to the

previous page.**

• First, you will begin by learning of the history of Spanish literature

• Next, you will discover the various influences on Spanish literature during the Renaissance

• You will read a couple of articles specifically devoted to the Spanish Renaissance and Renaissance poetry

• Then, you will read about the distinguishing characteristics of writers at the Salamantine School and the Sevillian School

• You will determine which university the student attended & evaluate them based on a rubric

• You will use your evaluation of the poem in order to determine if the student should be eligible to graduate

• Headmasters who receive a sufficient evaluation from the university towards their evaluation efforts will be exempt from performing these evaluations in their future

Process: Student

Process: Headmaster

Evaluation: Student


[Student Page]

Title

Introduction

Learners

Standards

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Credits

Teacher Page•E-mail accounts for all students•2 reserved computer labs for 1 week

•“Students” will be in one•“Headmasters” will be in the other

•Internet•Microsoft word•Network access & login information for all students•Printers•Scratch paper•Red pens•Teacher’s assistants and/or volunteer parents

I would like to have either a few teacher’s assistants or willing and available parents who would be willing to monitor and work with the students to make sure they are making adequate use of the labs and progressing as the week goes on.

By Thursday of the week, students will need to compose their poems and bring them in to class on Friday. On Friday, the teacher’s assistants and/or parents will collect the poems and distribute them equally to the “headmasters.”

In an isolated and quiet room, the “headmasters” will use their rubric to grade the poems. They will have the entire class period to finish this task.

Once they finish grading, they will resubmit the poems to the teacher’s assistants and/or parents, who will return them to me. I will give each of the poems a final glance-over during the weekend. I will also grade all the participants over the weekend.

Teacher Script

Conclusion

Resources (Teacher)Resources (Teacher)

Process: Student

Process: Headmaster

Evaluation: Student


[Student Page]

Title

Introduction

Learners

Standards

Resources

Credits

Teacher Page After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de León and Fernando de Herrera. These students will compose a poem that contains the characteristics of the Spanish Renaissance.

Teacher Script

Conclusion

Evaluation of Student Role Evaluation of Student Role (Teacher)(Teacher)

CATEGORY 4 3 2 1Neatness The final draft of the

story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

Focus on TopicThe entire story is related to the assigned topic and allows the reader to understand much more about the topic.

Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.

Some of the story is related to the assigned topic, but a reader does not learn much about the topic.

No attempt has been made to relate the story to the assigned topic.

Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Requirements All of the written requirements for length were met. There are at least 20 lines in the poem.



The requirements for length were less than adequate.

Title Title is creative, sparks interest and is related to the period and topic.

Title is related to the period and topic.

Title is present, but does not appear to be related to the period and topic.

No title.

Process: Student

Process: Headmaster

Evaluation: Student


[Student Page]

Title

Introduction

Learners

Standards

Resources

Credits

Teacher Page After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de León and Fernando de Herrera. These students will grade the poems submitted by other students using their acquired knowledge of the Spanish Renaissance style of literature.

Teacher Script

Conclusion

Evaluation of Headmaster Role Evaluation of Headmaster Role (Teacher)(Teacher)

Process: Student

Process: Headmaster

Evaluation: Student


CATEGORY 4 3 2 1

Knowledge of Subject

Able to identify relevant themes of the period's literature without use of informational resources.

Able to identify relevant themes of the period's literature, but through use of some informational resources.

Only able to identify themes of the period's literature through use of informational resources.

Unable to identify relevant themes of the period's literature.

Distinguish between Schools

Able to identify which school the student attended without use of informational resources.

Able to identify which school the student attended, but through use of some informational resources.

Able to identify which school the student attended, but only through use of informational resources.

Unable to identify which school the student attended.

Timeliness

Able to grade all of the students’ poems within the allotted class period.

Able to grade most of the students’ poems within the allotted class period.

Only able to grade a few of the poems within the allotted time period.

Unable to grade any poems within the allotted time period.

Grading Procedures

Used a red pen, followed all of the grading procedures, and made all corrections on poems.

Used a red pen, mostly followed grading procedures, and made most corrections on poems.

Used a red pen, but did not follow all of the grading procedures, or made no corrections.

Failed to use a red pen and did not correctly grade poems.

[Student Page]

Title

Introduction

Learners

Standards

Resources

Credits

Teacher Page

I would like to have either a few teacher’s assistants or willing and available parents who would be willing to monitor and work with the students to make sure they are making adequate use of the labs and progressing as the week goes on.

Friday before: Introduce the class to the WebQuest projects. Announce that class will be meeting in the computer lab on Monday.

Monday: Students will begin the WebQuest. After 20 minutes, the teacher’s assistants and/or parents will ask them to pick which role they’d like to take. Those choosing the student role will remain in the lab. Those choosing the headmaster role will be escorted to a second computer lab.

Tuesday & Wednesday: Research/reading days. There will be ‘mark’ points that they should meet.

Thursday: Students will compose their poems. As the teacher, I will be in the computer lab with the headmasters. I will be guiding them on what to look for in the poems, proper evaluation techniques, and how to use the provided rubric.

Friday: the teacher’s assistants and/or parents will collect the poems and distribute them equally to the “headmasters.” In an isolated and quiet room, the “headmasters” will use their rubric to grade the poems. They will have the entire class period to finish this task. Once they finish grading, they will resubmit the poems to the teacher’s assistants and/or parents, who will return them to me.

Weekend: I will give each of the poems a final glance-over during the weekend. I will also grade all the participants over the weekend.

Monday after: I will return grade evaluation forms and/or poems.

Teacher Script

Conclusion

Teacher Script (Teacher)Teacher Script (Teacher)

Process: Student

Process: Headmaster

Evaluation: Student


[Student Page]

Title

Introduction

Learners

Standards

Resources

Credits

Teacher Page

By completing this WebQuest, students will have accomplished a number of tasks, all while enjoying a unique twist on a cultural unit.

In addition, the WebQuest will allow me to help meet the reading and writing requirements of this course [CO Foreign Language Standards 1.3-1.4].

After completing the WebQuest, students should be able to identify basic elements of the Spanish Renaissance period and to distinguish between the poetry of the Salamantine and Sevillian schools. They will have read poems by Fray Luis de León and Fernando de Herrera. Some students will compose a poem that contains the characteristics of the Spanish Renaissance, while others will grade these poems using their acquired knowledge.

Teacher Script

Conclusion

Conclusion (Teacher)Conclusion (Teacher)

Process: Student

Process: Headmaster


Evaluation: Student

[Student Page]

Title

Introduction

Learners

Standards

Resources

Credits

Teacher Page

Teacher Script

Conclusion

Credits & References Credits & References (Teacher)(Teacher)Luis Ponce de León:http://en.wikipedia.org/wiki/Fray_Luis_de_Le%C3%B3n “La Perfecta Casada” by Luis Ponce de León:http://tinyurl.com/2al4ec “De Los Nombres de Cristo” by Luis Ponce de León:http://tinyurl.com/29sju7 Fernando de Herrera:http://en.wikipedia.org/wiki/Fernando_de_Herrera#Poetry “Voy Siguiendo la Fuerza de mi Hado” by Fernando de Herrera:http://users.ipfw.edu/JEHLE/POESIA/VOYSIGUI.HTM

“Rojo Sol” by Fernando de Herrera:http://users.ipfw.edu/JEHLE/poesia/rojosol.htm

History of Spanish literature: http://www.history.com/encyclopedia.do?articleId=222821 Influences on Spanish Renaissance Literaturehttp://www.dean.sbc.edu/ingber.html Golden Age of Spanish literature: http://www.factmonster.com/ce6/ent/A0861260.html Spanish Renaissance literature:http://en.wikipedia.org/wiki/Spanish_Renaissance_literature#The_Renaissance_poetry

Pictures: Wie-wolf. 2 April 2008. http://flickr.com/photos/14868225@N04/2382412925/Driftwood, Otis B. 30 March 2008. http://flickr.com/photos/obdriftwood/2374809775/Microsoft Word 2003 Clipart.

Process: Student

Process: Headmaster

Evaluation: Student


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