•                                   AP Spanish Literature and Culture Course Syllabus             

                 2020-2021

                 Teacher: Mrs. Daisy Torres

            Phone Number: (352) 465-6745, Ext. 58305

            Room: Bldg. 24/011

            Email: daisy.torres@marion.k12.fl.us

     

    Literatura

     

     

    Course Description

    The AP Spanish Literature and Culture course is designed to introduce students to the formal study of a representative body of literature, written in Spanish, from Spain, Latin America and the United States.

    The course provides students with ongoing and varied opportunities to develop proficiency in Spanish across a full range of skills, with emphasis on critical reading and analytical writing. It also encourages students to reflect on the many voices and cultures included in a rich and diverse body of literature written in Spanish.

     

    Course Objectives

    • Provide students with ongoing and varied opportunities to develop proficiency in Spanish across a full range of skills, with emphasis on critical reading and analytical writing.
    • Encourage students to reflect on the many voices and cultures included in a rich and diverse body of literature written in Spanish.
    • Integrate the three modes of communication (interpersonal, interpretive and presentational).
    • Integrate Communications, Cultures, Connections, Comparisons, and Communities goal areas of the Standards for Foreign Language Learning in the 21st Century.
    • Emphasize contextual analysis, relating the readings to literary, historical, socio-cultural and geopolitical contexts.
    • Incorporate media as an aid in teaching Spanish literature, including artistic representations, audio and audiovisual resources.
    • Incorporate graphic organizers, and concept maps to enable students to process new information, and organize ideas.
    • Develop proficiency in interpretive listening by providing students with opportunities to hear audio texts related to course content.
    • Make connections across genres and periods.
    • Organizing concepts for making contextual connections among works.
    • Use essential questions in order to enable the students to investigate and express different views on issues, make connections to other disciplines and compare products, practices and perspectives of target cultures to their own.

    Students will develop the following Reading skills and Strategies:

     

    • Students read and interpret selected samples of authentic literary genres.
    • Using thinking maps, word attack skills, and effective use of context clues, Cornell notes and interactive reading.
    • Research projects: Students use reading strategies and vocabulary knowledge to improve reading skills when investigating various topics, and ultimately to create and present a synthesis.

    Writing Skills - The course provides instruction and frequent opportunities to write a variety of compositions in Spanish.

    • Students will identify two to three main points/concrete details. Students paraphrase in writing these details. In groups students orally compare summaries to assess their comprehension of the text.
    • Student are required to read an article every two weeks and write their opinions-pro or con- about what they have read. Students are required to cite quotes of the article as evidence.
    • Essay writing – The student writes a formal, well organized analytical or persuasive essay of at least 200 words, on an appropriate topic, in reaction to a text or information discussed or viewed.

    * Essays are assessed based upon their content, organization, range and appropriateness of vocabulary, and grammatical accuracy.

     

    Other writing tasks - There will be weekly writing activities related to topics covered, such as: letters, e-mail, poems, and dialogues, abstract writing, creative writing, or writing reactions to articles and lectures.

     

    Course Themes

     

    • Las Sociedades en Contacto (Societies in Contact)
    • La Construcción del Género (The Construction of Gender)
    • El Tiempo y el Espacio (Time and Space)
    • La Creación Literaria (Literary Creation)
    • Las Relaciones Interpersonales (Interpersonal Relationships)
    • La Dualidad del Ser (The Dual Nature of Being)

     

    Three Modes of Communication

     

    • The Interpersonal Mode is characterized by the active negotiation of meaning among students. Students observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications can be accordingly.
    • The Interpretive Mode focuses on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to active negotiation of meaning with the writer or the speaker.
    • The Presentational Mode refers to the creation of oral and written messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.

     

    Resources

    Bowen, Wayne, and Bonnie Tucker Bowen. Abriendo puertas: Antologia de literatura en espanol, Tomo I and Tomo II. Geneva, IL: McDougall Littell, 2003.

     

    Colbert, Anna, Maria Colbert, Aby Kanter, Marisol Maura, and Marian Sugano. Azulejo, Study Guide for the New AP Spanish Literature Course. Yarmouth, ME: Wayside Publishing, 2002.

     

     

    Readings for AP Spanish Literature and Culture

    Study of the AP Spanish Literature and Culture curriculum requires that only unabridged, full text, Spanish language versions of the required readings be used.

    • Isabel Allende, "Dos palabras"
    • Anónimo, "Romance de la pérdida de Alhama"
    • Anónimo, Lazarillo de Tormes(Prólogo; Tratados 1, 2, 3, 7)
    • Gustavo Adolfo Bécquer, Rima LIII ("Volverán las oscuras golondrinas")
    • Jorge Luis Borges, "Borges y yo"
    • Jorge Luis Borges, "El Sur"
    • Julia de Burgos, "A Julia de Burgos"
    • Miguel de Cervantes, Don Quijote(Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74)
    • Julio Cortázar, "La noche boca arriba"
    • Hernán Cortés, "Segunda carta de relación" (selecciones)
    • Sor Juana Inés de la Cruz, "Hombres necios que acusáis"
    • Rubén Darío, "A Roosevelt"
    • Don Juan Manuel, Conde Lucanor, Exemplo XXXV ("De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy brava")
    • Osvaldo Dragún,El hombre que se convirtió en perro
    • Carlos Fuentes, "Chac Mool"
    • Federico García Lorca, La casa de Bernarda Alba
    • Federico García Lorca, "Prendimiento de Antoñito el Camborio en el camino de Sevilla"
    • Gabriel García Márquez, "El ahogado más hermoso del mundo"
    • Gabriel García Márquez, "La siesta del martes"
    • Garcilaso de la Vega, Soneto XXIII ("En tanto que de rosa y azucena")
    • Luis de Góngora, Soneto CLXVI ("Mientras por competir con tu cabello")
    • Nicolás Guillén, "Balada de los dos abuelos"
    • José María Heredia, "En una tempestad"
    • Miguel León-Portilla, Visión de los vencidos(dos secciones: "Los presagios, según los informantes de Sahagún" y "Se ha perdido el pueblo mexica")
    • Antonio Machado, "He andado muchos caminos"
    • José Martí, "Nuestra América"
    • Rosa Montero, "Como la vida misma"
    • Nancy Morejón, "Mujer negra"
    • Pablo Neruda, "Walking around"
    • Emilia Pardo Bazán, "Las medias rojas"
    • Francisco de Quevedo, Salmo XVII ("Miré los muros de la patria mía")
    • Horacio Quiroga, "El hijo"
    • Tomás Rivera,...y no se lo tragó la tierra (dos capítulos: "...y no se lo tragó la tierra" y "La noche buena")
    • Juan Rulfo, "No oyes ladrar los perros"
    • Alfonsina Storni, "Peso ancestral"
    • Tirso de Molina, El burlador de Sevilla y convidado de piedra
    • Sabine Ulibarrí, "Mi caballo mago"
    • Miguel de Unamuno, San Manuel Bueno, mártir

     

     Grading Policy

    Standard 1 Interpretive Reading 25%

    Standard 2 Interpersonal and Presentational Writing 25%

    Standard 3 Interpretive Listening/understanding 25%

    Standard 4 Presentational and Interpersonal Speaking 25%

     

    Classroom Rules

    • Absences and tardies will be subject to the rules and regulations of the Marion County Public Schools as stated in the Student Code of Conduct.
    • Tardy policies will be subject to the rules established by the DHS Code of Conduct/Discipline department.
    • Restroom and tardy log in/log out sheets must be completely filled out, use legible handwriting.
    • Restroom privileges may be revoked if not in compliance.
    • Check teacher’s web site for videos assigned for review or for practice.
    • For emergency absentee circumstances and Excused absences, students will have the opportunity to make up missing work during the teacher's office hours.
    • No make-up work will be accepted at the end of the quarter. Make-up work will be submitted based on Excused absences. Arrangements can be made upon circumstances.
    • Respect others so that you will be respected as well.
    • Conserve classroom property well organized and clean.
    • No drinks (except water), nor food unless it is part of the classroom instruction unit.
    • Remain in your assigned seat unless instructed differently.
    • The use of cell phones other than for class work, upon teacher request is not permitted. If you are not in compliance, cell will be removed and returned according to school policy.
    • Students are not permitted to do/complete work from other subject areas during class time.
    • Cheating and Plagiarism Policy will be enforced following the rules and regulations of the Marion County Public Schools Student Code of Conduct.

     

    Media Center and use of the Computer Lab

    Students are expected to adhere to the policy established by Dunnellon High School when using computers and other materials.

     

    Materials:

    Thumb Drive for AP Only

    Binder

     *Microsoft Digital Notebook if we need to go online only