AP Spanish Literature
Profesora Marshall (Mrs.Marshall@hermits.com)
Syllabus 2012-2013
St. Augustine Prep.
http://profemarshall.wikispaces.com
Introduction
The course is structured to allow students to complete the entire AP Spanish
Literature reading list, published in the AP Spanish Course Description. The
teacher uses Spanish almost exclusively in class and encourages students to
do likewise. The main objective of this course is to promote an abiding
appreciation of the Spanish Language and of Hispanic literature and culture
through representative works of Peninsular and Latin American literature. To
this end, the course provides students with opportunities to read, discuss and
critically analyze a variety of themes in Spanish through class discussion and
essay writing. A second objective is to allow students to express their ideas and
opinions orally both formally and informally in spoken Spanish with fluency
and accuracy. The students are taught the techniques of literary analysis and
the vocabulary of critical terms. The curriculum includes representative works
of prose, poetry, and drama from different periods with a consideration of their
cultural context.
AP Spanish Literature is comparable to a college/university Spanish language
course. As of 2009 is has been given dual credit status with Camden
Community College. It encompasses oral and aural skills, reading
comprehension, grammar, and composition.
Resource Requirements
The student needs to come to class prepared to participate with:
1. 5 packs of white 3x5 index cards
2. 1 shoe box to store flash cards
3. 2 marble composition memo notebooks (no spirals or any other kind)
4. 1 1” loose-leaf binder with five or more divider tabs
5. 1 pack of loose leaf paper inside the binder
6. 1 pencil case that can be shared for use in other classes filled with pens,
pencils, enclosed pencil sharpener, erasers, white out, and colored
highlighters.
Primary Texts
Cobert, et al. Azulejo, Wayside Publishing, 2012
Supplementary:
Links and activities on profe’s wiki page include but are not limited to:
www.quia.com, www.quizlet.com, azulejo site
The following are prohibited in class:
 Computer use in class
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

Cell phones visible or audible
Food or drink of any kind
Timeline
The required reading list is organized from a chronological perspective and
fulfills the course requirement to complete the entire AP Spanish Literature
Reading list. By adhering to this timeline, the students get a whole view of the
historical traditions and cultural customs and mores existing on both sides of
the Spanish-speaking world. WE WILL NEED TO MOVE RAPIDAMENTE!!!!
Basic Class Procedure
Every day there will be either a quiz or an “ejercicio de precalentamiento” at the
beginning of class. Be seated immediately and review for the quiz or complete
the warm-up in your blue books.
Every day a student will make a presentation to the class. Assignments will be
given the first day of the week the class meets. You are on call to give the
presentation any day after that.
First Semester Course Overview
The course begins with a general grammar review of the first four years and a
comprehensive introduction to the terminology necessary for literary analysis
in all genres (prose, poetry, and drama). This includes literary movements in
Hispanic literature from the medieval period through the latest literary trends.
During this first month students are taught how to structure their analytical
essay and are shown how to use transition words, conjunctions, chronological
words, words for making comparisons and contrasts, and vocabulary words to
summarize.
Major themes discussed in the first quarter: Honor and dishonor, the tenacity
of the individual, man verus nature, immortality/mortality, exploration and
discovery, the challenges/dreams of the individual, social and political
criticism, divine justice, and carpe diem.
September/October: La Edad Media (Siglos XIV-XV)
“El Conde Lucanor”. Don Juan Manuel
“Romance de la pérdida de Alhama”. Anónimo
“Romance del Conde Arnaldos”. Anónimo
El Siglo de Oro (Siglos XVI-XVII-Renacimiento y Barroco)
“En tanto que de rosa y azucena, Soneto XXIII”. Garcilaso de la Vega
“Mientras por competir por tu cabello. Soneto CLXVI’. Luis de Góngora
“Miré los muros de la patria mía, Salmo XVII”. Francisco de Quevedo
“En perseguirme, Mundo, ¿qué interesas?” Sor Juana Inés de la Cruz
“Hombres necios que acusáis” Sor Juana Inés de la Cruz
“Segunda carta de relación de Cortés”. Hernán Cortés
“Visión de los vencidos”. Miguel León-Portilla
Lazarillo de Tormes. Prólogo,Tratados: 1,2,3,7 Anónimo
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El ingenioso hidalgo don Quijote de la Mancha. Primera parte, Capítulos
I, II, III, IV, V, VIII, IX y segunda parte Capítulo LXXIV. Miguel de
Cervantes
El burlador de Sevilla y convidado de piedra. Tirso de Molina
Naufragios. Capítulos XII, XX, XXI, XXII Cabeza de Vaca
November:
Romanticismo (Siglo XIX)
“Vuelva Ud. Mañana”. Mariano José de Lara
“Canción del pirata”. José de Espronceda
“En una tempestad”. José María Heredia
“El alacrán de Fray Gómez”. Ricardo Palma
“No digáis que agotado su tesoro”. Gustavo Adolfo Bécquer
“Yo soy ardiente, yo soy morena”. Bécquer
“Volverán las oscuras golondrinas, Rima LIII”. Bécquer
Major themes discussed in the second quarter: Individual freedom, love and
passion, the loss of innocence, the role of women in society (double standards),
oppression, sexual frustration, the relationships between parent and child,
social and political criticism, and carpe diem.
December:
Realismo y Naturalismo (Siglo XIX)
“Adiós, Cordera”. Leopoldo Alas Clarín
“Las media rojas”. Emilia Pardo Bazán
“El hijo”. Horacio Quiroga
“Las Ataduras” Carmen Martín Gaite
Modernismo
“Nuestra América”. José Martí
“Dos patrias”. José Martí
“Yo soy un hombre sincero”. José Martí
“Canción de otoño en primavera”. Rubén Darío
“A Roosevelt”. Darío
“Lo fatal”. Darío
“Tu me quieres blanca”. Alfonsina Storni
“Peso ancestral”. Storni
“A Julia de Burgos”. Julia de Burgos
Second Semester Course Overview
The course continues through the enrichment of vocabulary to include literary
devices used in poetry and prose. Students compose expository passages that
express analysis of a theme or illustrate the use of poetic devices. These
practice essays are assigned after each theme is thoroughly analyzed in class.
The focus is mainly on Hispanic literature in the spring.
Major themes discussed in the third quarter: Religion, sexual frustration,
family relationships, the role of women in society, the decadence of the
“established order,” social criticism, the treatment of the gypsy in Spanish
society, individual liberty, the role of the strong woman, justice/injustice, and
identity.
January:
Autores de la Generación del 98 (Siglos XX y XXI)
San Manuel Bueno, mártir. Miguel de Unamuno.
“He andado muchos caminos”. Antonio Marchado
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“La primavera besaba”. Marchado
“Caminante, son tus huellas”. Marchado
February & March: Vanguardismo
“Romance de la luna, luna”. Federico García Lorca
“Romance sonámbulo”. Lorca
“Romance de la pena negra”. Lorca
“La monja gitana”. Lorca
“Prendimiento de Antañito el Camborio”. Lorca
“Muerte de Antañito el Camborio”. Lorca
La casa de Bernarda Alba. Lorca
“Sensemayá”. Nicolás Guillén.
“Balada de los dos abuelos”. Guillén
“Me gustas cuando callas”. Pablo Neruda
“Walking Around”. Neruda
“Oda a la alcachofa”. Neruda
El delantal blanco. Sergio Vodanovik
Major themes discussed in the fourth quarter: The psychological development
of the individual, the power of words, identity, immortality/mortality, class
struggle, social and political criticism, familial relationships, existentialism,
fantasy versus reality (magic realism), parallel/simultaneous time periods, the
“flaws” in human character (egoism, arrogance, vengeance, envy, pride, greed,
hatred, grief, etc).
April:
El “Boom” de la narrativa hispanoamericana
“La muerte y la brújula”. Jorge Luis Borges
“El sur”. Jorge Luis Borges
“Borges y yo”. Jorge Luis Borges
“¿No oyes ladrar los perros?” Juan Rulfo
“La continuidad de los parques”. Julio Cortázar
“La noche boca arriba”. Cortázar
“Chac Mool”. Carlos Fuentes
“La siesta de martes”. Gabriel García Márquez
“La viuda de Montiel”. García Márquez
“Un señor muy viejo con alas enormes”. García Márquez
“El ahogado más hermoso del mundo”. García Márquez
“Un día de estos”. García Márquez
“La prodigiosa tarde de Baltasar”. García Márquez
“Historia del hombre que se convirtió en perro”. Osvaldo Dragún
May:
La voz femenina en la literatura contemporánea
Literatura chicana en EE.UU.
“Autorretrato”. Rosario Castellanos
“Dos palabras”. Isabel Allende
“Como la vida misma”. Rosa Montero
“Peso ancestral”. Alfonsina Storni
“A Julia de Burgos”. Julia de Burgos
“Mujer negra”. Nancy Morejón
“Mi caballo mago”. Sabine Ulibarrí
“… y no se lo tragó la tierra”. Tomás Rivera
“La noche buena”. Tomás Rivera
*Repaso general para el examen de AP literatura (autores, títulos,
temas, recursos poéticos, terminología de la narración, etc.
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Teaching Strategies
Student Activities
The course teaches students the techniques of literary analysis and a basic
vocabulary of critical terms.
I. Graphic Organizers: After each reading, students fill out a graphic
organizer or “Ficha” depending on the genre:
Prosa (Narración)
Título, autor, época,
contexto cultural, temas,
personajes, resumen del
argumento, desarrollo,
ambiente, lenguaje,
culminación y desenlace,
punto de vista, tono.
Poesía
Título, poeta, época,
contexto cultural, temas,
versificación, ritmo,
rima, arte menor o
mayor, estrofas, breve
resumen en prosa,
imágenes sobresalientes,
imágenes sensoriales,
recursos poéticos
(paradoja, epíteto,
prosopopeya,
polisíndeton,
encabalgamiento, etc.)
Obras de teatro
Título, autor, época,
contexto cultural, temas,
personajes, resumen del
argumento, desarrollo,
ambiente, lenguaje,
culminación y desenlace,
tono, acotaciones.
The students use these “fichas” as a study guide for review prior to the exam.
Throughout the year these organizers help the students to write analytical
essays. At the end of each semester, teacher and students compile a list of
authors that have expressed the same themes and fill in another organizer
such as the one below:
TEMAS:
AUTORES
AUTORES
AUTORES
AUTORES
La
inmortalidad
El egoism
La venganza
Las
relaciones
familares
La
indivualidad
Other graphic organizers that help students comprehend are:
 El fluir de conciencia
 La terminlogía de la narración
 La rueda del saber
 Diagramas Venn
 Los mapas semánticos
 La mente abierta (el
doblamiento)
 Las caras de los persosnajes
 La secuencia de eventos
 El cartelón de historia
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II. Student Essays
Students are assigned essays designed in the format used on the AP
literature Exam. Some of these are done at home and some are timed essays
in class. In their essays, they analyze prose or poetry, emphasizing the
imagery and literary terms, and demonstrate how the author reflects the
time period and themes in his/her writings.
Students write a first draft and then peer critique and peer edit each other’s
work using the AP scoring guidelines from AP Central. They then write a
second draft, which is also subject to a second round of peer critiquing from
which they write their final draft. Throughout the course students practice
writing the three types of questions on the exam: poetic analysis, thematic
analysis, and text analysis.
III. Other Student Activities
1. Individual and Group Oral Presentations (as listed below in numbers 24):
2. Internet investigations on selected authors wherein students investigate
the historical background of the author’s country and life, activities and
aspirations, and literary figures/movements that influenced their
writings. This is presented either with a Power Point presentation or with
posters.
3. Perform selected scenes from different theatrical works.
4. Poster creations: i.e. poetry or storyboards that include a title,
illustration, quote, and thematic analysis. Each student will create a
poster for each work and present it the class.
5. Pre and Post discussion in Spanish dealing with the themes presented in
the selected readings as they appear in the text “Azulejo”. Prior to the
exam as an extensive review, students fill out a graphic organizer that
deals specifically with the major themes associated with the authors
such as: la opresión de la mujer, la violencia, el realismo mágico, el
determinismo social, el individualismo, el desarrollo psicológico, relaciones
familiares, etc.
Student Evaluation
I. Each semester the students are required to write a number of essays inside
and outside of class. The writing prompts for these essays are modeled on
the format of the AP Spanish Literature Exam. The essays done in class are
timed writings and are critiqued by the teacher. The essays done outside of
class go through at least two rounds of peer review before submitting the
final copy. In their essay writing, students must demonstrate proper usage
of literary terms and and/or poetic devices.
II. Other means of assessing students during the year are:
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





Short quizzes
Post-reading comprehension questions
Oral presentations on poetry, authors’ lives and cultural context
Vocabulary quizzes on literary terms and poetic devices
Ongoing assessment of portfolios, organizers, and “fichas”
Semester finals using questions from previous AP Exams
III. At the end of each semester students take a final exam based on the
previously released AP Spanish Literature exam. This final consists of
questions in multiple-choice format and includes one of the three essay
prompts on the exam: thematic analysis, poetic analysis, or text analysis.
IV. At the end of each semester, authentic assessment includes a reflective
portfolio. This enables the students to synthesize and analyze their own
work and academic growth throughout the entire year.
Grading
 15%







Class work and homework
Notebooks and binders will be periodically graded.
All assignments must be turned in on time.
All exercises to be completed in class must be completed outside of class
on your own time. It is your job to make sure all work is completed.
 Ten points will be deducted per day for late assignments.
 You are responsible for making up any notes or work completed in class
if you are absent.
20% Quizzes (announced and unannounced, including notebook quizzes)
20% Participation (20 points needed each week for 100%)
 Extra points for acting
 Points deducted for conduct, tardiness or forgetfulness
20% Projects, presentations, posters, conversations & skits (written &
spoken)
25% Tests Chapter tests: Chapter tests cover everything from the chapter,
including both vocabulary, grammar, stories and culture. Tests will always include
listening, reading comprehension, an essay, and face-to-face interview with Profe.
The Honor Code will be handwritten by you on all tests and quizzes. Ten
points will be deducted from any paper or blue book in which it does not appear.
After September, the honor code will be written by you in Spanish:
Como miembro de la hermandad de la Preparatoria de San Agustín,
prometo ser una persona de integridad. Ni daré ni recibiré ninguna
ayuda no autorizada en cualquier trabajo académico.
You will be peer grading quizzes and homework assignments. The HONOR CODE
applies. If a peer asks you to cheat for him and you do, you are BOTH in violation. Before
you begin peer grading you will write “Doy mi palabra de honor” and sign your name
on your peer’s paper.
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Procedure for labeling assignments
For labeling homework or any other assignments, please write your name, date,
period, and assignment in the upper right corner of your paper and the words,
“Doy mi palabra de honor” (“I give my word of honor”). You will also write this
promise on each page of the blue book dictado quizzes, By writing this on your
paper, you are giving your word of honor that you have not given or received
specific information related to the quiz or test.
A Note About Translation Programs
Do not use any computer translation programs for work in this class. Any use
of these programs will be considered a violation of the Honor Code and will be
penalized as such. Translation programs do not work and are immediately
detectable. They are no substitution for learning a language.
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Grading Rubric for Essays in Spanish
All levels of composition & oral presentations are graded on a 15 point total scale
according to AP essay scoring guidelines: 5 points for Task Completion, 5 points for Task
Development, and 5 points for Language (Output Checklist).
Task Completion*

5 - Task handed in on time and all task components completed

4 - Task handed in on time and most task components completed

3 - Task handed in on time and partial task completion

3 - Task handed in late with unexcused absence and all tasks completed

2 - Task handed in on time but minimal task components completed

2 - Task handed in late with unexcused absence and most/partial task
components completed
1 - Task handed in on time but topic is not addressed, misunderstood, and/or

irrelevant

0 - Task is not handed in

Other:
Task Development*

5 - Demonstrates Superiority: A very well-developed essay that demonstrates
insight and analytic ability. Shows originality. It virtually has no irrelevant or erroneous
information. It leaves no doubt in the reader's mind that the student possesses a
superior understanding of the nature and significance of the works read and/or viewed.

4 - Demonstrates Competence: A well-developed essay that shows some insight
and analytic ability. Analysis outweighs description, and any plot summary present
serves to illustrate the nature and significance of the works read/viewed. May contain
some erroneous information, but errors do not affect the overall quality of the essay.
Reader must make some inferences because the response or the comparison/contrast is
not always sufficiently explicit.

3 - Suggests Competence: Student basically understands the question, but the
essay is not always well-focused. There may be an attempt at analysis; the nature and
the significance of the works read/viewed may not be addressed. Relatively superficial
commentary. Plot summary outweighs analysis. May contain significant errors of fact or
interpretation.

2 - Suggests Lack of Competence: Poorly organized essay; focus wanders. It's
sketchy. Student has limited understanding of the question/task. May consist almost
entirely of plot summary with no analysis. Irrelevant comments may predominate. It is
possibly a prepared overview of the author with limited connection to the topic. May
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contain major errors or be so general as to suggest that the student is unable to deal
completely with the question.

1 - Demonstrates Lack of Competence: Essay is chaotic, confused, incorrect.
Reader is left with the certainty that the student has not understood the
question/prompt or the authors' texts.

0 - Response is on task but is so brief or so poorly written as to be
meaningless. It's written in English. It's a blank page r response is completely off-task
(obscenity, nonsense poetry, drawings, letter to the reader, etc.)
Other:

Language - Output Checklist*1 Language pattern of errors = -1 pt. ; 2 patterns = -2 pts.;
3 patterns = -3 pts; etc. A check means that the student needs to work on/correct these
errors.
1.
Ser vs. Estar
2.
Por vs. Para
3.
Imperfect vs. Preterite
4.
Indicative vs. Subjunctive
5.
Subject/Verb Agreement
6.
SOT (Sequence of Tenses)
7.
Gender/Number Agreement
8.
Passive vs. Active Voice
9.
Personal "a"
10.
IOP (Indirect Object Pronoun)
11.
DOP (Direct Object Pronoun)
12.
13.
RP (Reflexive Pronoun)
Spelling
14.
Accents
15.
Register (Tú vs. Usted)
16.
Awkward expression
Language
Interference/Literal Translation
17.
18.
Vocabulary (Too thin, apply
new)
Suspected Mis-use of Online Translation Site: Internet
Spanish/English Dictionaries are
permitted for looking up individual
words. Copying and pasting the
thoughts of others to help write
your essay without giving due
credit or proper format (footnotes,
bibliography, MLA) can result in
expulsion from school due to
plagiarism, which is a serious
academic and legal offense.
19.
20.
Other:
Structure*

Thesis statement

Introduction/connect to Body

Topic sentence for Body/developing Paragraph(s)
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
Body/developing Paragraph(s)

Re-state thesis in Concluding paragraph

Conclusion + original thought (personal statement relating to theme/thesis)

Other:
Style/Additional Comments*
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