Westside High School Backwards-Design Lesson Plan
2015-2015
AP Spanish Literature and Culture
Unit: El Modernismo y la Generación del 98
Estimated Time Frame: 1-26 through 2-13
Movements: Modernismo y Generación del 98, Spain and Latin America 19th /20th centuries
Teacher: D. Lara
Stage 1 – Desired Results
TS- The Student
Understanding (s)/goals:
Essential Question(s):
Student Outcomes (objectives):
EU1:
TS analyzes components of a
literary work.
EQ1:
How elements from a
literary work can convey
the message the author
intented?
EU2:
TS situates and relates
Literature of Modernismo
movement to its social,
cultural and historical
contexts.
EQ2:
How did the historical
context of US imperialism
influence the expression of
identity?
EU3:
TS compares viewpoints
about different roles in Latin
America society in the 19th
century vs. own society.
EQ3:
What views about male
role in society are
conveyed in a poem from
Latin America of the XX
century?
EQ4:
What is the significance of
life for authors and their
characters, and how do
these views relate to their
ideas and beliefs
surrounding death?
EU4:
TS explains how author
express own ideas and beliefs
through characters.
SO1.1: TS can analyze assigned reading from
“Nuestra America”,organize ideas, identifying
literary devices and explain their use.
SO1.2 TS can explain significance of symbols in “San
Manuel Bueno mártir”
SO1.3: Ts can identify literary devices and structure
of poem “He andado muchos caminos” (listening)
SO1.4: Ts can identify literary devices and structure
of poem “Peso Ancestral” (listening)
SO2.1: TS can identify Modernismo characteristics
and relate to historic context.
SO2.2: TS can create a prompt with the format of
Question 3, AP Exam (Analysis of single text)for
“Nuestra América” or “A Roosevelt”.
SO2.3: Ts can identify historical characters In
Roosevelt, and explain their significance in “A
Roosevelt”poem.
SO3.1:
TS can compare the perspectives of role genders in
Latin America of the 20th reflected in “Peso
Ancestral” vs. own.
SO4.1:
TS can create a comic strip about novel “San
Manuel Bueno, martir.
SO4.2
TS can create a graphic organizer relating
characters of “San Manuel Bueno, mártir:” to
religion and own believes about life and death.
Stage 2 – Assessment Evidence
Performance Task(s) and Other Evidence: (Assessment evidence should be collected for each Student Outcome
(SO) listed above.)
Formative
Summative (Attach copy)
SO1.1
TS creates individual notes for assigned reading
SO1.1, SO2.2,SO2.3 Students discuss notes with
“Nuestra América”
group and create poster for assigned reading.
SO1.2 Ts creates graphic organizer explaining symbols in SO3.1 TS creates a comic strip about novel “San
“San Manuel Bueno, mártir”
Manuel Bueno, martir.
SO1.3 TS listens and identify structure and literary
SO1.1, SO2.2,SO2.3 TS writes essay analyzing
devices in poem “He andado muchos caminos”
single text from “Nuestra América” (Question 3,
AP Exam)
SO1.4
SO2.1
SO2.2
SO2.3
SO3.2
SO4.1
TS listens and identify structure and literary
devices in poem “Peso Ancestral”
TS relates “Modernismo” characteristics to historic
context
TS creates prompt with the format of Question 3,
AP Exam (Analysis of single text)for “Nuestra
América” or “A Roosevelt”.
TS research about assigned historical character
and explain his significance in “A Roosevelt”poem
TS creates a organizer with main ideas reflected in
“Peso Ancestral”.
TS create a graphic organizer relating characters of
“San Manuel Bueno, mártir:” to religion and own
believes about life and death.
SO1.1, SO1.2 SO1.3 SO1.4, SO2.1, SO2.2, SO2.3,
SO3.1, SO4.1, SO4.2 Unit Test