Westside High School Backwards-Design Lesson Plan
2014-2015
AP Spanish Literature and Culture
Unit: El Realismo y el Naturalismo
Estimated Time Frame: 1-6 through 1-23
Movements: Realismo y Naturalismo. Genre: Short Stories, Spain 19th century and Latin America 20th
century.
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 Realism and
Naturalism movements to its
social, cultural and historical
contexts.
EQ2:
To what extent are
characters limited by their
physical surroundings,
socioeconomic situation,
and class structure?
EU3:
TS compares viewpoints
about different roles in
society of Spain in the XIX
century and Latin America in
the 20th century vs. own
society.
EU4:
TS explains the importance of
each individual in a family or
community, supported by the
interpretation of texts
EQ3:
What views about male
and female roles in society
are conveyed in the short
stories from Spain of the
XIX century?
EQ4:
How do individual
decisions influence in own
family and community?
SO1.1: TS can identify and analyze importance of
rhetorical figures and stylistic features in “Las
medias rojas”
SO1.2: TS can create a graphic organizer with
different elements that create the tone in “El hijo”
SO1.3: Ts can identify and explain how the language
of “No oyes ladrar los perros” reflects the relation
between the characters.
SO2.1: TS can compare a visual representation of
the hard life in Spain of the XIX century and the life
of Ildara in “Las medias rojas”
SO2.2: TS recollect information about author
Quiroga and setting for “El hijo”, Misiones in
Argentina, and relate to short story.
SO2.3: TS can explain how “No oyes ladrar los
perros” reflects the social situation of rural Mexico
after their 1910 Revoultion.
SO3.1:
TS can compare the perspectives of role genders in
Spain of the XIX reflected in “Las medias rojas” vs.
own.
SO4.1:
TS can create a questionnaire for Ildara that
reflects her reasons to become an immigrant.
SO4.2
TS can compare and contrast the characters (sons)
of “No oyes ladrar los perros” and “La siesta del
martes” and explain the reasons both became
criminals. Can they justify their actions?
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
Graphic organizer stylistic features and rhetorical SO1.1, SO1.2, SO2.1, SO2.2, SO3.1,SO4.1 Writing
devices in “Las medias rojas”
Comparative Essay (AP test format)
SO2.2 Information about Quiroga and Misiones
SO1.1, SO1.2, SO1.3, SO2.1, SO2.2, SO2.3,
SO3.1,SO4.1, SO4.2 Short story analysis poster.
SO1.2
Graphic organizer tone in “El hijo”
SO4.1
SO3.1
Questionnaire for Ildara (“Las medias rojas”)
Short answer (AP Test Format) about role
genders in “Las medias rojas”
Short answer (AP Test format) compare a visual
work of art with “Las medias rojas”
Listen and explain use of language in “No oyes
ladrar los perros” and relate to socio political
situation in Mexico after its revolution.
Quiz “No oyes ladrar los perros”.
Graphic organizer, short answer. Compare and
contrast characters (sons) in “No oyes ladrar los
perros” and “ La siesta del martes”
SO2.1
SO1.3
SO2.3
SO4.2
SO1.1, SO1.2, SO1.3, SO2.1, SO2.2, SO2.3,
SO3.1,SO4.1, SO4.2 Unit Test