2015 - 2016
TEACHER INFORMATION:
Full Name: Señora Alejandra Lejwa
Classroom: Labry Rm 118
E-mail #1choice: alejwa@hutchisonschool.org
Phone: 901-761-2220 ext 1409
Office Hours: A, B and Y blocks.
Course Description: AP Spanish Literature and Culture – 1 credit
The AP Spanish Literature and Culture course is a survey course which covers the six AP
Spanish Literature themes and the entire required AP Spanish Literature and Culture reading list.
The 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.
Course Objectives:
The main objective of the course is to familiarize the student with the rich literary tradition of a
wide variety of Spanish speaking countries as well as the cultural, social, historical, religious and
economic elements that surrounded the production of these masterpieces.
Additionally, students in the course learn and apply literary terminology to the analysis of the
texts.
Ultimately, the course produce students capable of recognizing and understanding the literary
works studied, familiarized with their authors, literary movements and historical context, capable
of formulating critical analysis regarding the content and form of those texts, capable of tracing
the historical and literary progression of Spanish speaking countries, and capable of analyze and
compare cultural products, practices and perspectives referenced in the literary texts.
Course Requirements and Activities:
All students taking this class are required to take an AP Spanish Literature and Culture Exam at
the end of the school year.
The course is conducted fully in Spanish; thus, students are required to speak Spanish in and
outside the classroom as well as to read all material assigned for the class in Spanish unless
otherwise specified by the professor.
Students read all material assigned with dedication and consciously in its original form: neither
translations nor abridged texts are permitted.
Preparatory materials and course activities include but are not limited to reading and listening to
professor’s explanations of historical and cultural background related to the author or primary
texts, studying and learning literary terms, answering and completing, in writing and/or orally,
pre reading activities and questions, guide questions during reading, post reading activities and
questions, and writing short reaction papers.
After reading a text, students discuss topics and material and contribute actively to discussions
whether in class, through Voicethread, or through discussion boards and blogs.
In addition to the readings, analysis and discussions, students participate in various pre and post
reading activities that include working with art , movies, and documentaries related to the texts,
historic and cultural content covered, and preparing oral presentations of the historic and cultural
content of the course.
Another component of the class is the regular writing assignments of a variety of lengths.
It is understood that these works will be written with time, in an organized and coherent manner,
and that they should not include any kind of basic grammar errors that should not be present at
an advanced level. Each student is responsible for submitting all material before due date.
Student is responsible for obtaining course materials, checking and submitting posted
assignments on Haiku, our course management system.
Grading:
Grading is based on the accumulation of earned points as either oral (20%) or written (80%)
work. Each assignment has maximum points allowed, which are stipulated when assigned.
Reading and writing assignments count as written work while listening and speaking
assignments count as oral work.
Required Textbook:
Rodríguez , Rodney T. Reflexiones. Introducción a la literatura hispánica. AP Edition. Upper
Saddle River, NJ: Pearson; Prentice Hall, 2013. Includes all required readings
Course Policies:
ONLY SPANISH - From the moment a student register to the AP Spanish Language and
Culture course you are commanded to communicate only in Spanish with the instructor at all
times. This NO-ENGLISH requirement exceeds the classroom limits. Students are expected to
talk to the instructor in Spanish whenever they see her, whether it is in class, outside the
classroom, and even outside the school. The only exception to this rule is during academic
conferences when grammar explanations demand the use of English for better understanding.
Following this rule, this class is conducted only in Spanish.
HOMEWORK – Homework assignments are posted on Haiku and/or announced in class. It is
the student responsibility to find out what homework is due for each class. All assignments are
due at the beginning of the class. Students will have to review specific grammar structures, and
complete exercises before each class. They will also have to write essays and complete reading
exercises.
MISSING WORK: This class follows the Upper School Handbook regarding missed work. It
is the student's responsibility to meet with the teacher to make arrangements regarding missed
work. Please read carefully pages 45 and 51 of the Upper School handbook, and pay special
attention to the sections regarding assigned after school study halls, completing work missed
because of an absence and missing a test.
ATTENDANCE: Due to the nature of this course, attendance is extremely important.
Student's oral abilities are assessed daily through class participation and in class oral
assignments. Therefore a student's average may be affected due to absences. I strongly
recommend that you meet with me when missing class to make arrangements to make up oral
grades (arraignments may include having a conversation with teacher outside class time, and oral
recordings)
Generally, students will receive feedback from the teacher regarding short assessments and
quizzes by the following week, regarding tests and compositions within two weeks, and for
major assignments such as research papers, orals, and projects in approximately three weeks
after submission.
PLAGIARISM AND ACADEMIC DISHONESTY IN THE WORLD LANGUAGE
CLASSROOM
The Hutchison Honor Code applies at all times.
Here are some situations that are considered violations of the Honor Code.
Web Site Translators/Outside Assistance: It is a violation of school policy to use an online
translation application to produce work that you present as your own. You did not do the actual
work therefore it is not yours to submit for a grade. Students are encouraged to use print
dictionaries, online dictionaries to look up particular terms, or consult the instructor. What is the
difference? Any attempt to take a phrase in one language and use another source to convert the
phrase into the target language, including using any form of translation software, is cheating.
The Reason Why: Using a dictionary allows you to look up individual terms and their
spelling/gender/etc. so that you may use them to create phrases and sentences in which you must
apply the grammar rules that you have studied. You are demonstrating what you know and what
you have learned. Using a translator cheats the process by applying the grammar rules to your
English phrase/sentence, thereby showing no thought or work of your own. You are therefore
making NO attempt to express yourself in the target language. The same applies if another
person performs the translation for you. Do not seek translations from other students, other
teachers, tutors, or native speakers/students unless specifically allowed by your instructor. We
want to see your work so that we may assess your strengths and weaknesses and, in turn, adjust
teaching content and style accordingly to best help you succeed.
How does your teacher know you used translation software?
1. The software makes numerous and very predictable errors:
- The software will translate too literally.
- It will not recognize the meaning intended, slang, or most idioms.
- It will not recognize nor correct spelling or grammar mistakes.
2. The software will often use grammar that has not yet been taught.
3. We know how much our students know and how capable they are at applying grammar.
Cutting and Pasting or Improper Quotation: You may not cut and paste any information from
a book or online source and pass it off as your own work. Changing a few words and replacing
them with synonyms is also plagiarism IN ANY LANGUAGE. Even if you put quotes around
this information, you did not do the actual research to obtain the knowledge first-hand, so you
may not take credit for it. You may summarize your findings and cite them properly according
to MLA format rules. You have been taught MLA format, proper citation rules and extensively
reviewed what constitutes plagiarism in your English classes. The same standards and
expectations apply in all foreign language classes. When in doubt, as always, check with your
instructor.
Copying/Allowing others to copy work: Copying another student’s work is the same as
cheating. ALLOWING SOMEONE TO COPY YOUR WORK IS STILL CHEATING and will
result in the same outcome. Do not give away your work.
Talking about a test, quiz, or oral assessment: Telling and/or asking classmates about
questions or prompts presented during an assessment constitute a violation of the Honor Code.
Sharing or receiving information about an oral or written assessment is considered cheating.
A helpful hint: Use what you know. We are not looking for you to write or talk beyond what you
have studied. If you are not sure how to say it, or if you think something might be plagiarism,
ask your teacher. Don’t risk it!
Course Planner:
At the beginning of the course the class discusses the course essential questions. These include:
•¿Cómo revelan las obras literarias las perspectivas y costumbres de una cultura en un período
determinado?
•¿De qué manera afecta el contexto literario, histórico, sociocultural y geopolítico la creación de
las obras literarias de determinada época?
•¿Qué preguntas y dilemas presentes en obras literarias de diferentes autores y en diferentes
épocas y culturas son relevantes aún en la actualidad?
•¿Qué relevancia tiene el idioma para apreciar elementos literarios como el género, el punto de
vista o el estilo?
•¿Qué preguntas plantea la literatura acerca de las artes, y de la literatura misma?
After discussions students write their reflections on a discussion board and comment to their
classmates’ writings.
For each work, students answer in writing comprehension questions / Preguntas de comprensión
and discuss interpretation questions / preguntas de interpretación
Students complete cultural, connections, and comparisons activities for each reading as pre-and
post-reading activities.
Theme: Las sociedades en contacto
Organizing Concepts:
 Pluralismo racial
 Las clases sociales
 Divisiones socioeconómicas
 La sobrevivencia
 La dignidad de los pobres




Nacionalismo / regionalismo
El choque de culturas
La crítica social
Asimilación/Marginación/
Alienación
Essential Questions:
 ¿De qué manera las perspectivas de una cultura afectan la representación de eventos
históricos?
 ¿Cuáles son los factores socioculturales que contribuyen al choque de culturas entre
pueblos de diversas regiones y épocas?
 ¿Cómo las divisiones que separan las clases sociales o los grupos étnicos crean
perspectivas diferentes y fronteras entre personas en sus relaciones?
 ¿Cómo se representan en obras literarias de distintos períodos y diversas culturas las
relaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.)?
Group readings:
Edad Media:
“Romance del moro que perdió Alhama”
Siglos XVI y XVII:
“Se ha perdido el pueblo mexicatl”
Hernán Cortés, “Segunda Carta de Relación”
Bernardino de Sahagún, “Los presagios”
Lazarillo de Tormes (Prólogo, Tratados I, II, III, VII)
Siglos XIX y XX
Emilia Pardo Bazán, “Las medias rojas”
José Martí, “Nuestra América”
Rubén Darío, “A Roosevelt”
Federico García Lorca, “Prendimiento de Antoñito el Camborio en el camino a Sevilla”
Nicolás Guillén, “Balada de los dos abuelos”
Osvaldo Dragún, Historia de un hombre que se convirtió en perro.
Tomás Rivera, “…y no se lo tragó la tierra” y “La Noche Buena”
The theme is introduced by discussing Diego Rivera’s mural “La conquista”. Students discuss
advantages and disadvantages that occur when societies come in contact with each other and
reading the introductory essay from textbook.
While reading “Romance del moro que perdió Alhama”:
 Students research on the characteristic of a romance and share notes on the topic through
Google docs. Students learn basic poetry analysis and literary terms.
 Students study la métrica castellana and use it to analyze the romance
 Students take a virtual tour of the Alhambra by visiting
http://www.saudiaramcoworld.com/issue/200604/alhambra/default.htm and then write a
short answer explaining the estribillo ¡Ay de mi Alhama!
 Students answer short questions connecting the poem with the painting “La rendición de
Granada” by Francisco Padilla Ortiz and “La rendición de Breda” by Velázquez. Students
write a short answer comparing what these paintings have in common.
While studying “Se ha perdido el pueblo mexicatl”:
 Students visit the Virtual Diego Rivera Web Museum to study Rivera’s frescos in Mexico
City’s National Palace. . After studying the mural, students write in a short answer the
connections between La historia de México, de la conquista al futuro - 1929-1935 and
“Se ha perdido el pueblo mexicatl”
While studying Hernán Cortés, “Segunda Carta de Relación”:
 Students prepare an oral presentation comparing and connecting La Gran Tenochtitlan 1945 to Hernán Cortés, “Segunda Carta de Relación”
While studying Bernardino de Sahagún, “Los presagios”:
 Students look for images under “Florentine codex” and prepare an oral presentation
describing and explaining the meaning of one of the drawings.
 Students research on “la leyenda de la llorona” and then listen to La llorona by Lila
Downs via YouTube. Students write on a discussion board their answer to the question
¿Qué pudiera ser la atracción para el pueblo mexicano de la leyenda de una mujer que
busca a sus hijos? And comment on their classmates’ responses.
While studying Lazarillo de Tormes (Prólogo, Tratados I, II, III, VII):
 Students work with partners to determine the characteristics of the picaresque novels.
 Students research about another “novela picaresca” such as Guzman de Alfarate de Mateo
Alemán, El Buscón de Francisco de Quevedo, Moll Flaunders de Daniel de Foe, Tom
Jones de Henry Fielding, Huckleberry Finn de Mark Twain and Augie March de Saul
Bellow and prepare an oral presentation via Voicethread.
 Students write a comparative essay between Lazarillo and the social situation in the
United States (por ejemplo: la gente que vive en la calle, el trato de las minorías, el abuso
sexual del clero, el trato de inmigrantes, la explotación de los trabajadores, etc.
 Students write an analytical essay explaining a quote by Francisco Calero about
Lazarillo.
While studying Emilia Pardo Bazán, “Las medias rojas”:
 Students research on Internet about “Caldo gallego, norma” and explain the connections
with the story.
 Students prepare an oral presentation about Naturalism movement applying its concepts
to the story.
 Students write an analytical essay (explica cómo la situación histórico-económica es el
factor que impulsa a Ildara a emigrar)
 Students watch a selection of the movie Como agua para chocolate (1992) and discuss
the situation of the youngest daughter in a Hispanic family.
While studying José Martí, “Nuestra América”:
 Students study about the Modernism as a literary movement and write a short answer
about how this essay has elements of that movement.
 Students research on Abraham Lincoln ideas about the Guerra con México (1846-48) and
Mark Twain’s position on the Guerra con España (1898), make connections between
these ideas and the text from Martí. Then participate in an online discussion about it.
While studying Rubén Darío, “A Roosevelt”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem and
others from various poets.
 Students listen to the song “Si el norte fuera el sur” by Ricardo Arjona and wrrite a short
essay comparing it with the text.
While studying Federico García Lorca, “Prendimiento de Antoñito el Camborio en el camino a
Sevilla”
 Students discuss online through a discussion board the minorities present in the United
States and the stereotypes connected with them.

Students listen to Manuel Mairera’s “Prendimiento” in YouTube and listen to the poem
in flamenco format.
While styding Nicolás Guillén, “Balada de los dos abuelos”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem and
others from various poets.
 Students observe “Pinturas de castas” and answer in writing two questions (¿Parece que
había alguna prohibición en las colonias españolas de formar familia entre europeos y
africanos? ¿Crees que un género artístico así podría haber existido en los Estados
Unidos?)
 Students study the painting from Gólota “Dos abuelos” and participate in discussion
board explaining if and how the painting captures the spirit of the poem.
While studying Osvaldo Dragún, Historia de un hombre que se convirtió en perro.
 Students learn the terminology for the analysis of a play and apply it when answering
questions about the text.
 Students research about “teatro del absurdo” and compile characteristics.
 Students research the works of Samuel Beckett and Edward Albee and using Dragún play
as example, they demonstrate the main characteristics of the genre in an oral presentation.
While studying Tomás Rivera, “…y no se lo tragó la tierra” y “La Noche Buena”
 Students observe the painting “Migrants”by Jospeh Sheppard and make a list of the
details that paint this sad reality. Then in a short essay, they compare it with Rivera’s
work.
 Students write an analytical essay explaining a quote from Ramón Saldívar when
referring the style of Tomás Rivera. The essay must include concrete examples from “La
Noche Buena”
 Students research on the Mexican American farm Workers’ Movement and / or The
Valley Farm Workers’ Movement started in Texas by Antonio Orendain in 1975.
Students will write an essay establishing connections between Orendain’s cause and
Tomás Rivera, “…y no se lo tragó la tierra” y “La Noche Buena”.
Theme: La construcción del género
Organizing Concepts:
 Las relaciones sociales
 Las tradiciones y la ruptura
 Las expectativas sociales
 El sistema patriarcal


Los roles sociales de los hombres y
las mujeres
El machismo y el feminismo
Essential questions:
 ¿How have historical and socio-cultural factors influenced gender roles?
 ¿Cómo revela la literatura los cambios en la percepción de los géneros masculino y
femenino?
 ¿De qué manera han servido los factores socioculturales como instrumentos de cambios
(o no) en la representación de los géneros?
 ¿Cómo ha cambiado la representación de lo femenino (voces femeninas, personajes
femeninos) a lo largo de la historia de la literatura?
Group Readings:
Edad Media:
Juan Manuel, El conde Lucanor, (“De lo que le aconteció a un mozo que casó con una
mujer muy fuerte y muy brava”)
Siglos XVI y XVII:
Tirso de Molina, El burlador de Sevilla.
Sor Juana Inés de la Cruz, “Hombres necios que acusáis”
Siglos XIX y XX:
Alfonsina Storni, “Peso ancestral”
Isabel Allende, “Dos palabras”
Activities:
The theme is introduced by discussing Frida Kahlo’s painting “La pelona”. Students discuss how
and why she is represent as a woman and try to determine her reasons and reading the
introductory essay from textbook.
While reading Juan Manuel, El conde Lucanor, (“De lo que le aconteció a un mozo que casó con
una mujer muy fuerte y muy brava”):
 Students research on the concept of “apólogo” and explain in an essay how this works
constitutes an “apólogo”
 Students discuss how the moros are represented in the story and compare how they were
presented in works already read.
 Students watch a selection of the movie Entre Pancho Villa y una mujer desnuda and
make connections with the animal killing scene in the story. Students share these
connections orally through Voicethread.
While reading Tirso de Molina, El burlador de Sevilla:
 Studenst research the classical units of the Poética de Aristóteles and write an essay
explaining how Tirso does not follow these norms.
 Students write a short essay explaining how women were treated during the Siglo de Oro.
 Students analyze a painting from Ford Madox Brown of a scene of Don Juan by Lord
Byron to find similarities and differences.
 Students watch selections of the opera Don Giovanni by Mozart and identify what is the
corresponding part in Tirso’s play
While studying Sor Juana Inés de la Cruz, “Hombres necios que acusáis”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem and
others from various poets.
 Students watch the movie Yo la peor de todas (1990) by María Luisa Bemberg about the
life of Sor Juana and make connections to the poem.
 Students listen to the song “Dime que no” by Ricardo Arjona and write a paragraph
comparing it to the poem.
While studying Alfonsina Storni, “Peso ancestral”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem and
others from various poets.
 Students read the lyrics and listen to “Alfonsina y el mar” sang by Mercedes Sosa. Then
write a short answer explaining the meaning of the phrase “dolores viejos calló tu voz”
While studying Isabel Allende, “Dos palabras”:
 Students watch Isabel Allende TED Talk and write the main points of her presentation.
 Students write an essay analyzing the social situation of women in poor areas in Latin
America showing examples from Allende’s story
Theme: El tiempo y el espacio
Organizing Concepts:
 El carpe diem y el memento mori
 El individuo y su entorno
 La relación entre el tiempo y el
espacio
 La naturaleza y el ambiente



El tiempo lineal y el tiempo circular
La trayectoria y la transformación
La construcción y la transformación
de la realidad
Essential Questions:
 ¿Qué ideas plante la literatura acerca de las inquietudes sobre la existencia humana?
 ¿Cómo presentan las literaturas de distintas culturas los conceptos del tiempo y el
espacio?
 ¿Qué enlace existe entre el individuo y su entorno?
 ¿Cómo puede el ambiente en que vive el individuo influencia su estado mental y su
comportamiento?
Group Readings
Siglos XVI y XVII:
Garcilaso de la Vega, “En tanto que de rosa y azucena”
Luis de Góngora, “Mientras por competir con tu cabello”
Francisco de Quevedo, “Miré los muros de la patria mía”
Siglos XIX y XX:
José María Heredia, “En una tempestad”
Gustavo Adolfo Bécquer, “Volverán las oscuras golondrinas”
Jorge Luis Borges, “El sur”
Julio Cortázar, “La noche boca arriba”
Nancy Morejón, “Mujer negra”
Rosa Montero, “Como la vida misma”
Activities:
The theme is introduced by discussing Salvador Dalí’s painting “La persistencia de la memoria”
and definitions of time and space and reading the introductory essay from textbook
While reading “Romance del rey Rodrigo”:
 Students review and identify the characteristics of the romances and review literary
terminology and poetry analysis while analyzing this work.
 In an organized essay students analyzed hot the idea of consolation in life after death is
presented in this romance.
 Students research about the “rueda de la fortuna medieval” and prepare an oral
presentation connecting it to this romance.
While reading Garcilaso de la Vega, “En tanto que de rosa y azucena” and Luis de Góngora,
“Mientras por competir con tu cabello”:
 Students learn poetry analysis and demonstrate their abilities by analyzing these poems.
 Students research on the carpe diem and prepare an answer orally to share via
Voicethread. Students discuss how carpe diem is presented in these poems
 Students write a paragraph comparing the symbolism of the woman in the painting The
birth of Venus by Sandro Botticelli and these poems.
While Studying Francisco de Quevedo, “Miré los muros de la patria mía”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem.
 Students research about memento mori and prepare an answer orally to share via
Voicethread. Students discuss how this concept is presented in this poem
 Students research about the defeat of the Spanish Armada in 1588, then look at PhillippeJacques de Loutherbourg’s painting and write a comparative essay.
 Students write an essay explaining in the context of this poem a quote from Dámaso
Alonso about Quevedo’s poetry.
While analyzing José María Heredia, “En una tempestad”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem.
 Students observe paintings from William Turner and look for similarities with the poem.
Then write a short paragraph discussing why storms was a theme used during the
Romanticism
While studying Gustavo Adolfo Bécquer, “Volverán las oscuras golondrinas”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem.
 Students discuss the parallel constructions found in each strophe of the poem and identify
how these parallelisms relate to past and present situations and feelings as they are
depicted in the work.
While studying Jorge Luis Borges, “El sur”:
 Students read and listen to interviews of Jorge Luis Borges and write two paragraphs
explaining his ideas of time and space.
 Students read the selections of Martín Fierro by José Hernández and compare with the
“gaucho”of “El sur” in an oral presentation via Voicethread.
While studying Julio Cortázar, “La noche boca arriba”:
 Students compare this story with Las crónicas de Narnia and the novels of Harry Potter in
relation to time and space. Answers are provided via discussion board.
 Students watch the interview of Julio Cortázar “Entrevista al enormísimo cronopio” lo
learn about the writer’s life. Then answer some questions.
 Students write an analytical essay explaining how time and space appears in Borges and
Cotazar’s stories.
While studying Nancy Morejón, “Mujer negra”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem.
 Students research about communism in Cuba and its positive and negative effects in the
people and share their findings via Voicethread.
 Students write an essay comparing the situation of afrocubanos and afroamericanos after
visiting the Civil Rights Museum in Memphis, TN.
While studying Rosa Montero, “Como la vida misma”:



Students write a short paragraph comparing the “cuadro de costumbre” of this work and
the “apólogo” of Don Juan Manuel studied before.
Students listen to an interview of Rosa Montero in YouTube and then share main points
that show her philosophy via Google Docs
Students watch the Mexican short film Pasajera and compare with Montero’s story using
a graphic organizer.
Theme: Las relaciones interpersonales
Organizing Concepts:
 La amistad y la hostilidad
 El amor y el desprecio
 La comunicación y falta de
comunicación



El individuo y la comunidad
Las relaciones de poder
Las relaciones familiares
Essential Questions:
¿De qué manera se transforma el/la protagonista de una obra a consecuencia de sus relaciones
con otros personajes?
¿De qué manera los individuos contribuyen o perjudican al bienestar de la familia o la
comunidad?
¿Cómo influye el contexto sociocultural en el desarrollo de las relaciones interpersonales?
Group Readings:
Siglos XIX y XX:
Horacio Quiroga, “El hijo”
Federico García Lorca, La casa de Bernarda Alba
Juan Rulfo, “No oyes ladrar los perros”
Gabriel García Márquez, “La siesta del martes”
Activities:
The theme is introduced by discussing Fernando Botero’s painting “La familia presidencial”.
Students discuss how the family is represent and try to determine the reasons ( a - ) and reading
the introductory essay from textbook.
While reading Horacio Quiroga, “El hijo”:
 Students write a short paragraph demonstrating elements of Naturalism and Modernism
in this story.
 Studens work with images of “la selva misionera”and make connections with the story
via a discassion board
While reading Federico García Lorca, La casa de Bernarda Alba:
 Students watch selections of the movie of the play to get a sense of the setting and share
their comments via Voicethread.
 Students write an essday comparing the idea of Honor in this play, with El Burlador de
Sevilla and Lazarillo de Tormes.
While reading Juan Rulfo, “No oyes ladrar los perros”:

Students listen to the story read by the author via YouTube and discuss what they think
about the sound of his voice and the Mexican way of speaking.
 Students observe photographs from the area of Jalisco taken by Rulfo himself and
compare with the story.
While reading Gabriel García Márquez, “La siesta del martes”:
 Students compere in a short essay the realism in this story and the one from Rulfo.
 Students share their ideas about having firearms via a discussion board in lights of the
controviery in the United States about firearms.
 Students write an essay comparing the parental love in Bernarda Alba, “Las medias
rojas”, “¿No oyes ladrar los perros?”, Ël hijo”, “La siesta del martes”.
Theme: La dualidad del ser
Organizing Concepts:
 La construcción de la realidad
 La espiritualidad de la religión
 La imagen pública y la imagen
privada


La introspección
El ser y la creación literaria
Essential Questions:
 ¿Qué preguntas plantea la literatura acerca de la realidad y la fantasía?
 ¿Cómo influye el contexto sociocultural o histórico en la expresión de la identidad?
 ¿Cuál es el significado de la vida (para un personaje, para un autor) y cómo se relaciona
esto con las creencias o ideas en cuanto a la muerte?
Group Readings:
Siglos XIX y XX:
Miguel de Unamuno, San Manuel Bueno, mártir
Antonio Machado, “He andado muchos caminos”
Julia de Burgos, “A Julia de Bugos”
Pablo Neruda, “Walking Around”
Activities:
The theme is introduced by discussing Pablo Picasso’s painting “Niña ante un espejo”. Students
discuss how the person is represent and try to determine the differences between images and
reading the introductory essay from textbook.
While reading Miguel de Unamuno, San Manuel Bueno, mártir:
 Students learn about the philosophy of Unamuno and the Existentialism and in an essay
try to explain if this novel could be considered existentialist.
 Students discuss via discussion board if the dual self is healthy and normal or a form of
hypocrisy.
While reading Antonio Machado, “He andado muchos caminos”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem.
 Students listen to Joan Manuel Serrat singing machado’s poems.

Students write a short essay comparing the sign of “el camino” in Machado and the
American writer Robert Frost.
While studying Julia de Burgos, “A Julia de Bugos”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem.
 In essay students compare the female voice of this poem with a poem of their choice by
other postmodernist female poets such as Alfonsina Storni, Gabriela Mistral, Juana de
Ibarburú, and Delmira Agustini.
 Students listen to Marilyn Pulpo’s declamation of this poem
While studying Pablo Neruda, “Walking Around”:
 Students learn poetry analysis and demonstrate their abilities by analyzing this poem.
 Students write a paragraph about signs and whole impact of the painting “Cisne
reflejando elefantes” by Salvador Dali and make connections with this poem. (
 Students listen to Miguel Bosse’s interpretation of this poem. Then write a paragraph
discussing if the song accurately demonstrates the tone of the poem.
Theme: La creación literaria
Organizing Concepts:
 La intertextualidad
 La literature autoconsicente


El porceso creative
El texto y sus contexttos
Essential Questions:
 ¿Qué factores motivan a los escritores a crear sus obras literarias?
 ¿De qué manera la intertextualidad contribuye al significado de una obra literaria?
 ¿Cómo influye en la experiencia de los lectores la presencia de la literatura misma como
tema de una obra literaria?
Group Readings:
Siglos XVI y XVII:
Miguel de Cervantes, Don Quijote.
Capítulos de primera parte: I, II, III, IV, V, VIII, IX.
Capítulo de segunda parte: LXXIV
Siglos XIX y XX:
Jorge Luis Borges, “Borges y yo”
Carlos Fuentes, “Chac Mool”
Gabriel García Márquez, “El ahogado más hermoso del mundo”
Sabine Ulibarrí, “El caballo mago”
Activities:
The theme is introduced by discussing the paintings “Las Meninas” by Velázquez and by Pablo
Picasso. Students try to determine the differences between images and the different levels that
appear in each painting and reading the introductory essay from textbook.
While studying Miguel de Cervantes, Don Quijote:

Students write an essay comparing the spirit of the baroque in Don Quijote with the
sonnets from Góngora and Quevedo.
 Students find different artistic representations of Don Quijote and prepare an oral
presentation to demonstrate how the art piece is connected to the novel.
 Students listen to 4 songs from the Opera Man of La Mancha and make connections with
the text.
 Students discuss in groups Carlos Fuentes quote: “¿No es más real Don quite que la
mayor parte de los seres de carne y hueso?”
 Students write an analytical essay on the topic of “metaliteratura” in Don Quijote
While reading Jorge Luis Borges, “Borges y yo”:
 Students listen and read interviews with the author to learn about his life
 Students observe Picasso’s cubism painting two faces and comment via Voicethread on
how these images apply to the story.
 Students write an essay comparing the two selves in this story and the poem by Julia de
Burgos.
While reading Carlos Fuentes, “Chac Mool”:
 Students research about Chac Mool and prepare an oral presentation .
 Students write an essay comparing the double self in this story, “El sur” by Borges, and
“La noche boca arriba” by Cortázar. Students must include the development of the
concept as well as the narrative techniques.
 Students participate in a discussion board where they discuss the comparison of the myth
of Pygmalion and Galatea with this story.
While studying Gabriel García Márquez, “El ahogado más hermoso del mundo”:
 Students watch the film Milagro en Roma and discuss the impact of the dead girl in the
town.
 Students review the main ideas of the magical realism and determine how they appear in
this story by writing a short essay.
While studying Sabine Ulibarrí, “El caballo mago”:
 Students research and prepare an oral presentation about another Hispanic writer of the
United States. Then the class discusses the similarities and differences of the writers
presented.
At the end of the unit students use a graphic organizer to show how each theme is manifested
across different genres and time periods, and write an essay analyzing the relationship between
products, practices and perspectives found in this theme’s literary texts.
Other resources and supplementary materials are available for the students in Labry 118.