METUCHEN HIGH SCHOOL
WORLD LANGUAGES DEPARTMENT
Course Outline
Spanish 5 (Advance Placement Spanish Literature & Culture)
I.
OVERVIEW OF COURSE
This is an honors course in Spanish with emphasis on increasing proficient literature
analysis. It is designed for those students who have successfully completed Spanish 4
Honors. The AP Spanish Literature course prepares students to successfully complete
the Advance Placement Exam. The course stresses language usage and
comprehension through the reading and discussion of Spanish Peninsular and Latin
American literature. The viewing of films produced by native Spanish speakers,
reading of authentic print materials, original essays and student journal writing
support understanding of the AP selected works list. The curriculum will focus on
those two elements addressed in the New Jersey World Language Content Standards.
7.1 (Communication) All students will be able to communicate in at least one
world language in addition to English. They will use language to: engage in
conversation; understand and interpret spoken and written language; present
information, concepts, and ideas while making connections with other
disciplines; compare the language/culture studied with their own; and
participate in multilingual communities.
The cumulative progress indicators apply to students in the intermediate
learner range.
II.
SUBJECT AREAS COVERED
Literature
1. AP selected works list (A-3, A-6, B-5, C-3)
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
III.
METHODOLOGY
A.
B.
C.
D.
E.
F.
G.
IV.
Audiovisual
Student centered activities and lessons
Internet and other technology related activities
Independent activities and assignments
Teacher-directed lessons
Interdisciplinary activities
Technology
INSTRUCTIONAL OBJECTIVES
A. The emphasis in this program is on communication. Students will be exposed
to daily oral activities to develop their listening and speaking skills.
B. Students will work on their ability to use different resources as tools for
learning.
C. Students will develop an understanding of and appreciation of other cultures.
D. Students will become more aware of geographical areas.
E. Students will develop an understanding and an appreciation of how others
live and understand like style differences.
F. Students will become better citizens as a result of studying a world language.
G. Students will become aware of career options that utilize a world language.
V.
ACADEMIC EXPECTATIONS / REQUIRED PROFICIENCIES
7.1 COMMUNICATION
A. Interpretive Mode
B. Interpersonal Mode
C. Presentational Mode
A. Interpretive Mode (understanding and interpretation of spoken or written
communication)
1. Demonstrate comprehension of simple, oral directions, commands, and requests
through appropriate physical response.
2. Recognize common gestures, intonation, and other visual or auditory cues of the target
culture.
3. Identify familiar people, places, and objects based on oral and/or simple written
descriptions.
4. Comprehend brief oral exchanges on familiar topics.
Grade level appropriate health topics (e.g., wellness, feelings and emotions)
Grade level appropriate science topics (e.g., weather and seasons)
5. Connect the learning of the target language to information studied in other core content
areas.
Grade level appropriate mathematics concepts (e.g., use of numbers to count, measure,
label, or locate)
Grade level appropriate health topics (e.g., nutrition and food groups)
6. Listen to simple passages from age-appropriate, culturally authentic selections for
enjoyment and information.
Recognition of key words
Main idea
B. Interpersonal Mode (direct oral or written communication)
1. Give and follow simple oral directions, commands, and requests for participating in
age-appropriate classroom and cultural activities.
2. Imitate appropriate gestures and intonation of the target culture during greetings, leavetakings, and daily interactions.
3. Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
4. Exchange information using words, phrases, and short sentences practiced in class on
familiar topics or topics studied in other core content areas.
Grade level appropriate social studies topics (e.g., symbols of American and target
culture: flags, famous places, regions, and monuments)
Grade level appropriate mathematics concepts (e.g., numerical operations:
addition/subtraction of 2-digit numbers; counting and performing simple computations
with coins)
Grade level appropriate science topics (e.g., plant and animal characteristics)
5. Exchange basic information about the main characters, main idea, and setting from
age-appropriate, culturally authentic selections.
C. Presentational Mode (spoken or written communication for an audience)
1. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
2. Copy/write words, phrases, or simple guided texts on familiar topics.
Grade level appropriate mathematics concepts (e.g., calendar/time; color/shape/size of
objects)
Grade level appropriate science concepts (e.g., comparing and contrasting living and
nonliving things)
3. Present orally or in writing information from age-appropriate, culturally authentic
selections.
Grade level appropriate language arts literacy activities (e.g., contributing to teacherdirected shared writing activities; illustrating stories, or drawing and labeling pictures,
charts, or diagrams)
4. Name and label tangible products and imitate practices from the target culture.
Grade level appropriate visual and performing arts activities (e.g., song, dance, and
drama of the target culture)
Grade level appropriate social studies activities (e.g., participation in culturally
authentic experiences such as preparing and eating meals and snacks, playing authentic
games, holiday celebrations)
7.1 CULTURE
A. Interpretive Mode
B. Interpersonal Mode
C. Presentational Mode
A. Interpretive Mode (understanding and interpretation of spoken or written
communication)
1. Identify daily practices of people in the target culture(s).
2. Identify basic geographical features and some common landmarks in countries where
the target language is spoken.
3. Identify aspects of the target culture(s) presented in photographs, children’s books, and
plays.
4. Identify distinctive cultural products of the target culture(s).
B. Interpersonal Mode (direct spoken and written communication)
1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during
greetings, leave-takings, and daily classroom interactions.
2. Participate in a variety of oral and/or written activities after listening to ageappropriate, culturally authentic selections.
C. Presentational Mode (spoken and written communication for an audience)
1. Reproduce a variety of tangible products typical of the target culture(s).
2. Identify and reproduce expressive products typical of the target culture(s).
3. Participate in age-appropriate activities related to special events celebrated in the target
culture(s).
VI.
TEXTS AND OTHER COURSE MATERIALS
A. Abriendo Puertas, Mc Dougal Littell
B. Essential Repaso, NTC
C. Other resources, including visuals and teacher-made materials
REVISED 2013