AP
Spanish
Literature
Course Overview
The AP Spanish Literature course is exclusively conducted in Spanish. [C2]
Students are required to speak in the target language during class discussion
and participation. Group activities and presentations are another major component
in the class in order to enhance students’ comprehension skills. The set up of the
curriculum allows students to learn to read and critically, write and speak in the
target language. In the course of the year, students critically and analytically
analyze peninsular and Latin American literature from medieval times to the
present day. Students will read a wide variety of works from diverse genres
recommended by the College Board. As the main
text, Abriendo puertas: Antología de literatura en español, 2 vols.
(Evanston, Ill.: McDougal Littell/Nextext, 2003) provides sociocultural
context as well as the analysis of reflection questions that engage students
in deep analytical thinking. [C3, C6]
The objective of this course is not to only prepare the students to take the AP
Spanish Literature Exam but to also foster an appreciation of the Spanish
Language and of Hispanic literature and culture. In order to fulfill these
objectives: Students should, (1) become acquainted with terminology used
to engage in discussions about literary criticism; [C4] (2) learn modern literary
theory and its application in literary analysis; [C3] (3) discuss the major themes
in each unit which require the students to consider the works within the cultural
contexts that produce them; and (4) to exclusively conduct discussions in the target
language. [C2]
Course Planner
Abriendo Puertas: Antologia de literatura en español, Tomo I,
Nextext, McDougal Little, United States, Pub., 2003
Abriendo Puertas: Antologia de literatura en español, Tomo II,
Nextext, McDougal Little, United States, Pub., 2003
C2—The
teacher
uses
Spanish
almost
exclusively
in
class
and
encourages
students
to
do
likewise.
C3—The
course
teaches
students
the
techniques
of
literary
analysis
C4—The
course
teaches
students
a
basic
vocabulary
of
critical
terms.
C6—The
curriculum
includes
representative
works
of
prose,
poetry,
and
drama
from
different
periods
with
a
consideration
of
their
cultural
context.
The Spanish-American Short Story
Sunday
Monday
Tuesday
Wednesday
August 2010
Thursday
Friday
Saturday
1
Tendencies: Naturalism, Magic realism, “Boom”
Major Themes: relationships between parents and children, social and political criticism, decadence of established order, emergence of the
strong female, the power of language, the fine line between fantasy and reality.
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Teachers Institute
25
Work Day
26 (First Day)
27
“El hijo” Horacio
Quiroga
Pg. 17-23
28
Reading techniques
“El hijo” Horacio
Quiroga “comprehension
29
“No oyes ladrar los
perros”
Pg. 34-40
Syllabus
Language: colloquial,
formal, technical and
literary. List of literary
Work- points of interest
questions”
30
31
Informal Assessment
“discussion and analysis”
Strategies:
K-W-L (Writing), Cooperative group: Think-Pair-Share (Speaking), Read-Recall-Check and summarize (Writing and
analyzing), Thematic outline: Required for each novel, short-story and poem (Writing, summarizing and analytical thinking),
Research project
The Spanish-American Short Story
Sunday
Monday
September 2010
Tuesday
Wednesday
Thursday
Friday
Saturday
Major Themes: relationships between parents and
children, social and political criticism, decadence of
established order, emergence of the strong female, the
power of language, the fine line between fantasy and
reality.
1
Autor Sabine R. Ulibarrí
Pg. 25
“El caballo Mago”
Pg. 26-32
2
“El caballo Mago”
Pg. 26-32
3
Vocabulary: Figuring out
words from context.
Frayer model
Short essay
4
Computer Lab
Research PowerPoint
5
6
8
Begin Gabriel García
9
“ El sur” Jorge Luis
Borges
10
11
12
“Un día de estos”
Pg. 246-259
Pg. 264-274
“La viuda de Montiel”
7
No School
Labor Day
13
Pg. 41-52
Intro
Gabriel García Marquez
HW: La Siesta del martes
Group discussion and
short debate
Tarea
14
15
16
17
18
Pg. 206-218
“Un señor muy viejo con
unas alas enormes”
Computer Lab
Research PowerPoint
Research/ PowerPoint
presentations on a
specific author
Research/ Powerpoint
presentations on a
specific author
AP Writing Assessment
22
23
Cooperative group
work: Literature group
circle text analyisis.
Short essay
24
25
Dramatization:
Variety of short-stories
19
Gabriel García Márquez
20
21
Siglo 19 & 20
Pg. 190-205
“ Chac Mool” Carlos
Fuentes
Pg. 173-176
“ Continuidad de los
parques” Julio Cortázar
Pg. 177-189
“ La noche boca arriba”
Julio Cortázar
26
27
28
“ Dos palabras” Isabel
Allende
29
“ La muerte y la brújula”
Jorge Luis Borges
30
“ La prodigiosa tarde de
Baltazar”
Strategies:
K-W-L (Writing),Cooperative group: Think-Pair-Share (Speaking), ReadRecall-Check and summarize (Writing and analyzing),Thematic outline:
Required for each novel, short-story and poem (Writing, summarizing and
analytical thinking)
Teaching Strategies:
The following strategies are very helpful as teaching strategies:
1. Introduce the variety types of language specifically the literary terminology. [C3]
2. For the AP students to learn about the main topics such as relationships between families, women empowerment, etc., as well as locations,
geography, linguistic aspects of the short-stories, different strategies will be provided. As pre and post-reading activities,
K-W-L, anticipation guides, thematic outlines and Read-Recall-Check strategies will be implemented on a regular basis. [C6] [C5]
3. A thematic outline will be required for each short-story, prose or poem in order to aid student reading comprehension. Students will complete
a worksheet that will guide and facilitate student visual understanding. [C3]
4. The anticipation guides, vocabulary techniques, Read-Recall-Check strategies and the thematic outlines, allow students to incorporate literary
terms required for the course in preparation for the AP Literature exam such as, themes, cultural context, author and devices to complete
analysis. [C3] [C4]
5. Due to the variety of multiple intelligences in the classroom, the use of cooperative groups allows students to develop new ideas,
communication skills in the target language and learn from each other. Literature circles are an excellent tool to analyze and have group
discussions. [C5]
6. In order for students to further develop their communication skills in front of an audience as well as increase their knowledge of technology, a
research project of all the authors presented on the AP Literature course list will be required during this period. Another requirement in this
area will be the dramatization of a short-story will presented by the students. [C5]
7. Independent reading is required outside the classroom on a daily basis as well as a significant amount of individual role assignments.
C1—The course is
structured to allow
students to complete
the entire AP Spanish
Literature reading
list, published in the
AP Spanish Course
Description. Abridged
versions or films are
not appropriate in
place of the text.
C2—The teacher
uses Spanish almost
exclusively in class
and encourages
students to do likewise.
C3—The course
teaches students the
techniques of literary
analysis.
C4—The course
teaches students a
basic vocabulary of
critical terms.
Nineteenth
and
Early
20th
Century
Prose
and
Drama
of
Spain
and
Latin
America
Sunday
Monday
Tuesday
Wednesday
C5—The course
provides
students with the
opportunity to read, to
discuss, and to analyze
critically in Spanish
representative works
of Peninsular and Latin
American literature
through class
discussion and essay
writing.
C6—The curriculum
includes representative
works of prose, poetry,
and drama from
different periods with
a consideration of their
cultural context.
October 2010
Thursday
Friday
Saturday
Tendencies: Romanticism, realism, naturalism, Generation ’98, Vanguardism
Major Themes: Family relationships, political and social criticism, decadence of established
order, class struggle, liberty, faith and divine justice, faith vs. reason, the role of religion in
Spanish society.
1
2.
Review of thematic
outlines
Class discussion and
oral participation
3
4
8
“Las medias rojas”
Emila Pardo Bazán
9
“Las medias rojas”
10
“ El ahogado más hermoso
del mundo”
5 Pg. 219-229
11
5
Formal essay
assessment of
overriding themes of
literary works
6
“Adiós, Cordera”
7
“Adiós, Cordera”
Leopoldo Alas Clarín
Discussion and
individual reflection
work
12
13
“Vuelva Ud. Mañana”
Mariano José de Larra
14
Short informal assessment
through the usage of
Literary terminology
“Vuelva Ud. Mañana”
15
“El alacrán de Fray
Gómez”
Ricardo Palma
Coop: Stand up, hand
up, pair up
16
“El alacrán de Fray
Gómez”
17
20
21
22
23
24
Vocabulary : Definition
Sentence and expansion
activities
K-W-L
Group research through
texts about the social,
economical and political
situations in Spain during
20th century.
-Carousel Brainstorm
“San Manuel Bueno,
mártir”
Assessment
Formal essay
No School
Columbus Day
Coop: Quiz-QuizTrade
18
19
Computer Lab
Comic life: short story
graphic representation
Debate
Concentric circle
Miguel de Unamuno
25
26
27
28
29
30
No School
Teachers Institute
“San Manuel Bueno,
mártir”
Coop: Pairs Compare
“San Manuel Bueno,
mártir”
“San Manuel Bueno,
mártir”
“San Manuel Bueno,
31
mártir”
Literature Circle
Nineteenth
and
Early
20th
Century
Prose
and
Drama
of
Spain
and
Latin
America
November 2010
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
“San Manuel Bueno,
mártir”
2
-“San Manuel Bueno,
mártir”
4
“San Manuel Bueno,
mártir”
Read-Recall-Check
and summarize
5
General Review
of the thematic
outlines and group
discussions
6
7
9
“Las Ataduras”
Carmen Martín Gaite
10
11
12
13
“Las Ataduras”
No School
Veterans Day
“Las Ataduras”
Formal assessment:
Essay
Coop: Simultaneous
Round Table
16
17
“El delantal blanco”
19
Movie: La Cuidad y los
perros, Mario Vargas
(1962)
Discussion
20
General Review using
thematic outlines and
class and group
discussions
21
“El delantal blanco”
18
Movie: La Cuidad y los
perros, Mario Vargas
(1962)
25
Computer Lab
Project
Selection of favorite
song
Progressive analysis
26
27
28
No School
Thanksgiving
No School
Thanksgiving
8
15
Sergio Vodanovic
22
23
Formal Assessment
Exam and essay
question relative to
the themes and
literary terms
24
PP: Introduction of
Poetry literary terms:
Tipos de Estrofas,
Elementos del Verso,
Figuras Literarias
No School
Parent Teacher
Conferences
14
29
30
Analyze different samples
of poetry
Poetry Outline sheet
Strategies:
Double entry reflective journal, Mind streaming, Concentric Circle discussion, Carousel brainstorming, Cooperative
learning strategies: Quiz-Quiz-Trade, Stand up, Hand up, Pair up; simultaneous roundtable, Poems for Two Voices,
Pairs Compare
Teaching Strategies:
The following strategies are very helpful as teaching strategies:
1. Reinforce the importance of literary terminology through thematic outlines, group discussion and cooperative learning activities. [C3]
2. For the AP students comprehend the variety of themes such as family relationships, political and social criticism, decadence of established order, class
struggle, liberty, faith and divine justice, faith vs. reason, the role of religion in Spanish society, different strategies will be provided. Students will be
exposed to group discussion and writing activities using the target language. Through double entry reflective journaling, students will be able to analyze
and synthesize prevalent themes in the 20th Century Prose and Drama. [C6] [C5]
3. A thematic outline will be required for each short-story, prose or poem in order to aid student reading comprehension. Students will complete a worksheet
that will guide and facilitate student visual understanding. In order to further increase students’ comprehension, each student must participate in guided
study activities such as conducting double entry reflective journals. [C3]
4. Students will conduct a group research using a variety of texts about the social, economical and political situations in Spain during the 20th century. This
will be conducted only using the target language with the objective to increase communication skills using literary devices. [C2] [C4]
5. Due to the variety of multiple intelligences in the classroom, the uses of cooperative groups allow students to develop new ideas, communication skills in
the target language and learn from each other. As effective collaborative learning activities: Quiz-Quiz-Trade, Simultaneous Roundtables, Poems for Two
Voices and Pairs Compare, will be conducted in order to clarify the structure works through peer and group discussion. [C5]
6. The analysis of syllabic structure and poetic devices will be introduced and conducted through a song of their choice. In order to employ poetry
techniques and devices, students will conduct a project by critically analyzing and enforcing the concept of the importance of the varied poetic devices.
This project will be conducted through the use of technology. [C3] [C4]
C1—The course is
structured to allow
students to complete
the entire AP Spanish
Literature reading
C2—The teacher
uses Spanish almost
exclusively in class and
encourages students to
do likewise.
C3—The course
teaches students the
techniques of literary
analysis.
C4—The course
teaches students a basic
vocabulary of critical
terms.
C5—The course
provides
students with the
opportunity to read, to
C6—The curriculum
includes representative
works of prose, poetry,
and drama from
Poetry
of
the
Middle
Ages,
Renaissance,
Golden
Age
Sunday
Monday
December 2010
Tuesday
Wednesday
Thursday
Friday
Saturday
1
Discussion Social Cultural
Context
Romance del Rey Moro
que perdió Alhama
anonymous
2
“Romance del Rey Moro
que perdió Alhama”
Individual work:
Song analysis
3
“Romance del Conde
Almados”
Anonymous
Coop: Poems for Two
Voices
4
“En tanto que de rosa y
de azucena”
Garcilaso de la Vega
5
7
“Mientras por competir
con tu cabello”
Luis de Góngora y Argote
Coop: Read and say
something
14
“En perseguirme
Mundo,¿qué interesas?”
8
“Miré los muros de la
patria mía”
Francisco de Quevedo
9
“Miré los muros de la
patria mía”
Francisco de Quevedo
Coop: Inside outside
circle
16
“Hombres Necios . . .”
Sor Juana de la Cruz
10
Short assessment:
Poetry Analysis
11
Dramatization in
groups
12
17
General Review using
poetry outlines and class
and group discussions
18
19
Sor Juana de la Cruz
Coop: Timed Pair
Share
21
22
23
24
25
Winter Break
Winter Break
Winter Break
Winter Break
Winter Break
Tendencies: didactic prose, popular ballads,
Baroque, Renaissance
Major Themes: carpe diem, memento mori, social
and political criticism, the struggle between the sexes,
machismo
Group assignment
6
13
20
15
“En perseguirme
Mundo,¿qué interesas?”
and Write-Ups Social –
cultural contexts
Formal Assessment
Poetry Analysis
Reading :“Canción del Pirata”,
“En una tempestad”, “Dos
patrias”, “Versos Sencillos”, “A
Roosevelt”
26
27
28
29
30
31
Winter Break
Winter Break
Winter Break
Winter Break
Strategies:
Poetry Outline Sheet, Anticipation Guide, Summary and
Write-Ups Social -cultural, Comparing/Contrast,
Cooperative learning strategies: Inside Outside circle, Read
and say something , Time Pair share, Poems for Two Voices
Nineteenth
and
Early
20th
Century
Poetry
of
Spain
and
Latin
America/Feminine
Voices
of
Latin
America
Sunday
Monday
Tuesday
Wednesday
January 2011
Thursday
19th and early 20th century:
Tendencies: romanticism, modernism
Themes: individual freedom, social and political criticism, carpe diem, love and passion
Feminine Voices of Latin America Postmodernism: Individual freedom, the role of women in society, the double standard
3
4
PP Presentation of
Major Literary
Movements
5
General Review of
Reading Assignment
over the break.
Summary and Write ups
/Poetry Outlines
6
11
Historic and social aspects
10
17
Friday
Saturday
1
2
Winter Break
8
“No digáis que agotado su
Tesoro” Bécquer
Brainstorming
Carousel
9
“Canción del Pirata”, “En una
tempestad”, “Dos patrias”,
“Versos Sencillos”, “A
Roosevelt”
7
“Volverán las oscuras
golondrinas”
“Yo soy ardiente, yo soy
morena” Bécquer
16
Review
12
General Review using
thematic outlines and
class and group
discussions
13
14
15
Formal written
assessment
FINALS
FINALS
FINALS
End of 1st Semester
18
19
No School
Martin Luther King
No School
Teachers Institute
20
“Canción de Otoño en
Primavera”
“Lo fatal” Ruben Dario
Anticipation Guide
21
“Tú me quieres blanca”
“Peso Ancentral”
Alfonsina Storni
22
Review and Group
Discussion
23
24
25
“A Julia de Burgos” Julia
de Burgos
31
Strategies:
26
“Autorretrato”
Julia de Burgos`
Time Pair share
27
General Review using
poetry outlines and
class and group
discussions
28
Formal Assessment:
Poetry Analysis
29
PP presentation
Major movements of
20th century
30
Poetry Outline Sheet, Anticipation Guide, Summary and Write-Ups Social -cultural, Brainstorming Carousel, Compare/Contrast,
Cooperative learning strategies: Inside Outside circle, Read and say something, Time Pair share, Poems for Two Voices
Teaching Strategies:
The following strategies are very helpful as teaching strategies:
1. As a form of review and preparation for the AP Exam, in-depth thematic analysis will be presented regularly through class and group discussions. As a
tool, students will continue using anticipation guides, poetry outline sheets, write-ups-social-cultural maps and comparing/contrast graphs. [C5] [C6]
2. Due to the variety of multiple intelligences in the classroom, class and group work such as Inside Outside circle discussions and Time-Pair-Share activities
will allow students to develop new ideas and communication skills in the target language. [C2] [C5]
3. Students will engage in both oral and written analyses of poems and are taught to write using the guidelines and rubric for the AP curriculum. This will be
performed through the continuation of critical analysis of the syllabic structure, style, poetic devices and the relation to the themes. [C5]
4. Cooperative group activities and CRISS strategies will be implemented in the activities.
C2—The teacher
uses Spanish almost
exclusively in class and
encourages students to do
likewise.
C3—The course teaches
students the techniques of
literary analysis.
C4—The course
teaches students a basic
vocabulary of critical
terms.
C5—The course provides
students with the
opportunity to read, to
discuss, and to analyze
critically in Spanish
representative works
of Peninsular and Latin
American literature
through class discussion
and essay writing.
C6—The curriculum
includes representative
works of prose, poetry,
and drama from different
periods with
a consideration of their
cultural context.
20th
Century
Poetry
of
Spain
and
Latin
America/
Poetry
and
Drama
of
Federico
García
Lorca
Sunday
7
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
“He andado muchos
caminos”
Antonio Machado
2
“Caminante, son tus
huellas”
Antonio Machado
Question-Answer
relationship
3
“ La primavera besaba”
Antonio Machado
4
“Me gustas cuando callas
porque …”
Pablo Neruda
Movie about Pablo
Neruda
5
Movie about Pablo
Neruda
6
8
“Walking around”
Pablo Neruda
9
“Oda a la alcachofa”
Pablo Neruda
10
Short Assessment
11
“Sensemayá”
Nicolás Guillén
12
“Balada de los dos
abuelos”
Nicolás Guillén
13
Perspective entries
14
February 2011
15
No School
President’s Day
Mental Imagery
16
“ La casa de Bernarda
Alba” Federico Garcia
Márquez
17
“ La casa de Bernarda
Alba” Federico Garcia
Márquez
Coop: Rally Table
18
“ La casa de Bernarda
Alba” Federico Garcia
Márquez
Picture notes
19
Group discussion
Short writing
assessment
20
21
28
22
“ La casa de Bernarda
Alba” Federico Garcia
Márquez
Coop:Think-PairShare
23
“ La casa de Bernarda
Alba” Federico Garcia
Márquez
24
“ La casa de Bernarda
Alba” Federico Garcia
Márquez
Discussion Web
25
26
Dramatization
Formal oral
assessment in the
target language
No School
Teacher’s Institute
27
Twentieth Century: Tendencies: Social and Political criticism, individual
Strategies:
freedom, love, social classes, the blending of cultures, social traditions;
Think-Pair-Share, dramatization, Perspective entries, Mental
Themes: Generation of ’98, vanguardismo, surrealism, “jitanjáforas”.
Picture notes, Question-Answer relationship, Rally table
Poetry and Drama: Tendencies: surrealism, vanguardismo
Imagery,
Themes: Honor. Love, death, the world of Andalucía, solitude, oppression, the
marginalization of gypsies, relationships between parents and children, sexual frustration
Drama
and
Prose
of
the
Middle
Ages
and
Spain’s
Golden
Age
March 2011
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Tendencies:
Baroque,
Renaissance,
picaresque,
chronicles,
“apólogos
didácticos”
Themes:
honor,
divine
justice,
social
and
political
criticism,
fantasy
vs.
reality,
idealism
vs.
materialism,
tenacity
of
the
individual
1
“Romance de la luna
luna”
Federico Garcia
Márquez
2
“Romance de la pena
negra”
3
“Prendimiento de
Antoñito el Camborio
en el camino de
Sevilla”
Concentric Circle
Discussion
4
“Muerte de Antoñito
el Camborio”
“Romance sonánbulo”
Contrast and
Compare Chart
5
6
7
8
PP Presentation
Spain’s Golden Age
9
“El conde Lucanor”
Don Juan Manuel
Infante de Castilla
10
“El conde Lucanor”
Don Juan Manuel
Infante de Castilla
Coop: Pairs compare
11
Informal assessment
Analysis
12
“El Burlador de
Sevilla”
Tirso de Molina
“La monja gitana”
Formal
analytical/thematic
Written Assessment
13
14
15
“El Burlador de
Sevilla”
Tirso de Molina
16
“El Burlador de
Sevilla”
Tirso de Molina
Concept of definition
21
22
Formal oral
composition in the
target language
28
23
*Read in Spanish AP
Language
29
Lazarillo de Tormes
Anonimo
30
Spring Break
Spring Break
17
“El Burlador de
Sevilla”
Tirso de Molina
18
“El Burlador de
Sevilla”
Tirso de Molina
19
“El Burlador de
Sevilla”
Tirso de Molina
Simultaneous
RoundTable
24
Lazarillo de Tormes
25
Lazarillo de Tormes
Concentric Circle
Discussion
Conclusion-Support
Notes
31
Strategies:
Concentric Circle Discussion, group discussion, Pairs compare,
Contrast and Compare chart, Simultaneous RoundTable
Spring Break
Group
discussion/Review
26
20
27
Formal assessment
Compare/Contrast
Teaching Strategies:
The following strategies are very helpful as teaching strategies:
1. Students will continue to analyze representative works of prose, poetry, and drama from different periods. As tools and guides, students will
complete
perspective entries, mental imagery models, concept of definition maps, picture notes and question-answer-relationship techniques
in order to increase student knowledge on the different cultural context embedded in the selected works. [C5] [C6]
2. Students will produce informal and formal essays. Students will produce literary analysis of the chosen works by incorporating vocabulary of
critical terms to explicitly critic and analyze the work rather than summarize. As a guide, students will continue to use tools such as contrast
and compare charts, conclusion-support notes and pre and post reading guides. [C3]
3. To promote audio and visual skills, students will be presented with a movie about the life of Pablo Neruda. Students must complete notetaking activities as well as an in-depth discussion about the poet’s social and political life that had an influence in the emergence of the
literary works. [C5]
4. In order for students to further develop their communication skills in front of an audience, students will be formally assessed through an oral
composition in the target language. It must be presented to the class and followed with an in-class discussion. [C5]
5. Students will also be assessed formally and informally through written assessment on the comparison/contrast essays of two or more literary
works in the required reading list. C2—The teacher
uses Spanish almost
exclusively in class
and encourages
students to do likewise.
C5—The course
provides
students with the
opportunity to read, to
discuss, and to analyze
critically in Spanish
representative works
of Peninsular and Latin
American literature
through class
discussion and essay
writing.
C4—The course
teaches students a
basic vocabulary of
critical terms.
C3—The
course
teaches
students
the
techniques
of
literary
analysis.
Drama
and
Prose
of
the
Middle
Ages
and
Spain’s
Golden
Age
C6—The curriculum
includes representative
works of prose, poetry,
and drama from
different periods with
a consideration of their
cultural context.
April 2011
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
Spring Break
Spring Break
8
Video de Lazarillo
Compare and
Contrast Chart
Short essay
9
4
5
Lazarillo de Tormes
6
Lazarillo de Tormes
7
Video de Lazarillo
Introduction,
Modeling, and
Reflection
Group discussion
Questioning the
Author’s Style
Audio and Visual
skills
Note-Taking
Practice AP Spanish
Literature FreeResponse Questions
10
11
12
“Naufragios”
Alvar Nuñez
13
“Naufragios”
Alvar Nuñez
K-W-L
18
25
14
“Naufragios”
Alvar Nuñez
15
Formal Assessment:
Essay
16
Practice AP Spanish
Literature FreeResponse Questions
17
22
“Don Quijote”
Miguel de Cervantes
23
“Don Quijote”
Miguel de Cervantes
24
Class discussion
19
*Read in Spanish AP
Language
“Don Quijote”
Miguel de Cervantes
20
“Don Quijote”
Miguel de Cervantes
21
“Don Quijote”
Miguel de Cervantes
26
27
28
29
30
Video Project
Video Project
Video Project
AP Exam Preparation
AP Exam Preparation
Video Project
Video Project
Roles with
cooperative teams
Informal assessment
iMovie
Strategies:
Concentric Circle
Discussion, group
discussion, K-W-L, Notetaking
May 2011
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
AP Exam Preparation
4
AP Exam Preparation
5
AP Exam Preparation
6
AP Exam Preparation
7
AP Exam Preparation
8
9
10
AP Exam Preparation
11
AP Exam Preparation
12
AP Exam Preparation
13
AP Exam Preparation
14
15
AP Spanish Literature
Exam
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Notes:
No School
Memorial Day
Teaching Strategies:
The following strategies are very helpful as teaching strategies:
1. Discussions will continue to be exclusively in Spanish. [C1]
2. Students will continue to be assessed formally and informally through written assessment on one or more literary works in the required
reading list. Students will incorporate the usage of literary terminology in order to critic and analyze the suggested readings. [C3] [C4]
3. A thematic outline will be required for each short-story, prose or poem in order to aid student reading comprehension. Students will complete
worksheet that will guide and facilitate student visual understanding.
4. Due to the variety of multiple intelligences in the classroom, the use of cooperative groups allows students to develop new ideas,
communication skills in the target language and learn from each other. Literature circles are an excellent tool to analyze and have group
discussions. [C5]
5. In order for students to further develop their communication skills in front of an audience as well as increase their knowledge of technology,
a movie project will be produced by the students on one of the readings from the AP Literature required list. This will allow students to
critically and logically think while performing in front of an audience in the target language. Students will be using iMovie as a source to
produce and edit the movie. [C5] [C6]
6. Students will be exposed to a rigorous review using samples from previous AP Spanish Literature exams. Students will continue to use literary
terminology to answer sample multiple choice questions and compose essays following the rubric used on the AP scoring guidelines.
C2—The teacher
uses Spanish almost
exclusively in class and
encourages students to
do likewise.
C3—The
course
teaches
students
the
techniques
of
literary
analysis.
C4—The course
teaches students a basic
vocabulary of critical
terms.
C5—The course
provides
students with the
opportunity to read, to
discuss, and to analyze
critically in Spanish
representative works
of Peninsular and Latin
American literature
through class discussion
and essay writing.
C6—The curriculum
includes representative
works of prose, poetry,
and drama from
different periods with
a consideration of their
cultural context.
Student Evaluation
In addition to the readings, analysis, and discussions, the students will be assessed informally
and formally throughout the term through written assessments. In the fall, students are to write
both formal and informal essays along with a presentation on a particular short-story. [C5] Students
will be evaluated on the dramatization that will be performed in class. Students will also critically
analyze a song of their preference and use literary terms as well as the difficult vocabulary in their
C4—The
course
teaches
students
a
basic
vocabulary
of
critical
terms.
analysis. [C4] In the spring, students will continue to undergo through a variety of assessments. They will
presented a movie which will include in-depth discussion [C2] about the poet’s social and political life
and an analysis of the influences in the emergence of the literary works.
The first-semester and second-semester comprehensive final exams include evaluations of reading
comprehension, poetry interpretation, and analytical essays on the works and themes studied to that
date. The essays are evaluated according to the AP Spanish Literature scoring guidelines. [C5]
C2—The
teacher
uses
Spanish
almost
exclusively
in
class
and
encourages
students
to
do
likwise
C5—The course provides
students with the
opportunity to read, to
discuss, and to analyze
critically in Spanish
representative works
of Peninsular and Latin
American literature
through class discussion