AP SPANISH LANGUAGE
ONE YEAR
WORLD LANGUAGE DEPARTMENT
RUTHERFORD HIGH SCHOOL
2004
Approved: Spring 2004
AP SPANISH LANGUAGE
PURPOSE
For those wishing to continue, a fifth level exists which includes intensive listening, speaking,
reading and writing practice, as well as a review of advanced structure. Students study
Spanish and Latin American history in conjunction with selections from Spanish and Latin
American literature. Students my also elect to do an intensive investigation of an author,
period, theme, or literary movement or the study of a specific Spanish-speaking country.
Students electing this course are eligible to enroll in the Middle College Program for college
credit.
This course is designed to meet the needs of students (12) who began studying Spanish 2 as
Freshmen and for native speakers, who wish to continue studying the Spanish language,
culture, history, and literature.
AP Spanish Language
Page 1
RUTHERFORD PUBLIC SCHOOLS
Rutherford, New Jersey
AP SPANISH LANGUAGE
2004
AP SPANISH LANGUAGE
I.
Introduction
This course has been designed to reflect the philosophy and goals found in both the
national standards, “Standards for Foreign Language Learning in the 21st Century
(ACTFL, 1999) and the “New Jersey Core Curriculum Content Standards for World
Languages (2004). The focus of the course is to provide students with the skills they
need to create language for communication. The students continue their study of
Spanish from the introduction of new material, through reinforcement, evaluation and
review, presentations, exercises and activities, all of which are designed to span all four
language skills. Culture is integrated throughout the course.
This course is designed to meet the needs of students (11-12) who are interested in
beginning their study of the Spanish language and culture.
II.
Objectives
Emphasis will be placed on more sophisticated grammatical constructions. idiomatic
expressions, composition, and conversation. The student will strive for fluency in oral
expression, will continue reading Spanish literature, current newspapers and
magazines, and will develop an understanding of and a respect for people whose way
of life, value system, and attitudes are different from one’s own.
A.
National Standards for Foreign Language Learning
1.
Communication
A.
Communicate in Languages Other than English
1) Standard 1.1
Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange
opinions.
2) Standard 1.2
Students understand and interpret written and spoken
language on a variety of topics.
3) Standard 1.3
Students present information, concepts, and ideas to an
audience of listeners or readers on a variety of topics.
AP Spanish Language
B.
Page 2
2.
Cultures
A.
Gain knowledge and Understanding of Other Cultures
1) Standard 2.1
Students demonstrate an understanding of the relationship
between the practices and perspectives of the culture studied.
2) Standard 2.2
Students demonstrate an understanding of the relationship
between the products and perspectives of the culture studied.
3.
Connections
A.
Connect with Other Disciplines and Acquire Information
1) Standard 3.1
Students reinforce and further their knowledge of other
disciplines through the foreign language.
2) Standard 3.2
Students acquire information and recognize the distinctive
viewpoints that are only available through the foreign language
and its cultures.
4.
Comparisons
A.
Develop insight into the Nature of Language and Culture
1) Standard 4.1
Students demonstrate understanding of the nature of language
through comparisons of language studied and their own.
2) Standard 4.2
Students demonstrate understanding of the concept of culture
through comparisons of the cultures studied and their own.
5.
Communities
A.
Participate in Multilingual Communities at Home and
Around the World
1) Standard 5.1
Students use the language both within and beyond the school
setting.
2) Standard 5.2
Students show evidence of becoming life-long learners by using
the language for personal enjoyment and enrichment.
New Jersey Core Curriculum Standards
1. Standard 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, and
compare the language/culture studied with their own.
AP Spanish Language
Page 3
Descriptive Statement: The ability to communicate is at the heart of knowing
another language. Communication can be characterized in many different
ways. The approach used within the New Jersey and national standards is to
recognize three communicative modes that place primary emphasis on the
context and purpose of the communication. The three modes are:
The Interpretive Mode. Students understand and interpret within the
appropriate cultural context spoken and written communication.
Examples of “one-way” reading or listening include. The cultural
interpretation of texts, movies, radio and television broadcasts, and
speeches. Interpretation differs from comprehension because it implies
the ability to read or listen “between the lines.”
The Interpersonal Mode. Students engage in direct oral and/or written
communication. Examples involving “two-way”, interactive
communication are conversing face-to-face, or exchanging personal letters
or e-mail messages.
The Presentational Mode. Students present, through oral and/or written
communications, information, concepts and ideas to an audience of
listeners or readers with whom there is no immediate personal contact.
Examples of this “one-to-many” mode of communication are making a
presentation to a group or writing an article for the school newspaper.
Pre-Advanced Learner Range
According to ACTFL, students who have begun the study of a second
language in kindergarten in a program that meets a minimum of 3 times a
week for thirty minutes in the elementary school and 5 times a week for
forty minutes in the middle school and high school should meet the following
cumulative progress indicators by the end of Grade 12.
a. Interpretive Mode (understanding and interpretation of spoken or
written communication)
1. Demonstrate an understanding of spoken and written language as
expressed by speakers of the target language in formal and informal
settings through appropriate responses.
2. Compare and contrast the use of verbal and non-verbal etiquette in
the target culture with their own culture to perform a variety of
functions.
• Persuading, negotiating, offering advice
• AP Spanish Language
Page 4
3. Analyze the historical and political contexts that connect/have
connected famous people, places and events from the target culture
with the U.S.
4. Synthesize information from oral and written discourse dealing with a
variety of topics.
• Television and cinema presentations
• Teen and adult social interactions
• Trends in education and business
5. Apply knowledge and skills gained in other core content areas to
interpret information on topics related to the study of the target
language and culture.
• Grade level appropriate social studies topics and career education
and consumer, family and life skills (e.g., drawing conclusions about
political, economic and societal patterns in the target culture
country through the use of technological data obtained using
authentic sources in the target language)
6. Analyze and critique readings from authentic texts and/or
from a variety of art genres.
• Main ideas, theme and supportive details
• Roles and significance of main characters
• Use of figurative language (e.g., symbolism, connnotation and
denotation)
7. Analyze elements of the target language and comparable linguistic
elements in English.
• Influence of languages on each other
• Syntax and morphology
b.
Interpersonal Mode (direct spoken and written communication)
1. Give, respond, and ask for clarification on detailed oral and written
directions, commands, and requests.
2. Interact in a variety of situations using culturally appropriate verbal
and non-verbal communication strategies.
3. Ask and respond to questions as part of group discussion on topics
of personal, academic or social nature.
• Grade level appropriate health topics (e.g., explaining supporting an
opinion on a societal issue such as violence or driving under the
influence of controlled substances; participating in a panel or debate
on a school-wide problem such as harassment due to gender or
sexual orientation)
• AP Spanish Language
Page 5
4.
Engage in oral and/or written discourse in a variety of time frames
on topics of personal or social interest, or on topics studied in other
core content areas.
• Grade level appropriate career education and consumer, family and
life skills activities (e.g., college and job interviews; transactions and
negotiations: filling out a business form in the target culture, asking
for telephone service to be connected, demonstrating the ability to
seek and apply for a job, compromising with a parent over a
weekend curfew)
• Grade level appropriate health topics (e.g., social issues: dating,
behavior at school and on-school events)
• Grade level appropriate social studies topics (e.g., analysis of the
economic, scientific and political factors that led to the age of
European exploration and the commercial revolution)
5. Analyze and critique a variety of culturally authentic selections.
•
•
•
•
Reflection of target culture in text
Purpose, message and style of the author
Use of figurative language
Political or social impact and relevance to self
6. Use language in a variety of settings to further personal and/or
career goals.
• Grade level appropriate career education and consumer, family,
and life skills activities (e.g., participation in career exploration,
competitive events in the target language, community service, or
school-to-work projects that use the target language and
knowledge of its culture)
c. Presentational Mode (spoken and written communication for an
audience)
1.
Create and perform stories, poems, short plays, or oral reports
based on personal experiences and/or exposure to perspectives
from the target culture.
• Grade level appropriate health topics (e.g., problems and issues
encountered in late adolescence)
• Grade level appropriate language arts literacy topics (e.g., themes
found in fiction and nonfiction such as hope, death, love, loyalty,
honor, courage)
• Grade level appropriate career education and consumer, family, and
life skills activities (e.g., media presentation to “teach a class” about a
specific topic related to other core content areas and/or the target
culture)
• AP Spanish Language
2.
Page 6
Use language creatively in writing for a variety of purposes.
• Grade level appropriate language arts literacy activities (e.g., writing
a letter to the editor, an editorial or an op-ed piece in the target
language for a newspaper or magazine; writing a research paper
using target language sources)
3. Explain the structural elements and/or cultural perspectives of
authentic selections.
• Grade level appropriate language arts literacy activities (e.g.,
summary or retelling the selection with substantive description and
detail; analysis of character, theme and setting and how it reflects the
target culture)
4. Explain the perspectives of the target culture(s) as evidenced by their
products and practices and compare those with home cultural
perspectives.
• Grade level appropriate social studies topics (e.g., attitudes and
beliefs of the culture that influenced the development of its products
or practices: esthetics, concept of time, sex roles, rights and duties,
etc.; how a particular product or practice of the target culture
compares with a similar product or practice in the U.S.)
• Grade level appropriate science topics (e.g., impact of the
environment and natural resources on the development of the
products and practices of the target culture)
2. Standard 7.2 (Culture)
All students will demonstrate an understanding of the perspectives of a
culture (s) through experiences with its products and practices.
Descriptive Statement: With the adoption of national and state standards, a
new way of conceptualizing the study of culture has been introduced into the
world languages classroom. In addition to the traditional ways of learning
about culture (i.e., studying the facts, events, famous people, and
monuments), standards-based language instruction encompasses a fuller,
more comprehensive view of culture. The anthropological concept of cultural
products, practices, and perspectives provides a relatively new framework
for the studying and experiencing of culture for most teachers and students,
and forms the foundation for student achievement of the culture standard in
this document.
Cultural Products. The products of a culture may be tangible (e.g., a
painting, wedding veils, boiled peanuts, a pair of chopsticks) or intangible
(e.g., street raps, a system of education, graveside eulogies). The culture
standard focuses on how these cultural products reflect the perspectives
(attitudes, values and beliefs) of the culture studied).
AP Spanish Language
Page 7
Cultural Practices. The practices of a culture refer to patterns of acceptable
behaviors for interacting with members of other cultures. Two examples
from the American culture of the practice of expressing congratulations
would be slapping a teammate on the back after a winning touchdown,
but shaking the presenter’s hand after an excellent speech. The culture
standard focuses on practices derived from the perspectives (traditional
ideas, attitudes, and values) of the culture studied.
Cultural Perspectives. As defined by the standards, the perspectives of a
culture would include the popular beliefs, the commonly held values, the
folk ideas, the shared values, and the assumptions widely held by
members of a culture. The perspectives of a culture sanction the cultural
practices and create a need for the products. The perspectives provide the
reason for “why they do it that way” and the explanation for “how can
they possibly think that?” Since practices and products not only derive
from perspectives, but sometimes interact to change perspectives, this
fundamental component of culture must be incorporated to meet the
culture standard.
Language, as a key to culture, can tell us what is important to a group of
people, what they do for work and play, what their social values are, what
level of technology they enjoy, where they come from, and much more.
Language and culture as such, are inseparable.
The following cumulative progress indicators for the culture standard are
organized according to the three modes of communication: interpretive,
interpersonal, and presentational.
Pre-Advanced Learner Range
According to ACTFL, students who have begun the study of a second
language in kindergarten in a program that meets a minimum of 3 times a
week for thirty minutes in the elementary school and 5 times a week for
forty minutes in the middle school and high school should meet the following
cumulative progress indicators by the end of Grade 12.
a. Interpretive Mode (understanding and interpretation of spoken or written
communication.
1. Analyze how the changing economic and political environment
influences the development of new products and contemporary
practices in the target culture.
2. Compare and contrast how the target country (ies) and the U.S. deal
with current environmental issues.
3. Compare and contrast varying perspectives that exist in different
target cultures as seen in television, film and other forms of the media.
AP Spanish Language
Page 8
4. Compare and contrast tangible products of the target culture (s) to
their own culture and formulate a rationale about why people produce
and use them.
b. Interpersonal Mode (direct spoken and written communication)
1. Interact in a wide range of social and professional contexts that reflect
both peer-group and adult activities within the culture studied, using
appropriate etiquette in verbal or non-verbal communication.
2. Discuss culturally authentic selections listened to, read, or viewed to
demonstrate insights gained into the products, practices and
perspectives of the target culture(s).
3. Compare and contrast for discussion common social practices in the
U.S. and target culture(s) related to universal life events, such as birth,
marriage, and death.
4. Analyze for discussion observable patterns of behavior and social
conventions of various age groups in the target culture(s) and
compare them with the U.S.
5. Analyze for discussion relationships among past and current economic
and political structures and their impact on the perspectives of the
culture(s) studied.
c. Presentational Mode (spoken and written communication for an
audience)
1. Develop a persuasive rationale showing how the study of the target
language and its culture(s) influences attitudes and views on
diversity.
2. Simulate activities characteristic of the transition between high school
and the workplace/university in the target culture
AP Spanish Language
Page 9
COURSE OUTLINE - AP SPANISH LANGUAGE
I.
Joya uno
OBJECTIVES: The students will:
1.
learn how the fable originated
2.
read several fables and learn about the lives of their author
3.
review articles and adjectives
A.
La fábula : Fluoriat de fantasía
1.
Topic: the origin of fables
B.
La lechera
by Félix María Samaniego
1.
Topic: the contentment of the milkmaid
C.
La gallina de los huevos de oro
1.
Topic: vaulting ambition
D.
Los dos conejos
by Tomás de Iriarte
1.
Topic: discusses what is important
E.
Los ricos improvisados
1.
Topic: vanity and prejudice
F.
La polilla desobediente
by Ana Iris Chávez de Ferreiro
1.
Topic: listen to the voice of experience
G.
Estructura
1.
articles
a.
definite - singular and plural
b.
indefinite - singular and plural
2.
by Félix María Samaniego
by José Rosas Moreno
adjectives
a.
formation
b.
the importance of position regarding meaning
c.
shortening of adjectives
d.
comparison of adjectives
(1)
regular
(2)
irregular
H.
Chapter Resources
1.
Writing Activities Workbook
I.
Evaluation
1.
Quizzes
2.
Tests
3.
Homework and Optional Projects
AP Spanish Language
II.
Page 10
Joya dos
OBJECTIVES: The students will:
1.
2.
3.
A.
learn how the short story developed in Spain
read several short stories and learn about their authors
review irregular verbs
El cuento en España : Cetrinas de fascinación
1.
Topic: the development of the Spanish short story
B.
De lo que aconteció a un mancebo que se casó con una mujer muy fuerte y
muy brava
by Juan Manuel
1.
Topic: taming of a shrew
C.
El afrancesado
by Pedro Antonio de Alarcón
1.
Topic: French influence in Spain due to Napoleonic domination which
lasted from 1808-1814.
D.
Las medias rojas
by Emilia Pardo Bazán
1.
Topic: Galicia as the setting and Galician vocabulary to add
authenticity, this story relates the tragedy of a poor farm girl.
E.
Navidad para Carnavalito
by Ana María Matute
1.
Topic: Christmas for Carnavalito
F.
El salvamento
by Ana María Matute
1.
Topic: This story takes place at the beach. The practical jokes of some
teenagers turn into disaster.
G.
Conversación : Teodoro Tesoro entrevista a un nadador experto empleado en
la playa.
Topic: This conversation is an interview of a lifeguard at the beach.
H.
Structure
1.
Review Irregular Verbs
a.
Present Tense
b.
Preterite Tense
c.
Future Tense
2.
Review stem changing verbs
a.
Indicative Mood
(1)
Present Tense
(2)
Preterite Tense
b.
Subjunctive Mood
(1)
Present Tense
(2)
Imperfect Tense
AP Spanish Language
3.
III.
Page 11
Review orthographic spelling changing verbs
a.
Indicative Mood
(1)
Present Tense
(2)
Preterite Tense
b.
Imperative Mood
c.
Subjunctive Mood
(1)
Present Tense
I.
Chapter Resources
1.
Writing Activities Workbook
J.
Evaluation
1.
Quizzes
2.
Tests
3.
Homework and Optional Projects
Joya tres
OBJECTIVES: The students will:
1.
learn about the development of the short story in Latin America
2.
read several short stories and learn about their authors
3.
review ser and estar
A.
El cuento en hispanoamérica: Cetrinas de fascinación
1.
the development of the short story in Latin America
B.
La muerte de la emperatriz de la China
by Rubén Darío
1.
Topic: The story of a newlywed couple whose life changes when they
receive a wedding gift from China.
C.
El hijo
by Horacio Quiroga
1.
Topic: A father gives his young son a hunting rifle. One morning the
boy goes out to the mountins with his rifle. The father hears a shot.
When the boy hasn’t returned by midafternoon, the father goes to look
for him.
D.
El remate
by Beatriz Guido
1.
Topic: Holding an auction to try to free himself from the past does
work for José María.
E.
El brujo postergado
by Jorge Luis Borges
1.
Topic: A dean of the church wants to learn about magic.
F.
Los dos reyes y los dos laberintos
by Jorge Luis Borges
1.
Topic: An Arabian king visits the king of Babylon. The Arabian king
gets lost in his host’s laberinth and vows to take his revenge.
G.
El cuento: “cassette” by Enrique Anderson Imbert
1.
Topic: This story takes place in the year 2132 when everything is
programmed including recreation.
AP Spanish Language
IV.
Page 12
H.
La luz es como el agua
by Gabriel García Márquez
1.
Topic: children and family obligations
I.
De barro estamos hechos
by Isabel Allende
1.
Topic: the devastating effects of a volcano
J.
Conversacíon:Teodoro Tesoro entrevista a un coleccionista de porcelanos
1.
Topic: This conversation is an interview of a porcelain collector.
K.
Structure
1.
Review the verbs ser and estar.
L.
Chapter Resources
1.
Writing Activities Workbook
M.
Evaluation
1.
Quizzes
2.
Tests
3.
Homework and Optional Projects
Joya cuatro
OBJECTIVES: The students will:
1.
learn about the letter as a literary form and in literature
2.
read several letters and learn about their authors
3.
review the preterite and imperfect tenses
A.
La carta: Cornalinas de comunicación
1.
the letter as a literary form and in literature
B.
Un encuentro con Moctezuma
by Hernán Cortés
1.
Topic: Hernán Cortés descibes in detail Mexican palaces, temples,
markets, water systems and his meeting wih Moctezuma.
C.
Cartas desde mi celda
by Gustavo Adolfo Bécquer
1.
Topic: While recuperating at a monastery, Bécquer wrote nine letters.
This one describes how he imagines it is to be dead.
D.
Carta a un caballero que tomaba gran interés
by Simón Bolívar
1.
Topic: This letter, written September 16, 1815 from Jamaica, is a
petition by Bolívar for men and weapons to support his revolutionary
cause,and a prediction of the future of South America.
E.
Pepita Jiménez
by Juan Valera
1.
Topic: A young seminarian, don Luis, writes to his uncle confessing
his feelings for Pepita, and tells of their first kiss.
AP Spanish Language
V.
Page 13
F.
La tesis de Nancy
by Ramón J. Sender
1.
Topic: Nancy, a North American student in Seville, writes to her
friend in the United States telling her of her impressions of Spain and
about some of her experiences abroad.
G.
¡Quién supiera escribir!
by Ramón de Campoamor
1.
Topic: Although this selection is not a letter, it is a poem about a letter.
Not knowing how to write, a young girl asks her priest to write a letter
to a young man expressing her love for him.
H.
Conversación: Teodoro Tesaro entrevista a un misionero de los cuerpos de la
poz
1.
Topic: This conversation is an interview of a missionary in the Peace
Corps.
I.
Structure
1.
Review the preterite and imperfect tenses.
J.
Chapter Resources
1.
Writing Activities Workbook
K.
Evaluation
1.
Quizzes
2.
Tests
3.
Homework and Optional Projects
Joya cinco
OBJECTIVES: The students will:
1.
learn about the novel as a literary form
2.
read several excerpts
3.
review verb tenses
A.
La novela: Nefritas de la vida
1. Topic: the development of the novel
B.
La vida de Lazarillo de Tormes
Anónimo
1.
Topic: The excerpt of this first important picaresque novel deals with
Lazarillo’s adventures with a blind master
C.
Don Quijote de la Mancha by Miguel de Cervantes Saavedra
1.
Topic: Seeing a cloud of dust in the distance, Don Quijote believes that
he sees two battling armies, which in reality are two flocks of sheep.
D.
La gaviota
by Fernán Caballera
1.
Topic: The novel deals with the career of a selfish child of nature with
a golden voice, whose life is ruined by success in the big city.
AP Spanish Language
Page 14
E.
Doña Bárbara by Rómulo Gallegos
1.
Topic: Doña Bárbara presents the essential struggle between
civilization and barbarism on the Venezuelan plains. Pitted against
each other are the cultured and ethical Santos Luzardo and the
ruthless, greedy, corrupt Doña Bárbara, who symbolizes the caciques’
tyrannical rule in the days of the Gómez dictatorship in Venezuela.
F.
Doña Perfecta by Benito Pérez Galdos
1.
Topic: Doña Perfecta presents the conflict between old and new.
Doña Perfecta wants Pepe, a well-educated young man, to marry her
daughter, but all does not happen as she had hoped.
G.
La tía Angustias (Nada)
by Carmen LaForet
1.
Topic: Andrea, the 18 year old protagonist, is a university student who
went to live with her grandmother and her family in Barcelona.
Andrea had to adapt to living with relatives who tried to control her.
She had to endure hostile discipline from a family who didn’t
understand her youth, restlessness and needs. In this negative attitude,
Andrea tries to discover herself and develop her own values. Andrea’s
Aunt Angustias tries to impose her own values on her niece without
understanding her age nor her psychological state.
H.
San Manuel Bueno, Mártir by Migual de Unamuno
1.
Topic: In part autobiographical, don Manuel is a priest who fights
against his own doubts in his faith and in his ability to inspire his
parishioners. He reveals his agony to the people, who after his death,
propose to make don Manuel a saint.
I.
Cien años de soledad
by Gabriel García Máruez
1.
Topic: The history of the Arcadia family, who lives in the isolated
town of Macondo. It is a study of their solitude, lack of understanding,
and the influences that arrive that change their lives.
J.
Conversación: Teodoro Tesoro entrevista a un ganadero.
1.
Topic: This conversation is an interview of an Argentinian rancher
who raises cattle.
K.
Structure
1.
The expressions hace...que and hacía...que
2.
the present progressive tense
3.
the present perfect tense
4.
the past perfect tense
5.
the future perfect tense
6.
the conditional perfect tense
L.
Chapter Resources
1.
Writing Activities Workbook
AP Spanish Language
M.
VI.
Page 15
Evaluation
1.
Quizzes
2.
Test
3.
Homework and Optional Projects
Joya seis
OBJECTIVE: The students will:
1.
learn about the development and different forms of Spanish and LatinAmerican poetry
2.
read several selections of Spanish and Latin American poetry and learn
about their authors
3.
review por and para
A.
La poesía: Perlas de emoción
1. Topic: the different forms of poetry
B.
El cantar de mío Cid Anónimo
1.
Topic: This brief excerpt from the epic poem written in archaic form
treats the sentiments of a husband/father who is banished from the
kingdom and is later tearfully reunited with his family. Here one does
not see the acclaimed warrior but a man grateful for his good fortune.
C.
El libro de buen amor by Juan Ruiz, Arcipreste de Hita
1.
Topic: The poems of Juan Ruiz are kindly satirical that teach a moral.
This poem is about the properties of money.
D.
Coplas a la muerte de su padre
by Jorge Manrique
1.
Topic: The elegy written at the death of his father presents interesting
ideas about life and death.
E.
Soneta a Cristo crucificado
Anónimo
1.
Topic: This sonnet about the crucified Christ is attributed to Saint
John of the Cross.
F.
Las rimas
by Gustavo Adolfo Bécquer
1.
Topic: The poems presented are short, unadorned, simple love poems.
G.
Canción del pirata
by José de Espronceda
1.
Topic: In this poem Espronceda reveals his passion to convert to
reality his dreams of being a pirate who is his own law and who laughs
at dangers.
H.
Martín Fierro
by Rubén Darío
1.
Topic: This Argentine epic poem excerpts the gaucho, Martín Fierro,
who is persecuted by the Argentine authorities.
I.
Versos Sencillos
by José Martí
1.
Topic: As a Cuban martyr for the cause of liberty, Martí expresses his
love for his country.
AP Spanish Language
Page 16
J.
Caupolicán
by Rubén Darío
1.
Topic: This poem is a tribute to the Indian, Caupolicán who defended
his Araucana tribe.
K.
Lo fatal
by Rubén Darío
1.
Topic: The poem provoked by Darío’s ill health expresses his
pessimism.
L.
Ofertorio
by Amado Nervo
1.
Topic: Nervo offers to God the pain he suffers due to a lost love.
M.
Los heraldos negros by César Vallejo
1.
Topic: In this poem Vallejo despairs over his mother’s death.
N.
Vino, primero, pura by Juan Ramón Jiménez
1.
Topic: In this poem Jiménez remembers his first childhood love.
O.
La higuera
by Juana de Ibarbourou
1.
Topic: The poet describes the beauty that she sees in the fig tree.
P.
El niño solo
by Gabriela Mistral
1.
Topic: The poet expresses maternal love for her son and the sadness
she feels when she has to leave him to go to work.
Q.
Sensemayá, Canto para matar una culebra by Nicolás Guillén
1.
Topic: This Afro-cuban poet describes the hunting of a snake in the
jungle.
R.
Dos niños
by Nicolás Guillén
1.
Topic: In this poem Guillén incites the need for demanding equality
with all classes and races.
S.
Oración por Marilyn Monroe
by Ernesto Cardenal
1.
Topic: Cardenal in the poem gives a synopsis of Marilyn Monroe’s life.
T.
Tu risa
by Pablo Nerula
1.
Topic: A smile is an expression of live for Neruda. He would be
stripped of everything but never take away your smile.
U.
Conversación: Teodoro Tesoro entrevista a un gitano.
1.
Topic: In this conversation they discuss Flamenco dance and music.
V.
Structure
1.
Review por and para
W.
Chapter Resources
1.
Writing Activities Workbook
AP Spanish Language
X.
VII.
Page 17
Evaluation
1.
Quizzes
2.
Tests
3.
Homework and Optional Projects
Joya siete
OBJECTIVES: The students will:
1.
read several biographies of Spanish and Latin American authors and
learn about what inspired them, their successes and failures and their
need to continue on
2.
review the subjunctive
A.
La respuesta Sor Juana Inéz de la Cruz
1.
Topic: In this selection, Sor Juana Inés de la Cruz defends herself
against public criticism for her activities and studies in science,
mathematics, literature, and music, which were unheard of at this time
in Mexico.
B.
Retrato
Antonio Machacho
1.
Topic: This is an autobiographical sketch of the poet’s life from his
early days in Sevilla to his loves in Madrid and to his reflections on
death.
C.
Prólogo de “Doce cuentos peregrinos” Por qué doce, por qué cuentos y por qué
peregrinos
Gabriel García Márquez
1.
Topic: In this selection, Gabriel García Márquez reveals to us his
compulsive desire to write to the extreme that he can not ignore.
D.
Alfonsina Mares de versos
María Ester Vázquez
1.
Topic: In this biographical sketch, María Ester Vázquez gives us an
insight into Alfonsina Storni’s life us a woman, poet, and fighter.
E.
Confieso que le vivido
Pablo Neruda
1.
Topic: In this autobiographical excerpt, Pablo Neruda presents intimate
views of his youth.
F.
Conversación: Teodoro Tesoro entrevista a la gerente de una libreía
1.
Topic: In this conversation, they discuss Isabel Allende’s novel about
her daughter, Paula.
G.
Structure
1.
Review the subjunctive
a.
noun clauses
b.
adverbial clauses
c.
adjective clauses
d.
sequence of tense
e.
“if” clause
AP Spanish Language
H.
Chapter Resources
1.
Writing Activities Workbook
I.
Evaluation
1.
Quizzes
2.
Test
3.
Homework and Optional Projects
Page 18
VIII. Joya ocho
OBJECTIVES: The students will:
1.
learn about different forms of the essay
2.
read several essays of Spanish and Latin American authors
3.
review relative pronouns
A.
Una peluquería americana
Julio Camba
1.
Topic: Julio Camba, humorist and satirist, exaggerates his impressions
of an American barber shop.
B.
La sonrisa
Concha Suárez del Otero
1.
Topic: This humorous essay satirizes the Spaniard for not smiling
much.
C.
A la mujer mexicana
Gabriela Mistral
1.
Topic: This essay praises Mexican women.
D.
Vida Social
Miguel de Unamuno
1.
Topic: In his essay on social life, Unamuno tells us of his fears,
relationships and routines.
E.
Máscaras mexicanas
Octavio Paz
1.
Topic: Octavio Paz, critic/reformer of his own country, its politics,
people and customs, declares his intent to change the Mexican and his
society.
F.
El interviéwer
Juan Montalvo
1.
Topic: In “El interviéwer” Juan Montalvo laughs at the good life.
G.
El castellano viejo
Mariano José de Larra
1.
Topic: Mariano José de Larra criticizes the conventions of Spanish
society.
H.
Conversación:Teodoro Tesoro entrevista a un candidato que también quiere
ser entrevistador
1.
Topic: Teodoro Tesoro interviews a candidate who wants to be an
interviewer.
AP Spanish Language
I.
IX.
Structure
1.
Review relative pronouns
a.
que
b.
lo que
c.
quien, quienes
d.
el que, la que
h.
J.
Chapter Resources
1.
Writing Activities Workbook
K.
Evaluation
1.
Quizzes
2.
Test
3.
Homework and Optional Projects
Page 19
e.
los que, las que
f.
el cual, la cual
g.
los cuales, las cuales
lo cual
i.
cuyo, -a, -os, -as
Joya nueve
OBJECTIVES: The students will:
1.
learn about drama as a literary form of expression
2.
read several excepts of Spanish and Latin American authors
3.
review object complements and reflexive pronouns
A.
Fuenteovejuna
Felix Lope de Vega Carpio
1.
Topic: Based on a historical event, Fuenteovejuna relates the
rebellion of an entire town against the tyranny of the Commander
Fernán Gómez, a nobleman who commits all kinds of abuses. Tired of
his cruelty, the people of Fuenteovejuna assassinate him. When the
judge comes to town, he orders the torture of several people to attempt
to find out who killed Fernán Gómez. The only response he could get
was that Fuenteovejuna killed him.
B.
La vida es sueño
Pedro Calderón de la Barca
1.
Topic: The protagonist, Segismundo, is the son of King Basilio of
Poland. Since his childhood, Segismundo has been locked up in a
fortress, without any contact with the outside world, because an
astrologer has foretold that Segismundo will conquer his father, the
king. Nevertheless, after many years, King Basilio gives Segismundo
his freedom to test his character. Segismundo is taken to the court after
having been given a narcotic to put him to sleep. Upon waking up
Segismundo finds himself in the palace being treated as a prince.
Unfortunately, he shows his brutal instinct and commits several
abuses. In a moment of rage, he throws a servant from the balcony.
Tranquilizing him again, the king returns him to the fortress.
Segismundo, confused upon waking in the tower, believes that
everything was a dream.
AP Spanish Language
Page 20
Finally, the people side with Segismundo and free him from the tower
where he had been locked up. He conquers his father, confirming the
foretelling, but he treats his father generously and conducts himself as
a gentleman.
X.
C.
Mañana de sol
Serafín y Joaquín Álvarez Quintero
1.
Topic: This charming and amusing one-act play is about the meeting
and conversation of Laura and Gonzalo, two septuagenarians, who
have to share a park bench. Then, Gonzalo takes out some snuff and
offers it to Laura who enjoys it too. After comparing their earlier lives,
Laura realizes that Gonzalo was an admirer of hers in her youth, but
doesn’t reveal her secret.
D.
Corona de sombra
Rodolfo Usigli
1.
Topic: This “antihistoric” play compromises the facts and tries to
rectify that the French Emperor Napoleon III sent troops to Mexico and
established a monarchy under his cousin, the Archduke Maximilian of
Austria.
E.
La casa de Bernarda Alba
Federico García Lorca
1.
Topic: In the acts that are presented, we are at the wake of Bernarda’s
late husband, the father of her five daughters, and later learn of the
complicated love triangles and the erroneous death of Pepe and the
death of Adela.
F.
Conversación:Teodoro Tesaro entrevista a un director de cine
1.
Topic: Teodoro discusses with a movie director his plans to make a
movie of Corona de Sombra .
G.
Structure
1.
Review object complements
a.
direct object pronouns
b.
indirect object pronouns
c.
object of the preposition pronouns
2.
Reflexive pronouns
H.
Chapter Resources
1.
Writing Activities Workbook
I.
Evaluation
1.
Quizzes
2.
Test
3.
Homework and Optional Projects
Joya diez
OBJECTIVES: The students will:
1.
learn about the art of translation
2.
read original excerpts and translations
3.
false cognates
AP Spanish Language
Page 21
A.
El ingeniosa hidalgo don Quijote de la Mancha
Miguel de Cervantes Saavedra
1.
Topic: The episode presented in the adventure of the windmills.
B.
The Rose of the Alhambra
Washington Irving
1.
Topic: The story tells of a damsel in the Alhambra who opens the door
for a page of the queen pretending to look for his falcon that entered
the tower. The damsel falls in love with the page, but she wastes away
waiting for him to return.
C.
Paula
Isabel Allende
1.
Topic: In this excerpt of her novel, Isabel Allende moves us with the
emotion of her autobiographical portrait. In agony, the author presents
the death of her daughter, as she tells the history of the family.
D.
The Perverse Art of Translation: Quiet Jazz
1.
Topic: This is an experiment in English and Spanish--a bit of lyrical
whimsy, composed initially in English, then to Spanish, back to
English. The two translators are both professional and experienced, but
still the art can be very perverse.
E.
Decalog of Don’ts
1.
Topic: This section lists the “dont’s” of translating.
F.
Conversación : Entre amigos : La traducción
1.
Topic: A North American, student of Spanish, is in a restaurant with
his Mexican friend. The young North American apparently still hasn’t
realized the many subtleties of Spanish.
G.
Consejos
1.
Topic: This section gives advice on:
a.
false cognates
b.
the differences of vocabulary usage in different Spanish-speaking
countries.
c.
telephone expressions
d.
family surnames
H.
Chapter Resources
1.
Writing Activities Workbook
I.
Evaluation
1.
Quizzes
2.
Test
3.
Homework and Optional Projects
AP Spanish Language
XI.
SUPPLEMENTARY MATERIALS AND ACTIVITIES
A.
B.
C.
D.
XII.
Page 22
Films
Magazines : El Sol, People (Spanish)
Newspaper : El Diario
Internet
METHODS OF EVALUATION
A.
B.
C.
D.
E.
F.
Daily evaluation of classwork and homework
Listening, speaking, reading, writing quizzes appropriate during the course
of the unit
A general written test at the end of each unit or a detailed study of an
appropriate topic or theme
Text: Tesoro Literario : Nivel Avanzado
Margaret Adey and Louis Albini
Glencoe/McGraw-Hill, 1997
Accompanying Text: Activities Book
Spanish Four Years: Advanced Spanish with AP Component
Janet F. Hiller, Ph.D.
AMSCO School Publications, 2001