AP Spanish Literature
Grading Period: Semester I - 1st 9 Weeks
Time: Week 1
TEKS Student Expectations
Focus: Students will understand what is expected from them in order to be successful on the AP Spanish
Literature Exam and understand the history of literature
Suggested Instructional Activities
1A, 1B, 1C
Have first day activities planned for class to include:
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Syllabus
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Class Expectations with rules, regulations, and supplies list
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Cover sheet for notebook
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1st Nine Weeks Calendar
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Assignment Log
Cultures:
For more first day of school ideas:
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http://www.parlo.com/es/teachers/activities/acticees_index.asp
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http://www.kimskorner4teachertalk.com/classmanagement/icebreakers.html
Communication:
2A, AB
Connections:
Comparisons:
4A, 4B, 4C
During the first week do the following:
- Familiarize students with the TEKS expectations required by the state of Texas that will be studied throughout the year
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http://www.tea.state.tx.us/rules/tac/chapter114/ch114c.html (you will need a laptop station)
- Print out the following page titled, “Required Reading List” and share with class:
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http://apcentral.collegeboard.com/repository/apspanishliteraturere_18614.pdf
- Handout: “Cronología histórica-literaría” (NV AP Spanish Lit Preparation Book pp. vi-vii)
- Discuss the history of Spanish literature
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http://www.donquijote.org/spanishlanguage/literature/history/
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http://apps.apcentral.collegeboard.com/ResourceDetail.jsp?ResourceID=5662&FromResourceSearchResults=1 (video)
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Cornell notes
- Handout: “El analysis literario: bases teóricas” (MC pp. 1-12)
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http://apcentral.collegeboard.com/repository/informu_45112.pdf (reference sheet)
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http://apcentral.collegeboard.com/repository/ec6cc1c2_45115.pdf (reference sheet)
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http://apcentral.collegeboard.com/repository/85cc3333_45113.pdf (reference sheet)
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http://apcentral.collegeboard.com/repository/9b9451a6_45114.pdf (reference sheet)
- Cornell notes: “Edad Media” (Azulejo pp.1-3)
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Jeopardy game
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http://apps.apcentral.collegeboard.com/ResourceDetail.jsp?ResourceID=6187&FromResourceSearchResults=1 (video)
Communities:
- Cornell notes: El infante Don Juan Manuel (Azulejo p. 3)
- Read El conde Lucanor: Ejemplo XXXV
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_08.cfm&type=student
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http://users.ipfw.edu/JEHLE/courses/S407/JUANMANU.htm (vocabulary)
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http://apps.apcentral.collegeboard.com/ResourceDetail.jsp?ResourceID=5525&FromResourceSearchResults=1 (video)
Discussion:
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•
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Resources:
Opinion of people who marry for money
Beliefs only gender equality and women’s roles
Fables
Evaluation/Assessment:
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Momemtos Cumbres TRB pp. 1-4
Materials:
Writing Assignment:
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Compare attitudes in the story with your own
Describe society in the Middle Ages with its evolution of today
AP Spanish Literature
Grading Period: Semester I - 1st 9 Weeks
Time: Week 2
TEKS Student Expectations
Communication:
1A, 1B, 1C
Cultures:
2A, AB
Connections:
3A
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Teacher generated materials
Laptop station
Focus: Students will better understand cultural diversity depicting the different religious/ethnic groups that
lived on the peninsula during that period.
Suggested Instructional Activities
Cornell notes: “Los romances” (Azulejo pp. 9-10)
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http://apcentral.collegeboard.com/members/article/1,3046,151-165-0-31677,00.html (includes quiz)
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Analyze map of Spain and Portugal to draw conclusions about Spanish society at that time and the reconquest
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Define voice, verse, tone, theme
Read “Romance de la Pérdida de Alhama” (audio)
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo&file=abriendo_lsn_16.cfm&type=student
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Show map of Granada, Spain
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Have students find collective voice in English literature, explain its function, and compare it
Read “Romance del conde Arnaldos”
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Define corrido
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NV Prep book p. 5
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Listen to corrido music in class
Discuss essay format
Handout: “Formula para redactor un buen ensayo analítico” (AP worksheet pp. xviii-xix) and “AP Essay Rubric”
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http://apcentral.collegeboard.com/repository/ap04_span_lit_martell_44825.ppt (need laptop station)
Cornell notes: “Siglos XVI y XVII” (Azulejo pp. 15-18)
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Cornell notes
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Jeopardy game
Comparisons:
4A, 4B, 4C
Communities:
Discussion:
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•
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Resources:
Theories of origin: Traditional vs. Individualist
Explain difference in Spanish language during romance period
Loyalty to one’s country by means of defending or saving it
Evaluation/Assessment:
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Momemtos Cumbres TRB pp. 9-12
Materials:
Writing Assignment:
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Write about Mexican people in history, life on the Mexican/American
border, or another interesting topic in today’s society
AP Spanish Literature
Grading Period: Semester I - 1st 9 Weeks
Time: Week 3
TEKS Student Expectations
Communication:
1A, 1B, 1C
Cultures:
2A, AB
Connections:
3A,B
Comparisons:
4A, 4B, 4C
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Teacher generated materials
Laptop station
Focus: Students will know what travel books are and their characteristics and uses
Suggested Instructional Activities
Cornell notes: Álvar Núñez Cabeza de Vaca (Azulejo p. 19)
Read Naufragios: Capítulo XII, XX, XXI, XXII
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_13.cfm&type=student
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_14.cfm&type=student
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_15.cfm&type=student
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Have student conduct a study about immigrants in their community and present to class in form of poster or power point
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Ask students to find examples in English literature from the 15th and 16th centuries and compare with early travel books
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Create a map of the southeastern part of North America tracing the route of Cabeza de Vaca into the New World
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http://www.naufragios.com.br/ (visual)
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Group students to explain in their own words their thoughts of Cabeza de Vaca (Momentos Cumbres TRB pp. 72-78)
Communities:
5B
Discussion:
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Resources:
Reactions in seeing a person from a different culture (appearance)
Travel books
Evaluation/Assessment:
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Momemtos Cumbres TRB pp. 5-8
Chapter summaries
Materials:
Writing Assignment:
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Create a newspaper article about the episodes
Write a diary of Cabeza de Vaca’s journey and time line
AP Spanish Literature
Grading Period: Semester I - 1st 9 Weeks
Time: Week 4
TEKS Student Expectations
Communication:
1A, 1B, 1C
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Teacher generated materials
Focus: Students will know the distinctive traits and influence of the Baroque period
Suggested Instructional Activities
Cornell notes: Garcilaso de la Vega (Azulejo p. 29)
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http://campus.murraystate.edu/academic/faculty/mica.howe/webpages/garcilaso/sld001.htm (need laptop station)
Read “Soneto XXIII” (audio)
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Define: sonnet, poetic voice, theme
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo&file=abriendo_lsn_18.cfm&type=student
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Students draw the woman in the sonnet
Cultures:
2A, AB
Connections:
Comparisons:
4A, 4B, 4C
Read Lazarillo de Tormes: Tratado 1, 2
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_09.cfm&type=student
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_10.cfm&type=student
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http://www.4olin.com/ (visuals)
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http://apcentral.collegeboard.com/members/article/1,3046,151-165-0-19519,00.html
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http://apcentral.collegeboard.com/members/article/1,3046,151-165-0-19517,00.html
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Debate: Students side on Lazarillo as a delinquent or Lazarillo as one who works to get by
Communities:
Discussion:
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•
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Resources:
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Carpe diem - Who should enjoy life: youth vs. elderly?
No money and hungry – what do you do?
What future exists for people without education
Evaluation/Assessment:
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Momentos cumbres TRB pp. 13-14, 17-19
Materials:
Writing Assignment:
•
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Using examples from the story, write about society during this time period
Compare Lazarillo’s adventures to Cabeza de Vaca
Teacher generated materials
Laptop station
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Grading Period: Semester I - 1st 9 Weeks
Time: Week 5
TEKS Student Expectations
Communication:
1A, 1B, 1C
Focus: Students will learn of narrative genres prevalent during the writing of Cervantes
(TWO WEEKS)
Suggested Instructional Activities
Read Lazarillo de Tormes: Tratado 3, 7
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_10.cfm&type=student
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_12.cfm&type=student
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Exam/Essay
Cornell notes: Miguel de Cervantes Saavedra (Azulejo pp. 63-66)
Read El Ingenioso Hidalgo Don Quijote de la Mancha: Primera parte, capítulo I
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_16.cfm&type=student
Cultures:
2A, AB
Connections:
Comparisons:
4A, 4B, 4C
Communities:
Discussion:
•
•
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Resources:
Compare social classes from 16th century until today
“Don’t judge a book by it’s cover” truths
Does justice prevail?
Evaluation/Assessment:
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Momentos cumbres TRB pp. 14-15, 17-19
Writing Assignment:
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Chapter summaries
AP Spanish Literature
Grading Period: Semester I - 1st 9 Weeks
Time: Week 6
TEKS Student Expectations
Communication:
1A, 1B, 1C
Cultures:
2A, AB
Connections:
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Materials:
Teacher generated materials
Focus: Students will learn of narrative genres prevalent during the writing of Cervantes
(TWO WEEKS)
Suggested Instructional Activities
Read El Ingenioso Hidalgo Don Quijote de la Mancha: Primera parte, capítulos II, III, IV, V
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_17.cfm&type=student
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_18.cfm&type=student
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_19.cfm&type=student
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_20.cfm&type=student
Comparisons:
4A, 4B, 4C
Communities:
Discussion:
•
•
Resources:
Describe the ideals of Don Quijote
Characteristics of “gentlemen”
Evaluation/Assessment:
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Dramatization of favorite scenes
Drawing of Don Quijote and Sancho as students imagine
Writing Assignment:
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Compare personalities of Don Quijote and Sancho
How does Cervantes view life?
AP Spanish Literature
Grading Period: Semester I - 1st 9 Weeks
Time: Week 7
TEKS Student Expectations
Communication:
1A, 1B, 1C
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Materials:
Teacher generated materials
Focus: Students will learn about the creative elements of the Baroque period
Suggested Instructional Activities
Read El Ingenioso Hidalgo Don Quijote de la Mancha: Primera parte, capítulo VIII
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_21.cfm&type=student
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Exam/Essay
Cornell notes: Luis Góngora y Argote (Azulejo pp. 92-93)
Read “Soneto CLXVI” (audio)
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Define metaphor
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Students create their own metaphors
Cultures:
2A, AB
Cornell notes: Francisco de Quevedo (Azulejo pp. 95-96)
Read “Miré los muros de la patria mía” (audio)
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http://apcentral.collegeboard.com/repository/ap04_span_lit_carlo_q_34689.pdf (need laptop station)
Connections:
Comparisons:
4A, 4B, 4C
Communities:
Discussion:
•
•
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Resources:
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Effects of aging
Culteanismo vs. Conceptismo
Disguise of outward appearances
Evaluation/Assessment:
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Momentos cumbres TRB pp. 25-28
Presentation of Spanish Empire during the rebirth
Writing Assignment:
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AP Spanish Literature
Grading Period: Semester I - 1st 9 Weeks
Time: Week 8
TEKS Student Expectations
Communication:
1A, 1B, 1C
Cultures:
2A, AB
Materials:
Teacher generated materials
Laptop station
Focus: Students will read of a theological debate as shown in this drama
Suggested Instructional Activities
Cornell notes: Tirso de Molina (Azulejo pp. 97-98)
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Read El burlador de Sevilla y convidado de piedra: Jornanda I, II
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Choose parts
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http://www.modlang.fsu.edu/darst/trickster.htm (English translation)
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_01.cfm&type=student
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_02.cfm&type=student
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Student act out play
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Students create talk show with David Letterman or Oprah talking to Don Juan Tenorio
Connections:
3A
Comparisons:
4A, 4B, 4C
Communities:
5A, 5B
Discussion:
•
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The role of honor in today’s society
Life after death
Evaluation/Assessment:
•
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Momentos cumbres TRB pp. 20-24
Writing Assignment:
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Summaries of each act
AP Spanish Literature
Grading Period: Semester I - 1st 9 Weeks
Time: Week 9
TEKS Student Expectations
Communication:
1A, 1B, 1C
Cultures:
2A, AB
Resources:
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Materials:
Teacher generated materials
Focus: Students will learn about the role of women in the 17th century and compare the differences to those
in English colonies in America during that time
Suggested Instructional Activities
Read El burlador de Sevilla y convidado de piedra: Jornanda III
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo2&file=abriendo2_lsn_03.cfm&type=student
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Exam
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Essay
Cornell notes: Sor Juana Inez de la Cruz (Azulejo pp. 146-147)
Define: stanza, line, verse, triplet, mood, tone
Read “En perseguirme mundo” and “Hombres necios que acusaís?” (audio)
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http://www.nextext.com/index.cfm?fuseaction=books.resource&target=abriendo&file=abriendo_lsn_22.cfm&type=student
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In groups, students create dialogues between Don Juan Tenorio and Sor Juana
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http://www.dartmouth.edu/~sorjuana/ (visual)
Connections:
3A
Comparisons:
4A, 4B, 4C
Communities:
Discussion:
•
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Double standards
Women’s rights
Evaluation/Assessment:
•
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Writing Assignment:
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First impressions of poem
Write a letter to friend expressing their doubts and concerns about
making a decision to become a nun
Resources:
Abriendo puertas Teacher’s Resource Book
Azulejo
Momentos cumbres text and Teacher’s Resource Book
Nuevas vistas AP Spanish Literature Preparation Book
Materials:
Teacher generated materials