AP SPANISH LITERATURE SYLLABUS
Westbury High School
2011-2012
Señora Galo
egalo@houstonisd.org
Course Overview:
This Advanced Placement course will prepare students for taking the Advanced
Placement Test in Spanish Literature. Students will learn to develop a high degree of
competence in language skills and in the interpretation of literature. Students are required
to read, analyze and discuss in writing a wide variety of representative works from three
major genres: narrative, poetry, and theater, using the appropriate terminology and
applying the different tools of literary criticism. In this context, students will do a close
reading of all the required fifty three readings from the AP Spanish Literature Exam
issued by the College Board. The readings include authors from the Middle Age to the
Golden Age and nineteenth century to more contemporary writers such as García
Márquez and Isabel Allende. The AP Spanish Literature course is taught 100% of the
time in Spanish
Course Objectives:
The student will…
 become familiar with modern literary analysis/theory and its application.
 recognize literary terms and use them to critically analyze texts orally and in
writing.
 participate in classroom activities, and take quizzes and tests that involve direct
quotations from literary works to encourage the reading of the works in Spanish
and to discourage the reading of translations.
 write essays following the style of “AP Spanish Literature Exam” questions at
home in addition to timed essays written in class. The essays are graded for
content and grammar using the AP scoring guidelines.
 create visual organizers using Microsoft Word, Microsoft PowerPoint, posters,
and flashcards.
 discuss and write eloquently about a work of literature.
Teaching Strategies:
Pre-reading activities help familiarize the students with the works geographically,
philosophically, and linguistically. Use Microsoft PowerPoint to present pictures from the
internet to provide a starting point for class discussion.
Demonstrate the use of visual organizers such as Venn Diagrams, story maps, and
timelines, and provide students with the necessary means to complete their organizers.
These organizers allow students to list information such as literary terms, the theme(s) in
the work, and the cultural context to frame the theme(s).
Allow students to work in groups so they can learn from each other. At the beginning of
class students can review and discuss the information contained in their visual organizers.
Students can use organizers such as, time sequence pattern organizers, process, cause-
effect pattern organizers, and episode pattern organizers to list examples of the use of a
grammatical construction, part of speech, tone, or a literary device.
Students write poems in the style of the poets being studied throughout the course.
Student Requirements
Give two oral presentations to the class each semester; one on the life of an author, and
another on a historical/cultural theme suggested by the teacher.
Write six essays each semester that will include:
 Poetry analysis.
 Development of a theme or narration in a work of literature.
 Comparing and contrasting two works of literature to each other.
 Development of characters throughout a work of literature.
Watch movies in Spanish based on the theme(s) of the literary works, when available, to
reinforce comprehension of historical, social, and cultural constructs found in a particular
work of literature.
Participate in a “mesa redonda” discussion when a theme has been completed or a piece
of literature has been read.
Write poems in the style of the poets being studied throughout the course.
Students should expect a minimum of one hour of homework on a daily basis
Student Evaluation
Each six-week cycle students write essays; it could be during class or at home, each
structured in the format of a type of question on the AP Spanish Literature exam.
Quizzes are given on the usage of literary terminology, interpretive, analysis, and general
comprehension of text.
Give an oral presentation illustrating and presenting a work.
Group activities, and participation on discussions.
Write poems in the style of the poets being studied throughout the course.
Present the poems to the rest of the class as an evening of Spanish poetry.
Grading Scale:
The class is set up on a 5.0 grade point average scale for AP
Spanish Lit. * Spanish test will be given on Fridays.
Classwork/Participation
40%
(Work assigned and completed during a class period to
facilitate the learning process.)
Major Grade
(Tests, Common Assessment, and Projects)
35%
Common Assessment
15%
Homework and Quizzes
10%
(H/W: Work that may begin in the classroom, and extends
into the home, and provides a way for parents to become
aware of the instructional program. Quiz: Short assessment
that take no more than 20 minutes to complete)
100%
Spanish AP Literature: Chronological Reading List
Fall Semester – Cycle 1 (6-weeks)
1. La Época Medieval.
Introducción. El Conde Lucanor (“Lo que le sucedió a un mozo que se casó con una
mujer de muy mal carácter”).
2. El encuentro entre dos culturas.
Los Naufragios (fragmentos), Álvar Núñez Cabeza de Vaca.
3. La poesía del Renacimiento.
Introducción. Análisis poético. El Romancero, “Ay de mi Alhama” y “El Conde
Arnaldos”. “En tanto que de rosa y azucena”, Garcilaso de la Vega.
Fall Semester – Cycle 2 (6-weeks)
4. La prosa ficción del Siglo de Oro.
Introducción. Lazarillo de Tormes.Don Quijote de la Mancha (I, i-viii; xxii), Miguel de
Cervantes.
5. La comedia del Siglo de Oro.
Introducción. El burlador de Sevilla, Tirso de Molina.
Fall Semester – Cycle 3 (6-weeks)
6. El Barroco.
Introducción. “Mientras por competir contu cabello”, Luis de Góngora. “Miré los muros
de la patria mía”, Francisco de Quevedo. “Hombres necios que acusáis…” y “En
perseguirme mundo, ¿qué interesas?”, Sor Juana Inés de la Cruz.
7. El Romanticismo y Sus Huellas.
Introducción. “En una tempestad”, José María de Heredia. “Vuelva usted mañana”,
Mariano José de Larra. “Canción del Pirata”, José de Espronceda. “El alacrán de Fray
Gómez”, Ricardo Palma. “No digáis que agotado su tesoro”, “Yo soy ardiente, yo soy
morena”, y “Volverán las oscuras golondrinas”, Gustavo Adolfo Bécquer.
Spring Semester – Cycle 4 (6-weeks)
8. El realismo, el naturalismo y su duración.
Introducción. “Las media rojas”, Emilia Pardo Bazán. “Clarín”, “Adiós, Cordera”,
Leopoldo Alas. “El hijo”,Horacio Quiroga, “Mi caballo mago”, Sabine Ulibarrí.
9. La poesía modernista y su influencia.
Introducción. “Yo soy un hombre sincero” y “Dos patrias”, José Martí. “Nocturno
III”, José Asunción Silva. “Canción de otoño en primavera”, “Sinfonía en gris
mayor”, “ Lo fatal”, y “A Roosevelt”, Rubén Darío. “Tú me quieres blanca” y “Peso
ancestral”, Alfonsina Storni. “A Julia de Burgos”, Julia de Burgos.
10. La Generación del '98 en España.
Introducción. San Manuel Bueno,mártir, Miguel de Unamuno. “He andado muchos
caminos”,“La primavera besaba”, “Orillas del Duero”, y “Caminante son tus
huellas”,Antonio Machado.
Spring Semester – Cycle 5 (6-weeks)
11. El Vanguardismo y sus transformaciones.
Introducción. “Romancero Gitano” y “La casa de Bernarda Alba, Ferderico García
Lorca. “Sensemayá” y “Balada de los dos abuelos”, Nicolás Guillén.“Me gustas cuanda
callas”, “Walking around” y “Oda a la alcachofa”, Pablo Neruda. “El delantal
blanco”,Sergio Vodanovic.
12. La literatura de la Posguerra Civil española.
Introducción. “Las ataduras”, Carmen Martín Gaite.
13. El “Boom” de la narrativa hispanomericana y su resonancia.
Introducción. “La muerte y la brújula” y “El sur”, Jorge Luis Borges. “La continuidad
de los parques” y “La noche boca arriba”, Julio Cortázar. “No oyes ladrar los
perros”,Juan Rulfo. “Chac Mool”, Carlos Fuentes. “La siesta del martes”, “La viuda de
Montiel”, y “Un señor muy viejo con unas alas enormes”, Gabriel García Márquez.
Spring Semester – Cycle 6 (6-weeks)
14. La voz femenina en la literatura contemporánea.
Introducción. “Autoretrato”, Rosario Castellanos. “Dos palabras”, Isabel Allende.
Resources
Abriendo Puertas. McDougall Littel
Momentos cumbres de la literatura hispánica: Introducción al
análisis literario. Rodney T. Rodríguez. Prentice Hall
Azulejo: Study Guide for the New AP Spanish Literature Course.
Colbert, et al. Wayside.
Classroom Instruction that Works. Robert J. Marzano, et al.
Association for Supervision and Curriculum Development.
Introducción a los estudios literarios. Rafael Lapesa. Cátedra
Aproximaciones al estudio de la literatura hispánica (quinta edición).
Carmelo Virgillo, et al. McGraw Hill
http://www.geocities.com/apspanishlit/
http://www.cervantesvirtual.com
http://www.coh.arizona.edu/spanish/comedia/intext.html
http://www.trinity.edu/mstroud/3331/tropos.html
Films:
Films for the Humanities.
Tirso de Molina, “El burlador de Sevilla.
Fernando de Rojas, La Celestina
España y las Américas, Volume VII, Issue No. 2 & 3
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I have read the material on the syllabus and understand what is required for this class.
**Please return this portion of the syllabus for a homework grade
by Thursday, August 25/Friday, August 26, 2011