Course Objectives
AP® Spanish Literature and Culture is a challenging yet rewarding course conducted almost exclusively in
Spanish, and students are encouraged to do so likewise. All students are expected to contribute to class
discussions, participate in group activities, as well as work alone. The class will be using the Abriendo Puertas
series, along with various websites that will assist in the understanding of the readings. The class will meet
every day for 55 minutes. Additional time must be spent outside of the classroom setting. Students will be
encouraged to not only read for content, but look for and develop the hidden and more complex meanings of the
literature.
Objectives
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to learn and apply the techniques of literary analysis and a basic vocabulary of critical terms
to work in both small and large groups
to give oral presentations presenting the various pieces of literature
to be able to write a thorough and comprehensive analysis of various pieces of literature
to be able to compare and contrast pieces of Spanish literature in both oral and written formats based
on social/moral/ethical issues
to learn how to speak and write articulately about the literature/issues being discussed
to learn how culture has played an important role in the Hispanic world and its literature
Textbooks/sites
Abriendo Puertas: Antología de literatura en español, Tomos I y II. Nextext McDougal Littell, Inc. 2012
Abriendo Puertas: Antología de literatura en español, Nextext Teachers Resource Manual, Tomos I y II.
Nextext McDougal Littell, Inc. 2012
Citas claves de la narrativa hispanoamericana. <http://www.quia.com/pop/42634.html>
Algunos recursos técnicos empleados en obras de la lista. <http://www.quia.com/jg/360880.html>
Autores y títulos de la narrativa de la lista. <http://www.quia.com/cm/22960.html>
Citas claves de la narrativa peninsular. <http://www.quia.com/pop/42635.html>
Identificar estas frases claves de Lazarillo de Tormes. <http://www.quia.com/jg/364771.html>
Identificar estas citas de El burlador de Sevilla y convidado de piedra. http://www.quia.com/pop/42543.html
Momentos claves de la trama de El burlador de Sevilla. <http://www.quia.com/pp/14614.html>
Obras de autores nacidos en el Siglo XIX. <http://www.quia.com/jg/359591.html>
Personajes que figuran en la narrativa hispanoamericana de la lista. <http://www.quia.com/jg/359593.html>
¿Quién habla? Frases claves de La casa de Bernarda Alba. <http://www.quia.com/jg/364769.html>
¿Quién habla? Frases claves de El burlador de Sevilla. <http://www.quia.com/jg/361144.html>
Versificación de las poesías de la lista de lecturas. Includes matching, flashcard and concentration.
<http://www.quia.com/jg/360857.html>
«Riesgo» literario I.<http://www.quia.com/cb/108200.html>
«Riesgo» literario II.<http://www.quia.com/cb/108205.html>
«Riesgo» literario III.http://www.quia.com/cb/108207.html
Released exams by College Board
Optional resources
 Link to online dictionaries http://www.elcastellano.org/diccio.html and www.rae.es
 Verb conjugator http://www.elemadrid.com/spanish_verbs.htm
 Enciclopedia gratis en español www.es.wikipedia.org
 Current events www.univision.com
 Grammar Review www.studyspanish.com and http://spanish.about.com/
 Accent marks http://spanishtypeit.org
Classroom Organization and Student Assessment
Students will practice essay writing as part of their tests and by writing analytical essays as homework
throughout the year. To improve their writing, students will write a first draft, use peer-editing with AP scoring
guidelines, do a second draft, followed by peer/teacher editing, and a final draft. When using an essay question
on a test, it will follow the format of those on the AP Spanish Literature Exam. The essay will be written only
one, and the students will have no more than 40 minutes to write.
The students will keep a notebook for each required text with the following information relating to the assigned
work: title, author, major themes, tone, genera/historical period, historical/cultural influences, and major
rhetorical devices found in the work. The use of specific literary terminology should be seen.
Grading Scale:
100-93%
86-83%
76-73%
66-63%
A
B
C
D
92-90%
82-80%
72-70%
62-60%
ABCD-
89-87%
79-77%
69-67%
59% -below
B+
C+
D+
F
Classroom expectations:
∙ Please arrive to class on time.
∙ Do not pack up books/bags before the end of class! This is both rude and disruptive.
∙ Do not eat or chew gum in class — your spoken Spanish will be greatly improved!
∙ Be courteous to fellow students – please turn off cell phones and pagers.
Academic integrity and student conduct
It is the responsibility of the student to know of prohibited actions such as cheating, fabrication, plagiarism,
academic and personal misconduct. All students are held to the standards outlined in the student handbook.
Any violation may result in serious academic penalty.
Participation
Attendance is mandatory! Some in-class activities will be collected for a grade, including unannounced
quizzes, impromptu writing exercises and/or non-self-correcting exercises. There will be no make-ups for
these activities.
Make-up work
Worked assigned is due the day the student returns to the classroom. Collection of missed work will be at the
discretion of the teacher. Students will be responsible for the re-scheduling of any missed quizzes, tests,
projects, or other assignments. Per the schools handbook, no late work will be accepted.
Course Themes
AP® Spanish Literature and Culture will cover six themes throughout the course. These themes are:
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Las sociedades en contacto
La construcción del género
El tiempo y el espacio
Las relaciones interpersonales
La dualidad del ser
La creación literaria
Each theme will be tied( to at least one work from the Reading list) to an activity that will prompt the student to
focus on the theme. Each theme’s activity is listed below:
Las sociedades en contacto
Lazarillo de Tormes will be used to presentt his theme. The students will write a composition analyzing how
the theme is expressed in this work and do a short presentation to the class.
La construcción del género
Morejón’s “Mujer negra” will be used to present this theme. They will be provided with a list of questions that
will lead to student short responses and classroom discussion.
El tiempo y el espacio
Dalavor Dali’s 1931 painting La persistencia de la memoria will be used to present this theme. Definitions of
time and space will be presented and a discussion will follow about how these are perceived. Students will do
research on famous quotes of carpe diem and decide which quote/quotes best represent this topic and a short
debate on which quote best represents the painting. Via the internet, students will contact other AP® Spanish
Literature and Culture classes and conduct a survey in which they determine what students believe to be an
appropriate quote representing carpe diem and the painting.
Las relaciones interpersonales
Emilia Pardo Bazán’s “Las medias rojas” and the 2005 song “Malo” by Spanish artist Bebe will be used to
present this theme. After studying “Las medias rojas” the students will analyze and listen to “Malo”. In group
work, the students will compare and contrast the two works. Individually, each student will then write an essay
on the theme.
Jorge Luis Borges’ “El Sur” will also be used for this theme. The students will prepare a series of questions to
interview ther relatives/family memebers about their preference of dying and in what way they would NOT like
to die. Students will then make comparisons among different age groups/cultures/men/women,etc.
La dualidad del ser
Jorge Luis Borge’ “Borges y yo” will be used to present this theme. ¿Cómo afectan los contextos culturales e
históricos la manera en la que un individuo expresa su identidad? This question will be used throughout the
reading and discussed. At the end of the selection, the students will write an analytical essay responding to this
question.
La creación literaria
Miguel de Cervantes, Don Quijote (Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74) will be used
for this theme. The students will write a composition analyzing the theme and how it is expressed in this work.
A short class discussion sharing this theme will follow.
Students will take the characters of don Quijote (Don Quijote) and don Juan (El burlador de Sevilla) and
discuss how these two characters are depicted by the society in which they lived, and whether or not today’s
society would treat them in the same manner. A short presentation reciting selections of the story defending
their critiques are to follow.
Course Reading List by Authors and Works
Isabel Allende, “Dos palabras”
Anónimo, “Romance de la pérdida de Alhama”
Anónimo, Lazarillo de Tormes (Prologo; Tratados 1, 2, 3, 7)
Gustavo Adolfo Bécquer, Rima LIII (“Volverán las oscuras golondrinas”)
Jorge Luis Borges, “Borges y yo”
Jorge Luis Borges, “El sur”
Julia de Burgos, “A Julia de Burgos”
Miguel de Cervantes, Don Quijote (Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74)
Julio Cortázar, “La noche boca arriba”
Hernán Cortés, “Segunda carta de relación” (selecciones)
Sor Juana Inés de la Cruz, “Hombres necios que acusáis”
Rubén Darío, “A Roosevelt”
Don Juan Manuel, Conde Lucanor, Exemplo XXXV (“De lo que aconteció a un mozo que casó con una
mujer muy fuerte y muy brava”)
Osvaldo Dragún, El hombre que se convirtió en perro
Carlos Fuentes, “Chac Mool”
Federico García Lorca, La casa de Bernarda Alba
Federico García Lorca, “Prendimiento de Antoñito el Camborio en el camino de Sevilla”
Gabriel García Márquez, El ahogado más hermoso del mundo”
Gabriel García Márquez, “La siesta del martes”
Garcilaso de la Vega, Soneto XXIII (“En tanto que de rosa y azucena”)
Luis de Góngora, Soneto CLXVI (Mientras por competir con tu cabello”)
Nicolás Guillén, “Balada de los dos abuelos”
José María Heredia, “En una tempestad”
Miguel León-Portilla, Visión de los vencidos (dos secciones: “Los presagios, según los informantes de
Sahagún” y “se ha perdido el pueblo mexicatl”
Antonio Machado, “He andado muchos caminos”
José Martí, “Nuestra América”
Rosa Montero, “Como la vida misma”
Nancy Morejón, “Mujer negra”
Pablo Neruda, “Walking around”
Emilia Pardo Bazán, “Las medias rojas”
Francisco de Quevedo, Salmo XVII (Miré los muros de la patria mía)
Horacio Quiroga, “El hijo”
Tomás Rivera, …y no se lo tragó la tierra (dos capítulos: “…y no se lo tragó la tierra” y “La noche buena”)
Juan Rulfo, “No oyes ladrar los perros”
Alfonsina Storni, “Peso ancestral”
Tirso de Molina, “El burlador de Sevilla y convidado de piedra”
Sabine Ulibarrí, “Mi caballo mago”
Miguel de Unamuno, San Manuel Bueno, mártir
Vocabulary Terminology
Literary terms will be discussed and learned from basic terms to more advanced terms in six different areas.
These areas are: general, narrative, poetic, dramatic, rhetoric, and historical.
Type/Term (example)
General
Narrativa
Poesía
Drama
Figuras retóricas
Historia literaria
Basic
Género
Autor
Poema
Acto
Ambigüedad
Crónica
Heptasílabo
Acción dramática
Anáfora
Barroco
Advanced
Alegoría
Narrativa epistolar
Dieresis
Anagnórisis
Asíndeton
Conceptismo
Final project
Upon completion of the AP® Spanish Literature and Culture exam, the students can begin to present their final
project to the class. The project will be to research background information on a specific author’s life and time
period. They will then produce a PowerPoint presentation that connects the author to the cultural and historical
content in his or her particular literary work. The author can be any of the authors read this year or one of their
choosing. Only one author can be done per class. Students are to present an outline of their project for
approval.
Sequence of readings (school year 2012-13)
Week 1
Introduction to class
Requirements
Syllabus
Vocabulary Terminology
Pre-test
Sample Writings/Self Check
Week 2 and 3
Anónimo, Lazarillo de Tormes, Prólogo y Tratados I, II, III, y VII
Week 4
Don Juan Manuel, Conde Lucanor, Exemplo XXXV (“De lo que aconteció a un mozo que casó con una
mujer muy fuerte y muy brava”)
Gabriel García Márquez, El ahogado más hermoso del mundo”
http://sololiteratura.com/ggm/marquezcuenelahogado.htm
Week 5
Anónimo, “Romance de la pérdida de Alhama”
Federico García Lorca, “Prendimiento de Antoñito el Camborio en el camino de Sevilla”
Week 6
Jorge Luis Borges, “Borges y yo”
http://palabravirtual.com
Weeks 7 – 9
Miguel de Cervantes, Don Quijote (Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74)
Weeks 10 – 12
Tirso de Molina, “El burlador de Sevilla y convidado de piedra”
Weeks 13-15
Miguel de Unamuno, San Manuel Bueno, mártir
Week 16
Nicolás Guillén, “Balada de los dos abuelos”
Jorge Luis Borges, “El sur”
Week 17
Hernán Cortés, “Segunda carta de relación” (selecciones)
Miguel León-Portilla, Visión de los vencidos (dos secciones: “Los presagios, según los informantes de
Sahagún” y “se ha perdido el pueblo mexicatl”
Week 18
Gabriel García Márquez, “La siesta del martes”
Tomás Rivera, …y no se lo tragó la tierra (dos capítulos: “…y no se lo tragó la tierra” y “La noche
buena”)
Osvaldo Dragún, El hombre que se convirtió en perro
Week 19
Francisco de Quevedo, Salmo XVII (Miré los muros de la patria mía)
Antonio Machado, “He andado muchos caminos”
Pablo Neruda, “Walking around”
Week 20
José Martí, “Nuestra América”
Rubén Darío, “A Roosevelt”
José María Heredia, “En una tempestad”
Week 21 – 23
Federico García Lorca, La casa de Bernarda Alba
Emilia Pardo Bazán, “Las medias rojas”
Week 24
Horacio Quiroga, “El hijo”
Juan Rulfo, “No oyes ladrar los perros”
Alfonsina Storni, “Peso ancestral”
Week 25
Sor Juana Inés de la Cruz, “Hombres necios que acusáis”
Julia de Burgos, “A Julia de Burgos”
Gustavo Adolfo Bécquer, Rima LIII (“Volverán las oscuras golondrinas”)
Week 26-27
Nancy Morejón, “Mujer negra”
Isabel Allende, “Dos palabras”
Week 28
Garcilaso de la Vega, Soneto XXIII (“En tanto que de rosa y azucena”)
Luis de Góngora, Soneto CLXVI (Mientras por competir con tu cabello”)
Weeks 29 – 30
Julio Cortázar, “La noche boca arriba”
Carlos Fuentes, “Chac Mool”
Jorge Luis Borges, “El sur” (review)
Week 31
Sabine Ulibarrí, “Mi caballo mago”
Rosa Montero, “Como la vida misma”
Week 32 until test
Review for AP® Spanish Literature and Culture Exam
Test date Friday, May 17th, 2013 (8:00 am)
After Test
Benito Pérez Galdós, Marianela
Presentations of Final Project