Aug 25
1. Homework Packets, 3 x 5 cards,
2. Autor cards: Author, ano, lugar, propósito del autor genero, tema, periodo, tono, titulo
de obra, arte con el mismo tema
3. assign teaching, students work on it using book information, will create a short
presentation due Aug 29 30 minutes
Students will teach class about different literary movements in groups of 3:
To include: history, characteristics, date, main author
1. Edad Media
2. Renacimiento
3. Siglo de Oro
4. Comedia del Siglo de Oro
5. Barroco
6. Epoca Moderna
7. Romanticismo
8. Realismo y Naturalismo
9. Generacion del 98
10. Las vanguardias
11. Criollismo e Indigenismo
12. Modernismo
13. Siglo XX
Tienen que explicar Que es, tipos, y como se analiza?
14. poesia
15. Teatro
16. Narrativa
17.Ensayo
4. literary techniques: look up lists using packet rest of class. Due: Aug 29
Aug 27
Aug 29
Sep 3
Sep 5
Sep 9
Work on teaching literary movements
Computer Lab
Teach
1. Define the Middle Ages in Spain (coexistence of 3 major religions, sharing of
information)
2. Explain the literary development in Spain during this time. (epic poem, jarchas)
3. Define the beginning of the Renaissance.( the marriage of Fernando and Isabella,
discovery of America, expulsion of Muslims from Spain)
4. Describe Spain during the Renaissance.
5. Define the following of the literature in Spain: Siglo de Oro, poesia, novela
picaresca, Cervantes, comedia, el Barroco.
6. Describe be the “Spanish Colonies”
7. Explain the literature during the colonization. (journals, poetry)
8. Contrast the history from Spain and from Latin America during the Modern time
period.
9. Explain Romanticism, Realism, Naturalism, Generation de 98, and Vanguardias in
Spain.
10. Explain Romanticism, Realism, Naturalism, Criollism, Indigenism, Modernism, in
the New World.
Define the literary genres of Poetry, Theatre, Narrative, and Essay. Include the different
types of each genre and how you analyze each genre.
review for exam
 Exam on teaching, Discuss who we blame for what goes wrong?
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Sep 11
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Sep 15
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Sep 15
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Explain how we interact with people of different races and religions other than
our own.
Identify time period of poem, discuss “the Reconquista”
Make a chart of the characteristics of a Romance.
Identify stories, poems, movies that would be considered a Romance.
Read “Romance del rey moro que perdio de Alhama”. HW
Analyze vocabulary for time period.
Identify the characteristics of a romance in this poem.
Define an “estribillo”
What effect does the estribillo in the poem create?
Illustrate the types of rhyme in a poem using ABBA, ect…
Define consonant and assonant rhyme.
Identify the type of rhyme in the poem.
Look up the painting by Francisco Padilla Ortiz called “La rendicion de Granada”.
Identify the Catholic King and Queen, and Abu Abdullah. What is the building that
you can see in the distance?
Look up the painting by Velasquez called “La rendicion de Breda”. Compare and
contrast with “La rendicion de Granada”
Read aloud the story “El Conde Lucanor” Hw
Answer: who was Juan Manuel? When did he live? What type of literature did he
write?
Define what marriage is? Do you believe in equality between a man and a woman
in marriage? Explain. What are traditional roles in a marriage? Do you know
anyone who married for money? Would you?
Discuss the characters. Who are they? Are they all part of the same story? Who
was the story meant for?
Draw a picture of the wife and the husband. Describe them as you see them in
your mind.
What is the moral of the story?
Discuss the narrator of the story. Who starts the story? Who is the narrator that
ends the story? Are they the same one?
Look up and define “author implicito” and “author explicito” Why would the
author use this in the story?
List the humor in the story. How is the humor used to describe the honeymoon
night, and the characters?
What is “apologo”? What is hyperbole in this story?
READ the poem “En tanto que de rosa y azucena.”
Examine the author “Garcilaso de la Vega” Include when he lived, time period and
the type of literature created.
Talk about Carpe Diem. Is it better for youth to enjoy life, or for adults? Discuss
the pros and cons of each using a Venn Diagram.
Define a sonnet. List the characteristics of a sonnet.
List the images of a beautiful woman included in the poem “En tanto de rosa y
azucena”
Define apostrophe.
Discuss the images of death in the poem.
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Sep 17
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Sep 19
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Sep 23
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What is the difference between spring and winter as mentioned in the poem?
Write your own sonnet to someone you love.
Look up painting by Sandro Botticelli “El nacimiento de Venus”. Compare the
painting to the sonnet. Do you think that Garcilaso de la Vega had seen the
painting before he wrote the sonnet? Would this painting be considered erotic?
Listen to sonnet “Mientras por competir con tu cabello” HW
Read the poem “Mire los muros de la patria mia” by Francisco de Quevedo.
Research the author “Luis de Gongora”. Include when he lived, type of literature
that he wrote, and time period. What is he Baroque time period?
Compare the description of a beautiful woman in this poem to Garcilaso de la
Vega’s using a Venn Diagram. Has the definition of beauty changed? Why or why
not?
Compare the descriptions of death in the two poems.
Explain what the theme is for the two poems. How can we apply this theme
today?
Explain the meter in the poem.
Describe what occurs in the quartets and the tercets of the poems.
Define “anaphora”. List examples of this in the poem.
Illustrate your interpretation of Gongora.
Gongora was painted by the artist Diego Velasquez. Look up this painting on the
Internet. List the characteristics in the painting that show that this is a Baroque
painting. Are any of these characteristics included in the poem that we just read?
List them.
Describe the author Francisco de Quevedo. Include where and when he lived, the
time period and type of writing.
Describe the theme of the poem by Quevedo.
List the parts of a sonnet in this poem.
Whose death is the poem talking about? When does the idea change?
Confirm that this is a Baroque poem. List the reasons that it is, both with ideas
and structure.
What does memento mori mean? Show ways that this is shown in this poem. How
does this differ from Carpe Diem?
Look up a painting by Velasquez about God Mars (Marte). What could he
symbolize in the paintings.
Exam on poetry and readings
Who is Miguel de Cervantes? When did he live, what type of writing did he
create? Why is he famous?
What is your passion? How can that affect your life? Can passion for something be
a negative or a positive thing? Explain.
Discuss the historical context of “Don Quixote de la Mancha”. Why is knowing
when the story occurred important?
Define knights. Include who they were and what their purpose in life was.
Read Chapter 1 of “Don Quixote de la Mancha”.
Define “hidalgo”. What were his responsibilities? What happened to him and
why?
Discuss the irony contained in this first chapter.
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Sep 25
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Sep 29
Oct 1
Oct 3
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Consider the names used in this first chapter. Why did Cervantes name his
characters these names? Why are the names important to people and things?
Read Chapter 2, 3 in “Don Quixote de la Mancha”. HW
Chapter 1 and 2, answer questions.
What is Don Quijote’s purpose in being a knight?
List the characters, and items in the chapter and what they represent and what
Quijote thinks they are?
Add to the list of humorous things that happen in this chapter.
Why does Quijote insist on going through the rite of initiation?
Add to the humor after each chapter.
Define charity: caridad. What is expected when you help someone?
Draw a timeline of the story. Include the characters and what happens. Add to the
timeline after each chapter.
Summarize Chapter 4 of “Don Quijote de la Mancha”.
Read Chapter 5 of “Don Quijote de la Mancha”.
HW Read Chapter 8 “Don Quijote de la Mancha”.
Reading Chapter 3
Retell the story in modern language and modern time period.
What do you do to distract yourself when you are sad or hurt?
What does literature represent to Quijote?
Add humor and timeline.
Start timeline.
Read Chapter 4 in class/questions.
Who represents reality and who represents fantasy in this story?
Why didn’t the narrator finish the story?
Describe the qualities of a good historian. What is the difference between a
novelist and a historian?
Read Chapter 74 “Don Quijote de la Mancha”. HW
Read Chapter 5, questions.
Finish timeline and list of humor.
Review for exam.
List the characteristics that make this a Baroque work of literature.
Is the Quijote a humorous or a serious novel? Write 3 paragraphs explaining your
position with examples from the story.
Review for exam.
Book 8 questions-overhead. 9 pages 566Chapter 9 and 74 in class.
Turn timeline in and list of humor.
Discuss who writes history? How does that affect what we learn about what
happened? What would change if we were reading the British version of the
American Revolution, or the Mexican version of the Texas Alamo.
Listen and read the poem: : “Se ha perdido el pueblo mexicatl”.
Discuss what was Mexico City like after the conquest.
What is the tone of the poem?
How would the tone be different if it had been written by a European civilization
who had been conquered? What does this say about human nature?
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Oct 7
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Oct 9
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Debate whether or not a nation has the right to take over another nation and
destroy their culture. Decide why this still is happening today and give examples
of where.
Discuss why the structure of the poem “Se ha perdido el pueblo mexicatl” is the
way it is. Could that be because it was translated? Do we lose original meaning
when we translate?
Look up images on the internet under “Florentine codex”. Have each student pick
a different image and explain this image to the class.
Read the “Segunda carta” by Hernan Cortes. HW
Create a conversation between Spaniards of the Middle Ages discussing religion,
politics, or family or a party that they will attend. Ensure that at least two of the
participants belong to one of the three religions. (The society in the Middle Ages
in Spain was a mixture of Christians, Jews and Moors. They lived together for
almost 1,000 years.)
Create a conversation between the father and the mother in “El Conde Lucanor”
about their daughter getting married.
Write a conversation between the characters that took place in Chapter 5 Don
Quijote.
Write a conversation between a Spaniard and an Aztec at the time of the
conquest.
Who was Hernan Cortes? Explain how he could have written about the culture in
the New World. Why was he so successful in the conquest?
Define circumlocution. What word is Cortes trying to say in the paragraph
beginning with “Que a ocho leguas de esta cuidad…?
What society does Cortes compare the Aztec world to? Explain and give examples
of the society that Cortes compared the Aztec world.
Consider if there could be mistakes in this translation. Decide if this affects how
seriously we take this manuscript.
Read and listen to the song by Ruben Blades called “Conmemorado”. This was
written in 1992 at the commemoration of the 500th celebration of Columbus. Why
doesn’t Blades use the word celebrate in his song? Why wouldn’t this be a time to
celebrate?
Read “Los Presagios” HW
Describe Bernardino de Sahagun? Why did he learn “nahuatl”?
What is an omen? (presagio)Are they real and can they come true?
List in order of occurrence the omens that signaled the arrival of the Spaniards
and what happened after.
How do they use the periphrasis or circumlocution in the 1st and 4th omen?
Look up presagios de Sahagun and interpret some of them, share these
interpretations with the class.
Compare this story about the conquest with the letter by Cortes.
The llorona is a legend that appears in folklore in many countries. Look up Lila
Downs singing La llorona on Youtube and Juana Alicia’s mural in San Francisco.
Why is this story so popular with the Mexican people? Explain the meaning of the
story with a partner.
Preview exam on soneto- Edmodo
Read 2nd carta
Oct 13
Oct 15
Oct 17
Oct 21
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Oct 23
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Oct 27
Oct 29
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Exam on soneto, romance, conde/ discuss 2nd carta, poesia
Present conversations.
Read los presagios.
Review exam on Quijote, 2nd; Presagios
9 weeks exam
Read the Prologue to Lazarillo de Tormes
Why did the author write “Lazarillo de Tormes”?
Describe who he wrote the story to.
Describe the style he wrote the story in.
Survey the class to see who is a child of mixed races. Discuss the possible
discrimination that occurs because of this.
Discuss what it means to be a single mom today and compare it to what it would
have been like in the 16th century.
Define a picaresque novel. What type of Spain does Lazarillo project to the rest of
the world? Prologo
Tema
Read Tratado 1 in “Lazarillo de Tormes”.
Start a timeline of Lazarillo, add to it after each Tratado. Sinopsis
Discuss what Lazarillo learned from his mother, and the blind man.
This section has a lot of opposites. As a group discuss the meaning to these: For
example: Line 52 “Y asi le commence a servir […] a mi Nuevo y Viejo amo”. Others
might be: good and bad, robbery for necessity and robbing for greed, innocence
and cunning, mischievous and malice, laughter and tears.
Illustrate what it means to be religious. List characteristics of people that are
religious.
Read Tratado 2 in “Lazarillo de Tormes” 310-333
Add to the timeline – cronologia
Add to your list of what Lazarillo learned from the clergyman
Consider what people’s death meant to Lazarillo.
Discuss with the group what bread means religiously.
List the humor in the work. Compare it with Don Quijote and the type of humor
found there.
Do people sometimes project a false personality to the world? Why would they
do that? What are some examples from people today?
Quiz on T2
Read Tratado 3 in “Lazarillo de Tormes”
Define honor. Compare it to what we think of it today and what it meant in
Lazarillo’s time. Why has it changed?
Add to timeline and what Lazarillo learned from his new master.
Argue that it is bad to cheat on your spouse in a marriage.
Read Tratado 7 in “Lazarillo de Tormes”.
Add to the timeline and what Lazarillo has learned from the Arcipreste, his final
master.
Hypothesize why Lazarillo doesn’t care about what is happening between his
master and his wife. Explain what you would do.
Pick a scene from this play and write a dialogue and present it to the class.
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Oct 31
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Nov 6
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Look up “Europa en los tiempos de Carlos V” on YouTube to see what life was like
for Lazarillo. Compare it to your own.
Look up paintings by Esteban Murillo, searching “Murillo picaros”. Present your
findings to the class.
Compare and contrast Lazarillo’s life to the life of the homeless today. Give
specific examples from both time periods.
Describe Tirso de Molina? What type of literature did he write?
Define a “Don Juan”. Why was he such a sinner?
Define deathbed repentance.
Define “tan largo me lo fiais”
Discuss honor during the “Siglo de Oro”
Define purity of blood.
Define “in media res”
Read 8-17- El Burlador
Create a character map of two of the main characters. Add to it as we read and
learn about each character. Names are drawn at random to assign people.
Read Act 1, El burlador de Sevilla. HM 17-34
Describe Don Juan. What kind of person he is?
How does Juan get away with all of the things that he does?
Describe the irony in Tisbea’s soliloguy?
V 438-580. Look at the structure and the rhyme in these verses.
Pick a scene from Act 1, and act it out in your group. Present play, 2 minutes.
Act 1 – Tirso de Molina
HM 15 of act 1
Make a list of Don Juan’s sins. Compare these sins that we see today in the movies
and TV programs.
Exam on Lazarillo de Tormes
Read Act 2 83-94
Read Act 3, El burlador de Sevilla
Discuss what happens to women after Juan seduces them. Is this what would
happen today?
Describe the women in this play. List their characteristics and compare them to
women of today.
Describe Don Juan in an essay. Include: Is Don Juan naturally bad? Is he
immature? Is he smart? What privileges does he have? Do we have people today
that commit crimes and assume that privilege will protect them? Do you think
that Don Juan is a sex addict? In Juan insecure?
What characteristics make him human?
In the Burlador de Sevilla, the concept of family is very important. Using a Venn
Diagram, compare the idea of family during this time period and today. Would
Don Juan be as terrible today as he was then? Include how women were/are
treated.
In small groups, look up other Works that have been based on Don Juan. Make a
list of a) music and opera, b) poetry, c) theater, d) the movies.
Timeline on Burlador. - 10 things per Act.
Look up the painting by Ford Madox Brown about Don Juan. List what
Nov 10
Nov 13
Nov 17
Nov 19
characteristics of Don Juan you see in this painting.
 Explain who Sor Juana was. List where she lived, and why she wrote the type of
literature she wrote.
 Examine how women are treated different than men in today’s society.
 When a woman got married in the past, they were expected to come to the
marriage pure and chaste. Is that still the case?
 Listen to and read “Hombres necios que acusais” p.378
 Discuss the irony in this poem. Share your favorite example with the class and
explain why.
 Define redondillas? Count the number of syllables in each verse.
 Figure out the rhyme in the poem. Is it assonant or consonant?
 List the opposites in the poem.
 Explain how Sor Juana defines men. Define a feminist.
 Look up images on the internet about “retablos barrocos mexicanos”.
 Explain your feelings about looking at Baroque pictures.
 Watch parts of the movie on YouTube about Sor Juana called Yo la peor de todas
by Maria Luisa Bemberg. Write an essay about meeting Sor Juana.
 Exam on El Burlador.
 Timeline on Burlador
 Read Sor Juana
 Read Act 3
 Venn Diagram of family.
 Explain who Emilia Pardo Bazan is. What did she write and why?
 Classify abuse. Is it ever justified?
 Read and discuss “Las Medias Rojas”. P.69
 Explain what the red hose represents for Ildara and for her father.
 Decide why Ildara stayed with her father.
 Define naturalism.
 Discuss the reasons for going to a new country or staying to take care of your
father.
 Propose why some immigrate to a new country and leave their family behind
them.
 Describe Jose Marti. List his reasons for writing
 Rate our government in the United States. Debate if other countries should adopt
our form of government.
 Read “Nuestra America” by Jose Marti
 Paint a picture of the type of government that Marti is describing.
 Explain Marti’s opinion of criollos, Indians, the church, European laws, dictators,
mestizos, reason, the United States, and the future of Latin America.
 Describe who Marti was condemning in this essay. Compare it to today’s society.
1. Exam on Burlador
2. Quiz on Medias Rojas
 Compare Dario and Marti using a T-chart
 Hypothesize what other countries think about the United States. Has this
changed through history? Read “A Roosevelt” by Ruben Dario. Investigate why
this poem is considered “free verse”
Nov 21
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Nov 24-28
Dec 2
Dec 4
Dec 8
Dec 10
Dec 12
Dec 14
Dec 18
End of
semester
Jan 6
Compare Dario’s opinion about the United States to Marti’s opinion.
Define Modernism. List the qualities that should exist in a Modern work.
Look up images under the topic of US imperialism. Bring one to class to share.
Describe Jose Maria Heredia. What type of literature does he write?
Read and listen to “En una tempestad”
Define “silva”. How does this add to the chaos created by the storm?
Define apostrophe. Explain the function in this poem.
With a partner, in columns, list the auditory techniques that are found in the
poem. Use “alliteration, onomatopoeia, cdacophony”
Explain the tone in the poem. List any changes in the poem.
Define metonymic. Show the signs of “manto”, “vestidura”, and “brazos”
Explain what a romance is. List the characteristics found in the poem that make it
a romance.
Analyze paintings by William Turner. Find the painting that best represents this
poem by Heredia. Explain why you think that storms are used by romantics.
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Describe Becquer.
Read and listen to the poem “Volveran las oscuras golondrinas”
List the musicality of the verses.
Describe the anadiplosis in this poem.
Explain the simile in line 4.
Draw the circle of nature in the poem and include the meaning of love that
Becquer includes.
 Find an interpretation of the poem on YouTube that you like and share it with the
class.
 Compose a love poem.
Review for exam
Edmodo exam
Practice AP test
Practice AP test
Practice AP test
Author database 3 days, card game
Federico Garcia Lorca: “Prendimiento de Antoñito” p. 111
 Describe all the things that Garcia Lorca knew how to do.
 List the different prejudices that we encounter in today’s society
 Compare them to what Garcia Lorca might have gone through
 Describe the meter and the rhyme of the poem.
 Locate the periphrasis, sinecdoque, and metonymy in the poem.
 List the characteristics of the gypsies in the poem.
 Name some positive stereotypes that exist. Defend your opinion.
 Look up images of Garcia Lorca painted by Salvador Dali. Define what you think
their relationship was.
 Look up Lorca’s drawing about Antonito el Camborio. Decide if it looks like what
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Jan 12
Jan 14
Jan 16
you imagined.
1. Periphrasis: uses a lot of words to describe one thing ex: El rey de los animals =
leon
2. Sinecdoque: Ex: una parte de algo que se usa para representar el todo
3. Metonimia: calling something by it’s function or artista: Look at this Picasso
Federico Garcia Lorca: “La casa de Bernarda Alba”
 Add more information to Lorca’s biography.
 Compare the way boys and girls are treated in your families.
 List traditions that are in your family or culture. Explain if any of them should be
changed
 Read Act 1
 Discuss what it means to mourn someone. Compare the way they mourned
someone in Spain to the way that we mourn someone today. Use a Venn
diagram.
 Describe the main characters. List their qualities and what you think they look
like.
 Compare Bernarda’s view of men and women. Is there any truth to her opinions?
 List symbolism in Act 1: Include the stains on the floor, Bernarda’s cane,Adela;s
green dress, locking up Maria Josefa, Fan, Black and White, Heat
 Create a timeline of BA, include 5 actions in Act 1
 Read Act 2
 Discuss the symbol of embroidering and explain what it means.
 Add to your relationship family tree
 List the irony in the play
 List the feminism viewpoint in the play
 Timeline 5 actions in Act 2
1. Burla disimulada-contrario
2. Theme: tragedy, oppression of women, tradition, class prejudice, reputation,
authoritarianism, beauty
Read Act 3
 What is climax of the story? What is the ending?
 Define arquetype. List the arquetypes that are changed in the story.
 Explain how this is a play with the setting in Andalucia, but has a universal theme.
 List characteristics of a Greek tragedy. In partners, explain how each is applied in
BA. (hubris, hamartia, pathos, catharsis, mimeses, anagnorisis, peripeteia)
 Define antagonist and protagonist. Explain who each one is in the story, and why.
 Spanish traditions restrict the woman. Explain what you thin the author thins
about these traditions.
 Bernarda feels that the most important thing is honor and that her daughters
remain virgins. Compare this sentiment with the idea in either El burlador de
Sevilla or Lazarillo de Tormes. Use a Venn diagram
Examen de Federico Garcia Lorca
Guillen, Nicolas “Balada de los dos abuelos: p. 119
 Add information about Guillen to your list of authors. Include his time period and
why he is important.
 Take a survey of how many students in the class are considered mestizo. Consider
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Jan 23
Jan 27
if someday in the United States there will only be mestizos. Illustrate a society in
which racism is eliminated. Use words or pictures.
 Read and listen to “Balada de los dos abuelos”
 Using a T-chart, compare both Grandpas in the poem. How are they different and
how are they the same? Include the signs that show one as a conqueror and the
other as a slave.
 Explain the type of verse in the poem.
 Look up examples of alliteration, euphony, anaphora and anadiplosis.
 Look up the painting by Agustin Calvino, known as Golgota about this poem.
Explain if he captured the essence of the poem. Illustrate the poem with your
own interpretation.
Dragun, Osvaldo; “Historia del hombre” p. 126
 Include information about Osvaldo Dragun in your list of authors.
 Read about what the “voseo” I and how and where it is used.
 Read the play “Historia”
 List the characters in the play. Explain who each one is and why they are in the
play.
 Explain how the economy affects us. Compare what happened in the play with
what is happening in today’s society.
 Explain the difference between a narrative and a theatrical piece.
 Using an idea web, show all the ways that humor is used in this play.
 Describe the setting of the play and how it is different from a traditional play.
Compare this play with the story “las medias rojas” by Pardo Bazan with social classes.
Hypothesize the elimination of different social classes. Venn Diagram
Rivera, Tomas: “y no se lo trago la tierra” y “La Noche Buena” p. 133
 Add Tomas Rivera to your list of authors. Include what influenced his writing.
 Look up the Bracero program. Explain to your partner what life would be like as
one of these immigrants. Compare it to your own life.
 Read “y no se trago la tierra”
 Predict what situation would make you turn to God in your life.
 Compare this to what happened in the reading.
 Describe the narrative voice in this reading.
 Compare your family dynamics with the dynamics in this family.
 List the different religious practices that are described.
Look at the painting by Joseph Sheppard, about migrants. List all the details of the
painting that show the sad reality of the life of these workers.
 Report on Cesar Chavez and Dolores Huerta. Share with the class what you
learned about theme, and why they are important to this theme.
 Define agoraphobia. Explain if you know anyone that suffers from this condition.
 Read “La noche Buena”
 Explain what the toys in the story represent.
 Compare your life living in the US with the children in the story.
 Explain the irony in the title of this story.
 With a partner, list the problems that might occur to Mexican families living in the
US because they do not know the culture or the language. Then show which of
these problems are reflected in this story.

Jan 29
Feb 2
Feb 4
Feb 6
List the Spanglish words you know and use here in El Paso. Are any of them used
in this story?
Storni, Alfonsina “Peso Ancestral” p. 213
 Add Alfonsina Storni to the autor list and include what makes her a femisnist.
 Read and listen to Peso Ancestral
 Explain why it is wrong for men to cry. Describe how many syllables are in each
verse. What do you call these verses? (endecasilaba)
 Classify the rhyme in the poem.
 Compare the first verse and the third verse. Compare the ideas about men and
women.
 Compare the opposites in the poem
 Comment on the literary techniques: anaphora, hyperbaton, and alliteration.
 In groups, list other examples in literature where women suffer and explain what
causes their suffering.
 Look up the song about Alfonsina Storni’s suicide called “Alfonsina y el mar” by
Mercedes Sosa. What could the Dolores viejos que callo tu voz be?
Examen de Guillen, Dragun, Rivera, Storni
Allende Isabel “Dos palabras” p. 238
 Add Isabel Allende to your list of authors.
 Explain the saying “the pen is mightier than the sword”. Explain why it is true or
false. Give specific examples.
 Read “Dos Palabras”
 Discuss the symbolism in the story. Include the main’s character’s last name,
machismo, feminism.
 List the humor in the story
 Write the speech that Belisa wrote for the Coronel. Ensure that the Coronel will
get elected.
 Explain how this is a love story and write another ending.
Borges, Jorge Luis, “El sur” p. 271
 Describe the father of Boom. Define Boom.
 Read “El Sur”
 Explain why Johannes Dahlmann’s ancestors are important.
 List the ways that Juan Dahlmann wants to live his life.
 Using a Venn diagram, compare the two versions of Juan’s life.
 List your heritage. Are you a mixture of any different heritages? How do they
work together? Are they ever in conflict?
 List the examples of Argentina found in the story. Explain what a gaucho is.
Borges, Jorge Luis, “Borges y yo” p. 525
 Add information to your biography of Borges
 Define paradox
 Read and listen to Borges y yo
 Explain the paradox in the story. Paradoja: contradiccion en termas
 List the characters and describe who they are
 Tchart List characteristics
 Picasso :”two faces” feelings
 Answer questions

Feb 10
Feb 12
Feb 17
Feb 19
Feb 23
Feb 25
Feb 27
Mar 3
Mar 5
Mar 9-13
Mar 16
Describe two identities that we all have based on different roles we play in our
lives
Cortazar, Julio “La noche boca arriba” p. 288
 Compare Cortazar to Borges
 Add Cortazar to your list of author’s biography.
 Define déjà vu. Can we come back in another life?
 Create a timeline of both lifetimes.
 Define tropos.
 List examples of tropos
 Learn about the author by searching “entrevista al enormisimo cronopio on
YouTube Add to your biography.
 Working in pairs, explain how La noche boca arriba is an example of Boom,
including the theme, the style, and techniques.
 (interest in history, parallel and alternative, time as non-linear, neologisms, (new
words) Cubist supposition of different Poverty)
Morejon, Nancy “Mujer Negra” p. 295
 Brainstorm the life of a slave
 Include Morejon in the author biographies.
 Read and listen to Mujer negra
 Explain the type of versification in the poem.
 List the signs of life in line 30
 According to the poet, describe what communism hasa done for Cuba and for the
black woman.
 Debate the following: Racism has been completely erased from the United States
 Compare and contrast Mujer Negra to Balada de los dos abuelos.
Finish cards, Review part 1 exam, lab for illustrations Sect 1 B
Test on Allende, Borges, Cortazar, Read Dragun Sect 1 AB
Part 2 test Guillen, Storni, Morejon. Read Rivera, tarjetas, look up Chavez
Piece of art – compare, multiple choice on REadings
Exam on Dragun Rivera
Repaso para el examen (text and art)
Montero, Rosa “Como la vida misma” p. 299
 Add Rosa Montero to the list of authors. Include what type of literature she
writes.
 Read “Como la vida misma”
 Define Hyperbole. Find examples of hyperbole in the story.
 Explain the concept of time as it applies in the story.
 List examples of colloquialisms in the story.
 Explain the irony at the end of the story
Listen to an interview on YouTube titled, “Rosa Montero, esqueleto dle escrito. Explain
about her literary dreams and discuss her theory on creativity.
Spring Break
Quiroga, Horacio, “El Hijo” p. 332
 Add Quiroga to your autor list. Explain why he mostly wrote tragedies.
 Read “el hijo”
 Point out the examples of prediction (prefiguracion) of the death of the boy.
Mar 18
Mar 20
Mar 24
Mar 26
 Recdognize why the father reacts the way he does to his son’s death.
 Explain the father’s actions at the end of the story.
Compare Quiroga with Edgar Allen Poe. Report why Quiroga admired Poe so much.
Rulfo, Juan “No oyes ladrar” p. 382
 Add Juan Rulfo to the list of authors.
 Read “No oyes ladrar los perros?
 Explain what the moon would represent in the story.
 Explain the narrator’s voice in the story. Why don’t we understand what
happened at the end.
 Write a paragraph in which you explain your opinion of what happened at the end
of the story.
 Explain the Boom generation. Why is this story and example of Boom?
 In a group, discuss what causes the most effect on an individual, genetics, family
environment, or luck.
 Compare the fathers in Las medias rojas, el hijo, and No oyes ladrar
9 weeks exam
th
4 9 weeks
Gabriel Garcia Marquez, “La siesta del martes” p. 405
 Add GGM to your list of authors. List his style of writing
 Read “la siesta de martes”
 Imagine the mother’s feelings write a monologue as if you were the mother.
 Tell who is the narrator.
 Consider the heat in the story. How does it add to the mood of the story?
 Judge why you think that Carlos was a thief or why he was stealing. Write a letter
to your mother from the grave to explain what happened.
 Analyze if this story should be part of the Boom generation. List the reasons why
or why not.
 Tuesday in some Hispanic countries are considered bad luck. Draw different
things that you consider bad luck. Explain why you considered bad luck.
 Report on causes of poverty in the world. Solve these problems with ideas of
your own.
 Compare the robbery in this story with the robbery in Lasarillo de Tormes.
 Compare what you would do if you found a stranger in your house to what
Rebbeca did. Was she justified?
Gabriel Garcia Marquez: El ahogado mas hermoso p. 538
 Add information to the biography of GGM
 Discuss as a class what causes us to transform our lives
 Read El ahogado…”
 Create a timeline of the story and explain cause and effect of each action.
 Describe the different things that could be considered “Realismo magico”
 Find one hyperbole in the story. What function does this have in the story?
 Propose what the “ahogado” could represent in the story
 Compare this story to another story that we have read with realism magico.
 (Dos palabras, Continuidad de los parques, or one by Borges)
 Relate how Esteban changed the village.
Mar 30
Apr 1
Apr 6
Apr 8
Unamuno, Miguel, “San Manuel” p. 430
 Add information about Miguel de Unamuno to the biography list. What type of
literature does he create?
 Explain what an existentialism is. After reading Unamuno, why would he be
considered an existentialist?
 Explain what is more important in life, practice a religion and follow all the rules,
or do good works? Why?
 Hypothesize when would be an ok time to lie.
 Read “San Manuel Bueno, martir”
 Identify each character in the story, and summarize what each one did.
 Define “flashback” How does this work in the story?
 Turn in a philosophical quote from the story
 Write a journal entry as if you were Angela, and are “confesing”
 One memorable quote in the story is when Angela says that don Manuel and
Lazaro died “creyendo no creer…pero sin creer creerlo” Analyze the quote with
the irony as an epiphora, and it’s phonic value.
 Separate the two roles that don Manuel lives. Analyze if this is healthy or is a
form of hypocrisy.
 Look up the painting by Joaquin Sorolla of Unamuno. Did he look like you thought
he would? Explain
Machado, Antoio; “He andado muchos caminos” p. 455
 Add Antonio Machado to your list of authors. Include vilat information and why
his poetry is loved by Spaniards.
 Explain what it means to “enjoy life”? What makes someone happy?
 Read “He andado muchos caminos”
 List the particulars of the “mala gente”
 List the particulars of the “gente pobre”
 How does the narrator express his preference for the gente pobre?
 Count the syllables in the poem. Explain what this is called.
 Define the rhyme: consonant or assonant.
 Show the pattern of the rhyme.
 Define encabalgamiento
 Show where it occurs in the poem.
 Explain the tone in the poem.
 Listen to the poem on YouTube under “Serrat, He andado muchos caminos” Why
has this recording gotten so famous?
 Juan Antonio del Barrio has discussed the theme of this poem as “looking for
one’s own identity and happiness”. Explain in an essay why this isn’t the theme.
Include your own idea of the more appropriate theme.
Burgos, Julia de “A Julia de Burgos” p. 460
 Add Julia de Burgos to your autor list. Explain how alcoholism added to her style
of writing.
 Read and listen to “A Julia de Burgos”
 Explain the difference between “yo and tu” in the poem. Do they refer to the
same person?
 Using a Venn Diagram, compare the two characters in the poem


Apr 10
Apr 14
Explain which “Julia” triumphs.
Count the syllables in each line, define the rhyme and explain the poetic form
used.
 Classify the ideas that are feminist in this poem.
 List the anaphors in the poem. Why are there so many repetitions in the poem?
 Compare and contrast this poem to the poems by Storni and Sor Juana.
 Show how we all have a Jekyll and Hyde as part of us using your own life as a
pattern.
Neruda, Pablo, “Walking around” p. 462
 Add information on Pablo Neruda as an author. Explain why he received the
Nobel prize in 1971.
 Explain what causes sadness in yourlife.
 Read and listen to the poem “Walking around” You may use the song by Miguel
Bose on YouTube. React to the song and his interpretation of the words.
 Decide why this poem is considered surrealist. Include in your answer the
definition of surrealism and specific images from the poem.
 Define “free verse”. Why is this poem written in free verse?
 Explain the tone and what causes the tone in this poem.
 Identify the following literary techniques in the poem: anaphor, alliteration,
onomatopoeia, polisindeton, and personification. Include the definition and
specific examples.
 Compare this poem’s images to a dream that you might have. Use a Venn
diagram.
 Study the painting by Salvador Dali named :Cisnes reflejando elefantes”. Explain
how the swans are related to each other and how this painting compares to the
poem by Neruda.
 Define vanguardism.
 Explain how Pablo Neruda is considered a vanguardist in this poem.
 Read the article “Como leer a las vanguardias” by Alberto Julian Perez where he
analyzes this poem. Each student will bring a quote to class that helped them
learn to analyze vanguardists.
Fuentes, Carlos “Chac Mool” p. 527
 Add Carlos Fuentes to the list of authors.
 Read “Chac Mool”
 Explain how flashback works in this story.
 Describe the two narrators in the story.
 Create a timeline of the story. Include the different characters and their
participation in the story.
 Look up the ideas of the Mexican Revolution.
 Compare the ideas from the Revolution and from this story. How do you know
that Fuentes believed in these ideas?
 Classify the reality in the story vs. the fantasy. Are the ideas coherent?
 Predict what would happen after the story ends.
 List the humor in the story and the symbolism.
 Compare the duality of the human being in this story with either Borges (El sur),
or Cortazar (La noche boca arriba). Include the theme and the literary techniques
Apr 16
Apr 20
Apr 22
Apr 24
Apr 28
Apr 30
May 4
May 6
May 8
May 12
May 14
May 18
May 20
May 22
May 27
May 29
June 2
June 3-9
used.
 Draw a picture of Chac Mool, and then look up Chac Mool on the Internet. Do
they look similar or different? Why?
 The conversion of the natives to Catholisism was one of the main purposes of the
Conquest. Look at the painting by Salvodor Dali called “El descubrimiento de
America “ por Cristobal Colon”. Interpret the painting based on this idea. Do you
see a crucifixion in the painting?
Ulibarri, Sabine, “El caballo mago” p. 544
 Add Sabine Ulibarri to your list of authors.
 Illustrate one of your life’s dreams either with a drawing or with words.
 Survey your classmate’s dreams. Interview one classmate on how they expect to
achieve their dreams.
 Define an adult. Explain when a young person is converted to an adult.
 Read “El caballo mago”
 Explain how this story is realistic or fantastical.
 Show the different symbols that the horse represents.
 Present a Hispanic author that lives in the US to the class. Explain how they keep
in contact with their cultural roots while living in the US.
 List the characteristics in this story that make it similar to other authors in the 20th
century.
Computer lab study Quizlet
Exam on literary terms
Exam on Machado, Neruda, Fuentes, Burgos, Ulibarri
Practice exam
Practice exam
Practice exam
Practice
Practice
Practice
Practice
AP Literature exam on May 15
Make a video of one of the readings: 3 per group, 5 min, everyone talk everyone in it3 in
class days to plan 1. Plan, 2. Write dialogue, 3. Write dialogue (stage direction, characters,
location, info include costuming, 1 week to film (2 weekends) Watch movie from Don
Quijote
Watch videos
exemptions
Final exams