Oroville Union High School District Foreign Language Curriculum

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Oroville Union High School District

Foreign Language Curriculum

Foreign Language - AP Spanish Literature

AP Spanish Literature

COURSE TITLE: Advanced Placement Spanish Literature LENGTH OF COURSE: One Year

TYPE OF CREDIT: Foreign Language (10 credits, weighted grade) GRADE LEVEL: 11-12

PREREQUISITES:

A Grade of "C" or better in AP Spanish Language or teacher recommendation. TEXTBOOK:

Reflextiones de la Literatura Hispanica, Rodriguez, Pearson (2013), ISBN: 9780132793124

Abriendo Paso – Yemas y lecturas, Nadel and Diaz, Pearson (2014), ISBN: 9780133294507

Abriendo Paso - Gramatica, Nadel and Diaz, Pearson (2014), ISBN: 978013328136

SUPPLEMENTAL MATERIALS:

Conversacion y Controversia. Tópicos de Hoy y de Siempre, Prentice Hall, 1996. Estrategias, Lecturas, Actividades y Composiciones, McGraw-Hill, 1994

Taller de escritura. Cuaderno de actividades, Madrid: Editorial Edinumen, 1997. The Best Test Preparation for the Advanced Placement Examination in Spanish Language, Research & Education Association, 1996.

Spanish Composition through Literature

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Introducción a la literatura Hispano-americana: de la conquista al siglo XX, Gladys Varona-Lacey, National Text Book Company, 1997.

How to Prepare for the AP Examination: Spanish, Barron's Educational Series. SUPPLEMENTAL READING LIST:

Historietas Nacionales, Luis Borges Ficciones, Luis Borges

Antologia Poelica, Luis Borges

Teatro Completo , Miguel de Cervantes

Don Quijote de la Mancha I and II, John Jay Allen Doce Cuentos Peveqriuos, Garbriel Marquez Introduction to Spanish Poetry, Eugenio Florit El dicario de Cristobal Colon, Mareel Andrade Antologia Del Cuento Espanol

HispanoAmericano y Puertorriqueno Siglo XX, Juan Escalera Ortiz Aventuras Literarias

REQUIRED READING LIST:

MEDIEVAL AND GOLDEN AGE LITERATURE:

Anónimo, "Romance de la pérdida de Alhama" ("Ay de mi Alhama") Anónimo, "Romance del Conde Arnaldos" (Versión de 26 versos) Anónimo, Lazarillo de Tormes: Tratados 1, 2, 3, 7

Cervantes Saavedra, Miguel de, El ingenioso hidalgo, don Quujote de la Mancha: Primera parte, Capítulos 1, 11, 111, IV, V y VIII

Cruz, Sor Juana Inés de la, 'En perseguirme, Mundo, ¿qué interesas?" (Quéjase de la suerte: insinúa su aversión a los vicios, y justifica su divertimiento a las Musas)

"Hombres necios que acusáis" (Sátira filosófica: Arguye de inconsecuencia el gusto y la censura de los hombres que en las mujeres acusan lo que causan)

Góngora y Argote, Luis de, Soneto CLXVI ("Mientras por competir con tu cabello") Juan Manuel, Infante de Castilla, Conde Lucanor. Exemplo XXXV.' ("Lo que sucedió a un mozo que casó con una mujer muy fuerte y muy brava)

Núñez Cabeza de Vaca,Álvar, Naufragios. Capítulo XII ("Cómo los indios nos trajeron de comer), Capítulo XX ("De cómo nos huimos"), Capítulo XXI ("De cómo curamos aquí unos dolientes"), Capftulo XXH ("Cómo otro día nos trajeron otros enfermos") Quevedo y Villegas, Francisco de, Un heráclito cristiano: Salmo XVII ("Miré los muros

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de la patria mía)

Téllez, Gabriel (Tirso de Molina), El burlador de Sevilla y convidado, de piedra Vega, Garcilaso de la, Soneto XXIII ("En tanto que de rosa y de azucena") NINETEENTH CENTURY LITERATURE:

Alas, Leopoldo (Clarín), "Adiós, Cordera"

Bécquer, Gustavo Adolfo, Rima IV ("No digáis que agotado su tesoro") Rima XI ("Yo soy ardiente, yo soy morena")

Rima LIII ("Volverán las oscuras golondrinas")

Darío, Rubén (Félix Rubén García Sarmiento), Cantos de vida y esperanza: Otros poemas, VI ("Canción de otoño en primavera") Cantos de vida y esperanza: Otros poemas, XLI ("Lo fatal") Cantos de vida y esperanza, VIII ("A Roosevelt")

Espronceda, José de, "Canción del pirata" Heredia, José Maria, "En una tempestad" Larra, Mariano José de, "Vuelva Ud. mañana"

Marti, José, "Dos patrias" ("Dos patrias tengo yo: Cuba y la noche") Versos sencillos, I ("Yo soy un hombre sincero")

Palma, Ricardo, "El alacrán de Fray Gómez" Pardo Bazán, Emilia, "Las medias rojas" TWENTIETH CENTURY LITERATURE: Allende, Isabel, "Dos palabras"

Borges, Jorge Luis, "El sur" "La muerte y la brújula"

Burgos, Julia de, "A Julia de Burgos" Castellanos, Rosario, "Autorretrato"

Cortázar, Julio, "Continuidad de los parques" "La noche boca arriba"

Fuentes, Carlos, "Chac Mool"

García Lorca, Federico, La casa de Bernarda Alba Dos romances del Romancero gitano

García Márquez, Gabriel, Tres cuentos, elegidos de la lista siguiente: "Un día de éstos"

'El ahogado mis hermoso del mundo" "La prodigiosa tarde de Baltazar"

"Un señor muy viejo con unas alas enormes" "La viuda de Montiel"

"La siesta del martes"

Guillén, Nicolás, "Balada de los dos abuelos" "Sensemayá"

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Machado, Antonio, "He andado muchos caminos" "La primavera besaba"

"Caminante, son tus huellas" Martín Gaite, Carmen, "Las ataduras"

Neruda, Pablo (Ricardo Neftalí Reyes Basoalto), "Oda a la alcachofa Resideneia en la Tierra 2, 'Walking around"

Veinte poemas de amor y una canción desesperada,

Poema 15 ("Me gustas cuando callas porque estás como ausente") Quiroga, Horacio, "El hijo"

Rulfo, Juan, "No oyes ladrar los perros" Storni, Alfonsina, "Peso ancestral" "Tú me quieres blanca"

Ulibarrí Sabine R., "Mi caballo mago"

Unamuno y Jugo, Miguel de, San Manuel Bueno, mártir Vodanovic, Sergio, El delantal blanco

COURSE DESCRIPTION:

The AP Spanish Literature course is intended to be the equivalent of a third-year college Introduction to Latin American or Peninsular Literature course, covering selected works from the literatures of Spain and Spanish America. Students will read and analyze literature orally and in writing. The function of the AP Spanish Literature course is to prepare students to:

1. understand a lecture in Spanish and to participate actively in discussions on litterary topics in Spanish;

2. do a close reading of literary texts of all genres in Spanish; and

3. analyze critically the form and content of literary works (including poetry) orally and in writing using appropriate terminology.

The reading list introduces studens to the diverse literature written in Spanish and thus helps them to reflect on the many voices and cultures that make up the Spanish-speaking world.

BOARD ADOPTION DATE: NOVEMBER 3, 2004

Interpersonal Communication

Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions and exchange opinions.

1. Oral Fluency in Language

The learner will be able to express facts, ideas, and feelings in a manner that is intelligible to a native Spanish-speaker.

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Strand Scope Source

Interpersonal Communication Master Oroville Union High School District(a)

2. Summarizing a Story

The learner will be able to use acquired vocabulary to summarize a story.

3. Verb Tense Use

The learner will be able to narrate, describe, and explain in the past, present, future, imperfect, conditional, present perfect, pluperfect, future perfect and conditional perfect tenses, using appropriate grammatical structures.

4. Question Formulation

The learner will be able to formulate questions that clarify meaning and participate in class discussions.

Interpretive Communication

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

1. Literary Genre

The learner will be able to read, understand and analyze works representing a variety of genres from the required reading list (i.e., poetry, essays, plays, novels, journals, biographies, short stories, historical fiction, non-fiction, and legend).

Interpretive Communication Master Oroville Union High School District(a)

2. Magazine & Newspaper Articles

The learner will be able to have an overall comprehension of magazine and newspaper articles.

3. Radio & Television Programs

The learner will be able to understand standard Spanish on radio or television programs.

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4. Speaker Point of View

The learner will be able to recognize the purpose and motivation of speakers.

5. Paraphrasing & Summarizing Ideas

The learner will be able to paraphrase and summarize ideas or concepts from a text.

6. Literary Elements

The learner will be able to identify and explain important literary elements in works from the required reading list (i.e., plot, character, theme, setting, tone, rhyme scheme, meter, similes, metaphors, personification, illusion, characterization,

compare/contrast, description, quotations, and sensory images).

Presentational Communication

Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.

1. Audiences & Purposes in Writing

The learner will be able to write for a variety of audiences and purposes.

Presentational Communication Master Oroville Union High School District(a)

2. Writing Modes

The learner will be able to write in a variety of modes (i.e., narrative, expository, persuasive, imaginative).

3. Timed Writing

The learner will be able to respond efficiently to a prompt in a timed writing.

4. Essay Writing

The learner will be able to develop essays in which include a thesis statement, clear organization, logical topic sentences, supporting details, transitions, examples, and a conclusion. The essays must adhere to target language conventions (i.e.,

capitalization, periods, commas, accents, and spelling).

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5. Writing as a Process

The learner will be able to utilize the writing process (prewriting, drafting, revising, rewriting, and editing).

Practices of Culture

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

1. Communication Cues

The learner will be able to identify cues that affect meaning in communication (inflection, facial expressions, body language, old popular sayings).

Practices of Culture Master Oroville Union High School District(a)

2. Culturally Correct Topics

The learner will be able to determine appropriate topics of interaction (culturally correct).

3. Idiomatic & Colloquial Expression

The learner will be able to understand readings that may include idiomatic and colloquial expressions.

4. Debates on Social Issues

The learner will be able to participate in debates on social issues.

Products of Culture

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

1. Themes, Ideas, & Perspectives

The learner will be able to recognize, analyze and synthesize themes, ideas and perspectives of the culture through its history, literary works and other art forms.

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Products of Culture Master Oroville Union High School District(a)

2. Analysis of Current Events

The learner will be able to read about current events and analyze its effects in society.

3. Foreign Governments & Societies

The learner will be able to discuss foreign governments and challenges society faces regarding corruption, human rights, etc.

4. Cultural Exploration with Technology

The learner will be able to explore target culture through the use of technology.

Connecting with other Disciplines

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

1. Reports in the Language

The learner will be able to prepare reports on various topics and present them to the class in target language.

Connecting with other Disciplines Master Oroville Union High School District(a)

2. Essays on Current & Historical Ev

The learner will be able to compose well-organized and coherent essays on current and historical events related to the required reading list.

3. Literature Analysis

The learner will be able to use target language to analyze literature and explore universal themes (death, love, justice, etc.).

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Standard 3.2: Students acquire information and recognize the distinctive viewpoints that only are available through the foreign language and its cultures.

1. Original & Translated Literature

The learner will be able to compare original literary works with their translated versions.

Accessing Information in the Target Lang Master Oroville Union High School District(a)

2. Newspapers & Current Events

The learner will be able to read newspaper articles from foreign countries and discuss current events, entertainment news', etc.

Accessing Information in the Target Lang Master Oroville Union High School District(a)

Language Comparisons

Standard 4.1: Students demonstrate an understanding of the language through comparisons of the language studied and their own.

1. Rhetorical & Oratorical Technique

The learner will be able to use rhetorical and oratorical techniques specific to the target language.

Language Comparisons Master Oroville Union High School District(a)

2. Grammar & Syntax

The learner will be able to explore language differences in grammar rules, syntax, etc.

3. Language Forms

The learner will be able to explore unique language forms from various geographical locations.

Instructional Resources

- On-line, Spanish Proverbs

[On-line]. http://spanishculture.miningco.com/culture/spanishculture/library/proverbs/blproverbs.htm

Cultural Comparisons

Standard 4.2: Students demonstrate an understanding of the concept of culture through comparison of the cultures studied and their own.

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1. Important Individuals in the Culture

The learner will be able to identify outstanding individuals, research their contributions to the target culture and explain how they made a difference in our world.

Cultural Comparisons Master Oroville Union High School District(a)

2. Socio-Ethnic Groups

The learner will be able to identify major socio-ethnic groups of the target culture and their contributions to our culture.

3. Role-Playing in the Culture

The learner will be able to demonstrate knowledge of cultural appropriate behaviors through role-play.

4. Effects of Cultural Attitudes

The learner will be able to discuss how cultural attitudes can limit or enhance the success of any ethnic group.

Personal Enrichment

Standard 5.2: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.

1. Magazines & Newspapers

The learner will be able to read magazines, newspapers in the target language.

Personal Enrichment Master Oroville Union High School District(a)

2. Television, Movies, & News Report

The learner will be able to watch television programs, movies, news, etc.

3. Interpersonal Relationships

The learner will be able to establish interpersonal relationships with speakers of the target language.

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4. Critical Thinking

The learner will be able to use critical thinking skills to evaluate cultural activities.