CLACS
1
Revisiting the Past: Understanding Identity and Practicing the Past
Tenses through Historical Investigation
Activity 2: Lectura: El eclipse por Augusto Monterroso
Objectives: Students will:
• Read the selection, El eclipse, in order to gain insight into the importance of considering diverse cultural perspectives.
• Answer comprehension questions on the story and exchange their ideas in a class discussion.
• Write a short response to a prompt based on the themes of the story, in which they incorporate the use of the preterit and imperfect tenses.
Goals: Students will gain insight into the following concepts:
• The interpretation of historical “facts” can be used to favor the interests of one group over another.
• The culture of a people is a complex creation of shared beliefs, practices, and products transmitted through generations.
• An identity can be created by a people or imposed on them.
• The preterit and imperfect tenses have distinct uses but both are essential to create effective communication in the past.
Relevant Standards: ACTFL: Standards for Foreign Language Learning Communication: Communicate in Languages Other than English
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
Culture: Gain Knowledge and Understanding of Other Cultures
2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Connections: Connect with Other Disciplines and Acquire Information
3.2 Students acquire information and recognize the distinctive viewpoints that are available only through the foreign language and its cultures.
Comparisons: Develop Insight into the Nature of Language and Culture
4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
CLACS
2 Communities: Participate in Multilingual Communities at Home and Around the World
5.1 Students use the language both within and beyond the school setting.
5.2 Students show evidence of becoming life-‐long learners by using the language for personal enjoyment and enrichment.
Essential Questions: Students will acquire information to explore the following questions: • What can we learn from examining different sources of historical information?
• How do accepted historical narratives shape our ideas about different groups of people? • Why is it necessary to consider diverse perspectives of history?
Activity:
Students will read a short story about an encounter between a Spanish missionary and a group of indigenous people of the Americas in order to explore the impact of accepted historical narratives and stereotyped characterizations of diverse peoples. After reading the selection and answering comprehension questions, they will discuss the themes of the story with the class. As a follow-‐up to the discussion, students will write a short response to a prompt about the
themes of the story, which have developed from their conversations. The African proverb (Question #10) can be used as the writing prompt.
Assessment:
• Comprehension questions: Homework assignment • Whole class discussion: Informal feedback
• Writing prompt: Informal feedback (homework assignment) or writing rubric (graded task)
CLACS
3
PERFORMANCE ASSESSMENT RUBRIC: Writing Sample
CRITERIA Excellent Good Satisfactory Needs Improvement
Content
The writing clearly and concisely defines the topic. Well-‐developed concepts present a point of view or relate a narrative. Main ideas are supported with relevant, accurate, and detailed information. Ideas are synthesized to form thoughtful insights.
The writing clearly defines the topic. Specific concepts present a point of view or relate a narrative. Main ideas are supported with relevant and accurate
information. Ideas are synthesized to form insights.
The writing attempts to define the topic. Some specific concepts present a point of view or relate a narrative. Main ideas are supported with some relevant and accurate
information. Ideas are analyzed without forming insights.
The writing ineffectively defines the topic. Specific concepts arte insufficiently developed to present a point of view or relate a
narrative. Main ideas are not supported by relevant information, and there may be inaccuracies. Ideas are not analyzed and no insights are formulated.
Organization
The writing is logically and thoughtfully structured and reaches a coherent conclusion. It is interesting and creative, and promotes a clear understanding of the topic.
The writing is logically structured and reaches a coherent conclusion. It is interesting and promotes an understanding of the topic.
The writing has a generally logical structure and reaches a conclusion. It is somewhat interesting and attempts to promote an
understanding of the topic.
The writing does not have a logical structure and does not reach a conclusion. There may be some interesting points, but it does not promote an
understanding of the topic. Communication and Fluency
Written expression is clear and
and comprehensible. Sentences connect coherently to each other and support the development of the themes. The text can be read quickly and without difficulty.
Written expression is comprehensible. Sentences connect coherently to each other. The text can be read with minimal difficulty.
Written expression is generally
comprehensible. Sentences connect somewhat coherently to each other. The text can be read with some difficulty.
Written expression is generally not comprehensible. Sentences do not connect coherently to each other. The text is difficult to read.
Target Language: Vocabulary
The writing contains rich, precise, and idiomatic vocabulary which is used effectively and creatively in the context and attains an appropriate level of proficiency.
The writing contains accurate vocabulary which is used correctly in the context and approaches an appropriate level of proficiency.
The writing contains generally correct but limited vocabulary with some errors of word usage for the context. There may be some instances of second language interference.
The writing contains very limited vocabulary with numerous errors of word usage for the context. There may be many instances of second language interference. Target Language: Grammar and Syntax The writing demonstrates a superior command of grammar usage with virtually no errors and an ease of expression.
The writing demonstrates correct grammar usage. Any errors do not impede
comprehension.
The writing
demonstrates a basic command of grammar usage. There may be some instances of second language interference and/or errors which impede comprehension.
The writing
demonstrates a limited command of grammar usage. There may be many instances of second language interference and/or numerous errors which impede comprehension.
CLACS
4
El eclipse Augusto Monterroso Actividad 2: Lectura
Lectura: Lea el cuento, “El eclipse” por Augusto Monterroso* y conteste las preguntas que siguen.
1. ¿De dónde era fray Bartolomé? ¿Por qué vino Bartolomé a la selva de Guatemala?
2. ¿Por qué quería morir Bartolomé?
3. Al despertarse ¿qué descubrió Bartolomé?
4. ¿Qué decidió hacer? ¿Por qué?
5. ¿Qué les dijo a los indígenas Bartolomé?
6. Al oír sus palabras ¿cómo reaccionaron los indígenas?
7. ¿Cuál era la actitud de Bartolomé en esta situación?
8. ¿Cómo se terminó la narrativa? ¿Por qué?
9. ¿Cuáles son los temas de este cuento?
10. Explique este refrán: “Hasta que el león no escriba su historia el relato de la cacería [hunt] siempre glorifica el cazador [hunter].”
*Augusto Monterroso (1921-‐2003) nació el 21 de diciembre de 1921 en Tegucigalpa, capital de Honduras. Sin embargo, a los 15 años su familia se estableció en Guatemala y desde 1944 fijó su residencia en México, al que se trasladó por motivos políticos.
Narrador y ensayista, empezó a publicar sus textos a partir de 1959, año en que se publica la primera edición de
Obras completas (y otros cuentos), conjunto de incisivas narraciones donde comienzan a notarse los rasgos
fundamentales de su narrativa: una prosa concisa, breve, aparentemente sencilla que sin embargo está llena de referencias cultas, así como un magistral manejo de la parodia, la caricatura y el humor negro…
Es considerado como uno de los maestros de la mini-‐ficción y, de forma breve, aborda temáticas complejas y fascinantes, con una provocadora visión del mundo en el universo y una narrativa que deleita a los lectores más exigentes, haciendo habitual la sustitución del nombre por el apócope.
CLACS
5
El eclipse*
por Augusto MonterrosoCuando fray Bartolomé Arrazola se sintió perdido aceptó que ya nada podría salvarlo. La selva poderosa de Guatemala lo había apresado°, implacable y definitiva. Ante su ignorancia
topográfica se sentó con tranquilidad a esperar la muerte. Quiso morir allí, sin ninguna esperanza, aislado, con el pensamiento fijo° en la España distante, particularmente en el convento de los Abrojos, donde Carlos Quinto condescendiera una vez a bajar de su eminencia para decirle que confiaba° en el celo° religioso de su labor redentora.
Al despertar se encontró rodeado por un grupo de indígenas de rostro° impasible que se disponían° a sacrificarlo ante un altar, un altar que a Bartolomé le pareció como el lecho° en que descansaría, al fin, de sus temores, de su destino, de sí mismo.
Tres años en el país le habían conferido un mediano dominio° de las lenguas nativas. Intentó algo. Dijo algunas palabras que fueron comprendidas.
Entonces floreció en él una idea que tuvo por digna° de su talento y de su cultura° universal y de su arduo conocimiento de Aristóteles¹. Recordó que para ese día se esperaba un eclipse total de sol. Y dispuso°, en lo más íntimo, valerse de aquel conocimiento para engañar° a sus
opresores y salvar la vida.
-‐Si me matáis -‐les dijo-‐ puedo hacer que el sol se oscurezca° en su altura°.
Los indígenas lo miraron fijamente y Bartolomé sorprendió la incredulidad° en sus ojos. Vio que se produjo un pequeño consejo°, y esperó confiado, no sin cierto desdén°.
Dos horas después el corazón de fray Bartolomé Arrazola chorreaba° su sangre vehemente sobre la piedra de los sacrificios (brillante bajo la opaca luz de un sol eclipsado), mientras uno de los indígenas recitaba sin ninguna inflexión de voz, sin prisa°, una por una, las infinitas fechas en que se producirían eclipses solares y lunares, que los astrónomos de la comunidad maya habían previsto° y anotado en sus códices sin la valiosa ayuda de Aristóteles.
Notes on vocabulary: overwhelmed; fixed, set; tenía confianza; zeal; cara; se preparaban;cama; control worthy;educación; decidió; deceive; darken; en el cielo; disbelief; conversación;
contempt; spurted; lentamente; predicted
¹ Aristóteles: (384-‐322 a. C.) filósofo y científico de la Antigua Grecia
*Biblioteca Digital Ciudad Seva: CiudadSeva.com:
http://www.ciudadseva.com/textos/cuentos/esp/monte/eclipse.htm
