¡BUEN REPASO DE TODAS LAS OBRAS!

Welcome to an amazing, intense, fulfilling, interesting and life-changing experience! Literature is really the study of man and how he reacts to the events around him and his own emotions. Sometimes it's beautiful, sometimes it bizarre and sometimes it's hilarious but it's always a challenge to have an open mind and humble respect for the discipline and dedication someone had in writing.

I wish I could tell you this will be an easy journey. I cannot. I can tell you, though, that nothing easy is worthwhile. I thank you for accepting this invitation and promise to spur you on, only accept your best and facilitate as much as I can all the understanding you will need to present yourself to the AP Spanish Language and Culture Exam.

We will be covering 39 works over 32 weeks (138 days!!). It is a break-neck speed only spending a couple of days on each work!! We need to stick to our schedule or we risk not covering all the works. From you, this requires a commitment to dedicate 20 minutes every evening to AP Spanish Lit. either reading, watching a video or taking Cornell notes. WE CAN DO IT!! Thank you for your single-minded dedication. I respect you, applaud you and support you!

Obras que vamos a leer:

• 1. Isabel Allende, “Dos palabras”

  2. Anónimo, “Romance de la pérdida de Alhama”

  3. Anónimo, Lazarillo de Tormes (Prólogo; Tratados 1, 2, 3, 7)

  4. Gustavo Adolfo Bécquer, Rima LIII (“Volverán las oscuras golondrinas”)

  5. Jorge Luis Borges, “Borges y yo”

  6. Jorge Luis Borges, “El Sur”

  7. Julia de Burgos, “A Julia de Burgos”

  8. Miguel de Cervantes, Don Quijote (Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74)

  9. Julio Cortázar, “La noche boca arriba”

  10. Hernán Cortés, “Segunda carta de relación” (selecciones)

  11. Sor Juana Inés de la Cruz, “Hombres necios que acusáis”

  12. Rubén Darío, “A Roosevelt”

  13. Don Juan Manuel, Conde Lucanor, Exemplo XXXV (“De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy brava”)

  14. Osvaldo Dragún, El hombre que se convirtió en perro

  15. Carlos Fuentes, “Chac Mool”

  16. Federico García Lorca, La casa de Bernarda Alba

  17. Federico García Lorca, “Prendimiento de Antoñito el Camborio en el camino de Sevilla”

  18. Gabriel García Márquez, “El ahogado más hermoso del mundo”

  19. Gabriel García Márquez, “La siesta del martes”

  20. Garcilaso de la Vega, Soneto XXIII (“En tanto que de rosa y azucena”)

  21. Luis de Góngora, Soneto CLXVI (“Mientras por competir con tu cabello”)

  22. Nicolás Guillén, “Balada de los dos abuelos”

  23. José María Heredia, “En una tempestad”

  24. Miguel León-Portilla, Visión de los vencidos (dos secciones: “Los presagios, según los informantes de Sahagún” y “Se ha perdido el pueblo mexica”)

  25. Antonio Machado, “He andado muchos caminos”

  26. José Martí, “Nuestra América”

  27. Rosa Montero, “Como la vida misma”

  28. Nancy Morejón, “Mujer negra”

  29. Pablo Neruda, “Walking around”

  30. Emilia Pardo Bazán, “Las medias rojas”

  31. Francisco de Quevedo, Salmo XVII (“Miré los muros de la patria mía”)

  32. Horacio Quiroga, “El hijo”

  33. Tomás Rivera,…y no se lo tragó la tierra (dos capítulos: “…y no se lo tragó la tierra” y “La noche buena”)

  34. Juan Rulfo, “No oyes ladrar los perros”

  35. Alfonsina Storni, “Peso ancestral”

  36. Tirso de Molina, El burlador de Sevilla y convidado de piedra

  37. Sabine Ulibarrí, “Mi caballo mago”

  38. Miguel de Unamuno, San Manuel Bueno, mártir

Wikisource - Para buscar todas las obras

Etapas de la literatura española

Para entender la métrica

Figuras literarias

El texto literario

1. Traditional and Modern Romances

· Anónimo: "Romance de la pérdida de Alhama" ("Ay de mi Alhama")

· 20^th Century: Federico García Lorca

2. Baroque Sonnets

· Garcilaso de la Vega: Soneto XXIII ("En tanto que de rosa y de azucena")

• Luis de Góngora y Argote: Soneto CLXVI ("Mientras por competir con tu cabello")

• Francisco de Quevedo y Villegas: Heráclito cristiano: Salmo XVII ("Miré los muros de la patria mía")

3. Romanticism

• Gustavo Adolfo Bécquer: Rima IV ("No digáis que agotado su tesoro")

• Rima XI ("Yo soy ardiente, yo soy morena")

• Rimas, LIII ("Volverán las oscuras golondrinas")

• José de Espronceda: "Canción del pirata"

• José María Heredia: "En una tempestad"

4. Modernism

· José Martí: "Dos patrias" ("Dos patrias tengo yo: Cuba y la noche"),

Versos sencillos, I ("Yo soy un hombre sincero")

· Rubén Darío (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")

5. Female Voices

· Sor Juana Inés de la Cruz: "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 inconsecuentes el gusto y la censura de los hombres que en las mujeres acusan lo que causan)

6. 20^th Century Voices

· Antonio Machado: "He andado muchos caminos", "La primavera besaba", "Caminante, son tus huellas"

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

· Pablo Neruda: "Oda a la alcachofa", Residencia en la Tierra 2, "Walking around", Veinte poemas de amor y una canción desesperada, Poema 15 ("Me gustas cuando callas porque estás como ausente")

· Alfonsina Storni: "Peso ancestral", "Tú me quieres blanca"

· Julia de Burgos: "A Julia de Burgos"

· Rosario Castellanos: "Autorretrato"

II. Drama

1. Golden Age Drama

· Gabriel Téllez (Tirso de Molina): El burlador de Sevilla y convidado de piedra

2. Modern Drama

· Federico García Lorca: La casa de Bernarda Alba

· Sergio Vodanovic: El delantal blanco

III. Novel

1. Medieval and Golden Age

· Anónimo: Lazarillo de Tormes: Tratados 1, 2, 3, 7

2. Chronicles of the New World

·

3. Birth of the Modern Novel

· Miguel de Cervantes Saavedra: El ingenioso hidalgo, don Quijote de la Mancha: Primera parte, capítulos I, II, III, IV, V y VIII

4. Unamuno’s Legacy

· Miguel de Unamuno y Jugo: San Manuel Bueno, Mártir

IV. Short Stories

1. Medieval and Golden Age

· Juan Manuel, Infante de Castilla: Conde Lucanor: Exemplo XXXV.º ("Lo que sucedió a un mozo que casó con una mujer muy fuerte y muy brava")

2. 19th Century

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

· Mariano José de Larra: "Vuelva Ud. mañana"

· Ricardo Palma "El alacrán de fray Gómez"

· Emilia Pardo Bazán: "Las medias rojas"

3. 20^th Century

· Sabine R. Ulibarrí: "Mi caballo mago"

· Horacio Quiroga: "El hijo"

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

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

· Juan Rulfo: "No oyes ladrar los perros"

· Carlos Fuentes: "Chac Mool"

· Gabriel García Márquez: "Un día de éstos", "El ahogado más hermoso del mundo", "Un señor muy viejo con unas alas enormes"

· Isabel Allende: "Dos palabras"

· Carmen Martín Gaite: "Las ataduras"

Medieval and Golden Age

MAJOR THEMES: Honor, the tenacity if the individual, social and political criticism, carpe diem, Personal struggle, exploration and discovery, honor and dishonor, the struggle between the sexes, divine justice

Works studied:

1. Anónimos: “Romance de la perdida de Alhama,” “Romance del Conde Arnaldos”

2. Don Juan Manuel: Conde Lucanor: Ejemplo XXXV

3. Garcilaso de la Vega: Soneto XXIII (“En tanto que de rosa y de azucena”)

4. Luis de Góngora y Argote: Soneto CLXVI (“Mientras por competir con tu cabello”)

5. Francisco de Quevedo: Salmo XVII (“Miré los muros de la patria mía”)

6. Anónimos: Lazarillo de Tormes: Tratados 1, 2, 3, 7

7. Miguel de Cervantes: El ingenioso hidalgo don Quijote de la Mancha: Primera parte, capítulos I, II, III, IV, V, y VIII

8. Alvar Nuñez Cabeza de Vaca: Naufragios: Capítulos XII, XX, XXI, y XXII

9. Gabriel Téllez (Tirso de Molina): El burlador de Sevilla y convidado depiedra

10. Sor Juana Inés de la Cruz: “En perseguirme Mundo, ¿qué interesas?” “Hombres necios que acusáis”

Romanticism, Realism and Modernism: Nineteenth- and Early Twentieth Century Prose of Spain and the New World.

MAJOR THEMES: decadence of the established order, liberty, political and social criticism, faith and divine justice, individual freedom, love and passion, social and political criticism, carpe diem, life’s lessons and ethnic images.

Works studied:

1. Leopoldo Alas (Clarín): “¡Adiós, Cordera!”

2. Emilia Pardo Bazán: “Las medias rojas”

3. Mariano José de Larra: “Vuelve Ud. Mañana”

4. Ricardo Palma: “El alacrán de Fray Gómez”

5. José de Espronceda: “Cancion del pirata”

6. Gustavo Adolfo Bécquer: “Rimas” IV, XI, y LIII

7. José María Heredia: “En una tempestad”

8. José Martí: “Dos patrias,” Versos sencillos, I

9. Rubén Darío: Cantos de vida y esperanza: Otros poemas, VI (“Canción de otoño en primavera”), VIII (“A Roosevelt”), XLI (“Lo fatal”)

10. Antonio Machado: “He andado muchos caminos,” “Caminante, son tus huellas,” “La primavera besada”

11. Pablo Neruda: Veinte poemas de amor y una canción desesperada, Poema 15 (”Me gustas cuando callas porque estás como ausente”); Residencia en la Tierra 2, “Walking around”; “Oda a la alcachofa”

12. Nicolás Guillén: “Sensemayá,” “Balada de los dos abuelos”

The Twentieth Century

MAJOR THEMES: The tragic world of Andalucía, honor, oppression, solitude, sexual frustration, and the marginalization of the gypsy. The role of religion in Spanish society, faith versus reason, family relationships

Works studied:

1. Federico García Lorca: Drama: La casa de Bernarda Alba; Poetry: From Romancero gitano(“Romance de la luna”; “Romance de la pena negra”; “La monja gitana”; “Predimiento de Antoñito el Camborio en el camino de Sevilla”; “Muerte de Antoñito en Camborio”; “Romance sonámbulo”)

2. Miguel de Unamuno: San Manuel Buen, mártir

MAJOR THEMES: Relationships between parent and child, social and political criticism, the fine line between reality and fantasy, duality of the individual, decadence of the established order, the emergence of the strong woman.

Works studied:

1. Horacio Quiroga: “El hijo”

2. Sabine R. Ulibarrí: “Mi caballo mago”

3. Juan Rulfo: “No oyes ladrar los perros”

4. Gabriel García Márquez: “La siesta del martes,” “El ahogado más hermoso del mundo,” “Un día de estos,” “La prodigiosa tarde de Baltazar,” “Un señor muy viejo con unas alas enormes”

5. Jorge Luis Borges: “El sur,” La muerte y la brújula”

6. Julio Cortázar: “Continuidad de los parques,” “La noche boca arriba”

7. Carlos Fuentes: “Chac Mool”

MAJOR THEMES: Relationships between parents and children, relationships between spouses, decadence of the established order, the strong female, the power of the word, the struggle against double standards and hypocrisy, the role of the woman in society, individual liberty, social and political criticism and class struggle.

Works studied:

1. Isabel Allende: “Dos palabras”

2. Carmen Martín Gaite: “Las ataduras”

3. Alfonsina Storni: “Tú me quieres blanca,” “Peso ancestral”

4. Julia de Burgos: “A Julia de Burgos”

5. Rosario Castellanos: “Autorretrato”

6. Review of the National Spanish Theater (Tirso de Molina)

7. Review of Lorca’s La casa de Bernarda Alba

8. Sergio Vodanovic: El delantal blanco

Review for the AP Spanish Literature Exam

After the exam, students can read a variety of works not included on the list, enjoy filming their favorite work, and become acquainted with the Spanish cinema.

TEACHING STRATEGIES

The most important objective is to convince students at the beginning of the course that they are about embark on a year where they are about to read some of the most beautiful, interesting, and thought-provoking literature that has ever been written. Images from the internet will aid in this endeavor, with the several videos available as well, which will be used only to enhance the learning experience.

Working with quotations from the texts is very successful. They can be used to identify the work, the speaker, the theme, or the literary devices employed by the author. Venn diagrams are useful for visually clarifying both the structure of the work and the relationships of the characters within the works.

Pre-reading activities to orient students to the work geographically, philosophically, and linguistically; Power Point presentations of pictures from the Internet provide a focus. A search for Lazarillo de Tormes show different statues of the blind man and the boy, the river, and the bull on the bridge. Murillo’s paintings of beggars and blind men can also be useful.

To aid reading comprehension, students complete a “visual organizer” in the form of a worksheet as they read each work. This organizer allows students to list information such as: literary terms required to describe the devices found within the work, the theme(s), and cultural context to frame the theme(s).

STUDENT EVALUATION

1. Each quarter the students are required to write two essays outside if class, each structured in the format of a type of question on the AP Spanish Literature Exam.

2. Short quizzes modeled on one of the two questions in a two-part analysis question from the AP Spanish Literature Exam.

3. Each quarter a required oral presentation which includes the illustration and presentation of a poem, play, or short story. Students are assigned the work from the reading list, and they must make a poster with drawings, photos, or images from the Internet that illustrate the metaphors or images in the work.

4. A representation on video of a poem, play or short story we have read. This is done in small group work and is turned in at the beginning of December. Viewing the videos for the next few days will work as a review for the midterm examination.

5. An oral interpretation of one of the poems covered in class. This must be presented again in small groups with appropriate costumes and actions. These interpretations are presented at the end of the poetry analysis period and serve as a final exam review.

6. The Midterm examination includes evaluations of reading comprehension, poetry interpretation (both works read and not previously read by the students), and analytical essays on the works and themes studied to date. The essays are evaluated according to the AP Spanish Literature scoring guidelines.

7. The final examination covers readings of poetry and consisting of questions in multiple choice format and an analytical essay commenting on a critic’s opinion of one of the works studied. It is scored according to the official AP scoring guidelines.