Span 641 Spanish Seminar Final Project Gruneich, J



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SPAN 641 Spanish Seminar

Final Project

Gruneich, J.

¡Bienvenidos a AP Spanish! Primeramente, me gustaría decir que, disfruté este proyecto mucho. Tengo suerte porque el próximo año, yo tendré la oportunidad enseñar un curso de literario y este proyecto me ayudará. Yo pasé mucho tiempo repasando la lista de lecturas requisitas (AP list) y pensando en el objetivo principal de este curso. Mi intención es desarrollar un programa de curso enfocado en varios temas en la literatura española y hacer relaciones con los otros elementos/ideas en las mismas obras literarias. Todas las lecturas tienen elementos cruciales .Por ejemplo; influencia de la sociedad, la política, la cultura, la historia, el gobierno, etc. Los estudiantes no sólo van a aprender los temas centrales, pero también entender mejor los elementos que existía en las obras literarias. Habrá cuatro unidades que incluye: Unidad 1- La lucha femenina, Unidad 2- ¿Realidad o imaginario?, Unidad 3- Identidad étnica, Unidad 4- Las interpretaciones. Seleccioné las siguientes lecturas requisitas por las unidades:

Unidad 1- “Peso ancestral” de Alfonsina Storni, “Las medias rojas” de Emilia Pardo Bazán, “Dos palabras” de Isabel Allende, “Hombres necios que acusáis” de Sor Juana Inés de la Cruz, y La casa de Bernarda Alba de Federico García Lorca. Los temas principales de esta unidad son la represión de sexualidad y libertad, el papel de la mujer y la lucha por el poder entre los sexos. Todas las lecturas representan estos temas pero también los estudiantes van a tener la oportunidad reflexionar en la vida de aquella época. En la segunda unidad, los estudiantes van a leer, “El hijo” de Horacio Quiroga, “La noche boca arriba” de Julio Cortázar, Miguel de Cervantes, Don Quijote (Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74), “Chac Mool” de Carlos Fuentes, y “El Sur” de Jorge Luis Borges. Seleccioné estas lecturas porque tienen en común los temas de la muerte, la tenue línea entre el ilusorio, la fantasía y la realidad. Además hay un elemento histórico de los indios de Norteamérica, Central américa, y Sudamérica en dos de las lecturas. La tercera Unidad los estudiantes van a discutir temas cruciales de la crítica política, el nacionalismo, la etnicidad, y las influencias de los gobiernos exteriores. En esta unidad, los estudiantes van a leer lecturas de estilos de escritura diferentes; el poema y la narrativa. Las lecturas requisitas son: "A Roosevelt" de Rubén Darío, Nancy Morejón, "Mujer negra", Julia de Burgos, "A Julia de Burgos", "Nuestra América" de José Martí, y "Como la vida misma" de Rosa Montero. Hay tantas referencias históricas en las lecturas de unidad 3. Entonces, es muy importante que los estudiantes investigar las relaciones internacionales entre Los Estados Unidos y el mundo hispano en épocas anteriores. En la última Unidad 4, discute los temas interesantes de la muerte, la crítica social, pero en una manera de profundo significado. Decidí que esta unidad sería la última porque las narrativas y poemas son más complicados. Las lecturas son: “El ahogado más hermoso del mundo” de Gabriel García Márquez, “Walking Around” de Pablo Neruda, “He andado muchos caminos” de Antonio Machado, y “ El hombre que se convirtió en perro” de Osvaldo Dragún. En conclusión, este proceso de desarrollar y crear un curso avanzado de literatura española fue una buena experiencia porque yo tenía el poder seleccionar los temas principales del curso. Estoy totalmente convencida de que mis estudiantes van a disfrutar la clase y al final del curso tendrán un aprecio de la literatura española.

Joliet Township High School District #204

West Campus

Joliet, IL 60435

AP Spanish Course Guide for Parents, Faculty, and Students

Table of Contents

General inquiries of AP course/ and coursework………………………………………………. p. 4

National Standards for foreign language learning ………………………………………… p. 5

AP Spanish course syllabus ………………………………………………………………….. p. 6

Supplemental materials ……………………………………………………………………… p. 8

AP Spanish Lesson Plan …………………………………………………………………....... p. 17

AP Spanish Activity ……………………………………………………………………………. p. 18

General inquiries of the AP course and coursework

1)What is an AP course and how will this be beneficial to my son/daughter?

An advanced placement (AP) course provides students with an environment of learning that is equivalent to that of an introductory college literary course in the target language of Spanish. The AP course will be beneficial to your son/daughter in that they will be able to earn college credit hours whilst still in high school. In addition, they will gain an appreciation for Spanish literature and gain experience in a challenging yet rewarding academic atmosphere.



2) What are the prerequisites and when will a student be able to take the AP Spanish course?

The AP Spanish course is offered only to seniors and in a yearlong academic class (two semesters). The prerequisites are listed below.

Prerequisites: Spanish 1, Spanish 2, Spanish 3. Student must have maintained a 3.0 or higher Spanish GPA. If a student has lower than a 3.0 GPA, he/she must write a 2 page essay as to why they would like to be enrolled in AP Spanish. Also, a letter of recommendation from the Spanish 3 teacher is needed for that particular situation.

3) What type of material or content will be taught in AP Spanish?

The instructor of AP Spanish will provide students with a rigorous curriculum that is based from the AP Spanish required reading materials list. Along with the required literature aspect, students will also be required to participate in discussions, questions, and debates from elements in the readings. There will be numerous historical, political and social elements also incorporated in the curriculum. Students will be reading a variety of literary styles that include: poems, plays, essays, short stories, narratives, and novels. In addition, students will be exploring Spanish literary works from Peninsular Spanish, Latin America, and U.S. Hispanic Spanish literature. Moreover, AP Spanish students will have the opportunity to familiarize themselves with worldwide influential Spanish literature spanning from multiple centuries.

4)What is the AP Spanish Exam and how is it scored?

The AP Exam is taken after the academic year is over. The exam involves two sections. The first is a multiple choice section that assesses the student’s knowledge of the required readings for AP Spanish. There is also a writing section that will ask students a slew of questions pertaining to themes, characters, plots, etc. of the required literary works. Scores on free-response questions (writing section) are graded by an AP exam reader and they weighted. The scores are then combined with the results of the computer-scored multiple choice section. The raw score is then converted into an AP score 5-1. Interpreting your AP score can be understood by looking at the descriptions below.



5- Extremely well qualified 4-Well qualified 3-Qualified 2-Possibly Qualified 1-No recommendation

STANDARDS FOR FOREIGN LANGUAGE LEARNING

COMMUNICATION
Communicate in Languages Other Than English

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

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

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

CULTURES
Gain Knowledge and Understanding of Other Cultures

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

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

CONNECTIONS
Connect with Other Disciplines and Acquire Information

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

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

COMPARISONS
Develop Insight into the Nature of Language and Culture

  • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own

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

COMMUNITIES
Participate in Multilingual Communities at Home & Around the World

  • Standard 5.1: Students use the language both within and beyond the school setting

  • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment

AP Spanish Course Syllabus

Joliet West Campus- Fall 2012

Instructor: J, Gruneich

Email: jgruneich@jths.org

Phone: 815-774-7400 (ext. 43840)

Description of course: The AP Spanish course at Joliet Township will provide students with an introductory level of college Spanish literature as well as, challenge students both academically while maintaining an atmosphere of debate, discussion, and an appreciation for literature from Spanish countries worldwide. Moreover, students will have the opportunity to expand their knowledge and obtain a deeper understanding of literature that is of historical, social, and political themes.

Objective of course:

  • The student organizes information, concepts, and ideas in oral and written presentations in the target language.

  • The student situates texts within literary and artistic heritages of the target cultures.

  • The student relates literary movements to cultural contexts.

  • The student analyzes how texts reinforce or challenge perceptions of a majority culture.

  • The student writes analytical compositions related to literary texts in the target language.

  • The student uses pronunciation that is comprehensible to the audience in oral communications.

(AP College Board Course Objectives Fall 2012 p. 10-17)

In addition to the above program objectives, the following five National Standards for Foreign Languages will be addressed: Communication, Culture, Communities, Comparisons and Connections. The National Standards will be implemented in daily instruction as well as interpersonal, interpretive, and presentational communication.



Units of study:

Semester One: Unit 1- The Feminine Struggle & Unit 2- Reality or Imaginary?

Semester Two: Unit 3- Ethnic Identity & Unit 4- Interpretations

Required reading materials:

Unit 1: “Peso ancestral” de Alfonsina Storni, “Las medias rojas” de Emilia Pardo Bazán, “Dos palabras” de Isabel Allende, “Hombres necios que acusáis” de Sor Juana Inés de la Cruz, La casa de Bernarda Alba de Federico García Lorca.

Unit 2: “El hijo” de Horacio Quiroga, “La noche boca arriba” de Julio Cortázar, Miguel de Cervantes, Don Quijote (Primera parte, capítulos 1-5, 8 y 9; Segunda parte, capítulo 74), “Chac Mool” de Carlos Fuentes, “El Sur” de Jorge Luis Borges.



Unit 3: "A Roosevelt" de Rubén Darío, Nancy Morejón, "Mujer negra", Julia de Burgos, "A Julia de Burgos", "Nuestra América" de José Martí, "Como la vida misma" de Rosa Montero.

Unit 4: “El ahogado más hermoso del mundo” de Gabriel García Márquez, “Walking Around” de Pablo Neruda, “He andado muchos caminos” de Antonio Machado, “El hombre que se convirtió en perro” de Osvaldo Dragún.

Grading scale: 90-100 A

80-89 B


70-79 C

60-69 D


0-59 F

AP Spanish Course Requirements:

1)Participation: AP Spanish students will be required to participate on a daily basis via “Práctica del día” and “Puntos de participación.” “Práctica del día” will be a daily warm up question, literary terms, previous read material, etc. Students must write down their answers in a designated notebook for the daily warm up activity and will then be asked to turn this in for part of their participation grade. “Puntos de participación” will also be earned daily by participating via answering questions, debating, and discussing material in the target language of Spanish.

2) Reflections: When assigned, students will reflect on a literary work and must be prepared to share his/her thoughts on the reading. You may be asked to share your reflections with a partner and/or for the class. All reflections will need to be written in Spanish and at least a page long in length. While reading, you may want to write down questions you have or areas that you don’t understand and then be sure to ask about those inquires as soon as you can. Reflections are due two days after the reading assignments are given. This gives you time to reflect on what you have read and to ask about possible questions.

3) Mini Projects: Throughout the academic year, you will be assigned at least one, if not more, mini projects that pertain to the thematic concepts of that unit. Those may include artwork, historical moments, social perceptions and stereotypes, etc. The mini projects will always have a presentational component that you will present in the target language of Spanish to your fellow classmates. A due date will always be given and late work will not be accepted.



4) Quizzes and Tests: Each unit will have various quizzes and there will be no pop quizzes in this course. At the completion of a Unit, there will be a test that will cover that literary work as well as the other elements of the reading. Both quizzes and tests will have set dates. You will have the opportunity to re-take two tests (different units) only if you attend at least three tutoring sessions before the start of the school day.

Supplemental Material

Unit One: The feminine struggle (la lucha femenina)

1)Introductory video for unit: The video is a combination of Disney princess characters and their personalities. Students will relate to this video in that many of them, both male and female, have seen the Disney movies. However, what may be new to students is that this video is a representation of where the “traditional role of the women” started and the immense strides it has taken.

http://www.youtube.com/watch?v=036SSE55oEc&feature=related

2)Slideshare: This website presents an article in Spanish that discusses the role of women in the past and present. Students will read it and write down 5 facts they were shocking, disgusting, appalling, or interesting to them.

http://www.slideshare.net/janneth0012/el-papel-de-la-mujer

3) What is poetry? Students will read a poem in the first unit. Thus it is important that they are aware of the components to poems.



http://www.escolar.com/lengua/23poesia.htm
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