syllabus - ap spanish literature & culture
TRANSCRIPT
Syllabus - AP Spanish Literature & Culture
In the AP Spanish Literature course, students will read the works of the AP Spanish Literature & Culture reading list.
The class will read these works in Spanish in their unabridged form. The course is conducted almost exclusively in
Spanish, and it provides students with the opportunity to demonstrate proficiency in Spanish across the three modes
of communication: interpersonal, interpretive, and presentational. Course materials and class assignments will be
written in Spanish, therefore students will need to have achieved and demonstrated a high level of Spanish
proficiency in order to enroll in this class. (CR2)
General Activities
Students will be constantly interacting with the course texts via guided, group and individual reading of required
works, class discussion, short written responses to questions of comprehension and analysis, analytical essays, and
special projects.
In addition, students will bring outside materials to bear on the study of these works, including but not limited to:
(CR5) (CR7)(CR9)(CR10)
works of literature, music, or visual art connected by theme, style, or time period,
literary criticism,
interpretations of the works in other formats (song, video, etc.),
investigation of settings, historical events, or key figures,
investigation of cultural products, practices or perspectives,
investigation of relevant biographical information about the authors
Students will take note (through timelines, hojas de información, biographical information, etc.) of historical moment, literary environment or influences, and other contexts of the work when it was created and/or published that will help them better understand the work and its impact.
Students will participate as a class in close readings and discussion of selections from the texts to facilitate comprehension, apprehension of deeper or more subtle meanings, and class discussion.
Students will be asked to contribute to the class understanding by presenting and defending their ideas orally. (CR4)
Example 1: Students may be asked to come up with an adjective that can describe the tone of a work, and explain to their group why that adjective is appropriate, pointing to specific examples from the text as justification for their choice.
Example 2: Students may be asked to identify a specific literary device in a work and explain to the group what the inclusion of that device allowed the author to communicate, e.g. the metaphors included in Gongora’s “Mientras por competir con tu cabello”
Example 3: Students may be asked to complete a close reading and analysis of a section of a work, relate that section to the work as a whole, present their findings to the class, and respond to questions from the class to help others understand that selection deeply.
Example 4: Students may be given the opportunity to share & discuss how the themes of this book relate to their own experiences or perspectives
Students will be asked to respond to comprehension and analysis questions in written form. Students will often be asked to summarize the contextual or analytical information from that day’s class discussion into written form. Students will complete a variety of activities (journaling, explaining a specific quote from a work in written form, practice using citations to support their interpretations of a work, etc.) to strengthen analytical skills with a view to preparing them to write well-organized essays analyzing literary works. (CR8)
Students will learn the names for literary terms that appear in the works on the reading list. They will study other examples as well as the definitions of the literary terms. They may practice writing their own examples of these literary devices in order to clarify their understanding of them. Students will identify these literary devices and poetic language in the texts and explain how they contribute to the message of the author and his/her ability to communicate that message. (CR6)
The class will consider various examples of art, photography, mythological stories and other media that will lend dimension to their understanding of historical and cultural references they were not previously familiar with that are included in the works, e.g. artistic representations or stories of Thais or Lucrecia to help explain “Hombres necios,” pictures of the types of landscapes described in “No oyes ladrar los perros,”etc. (CR7)
Students will write creative compositions or other artistic works that ask them to interact with the works on the reading list: (CR8)
Example 1: A story is written in third person omniscient point of view. The students may be asked to retell the story in written form in first person perspective, choosing one of the characters as the narrator.
Example 2: Students may write a poem imitating the style of a poem on the reading list—e.g. an identity/autobiographical poem in the style of “Mujer negra” or “A Julio de Burgos”
Example 3: Students may make a visual interpretation of a work: a collage of the images in a poem such as “En tanto que de rosa y azucena” by Garcilaso, or a comic strip that tells the story of a short story,
Example 4: Students may be asked to dramatize and possibly video-record selections from a theatrical work, short story, or novel.
As students complete more and more of the reading list, they will practice writing the type of analytical and critical essays required of them on the AP Spanish Literature test. (CR8)
Course Text
Rodriguez, Rodney T. Reflexiones: Introducción a la literatura hispánica. (Boston: Pearson, 2013.) (RR1)
Plan de Estudios (CR1) (C3 a-f) (CR4)(CR5)(CR6)(CR7)(CR8)(CR9)(CR10)(CR11)
Introductory Unit – (CR5)
Students will begin the year by creating a visual chronology in the classroom, in which each author and work appears.
The chronology will categorize the author and work according to region (España, México y los EE.UU., Centroamérica
y las islas del Caribe, y Sudamérica). Years, literary periods, and historical events will be marked, to facilitate
students’ ability to see broad trends and to relate the works to their historical, literary, and cultural contexts.
Unit 1 – El Medioevo y Siglo de Oro (Renacimiento y Barroco)
Works to be read in this unit:
España – Medioevo
Exemplo XXXV (“De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy brava”)
“Romance de la pérdida de Alhama”
España – Siglo de Oro
Soneto XXIII (“En tanto que de rosa y azucena”)
Soneto CLXVI (“Mientras por competir con tu cabello”)
Salmo XVII (“Miré los muros de la patria mía”)
Lazarillo de Tormes (Prólogo; Tratados 1, 2, 3, 7)
Don Quijote (Primera parte, capítulos 1–5, 8 y 9; Segunda parte, capítulo 74)
El burlador de Sevilla y convidado de piedra
América Latina y la colonización
“Segunda carta de relación” (selecciones)
Visión de los vencidos (dos secciones: “Los presagios, según los informantes de Sahagún” y “Se ha perdido el
pueblo mexica”)
“Hombres necios que acusáis”
Contexts:
the Reconquista of the Iberian peninsula
the discovery and colonization of the New World
los cultos contrastados con los incultos, and the genres of literature relevant to each
Genres:
narración - apólogo oriental, novela, novela picaresca
poesía - romance, soneto, redondillas
carta de relación
teatro
Literary terms: cuento enmarcado, exposición, nudo, clímax, desenlace, personaje, narrador, pareado, moraleja, the
classical themes (carpe diem, etc.), libro de caballerías, novela picaresca, Renacimiento, Barroco, ironía, sátira, punto
de vista, cuarteto, terceto, rima, silabación, verso, versificación regular e irregular, hipérbaton, tropo, símil, metáfora,
in medias res, metonimia, anáfora, alusión, etc.
Example activities:
Study of versification and structure in reading list poems across time periods –
o Students will receive a packet of the text of all of the poems on the reading list, arranged in order by
chronology.
o Students will first take a narrow-lens view, using the poems in this packet to solidify terms referring
to poetic structure, types of rhyme, rhyme scheme, conventions of discussing poetic structure in
Spanish, etc.
o Once they have identified the major components of poetic structure in these poems, students will
take a wide-lens view, looking at our chronology and making note of trends in poetic structure,
looking for poems that break these trends, associating particular structures with particular time
periods, etc. Class discussion will explore contextual reasons behind why certain types of poetry
might have been chosen at certain historical moments, and how poetic genre can relates to its
historical context.
Medieval period literature: el romance and El Conde Lucanor –
o Identify structure of the romance. Discuss function of romance in medieval literature.
o Discuss Spain’s role as a center of learning in the Medieval period, and Don Juan Manuel’s
connection to that community of scholars.
o Investigate other famous examples of apólogo oriental in world literature (e.g. 1,001 Arabian Nights,
Panchatantra, etc.). Research important battles near the end of the Reconquista alluded to in the
romance.
o Identify the cultural products and practices referenced in the romance and El Conde Lucanor.
Compare and contrast marriage practices as described in El Conde Lucanor with practices in 21st
century United States.
o Practice grammatical structures needed to express counterfactual statements in Spanish. Use these
statements to analyze exactly why the societal and cultural context is key to the drama of this story,
and how in a different societal context, the story would be essentially different. For example, “En los
Estados Unidos del siglo XXI, si una mujer tuviera miedo de que su esposo le fuera a matar, la mujer
podría llamar a la policía.” “En nuestra comunidad, una mujer no tendría que casarse con un hombre
para mantenerse. Ella podría educarse y buscarse trabajo para ganarse la vida.” Explore the idea of
whether there are places in the world in the present day where the life and livelihood of women is
completely controlled by men.
o Analyze how this selection from El Conde Lucanor contributes to our understanding of “La
construcción del género” and “Las relaciones interpersonales” in Medieval Spain.
o Write a version of this story from the point of view of the woman. Discuss which elements of the
versions of the story the students wrote reflect their own cultural assumptions from their cultural
upbringing.
Sonnets – (CR11)
o Identify structure of the sonnet.
o Practice starting with conjugated verbs to untangle hipérbaton in Baroque sonnets.
o Identify tropes for women’s beauty commonly used in the Rennaissance and Baroque as exemplified
in the sonnets of Garcilaso and Góngora. Identify those tropes when they are used in other works of
literature and art (Ex. Sonnet 130 by Shakespeare).
o View interpretations (musical and visual) of these sonnets that others have created and posted on
YouTube and other sites. Analyze the musical settings and illustrations used in these interpretations.
Discuss which is most true to the tone and message of the author. (CR11)
o Complete a project requiring students to process the content and themes of the sonnets, e.g.: Create
their own visual representations of the content of the sonnets, or write versions of these sonnets in a
different genre (narration, dialogue, drama, etc.—students’ choice).
o Situate the three sonnets on our reading list within the context of the classical themes (carpe diem,
tempus fugit, memento mori, locus amoenus, beatus illa).
o Discuss relationship of classical themes and these sonnets with the course theme “El tiempo y el
espacio.”
o Discuss what Garcilaso and Góngora’s sonnets reveal about “La construcción del género” of the time
period.
o Discuss how the interpretation of Quevedo’s sonnet is enhanced when placed in the context of the
historical evolution of Spain’s preeminence as a world power.
o Compare Quevedo’s poem to Velázquez’ painting Marte, regarding depictions of things which are
would supposedly embody strength but when examined, do not.
o Discuss the coexisting levels of interpretation of Quevedo’s sonnet: personal meaning vs national
meaning.
o Discuss how the sonnet’s characteristics were apt for its use by the cultural and academic elite,
rather than by middle or lower classes. Contrast sonnet with romance.
Segunda carta de relación y Visión de los vencidos –
o Students investigate the history of significant figures in the conquest and colonizacion (and
recording) of México including Hernán Cortés, Moctezuma, L a Malinche, Sahagún, etc.
o Students compare and contrast the representations in these two works of the arrival of the Spanish
and the interactions between the Spanish and the indigenous peoples they met.
o Students discuss the cultural products, practices, and perspectives revealed in each of these accounts
of the colonization. Students discuss how the works reflect limited knowledge of the other group,
and how each group’s comments about the other reveal the cultural perspective of the relator.
o Students discuss the important insights these works reveal regarding “Las sociedades en contacto.”
o Students compare and contrast artistic representations of the colonization with the messages and
themes represented in the works on the reading list. Example paintings: Diego Rivera’s murals at
the Palacio Nacional, including La Historia de México, México Prehispánico y Colonia, and La Llegada
de Hernán Cortes a Veracruz.
Don Quixote & Lazarillo – (CR11)
o Students explore various versions of and allusions to Don Quixote or Lazarillo that have been
created. Using the internet, students look for a version of Don Quixote or Lazarillo that they feel
could add to the class’s understanding of the tale. Students bring that version to class (via YouTube
link or similar), show it to the class, and explain how this version relates to the original that we are
reading.
o Students use the internet to look for commentary, analysis or projects by other students of these
canonical works around the globe. Each student chooses one example of such a project that they
have found on the internet to bring in and share with the class. Students discuss whether they agree
with the analytical or artistic choices that the project creator made—which choices they think were
correct or insightful, which understand the message and take it to a new, creative place, and which
seem to misunderstand the message of the text.
Example summative writing assignments:
1.) Analiza como Exemplo XXXV (“De lo que aconteció a un mozo que casó con una mujer muy fuerte y muy
brava”) de El Conde Lucanor representa las características del apólogo oriental y el contexto histórico de la
España de la época medieval. En tu ensayo debes comentar los recursos literarios del apólogo oriental.
Debes incluir ejemplos del texto que apoyen tus ideas.
2.) Analiza el efecto de los recursos literarios que los autores emplean en los dos poemas para desarrollar el
tema del paso del tiempo. En tu ensayo, compara la presentación de este tema en los dos posmas. Debes
incluir ejemplos de los textos que apoyen tus ideas. Poema 1: “En tanto que de rosa y azucena” Poema 2:
“Mientras por competir con tu cabello”
3.) Lee la siguiente selección de “Segunda carta de relación” y estudia la pintura, México prehispánico y colonia.
Luego compara la representación de la sociedad mexica en las dos obras en relación al género de la carta de
relación.
Unit 2 – 1800’s-1917
“En una tempestad”
Rima LIII (“Volverán las oscuras golondrinas”)
“Nuestra América”
“He andado muchos caminos”
“A Roosevelt”
“Las medias rojas”
Contexts:
Romantic period in the arts
Relationship between Latin America and the United States
Relationship between the New World and the Old World
Depiction of nature in the Romantic period
Genres:
ensayo
cuento
poema
Literary terms: alusión, in medias res, tropos, terms from previous sections
Example Activities:
A Roosevelt –
o Research the allusions and symbols referenced in the poem. Explain how each contributes to the
vision of 1. the United States and 2. the Spanish-speaking countries of the Americas as represented in
the poem.
o Discuss important events of history of the Western Hemisphere during this time, the way Darío is
representing the then-current relationship between the U.S. and Latin America, and historical and
political contexts that could contribute to his perspective.
o Discuss how this poem relates to the theme “Las sociedades en contacto.”
o Compare/contrast this poem with other artistic expressions of nationalism and ethnic identity in the
Romantic period and early 20th century.
Las medias rojas –
o Discuss the impunity of violence against women as represented in Clodio’s attack on Ildara. Compare
and contrast this with the fear of the new wife in the selection from El Conde Lucanor, in view of the
almost 600 years separating the writing of these two texts. Discuss how each text relates to the “La
contrucción del género” and “Las relaciones interpersonales” themes.
Example summative writing assignments:
1.) Analiza el efecto de los recursos literarios que los autores emplean en los dos poemas, “En tanto que de rosa
y azucena” and “Volverán las oscuras golondrinas” para desarrollar el tema del paso del tiempo. En tu
ensayo, compara la presentación de este tema en los dos posmas. Debes incluir ejemplos de los textos que
apoyen tus ideas.
2.) Analiza el efecto de los recursos literarios que los autores emplean en las dos obras, “A Roosevelt” and
“Nuestra América” para desarrollar el tema del carácter de América Latina. En tu ensayo, compara la
presentación de este tema en los dos poemas. Debes incluir ejemplos de los textos que apoyen tus ideas.
Unit 3 – 1917-1945 – The changing world
Works to be read:
“Peso ancestral”
“Prendimiento de Antoñito el Camborio en el camino de Sevilla”
“El hijo”
San Manuel Bueno, mártir
“Balada de los dos abuelos”
“Walking around”
La casa de Bernarda Alba
“A Julia de Burgos”
Contexts:
Tradition vs. Modernity in Spain (religion, gender roles, politics, etc.)
Spanish Civil War and general inter-war dynamics
Marriage dynamics in rural Spain in the late 19th/early 20th centuries
Changing gender roles in the late 19th/early 20th centuries
Pablo Neruda’s time in the diplomatic service
Legacy of the colonization of the Carribean
Rural life in South America
Genres:
poema
romance
novela/nivola
drama
cuento
Literary terms: paralelismo, imágenes, arquetipo, simbolismo cromático, other terms from previous units
Example Activities:
La casa de Bernarda Alba –
o Read text of La casa de Bernarda Alba, then watch dramatized version of play.
o Discuss significance of important symbols in the play, e.g. el bastón, el vestido de Adela, las ventanas
de la casa
o Conduct a class discussion/debate in which each student selects the character that they feel is the
“worst” or most in the wrong, and the character that they feel is the “best” or most blameless and
upright. Students prepare a rationale to present to the class, giving examples from the text for why
they believe that their character is the best or the worst and attempt to persuade other students.
o As part of or sprouting from this class debate, students discuss who in society would be likely to
agree with Bernarda and who would be likely to agree with Adela. Students discuss the cultural
practices and perspectives represented by Bernarda and the reasons why Adela comes into conflict
with her. Students discuss the cultural practices and perspectives revealed in the actions of other
characters.
o Students analyze the explicit and implicit descriptions and depictions of women and men in the play,
in order to understand the play’s treatment of “La construcción del género.” Each student selects
three quotes from the play and explains to the class what these quotes reveal about gender roles and
assumptions in the cultural setting of the play.
o Students analyze this play’s connection to the theme “Las relaciones interpersonales” to explore the
impact that the actions of the various characters have on other characters.
San Manuel Bueno, mártir
o Students discuss the archetypal significance behind the names of the three main characters: Manuel
(Emmanuel), Lázaro, y Angela, and how those archetypes are played out by these characters’ roles in
the story.
o Students discuss the paradox that Unamuno sets up in his main character, between his lack of
faith/belief and his faithfulness/commitment.
o Students write a description of what they feel Unamuno would define as a “good person,” then
students explain to what extent they agree with Unamuno’s opinion.
o Students discuss this work’s relation to the theme “La dualidad del ser,” analyzing the effect of the
difference between Manuel’s public persona and his private convictions on himself and those around
him.
Balada de los dos abuelos
o Students discuss the relationship between peninsular Spanish colonists and enslaved Africans at the
time that Cuba and the other Caribbean islands were colonized. Students observe and note how
Guillén describes the differing experiences of his two “grandfathers.”
o Students discuss the question of similarities in the experiences of the two grandfathers. Are their
similarities? Are there similarities in the way that the grandfathers are described?
o Students analyze the emotional conclusions expressed in Guillén’s poem, and discuss whether the
message includes any form of judgement about the actions of either grandfather. Students discuss
what it might mean to Guillén to consider in this way the very different experiences of two sides that
he represents as being equally “his.”
o Students discuss the meaning of the ending of the poem. What is the central message of this poem?
o Students discuss the very personal meaning that this poem brings to the idea of the results of “Las
sociedades en contacto,” as experienced by the people in the Américas.
o Students compare and contrast the description of the colonization and its consequences in Guillén’s
poem with other accounts of colonization (One inescapably important aspect of “Las sociedades en
contacto” in Latin American literature) in other works on the reading list (Visión de los vencidos,
“Mujer negra,” “Chac Mool,” “Segunda carta de relación,” etc.)
Example summative writing assignments:
1.) Analiza el efecto de los recursos literarios que los autores emplean en los dos poemas “Peso ancestral” y
“Walking Around” para desarrollar el tema de lo que la sociedad espera de un hombre. En tu ensayo,
compara la presentación de este tema en los dos posmas. Debes incluir ejemplos de los textos que apoyen
tus ideas.
2.) Analiza cómo el poema “Prendimiento de Antoñito el Camborio en el camino de Sevilla” representa las
características del romance y el contexto histórico de la España de los años 1920. En tu ensayo debes
comentar los recursos literarios del romance. Debes incluir ejemplos del texto que apoyen tus ideas.
Unit 4 – The Boom
Works to be read:
“No oyes ladrar los perros”
“Chac Mool”
“El Sur”
“La noche boca arriba”
El hombre que se convirtió en perro
“Borges y yo”
“La siesta del martes”
“Mi caballo mago”
“El ahogado más hermoso del mundo”
Contexts:
Literature and styles of the Latin American Boom
Latin American in the mid 20th century
The connotations of “sur” in a southern hemisphere culture
Hispanic culture in the SW United States
Conception of pre-Colombian indigenous religious practices
Genres:
el cuento
Literary terms: realismo mágico, las partes de la estructura del cuento, narrador, narratorio, perspectiva,
paralelismo, other terms from previous units
Example Activities:
La noche boca arriba –
o Students identify and describe the two contrasting scenarios that are happening in this story to
ensure comprehension.
o Using a graphic organizer, students identify the parallel elements that form the links between these
two scenarios and make the story cohesive.
o Students examine the important similarities and important differences in the two contrasting
scenarios to make sense of why the two seem to share an important essence, and why the emotional
feeling is still very different as the main character vacillates between the two worlds.
o Discuss what this connection between two “distant” worlds contributes to our understanding of the
course theme “El tiempo y el espacio.”
Chac Mool –
o The class discusses the typical narrative of the conquest and colonization of present-day Mexico by
Spain, drawing on the perspectives of the “Segunda carta de relación” and the selections of “Visión
de los vencidos” to inform the discussion. Students discuss how this story relates to this established
narrative, and in what ways it turns that narrative on its head to provide a different view of “Las
sociedades en contacto.”
Example summative writing assignments:
1.) Identifica al autor y la época de este fragmento, de la obra “No oyes ladrar los perros.” Luego, explica el
desarrollo del tema de las relaciones interpersonales dentro de la obra a la que pertenece.
“Mira a ver si ya ves algo. O si oyes algo. Tú que puedes hacerlo desde allá arriba, porque yo me
siento sordo.
—No veo nada.
—Peor para ti, Ignacio.
—Tengo sed.
—¡Aguántate! Ya debemos estar cerca. Lo que pasa es que ya es muy noche y han de haber
apagado la luz en el pueblo. Pero al menos debías de oír si ladran los perros. Haz por oír.
—Dame agua.
—Aquí no hay agua. No hay más que piedras. Aguántate. Y aunque la hubiera, no te bajaría a
tomar agua. Nadie me ayudaría a subirte otra vez y yo solo no puedo.
—Tengo mucha sed y mucho sueño.
—Me acuerdo cuando naciste. Así eras entonces. Despertabas con hambre y comías para volver
a dormirte. Y tu madre te daba agua, porque ya te habías acabado la leche de ella. No tenías
llenadero. Y eras muy rabioso. Nunca pensé que con el tiempo se te fuera a subir aquella rabia a la
cabeza... Pero así fue. Tu madre, que descanse en paz, quería que te criaras fuerte. Creía que cuando
tú crecieras irías a ser su sostén. No te tuvo más que a ti. El otro hijo que iba a tener la mató. Y tú la
hubieras matado otra vez si ella estuviera viva a estas alturas.
Sintió que el hombre aquel que llevaba sobre sus hombros dejó de apretar las rodillas y comenzó
a soltar los pies, balanceándolo de un lado para otro. Y le pareció que la cabeza; allá arriba, se
sacudía como si sollozara.”
2.) Analiza cómo “El ahogado más hermoso del mundo” representa las características de realismo mágico. En tu
ensayo debes comentar los recursos literarios del cuento. Debes incluir ejemplos del texto que apoyen tus
ideas.
Unit 5 – 1970-present
Works to be read:
… y no se lo tragó la tierra (dos capítulos: “…y no se lo tragó la tierra” y “La noche buena”)
“Como la vida misma”
“Dos palabras”
“Mujer negra”
Contexts:
the immigrant experience in mid 20th- century U.S.
Latin America in the mid-20th century
Viewing history through the lens of modernity
Literature of personal experiences
Genres:
narrativo
poema
cuento
Literary terms: protagonista, trama, partes del cuento, punto de vista, and other terms from previous units.
Example Activities:
Dos palabras –
o Explore the role of letters and words in the life of Belisa. Explore how they are described in the story.
o Discuss the role of words and reading in the life of a literate person and in the life of an illiterate
person.
o Analyze how Belisa’s use of words relates to the theme “La creación literaria”
o Though they are not revealed in the story, discuss what the “dos palabras” might be.
Example summative writing assignments:
1.) Analiza el efecto de los recursos literarios que los autores emplean en los dos poemas, “Balada de los dos
abuelos” y “Mujer negra” para desarrollar el tema de la experiencia de las personas de ascendencia africana
en el Nuevo Mundo. En tu ensayo, compara la presentación de este tema en los dos poemas. Debes incluir
ejemplos de los textos que apoyen tus ideas.
2.) Identifica al autor y la época de este fragmento. Luego, explica el desarrollo del tema de la experiencia del
inmigrante dentro de la obra a la que pertenece. (de … y no se lo tragó la tierra, “La noche buena”)
“…Faltaban tres días para la noche buena cuando doña María se decidió comprarles algo a sus niños.
Esta sería la primera vez que les compraría juguetes…
[…]
…-- Pos sí, ojalá.
Por eso se decidió comprarles algo.”
Required Reading List (CR1)
Allende, “Dos palabras”
Anónimo, “Romance de la pérdida de Alhama”
Anónimo, Lazarillo de Tormes (Prólogo; Tratados 1, 2, 3, 7)
Gustavo Adolfo Bécquer, Rima LIII (“Volverán las oscuras golondrinas”)
Jorge Luis Borges, “Borges y yo”
Jorge Luis Borges, “El Sur”
Julia de Burgos, “A Julia de Burgos”
Miguel de Cervantes, Don Quijote (Primera parte, capítulos 1–5, 8 y 9;
Segunda parte, capítulo 74)
Julio Cortázar, “La noche boca arriba”
Hernán Cortés, “Segunda carta de relación” (selecciones)
Sor Juana Inés de la Cruz, “Hombres necios que acusáis”
Rubén Darío, “A Roosevelt”
Don Juan Manuel, Conde Lucanor, Exemplo XXXV (“De lo que aconteció
a un mozo que casó con una mujer muy fuerte y muy brava”)
Osvaldo Dragún, El hombre que se convirtió en perro
Carlos Fuentes, “Chac Mool”
Federico García Lorca, La casa de Bernarda Alba
Federico García Lorca, “Prendimiento de Antoñito el Camborio en el
camino de Sevilla”
Gabriel García Márquez, “El ahogado más hermoso del mundo”
Gabriel García Márquez, “La siesta del martes”
Garcilaso de la Vega, Soneto XXIII (“En tanto que de rosa y azucena”)
Luis de Góngora, Soneto CLXVI (“Mientras por competir con tu cabello”)
Nicolás Guillén, “Balada de los dos abuelos”
José María Heredia, “En una tempestad”
Miguel León-Portilla, Visión de los vencidos (dos secciones: “Los
presagios, según los informantes de Sahagún” y “Se ha perdido el
pueblo mexica”)
Antonio Machado, “He andado muchos caminos”
José Martí, “Nuestra América”
Rosa Montero, “Como la vida misma”
Nancy Morejón, “Mujer negra”
Pablo Neruda, “Walking around”
Emilia Pardo Bazán, “Las medias rojas”
Francisco de Quevedo, Salmo XVII (“Miré los muros de la patria mía”)
Horacio Quiroga, “El hijo”
Tomás Rivera, … y no se lo tragó la tierra (dos capítulos: “…y no se lo
tragó la tierra” y “La noche buena”)
Juan Rulfo, “No oyes ladrar los perros”
Alfonsina Storni, “Peso ancestral”
Tirso de Molina, El burlador de Sevilla y convidado de piedra
Sabine Ulibarrí, “Mi caballo mago”
Miguel de Unamuno, San Manuel Bueno, mártir
Resources for author interviews, videos or works of art:
1. < http://www.rtve.es/alacarta/videos/la-entrevista/entrevista-ana-maria-matute/591370/>
2. <http://www.rtve.es/>
3. <http://cervantestv.es/tag/escritores/>
4. <http://www.cervantesvirtual.com/>
5. <http://www.artehistoria.jcyl.es/>
AP Spanish Literature & Culture: Curricular Requirements
CR1 The course is structured to allow students to complete the entire required reading list published in the AP
Spanish Literature and Culture Curriculum Framework.
CR2 The teacher uses Spanish almost exclusively in class and encourages students to do likewise.
CR3 The course explicitly addresses each of the six course themes: Las sociedades en contacto (CR3a), La
construcción del género (CR3b), El tiempo y el espacio (CR3c), Las relaciones interpersonales(CR3d), La dualidad del
ser (CR3e) and La creación literaria (CR3f).
CR4 The course provides opportunities for students to discuss literary texts in a variety of interactive formats.
CR5 The course provides opportunities for students to analyze the relevance of literary texts to historical, socio-
cultural and geopolitical contexts.
CR6 The course provides opportunities for students to learn and apply literary terminology to the analysis of a variety
of texts representing different genres and time periods.
CR7 The course provides opportunities for students to relate artistic representations and audiovisual materials to the
course content.
CR8 The course provides opportunities for students to write short responses and analytical essays related to literary
texts, using language appropriate for literary analysis.
CR9 The course provides opportunities for students to analyze cultural products, practices or perspectives referenced
in literary texts.
CR10 The course provides opportunities for students to compare literary texts produced in different historical
contexts.
CR11 The course includes activities within and beyond the classroom setting for students to reinforce their
understanding of literary texts.
Resource Requirements
RR1 The school ensures that each student has a copy of the works being read, for individual use inside and outside of
the classroom.
RR2 The school ensures that students have access to a school or public library that includes works of prose, poetry,
fiction, and drama by a wide range of Peninsular and Latin American authors.
RR3 The school provides audio and video equipment and materials that allow for ongoing opportunities to relate
artistic representations and audiovisual materials to the course content and develop proficiency across the three
modes of communication. This equipment can include video or DVD players or computers, language labs, or compact
disc/cassette player.