41 | Why did you create these resources? Frustration with available sources for AP literature for HS students. Texts were adapted from college textbooks with little or no teacher support. What were your goals? Create an AP literature resource for educators that would support interactive, collaborative learning. The initial plan was to create a complete anthology divided into six literary eras as follows: 1. Siglos XIII-XIV, La Edad Media, Don Juan Manuel, El conde Lucanor Anónimo, “Ay de mi Alhama”, Anónimo, “Romance del Conde Arnaldos” 2. Siglos XVI—XVII Renacimiento, Alvar Núñe Caveza de Vaca, Naufragios, Anónimo, Lazarillo de Tormes Gracilaso de la Vega – Soneto XXIII 3. Siglo VII, Miguel de Cervantes Saavedra, El ingenioso hidalgo don Quijote de la Mancha 4. Siglo XVII Barroco, Luis de Góngora y Argote, Soneto CIXVI, Francisco de Quevedo y Villegas, Salmo XVII, Tirso de Molina, El burlador de Sevilla y convidado de piedra, Sor Juana Inés de la Cruz, Redondillas: “Quéjase de la suerte”; “Hombres necios” 5. Siglo XIX Romanticismo, Realismo y Naturalismo, José María Heredia, En una tempestad, José de Espronceda, Canción del pirata Gustavo Adolfo Bécquer, Las rimas IV, XI, LIII José Martí, Versos sencillos; Dos patrias Mariano José Larra, Vuelva usted mañana Ricardo Palma, El alacrán de fray Gómez Leopoldo Alas (Clarín), ¡Adiós, cordera! Emilia Pardo Bazán, Las medias rojas 6. Siglo XX, Darío, Unamuno, Quiroga, Machado, Storni, Lorca, Borges, Guillén, Neruda, Burgos, Cortázar, Rulfo, Castellanos, Ulibarrí, Martín Gaite, Vodanovic, Márquez, Fuentes, Allende Did you use a specific pedagogical framework or certain standards (ACTFL or otherwise)? The ACTFL standards guided us. What was your process for creating the resources, with whom, and with what tools? I began work with AP teacher Betsy Arnold, now retired, formerly of Cypress-Fairbanks ISD. We worked together and over the phone. I began with Word and later moved to MS Publisher to format our work professionally. We initially self-published and sold textbook sets to several teachers in several districts. What is the final product? A student Textbook to support the study of Cervantes' Quijote. The language of the Siglo de Oro can be an insurmountable barrier for many readers. This textbook provides historical information, narrative techniques, lists of characters, themes and key words before they begin to read each chapter. While reading, vocabulary glossed in comprehensible Spanish appears in the margin opposite challenging words. Cultural references and proverbs from the work facilitate a deeper understanding. Each chapter contains checks for understanding and ends with activities to build vocabulary. It includes required chapters 1-8, 10, 17 and 74 for AP classrooms. A teacher textbook designed to facilitate the teaching and deepen the understanding of Cervantes’ seminal work, don Quijote. The teacher support and resources include interpretive, interpersonal and presentational communication strategies, a chronology of the Siglo de Oro history and work, examples of poetry from the era and rubrics. Each chapter includes a summary in English, cultural information beyond the student text, warm-ups, closures and quizzes, answer keys to checks for understanding and end-of-chapter vocabulary reinforcement through retelling. Resources include word games, event sequencing, and brainstorming activities as well as a chapter test that includes essay questions similar to those found on AP exams. |
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