Westside High School Backwards-Design Lesson Plan
Westside High School Backwards-Design Lesson Plan
2014-2015
AP Spanish Literature and Culture
Unit: El Realismo y el Naturalismo
Estimated Time Frame: 1-6 through 1-23
Movements: Realismo y Naturalismo. Genre: Short Stories, Spain 19th century and Latin America 20th century.
Teacher: D. Lara
| Stage 1 – Desired Results TS- The Student |
|Understanding (s)/goals: |Essential Question(s): |Student Outcomes (objectives): |
|EU1: |EQ1: |SO1.1: TS can identify and analyze importance of rhetorical figures and |
|TS analyzes components of a literary work. |How elements from a literary work can |stylistic features in “Las medias rojas” |
| |convey the message the author intented? |SO1.2: TS can create a graphic organizer with different elements that |
| | |create the tone in “El hijo” |
| | |SO1.3: Ts can identify and explain how the language of “No oyes ladrar los|
| | |perros” reflects the relation between the characters. |
|EU2: |EQ2: |SO2.1: TS can compare a visual representation of the hard life in Spain of|
|TS situates and relates Literature of Realism|To what extent are characters limited by|the XIX century and the life of Ildara in “Las medias rojas” |
|and Naturalism movements to its social, |their physical surroundings, |SO2.2: TS recollect information about author Quiroga and setting for “El |
|cultural and historical contexts. |socioeconomic situation, and class |hijo”, Misiones in Argentina, and relate to short story. |
| |structure? |SO2.3: TS can explain how “No oyes ladrar los perros” reflects the social |
| | |situation of rural Mexico after their 1910 Revoultion. |
|EU3: |EQ3: |SO3.1: |
|TS compares viewpoints about different |What views about male and female roles |TS can compare the perspectives of role genders in Spain of the XIX |
|roles in society of Spain in the XIX century|in society are conveyed in the short |reflected in “Las medias rojas” vs. own. |
|and Latin America in the 20th century vs. own|stories from Spain of the XIX century? | |
|society. | | |
|EU4: |EQ4: |SO4.1: |
|TS explains the importance of each individual|How do individual decisions influence in|TS can create a questionnaire for Ildara that reflects her reasons to |
|in a family or community, supported by the |own family and community? |become an immigrant. |
|interpretation of texts | |SO4.2 |
| | |TS can compare and contrast the characters (sons) of “No oyes ladrar los |
| | |perros” and “La siesta del martes” and explain the reasons both became |
| | |criminals. Can they justify their actions? |
|Stage 2 – Assessment Evidence |
|Performance Task(s) and Other Evidence: (Assessment evidence should be collected for each Student Outcome (SO) listed above.) |
| |
|Formative |
|Summative (Attach copy) |
| |
|SO1.1 |
|Graphic organizer stylistic features and rhetorical devices in “Las medias rojas” |
|SO1.1, SO1.2, SO2.1, SO2.2, SO3.1,SO4.1 Writing Comparative Essay (AP test format) |
| |
|SO2.2 |
|Information about Quiroga and Misiones |
|SO1.1, SO1.2, SO1.3, SO2.1, SO2.2, SO2.3, SO3.1,SO4.1, SO4.2 Short story analysis poster. |
| |
|SO1.2 |
|Graphic organizer tone in “El hijo” |
|SO1.1, SO1.2, SO1.3, SO2.1, SO2.2, SO2.3, SO3.1,SO4.1, SO4.2 Unit Test |
| |
|SO4.1 |
|Questionnaire for Ildara (“Las medias rojas”) |
| |
| |
|SO3.1 |
|Short answer (AP Test Format) about role genders in “Las medias rojas” |
| |
| |
|SO2.1 |
|Short answer (AP Test format) compare a visual work of art with “Las medias rojas” |
| |
| |
|SO1.3 |
|SO2.3 |
|Listen and explain use of language in “No oyes ladrar los perros” and relate to socio political situation in Mexico after its revolution. |
|Quiz “No oyes ladrar los perros”. |
| |
| |
|SO4.2 |
|Graphic organizer, short answer. Compare and contrast characters (sons) in “No oyes ladrar los perros” and “ La siesta del martes” |
| |
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