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 TS analyzes components of a How elements from a rhetorical figures and stylistic features in “Las literary work. literary work can convey medias rojas” the message the author SO1.2: TS can create a graphic organizer with intented? 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 TS situates and relates To what extent are the hard life in Spain of the XIX century and the life Literature of Realism and characters limited by their of Ildara in “Las medias rojas” Naturalism movements to its physical surroundings, SO2.2: TS recollect information about author social, cultural and historical socioeconomic situation, Quiroga and setting for “El hijo”, Misiones in contexts. and class structure? Argentina, and relate to short story. 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 What views about male TS can compare the perspectives of role genders in about different roles in and female roles in society Spain of the XIX reflected in “Las medias rojas” vs. society of Spain in the XIX are conveyed in the short own. century and Latin America in stories from Spain of the the 20th century vs. own XIX century? society. EU4: EQ4: SO4.1: TS explains the importance of How do individual TS can create a questionnaire for Ildara that each individual in a family or decisions influence in own reflects her reasons to become an immigrant. community, supported by the family and community? SO4.2 interpretation of texts 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 SO1.1, SO1.2, SO2.1, SO2.2, SO3.1,SO4.1 Writing devices in “Las medias rojas” 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 Listen and explain use of language in “No oyes SO2.3 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”