Please Print This Document and Always Bring It to Class, from Day 1!

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Please print this Document and always bring it to class, from day 1!

UNIVERSITY OF NORT TEXAS

Department of World Languages, Literatures and Cultures

SPAN 3030.001 Cuento hispanoamericano, FALL 2014

Lang. 209, M-W 2-3:30 PM

Dra. Teresa Marrero

Horas de oficina: lunes y miércoles: 1- 1:50 pm, 3:30- 4:30 (Not on 11/5 and 11/10 due to a conference)

Mi oficina: LANG. 403 J

Electrónico: (no hay teléfono en mi oficina)

CLASS POLICIES:

Class will be conducted in our target language, Spanish.

The Department of Foreign Languages and Literatures cooperates with the Office of Disability Accommodation to make reasonable accommodations for qualified students with disabilities, as required by the American with Disabilities Act and Section 504, Rehabilitation Act. Please present your written accommodation request to your professor on or before the 6th class day.

Student Behavior in the Classroom:

Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.unt.edu/csrr

All cell phones or other messaging systems must be silenced prior to entering the classroom. NO INTERNET SURFING or EMAILING with any device in the classroom.

Chronic tardiness will count as ½ day absent. If an occasional tardiness is necessary, enter the classroom without disruption, please. Later find out from a classmate what you may have missed. Make sure you are counted as ‘present’.

A message from your Professor: I am very interested in the feedback I get from students, as I work to continually improve. Please feel free to speak with me about any class concerns during the semester.

Course objectives:

- To expand students’ knowledge of Spanish-speaking Latin American short fiction;

- To improve reading, oral and analytical thinking skills in Spanish;

-To promote independent research;

-To make significant relationships between reading, visual arts and information media (internet, Blackboard, YouTube);

-To stimulate a fair, relaxed and creative environment in order to enjoy the class!

Requirements: An active @unt.edu email account (sorry no external email addresses) and regular access to BlackBoard Learn. Blackboard: Reading assignments and texts posted during the semester. Students are required to check postings.

Please note: It is generally not recommended that students come into SPAN 3030 directly from SPAN 2040. Students find it easier to be successful in literature courses after taking 3000-level bridge courses (such as grammar, composition and oral practice courses) because students need to have mastered the basics, such as: a solid grammatical foundation (present and preterit conjugations of often-used regular and irregular verbs, common uses of ser/estar, por y para, common uses of the preterit vs. imperfect and of the subjunctives). Students need to have a strong handle on the grammar in order to both understand the stories and to write about them. The course builds reading comprehension from there. The vocabulary will grow as we go.

Texts: No purchases necessary. All available on the Internet, BlackBoard postings, or UNT netLibrary.

PLEASE NOTE: While most short stories are suitable for general readers, there may be some adult content.

Referencias: Diccionario.

Spanish/ Spanish: (Diccionario de la Real Academia Española)

Vaya a: “Diccionario de la lengua española:

Seleccione: Escriba la palabra…

Decida entre: ‘Búsqueda exacta’ (requires diacritical marks) o ‘Búsqueda sin signos diacríticos’ (without diacritical marks)

GRADING:

Pruebas (includes final):60%

One short presentation (4 minutes)10%

7 minute Oral/Visual Presentation15%

Attendance, class preparation, participation, reading quizzes, games15%

100-90= A 80-89= B70-79= C60-69= D59- menos= F

Extra credit. 2% for any TWO of these activities (1% each):

1. Go see a play or attend any Hispanic cultural event (to be announced).
2. Hand in ALL HOJAS in a CUADERNO at the end of the semester: must be typed, error free and complete in a SKINNY binder. See Horario for hand-in dates.
3. Do an extra short presentation (upon availability, first come, first served).

Important details/Detalles importantes:

10% of the assignment grade will be docked for no-shows on critical assignment days (short presentations, final presentations, and Pruebas). Make-ups must be requested. Due to the time-sensitivity of the material and the large class size, authorized short presentation make-ups may or may not be accommodated during class time (depending on our schedule). Students must contact Dr. Marrero via email at 24 hrs. prior to a scheduled absence. Emergencies must be documented. Please note: NO MAKE-UPS at the end of semester final assignments.

Pruebas, includes the final (60%. First two Pruebas are worth 25% each, the last one is worth 10%). May be true/false, multiple choices, in the format of any of our class activities (games) or short essay combined. Emphasis on information based on the readings, Hojas and class activities (games). Use the HOJAS as a study guide for Pruebas.

One short presentation (10%).

Students will make ONE short, 4 minute oral/visual presentations on a topic in the Horario. It will look like this example: 1. Estudiante: Marco Denevi. First come, first served student will present on the author Marco Denevi.

7 minute Oral/Visual Presentation (15%).

Outside of class, students will read one Latin American short story in Spanish of not less than 8 standard printed book pages in length and use one story read in class to compare and contrast. The selection of short story requires preapproval from Dra. Marrero and is on a first-come, first-served basis. No two students may present on the same story (it is boring).

Students can do a number of creative projects with this story, including creating a comic strips (dibujos animados), mapping out the story (mapa del cuento), creating a video (grabación de video), or a Power Point presentation (presentación de Power Point), or any other creative idea of yours. Just make sure you stay within the 7 minute time-frame! See end of Syllabus and Horario for explanation of activities.

For Comic Strip blanks please go to:

Comic Strip Printables

Attendance, oral class preparation (bringing HOJAS as worksheets to class), participation, games. (15%). Attendance required for ALL on presentation days, please. Observers earn added participation points on these days as peer evaluators.

Students are expected to attend class in a timely manner on a regular basis, to come prepared having read the stories, and to be ready and willing to orally engage in discussions. Please bring one HOJA to class for every story. Games are geared towards comprehension of content. SEE DOCUMENTS “HOJAS” and “FUN WAYS TO CHECK READING COMPREHENSION” AT END OF THIS SYLLABUS.

Lista de cuentos. Todos están en BB o en la Red:

PRIMERA PRUEBA:

“Apocalipsis” Marco Denevi (Argentina)

“La tentación del Buda” Teresa Marrero (Cuba)

“El hombre muerto” Horacio Quiroga (Uruguay)

“Continuidad de los parques” Julio Cortázar (Argentina)

“Emma Zunz” Jorge Luis Borges (Argentina)

SEGUNDA PRUEBA:

“Mujeres de ojos grandes” Ángeles Mastretta (México)

“La muñeca menor” Rosario Ferré (Puerto Rico)

“El ahogado más hermoso del mundo” Gabriel García Márquez (Colombia)

“¿Puta de verdad?” Teresa Marrero (Cuba)

“La noche boca arriba” Julio Cortázar (Arg.)

EXAMEN FINAL:

“El grito,” “El padre,” “La madre,” “El cráneo” Marrero (Cuba)

SCHEDULE:HORARIO TENTATIVO*

*Horario tentativo means that this is a projected work schedule. Changes are possible and will be announced IN CLASS. Check with your CLASS BUDDY for any changes if you are absent one or two days. For more than 2 consecutive absences, contact me at .

Subject line: SPAN 3030 ATTENDANCE and YOUR FULL NAME. Gracias.

FECHA / EN CLASE / TAREA
SEMANA 1
8-25-13 / Introducción al curso, cómo se lee un cuento, “Apocalipsis”
Explicación de Hojas y Actividades divertidas. Ver documentos al final de este sílabo. / “Apocalipsis” identificar el narrador, el final, cuento futurístico
Escribir HOJA.
Leer: “La tentación del Buda” identificar narrador, final, ironía. En BlackBoard.
Leer el sílabo.
8-27-14 / Preguntas sobre el sílabo.
Hacer Hoja “Apocalipsis”. Discutir “La tentación del Buda” y hacer Hoja.
La ironía. / Hacer Hojas para “Apocalipsis” y “La tentación del Buda” en limpio (means type the final versión).
9-1-14 / NO HAY CLASES
LABOR DAY / Tarea: Leer. “El hombre muerto” tipos de narradores, final, leitmotivo, Amazonas

Traer imágenes del internet para crear un marco escénico. Necesitan goma de pegar o scotch tape.
9-3-13 / “El hombre muerto” HOJA
1.Horacio Quiroga, Amazonas
2.Estudiante: Horacio Quiroga
Actividad: Crear un marco escénico con sus imágenes. NECESITAN GOMA DE PEGAR o SCOTCH TAPE / Tarea Terminar Hoja “El hombre…”
Repasar reglas de acentuación (accents).
Escribir un párrafo de 250 palabras en PAPEL exponiendo una idea central del cuento “El hombre muerto”
SEMANA 3
9-8-13 / Repasar reglas de acentuación (accents).
TRAER un párrafo de 250 palabras exponiendo una idea central del cuento “El hombre muerto”
6.Estudiante: suspenso y punto de vista / Leer: “Continuidad de los parques”

Cortázar, el suspenso, punto de vista, tipos de finales
Traer panel para dibujo animado
9-10-13 / “Continuidad…”HOJA
7. tipos de finales
8.Estudiante: Cortázar
Actividad: Dibujo animado / Terminar “Continuidad…”HOJA
Leer: “Emma Zunz”

Borges, narrador, presagio
Traer panel para dibujo animado
SEMANA 4
9-15-13 / “Emma Zunz” HOJA
9.Estudiante: Borges
10.Estudiante: presagio
Actividad: Dibujo animado / Terminar Hoja, “Emma…”
Leer de nuevo, “Emma Zunz”
YouTube, identificar el narrador, cuento detectivesco.
9-17-13 / “Emma Zunz” HOJA
11.Estudiante: Youtube, “Emma…”
12.Estudiante: cuento detectivesco. / Preparar su Bolsita mágica y Democracia
ESTUDIAR
SEMANA 5
9-22-13 / REPASO Bolsita mágica y Democracia
EXPLICACIóN DE PRES. ORAL/VISUAL.
REQUIRED ATTENDANCE / ESTUDIAR
9-24-13 / PRUEBA 1
REQUIRED ATTENDANCE / Leer: “Mujeres de ojos grandes”

Mastretta, el diálogo
SEMANA 6
9-29-13 / “Mujeres…” HOJA
13.Estudiante: Mastretta
14.Estudiante: diálogo
Escribir una aventura en “Mujeres..” / Terminar Hoja, “Mujeres…”
Leer: “La muñeca menor”
Blackboard, Ferré, cuento fantástico, Puerto Rico
10-1-13 / “La muñeca…” HOJA
15.Estudiante: Ferré
16.Estudiante: Puerto Rico
Actividad: Más aventuras del personaje / Terminar Hoja, “La muñeca…”
Leer: “El ahogado más hermoso del mundo”

García Márquez, hipérbole
Traer panel para dibujo animado
SEMANA 7
10-6-13 / “El ahogado…” HOJA
17.Estudiante: García Márquez
18.Estudiante: hipérbole
Actividad: Dibujo animado / Terminar Hoja, “El ahogado…”
Leer: “¿Puta de verdad?”
Blackboard. Miami South Beach, jinetera (el jineterismo) La Revolución cubana
Traer panel para dibujo animado. Traiga su celular
10-8-13 / “Puta….” HOJA
19.Estudiante: Miami South Beach
20.Estudiante: jinetera
21.Estudiante: La Revolución cubana Actividad: Dibujo animado o Actores y payasos / Terminar Hoja, “Puta…”
Leer “La noche boca arriba”
Guerras floridas, el Boom literario latinoamericano
Traer escrito un momento inolvidabe en “La noche…”.
SEMANA 8
10-13-13 / “La noche boca arriba” HOJA
22.Estudiante: Guerras floridas
23. el Boom literario Actividad: Mom. inolvidables / Terminar Hoja, “La noche…”
Estudiar
Preparar su Bolsita mágica y Democracia
10-15-13 / REPASO-Bolsita mágica y Democracia.
EXPLICACIóN DE PRES. ORAL/VISUAL.
REQUIRED ATTENDANCE / Estudiar
SEMANA 9
10-20-13 / PRUEBA 2
REQUIRED ATTENDANCE / Leer: “El grito”, BlackBoard
monólogo, voseo argentino
Decida su actividad favorita para este cuento.
10-22-13 / “El grito” HOJA
26.Estudiante: diferentes tipos de monólogos
27.Estudiante: voseo argentino
Actividad favorita estudiantil / Terminar Hoja, “El grito”
Leer: “La padre” BlackBoard
Buenos Aires, subterráneo (el subte), La Boca
Traiga su celular!
SEMANA 10
10-27-13 / “El padre” HOJA
29.Estudiante: Buenos Aires
29.Estudiante: el subte
Actividad: Actores y payasos
Dibujos en la pizarra, fotos / Terminar Hoja, “El padre”
Leer: “El madre” BlackBoard.
Mar del Plata
¡Traiga su celular!
10-29-13 / “La madre” HOJA
30. Estudiante: Mar del Plata
Actividad: Actores y payasos / Terminar Hoja, “La madre”
Leer: “El cráneo” BlackBoard.
Robos cibernéticos
¡Traiga su celular!
SEMANA 11
11-3-13 / “El cráneo” HOJA
31. Estudiante: robos cibernéticos
Actividad: Actores y payasos / Terminar Hoja.
Preparar su presentación.
11-5-13 / Profe en conferencia. No hay clase. ESTUDIOS INDIVIDUALES / Preparar su presentación.
SEMANA 12
11-10-13 / Profe en conferencia. No hay clase. ESTUDIOS INDIVIDUALES. / Preparar su presentación.
11-12-13 / REQUIRED ATTENDANCE
7 PRESENTACIONES
REQUIRED ATTENDANCE / Preparar su presentación.
HAND IN EXTRA CREDIT: HAND IN CUADERNOS IN A SKINNY FOLDER. TYPED. CLEAN
SEMANA 13
11-17-13 / REQUIRED ATTENDANCE
7 PRESENTACIONES
REQUIRED ATTENDANCE
FOR ALL / Preparar su presentación.
HAND IN EXTRA CREDIT: HAND IN CUADERNOS IN A SKINNY FOLDER. TYPED. CLEAN
11-19-13 / REQUIRED ATTENDANCE
7 PRESENTACIONES
REQUIRED ATTENDANCE
FOR ALL / Preparar su presentación.
HAND IN EXTRA CREDIT: HAND IN CUADERNOS IN A SKINNY FOLDER. TYPED. CLEAN
SEMANA 14
11-26-13
11/27-13 Día GRACIAS / REQUIRED ATTENDANCE
7 PRESENTACIONES
REQUIRED ATTENDANCE
FOR ALL / LAST DAY TO HAND IN EXTRA CREDIT: HAND IN CUADERNOS IN A SKINNY FOLDER. TYPED. CLEAN.
SEMANA 15
12-1-13 / REPASO DE LOS ÚLTIMOS 4 CUENTOS PARA EL EXAMEN FINAL. Class evaluation & student grades so far. ¡FIESTA!
REQUIREDATTENDANCE / Estudiar
12-3-13 / Día libre. Estaré en mi oficina LANG 403J para consultas. / Estudiar
LUNES 12-8-13
1:30 – 3:30 pm / PRUEBA FINAL sobre los últimos 4 cuentos.

HOJA # ______

PARA EXTRA CRÉDITO: ESCRIBIR A MÁQUINA, EN LIMPIO Y SIN ERRORES. ORGANIZE LAS HOJAS EN EL ORDEN ESTUDIADO Y PÓNGALAS EN UN CUADERNO PEQUEÑO. No se aceptarán cuadernos grandes para esta asignatura. Gracias por comprender.

Dra. MarreroTiTULO DEL CUENTO:______

SPAN 3030¡¡RECUERDE LOS ACENTOS!!

AUTOR Y PAíS DE ORIGEN:

LA TRAMA (BREVEMENTE RECONTAR LO QUE PASó):

TIPO DE NARRADOR (¿CóMO LO SABEMOS?):

ASPECTOS LITETARIOS NOTABLES CON BREVES EJEMPLOS (POR LO MENOS 3):

EL FINAL (¿CóMO LO SABEMOS?):

EL TEMA:

¿HAY UNA MORALEJA?

Dra. Teresa Marrero

Fun Ways to Check Reading Comprehension- Actividades divertidas de comprensión.

1. Crear secuencia (Creating sequences)

After students have read a story (un cuento), check comprehension with this sequencing activity. Each student writes one major point of the story on note cards, put those cards into a grab bag, and shake it up. Each member of a small group should then pull one of the cards from the bag and place in its correct place in a sequence. Once group members have put all the cards in their correct place in the timeline, ask the rest of the class to check if the sequencing is correct. If it is, the group should then retell the story using the cards.

1. Dibujos animados (The Funny Papers)

Resource: Comic Strip Printables Template

Blank comic panels are a great resource for the reading teacher. Once students have finished a story selection, have each student select their favorite blank comic strip template (see Resource above) in which to retell the story. Students should then retell the major events in the story by filling in the empty blocks with pictures (stick figures are great!) and dialogue. Save these for reviewing.

1. La bolsita mágica (REPASOS para las Pruebas)

Students may enjoy a different creative expression of a story they have recently finished reading, and their classmates may enjoy seeing it as well. Ask each student to bring in a plastic bag (la bolsita mágica) for the activity. She-he should then choose a favorite scene from the story and illustrate it on a piece of paper. Have group members tell as much factual information about the story as possible (title, date, author, country, important literary elements, type of narrator, type of ending, etc.)

1. Más aventuras del personaje (expand on a character’s adventures)

Reading a good story can easily cross over into a writing activity. When students find a character they like or hate, ask them to write about the further adventures of that character. This will not only help to understand what they read, it will give them practice using vocabulary specific to that character found in the piece your class read.

1. Momentos inolvidables (outstanding moments)

Let students relive their favorite moments from a story with this activity. Ask a student to share his or her favorite moment from the reading selection, and have him-her write it on a notecard. Ask another student and then another to do the same. When you have about a dozen cards completed, ask your students to organize them in any way that is logical. There may be several organizations which are possible.

1. Marco escénico (scenic frame)

After finishing a fictional selection, ask your students to create a scenic frame of the setting for the story. They can draw the setting and include the important elements of that scene. Have your students include any characters in the scene as well.

1. Democracia (class voting). (REPASO para Pruebas)

Have each student write FALSO o CIERTO in two notecards (or pieces of papers). Have other students write statements about the story, some are true others are false.

Then, have each student read aloud a statement. The class should hold up her-his CIERTO o FALSO notecard in order to vote. Have students check each other to make sure all agree. For the false statements, ask your students what they would need to do to make them true.

1. ¡Actores y payasos! (Actors and clowns…Act it out)

Encourage students to act out in class with this post reading activity. Ask individuals or groups of students to pose as the characters in the story in a particular scene. Then, have other members of the group take a photo or record it with cell phone (1 minute max). Email the file to yourself and share with class the next time. Explain what is happening in the story at the moment they are acting out!

Modified from

SPAN 3030. DRA. MARRERO