Ami+Travillian-Vonesh



**(Unit #)**
 * Title: El Castigo de la miseria**
 * **Subject/Course**: AP Spanish, Spanish for Native Speakers II ||
 * **Topic: Literatura picaresca** || **Grades**: 11-12 ||


 * **Teacher: Ami Travillian-Vonesh, East Hall H.S., Gainesville, GA Dates:** ||
 * **Big Ideas: Themes of betrayal in literature, poverty’s effects on morality, women’s role in Spain in the Siglo de Oro, poetry and narrative literature, compare and contrast Spanish literature of the Siglo de Oro to English literature of the same period, make connections to modern literature, film or music**

Note: This work would be studied after reading other works from the period, such as “Lazarillo de Tormes”, selections from “La Celestina”, or other works as available. Due to its complexity, it would be best taught after a good introduction to the literature of the period. || **Stage 1 – Desired Results**

SNS2.INT1 Comprehend authentic spoken and written language on new and familiar topics presented through a variety of media in Spanish. A. Identify main ideas, supporting details and various elements, such as plot, theme, setting, and characters, from a variety of written texts. B. Understand some subtleties of meaning, such as intent, humor, and tone, in a variety of level-appropriate culturally authentic works in Spanish, such as radio and television segments or literary passages. E. Expand knowledge of academic and content-specific vocabulary in Spanish. F. Demonstrate Advanced-Low proficiency in listening, viewing and reading comprehension. SNS2.P1 Present information in Spanish orally and in writing using familiar and new vocabulary, phrases, and patterns in increasingly complex discourse. A. Summarize and communicate main ideas and supporting details from a variety of authentic language materials. B. Produce extended oral presentations using visual and technological support as appropriate. C. Write organized compositions using visual and technological support as appropriate. D. Demonstrate Advanced-Low proficiency in oral and written presentations with respect to pronunciation, intonation, and writing mechanics. SNS2.PPP1 Understand, describe, and discuss perspectives, practices, and products of Hispanic cultures, how they are interrelated, and how they differ. B. Discuss cultural patterns of behavior and issues of Hispanic identity in the modern world. D. Compare and contrast how Spanish is used in various countries and communities, in formal and informal settings, and by people from varying backgrounds. SNS2.CCC1 Reinforce and broaden knowledge of connections between Spanish and other subject areas including language arts, B. Identify and discuss how topics studied in other subject areas relate to those studied in Spanish class. C. Discuss how the viewpoints of people in Spanish-speaking communities are reflected in their practices and products, such as political systems, art, architecture, music, and literature. SNS2.CCC3 Expand knowledge of the English language through the study and analysis of the Spanish language. A. Compare linguistic elements of Spanish and English, such as pronunciation, usage, and grammatical structure, as well as popular idioms. B. Identify and use cognates to expand academic vocabulary in Spanish and English. || Students will understand that….. Siglo de Oro literature and the picaresque novel are products of the social, political and religious conditions of the time. Similarities and differences exist between English literature and Spanish literature. || **Essential Questions**: What are the characteristics of a picaresque novel? What happens in “El Castigo de la Miseria”? How is it similar to or different from other picaresque works? What are the key vocabulary elements in “El Castigo de la Miseria”? What are the grammatical elements that make picaresque literature challenging to modern readers? What symbolic elements are important in “El Castigo de la Miseria”? || 25 vocabulary words related to the story (see language section below) Four characteristics of the picaresque novel How “El castigo de la miseria” reflects the position of women in that period. How “El castigo de la miseria” differs from typical picaresque novels. || **Students will be able to**…. Show comprehension of selected vocabulary Describe main characters Determine which characters deceive and which are deceived and when, while reading story aloud Put story events in order Compare and contrast w. other picaresque works Comment on the role of women in the above works Summarize the story by writing a //romance// similar to the ones in the story, or by creating some other creative product such as a skit summary, poster, powepoint or video ||
 * **Established Goals (Georgia Performance Standards)**
 * **Understandings**:
 * **Students will know**….
 * **Language:**

sustentarse alimentar, proporcionar lo necesario para vivir ||  ||   ||   ||
 * sarna || enfermedad contagiosa de intenso picor de la piel ||
 * lacerió || conjunto de adornos ||
 * faltriqueras || bolsillos que se atan a la cintura ||
 * zarandajas || cosas menudas, sin valor ||
 * gentilhombre || sirviente de un caballero ||
 * miseria || avaricio, ser extremamente codo ||
 * paje || joven criado de un caballero ||
 * picardía || estado de ser engañoso o de hacer trampas para obtener algo ||
 * bellaco || astuto, malo, run ||
 * engañar || Decepcionar ||
 * fingir || decir mentiras para dar una impresión falsa ||
 * mentir || decir cosas que no son verdades ||
 * estafar || Defrauder ||
 * hurtar || tomar bienes contra la voluntad de su dueño ||
 * ginoveses || personas de Génova, en este caso, banqueros ||
 * socarrón || pícaro persona que se burla con ironía o que hace trampas ||
 * donaire || Gracia ||
 * fenecer || morir, fallecer, acabarse algo ||
 * ducado || moneda Antigua ||
 * desenvuelto || que tiene vergüenza, no sea cohibido ||
 * desenfado || no le importa que piense la gente ||
 * corredor de desdichos || persona que cause problemas ||
 * bien entendido || Astuto ||

**Stage 2 – Assessment Evidence**

Students will complete vocabulary exercises on QUIA Students will act out scenes from the work and will identify what happens to characters Students will create an original work which summarizes the story Students will participate in discussions of picaresque novels and will produce a product which shows comprehension of material brought up in these discussions. || [] Vocabulary exercises & storyboard exercise ||
 * **Performance Tasks**:
 * **Other Evidence**:
 * **Stage 3 - Learning Plan** ||
 * **Learning Activities**:

1) Pre-reading activity: Working in small groups, students will generate a list of vocabulary that they have encountered in previous Siglo de Oro works, and will discuss meanings and possible false cognates. Teacher will quiz them on the meaning of “miseria” in Spanish, and point out what it means in the context of the literature of this period.

2) Teacher will present vocabulary through QUIA flashcards, sentences selected from the reading, etc. Students will define the words and make a vocabulary list or flashcards. Students can practice vocabulary through activities on QUIA. ([])

3) Divide class into small groups. Groups will read selected sections (page numbers attached) which describe or demonstrate aspects of each character. They will then create a mask/picture/power point slide which shows a visual representation of each character and his or her main characteristics. Each visual representation will be accompanied by a list of descriptive words which apply to the character. Groups will post art & list in a central place and will present their findings to the class as a whole.

4) Students will read the entire work, either individually or in pairs or groups, according to the level of the class.

5) (Optional: Students will make masks of to represent the characters in the work, and will wear them during the exercise outlined in #6)

6) Read selected sections to determine who deceives and who is deceived – 1) different students will wear a label with the name of the character in a scene. Other students will read selections which show an element deception and will place a label identifying each character as either “deceived” or “deceiver” on each character. After reading these scenes, students will add this information to the character art created in number 2.

7) Class will discuss motivation, means of characterization, and plot elements. Discussion should include comparison to other works read in English, such as Canterbury Tales, works of Shakespeare, or the “Decameron”.

8) Students will identify and discuss elements related to gender roles and expectations in the period and will draw on previous knowledge to compare and contrast the same elements from other works they have read.

9) To review, students will complete the “Put the story in order” activity on QUIA.

10) Assessment/extension:  · Compare and contrast //El Castigo de la Miseria// with other works of the picaresque genre in an essay or powepoint.   · Write an original “Romance” which summarizes the work, using the romancillos and other poems in the work as a model.   · Other student project w. teacher approval (powerpoint, poster, video, etc.) ||

Text for QUIA activity:

The following activity will automatically be scrambled, and the students have to put the plot elements in order. Note: For the full text of this activity, see the following site: []

Quia ordered list activity:

In the right column, enter the words, numbers, or phrases that the player will try to put in order. The left column indicates the order for your list. You can change the order by changing the numbers as needed. If you run out of rows, click //Add more rows// at the bottom of this section. To preview the entire list in the new order, click //Preview list// at the bottom of this section.
 * // Section 2: //****// List of Terms //**
 * ** Order ** || ** List ** ||  ||
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Resources: “El Castigo de la Miseria”, Spanish dictionary, Spanish/English dictionary as needed Computers, internet access, QUIA website as mentioned above. Possible: posters, construction paper and paint/markers and or other art supplies to make masks

Selections for characterization exercise (# 3)

Characterization of don Marcos: p.253, 254, 255, 256, 272, 277

Characterization of Inés: 257, 258, 261, 266, 275

Characterization of Marcela: 266, 268, 278, 283

Characterization of doña Isadora: 256, 257, 271, 272, 290

Characterization of Augustinico: 264, 275, 276, 278

Selections for “Engañado/Engañador(a) exercise #6 above:

p. 256 “Entre muchas que desearon ser…”

p. 271 below poem

p. 281 “Estuvo don Marcos hasta cerca…”

p. 282 “Ay señor mío…”

p. 284 “Es muy propio de los males…”