Universidad Autónoma del Noreste.
Elaboración y actualización de Programas
Datos de Identificación.
Estos datos se toman del Resumen de la Carrera, sirven para la ubicación de la Materia en el mapa curricular.
| Nombre de la Materia.
| Literatura Inglesa
| Clave.
| HM- 285
| Línea de Formación
| Literatura
| Carreras donde se imparte.
| LI
| Semestre.
| 5°
| Duración.
| 40 horas
| Materia(s) que debe haber aprobado el alumno para tener conocimientos, habilidades y destrezas para cursar exitosamente la Materia
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Requisitos Formales.
|
Ninguno
| Materia(s) que sin ser Requisito Formal, es conveniente que se imparta antes que esta materia.
|
Requisitos
Recomen-
dables.
|
Gramática del inglés 2 (HM-155)
Nivel de TOEFL mínimo de 500 puntos
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Justificación de la Materia
Descripción de la importancia de la materia para el desempeño profesional y el aprendizaje para la vida.
| The study of English Literature enables students to be introduced to drama, poetry and prose. This also provides an introduction to the writer’s craft. In taking this course students will have the opportunity to read literature in English from various periods and cultures. The course encourages in-depth study of text and critical and personal responses.
|
Objetivo de la materia
Es el resultado final al que se pretende llegar cuando concluya la Material.
| Al término de la materia, el alumno:
To master basic cognitive skills when listening, reading, speaking and writing.
To improve communicative skills in order to succeed in a global society.
To demonstrate knowledge of the writing process: researching, organizing, writing, rewriting, and referencing.
To improve vocabulary size and accuracy.
To become familiar with mayor works of English Literature of the United Sates and the world.
To identify the purposes and characteristics of the major literary genres.
To apply an in-depth understanding of genre as an aid to reading comprehension
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Contenido Temático.
Descripción organizada de temas y subtemas que conforman la materia. Los conocimientos deben estar orientados hacia aprendizajes vinculados con la realidad. Es importante determinar el tiempo estimado para su desarrollo.
| No. De Tema
| Temas y subtemas
| Tiempo
| I.
II.
III.
IV.
V.
VI.
VII.
VIII. IX.
X.
| INDEPENDENCE AND IDENTITY
Literary Analysis: The Moral of a Story
“The Cat Who Thought She Was a Dog and the Dog who Thought He Was a Cat” by Isaac Bashevis Singer (Short Story)
Literary Analysis: Character’s Motives
“Two Kinds” from “The Joy Luck Club” by Amy tan (Short Story)
Reading Informational Material: Magazine Article
“Golden Girls” by Johnette Howard (Magazine Article)
COMMON THREADS
Literary Analysis: Tribute
from “In Search of Our Mathers’ Gardens” by Alice Walker (Nonfiction)
Identifying Idioms
“Seventh Grade” by Gary Soto (Short Story)
Reading Informational Material: Memorandum
Memorandum (memo)
WHAT MATTERS
Literary Analysis: Modern Fairy Tale
“The Third Wish” by Joan Aiken (Short Story)
Literary Analysis: Repetition
“”The Charge of the Light Brigade” by Alfred, Lord Tennyson (Poem)
Reading Informational Materials: Cause-and-Effect Essay
How do Rainmakers Make Rain? (Cause-and-Effect Essay)
MEETING CHALLLENGES
Literary analysis: Humorous
“The Night the Bell Fell” by James Thurber (Humorous Essay)
Literary analysis: Suspense
“The Highwayman” by Alfred Noyes (Poem)
Reading Informational Material:Signs
“The National Oregon Trail center” (Sign)
JUST FOR FUN
Literary Analysis: Character Traits
“Cat on the Go” by James Herrriot (Autobiography)
Reading Informational Materials: Government Publications
“Walking for Exercise and Pleasure” by The President’s Council of Physical Fitness and Sports (Government Publications)
“The Iceman” by Don Lessem (Primary Research Article)
SHORT STORY
Literary Analysis: Plot
“Rikki-tikki-tavi” by Rudyard Kipling (Plot)
Literary analysis: Theme
“Ribbons” by Laurence Yep (Theme)
Reading Informational Materials
“New Exhibit: Let the Good Times Roll: A Tribute to Rhythm and Blues (Press Release)
NONFICTION
Literary analysis: Reflective Essay
“I am a Native of North America by Chief Dan George (Reflective Essay)
Reading Informational Materials
“The Bill of Rights” (Public Document)
“Pandas” (Research Article)
DRAMA
“A Christmas Carol: Scrooge and Marley” by Charles Dickens
Reading Informational Materials
“Reviews of a Christmas Carol” (literary Criticism)
“Making Fantasy Real” (Response to Literature)
POETRY
Literary Analysis: Rhythm and Rhyme
“Annabel Lee” by Edgar Allan Poe (Rhythm And Rhyme)
Literary Analysis: Sound Devuces
“Maestro” by Pat Mora
“Fog” by Carl Sandburg (Figurative Language)
Reading Informational Materials
“Bat Attacks? By Laura Allen ( Comparison-and-Contrast Essay)
LEGEND, FOLK TALES, AND MYTHS
Literary Analysis: Legends
“Popocatepeth and Ixtlaccihuatl” by Juliet Piggott (Mexican Legend)
Reading Informational Material :
Tenochtitlan: Inside the Aztec Capital
Literary Analysis:Myth
“Demeter and Persephone”ll”
| 4 horas
4 horas
4 horas
4 horas
4 horas
4 horas
4 horas
4 horas
4 horas
4 horas
|
( material de apoyo al maestro)
| CONTENIDOS ……el alumno…
| Tema | Objetivo de cada tema
| Aprender a conocer
¿Qué tiene que saber?
| Aprender a hacer
¿Qué tiene que aprender a hacer?
| Aprender a ser y convivir
¿Cómo debe interactuar?
|
|
| Contenido Temático
| Habilidades
| Actitudes y valores
| 1
| To develop word analysis skills, fluency, and systematic vocabulary
| Different Genres that develop the theme of “Independence and Identity”
| 1. To analyze literary elements
2. To express and support responses to various types of texts
| Develop sense of personal responsibility
| 2
| To understand and apply appropriate writing and research strategies
| Different Genres that develop the theme of “Common Threads”
| To discuss, proof-read and edit their own writing for clarity and correctness ,e.g. by creating more complex sentences, using a range of connectives, simplifying clumsy constructions
| Develop sense of self worth
| 3
| To prepare, organize and present literary interpretations
| Different Genres that develop the theme of “What Matters”
| To record ideas, reflections and predictions about a reading selection.
| Understand and respect diversity
| 4
| To understand and apply listening and speaking strategies
| Different Genres that develop the theme of “Meeting challenges”
| To understand how a character can be communicated in words and gestures
| Develop healthy relationships
| 5
| To analyze character traits
To interpret idioms
| Different Genres that develop the theme of “Just for Fun”
| 1. To investigate how characters are presented
2. To know that an idiom is not meant to be interpreted literally.
| Develop leadership
| 6
| To analyze plot and conflict in a short story
| Different Genres that develop the theme of “Short Story”
| To understand the arrangement of events in a short story
| Make healthy lifestyle choices
| 7
| To analyze essays
| Different Genres that develop the theme of “Nonfiction”
| To compare literary works
| Be good community citizens
| 8
| To understand dramatic conventions including how tension can be built up through pace, silences and delivery
To be aware of the different ways of the English Language is spoken indifferent time, period, and different countries.
| Different Genres that develop the theme of “Drama”
| 1. Too understand the difference between direct and reported speech
2. To understand how dialogue is set out
| Develop sense of sharing.
| 9
| To analyze and compare poetic style, use of forms and the themes of different poets.
| Different Genres that develop the theme of “Poetry”
| To understand figures of speech
| Discover fulfill in a life work
| 10
| To identify and classify the features of myths, legends and fables
| Different Genres that develop the theme of “Legends, Folk Tales, and Myths”
| To know similarities and differences between oral and written storytelling
| Explore values, beliefs and spiritual identity
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Metodología
Tema
| Actividades de aprendizaje
Como maestro, ¿qué actividades propiciarán los conocimientos, habilidades y actitudes?
| Elementos a considerar en la evaluación
| 1
| Free writing “A World Without Mirrors”
Have students free write about activities that would be difficult to perform if people did not have access to mirror.
Follow with a class discussion in which students share their observations.
| How clearly is the sequence or order of events
How interesting is the conflict, problem, or change
How strong and precise is the language
| 2
| Write a Tribute
Ask students write a brief tribute to an important person in their life.
Ask students share their composition to the class
| The ability to summarize
The helpfulness in making the ideas clear
The understanding of the bigger picture of the topic
| 3
| Choose a fairy tale
Ask students to investigate a fairy tale, beginning with the origin of the tale and then finding different versions. Invite students to present their findings to the class.
| The ability of creating written descriptions and analyses
| 4
| Dramatization
Ask students to work in groups of four and dramatize, “The Bed Fell”, the confusion in the story at the point when all characters are involved
| Depth of understanding
Clarity
Coherence
Monitoring of their listener´s understanding
| 5
| Quality Posters
Working in groups ask students to create a small poster describing an idiom using cartoons
Share cartoons with the rest of the class
| Creativity
Use of good examples and explanations
| 6
| Map
Ask students to create a colorful map giving a visual illustrations of a short story plot
| The ability to organize ideas to establish visual criteria
| 7
| Essay
Write a persuasive essay about attacks on natures
| The ability to incorporate material learned in class into a coherent, well-argued, and analytical piece of writing that uses a variety of sources, including readings, discussions, and lectures.
| 8.
| Presenting a Radio Dramatization
Ask the students to work in groups and present a scene of
“ A Christmas Carol” as a radio drama
Tape –record and make adjustments after listening to the tape
Write commercials for sponsors of your broadcast
| Pronunciation
Tone of voice appropriate for the character and the situation
| 9
| Presentation
Ask students to work in pairs and compare literary works
Share with the group the features of two contrasting poems (Narrative and Lyric)
| The ability to use figurative language.
| 10
| Report
Ask students to write their own version of a legend using structures and themes identified in reading.
| Reflect the objective of the lesson
Reflect what has been taught
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7.- Criterios de Evaluación.
Definir criterios para evaluar. Considerar el desempeño del alumno en el logro del objetivo del tema, los contenidos (subtemas, habilidades, actitudes y valores), y la estrategia didáctica.
Descripción
| Peso Porcentual
| Participacipation
| 30%
| Workclass
| 30%
| Portfolio
| 20%
| Final Project
| 20%
|
| 100%
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8.- Apoyos Didácticos.
A.- Requerimientos Didácticos: Descripción del material audiovisual, programas computacionales y de apoyo que el docente puede usar para enfatizar aspectos del contenido temático (conocimientos, habilidades y actitudes).
B.- Requerimientos físicos: Descripción de espacios cuando es diferente al aula.
Es muy importante señale la utilización de estos materiales por tema.
Especificar:
Material audiovisual (videos, CD, otros)
Programas computacionales
Equipo para laboratorio
Materiales para laboratorio
Pruebas psicométricas
Pruebas proyectivas
Otros
|
| Requerimientos
| Tema
| Didácticos
| Físicos
| 1
| Overhead Projector, literary Works, CD. markers
| CD player
| 2
| Internet
| Computer Lab
| 3
| Visuals, markers
| Classroom
| 4
| Literary Works
| Library
| 5
| Overhead Projector, literary Works, CD, markers
| Classroom
| 6
| Overhead Projector, literary Works, CD, markers
| Classroom
| 7
| Internet
| Comp. Lab
| 8
| Movie “A Christsmas Carol”, TV, DVD Player
| Classroom
| 9
| Overhead Projector, literary Works, CD, markers
| Classroom
| 10
| Internet
|
| 9.- Bibliografía.
Libro de Texto
Autor
| Año
| Título y Edición
| Editorial
| Lugar de Publicación
| Pearson Education, Inc
| 2005
| Tímeles Voices, Tímeles Themes
(Bronze Level)
| Prentice Hall
| USA
| Pearson Education Inc.
| 2005
| Readers Companion (English Learner’s Version)
| Prentice Hall
| USA
| Libros Complementarios
Autor
| Año
| Título y Edición
| Editorial
| Lugar de Publicación
| Carol M. Shaffer- Koros
JessieM. Reppy
| 2003
| Exploration in World Literatura
| Cambridge University Press
| USA
|
| 2003
| Oxford Bookworms Collection
| Oxford University Press
| USA
|
| 2002
| Dictionary Cambridge Klett Compact
| Cambridge University Press
| USA
|
| 2000
| The Newbury House Dictionary of American English
| Monroe Allan Publishers
| USA
|
Material electrónico
10.- Créditos
Elaboró
| Correo Electrónico
| Campus
| Fecha
| Nancy Schmitt
| hschmitt@prodegy.net.mx
| Colegio americano
| Febrero 2005
| Revisó
| Correo Electrónico
| Campus y/o Empresa
| Fecha
| Bertha Lilia Quiroga Almaguer
| cupbetty@hotmail.com
| IMARC
| Febrero 2005
| Dr. Yolanda Casanova I.
| yolandacasanova9@hotmail.com
| UANE
| Marzo 2005
| Lic Beartriz Alvidrez
| bettyalvidres@hotmail.com
| UANE Saltillo
| Marzo 2005
| Ruth Handal Luján
| ruthkari1@hotmail.com
| UANE Saltillo
| Marzo 2005
|
Formato de Elaboración de Programas de Materia.
|