Literatura Inglesa






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Universidad Autónoma del Noreste.

Elaboración y actualización de Programas



  1. 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.



Duración.

40 horas

Materia(s) que debe haber aprobado el alumno para tener conocimientos, habilidades y destrezas para cursar exitosamente la Materia



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



  1. 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.




  1. 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


  1. 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

  1. 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)

  1. Literary Analysis: Character’s Motives

  • “Two Kinds” from “The Joy Luck Club” by Amy tan (Short Story)

  1. Reading Informational Material: Magazine Article

  • “Golden Girls” by Johnette Howard (Magazine Article)


COMMON THREADS

  1. Literary Analysis: Tribute

  2. from “In Search of Our Mathers’ Gardens” by Alice Walker (Nonfiction)

  3. Identifying Idioms

  4. “Seventh Grade” by Gary Soto (Short Story)

  5. Reading Informational Material: Memorandum

  6. Memorandum (memo)


WHAT MATTERS

  1. Literary Analysis: Modern Fairy Tale

  2. “The Third Wish” by Joan Aiken (Short Story)

  3. Literary Analysis: Repetition

  4. “”The Charge of the Light Brigade” by Alfred, Lord Tennyson (Poem)

  5. Reading Informational Materials: Cause-and-Effect Essay

  6. How do Rainmakers Make Rain? (Cause-and-Effect Essay)


MEETING CHALLLENGES

  1. Literary analysis: Humorous

  2. “The Night the Bell Fell” by James Thurber (Humorous Essay)

  3. Literary analysis: Suspense

  4. “The Highwayman” by Alfred Noyes (Poem)

  5. Reading Informational Material:Signs

  6. “The National Oregon Trail center” (Sign)


JUST FOR FUN

  1. Literary Analysis: Character Traits

  2. “Cat on the Go” by James Herrriot (Autobiography)

  3. Reading Informational Materials: Government Publications

  4. “Walking for Exercise and Pleasure” by The President’s Council of Physical Fitness and Sports (Government Publications)

  5. “The Iceman” by Don Lessem (Primary Research Article)


SHORT STORY

  1. Literary Analysis: Plot

  2. “Rikki-tikki-tavi” by Rudyard Kipling (Plot)

  3. Literary analysis: Theme

  4. “Ribbons” by Laurence Yep (Theme)

  5. Reading Informational Materials

  6. “New Exhibit: Let the Good Times Roll: A Tribute to Rhythm and Blues (Press Release)

NONFICTION

  1. Literary analysis: Reflective Essay

  2. “I am a Native of North America by Chief Dan George (Reflective Essay)

  3. Reading Informational Materials

  4. “The Bill of Rights” (Public Document)

  5. “Pandas” (Research Article)


DRAMA

  1. “A Christmas Carol: Scrooge and Marley” by Charles Dickens

  2. Reading Informational Materials

  3. “Reviews of a Christmas Carol” (literary Criticism)

  4. “Making Fantasy Real” (Response to Literature)


POETRY

  1. Literary Analysis: Rhythm and Rhyme

  2. “Annabel Lee” by Edgar Allan Poe (Rhythm And Rhyme)

  3. Literary Analysis: Sound Devuces

  4. “Maestro” by Pat Mora

  5. “Fog” by Carl Sandburg (Figurative Language)

  6. Reading Informational Materials

  7. “Bat Attacks? By Laura Allen ( Comparison-and-Contrast Essay)


LEGEND, FOLK TALES, AND MYTHS

  1. Literary Analysis: Legends

  2. “Popocatepeth and Ixtlaccihuatl” by Juliet Piggott (Mexican Legend)

  3. Reading Informational Material :

  4. Tenochtitlan: Inside the Aztec Capital

  5. Literary Analysis:Myth

  6. “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


  1. 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




  1. 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


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%


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

  1. Overhead Projector, literary Works, CD. markers

CD player

2

  1. Internet

Computer Lab

3

  1. Visuals, markers

Classroom

4

  1. Literary Works

Library

5

  1. Overhead Projector, literary Works, CD, markers

Classroom

6

  1. Overhead Projector, literary Works, CD, markers

Classroom

7

  1. Internet

Comp. Lab

8

  1. Movie “A Christsmas Carol”, TV, DVD Player

Classroom

9

  1. Overhead Projector, literary Works, CD, markers

Classroom

10

  1. 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

Tema

Liga

Referencia

English Literature

http://vos.ucsb.edu/browse.asp?id=2718


Web resources on literary –Theory from University of California

English Literature

http://vanderbit.edu//anS/english/flackcj/Litlndex.htm

Internet resources in Literature Prepared By Chris Flack

English Literature

http://lang.nagoyau.ac.jp/~matsuoka/EngLit.html

English Literature on the Web


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.

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