Start studying “La prodigiosa tarde de Baltazar” de Gabriel García Márquez. Learn vocabulary, terms, and more with flashcards, games, and other study tools. Story can be easily found online: html Standards: FLIL.A.A.1 – Identify the main idea and some. STUDY QUESTIONS–Preguntas de estudio Gabriel García Márquez. “La prodigiosa tarde de Baltazar” 1. Quién narra el cuento? (Punto de vista)? 2. Qué hace.

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Here is how I approached this story for my AP language class: This focused the class on one of the principal themes of the story and signaled that we are more interested in the ideas than learning complex vocabulary.

Students read this on their own. After asking student-generated questions on each section the students were experts.

La prodigiosa tarde de Baltazar

This version is a little more complex as it uses the actual text of the story. We read this version as a class and I model my surprise at significant details that were left out of the first version. This is also were I pause to wonder about the characters developing familiarity with their quirks before students are faced with the original version of the story. Next year I might have them make a storyboard at this point, but this year my students had a very good grasp of the story at this point and could retell it without the storyboard.

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AP Spanish Literature: La Prodigiosa Tarde de Baltazar

I have many heritage speakers in my class who really needed this step in order to not be intimidated by the original version. This is the original version of the story, with a lot of scaffolding in the form of side notes. Students read this proigiosa in pairs while I wandered around the room offering help, but they were pretty independent! Students were engaged because they could see exactly what was new, yet they were able to follow the story easily.

Furthermore, this is the only version that actually has the complete ending.

I did create a set of questions for literary analysis, which I wrote on the board one by one and we discussed as a class always referring back to the original story, thus prompting a fourth reading of selected parts. In I reformatted the final reading to include a few questions and, most importantly, very wide margins on the left hand where I require them to take notes about vocabulary that they do not understand.

There are still abundant notes on vocabulary provided in the right margins. Click HERE to download the more recent version of the final story.

During the class period after the last embedded reading I used this worksheet as a warm-up to review a few key vocabulary words from the story. We then created a class story together about what happened the next day when Baltazar awoke shoeless in the street.

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I insisted that we work in each of the target vocabulary words as often as we could, and we had a lot of fun doing it. This site uses Akismet to reduce spam.

Learn how your pdodigiosa data is processed. Courtney Nygaard — Spanish 2, 3 and heritage learners. Translating research into useful classroom ideas. Clearing up myths and misperceptions about S.

AP Spanish Literature

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