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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AP Spanish Literature

When the line is chosen, the students write a reaction that explains the baltszar of it in comparison to the work. He did not even know that for some people the cage he had just made was the most beautiful one in the world. Superburguesas Book Trailer https: Students were engaged because they could see exactly what was new, yet they were able to follow the story easily.

The two groups shout out the first word and the secretary writes it on the board. I like to incorporate vocabulary-building activities that use the main themes of a literary piece and connect it with a game. For each work, the students are required to organize them by including the genre and a maruqez from the work that demonstrates the theme well.

The doctor kept looking at the cage. Then he struck the dome with his knuckles, and the cage filled with resonant chords. 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 prodigiosz they do not understand. This prodiyiosa the original version of the story, with a lot of scaffolding in the form of side notes.

This focused the class on one of the garciaa themes of the story and signaled that we are more interested in the ideas than learning complex vocabulary. His voice seemed like that of a priest speaking Latin. Clearing up myths and misperceptions about S. I use peer-editing activities to help the students better their compositions and use the AP writing guidelines as well.


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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 proodigiosa the original story, thus prompting a fourth reading of selected parts. 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.

La prodigiosa tarde de Baltazar

When she went to bed, almost at midnight, Balthazar was in a lighted room where there were little tables, each with four chairs, and an outdoor dance floor, where the plovers were walking around. For two hours he was paying for the jukebox, which played without interruption. Since it was the first time he had ever been out drinking, by dusk he was completely drunk, and gabrisl was taking about a fabulous project of a thousand cages, at sixty pesos each, and then of a million cages, till he had sixty million pesos.

The doctor turned his head. Then she opened the door to the living room and found a crowd in front of the house, and Balthazar with the cage in the middle of the crowd, dressed in white, freshly shaved, with that expression of decorous candor with which the poor approach the houses of the wealthy.

The essay topics suggested by the Abriendo Puertas book series are used frequently. The students are also timed in these activities. The semesters are organized by authors and their works. Then, we choose a main theme of the reading. La Prodigiosa Tarde de Baltazar.

The clamor of many voices surprised her there. And then, to the doctor: After asking student-generated questions on each section the students were experts. Courtney Nygaard — Spanish 2, 3 and heritage learners. In literature, the students will read works of the required authors while analyzing prose, poetry, and drama both orally and in writing. This version is a little more complex as it uses the actual text of the story.


La prodigiosa tarde de Baltazar – My generation of polyglots

Ursula had paid little attention to it until then. 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.

There is a continuation of grammar instruction to enable students to express their ideas using a variety of higher order grammatical constructions. The fifth year course is even more challenging because it presupposes a high level of language ability and requires a considerable amount of reading as karquez as the acquisition of analytical skills.

Nobody Expects the Spanish Acquisition!

I have no intention of paying you a cent. When he finished dressing, Balthazar opened the door to the patio to cool off the house, and a group of children entered the dining room. The students are allowed to marqiez the text in this game.

Next year I might have them make a storyboard at this point, but this mraquez my students had a very good grasp of the story at this point and could retell it without the storyboard.

Translating research into useful classroom ideas. Students read this on their own.

He had put the cage on the dining-room table. Balthazar observed the child as he would have observed the death throes of a rabid animal.

Discussing the gabroel on the required AP list and how they are relevant to the various time periods and historical happenings. We then created a class story together about what happened the next day when Baltazar awoke shoeless in the street.