TFM DEFENSE SCRIPT

1.- PRESENTATION
–Good morning, my name is Laura Rodríguez Frías with DNI 41540191And what I
show below
–I am a student of the Master in Teacher Training. Specialty Spanish Language and
Literature.
–I am preparing to defend my TFM, which is titled: The Misfits. Didactic
programming of Spanish Language and Literature.
–And my thesis director has been Mó nica Durá n Mañ as

2.- JUSTIFICATION
–Main objective: to give meaning to the teaching of literature to understand who
we are. CONNECTION TEXTS AND REALITY
–In the two UUDD that we are going to develop, to understand the evolution of the
role of women in society and approach the gender problem.
–We will focus on Realism, since by attempting to show reality, it is the first
literary movement that focuses on denouncing the role of women in society.
– Las inadaptadas is a nod to chapter XVI: “La inadaptada” from La Regenta by
Leopoldo Alas Clarín. It alludes to the unhappy role that the bourgeois and
aristocratic woman must have played in the second half of the 19th century,
married for convenience, unemployed and dependent on a husband whom she did
not love.
*The idea for the development of the UUDD was given to me by the students
themselves: Atenea feminist association organized by the students
– Each quarter focuses on a different aspect :

3.- CONTEXTUALIZATION
• Fuhem Montserrat School
• Concerted/ Central neighborhood: El Retiro, in Madrid. Upper-middle
economic class. Most of the parents have higher education.
• 1st year of Baccalaureate: between 25 and 30 students. The class you are
addressing has 27 students.
4.-LEGAL FRAMEWORK
STATE
–AT A GENERAL LEVEL, THE GENERAL FRAMEWORK: The Spanish Constitution of 1978

– REGARDING EDUCATION CHRONOLOGICALLY: Organic Law 2/2006 on Education (LOE)

–The Organic Law 8/2013 for the Improvement of Educational Quality (LOMCE)

–And Order ECD/65/2015, which describes the relationships between the competencies, contents

and evaluation criteria of primary education, compulsory secondary education and the

baccalaureate.

AUTONOMOUS

–AT A GENERAL LEVEL, THE GENERAL FRAMEWORK: Organic Law 3/1983 establishing the Statute of

Autonomy of the Community of Madrid

–SPECIFICALLY IN THE COURSE CONCERNING US: Decree 52/2015 of the Government Council, which

establishes the Baccalaureate curriculum for the Community of Madrid

5.- OBJECTIVES

Within the contents that must be achieved by law at this stage, our didactic programming will preeminently

help to fulfill the following objectives set out in Decree 52/2015. They are staggered by the relationship

they have with each other, in such a way that the first acts as a base for the successive ones and so on until

the end of the series:

1) READING HABIT: literature, essays, articles as sources of reflection on one's own life and culture.
2) ORAL AND WRITTEN EXPRESSION: express feelings, reflections and points of view
3) CRITICAL SPIRIT: From the contrast with other realities (literature) and points of view (articles,
essays)

4) CIVIC CONSCIOUSNESS: analysis of society, of the feelings it generates in literary characters and in
the authors of essays and articles

5) PROMOTION OF EQUALITY: recognition of disadvantaged minorities and search for solutions

5.- COMPETENCES

They all work as it is necessary to do in all subjects. Some to a greater extent are therefore pyramidal in

shape. But there has been an effort to incorporate all of them, including mathematics, through, for example,
exercises in which statistics must be interpreted, such as the situation of women in Realism and Naturalism:

how many worked, how many were literate, etc.

In the rest it is easier to guess their development in the subject at hand. Linguistic communication: reading,

writing, debates, syntactic, morphological, discursive analysis. Or learn to learn: organize, schematize, as

text analysis and writing teach. etc

6.- CONTENTS

The four blocks required for the subject of Spanish Language and Literature are worked on.

1) Listening and speaking: Oral presentations. Taking notes from audiovisual media, etc.
2) Reading and writing: writing on the topics covered, text analysis
3) Knowledge of the language: morphological, syntactic, discursive analysis and social
stereotypes in literature...

4) Literary education: great protagonist. Romanticism, Realism, Naturalism, mov. poetics of the
end of the century. Argue your own critical judgment from what the works teach.
STRUCTURE BY BLOCKS + EDUCATION BY SKILLS:

1st Recognition and expression of one's own and others' feelings. Study of love and
feelings of belonging to a nation. Romanticism. Reading club.
2º Empathy and historical awareness. Study and analysis of gender problems.
Realism and Naturalism. Organization of a group that defends a cause.
3rd Exposition of one's own points of view. Vindication of the unclassifiable:
cursed poets of the end of the century. Debate and gathering. Creation of an
opinion blog.

UNIT 10
ORAL AND WRITTEN COMMUNICATION: Textual modalities:
presentation

LITERARY EDUCATION: Women in Realism: Stendhal, La Regenta

LANGUAGE KNOWLEDGE: Substantive subordination clause

UNIT 11
ORAL AND WRITTEN COMMUNICATION: Textual modalities:
argumentation
Women in Naturalism: sessions Doll's
LITERARY EDUCATION:
House, The Disinherited
KNOWLEDGE OF LANGUAGE: Explanatory and specifying adjective
subordinate clause

Attention Deficit Hyperactivity Disorder

8.- METHODOLOGY

1) Participatory master lesson. At the beginning of classes, as a general rule this method
would be used to review the knowledge that has been given in the previous lesson, requiring
the participation of the students by actively asking them about the content they should
remember. Next, some new point of theory would be explained, also in a participatory way,
with constant questions to the students so that they explain in their words what they are
being taught and to encourage them to express any doubts.
2) Cooperative learning: throughout the sessions, multiple activities will be proposed that
require work in groups of four or five students, strategically, so that the shyest students are
with the most extroverted to generate a balance; and that those who are good at different
aspects can help each other in addition. Thus, we ensure that, on the one hand, by solving
exercises, students discuss doubts and hypotheses, which in most cases end up helping to
solve the exercise satisfactorily, thanks to mutual help and the reflection process enriched
with the other; while, on the other hand, the more advanced student reinforces his
knowledge by explaining what he knows to the less well-versed; while the latter learns from
his partner.
3) Project-based learning: in this programming, students will frequently have to work on group
projects to address the content of the subject. The projects will also differ from one group to
another, so in the presentation of the work of each one of them the rest of the classmates
will learn what that group has worked on.
4) Use of ICT: In addition to frequently using the projector to play videos, songs and ppts, on
several occasions it will be proposed to conclude a teaching unit by checking the
assimilation of knowledge with the kahoot game. Thus, on the one hand, knowledge will be
consolidated, and, on the other, the student will become aware of those contents that he has
not yet assimilated well.

10.- DIVERSITY ATTENTION

Based on its characteristics, a series of guidelines.

11.- TRANSVERSAL ELEMENTS

1) READING HABIT:

As for the first, on the one hand, we find activities dedicated to reading the great
authors of both universal literature, such as Mary Shelley, Mary Wollstonecraft,
Edgar Allan Poe, Flaubert, Tolstoy, etc., and Spanish literature: Bécquer ,
Rosalía de Castro, Espronceda, Larra, Galdós, Clarín, etc. In addition, we deal
with all literary genres thanks to both the mandatory and extra classroom
activities, as well as those complementary to the entire course. Thus, they will
read novels in the classroom, especially from La Regenta ; theater, thanks to
the class performance of three scenes from A Doll's House ; and poetry, both in
class with Romanticism and the fin-de-siècle movements, and with a recital and
contest for the entire course in complementary activities. Likewise, in the extra
activities, reading pleasure is enhanced with the creation of a reading club.
2)
ICT, highlights the use of a WebQuest to solve a task, the constant use of the
projector for the presentation of theory, the creation of an opinion blog in extra
activities and recreational and educational supports such as kahoot.
3) Critical capacity, in addition to working in the sessions through essays,
classroom debates and argumentative and opinion texts, the creation of a
protest organization and an opinion blog are proposed as an extra activity.

12.- CONCLUSIONS
–Student training is a holistic whole. Motivation is essential and is achieved
with personal innovation . ICT, but also with novel introductions in the
classroom of traditional elements, such as theatrical performances. Likewise,
participation and cooperation are also essential: so that the student feels like
the protagonist of their own training process. Finally, and as I never tire of
repeating: applying what is studied to understanding ourselves, our reality.