Taught by Jorge Zamora
Agenda
Monday, Day 1
Welcome, Orientation, and Understanding the NEW Course Framework
Synchronous (8:00–9:30am)
- Welcome, introductions & building community
- Overview of APSI expectations
- Warm-up: cultural headline, short interpretive activity, how WE begin our class
- What changed? New AP Spanish Language & Culture Framework overview
- 6 Units + Recommended Instructional Contexts
- New Skills Categories 1–3 (Interpretive, Interpersonal/Presentational, Cultural Understanding)
- New task types & their placement across the course
Break (9:30–9:45am)
Synchronous (9:45–11:00am)
- The New Exam Overview (MCQs)
- Listening + Reading structure (55 questions, 11 sets; new Listening-first order)
- Understanding the 5 Listening task types & 4–5 Reading task types
- Implications for instruction & curriculum design
Lunch (11:00–11:30am)
Asynchronous (11:30–2:00pm)
- Activity: Explore the new Course Framework (skills + units)
- Task: Draft or revise your unit overview for Units 1–2 (Families/Communities + Language/Culture)
- Optional: Begin reflecting on how to integrate cultural products/practices/perspectives
Synchronous (2:00–4:00pm)
- Equity and Access in the AP Classroom (heritage learners, ELs, pathway alignment)
- Whole-group debrief of asynchronous work
Tuesday, Day 2
Interpretive Communication & Multiple-Choice Mastery
Synchronous (8:00–9:30am)
- Warm-up interpretive mini-task: audio → chart synthesis
- Deep dive: Interpretive Communication Skills (1.A, 1.B, 1.C)
- Strategies for audio & text comprehension
- How to teach students to read charts, patterns, and data
- MCQ Listening:
- Audio + Chart
- Audio Report
- Instructional Guidance
- Interview
- Presentation
- Modeling & practice
Break (9:30–9:45am)
Synchronous (9:45–11:00am)
- MCQ Reading task types:
- Articles
- Article + Chart
- Literary Text
- Promotional Material
- Selecting + adapting authentic texts for AP level
- Group practice: scoring, analyzing distractors, teaching inferencing
Lunch (11:00–11:30pm)
Asynchronous (11:30–2:00pm)
- Build a mini interpretive task aligned to any of the 6 units
- Optional challenge: create a dual-skill interpretive task (audio → reading)
- Work on pacing guide incorporating new interpretive demands
Synchronous (2:00–4:00pm)
- Review teacher-created interpretive activities
- Discussion:
- How interpretive work supports the FRQs
- Scaffolding for diverse learners
Wednesday, Day 3
Overview of the the FRQs
- Project Presentation (3 min)
- Project Q&A (4 recorded questions)
- Argumentative Essay (largely unchanged)
Interpersonal & Presentational Communication + The Project
Synchronous (8:00–9:30am)
- Warm-up interpersonal exchange
- Skill Category 2 (Interpersonal & Presentational)—new emphases on:
- Register
- Cultural expressions
- Self-monitoring and comprehensibility (2.B.2–2.B.4)
- Teaching Interpersonal Speaking via project-related Q&A
- Strategies for building fluency & spontaneous speech
Break (9:30–9:45am)
Synchronous (9:45–11:00am)
- The New Project Presentation (20% of score)
- What students receive months before the exam (topic, sources)
- Teaching research skills (2.C.2), synthesis (2.C.4), cultural analysis (3.A)
- How to coach students to prepare a 3-minute presentation
- Developing the “Personalized Project Reference” sheet
- The Project Q&A (15%)
- Practice responding to unseen Q&A prompts
- Techniques for spontaneous, organized answers
Lunch (11:00–11:30pm)
Asynchronous (11:30–2:00pm)
- Create a model mini-project for your own course (adapted from any AP unit)
- Draft Q&A practice questions
- Reflect: Where will the project live in your yearly pacing?
Synchronous (2:00–4:00pm)
- Group share-outs of project drafts
- Coaching & feedback session
- AP Classroom (Parts 1 and 2): Using topic questions + progress checks to support
interpersonal/presentational skills
Thursday, Day 4
Argumentative Essay, Unit Design, and Best Practices
Synchronous (8:00–9:30am)
- Warm-up debate or claim + evidence mini-task
- Argumentative Essay (15%)
- Overview (largely unchanged)
- Structure, transitions, citing sources (2.C.5)
- Teaching synthesis + cultural integration
- Scoring student samples
- How interpretive skills feed the essay task
Break (9:30–9:45am)
Synchronous (9:45–11:00am)
- Culturally Sustaining Pedagogy in the redesigned exam
- Helping students understand products/practices/perspectives (Skill Category 3)
- Tech & AI integration: ChatGPT, Flip, Edpuzzle, video feedback tools, etc.
- Vertical alignment: supporting levels 1–4 with new expectations
- Preparing students for digital exam delivery (Bluebook updates)
Lunch (11:00–11:30pm)
Asynchronous (11:30–2:00pm)
- Build or refine a mini-unit or lesson for your presentations
- Finalize your instructional artifact (lesson, unit, project component)
Synchronous (2:00–4:00pm)
- Participant presentations (unit or lesson aligned to new framework) or best practices
- Final Q&A + “What I’m implementing next year” roundtable
- Evaluations + closing