Spanish Literature and Culture

Taught by Angélica Jiménez

Agenda

Monday, Day 1

• Bienvenida and brief teacher introductions
• Platforms for the week: Zoom, Google Classroom and Google Forms (“Boleto de Salida”)
• Agenda: Format and General Overview
• Exploring Google Classroom
  • Homepage for AP® Spanish Literature and Culture
• Overview of the “CED”
• In Pairs or Groups: Required Topic 1-Course and Exam Description (CED), PART 1 - making connections to the Curricular Requirements
• Whole group: Discussion and clarification of the Curricular Requirements and their role in your daily teaching of AP® Spanish Literature and Culture
• Asynchronous or Pairs: Required Topic 1, PART 2 – Course Planning for 2026-27
• Asynchronous: USING THE CED: Deeper Dive into the Course – use Table of Contents to explore the Required Reading list, Learning Objectives, Achievement Level Descriptions, Course Themes and Literary Terminology
• Required Topic 2-Expanding AP® Opportunities, (discuss strategies for creating a supportive AP® class for a wide range of students; discuss how educators can encourage students to participate in AP, including underrepresented students) Prepare paper to take notes during discussion in BreakOut Room(s).
• Overview of “Broadening Access to AP,” 32-page PDF
• Asynchronous: Explore “Broadening Access to AP,” with AP® Toolkit, focusing on your assigned AP® Toolkit Strategy
• Asynchronous: Watch one or both videos: “The Danger of a Single Story” and “Culturally Responsive Learning;” when done, may work on “Course Planning,” Instructional Strategy Project or other APSI topic.
• Debrief of Required Topic 2 (if everyone is done)
• Review “AFTER HOURS” ASSIGNMENT: CED, p. 174 “Success in AP® Spanish Literature and Culture”; p. 157+ “Instructional Approaches”; BEGIN DECIDING ON AN INSTRUCTIONAL STRATEGY TO PREPARE AND PRESENT TO GROUP ON LAST DAY OF APSI; review “Mi caballo mago” by Sabine Ulibarrí, 1964 (prose), as time allows
• Asynchronous: Complete “Boleto de Salida” as indicated

Tuesday, Day 2

• Morning Q/A with yesterday’s “Boleto de Salida”
• AP® Exam – OVERVIEW of Sections 1 and 2 (CED p. 177-83, on bottom right corners of the CED)
• Will be Asynchronous: AP® Exam – Practice with Section 1: Multiple Choice: CED, p. 184-85; prepare practice audio selection (CED, p. 184 or Tab in Canvas, Day 2) and paper (prepare paper- skipping line, number 1-15 and leave space to take notes while you experience taking a partial set of the MC exam). After completing the 15 questions, return to the exam and review same questions from a student perspective (“easy”, “middle”, “difficult” questions and “why” --write your thoughts on paper)
• Debrief of AP® Exam (Multiple Choice) with CED p. 184-5, and your notes in your group
• Required Topic 4 (note that Topic 3 will be moved to Days 3 and 4)-AP® Classroom and AP® Daily, with focus first on overview with Angelica’s demo “AP® Classroom”, then Asynchronous AP® Classroom Training Videos
• Review “AFTER HOURS” ASSIGNMENT: CED, p. 195-202 UPDATED “Scoring Rubrics” (Content and Language) for all four FRQs; review “Mi caballo mago” by Sabine Ulibarrí, 1964 (prose); review “Soneto XXIII” by Garcilaso de la Vega, 1524[?] and “Peso ancestral” by Alfonsina Storni, 1919 (poetry), as time allows
• Asynchronous: Complete “Boleto de Salida” as indicated

Wednesday, Day 3

• Morning Q/A with yesterday’s “Boleto de Salida”
• Understanding the 2026 Scoring Guidelines used for this year’s AP® exam (Content and Language) for two of the four FRQs, CED p. 195-202
• AP® Exam – Practice with Section 2: Free-Response: 2026 FRQs .
• Asynchronous: (“take” Section 2 by writing one “Short Response” and one “Essay” FRQ with two Google Docs provided)
• Debrief of AP® Exam (Free-Response Questions) in group or pairs, as majority of participants prefer…
• “Pre”-Required Topic 3 Instructional Approaches, CED p. 155+
• Required Topic 3-Strategies and Pedagogical Tools (Prose) with “Mi caballo mago”, including “Visual Thinking Strategies”, “Para Pensar”, “Escribe-Di Algo”, “Términos Literarios”, and “Apuntes Literarios”
• Required Topic 3-Strategies and Pedagogical Tools (Poetry) with “Soneto XXIII” and “Peso ancestral”
• “AFTER HOURS” ASSIGNMENT: Read “Achievement Level Descriptions” in CED starting on p. 137+; Finalize Instructional Strategy and upload to Google Classroom “Stream” to have ready for tomorrow’s presentation
• Asynchronous: Complete “Boleto de Salida” as indicated

Thursday, Day 4

• Note: Today’s “Boleto de Salida” will be posted before lunch
• Morning Q/A with yesterday’s “Boleto de Salida
• AP® Course Audit (new teachers only); experienced teachers work independently on any topic of the APSI
• AP® Course Skills - CED, p. 16 - what they are and how they connect to the Achievement Level Descriptors, p. 138+, to facilitate in-class use of these suggested rubrics for class assignments
• Required Topic 5-Assess and Reflect Overview of “AP® Instructional Planning Reports”: How to use your July “IPR” to plan for the 2026-27 academic school year
• Required Topic 3-Participant presentations of Instructional Strategy
• Continue with 2026-27 Course Planning (materials from Tab D), OR…
• Final discussions of any APSI topics
• If group desires to continue in communication, a participant may volunteer to prepare a digital spreadsheet and upload into our Canvas and Google Classroom for access
• Final words from participants and Angélica
• College Board evaluation (possibly another for the So. California APSI); despedidas…y GRACIAS 😊