AP® Spanish Literature and Culture

This workshop will give participants concrete strategies for designing and implementing an effective AP Spanish Literature and Culture course. Drawing from the Curriculum Framework, participants will learn how to create activities and assessments that develop students’ proficiencies  across the full range of language skills with special attention to critical reading and analytical writing. Participants will also learn to help students move beyond reading comprehension to relate the content and the style of the required texts to literary, historical, sociocultural and geopolitical contexts. Additionally, participants will gain a comprehensive understanding of the exam structure and receive practical advice on how to prepare for the course audit. This workshop will be conducted in Spanish.

Participants should bring the following:

Each participant will receive the The College Board AP Spanish Literature and Culture Workshop Handbook for professional development.

The participants should visit the CB AP Spanish Literature and Culture Home page before the APSI to become familiar with the required reading list.

Course Outline (Subject to Change):

Monday July 15

  • Icebreaker/Introductions 
  • Overview of the Course Description
  • College Board Equity Policy
  • Vertical Alignment
  • Integrate the 5 C’s of the Standards for FL Learning
  • Incorporate the 3 Modes of Communication as defined by the ACTFL Performance Guidelines
  • Explore the Spanish Literature and Culture Curriculum Framework
  • Overarching Aims
    • Provide students with ongoing and varied opportunities to develop proficiency in Spanish across a full range of skills with emphasis on critical reading and writing
    •  Encourage students to reflect on the many voices and cultures included in a rich and diverse body of literature written in Spanish.
  • **Activity Explore the 6 themes with the Reading list (38 titles only unabridged)
  • **Activity: The Required Reading List
  • Literary Terminology (3 groups represent a progression in ability to interpret and analyze literary texts.
  • Relate the content to literary, historical, sociocultural, and geopolitical contexts in Spanish
  • Themes provide a meaningful basis for making contextual connections among works of different genres, periods, and disciplines and facilitate the incorporation of other art forms.
  • **Activity Exploring Organizing Concepts
    • Match themes with Organizing Concepts
  • Preview the NEW teacher resources that will be available in 2019-2020.
  • “La Época Medieval” el contexto histórico, literario, sociocultural y geopolítico
  • Encuentro de culturas en la Península Ibérica (Siglos XIV-XV)
  • Reflections and Questions

Tuesday July 16

  • **Activity Exploring “Essential Questions”
  • Provocative questions designed to engage student interest and guide inquiry
  • Study the Exam format and understand all parts of the exam
  • Themes, Organizing, concepts and Essential Questions are used to make Connections
  • Interact and brainstorm what formative and summative assessments can be used with specific themes
  • Examine Learning Objectives
    • Categories of Learning Objectives: Interpersonal, Interpretive and Presentational Communication / Culture, Connections, Comparisons and Communities/ Language usage in support of literary analysis  
  • Examine Achievement Level Descriptions (benchmarks for proficiency and content knowledge in the classroom)
  • **Activity: Understanding the Learning Objectives
  • ALD work in concert with one another and should be considered holistically.
  • La Época Medieval: su contexto y su literatura.
  • “El Siglo de Oro: El Renacimiento y El Barroco”: el contexto histórico, literario, sociocultural y geopolítico de la época
  • Examine the College Module: El Imperialismo
  • Review the NEW teacher resources that will be available in 2019-2020
  • Reflections and Questions

Wednesday July 17

  • Experienced participants will share their knowledge and observations of the AP Spanish Literature and Culture Course
  • Experienced participants will offer suggestions on the presentation of the literary works, pacing and assessment throughout the week.
  • Resources for the Course: Supplementary materials, audio, audiovisual, online community
  • Practice Exam: format and required tasks
  • Be a student/Take parts of the exam
    • Analyze sample challenging items
    • Draw conclusions regarding a curriculum aimed at preparing students for these tasks
    • Draw conclusions regarding formative and summative assessments that will prepare them for the tasks
    • Become familiar and apply scoring guidelines for free-response items.
  • El Siglo XIX “El Romanticismo” y “El Modernismo”: el contexto histórico. literario, sociocultural y geopolítico de la época.
  • Reflections and Questions
  • Review the NEW teacher resources that will be available in 2019-2020

Thursday July 18

  • All NEW AP Spanish Literature teachers will need to submit a syllabus to the AP Audit department by November. You may adopt one in the course manual.
  • Review the free response questions on the 2018 Exam
  • Study Sample Syllabi
  • Reflections (What am I already doing to prepare for the course? What do I have to do now to be even more prepared?)
  • List the 10 most important items/words/phrases of each work. To share.
  • Review the NEW teacher resources that will be available in 2019-2020.
  • What is a Pecha Kucha presentation?
  • Participant presentations (Share one activity from the works I did not cover to evaluate the work according the AP Exam.)










Yolana Soliz Yolanda Soliz taught Spanish in the Texas public schools for 34 years (Brazosport ISD and Stafford MSD), was an adjunct faculty member of the Houston Community College for 15 years and taught  8 years at The Kinkaid School (independent) in Houston, Texas. She has taught all levels of Spanish (6-14) including AP Spanish Language and Literature, Pre-AP Spanish and Spanish for Heritage learners. Ms.