:: Course Syllabus

Course Syllabus: AP Spanish Literature—combined

Assigned Readings for Day One

PRIOR TO THE INSTITUTE START DATE, EXAMINE the College Board Web site AP Central at http://apcentral.collegeboard.com/.

  1. If you have not already done so, register for an Education Professional account and begin to familiarize yourself with current resources on AP Central.
  2. Subscribe to the moderated Electronic Discussion Group (EDG) for AP Spanish and begin to visit the EDG Archives.
  3. Read from the Course Description: AP Spanish Language and Literature (posted on AP Central) the section related to AP Spanish Literature.

READ OVER the Required Reading List poetry from the Middle Ages through the Golden Age (the anonymous “romances”; poems of Garcilaso de la Vega, Luis de Góngora, Francisco de Quevedo, and Sor Juana Inés de la Cruz, as well as the drama in poetry El burlador de Sevilla y convidado de piedra, by Tirso de Molina) and consider the task of teaching these specific texts in your AP Spanish Literature classroom.

Day One Morning Session Discussion Topics

Introduction to the AP Spanish Literature curriculum; College Board materials; Web site resources, including the College Board Store and CollegeBoard.com; publishers’ materials.

Equity and access. Who should take AP Spanish Literature? The traditional versus the traditionally underrepresented AP student. The standard versus the heritage student. What we know about the future of AP Spanish Literature.

Day One Afternoon Session Discussion Topics

Discussion topics will include the assigned literary readings for Day One (see above); reading and the high school student; how to read like a college professor; the dual task of the AP Spanish Literature student: to read effectively; to write effectively. AP Spanish Literature free-response samples of Question 1 (Poetry), with scoring guidelines from the June 2009 Reading; a word about using sample essays in your classroom.

Assigned Readings for Day Two

READ OVER the Required Reading List 20th-century prose written by Larra, “Clarín,” Pardo Bazán, Palma, Quiroga, Unamuno, Borges, Cortázar, García Márquez, Martín Gaite, Fuentes, Rulfo, Ulibarrí, and Allende, and consider the task of teaching these specific texts in your AP Spanish Literature classroom.

Day Two Morning Session Discussion Topics

Planning your year; sample AP Spanish Literature syllabi; the usefulness of the most recently published AP Spanish Literature Exam (2003) and the Teachers’ Guide posted on AP Central; multiple-choice test-taking strategies; grading on the AP scale; getting your administration and your department on the team; dealing with other teachers and other departments; vertical teaming; professional organizations, particularly AATSP, ACTFL, CLTA and MCLASC; what to do between now and the fall.

Day Two Afternoon Session Discussion Topics

Discussion topics will include the assigned readings for Day Two (see above); continued discussion of reading and the high school student; how to read like a college professor; the dual task of teaching the AP Spanish Literature student: to read effectively; to write effectively. AP Spanish Literature free-response samples of Question 2 (Thematic Analysis), with scoring guidelines from the June 2009 Reading.

Assigned Readings for Day Three

READ OVER the Required Reading List poetry of the 19th and 20th centuries (by Heredia, Espronceda, Bécquer, Martí, Darío, Lorca, Machado, Neruda, Guillén, Storni, Burgos, and Castellanos), and consider the task of teaching these specific texts in your AP Spanish Literature classroom.

Day Three Morning Session Discussion Topics

Your job description: “Teaches history and geography with a broad brush. Is conversant with literary trends and genres”; diverse teachers’ curriculum guides, maps, timelines, information on literary tendencies and epochs; to do or not to do additional readings.

Day Three Afternoon Session Discussion Topics

Discussion topics will include the assigned readings for Day Three (see above); continued discussion of reading and the high school student; how to read like a college professor; the dual task of teaching the AP Spanish Literature student: to read effectively; to write effectively. AP Spanish Literature free-response samples of Question 3 (Textual Analysis), with scoring guide from the June 2009 Reading.

Assigned Readings for Day Four

READ OVER the Required Reading List texts that can be categorized as 20th century drama (playwrights: Lorca and Vodanovic), as well as those texts to which the Hispanic narrative form can be said to owe its origins (authors: don Juan Manuel, el Lazarillo [anónimo], Cabeza de Vaca, and Cervantes), and consider the task of teaching these specific texts in your AP Spanish Literature classroom.

Day Four Morning Session Discussion Topics

Discussion topics will include the assigned readings for Day Four (see above); continued discussion of reading and the high school student; how to read like a college professor; the dual task of teaching the AP Spanish Literature student: to read effectively; to write effectively.

Day Four Afternoon Session Discussion Topics

  • Some “do”s and “don’ts” concerning time management
  • Videos in the classroom: the problems
  • Quick-write classroom session assessments vs. classroom essay-writing
  • Storyboards, posters, music and other activities from the right brain
  • Homework ideas
  • Simulations: characters on trial, debates, becoming a character, dramatizations and the like
  • “Chiles y anchoas,” “Categorías,” and other games; the use of flash cards
  • Dealing with what we haven’t dealt with yet; final thoughts