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Spanish Literature & Culture

Angélica M. Jiménez

Angélica retired in June 2018 after thirty six years as an educator.  All but two of those years were at Redwood High School in Visalia, CA.  Before this, she taught first grade at Eastman Avenue School in East LA from 1982 to 1984.  While at Redwood, she taught all levels of Spanish but her favorite assignments were “Spanish 1 for Spanish Speakers” and “AP Spanish Literature and Culture”, the latter since 2003.  During the late 1980s she had the opportunity to be an adjunct Spanish instructor at College of the Sequoias, teaching Spanish to adult students.  Adults can be the best students!  Besides teaching, she has always tried to participate in other programs.  For example, she served as advisor for Redwood’s “Sociedad Honoraria Hispánica”, was a master teacher to several Fresno State and Fresno Pacific student teachers, served as a BTSA provider to several first and second year Spanish teachers, and was a member of the VUSD “Superintendent’s Summit Team”.  Now, in 2020-21, she continues her sixth year as one of the facilitators for the “Spanish Heritage Strand” with the Central California World Language Project.

Education: Angélica earned her BA in Chicano Studies from UCLA in 1981, and her teaching credential from UCLA in 1982.  She has both a Multiple Subject and a Single Subject Credential and has done upper division course work from Fresno Pacific University and Fresno State in “Engagement Strategies”, “Literacy in Action”, “Cohesive Writing” and for working as a BSTA Support Provider.

AP Consultant Experience:  I have been an AP Spanish Reader for AP Spanish Literature & Culture since 2005.  I began as a College Board Workshop Consultant in AP Spanish Literature & Culture in 2007.   In 2008, I trained as a “mentee” and later became a Mentor for the College Board’s consultant pool.  I served as a member of the “AP Spanish Literature Test Development Committee” in 2010-11.  Also, I have served as a member of the SAT2 Subject Test in Spanish Test Development Committee from July 2013 to July 2016.  I continue to enjoy conducting AP Summer Institutes and One-Day workshops for the College Board as an endorsed College Board consultant.

Publications:  I have contributed to the College Board’s “AP Spanish Literature, 2006-07 Professional Development Workshop Materials, and Special Focus:  Writing about Literature”; I was selected in 2011 as a collaborator on the workshop consultant materials for the “Redesign of the AP Spanish Literature and Culture Workshops”.  In 2013 I created a personal online blog (http://ajimenezapslc.wordpress.com/) to help, support and collaborate with other AP Spanish instructors.

Personal: I was born in México, but came to the United States as a baby with my parents.  My four siblings were born in Visalia, California, which is where we were all raised.  After graduating from Redwood High School in 1976, I attended UCLA and graduated 1982… Now retired, my cowboy husband and I live in the foothills near Lindsay, California.  In April 2019 our 35-year-old son passed away.  He served in the US Navy for 14 year.  He now lives in our hearts forever… We are very fortunate that our daughter and her family live close.  We give and receive love and support within this small circle.   Besides taking my daily walks, I enjoy reading books, watching thought-provoking television, being an “abuelita”, and enjoying time in our home.  Last year, I learned basic knitting techniques and this year I have been learning how to weave on my new loom. At the time of this writing I also assist our youngest granddaughter with her daily classes on Zoom.  I certainly do not feel “retired”

Agenda*

Five Day Course- July 12-16, 2021
Day 1
  1. Welcome, explanation of platforms to be used, and personal materials you should have for this week
  2. Participant introductions
  3. College Board Equity and Access Statement
  4. Required Topic 1-Course and Exam Description (overview of the CED)
  5. Required Topic 2-Course Introduction, including the required reading list, the Learning Objectives, Achievement Level Descriptions, Course Themes and Literary Terminology (first session)
  6. Debrief from Required Topic 2LUNCH BREAK
  7. Required Topic 2-Course Introduction, including the required reading list, the Learning Objectives, Achievement Level Descriptions, Course Themes and Literary Terminology (cont’d)JIMENEZ’S OFFICE HOUR
  8. Write “Reflection” for Day 1
  9. Assignment for today: Read p.  174: “Success in AP Spanish Literature and Culture”.  Also, think about and prepare an instructional activity that will be presented on FRIDAY.  You may also choose one from the “Instructional Strategies” section in the CED, starting on p. 157.  The strategy must be presented in digital format.
Day 2
  1. Morning Q/A
  2. AP Exam Overview-MULTIPLE CHOICE
  3. “Take” Section 1 (Multiple Choice) of the practice exam; place notes in CED on any questions you wish to clarify…
  4. Debrief of the Multiple Choice questions
  5. Required Topic 2-, (cont’d)–See DAY 1 “H”LUNCH BREAK
  6. Required Topic 3-AP Classroom (mandatory, especially for new teachers)
  7. Overview of AP Central websites, including information on “AP Spanish Literature and Culture”, the “Course Audit”, “College Board Online Score Reporting” and the “AP Teacher Community”JIMENEZ’S OFFICE HOUR
  8. Write “Reflection” for Day 2
  9. Assignment for today: Read p. 194-204: “Scoring Rubrics for FRQs”; review “Lazarillo de Tormes”
Day 3
  1. Morning Q/A
  2. Understanding  SCORING GUIDELINES for FRQs (only 2 FRQs, not all 4)…part of last evening’s assignment
  3. AP Exam Overview-FREE-RESPONSE
  4. “Take” Section 2 of the AP exam, “write” a well-written response for the assigned FRQs of the practice exam; place notes on any questions you wish to clarify…
  5. Debrief of the FRQ questions
  6. Required Topic 4-Assess and ReflectLUNCH BREAK
  7. Required Topic 5-Strategies and Pedagogical Tools
  8. Prose: Fragments of “Lazarillo de Tormes” (Pre-, During, and Post-Reading)—begin strategies and continue on Day 4
  9. Write “Reflection” for Day 3
  10. Assignment for today: Read and review “Achievement Level Descriptions” in CED; review poem “En una tempestad”, provided in Google ClassroomJIMENEZ’S OFFICE HOUR (possibly “after hours”, as requested)
Day 4
  1. Morning Q/A
  2. Required Topic 5-Strategies and Pedagogical Tools (cont’d from yesterday)                                               ↓
  3. Prose: Fragments of “Lazarillo de Tormes” (Pre-, During, and Post-Reading), finish from yesterday…
  4. Poetry: “En una tempestad” (anchor poem); “Sátira filosófica and “A Julia de Burgos” (as time allows)LUNCH BREAK
  5. Poetry: (continuation of Day 4, “C”)
  6. Instructional Model-Review
  7. Overview of AP Central websites, including information on “AP Spanish Literature and Culture”, the “Course Audit”, “College Board Online Score Reporting” and the “AP Teacher Community” (cont’d from Day 2) OR Return to “AP Classroom”JIMENEZ’S OFFICE HOUR
  8. Write “Reflection” for Day 4
  9. Assignment for today: Review “Course at a Glance” and ALL “Unit Guides”
Day 5
  1. Morning Q/A
  2. Course Skills Activity
  3. Course Audit (new teachers only)
  4. Experienced teachers may use this hour to explore CED or online resources
  5. Write “Reflection” for Day 5 (BEFORE OFFICE HOUR and LUNCH TODAY)JIMENEZ’S OFFICE HOUR

    LUNCH BREAK

  6. Participant Discussion of Online/Digital Resources (this may be a separate discussion from the activity below if Covid-19 restrictions continue in 2021-22)
  7. Participant Sharing of Instructional Strategy that may be used in this course or lower levels
  8. Closure of APSI with APSI director(s); plan to continue networking through Gmail, Google Classroom, other social media

*subject to change as per participants’ needs. APSI times will begin and end on Pacific Time, is 5 days in length, 6 hours per day to meet the College Board’s 30-hour requirement. Must have a personal Gmail account to access this Google classroom. Additionally, 5 hours will be dedicated to individual appointments (see “Office Hours”).