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Spanish Literature & Culture

Angélica M. Jiménez

Angélica M. Jiménez has taught all levels of Spanish at Redwood High School in Visalia, CA since 1984, with her forte being courses for Heritage Speakers and AP Spanish Literature & Culture. She also serves as a lead for her PLC, as well as advisor for Redwood’s “Sociedad Honoraria Hispánica”. Additional experiences include adjunct Spanish instructor at College of the Sequoias, and participation in the UC Consortium’s project “Spanish Literature for Spanish Speakers”.  For the last three years she has been a lead presenter for the advanced strands in the “Central California World Language Project” at Bakersfield Community College and Fresno State.

Education:  BA in Chicano Studies from UCLA in 1981; teaching credential from UCLA in 1982; upper division course work from Fresno Pacific University and CSU Fresno in “Engagement Strategies”, “Literacy in Action” and “Cohesive Writing”.

College Board Consultant Experience:  AP Spanish Reader for AP Spanish Literature & Culture since 2005; College Board Workshop Consultant in AP Spanish Literature & Culture since 2007; member of the “AP Spanish Literature Test Development Committee”, 2010-11; serves as a Mentor for the College Board’s consultant pool; member of the SAT2 Subject Test in Spanish Test Development Committee in July 2013-16.

Publications:  College Board AP Spanish Literature, 2006-07 Professional Development Workshop Materials, and Special Focus:  Writing about Literature; collaborator on the workshop consultant materials for the 2012 “Redesign of the AP Spanish Literature & Culture Workshops”; maintains her online blog at: http://ajimenezapslc.wordpress.com/ to help support AP Spanish Literature & Culture instructors and students around the world that visit the blog.

Family: Lives in the foothills near Lindsay, CA with her husband; they have two adult children and four grandchildren.

Course Objectives

  • Survey participants and to make an effort to meet their needs and expectations
  • Analyze and discuss the College Board’s Equity and Access philosophy statement; review the format of the AP Spanish Literature and Culture exam
  • Allow participants to take the entire MC section of the AP exam; at least one short response and one Free Response essay, and to debrief the experience with other participants
  • Review information on the AP Spanish Literature and Culture course, including the Fall 2012 Course Exam and Description; Assist participants to become familiar with the six course themes, sub-themes, essentials questions, and Achievement Level Descriptors
  • Allow participants to brainstorm and discuss lesson components using the above items
  • Demonstrate the AP Central website, its resources (for educators and students), including the “AP Teacher Community” for AP Spanish Literature and Culture
  • Share information on textbooks designed for the course, information on the Course Audit and Course Syllabus and the curricular requirements, share typical calendars for teaching the AP Spanish Literature and Culture course (with the four sample Course Syllabi)
  • Review the 2019 AP Spanish Literature and Culture exam draft student samples from June AP Reading
  • Allow participants to draw conclusions regarding a curriculum aimed at preparing students for the required tasks on the AP exam
  • Share with participants writing strategies and connections with Common Core State Standards,  and to allow participants to draw conclusions regarding formative and summative types of assessment which will prepare them for the required tasks on the AP exam 

To allow participants to:

  • Brainstorm supplementary materials that can be used for the course
  • Brainstorm and share formative and summative assessments to use within specific themes and/or works
  • To give participants the opportunity to do at least 4 hours of research in the laboratory and/or laptops (reviewing resources and preparing the APSI project, [TBA])
  • To allow participants to present their completed APSI project, either in groups or in front of the class, depending on number of participants;  create a network of colleagues by exchanging contact information for further communication and sharing of ideas via email or telephone
  • To share ideas and discuss successful strategies and activities used in their classrooms for:
    • teaching and practice of literary terms
    • teaching of poetry
    • incorporating music, video and other multimedia resources
    • incorporating student literature projects

To share consultant-made reading/writing strategies and activities:

  1. “Escribe/Di Algo” (double-entry reading journal)
  2. “Apuntes Literarios” (2-sided “ficha” for documenting key points in text)
  3. “Las Pautas” (scoring guidelines for “short response” and essays)
  4. Cooperative learning and engagement strategies


Four Day Course- July 12-15, 2021

Day 1

  1. Welcome, explanation of platforms to be used
  2. Participant introductions
  3. College Board Equity and Access Statement
  4. Required Topic 1-Course and Exam Description
  5. “Take” Section 1 (Multiple Choice) of the practice exam, (2019 CED p. 184-90); place notes in CED on any questions you wish to clarify…
  7. Debrief of the Multiple Choice questions
  8. Required Topic 2-Course Introduction, including the required reading list, the Learning Objectives, Achievement Level Descriptions, Course Themes and Literary Terminology
  9. Write “Reflection” for Day 1

Day 2

  1. Morning Q&A
  2. Require topic 3-AP Classsroom
  4. 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”
  5. Write “Reflection” for Day 2

Day 3

  1. Morning Q&A
  2. Understanding SCORING GUIDELINES for FRQs
  3. “Take” Section 2 of the AP exam, “write” a well-written response for the assigned FRQ of the practice exam (2019 CED p. 191); place notes on any questions you wish to clarify…
  4. Debrief of the FRQ questions
  6. Required Topic 4-Assess and Reflect
  7. Required Topic 5-Strategies and Pedagogical Tools
    Prose: “El conde Lucanor” (Pre-, During, and Post-Reading)
    Write “Reflection” for Day 3

Day 4

  1. Morning Q/A
  2. Required Topic 5-Strategies and Pedagogical Tools (cont’d)
    Poetry: “Balada de los dos abuelos”
  3. Exploring consultant-made and teacher- made instructional materials
  5. Write “Reflection” for Day 4
  6. Closure of APSI with the review on how to maintain participant contact through Canvas/Google Classroom for future networking

*subject to change as per participants’ needs