ANGELICA M. JIMENEZ
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"Our presenter Angélica M. Jimélnez was incredibly prepared, thorough in all she shared... everything flowed organically because the space created allowed everyone to contribute and ask questions. I am very happy to have selected this APSI and hope to meet Angelica again. She gives above and beyond to her participants."
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ANGELICA M. JIMENEZ
Angélica M. Jiménez, College Board Consultant:
I 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 (between SF and LA, near Sequoia National Park). Before this, I taught first grade at Eastman Avenue School in East LA from 1982 to 1984. This was one of five top bilingual elementary schools in the state! While at Redwood, I taught all levels of Spanish but my favorite assignments were “Spanish 1 for Spanish Speakers” and “AP Spanish Literature and Culture”, the latter since 2003. During the late 1980s I 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, I always have enjoyed participating in other programs. For example, I 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 privileged to serve as a member of the VUSD “Superintendent’s Summit Team.” Since 2014, I have been one of several facilitators with the “Spanish Heritage Strand” with the Central California World Language Project. During the 2020-21 and 2021-22 school years, CCWLP switched from in-person to virtual workshops. I have found the virtual workshops a positive format because they were free and accessible online to any credentialed or student teacher. For 2022-23 some CCWLP strands are in-person and some are virtual.
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. In June 2012 I had the privilege to serve on the College Board’s Standard Setting Panel, whose task was to determine the level of difficulty for each item on the revised Multiple-Choice questions for the May 2013 administration. Also, I have served as a member of the SAT2 Subject Test in Spanish Test Development Committee from July 2013 to July 2016. These opportunities have allowed me to travel throughout the country, including San Antonio, Cincinnati, Louisville, Tampa, Denver, New York, and many California cities. I continue to enjoy conducting AP Summer Institutes and One-Day workshops for the College Board as an endorsed College Board consultant for this course.
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 January 2013 I created a personal online blog (http://ajimenezapslc.wordpress.com/) to help, support and collaborate with other AP Spanish instructors. I must confess that even though I created it for teachers, students sometimes discover my blog. I hope that they find the material useful! I continue to maintain the blog and make additions and updates when possible.
Personal: I was born in México. My parents settled in Central California when I was five months old. Through the years 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 enjoyed the academic rigor and phenomenal course choices. I spent a total of eight years in Southern California before unexpectedly returning to the Central Valley. Now retired, my cowboy husband and I live in the foothills near Lindsay, California. Some of my pastimes include watching thought-provoking television, reading esoteric books, learning topics of personal interest online through webinars, caring for and enjoying our grandchildren, and continuing my teaching passion through the opportunities with the College Board, ETS and the Central California World Language Project. Some day soon, I hope to add “travel” to this list again☺
Angélica M. Jiménez can be contacted at: amjimenezconsulting@gmail.com
Check out her Blog: https://ajimenezapslc.wordpress.com/
Angélica M. Jiménez, College Board Consultant:
I 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 (between SF and LA, near Sequoia National Park). Before this, I taught first grade at Eastman Avenue School in East LA from 1982 to 1984. This was one of five top bilingual elementary schools in the state! While at Redwood, I taught all levels of Spanish but my favorite assignments were “Spanish 1 for Spanish Speakers” and “AP Spanish Literature and Culture”, the latter since 2003. During the late 1980s I 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, I always have enjoyed participating in other programs. For example, I 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 privileged to serve as a member of the VUSD “Superintendent’s Summit Team.” Since 2014, I have been one of several facilitators with the “Spanish Heritage Strand” with the Central California World Language Project. During the 2020-21 and 2021-22 school years, CCWLP switched from in-person to virtual workshops. I have found the virtual workshops a positive format because they were free and accessible online to any credentialed or student teacher. For 2022-23 some CCWLP strands are in-person and some are virtual.
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. In June 2012 I had the privilege to serve on the College Board’s Standard Setting Panel, whose task was to determine the level of difficulty for each item on the revised Multiple-Choice questions for the May 2013 administration. Also, I have served as a member of the SAT2 Subject Test in Spanish Test Development Committee from July 2013 to July 2016. These opportunities have allowed me to travel throughout the country, including San Antonio, Cincinnati, Louisville, Tampa, Denver, New York, and many California cities. I continue to enjoy conducting AP Summer Institutes and One-Day workshops for the College Board as an endorsed College Board consultant for this course.
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 January 2013 I created a personal online blog (http://ajimenezapslc.wordpress.com/) to help, support and collaborate with other AP Spanish instructors. I must confess that even though I created it for teachers, students sometimes discover my blog. I hope that they find the material useful! I continue to maintain the blog and make additions and updates when possible.
Personal: I was born in México. My parents settled in Central California when I was five months old. Through the years 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 enjoyed the academic rigor and phenomenal course choices. I spent a total of eight years in Southern California before unexpectedly returning to the Central Valley. Now retired, my cowboy husband and I live in the foothills near Lindsay, California. Some of my pastimes include watching thought-provoking television, reading esoteric books, learning topics of personal interest online through webinars, caring for and enjoying our grandchildren, and continuing my teaching passion through the opportunities with the College Board, ETS and the Central California World Language Project. Some day soon, I hope to add “travel” to this list again☺
Angélica M. Jiménez can be contacted at: amjimenezconsulting@gmail.com
Check out her Blog: https://ajimenezapslc.wordpress.com/
COURSE DESCRIPTION
In this institute we will dissect the Curriculum Framework for the AP Spanish Literature and Culture exam. Participants will analyze the AP curricular themes and sub-themes, learning objectives, achievement level descriptions, test questions, scoring guidelines, and student samples for the exam. Finally, we will examine and share teaching strategies, instructional materials, and online resources to make our AP program vibrant, relevant, and successful.
Agenda for AP Spanish Literature and Culture (subject to modification to meet participant needs) Platforms to be used: Google Classroom* (Must have a personal Gmail account to access this Google Classroom*)
Zoom, Jamboard (please review how Jamboard works: https://www.youtube.com/watch?v=S9m4HCjOkcA&t=45s)
NOTE 1: This APSI begins at 8:00am Pacific Time and ends at 4:00pm Pacific Time, is 4 days in length, with 7 hours per day total, PLUS “after hours” assignments, to meet the College Board’s 30-hour requirement. Also, each day there will be an hour for lunch, and two 15-minute breaks (morning and afternoon)
NOTE 2: 10 of the 30 hours are the following mandatory College Board topics for this AP Summer Institute:
Topic 1-Course and Examen Description, and Course Planning (2 hours)
Topic 2-Diversity and Inclusion, Equity and Access (1 hour) Topic 3-Strategies and Pedagogical Tools (3 hours)
Topic 4-AP Classroom and AP Daily (2 hours) Topic 5-Assess and Reflect (2 hours)
NOTE 3: Order of topics and duration may be adjusted to meet participant needs
NOTE 4: One hour each day of the APSI will be dedicated to individual appointments, overlapping with asynchronous time (see “Office Hours”)
Note 5: Attendance (with participants “on” Zoom camera [unless asked to turn “off” by Angélica]) will be monitored, with hours recorded on spreadsheet daily. Minutes will be subtracted if participant enters Zoom “late” or turns off camera. (Be respectful of everyone’s time; send Angélica an email [and “cc” APSI director] if you are anticipating being late or having issues with technology. Angélica’s “Office Hour” is a good time to discuss any said issue if participant wishes)
NOTE 7: A total of at least two hours of assignments will be given for Monday, Tuesday and Wednesday to comply with the College Board’s 30-hour requirement. See end of each day’s activities, “After Hours”, marked in ITALLICS.
Tentative Times and Topics
DAY 1
8:00a (Pacific DT)
Welcome, explanation of platforms to be used, and personal materials you should have for this week
8:20a Ice Breaker Activity (will share parts each morning during the week)
8:40a: Required Topic 1-Course and Exam Description (making connections to the Curricular Requirements)
9:40a-9:55a 15-minute break
9:55a: Required Topic 1-Course Planning (making connections to the Curricular Requirements)
10:55a/11:05: Debrief from Required Topic 1
11:05a: Begin Deeoer Dive as time allows before lunch…
LUNCH BREAK@11:45p-12:45 (Central DT)
12:45p: Deeper Dive into the Course, including the required reading list, the Learning Objectives, Achievement Level Descriptions, Course Themes and Literary Terminology
12:45p-simultaneous with Deeper Dive
JIMENEZ’S OFFICE HOUR
2:15p-2:30 15-minute break
2:30p: Debrief from Required Topic 1, Deeper Dive into the Course
2:55p: Required Topic 2-Diversity and Inclusion; Equity and Access
3:55p: Debrief of Topic 2
Complete “Boleto de Salida” (Exit Ticket) for Day 1@3:55p(PDT)
“After Hours” Assignment for today: Read p. 174: “Success in AP Spanish Literature and Culture”. Based on these ideas, 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 should be shared in digital format, please. If you present it, you will earn 5 ClassDojo points!
DAY 2
8:00a (Pacific DT): Morning Q/A
8:20a: AP Exam Overview-MULTIPLE CHOICE
8:40a: “Take” Section 1 (Multiple Choice) of the practice exam; place notes in CED on any questions you wish to clarify…
9:50a-10:05 15-minute break
10:05a: Debrief of the Multiple-Choice questions
10:35p: Required Topic 4-AP Classroom and AP Daily
LUNCH BREAK@11:45p-12:45 (Pacific Time)
12:45p: Required Topic 4-AP Classroom and AP Daily
1:35p: Planning for 2022-23, then continue with AP Central websites (see 1E again)
(2:00p-2:15p) take 15-minute break, if asynchronous, monitor your time😊
1:35p-simultaneous with 2J
JIMENEZ’S OFFICE HOUR
2:35p Q and A on “Course Planning”
2:45p
Choice of:
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” …OR start “la Tarea” (see yellow section below)
3:55p: Complete “Boleto de Salida” for Day 2
“After Hours” Assignments for today:
-Read p. 155-65 “Instructional Approaches”—MAKE A LIST of instructional approaches you already use—MAKE A 2ND LIST of the approaches you would like to learn more about.
-Read p. 194-204: “Scoring Rubrics for FRQs”(all 4 types of FRQs); read/review “Historia del hombre que se convirtió en perro” and “Salmo XVII”, your copy or copy provided in Google Classroom
DAY 3
8:00a (Pacific Time)
Morning Q/A
8:20a: Understanding SCORING GUIDELINES for FRQs (only 2 FRQs, not all 4) …part of last evening’s assignmentJ
8:40a: AP Exam Overview-FREE-RESPONSE
9:10a: “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…
10:00a-10:15 15-minute break
10:15a: Debrief of the FRQ questions
10:55a: Required Topic 3-Strategies and Pedagogical Tools
Prose: Reading of “Historia del hombre que se convirtió en perro” (plus Pre-, During, and Post-Reading strategies)—begin strategies…
LUNCH BREAK@11:45p-12:45 (Pacific Time)
12:45p: Continue with “Historia del hombre que se convirtió en perro”
2:15p-2:30 15-minute break
2:30a: Poetry: “Salmo XVII” (anchor poem); “En una tempestad” (as time allows)
3:45: Debrief of Required Topic 3 with CED
3:55p: Complete “Boleto de Salida” for Day 3
“After Hours” Assignment for today: Read and review “Achievement Level Descriptions” in CED. UPLOAD YOUR INSTRUCTIONAL STRATEGY TO THE “PARTICIPANT FOLDER” IN GOOGLE CLASSROOM BY THE MORNING BREAK TOMORROW!
JIMENEZ’S OFFICE HOUR (possibly “*after hours”, if requested
DAY 4
8:00a
Morning Q/A
8:20a: Course Skills Activity, with Achievement Level Descriptions
9:20a: Course Audit (new teachers only) *
*Experienced teachers may use this hour to continue exploration of CED or APSI resources (see 4G)
10:20a-10:35a 15-minute break
10:35a: Required Topic 5-Assess and Reflect
JIMENEZ’S OFFICE HOUR
11:35a: Complete “Boleto de Salida” for Day 4 (BEFORE OFFICE HOUR and LUNCH TODAYJ)
LUNCH BREAK@11:45p-12:45 (Pacific Time)
12:45p: Participant Sharing of Instructional Strategy (from Monday’s assignment) that may be used in this course or lower levels (5 minutes maximum per participant)
1:45p: Participant Discussion of Online/Digital Resources (this may be a separate discussion if participants feel more time can be devoted to this topic. If not, go to 4M)
2:15p-2:30 15-minute break
2:30p: “Participants’ Choice”….OR
Continue and refine Required Topic 1-Course Planning (making connections to the Curricular Requirements)…OR
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”
3:30p: Closure of APSI with APSI director(s); plan to continue networking through Gmail, Google Classroom, other social mediaJ
In this institute we will dissect the Curriculum Framework for the AP Spanish Literature and Culture exam. Participants will analyze the AP curricular themes and sub-themes, learning objectives, achievement level descriptions, test questions, scoring guidelines, and student samples for the exam. Finally, we will examine and share teaching strategies, instructional materials, and online resources to make our AP program vibrant, relevant, and successful.
Agenda for AP Spanish Literature and Culture (subject to modification to meet participant needs) Platforms to be used: Google Classroom* (Must have a personal Gmail account to access this Google Classroom*)
Zoom, Jamboard (please review how Jamboard works: https://www.youtube.com/watch?v=S9m4HCjOkcA&t=45s)
NOTE 1: This APSI begins at 8:00am Pacific Time and ends at 4:00pm Pacific Time, is 4 days in length, with 7 hours per day total, PLUS “after hours” assignments, to meet the College Board’s 30-hour requirement. Also, each day there will be an hour for lunch, and two 15-minute breaks (morning and afternoon)
NOTE 2: 10 of the 30 hours are the following mandatory College Board topics for this AP Summer Institute:
Topic 1-Course and Examen Description, and Course Planning (2 hours)
Topic 2-Diversity and Inclusion, Equity and Access (1 hour) Topic 3-Strategies and Pedagogical Tools (3 hours)
Topic 4-AP Classroom and AP Daily (2 hours) Topic 5-Assess and Reflect (2 hours)
NOTE 3: Order of topics and duration may be adjusted to meet participant needs
NOTE 4: One hour each day of the APSI will be dedicated to individual appointments, overlapping with asynchronous time (see “Office Hours”)
Note 5: Attendance (with participants “on” Zoom camera [unless asked to turn “off” by Angélica]) will be monitored, with hours recorded on spreadsheet daily. Minutes will be subtracted if participant enters Zoom “late” or turns off camera. (Be respectful of everyone’s time; send Angélica an email [and “cc” APSI director] if you are anticipating being late or having issues with technology. Angélica’s “Office Hour” is a good time to discuss any said issue if participant wishes)
NOTE 7: A total of at least two hours of assignments will be given for Monday, Tuesday and Wednesday to comply with the College Board’s 30-hour requirement. See end of each day’s activities, “After Hours”, marked in ITALLICS.
Tentative Times and Topics
DAY 1
8:00a (Pacific DT)
Welcome, explanation of platforms to be used, and personal materials you should have for this week
8:20a Ice Breaker Activity (will share parts each morning during the week)
8:40a: Required Topic 1-Course and Exam Description (making connections to the Curricular Requirements)
9:40a-9:55a 15-minute break
9:55a: Required Topic 1-Course Planning (making connections to the Curricular Requirements)
10:55a/11:05: Debrief from Required Topic 1
11:05a: Begin Deeoer Dive as time allows before lunch…
LUNCH BREAK@11:45p-12:45 (Central DT)
12:45p: Deeper Dive into the Course, including the required reading list, the Learning Objectives, Achievement Level Descriptions, Course Themes and Literary Terminology
12:45p-simultaneous with Deeper Dive
JIMENEZ’S OFFICE HOUR
2:15p-2:30 15-minute break
2:30p: Debrief from Required Topic 1, Deeper Dive into the Course
2:55p: Required Topic 2-Diversity and Inclusion; Equity and Access
3:55p: Debrief of Topic 2
Complete “Boleto de Salida” (Exit Ticket) for Day 1@3:55p(PDT)
“After Hours” Assignment for today: Read p. 174: “Success in AP Spanish Literature and Culture”. Based on these ideas, 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 should be shared in digital format, please. If you present it, you will earn 5 ClassDojo points!
DAY 2
8:00a (Pacific DT): Morning Q/A
8:20a: AP Exam Overview-MULTIPLE CHOICE
8:40a: “Take” Section 1 (Multiple Choice) of the practice exam; place notes in CED on any questions you wish to clarify…
9:50a-10:05 15-minute break
10:05a: Debrief of the Multiple-Choice questions
10:35p: Required Topic 4-AP Classroom and AP Daily
LUNCH BREAK@11:45p-12:45 (Pacific Time)
12:45p: Required Topic 4-AP Classroom and AP Daily
1:35p: Planning for 2022-23, then continue with AP Central websites (see 1E again)
(2:00p-2:15p) take 15-minute break, if asynchronous, monitor your time😊
1:35p-simultaneous with 2J
JIMENEZ’S OFFICE HOUR
2:35p Q and A on “Course Planning”
2:45p
Choice of:
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” …OR start “la Tarea” (see yellow section below)
3:55p: Complete “Boleto de Salida” for Day 2
“After Hours” Assignments for today:
-Read p. 155-65 “Instructional Approaches”—MAKE A LIST of instructional approaches you already use—MAKE A 2ND LIST of the approaches you would like to learn more about.
-Read p. 194-204: “Scoring Rubrics for FRQs”(all 4 types of FRQs); read/review “Historia del hombre que se convirtió en perro” and “Salmo XVII”, your copy or copy provided in Google Classroom
DAY 3
8:00a (Pacific Time)
Morning Q/A
8:20a: Understanding SCORING GUIDELINES for FRQs (only 2 FRQs, not all 4) …part of last evening’s assignmentJ
8:40a: AP Exam Overview-FREE-RESPONSE
9:10a: “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…
10:00a-10:15 15-minute break
10:15a: Debrief of the FRQ questions
10:55a: Required Topic 3-Strategies and Pedagogical Tools
Prose: Reading of “Historia del hombre que se convirtió en perro” (plus Pre-, During, and Post-Reading strategies)—begin strategies…
LUNCH BREAK@11:45p-12:45 (Pacific Time)
12:45p: Continue with “Historia del hombre que se convirtió en perro”
2:15p-2:30 15-minute break
2:30a: Poetry: “Salmo XVII” (anchor poem); “En una tempestad” (as time allows)
3:45: Debrief of Required Topic 3 with CED
3:55p: Complete “Boleto de Salida” for Day 3
“After Hours” Assignment for today: Read and review “Achievement Level Descriptions” in CED. UPLOAD YOUR INSTRUCTIONAL STRATEGY TO THE “PARTICIPANT FOLDER” IN GOOGLE CLASSROOM BY THE MORNING BREAK TOMORROW!
JIMENEZ’S OFFICE HOUR (possibly “*after hours”, if requested
DAY 4
8:00a
Morning Q/A
8:20a: Course Skills Activity, with Achievement Level Descriptions
9:20a: Course Audit (new teachers only) *
*Experienced teachers may use this hour to continue exploration of CED or APSI resources (see 4G)
10:20a-10:35a 15-minute break
10:35a: Required Topic 5-Assess and Reflect
JIMENEZ’S OFFICE HOUR
11:35a: Complete “Boleto de Salida” for Day 4 (BEFORE OFFICE HOUR and LUNCH TODAYJ)
LUNCH BREAK@11:45p-12:45 (Pacific Time)
12:45p: Participant Sharing of Instructional Strategy (from Monday’s assignment) that may be used in this course or lower levels (5 minutes maximum per participant)
1:45p: Participant Discussion of Online/Digital Resources (this may be a separate discussion if participants feel more time can be devoted to this topic. If not, go to 4M)
2:15p-2:30 15-minute break
2:30p: “Participants’ Choice”….OR
Continue and refine Required Topic 1-Course Planning (making connections to the Curricular Requirements)…OR
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”
3:30p: Closure of APSI with APSI director(s); plan to continue networking through Gmail, Google Classroom, other social mediaJ
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