ANGELICA M. JIMENEZ
|
"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."
|
|
ANGELICA M. JIMENEZ
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. Why? Because I did my recruiting for AP with the ninth graders!😊 During the late 1980s I had the opportunity to be an adjunct Spanish instructor at College of the Sequoias, teaching Spanish to adults. 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 learned then that virtual workshops can be an interesting and positive the CCWLP workshops were free and accessible online to any credentialed or student teacher. For Summer 2024 I am excited to be able to present some sessions in person and some online.
Education: I earned my BA in Chicano Studies from UCLA in 1981, and my Bilingual-Cross Cultural teaching credential from UCLA in 1982. I have a Multiple Subject and a Single Subject Credential. I have 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. 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 and science 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. Soon, I hope to add “travel” to this list again☺
Angélica M. Jiménez can be contacted at: [email protected]
Check out her Blog: https://ajimenezapslc.wordpress.com/
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. Why? Because I did my recruiting for AP with the ninth graders!😊 During the late 1980s I had the opportunity to be an adjunct Spanish instructor at College of the Sequoias, teaching Spanish to adults. 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 learned then that virtual workshops can be an interesting and positive the CCWLP workshops were free and accessible online to any credentialed or student teacher. For Summer 2024 I am excited to be able to present some sessions in person and some online.
Education: I earned my BA in Chicano Studies from UCLA in 1981, and my Bilingual-Cross Cultural teaching credential from UCLA in 1982. I have a Multiple Subject and a Single Subject Credential. I have 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. 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 and science 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. Soon, I hope to add “travel” to this list again☺
Angélica M. Jiménez can be contacted at: [email protected]
Check out her Blog: https://ajimenezapslc.wordpress.com/
COURSE DESCRIPTIONDuring this AP Summer Institute, fellow participants and your AP Consultant will aspire to these Objectives and Goals:
Agenda for AP Spanish Literature and Culture (subject to modification to meet participant needs)
Day 1:
- Explore each section of the AP Spanish Literature and Culture course and exam description, including the Unit Guides, while making connections to the course curricular requirements while reviewing the Syllabus Development Guide
- Begin to develop a course plan by unit and topic that incorporates the full scope of the AP Spanish Literature and Culture course into your school’s 2024-25 academic calendar
- Explore the following resources within your authorized “AP Spanish Literature and Culture” AP Classroom: Unit Guides, Topic Questions, Personal Progress Checks, and the AP Question Bank
- Examine sample formative and summative assessment items to identify content and skill pairings that are the targets of these assessments; subsequently these may assist teachers to create lesson plans to reinforce content and skill connections
- Practice applying the Scoring Guidelines from the 2024 AP Exam for AP Spanish Literature and Culture to samples of student and/or teacher practice Free Response Questions
- Identify student strengths and weakness using data available through AP Classroom and the Instructional Planning Reports
- Explore ready-to-use strategies, instructional materials, and pedagogical tools found in AP Classroom pertinent to the content and skills required for success with your AP students
- Learn how to register, use the resources shared in the AP Teacher Community and develop meaningful connections with participants and the AP community
- Receive consultant-made activities and practice sample instructional approaches with “El burlador de Sevilla y convidado de piedra [selected fragments]” (prose),“A Julia de Burgos” (poem) and selected fragments from “El burlador y convidado de piedra" to be studied as poetry.
- New AP teachers will review the AP Course Audit portal and receive step-by-step guidance to register as an AP Teacher; in turn your AP coordinator will be able to authorize your AP course and your use of your AP Classroom with students
- Select and prepare a “ready-to-use” instructional strategy to be shared with fellow participants on the final day of the APSI. See the “Instructional Approaches” section of the “2023 AP Spanish Literature and Culture Course and Exam Description” as soon as it is available to you.
- Activities will be conducted as a whole group, paired or group work to simulate a student perspective, or individual time to allow for teacher processing, research, and preparation for 2024-25.
Agenda for AP Spanish Literature and Culture (subject to modification to meet participant needs)
Day 1:
- Bienvenida and introductions Platforms, norms, and materials for the four-day week
- Icebreaker
- Required Topic 1-Course and Exam Description, PART 1 - making connections to the Curricular Requirements
- Required Topic 1, PART 2 – Course Planning for 2024-25
- Deeper Dive into the Course – the Required Reading list, Learning Objectives, Achievement Level Descriptions, Course Themes and Literary Terminology
- Review “AFTER HOURS” ASSIGNMENT: CED, p. 174 “Success in AP Spanish Literature and Culture”; p. 157+ “Instructional Approaches” BEGIN DECIDING ON AN INSTRUCTIONAL STRATEGY TO PREPARE AND PRESENT TO GROUP ON FINAL DAY
- Complete “Boleto de Salida”
- Morning review; Q/A
- AP Exam – OVERALL REVIEW
- AP Exam – Focus on Section 1: Multiple Choice (“take” Section 1 of the exam; debrief in groups)
- Required Topic 2-Expanding AP Opportunities (discuss strategies for creating a supportive AP class for a wide range of students; discuss how educators can encourage students to participate in AP, including underrepresented students)
- Required Topic 4 (Topic 3 will be last)-AP Daily and AP Classroom
- Review “AFTER HOURS” ASSIGNMENT: CED, p. 195-202 UPDATED 2024 “Scoring Rubrics” (Content and Language) for all four FRQs; review the indicated fragments of “El burlador de Sevilla y convidado de piedra” (both as prose and as poetry); review “A Julia de Burgos” (poetry)
- Complete “Boleto de Salida”
- Morning review; Q/A
- Understanding the updated 2024 Scoring Guidelines (Content and Language) for two of the four FRQs
- AP Exam – Focus on Section 2: Free-Response (“take” Section 2 by writing one “Short Response” and one “Essay” FRQ; debrief in groups)
- Required Topic 5-Assess and Reflect (how to use your July Instructional Planning Report to plan for the following academic school year)
- Required Topic 3-Strategies and Pedagogical Tools with “El burlador de Sevilla…” (including “Visual Thinking Strategies”, “Para Pensar”, “Escribe-Di Algo”, “Términos Literarios”, “Apuntes Literarios”)
- Review “AFTER HOURS” ASSIGNMENT: Review poem “A Julia de Burgos”; finish in digital format your selected INSTRUCTIONAL STRATEGY and upload to indicated LMS (such as Google Classroom); as time allows, read CED, starting on p. 137+
- Complete “Boleto de Salida”
- Note: Today’s “Boleto de Salida” will be before lunch
- Morning review; Q/A
- AP Course Audit (new teachers only; experienced teachers work independently on any topic of the APSI)
- AP Course Skills - CED, p. 16 (what they are and how they connect to the Achievement Level Descriptors to facilitate in-class use of these suggested rubrics for class assignments
- Required Topic 3-Strategies and Pedagogical Tools with “A Julia de Burgos” and fragments of “El burlador de Sevilla…” (“Pasos para el Análisis Poético”)
- Required Topic 3 (see above)-Participant presentation of Instructional Strategy
- Continue with 2024-25 Course Planning
- Final discussions of Expanding Opportunities and other APSI topics
- If group desires to continue in communication, a participant may volunteer to prepare a digital spreadsheet and upload into our LMS (such as Google Classroom) for access
- College Board evaluation (possibly another for the site); despedidas…y GRACIAS😊