AP ® Spanish Literature and Culture: Overview of Course and Exam Revisions

Section Number of Questions Percent of Final Score Time Section I: Multiple Choice50%Approx. 80 minutes Part AInterpretive Listening15 questions10%Approx. 20 minutes Part BReading Analysis50 questions40%60 minutes Section II: Free Response50%100 minutes Short Answer: Text Explication1 prompt 15% Recommended time: 15 minutes Short Answer: Text and Art Comparison1 prompt Recommended time: 15 minutes Essay: Analysis of Single Text1 prompt 35% Recommended time: 35 minutes Essay: Text Comparison1 prompt Recommended time: 35 minutes 2013 Exam Items

Key Revisions to the Exam  Listening questions (comprehension and interpretation) in the multiple-choice section Interview with an author Brief poem, recited twice Brief presentation on a literary topic  Comparative reading exercise in the multiple-choice section One excerpt from reading list plus one excerpt not from reading list, related by theme  The critical commentary will be moved from the free-response to the multiple-choice section, as a reading analysis exercise.

Key Revisions to the Exam  Text and art comparison short-answer exercise (approx. 15 min. writing) in the free-response section  In both sections, students will be asked to relate texts from the reading list to genres and periods/movements.  In both sections, students will still be analyzing the development of themes and the effect of various rhetorical/stylistic features, but they will also be asked to relate texts from the reading list to various contexts (e.g., literary, historical, socioeconomic).

The Revised Reading List: Activity pg 2  The following activity is designed to introduce you to the revised required reading list and help you  consider how to use the six featured course themes to: – a) Make connections between the various works on the required reading list. – b) Introduce materials that will help students understand the larger context in which the works were created and make interdisciplinary connections. – c) Facilitate the incorporation of other art forms such as painting, photography, cinema and music into the teaching of literature. ACTIVITY

The New Curriculum Framework Temas del Curso

The New Curriculum Framework Course Themes Las sociedades en contacto La construcción del género El tiempo y el espacio La creación literaria Las relaciones interpersonales La dualidad del ser

La asimilación y la marginación La diversidad Las divisiones socioeconómicas El imperialismo El nacionalismo y el regionalismo Las sociedades en contacto El carpe diem y el memento mori El individuo en su entorno La naturaleza y el ambiente La relación entre el tiempo y el espacio El tiempo lineal y el tiempo circular La trayectoria y la transformación El tiempo y el espacio La construcción de la realidad La espiritualidad y la religión La imagen pública y la imagen privada La introspección La dualidad del ser Themes and Contexts: Full list starts on p. 154 in the workshop handbook

El machismo Las relaciones sociales El sistema patriarcal La sexualidad La tradición y la ruptura La construcción del género La amistad y la hostilidad El amor y el desprecio La comunicación o falta de comunicación El individuo y la comunidad Las relaciones de poder Las relaciones familiares Las relaciones interpersonales La intertextualidad La literatura autoconsciente El proceso creativo El texto y sus contextos La creación literaria Themes and Contexts (cont’d)

The New Curriculum Framework: Example  Theme – Las sociedades en contacto  Organizing Concept – Las divisiones socioeconómicas  Pieces from the Required Reading List – Anónimo, Lazarillo de Tormes – Márquez, La siesta del martes  Essential Question – ¿Cómo se representan en obras literarias de distintos periodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupos étnicos, etc.?

Activity (pg 11) :  1. Working with a partner, pick a theme and an organizing concept.  2. Choose two pieces from the required reading list that you consider very different  3. What “essential question” could engage and motivate learners in exploring both texts?  4. What activity or supporting material could you introduce to help students make interdisciplinary connections?  5. Brainstorm example

Understanding the Learning Objectives

Learning Objectives  Verbs in Learning Objectives reflect required cognitive abilities Learning Objectives for Cultures, Connections, Comparisons, and Communities  The student analyzes the relationship between products (both tangible and intangible) and perspectives of target cultures as manifested in target language texts.  The student relates texts to produce and perspectives found in a variety of media from the target cultures.  The student analyzes the relationships between practices and perspectives of target cultures as manifested in target language texts.  The student relates texts to practices and perspectives found in a variety of media from the target cultures.  The student analyzes the role of personal assumptions and cultural beliefs in the interpretation of target language texts.

Learning Objectives  Continued emphasis on developing proficiency across the full range of language skills Learning Objectives for Language Usage in Support of Literary Analysis  The student uses a variety of vocabulary appropriate to literary analysis.  The student uses a variety of grammatical and syntactic structures.  The student produces comprehensible written work by observing writing conventions of the target language.  The student uses pronunciation that is comprehensible to the audience in oral communications.  The student self-monitors and adjusts language production in oral and written communications.

Achievement Level Descriptions Example: Presentational Communication integrates specific, well-chosen textual examples into presentations, including references to secondary texts and brief discussions of historical and cultural contexts 5 5 cites and discusses appropriate textual examples; refers to selected secondary texts and places texts in their historical and cultural contexts 4 4 elaborates on main points and supports observations by citing examples, but these examples may not always be well described 3 3 presents main points and some details about the topic, but mostly summarizes plot and is unable to support an argument with textual examples 2 2

Literary Terminology  Described on pp of the Curriculum Framework – (pg 135 in Handbook)  List designed to show range of terms used in the AP course that would be “fair game” for the AP exam.  Organized in groups within each Achievement Level: 1)general terms 2)terms that relate to narrative genres 3)terms that relate to poetic genres 4)terms that relate to dramatic genres 5)rhetorical figures 6)literary historical terms

The New Curriculum Framework: Literary Terminology General: género: narrativa, poesía, drama, ensayo; ambiente, argumento, ficción, figura retórica, héroe, imagen, lector, personaje, protagonista, público, suspenso, tema Narrativa: autor, narrador, cuento, novela; prosa Poesía: poema, poeta, voz poética; verso, estrofa; ritmo, métrica: rima consonante, rima asonante Drama: acto, escena, escenario; comedia, tragedia; diálogo, monólogo; teatro Figuras retóricas: metáfora, símil; aliteración, hipérbole, onomatopeya, personificación Progression of Literary Terms (basic to advanced) BASIC General: ambigüedad, analogía, antagonista, antihéroe, arquetipo, atmósfera, carpe diem, desenlace, fábula, in medias res, ironía, memento mori, símbolo, tono, trama Narrativa: crónica, flashback, fluir de conciencia, narrador omnisciente, narrodor limitado o narrativa en primera persona, prefiguración, punto de vista o perspectiva Poesía: heptasílabo, octosílabo, endecasilabo, alejandrino; arte menor, arte mayor; encabalgamiento, estribillo, lírica, poema épico, redondilla, romance, sinalefa, soneto, verso agudo, verso esdrújulo, verso llano Drama: acción dramática: exposición, nudo o climax, desenlace; acotaciones, aparte, comedia del Siglo de Oro, dramaturgo, teatro del absurdo Figuras retóricas: anáfora, antítesis, apóstrofe, circunlocución o perifrasis, elipsis, enumeración, eufemismo, gradación, hipérbaton Historia literaria: Barroco, Boom, colonial, Edad Media (medieval), Generación del 98, libro de caballerías, modernismo, naturalismo, novela picaresca, pícaro, realismo, realismo mágico, Renacimiento, romanticismo, Siglo de Oro INTERMEDIATE General: alegoría, apología, caricatura, cromatismo o simbolismo cromático, desdoblamiento, leitmotivo, meta- (e.g., metaficción, metateatro), parodia, sátira Narrativa: narrativa epistolar, narrador fidedigno, narrador no fidedigno, narrador testigo, narratario, parábola Poesía: diéresis, hiato, sinéresis; verso blanco o suelto, verso libre; cesura, hemistiquio; polifonía, polimetría; silva Drama: anagnórisis, catarsis, falla trágica, ironía dramática, pathos, tres unidades Figuras retóricas: asíndeton, cacofonía, epíteto, metonimia, paradoja, polisíndeton, sinécdoque, sinestesia, retruécano Historia literaria: conceptismo, culteranismo, costumbrismo, existencialismo, neoclasicismo, postmodernismo, surrealismo, vanguardia ADVANCED

AP Spanish ® Literature and Culture Exam Section No. of Questions Percent of Final ScoreTime Section I: Multiple Choice50%Approx. 80 min. Part AInterpretive Listening15 questions10%Approx. 20 min. Part BReading Analysis50 questions40%Approx. 60 min. Section II: Free Response50%100 minutes Short Answer: Text Explanation1 prompt7.5% Suggested time: 15 min. Short Answer: Text and Art Comparison 1 prompt7.5% Suggested time: 15 min. Essay: Analysis of Single Text1 prompt17.5% Suggested time: 35 min. Essay: Text Comparison1 prompt17.5% Suggested time: 35 min.

4 Formative Assessment Models: Audio and Video LINKS Model of Formative Assessment: Focus on Using Art and Audiovisual Materials Model of Formative Assessment: Focus on Listening Comprehension Model of Formative Assessment: Focus on Listening Comprehension: Listening to Poetry