AP® Spanish Literature and Culture: An Overview of the Course and Exam

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1 AP® Spanish Literature and Culture: An Overview of the Course and Exam
This presentation is meant to provide you with an overview of the AP Spanish Literature and Culture course and exam. AP® Spanish Literature and Culture: An Overview of the Course and Exam

2 AP® Spanish Literature and Culture . . .
Aligns with the National Standards Reflects best practices at the college level Supports awarding of college credit and placement Prepares students for success in subsequent college courses Click to add notes.

3 Goals of AP® Spanish Literature and Culture
Introduce students to a rich and diverse body of literature written in Spanish Enhance students’ abilities to read and analyze literature with cultural sensitivity Analyze literature through literary, artistic, historic, socioeconomic, and geopolitical contexts Engage students in making cultural and interdisciplinary connections Provide students with opportunities to further develop their language skills The goal of the AP Spanish Literature and Culture course is to help students further develop language skills while reflecting on the varied voices and cultures represented in a diverse body of literature written in Spanish. The course helps students not only understand and retell the stories of the Spanish texts they read, but also consider the content in its literary, historical, sociocultural, and geopolitical context. In addition, the course provides students with ongoing and varied opportunities to hone their Spanish language skills — with special attention to critical reading and analytical writing. Students develop proficiencies across the three modes of communication and the five Cs, as outlined in the Standards for Foreign Language Learning in the 21st Century.

4 A Few Important Facts . . . AP® Spanish Literature and Culture:
Introduces students to cultural products, practices, and perspectives through literature Uses a thematic approach and incorporates the study of six required course themes Focuses on contextual analysis Incorporates media such as works of art, film, and music AP Spanish Literature and Culture focuses on studying literature written in Spanish through global, historical, and contemporary cultural contexts. This emphasis on culture aligns with all AP World Language courses. The required reading list provides opportunities for multifaceted exploration of literature written in Spanish, and the process of contextualizing the works helps students progress beyond comprehension to reading with critical, historical, and literary sensitivity. To help students make contextual associations, the course includes the use of works of art and other media, such as music, documentary and other films, radio, and television. Six required course themes help teachers and students make meaningful connections between works on the reading list with art and other media, and across disciplines.

5 The Curriculum Framework
Defines the scope of the course Lists the required readings Identifies learning objectives and achievement level descriptions Provides lists of targeted literary terminology for the course and exam Describes a thematic approach to the course A detailed curriculum framework for AP® Spanish Literature and Culture defines the scope of the revised course. It is part of the AP Course and Exam Description publication, available for free download. The curriculum framework includes a full menu of valuable resources: Required readings The course’s learning objectives Evidence of the learning objectives met Achievement level descriptions (Student performance benchmarks) Literary terminology Themes to help define instructional organization And more

6 The Required Reading List
38 required literary works by authors from many areas of the Spanish-speaking world, including works by U.S. Latino authors Students must read only unabridged Spanish language versions; no easy readers Only unabridged, Spanish language versions of the required readings may be used. No “easy readers,” translations, or films will be substituted for literary works. Although there is a required reading list of 38 titles, teachers should also introduce works that are not on the required list, as students are expected to engage with nonrequired works in the course and on the exam.

7 Learning Objectives & Expectations of Knowledge
Learning objectives set expectations of knowledge and abilities for students who take the AP® course. The Five Cs and Learning Objectives Communication Learning Objectives for Interpersonal Communication Learning Objectives for Interpretive Communication Learning Objectives for Presentational Communication Cultures Connections Comparisons Communities Learning Objectives for Cultures, Connections, Comparisons, and Communities Language Usage in Support of Literary Analysis Learning Objectives for Language Usage in Support of Literary Analysis The learning objectives at the core of the AP® Spanish Literature and Culture course establish expectations for student abilities according to the five goal areas (the five Cs) of the Standards for Foreign Language Learning in the 21st Century. They identify what students should know and be able to do as a result of taking the AP course. They also incorporate the three modes of communication as defined by the ACTFL Performance Guidelines for K–12 Learners. Additional learning objectives are included for language usage in support of literary analysis. The categories of learning objectives are: Interpersonal Communication Interpretive Communication Presentational Communication Cultures, Connections, Comparisons, and Communities And Language Usage in Support of Literary Analysis. Note that two areas of the learning objectives apply only to the course and are not assessed on the exam: Interpersonal Communication and Communities. Additionally, oral Presentational Communication is not be assessed on the exam; however, written Presentational Communication is assessed.

8 Learning Objectives & Cognitive Abilities
Verbs in learning objectives reflect required cognitive abilities. Learning Objectives: 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 products and perspectives found in a variety of media from the target cultures. In the learning objectives, the verbs used reflect the cognitive abilities that a student should exhibit and develop in the course. It is important to note that words like “comprehend,” “compare,” “relate,” and “analyze” appear frequently in the learning objectives. On this slide you can see an excerpt from the learning objectives and the evidence statements for Reading and Comprehending. The full list appears in the curriculum framework.

9 Learning Objectives & Developing Proficiency in Language Skills
Learning objectives emphasize developing proficiency across the full range of language skills. Learning Objectives: 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. Learning objectives related to “Language Usage in Support of Literary Analysis” reinforce the continued emphasis on developing proficiency across the full range of language skills. On the exam, in the free-response section, students receive a “language” score and a “content” or analysis score.

10 Achievement Level Descriptions
Achievement Level Descriptions for Interpretive Communication Achievement Level 5 Students at Achievement Level 5 demonstrate an understanding of oral and written texts by analyzing main ideas and supporting details, the relationship between the structure of a text and its content, and the effect of word choice, symbolism, and imagery in texts. They analyze stylistic features and make distinctions between narrative voices and the author’s perspective in order to establish differences in meaning. They explain how the content and stylistic features of texts relate to genres and major cultural movements. They analyze themes and features of artistic representations, audiovisual materials, and spoken target language sources in relation to literary texts. They accurately use a wide variety of relevant literary terms to analyze texts, with very few errors that do not detract from the quality of their written and oral work (see Literary Terminology section). Achievement level descriptions help measure student performance against the learning objectives. These descriptions define how well students at each level perform. They are listed with the learning objectives in the curriculum framework. Although the achievement level descriptions do not correlate directly to scores on the AP® Exam, they do provide specific benchmarks for proficiency in the classroom and also ultimately provide the basis for exam scoring guidelines. They are not rubrics, as rubrics are tied to specific tasks. They can be used to provide feedback to students about their performance and can be used to inform instruction. Due to the interrelated nature of the five Cs, all of the achievement level descriptions work in concert with one another and should be considered holistically. Achievement level descriptions are not provided for Communities.

11 Achievement Level Descriptions
Example: Presentational Communication 5 4 3 2 Integrates specific, well-chosen textual examples into presentations, including references to secondary texts and brief discussions of historical and cultural contexts Cites and discusses appropriate textual examples; refers to selected secondary texts and places texts in their historical and cultural contexts Elaborates on main points and supports observations by citing examples, but these examples may not always be well described Presents main points and some details about the topic, but mostly summarizes plot and is unable to support an argument with textual examples In the example on this slide, you can see how achievement level descriptions define student performance on a gradient. To consider this description in context, imagine a student is writing an analytical essay. According to this description, a student performing presentational writing at Achievement Level 5 would integrate specific, well chosen examples, including references, secondary texts, and brief discussions of historical and cultural contexts. A student performing at Achievement Level 3, would do somewhat less, elaborating on main points and supporting observations by citing examples, but in a less descriptive way.

12 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 The course is structured around six required course themes. They provide a meaningful basis for making contextual connections among works of different genres, periods, and disciplines. In addition, themes facilitate the integration of other creative expressions such as painting, photography, and cinema into the teaching of literature. The themes are: Las sociedades en contacto La construcción del género El tiempo y el espacio La creación literaria Las relaciones interpersonales La dualidad del ser The overlapping circles in the graphic on the slide imply that the themes can and should overlap. Any given text from the course may feature one or more of the six themes and can be paired or grouped with a myriad of other texts depending on the emphasis, perspective, or context. You have complete flexibility.

13 Course Themes Teachers must address all six themes:
Las sociedades en contacto (Societies in Contact) La constucción del género (The Construction of Gender) El tiempo y el espacio (Time and Space) La creación literaria (Literary Creation) Las relaciones interpersonales (Interpersonal Relationships) La dualidad del ser (The Dual Nature of Being) Teachers can choose to organize their courses thematically, chronologically, or by genres. Examples of these different ways to organize the course can be found in the sample syllabi available at the AP® Course Audit site. Teachers are encouraged to use the course themes to make connections between works but are not required to teach in strict thematic units. However, teachers must address each of the six themes during the year, providing students with activities that ignite their curiosity and drive their exploration of each theme.

14 Using Course Themes Possible approaches:
Use one or two themes to review texts at the end of each genre-based or period- based unit. Start the year or semester with works that represent each theme well as a way to “anchor” the themes. The ways you can leverage course themes in your curriculum are limited only by your own creativity. There are many different approaches. You could, for example, have students review two texts through a thematic comparative essay or unit test. Another way might be to return to a theme throughout the year or over the course of a semester, whenever you have another work on the syllabus that treats the theme from a different perspective.

15 Las sociedades en contacto
Organizing Concepts Suggestions for working with the themes and the required readings Not prescriptive or required Theme Organizing Concepts Las sociedades en contacto La asimilación y la marginación La diversidad Las divisiones socioeconómicas El imperialismo El nacionalismo y el regionalismo Each theme is supplemented by a number of organizing concepts for making contextual connections among works on the required reading list. Take a look at this sample. These are not prescriptive or required. Instead, they serve as suggestions for working with themes and required readings.

16 Essential Questions Suggested questions related to themes can be used to guide classroom investigation and design instruction. Theme: Las sociedades en contacto Essential Questions: ¿De qué manera las perspectivas de una cultura afectan la representación de eventos históricos? ¿Cómo los miembros de una minoría cultural se resisten (o se asimilan) a las costumbres y las perspectivas de la mayoría dominante? ¿Cómo se representan en obras literarias de distintos períodos y diversas culturas las relaciones entre grupos socioculturales (clases sociales, grupo étnicos, etc.)? Essential questions related to themes and organizing concepts can be used to guide classroom investigations and design learning activities and assessments. These are provocative questions designed to engage student interest and guide inquiry. Essential questions allow students to: Investigate and express different views on issues Make connections to other disciplines Compare products, practices, and perspectives of the target culture to their own culture

17 Literary Terminology Progression of Literary Terms (basic to advanced)
INTERMEDIATE ADVANCED 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 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 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 The curriculum framework provides a useful resource for grammatical and literary terminology. The lists contain a representative selection of terms used in AP® courses and in college and university courses. The list is neither prescriptive nor exhaustive, rather it is intended to show the range of terms that would be considered as "fair game" for the AP Exam in Spanish Literature and Culture. Teachers may supplement the list as they wish for their own classroom instruction. Three groups of literary terms represent a general progression in ability to interpret and analyze literary texts. You can see in the graphic that six categories are contained within each group of terms. They include: General terms Terms related to narrative genres Terms related to poetic genres Terms related to dramatic genres Rhetorical figures Literary historical terms

18 Glossary of Literary Terms
Contains definitions in Spanish of each of the literary terms Provides examples of how terms are used in literary works from the required reading list Is posted on the AP® Spanish Literature and Culture Home Page A glossary of literary terms has been created for AP® Spanish Literature and Culture. It contains definitions in Spanish of each of the literary terms on the list and provides one or more examples of how each term is embodied in the literary works on the required reading list. This glossary is posted on the AP Spanish Literature and Culture Home Page under “Other Core Resources.”

19 AP Spanish Literature and Culture Exam

20 AP® Spanish Literature and Culture Exam
Section No. of Questions Percent of Final Score Time Section I: Multiple Choice 50% Approx. 80 min. Part A Interpretive Listening 15 questions 10% Approx. 20 min. Part B Reading Analysis 50 questions 40% Approx. 60 min. Section II: Free Response 100 minutes Short Answer: Text Explanation 1 prompt 7.5% Suggested time: 15 min. Short Answer: Text and Art Comparison Suggested time: 15 min. Essay: Analysis of Single Text 17.5% Suggested time: 35 min. Essay: Text Comparison In the chart on this slide, you can see the types of questions that appear in each section of the AP Spanish Literature and Culture Exam. You can also see the number of questions in each section, the weight, and the time allotted. In the free-response section, students are given 100 minutes total to complete the four presentational writing tasks. They may start with any of the questions and answer them in any order they wish.

21 Types of Multiple-Choice Questions
Listening questions (comprehension and interpretation) related to three different audio sources: Interview Poem Presentation A comparative reading exercise based on a required text and a non-required text A critical commentary as a reading analysis exercise In the multiple-choice section, students answer questions based on three different audio sources — focused on both comprehension and interpretation. The audio stimuli feature an interview with an author, a brief poem recited twice, and a brief presentation on a literary topic. The interview and the presentation audio sources are played only once. In addition, the multiple-choice section features a comparative reading exercise that has students engage with one excerpt from the reading list and one excerpt that is not from the list. The multiple-choice section also contains a critical commentary that serves as an exercise in reading analysis.

22 Free-Response Question Types
Two short-answer questions (~15 minutes each): Text Explanation Text and Art Comparison In these short-answer questions, students must relate reading list texts to genres, periods, movements, or techniques. Two essay questions (~about 35 minutes each): Analysis of a single text (from reading list) Comparison of two texts (one from reading list, one not from the reading list) The free-response section features two short-answer tasks: a text explanation and a text and art comparison. It is recommended that students take approximately 15 minutes to complete each one. This section also contains two longer essay tasks: one that asks students to analyze a single text from the reading list, and a second essay in which students compare two texts: one from the reading list and one that is not from the reading list. It is recommended that students spend about 35 minutes to complete each one. In both the multiple-choice and the free-response sections, students will be asked to relate texts from the reading list to genres and periods, movements, or techniques. In both the multiple-choice and the free-response sections, students will analyze theme development.

23 The AP Course Audit is a means to ensure that all AP courses meet the curricular requirements necessary to be approved and designated as an AP course. To participate in the Course Audit, teachers must submit their syllabus to the College Board for review by college/university faculty. Once a course is approved through the Course Audit process, it is then an authorized AP course and can be labeled as such. It will be listed in the online AP Course Audit ledger. AP Course Audit

24 AP® Course Audit Information
For the course audit process, teachers must submit a syllabus aligned to the curriculum framework. Resources available for Course Audit: AP® Spanish Literature and Culture Course and Exam Description Syllabus Development Guide Four Sample Syllabi AP course syllabus submission deadline is January 31 of the academic year in which one begins to teach the course Schools’ AP administrators renew approved courses each year. To successfully complete the requirements of the Course Audit, teachers may create and submit their own original syllabus that meets the curricular requirements as specified in the syllabus development guide for AP Spanish Literature and Culture. Teachers may also choose to select one of the four sample syllabi from those offered at the Course Audit site that best describes the way they plan to teach their course and submit that syllabus to the Course Audit. It is very important to include ALL the mandated curricular requirements in order for your syllabus to be approved! One of the most important requirements is to clearly state that your course is offered in the target language; Spanish. Teachers have a long window of time to develop and submit their syllabus. The Course Audit process opens in March of the academic year before the course is offered and closes on Jan 31 of the academic year in which the course is first offered.

25 Materials and Resources on AP Central®
Course Overview Course and Exam Description Four Course Planning and Pacing Guides Frequently Asked Questions Glossary of Literary Terms Practice Exam Course Syllabus Preparation Guide Four Sample Syllabi Online Teacher Community Released Free-Response Questions, Scoring Guidelines, and Sample Student Answers Visit apcentral.collegeboard.com for new resources and professional development opportunities. The College Board has several free resources available for download. Visit frequently as resources are periodically added. The Course Overview is a concise description of the course and exam that can be used to inform administrators, parents, and students. The comprehensive AP® Spanish Literature and Culture Course and Exam Description includes the curriculum framework plus sample exam items. The publication features sample multiple-choice sets and free-response questions. Learning objectives are indicated for all questions, and rubrics are included for the free-response questions. The four Course Planning and Pacing Guides show four different approaches to teaching the course and include many successful teaching strategies and instructional activities. The Frequently Asked Questions document provides answers to common questions about expectations for the course and exam. The Glossary of Literary Terms provides definitions of all the listed literary terms and provides examples of how they appear in texts from the required reading list. The College Board offers a practice exam, available for free download at Course Audit page. It provides detailed notes on the exam, including details on how each question corresponds to the curriculum framework; justifications for correct multiple-choice answers; explanations for incorrect answers; and scoring guidelines for free-response questions. To help teachers prepare their syllabi to the AP Course Audit, there is a Course Syllabus Preparation Guide and Four Sample Syllabi showing different approaches to organizing and teaching the course. Teachers may decide to choose to adopt one of these four syllabi as their own for their course. Visit apcentral.collegeboard.com regularly to check for new resources and professional development opportunities.

26 Thank you! On behalf of the Advanced Placement Program®, thank you very much for taking the time to learn more about AP® Spanish Literature and Culture. We look forward to partnering with you as you build students’ success in your classroom and for the future! Thank you for taking the time to learn about the AP Spanish Literature and Culture course and its exam. Thank You!

27 Audio for Practice Exam
Audio Files for Section I: Part A Interpretive Listening Selection 1 Selection 2 Selection 3 Click to add notes.

28 Formative Assessment Models: Audio and Video LINKS
Model of Formative Assessment: Focus on Using Art and Audiovisual Materials line/obra/felipe-iv-a-caballo/ rect=S2_3_1_1.jsp&idpieza=7&pagina=4 Model of Formative Assessment: Focus on Listening Comprehension Model of Formative Assessment: Focus on Listening Comprehension: Listening to Poetry Click to add notes.