ap spanish lit planning pacing guide figueroa 2012

AP Spanish Literature and Culture
®

Course Planning and Pacing Guide 4

Ceida Fernández Figueroa
Baldwin School of Puerto Rico
Bayamón, PR

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AP Equity and Access Policy
The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically
prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students fromethnic, racial and
socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student
population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which
can prepare them for AP success. It is only through acommitment to equitable preparation and access that true equity and excellence can be achieved.

Welcome to the AP® Spanish Literature and Culture Course Planning and Pacing Guides
This guide is one of four Course Planning and Pacing Guides designed for AP® Spanish Literature and Culture teachers. Each provides an example of how to
design instruction for the AP course based on the author’s teachingcontext (e.g., demographics, schedule, school type, and setting).
Each Course Planning and Pacing Guide highlights how the components of the AP Spanish Literature and Culture Curriculum Framework — the learning
objectives, course themes, and achievement level descriptions — are addressed in the course. Each guide also provides valuable suggestions for teaching
the course, including the selection ofresources, instructional activities, and assessments. The authors have offered insight into the why and how behind their
instructional choices — displayed in boxes on the right side of the page — to aid in planning the AP Spanish Literature and Culture course.
The primary purpose of these comprehensive guides is to model approaches for planning and pacing curriculum throughout the school year.However, they can
also help with syllabus development when used in conjunction with the resources created to support the AP Course Audit: the Syllabus Development Guide and
the four Annotated Sample Syllabi. These resources include samples of evidence and illustrate a variety of strategies for meeting curricular requirements.

AP Spanish Literature and Culture ■ Course Planning and Pacing Guide 4

ii© 2012 The College Board.

Contents
Instructional Setting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Overview of the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Course Planning and Pacing by Unit*
Unit 1: Societies in Contact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....