I am super excited to announce that my Big Scary Project for the summer – completing and submitting my AP Spanish syllabus – is done! It’s actually been mostly-done for quite some time, but the perfectionist side of me was worried. Did I have enough authentic resources? Did I vary my types enough? I feel like I have way more readings than audio sources. Do my units go in a logical order? So on and so forth. I expect every teacher asks these questions as they go through the process. However, I apparently didn’t need to worry. I submitted my syllabus mid-day yesterday and checked my work email on a whim right before bed, and there was the acceptance message! (I guess there’s probably not too many people submitting their syllabus in July.) Here are some thoughts/tips as I went along:
You don’t actually have to write your own syllabus
And this is why you go to AP trainings. I learned that I can use a syllabus adopted from another teacher, as long as it has already been approved by the Board. You can adopt one of the example syllabi or borrow from another teacher in your school. I personally chose to write my own syllabus because I wanted to be in control of my content. I want topics that are interesting to my students and to me. I also chose to organize my units by topic rather than by the six content areas, just because I felt that my topics had so much overlap between them. For example, almost everything is connected at least marginally to the Identities area, because all of a person/culture’s perspectives and practices are a direct reflection on their identity.
Become really, really, really familiar with what your students will need from you
Thankfully, the College Board has a very clear set of standards of what to put in your syllabus. I’m converting my Spanish 4 to AP Spanish, and a lot of what I was already doing is transferrable to one of their six main themes. The other stuff – discussing products, perspectives, and practices, as well as the three modes of communication – is all part of following ACTFL guidelines, so I was doing that anyway. Please note that nowhere in any part of the syllabus creation process does it say you need to work on specific grammar points. However, when you look at the standards for rating the actual test, it’s clear that the students need to be able to function at a high level in present tense, be able to comprehend other tenses (and attempt to use them when appropriate), use a few idiomatic expressions, and switch between formal and informal register. This is all in line with what I would consider a general intermediate-high using the ACTFL scale. So there’s a lot of information to keep in your brain while you design your syllabus. I’m a big fan of backwards design, but in this case, I am not the one designing the ultimate exam, so it’s absolutely critical that I’m familiar with it and what my students will have to do. All of the information you need is located on the College Board’s website, and I also got a huge tome at my training of the information in print form.
When designing your syllabus, you have to have some sort of plan. I actually rewrote my plans in three different ways – one in my ‘day to day’ unit plan document, one in my official syllabus, and then after attending my AP training this summer, a third way. Ultimately, the way that David Marlow showed me was the best way to make sure I was hitting a variety of sources for each unit. He recommends setting up a grid like this for each unit:
You really only need one source per area, and some topics lend more to one type of resource than others. One of my units has to do with vaccinations, so there are no literature sources, but tons of non-fiction news sources.
You can also use this type of grid to make sure each unit hits every mode of output (written presentational, spoken presentational, written interpersonal, and spoken interpersonal). I chose not to do it, simply because we tend to hit every mode a little bit each day as we work with each source on top of our usual weekly activities like blogging and free reading. Of course, the problem with having multiple ways of planning means that now I have to reconcile my official syllabus with my day-to-day plans, which have had sources added or changed.
Vertical curriculum backwards planning
This applies more to singleton teachers like myself, but it’s also something to consider for those of you who have to work within a larger department. By ‘vertical curriculum backwards planning’ I mean that from day one of Spanish 1, I have to consider the students that will some day take the AP Spanish exam. By setting a strong foundation of using Spanish in class, practicing constantly so my students are very familiar with high frequency vocabulary, exposing my students to native speaker speech, and pushing our proficiency from the very beginning, I can ensure my students will be as ready as I can make them before the end of their senior year. But this also especially affects my Spanish 3 planning, because a good number of students who bother with Spanish 3 usually do so with the intention of taking AP Spanish. So for example, I chose not to do a unit on the environment in AP… but I am going to modify a different unit in Spanish 3 to have more of an environmental focus, juuuust in case they need that vocabulary.
I suppose I can’t end this post without sharing my own syllabus now! This is my official syllabus, although it’s not the full bread and butter of my course. (For example, the Guerra Sucia unit looks a little bare, but the focus of that unit is actually the TPRS novel La Guerra Sucia which isn’t technically an authentic resource, though I feel that it is of appropriate difficulty and quality to include in my unit.) You can find my official syllabus here. Feel free to modify or use whatever part might be handy in your own classes (AP or otherwise).
I also want to give a shoutout to Sara-Elizabeth Cottrell and Mike Peto, whose syllabi I pored over when trying to set up my own, as well as Angie Wagoner from Crete and Laura Chambers from Omaha South for their syllabi and units while at the workshop in Omaha.