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Week 3
Monday, August 10: Students started discussing the role of social media in the lives of people.
Daily entry ticket: Use a vocab word from the Tema 1 list from Contexto 2 this week in a full sentence.
Daily exit ticket: Provide a 1 sentence summary of what the student learned that day in class.
Read Lectura 2.1 and complete the assigned activities in VHL before coming to school on Tuesday.
Prepare a minimum of 5 flashcards from Tema 1, Contexto 2 by Thursday, August 13th.
Research information about Las redes sociales (social media) from the countries you chose, and be prepared to share some fun facts about it in class on Friday, August 14th.
Tuesday, August 11: Students discussed Lectura 2.1 and they began discussing the topic for Lectura 2.2.
Daily entry ticket: Use a vocab word from the Tema 1 list from Contexto 2 this week in a full sentence.
Daily exit ticket: Provide a 1 sentence summary of what the student learned that day in class.
Read Lectura 2.2 and complete the assigned activities in VHL before coming to school on Thursday.
Prepare a minimum of 5 flashcards from Tema 1, Contexto 2 by Thursday, August 13th.
Research information about Las redes sociales (social media) from the countries you chose, and be prepared to share some fun facts about it in class on Friday, August 14th.
Thursday, August 13: Students reviewed Lectura 2.2 and then we practiced verbs and conjunctions.
Daily entry ticket: Use a vocab word from the Tema 1 list from Contexto 2 this week in a full sentence. Daily exit ticket: Provide a 1 sentence summary of what the student learned that day in class. Research information about Las redes sociales (social media) from the countries you chose, and be prepared to share some fun facts about it in class on Friday, August 14th. While the study of grammar is not the focus of AP Spanish, all students are encouraged to review and practice grammar from previous Spanish classes. Here is a website that will help you review every grammar point through auto-graded exercises. Make a habit of practicing some grammar every week and focus on any weak areas.
Week 2
Monday, August 3: Students completed the grammar exam and then began discussing the topic of educational communities.
Daily entry ticket: Use a vocab word from the Tema 1 list from Contexto 1 this week in a full sentence.
Daily exit ticket: Provide a 1 sentence summary of what the student learned that day in class.
1) I'm having trouble with VHL access. Please complete the assigned reading (Lectura 1.1) and the assigned activity before coming to school on Tuesday, August 4. If you have trouble opening VHL, please let me know immediately. In the meantime, use the PDF (only if you don’t have access to VHL) and read Lectura 1.1 and answer the multiple choice questions in Act 1 after the reading. Each multiple choice question must be backed up with evidence from the text so be prepared to share the evidence and the line number in the text to justify your answer. Full credit will be given for this homework assignment if you have both parts unless you do it on VHL and all you do is complete the answers.
2) Prepara un mínimo de 5 tarjetas de vocabulario de Tema 1, Contexto 1 para el jueves, 6 de agosto.
3) Research the educational communities (Comunidades educativas) in a Spanish-speaking country and write a few sentences or bullet points in the "Culture" section of your binder. I will be checking this section at the end of each Tema to see if you have information related to your country for each "Contexto". Every Friday I will ask students to share information that they found and this will be counted as participation for the day and the written parts will be graded as a larger homework grade (nearly every 5 weeks). Please organize your binder in such a manner that it is clear that it is Tema 1: Las familias y comunidades and then cultural data (datos culturales) for each contexto. Again, this first contexto is "Las comunidades educativas". If you can't find anything, let me know and I can try to help you. This will be an implied homework throughout the year, so please do not get behind and set reminders. These can be fun facts or just relevant information about the topic.
Tuesday, August 4: Students reviewed Lectura 1.1 and they began discussing the topics for Lectura 1.2.
Daily entry ticket: Use a vocab word from the Tema 1 list from Contexto 1 this week in a full sentence.
Daily exit ticket: Provide a 1 sentence summary of what the student learned that day in class.
1) Read Lectura 1.2 and answer the 5 questions in VHL. If you do not have access to VHL yet, then you need to read Lectura 1.2 (PDF) and answer the 8 questions in Act 1 after the reading (P. 12). Each answer must be backed up with evidence from the text so be prepared to share the evidence and the line number in the text to justify your answer. Full credit will be given for this homework assignment if you have both parts. If you do VHL, you only need to answer the 5 questions. This needs to be completed before coming to class on Thurs.
2) Prepara un mínimo de 5 tarjetas de vocabulario de Tema 1, Contexto 1 para el jueves, 6 de agosto
3) Research the educational communities (Comunidades educativas) in a Spanish-speaking country and write a few sentences or bullet points in the "Culture" section of your binder. I will be checking this section at the end of each Tema to see if you have information related to your country for each "Contexto". Every Friday I will ask students to share information that they found and this will be counted as participation for the day and the written parts will be graded as a larger homework grade (nearly every 5 weeks). Please organize your binder in such a manner that it is clear that it is Tema 1: Las familias y comunidades and then cultural data (datos culturales) for each contexto. Again, this first contexto is "Las comunidades educativas". If you can't find anything, let me know and I can try to help you. This will be an implied homework throughout the year, so please do not get behind and set reminders. These can be fun facts or just relevant information about the topic.
Thursday, August 6: Students discussed Lectura 1.2 and the challenges of rural schools. Daily entry ticket: Use a vocab word from the Tema 1 list from Contexto 1 this week in a full sentence. Daily exit ticket: Provide a 1 sentence summary of what the student learned that day in class.
Research the educational communities (Comunidades educativas) in a Spanish-speaking country and write a few sentences or bullet points in the "Culture" section of your binder. I will be checking this section at the end of each Tema to see if you have information related to your country for each "Contexto". Every Friday I will ask students to share information that they found and this will be counted as participation for the day and the written parts will be graded as a larger homework grade (nearly every 5 weeks). Please organize your binder in such a manner that it is clear that it is Tema 1: Las familias y comunidades and then cultural data (datos culturales) for each contexto. Again, this first contexto is "Las comunidades educativas". If you can't find anything, let me know and I can try to help you. This will be an implied homework throughout the year, so please do not get behind and set reminders. These can be fun facts or just relevant information about the topic.
Friday, August 7: Students started discussing the topics for the audio activity for this week. Daily entry ticket: Use a vocab word from the Tema 1 list from Contexto 2 next week in a full sentence.
Daily exit ticket: Provide a 1 sentence summary of what the student learned that day in class. Complete the audio activity in fragments on VHL before coming to school on Monday, August 10th.
Week 1
Monday, July 27: Students learned the class procedures.
Tuesday, July 28: Students completed the pre-test and then they reviewed the answers and practiced the grammar.
1. Sign the syllabus on the Google form by Friday, July 31st. (HW grade) You can find the form on my website under AP Spanish on the Syllabus tab.
2. Bring a school-appropriate sticker to place on the daily participation card by Block Day as this will be counted as a small homework grade.
3. Students will work on their study guide packet throughout the week and begin studying it in preparation for Monday’s exam. This study guide will not be turned in as homework. Check the resource tab on my website under AP Spanish for several helpful grammar practice websites.
Thursday, July 30: Students did some grammar presentations and then we learned some cultural topics of self-taught schools in Columbia.
1. Sign the syllabus on the Google form by Friday, July 31st. (HW grade)
2. Students will work on their study guide packet throughout the week and begin studying it in preparation for Monday’s exam. This study guide will not be turned in as homework. Here are some helpful websites that you can use to practice the indicative verbs in Spanish:
Friday, July 31: Students finished reviewing verb tenses and we completed the discussion about the schools in Columbia.
1. Students will work on their study guide packet throughout the week and begin studying it in preparation for Monday’s exam. This study guide will not be turned in as homework. Here are some helpful websites that you can use to practice the indicative verbs in Spanish:
2. Prepara un mínimo de 5 tarjetas de vocabulario de Tema 1, Contexto 1 para el jueves, 6 de agosto. Cada tarjeta de este año necesita ser del mismo tamaño (same size) porque las van a mantener juntas en el mismo anillo durante todo el año.
Here is an optional packet with AP Spanish Summer Assignments for any Spanish 3 students who would like to practice over the summer and earn some credit for the fall semester. It is due on the first day of school and it should be completed throughout the summer and not all at once. Please email Profe. Peterson (apeterson@bfcsaz.com) if you have any questions.
AP Spanish is a Dual Enrollment Course. I will provide additional information in the coming weeks, however, here are some registration deadlines:
Registration Timeline
Registration Timeline
The Dual Enrollment registration will begin on August 3, 2026. Please note that registration will be available for students based on finalized class lists and high school approval.
The Dual Enrollment registration will begin on August 3, 2026. Please note that registration will be available for students based on finalized class lists and high school approval.
Priority Registration Deadline
Priority Registration Deadline
The priority deadline for Fall 2026 Dual Enrollment registration is August 31, 2026. We encourage students to complete their registration steps early to ensure a smooth enrollment process.
The priority deadline for Fall 2026 Dual Enrollment registration is August 31, 2026. We encourage students to complete their registration steps early to ensure a smooth enrollment process.
Email sent to parents and students on July 4, 2026:
Dear Parents/Guardians and Students,
Happy 4th of July! I hope you are doing well. I am writing to share an optional academic enrichment opportunity available to students in AP Spanish and Honors Spanish 3. This activity will take place entirely outside of class time, and participation is completely voluntary.
Vista Higher Learning—the publisher of our AP Spanish materials and the new Spanish 1 curriculum—has opened submissions for its national essay contest, "Raíces: Celebrating Hispanic Heritage." Although the contest highlights cultural themes, the primary purpose of offering it to students is academic. It provides a meaningful opportunity for students to strengthen their writing skills, deepen cultural literacy, and participate in a national competition that supports their academic growth.
Importantly, students may write their essays in either English or Spanish, making the contest accessible to all learners. The essay deadline is August 15.
Vista Higher Learning is also providing a special incentive: every student who submits an essay will receive a free copy of Fesser’s book Get to Know Bernardo de Gálvez within 6–8 weeks of their submission. Bernardo de Gálvez was a Spanish general whose contributions were essential to the success of the American Revolution—so essential that his portrait hangs in the U.S. Capitol. Learning about him offers students a valuable historical perspective, especially as the United States approaches its 250th anniversary.
The contest also includes significant prizes. The first‑place winner will receive an all‑expenses‑paid trip to Spain in the summer of 2027, for themselves, their guiding teacher, and a companion for each. Additionally, 15 finalists will be invited to an award ceremony this October, providing students with an opportunity for national recognition.
Even if students simply complete the essay and receive the book, I believe this experience represents a meaningful academic and cultural benefit. It encourages writing development, independent learning, and engagement with history and culture.
Here is the website with the complete information, but if you have any questions or would like more information, please feel free to reach out.
Warm regards,
Profe Peterson
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