Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Course description:
 SPAN 101 (5 credits)
 The first year of the beginning Spanish language sequence consists of 101, 102,
and 103. SPAN-101 is the first quarter of the sequence. The basic tenants of
communications including reading, writing, speaking, and listening are developed
in a dynamic second language acquisition environment enhanced by technology.
Grammar is used as a communication tool to express meaning as students take
part in small group discussions, cultural investigation, and presentation. Authentic
materials will be focused on in the class as well as assessment. Students should
expect to be immersed in the language. English will be used at a minimum.
 Prerequisite (s): No previous background in Spanish or no more than one year of
high school Spanish with a “C” average or less. Satisfies a humanities/fine
arts/English requirement for AA degree.
 Overview:
Welcome! We are about to start a great adventure together: learning another
language is one of the most challenging and rewarding experiences we can have, one that
will benefit our awareness of others, that will enrich our life and that will provide us with
a very useful skill. Since language does not exist in a vacuum, our adventure will lead us
into learning not only vocabulary and grammar, but the multiple cultures in which this
language vibrates and exists: Language is a set of human tools (sounds, symbols, words,
corporal movements) to communicate meanings, and meanings exist in and for specific
socio-cultural contexts. That is why the textbook our department has chosen devotes each
chapter to a different Hispanic country, providing us with readings, pictures, website
links, and maps. These will not only serve us as a guide in this immersion in the Hispanic
world, but also will help us understanding the amazing diversity found in these countries
and the rich history that leads to that diversity. The textbook and workbook also include a
very useful set of CDs in which native speakers allow us to listen and get used to the
different accents and idiomatic expressions common in these countries.
In Spanish 101 we will learn how to describe people’s personalities,
characteristics, favorite activities and professions. We will learn how to describe our
houses, clothing, and families, how to count, how to compare, and how to use several
important idiomatic expressions. We will study these subjects while we learn about
Puerto Rico, España, México, and Argentina. One essential element of these diverse
cultures is their different music styles. Music plays an important role in the Hispanic
world and is an important tool of communication and human expression. Hence, each
class will start by listening to music from the country we are studying, and talking about
their instruments and popular music styles.
When appropriate, we will watch short videos that will provide visual images for our
journey through these countries. We will also search the web to read from newspapers of
these countries. Our textbook is enhanced with a section called “Viajemos por el
ciberespacio a…” (Let’s travel in cyberspace to…) which provides internet sites that have
1
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
been developed and are maintained in these countries. In the calendar of our course and
in our website, I include other links that provide not only grammar and vocabulary
exercises, but also cultural information. Finally, I will place on reserve in the library
several films for you to watch. You can earn extra-credit by watching these films and
writing short paragraphs in Spanish about them.

Campus Wide Learning Outcomes:
GRCC has identified four college-wide learning outcomes that form the foundation of our
educational emphasis. They are:
1) Written Communication (COM).
2) Critical Thinking (CRT).
3) Responsibility (RSP).
4) Quantitative and symbolic reasoning (QSR)
Our course will address most of these campus wide learning outcomes as specified below
in parenthesis in our course learning objectives.

Course Learning Objectives:
Spanish 101 is guided by the following learning objectives:
1- Students will examine cultural perspectives and values in ways that reinforce or
challenge their own views within a multicultural world. This will be done not only
through readings about the different Hispanic countries, customs, social problems,
power structures and relations with the US, but also through discussions of films
and special topics in class and in conversations hours (CRT)
2- Students will demonstrate a sense of personal responsibility by following the
guidelines stated in this syllabus and being held accountable for this (RSP).
3- Student will understand and apply the basic principles and conventions of
effective oral and written communication in Spanish according to the
requirements of this introductory level. This will be demonstrated through the
different written and oral assignments in the quarter. Instructor will explain in
class rubrics for good oral and written communications that students should
follow in their activities. Please find those rubrics at the end of this syllabus as
well as a handout on Spanish sentence structure (COM).
4- Students will enhance their critical thinking abilities by examining the following
elements of thought not only in the reading materials but also in the answers
provided by other classmates in class conversations and discussions: points of
view, purpose, question at issue, implications and consequences, assumptions,
concepts, conclusion and solutions. In our class, we will understand critical
thinking as a mode of thinking about any subject, content or problem in which the
thinker improves the quality of her/his thinking by skillfully taking charge of the
2
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
structures inherent in thinking and imposing intellectual standards upon them
(CRT).

Instructional Methods:
In teaching language, a method refers to a systematic set of teaching practices
based on a particular theory of language and language learning. We will be using a
combination of several methods:
1- The natural approach to language instruction, meaning that the class will be taught all
in Spanish and all communication in the classroom (with minor exceptions) will take
place in Spanish. This is possible by the use of cognates (words that have the same
meaning and sound similar both in English and Spanish) and by your teacher functioning
as an actor and using props to convey meaning. Students will find this surprisingly easy,
once you get used to it. Students can guess the meanings if they allow themselves to be
immersed in the language.
2- The instructor also will use the “Total physical response” method that connects certain
physical activities with sentences and expressions. The student needs to be willing to
perform certain tasks following commands.
3- The instructor will use also the method of “Teaching proficiency through reading and
storytelling”, for which oral and written short stories will be used to enhance students’
comprehension of vocabulary and grammar, using questions to lead students in
personalizing the stories.
4- The instructor will use also “Audio-lingualism” by modeling sentences and providing
opportunities for practicing patterns.
In summary, the class will not be based on mechanical repetition or drills but on
activities to develop communicative proficiency, with special focus on the message
contained in sentences and discourse. We will play a lot of games in class such as
“charades” (acting out a phrase or words), “Pictionary”, Human Bingo, “Hangman” (los
ahorcados), etc. We will create also “real life situations” for which students will produce
and act out “skits” to use the vocabulary and the structures learned in class related to the
content area studied at the time (you will “go” to the market, to a dorm, to rent a house, to
a clothing store, etc.). All of these will require constant interaction among students and
with the instructor as well as a thorough preparation for each class.
The success of these methods depends to a great degree on students’ completion of
homework, because students are responsible for studying in advance the new
grammatical content and vocabulary from the textbook. Class time will be devoted to
practicing the material with the methods described above. The instructor will work more
as a facilitator to promote students’ participation and interaction. Although Spanish
should be used in the classroom, English is permitted before and after class or during
office hours, and in class when there is no other way of getting the points across.
3
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm

Textbooks & Supplemental materials:
1) Required books: From the Dímelo Tú series:
1.1- Textbook: Rodríguez, F., Samaniego, F., et al. Dímelo tú. Boston: Thomson
Heinle Corporation, 2006. (5th edition: ISBN: 1-4130-0637-X)
1.2- Workbook: Cuaderno de Actividades y Manual de laboratorio. Boston:
Thomson Heinle Corporation, 2006. (5th edition: ISBN: 1-4130-1183-7)
1.3- Audio program: Lab Audio CDs (1-4130-1184-5)
1.4- Workbook/Lab Manual Answer Key with Audio Script. Boston:
Thomson Heinle Corporation, 2006. (5th edition: ISBN: 1-4130-1185-3)
2- Recommended supplementary materials:
2.1- Larousse Pocket Dictionary Spanish-English
2.2- Spinelli, Emily. English Grammar for Students of Spanish. The Olivia and
Hill Press, 1990.
2.3- Atajo 4.0 CD-ROM: Writing Assistant for Spanish (ISBN: 1-4130-0060-6)

Technology:
Students will need access to a computer to complete course work. As explained
earlier the textbook comes with a series of supplements that require a computer like to
use the CD-ROM Atajo as a writing assistant, to access the textbook website for
exercises and cultural information, as well as the Spanish department’s website, and
the links provided by instructor in the course catalog. All written assignments should
be typed using double space as format (so that instructor can write corrections).

Assessment:
The instructor will use several assessment tools which will be reflected in the grading
policies for the course. Each day in class the instructor will use “embedded assessments”,
that is, the instructor will be evaluating each student’s achievement of the course
objectives in regular classroom-based activities in which students participate normally.
This will allow the instructor to adjust instruction to address in a timely manner any
information gaps or communication problems. Other methods include:
1- A comprehensive exam for each chapter: Students must prove they have mastered
the vocabulary and grammar included in each chapter. Each exam will include the writing
of a small essay using the content studied. It will also include questions related to the
information learned about the country studied in the chapter. These exams will be taken
in the Testing Center on the assigned days (see calendar).
4
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
2- ¡Escríbelo!: For each chapter, students will complete and turn in the final draft of the
writing assignment included in the workbook for each chapter (double spaced and typed).
This will help you review the vocabulary and structures learned for each chapter. Since
this is worth 30 points, it should be as complete as possible (At least 10 sentences!)
3- Completion of group skits (obritas): We will form groups that will work preparing
skits with “real life situations” to present to the class using the vocabulary of the lesson.
Each group will be given time in class to prepare and the instructor will choose what
group will present the skit to the class. Each member of the group should contribute as
equal partners to the work of the group and should be allocated an equal amount of words
and “lines” in the skit production. The instructor will evaluate each member separately,
taking into consideration performance and the perceived quality of each member’s
contribution to the group.
4- Composición (final essay): The purpose of writing an essay at the end of the quarter
is to bring together and apply all the knowledge of Spanish students have acquired in
class and to use it to express themselves in Spanish. To make the most of the lessons in
the textbook, use only the vocabulary and the grammar learned. For the purpose of
maximum practice, if you don't know how to say what you want to say, paraphrase it
using the grammatical constructions of the lessons: “If you can't say it in Spanish, don't
say it at this time.”
Your knowledge of the structure of English composition will serve you well in
your Spanish class. That is, you need to THINK about what you want to say and about
how to organize your thoughts logically and clearly. Your composition or essay should
include a topic statement, supporting evidence given in logically related sentences with
transitions from sentence to sentence, and a closing statement or conclusion (follow the
rubric for writing essays included in this syllabus). It should always have a suggestive
title (please, be aware that in Spanish the only word that starts with a capital letter in the
title is the first word; the rest do not use capital letters). You need to document any
sources you use with a “Bibliografía” at the end of your essay. Please, use the MLA
format.
The composition should be typed and double-spaced. The letter size to be used
is #12 (‘Times New Roman”), normal margins. The length will be a minimum of 30
lines (not sentences, but written full lines, that is, a line with 5 words will not be
considered a line). Please, don’t forget to write your name and the time of your class in
your essay for proper identification.
Theme: You will create a story using one or several of the themes learned this
quarter, trying to use as many grammatical structures as possible. Since we will only
learn how to talk in the present tense and in a form of the future, your story should
address something that “normally happens when you go to… or when you talk with… or
when you try to….” Since the purpose is to practice the content learned, your story
doesn’t have to be real.
5
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Try to use as many grammatical structures studied in 101 as possible. Remember
that you can only use the grammatical structures you have learned so far in your Spanish
studies. Don’t try to translate your more complex English structures and idiomatic
expressions.
5- Final oral presentation: Each student will tell a story to the class using the
vocabulary we have learned this quarter. The presentation should take a minimum
of 2 minutes. Students cannot read the presentation, it is ORAL. Notes in Spanish
cannot be used either. You will be evaluated on how well you were able to use
most of the grammar and the vocabulary taught during this quarter. The
presentation will be done for the whole class, therefore everybody will be present
and have to attend (if you miss one day of the oral presentations you will lose 40
points). It is our last exercise together for this quarter.
Your oral and written final presentations should prove proficiency in the grammatical
points we will see this quarter, which include:
1- Agreement between all parts of the sentences (articles, nouns, adjectives, verbs).
2- Correct use of _ar, _er, _ir verbs.
3- Use of interrogative words
4- Possessive pronouns
5- Verbs tener, salir, venir.
6- Telling time, days, months.
7- Present Progressive.
8- Comparatives, superlative and absolute superlative.
9- The verb “gustar”.
10- Demonstrative adjectives.
11- Irregular verbs that change e-ie, o-ue.
12- Idioms with tener.
13- The preterite of ir, ser, poder, tener.
14- Adverbs of time.
15- Prepositions.
Grade distribution:
1. Class participation and daily homework ______ 35%
2. Composición (essay) (1) ____________________________ 10%
3. Written Tests (5) (Pruebas) ____________________ 50%
4- Final oral presentation ________________________ 5%
The METHOD I will use to grade will be as follows:
I will give you points for every assignment for a total of 1000 points:
6
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
100 pts every test (5) = 500 points
100 pts for composición = 100 points
350 pts for daily class participation and daily homework= 80 points for attendance; 50
points for daily participation in class; 220 points for daily homework (you will lose 10
points each time you don’t have your homework done, 30 points if you don’t turn in the
¡Escríbelo! section or any other assignment that you have to turn in and 10 points if you
don’t participate in your group skit).
50 points for final oral presentation =50 points
At the end of the course, I will convert your final total of 1000 points into the
corresponding decimal grading (see list of equivalencies at the end of this syllabus).
Please be aware that a passing grade for this class is 2.0 (600 pts). Please notice in our
calendar the dates for assignment completion. No late assignments will be accepted and
examination dates are final (unless extenuating circumstances occur, for which you need
to communicate immediately with the instructor). Students will find their final grade via
the Registrar web system.
There will be a series of activities students can do to earn extra credit: watching
videos placed on reserve in the library by your instructor and writing about them in
Spanish as well as participating in related lectures, seminars or cultural events announced
in class. I will post the information for these in our website and I will also announce them
in class.

ATTENDANCE:
The importance of daily attendance cannot be exaggerated. A major goal of the
course is spontaneous, oral communication, which depends on daily exposure to the
language and daily practice. Work in class will often go beyond the textbook, so that
missing class will mean missing important information that may not be available in your
textbook. Since you have all the assignments already in the calendar included in this
syllabus, missing class is not a justification for not doing your homework. After 3
justified absences your participation grade will go down accordingly: each absence will
be equal to 10 points of your final total. You can justify your absence by emailing/calling
the instructor preferably ahead of class time to explain the situation. For the sake of the
class, I will demand punctuality. Three times tardy will equal one unexcused absence.
The policy for withdrawals and incompletes follows the campus established policies for
those. In any case, communication with the instructor is vital to plan for any special
arrangement to accommodate student’s needs while fulfilling the course’s expectations.
Please be aware that email is the preferred method of communication with the instructor.

Academic Dishonesty:
Students are expected to be honest and forthright in their academic endeavors.
Cheating, plagiarism, fabrication or other forms of academic dishonesty corrupt the
7
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
learning process and threaten the educational environment for all students. In this course,
sanctions for academic dishonesty will be as follows: If it is obvious that the student
didn’t do an assignment individually as instructed, but either copied from the web, a
book, or got too much help from someone else, the student will not receive credit for
that assignment. The student who is caught in any form of cheating will receive an
administrative withdrawal from the course. Cheating is defined here as: Copying from
another student’s test paper, allowing another student to copy from a test paper,
collaborating during a test with any person by receiving information without authority,
using the course textbook or other material such as a notebook brought to a class meeting
but not authorized for use during a test, using specifically prepared materials during a test
(e.g., notes, formula lists, notes written on student’s clothing, etc.); using a translator
(electronic or human) to write your essays.

Students with Special Needs:
If you need specific auxiliary aids or services due to a disability, please contact the
Disability Support Services (extension 2318). They will require you to present formal,
written documentation of your disability from an appropriate professional. When this step
has been completed, arrangements will be made for you to receive reasonable auxiliary
aids or services. The disability accommodation documentation prepared by Access
Services must be given to the instructor before the accommodation is needed so that
appropriate arrangements can be made.

Classroom policies:
1- Please turn off your cell phone, beeper, MP3 player, I-Pod or any other electronic
device before entering to class. Text messaging or any other phone activity during
class is not allowed.
2- Please refrain from eating in class, since this will interfere with our communicative
activities and could make a mess in our classroom. Of course, water or drinks with a
secure lid are allowed.
3- Although the instructor understands the child care needs of some students, children
are not allowed in the classroom following GRCC policies.
If you have questions or concerns about this class or me, please come to talk with
me about your concerns. If we are unable to resolve your concerns, you may talk next
with Dr. Kathleen Loucks, chair of the Humanities program. The Chair can assist
with information about additional steps, if needed.
This syllabus and calendar are subject to change in the event of extenuating
circumstances. If you are absent from class, it is your responsibility to check on
announcements made while you were absent. You can email me or check our website
for any announcements. You can also check with other classmates.
8
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
 Appendices:
1- Course Calendar.
2- Rubrics for written and oral communication.
3- Grade conversion chart (from 1000 to decimal grade).
4- Common questions and expressions to use in class.
5- Handout with basic Spanish sentence structure information.
Calendario Tentativo
Español 101 Otoño 2008
Profesora Marisela Fleites-Lear.




Links (“enlaces) are to be used for supplemental study and investigation. Some
are in Spanish to be used as authentic material (look them over and get
experience reading real links written for native speakers). Rather than feeling
intimidated by not being able to understand everything, pick out what you do
understand and read for overall comprehension. Other links include grammar
tutorials and/or practice. “Tema” refers to the theme and pages of the textbook
we will study in class.
TX = Text book
WB = Workbook
Remember that you will work with two different sets of CDs- The ones that
accompany the textbook (there are 3, it will be noted here as CD/TX), and the set
that accompanies the workbook/lab manual.
Please be aware that the homework (“Tareas”) is to be done for the day after the
date in which it appears in this calendar unless otherwise specified.
Día (day)
22 lunes
Septiembre
Para
empezar
Tema y enlaces
(Theme and links)
 Introducción al
curso
 El español en el
mundo

Tareas (for next day)
(Homework)
 Read the syllabus and
calendar. Pop quiz tomorrow
about these.
 TX- p. 18-20 (read and then do
the exercises)
 Listen to vocabulary list on
track 5, CD/TX-1 while reading
the words on TX, p. 17.
9
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Día
Tema y enlaces
23 martes
Saludos & El alfabeto
Pronunciación
El mundo hispano
Tareas (for the next day)
 p. 20-21TX(read and then do
the exercises)
 WB- 6-8 (These require the CDs
that accompany the WB)
Pop quiz about
syllabus.
TX- p. 4-7
24 miércoles
TX- 8-11
25 jueves
TX- 12-14
el mapa y las
capitales de América
el mapa de España
Subject pronouns
sustantivos
sustantivos 2
artículos definidos y
indefinidos
adjetivos
adjetivos 2
hay
26 viernes
Capítulo 1
Las Américas
29 Lunes

WB- p. 1-5
 TX- p. 50-55 (read
explanations and then do the
¡A practicar! exercises for
1.1, 1.2, 1.3).
 For extra credit: Ejercicios de
sección “Ciberespacio” del
capítulo 1 Follow the link:
http://dimelotu.heinle.com
 WB- 9-13
TX- p. 24-26
Review HW.
TX- p. 27-30
 TX- p. 55-58 (1.4, 1.5, 1.6)
TX- p. 31-33
Review HW.
 WB- 25-29
 WB- 14-15
Centroamérica y
el Caribe
30 martes
10
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Día
1ero de Octubre
miércoles
Tema y enlaces
TX- p. 34-35
2 jueves
TX- p. 36- 39
Lenguas de
Sudamérica
verbos regulares
verbos regulares II
verbos regulares III
Ir + a + infinitivo
Video sobre
Latinoamérica
3 viernes
Tareas (for the next day)
 WB- 16-17
 WB- 30-31
 TX- p. 58- 61 (1.7- 1.8)
 WB- 18-24 (Turn in your final
versión of ¡Escríbelo!)—DOBLE
ESPACIO.
6 lunes
TX- p. 41-43
Skit #1: Introducing
new friends from the
Hispanic World.
TX- p. 44-45
7 martes
TX- p. 46-7 y repaso
8 miércoles
Capítulo 2
Exam #1- in Testing
center (includes PE
& Ch 1)
In class:
Puerto Rico
TX p. 72, 79-80, 86-7
Los verbos er,ir
Las profesiones
TX- p. 65-6
 Estudiar para la prueba
Take the tutorial quiz using the TX
website.
 TX- p. 90-92 (2.1-2.2)
 Empezar a estudiar
vocabulario del capítulo II.
 Navega por:
La cultura de Puerto Rico

 WB- p. 35-38.
Puerto Rico
9 jueves
10 viernes
13 lunes
TX- p. 67- 69
Las Palabras
interrogativas
TX- p. 70-72
Números
 WB- p. 32-34.
 Preparar p. 71-72 sobre
Puerto Rico e investigue la
estadidad
 WB- 50-52.
 TX- p. 93-97 (2.3, 2.4, 2.5)
11
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Día
14 martes
Tema y enlaces
TX- 73-75
Tarea (for next day)
 WB- p. 38-41 (no Paso 3)
 WB- p. 52-55
15 miércoles
TX- p. 76-78
La hora
Días de la semana,
meses y temporadas
TX- p. 82-84
Skit #2.
TX- p. 85 & repaso
 Tx- p. 97-101 (2.6, 2.7, 2.8)
16 jueves
17 viernes
20 lunes
In service Day
No hay clases
Capítulo
III
21 martes
El origen del español
El origen de la lengua
Lenguas regionales
de España
Prueba #2 en testing
center.
En clase:
TX- p. 112-113
TX- p. 118-9
 WB- p. 41 (Paso 3)- 45.
WB- ¡Escríbelo! P. 47-49
(entregar versión final mañana,
doble espacio)
WB- p. 56-60
 Estudiar para la prueba
 Take the tutorial quiz using
the TX website.
 Leer TX: p. 112-113 ‘El
origen del español’
 TX- 3.1 (p. 130-131)
 WB- p. 61-64 (be prepared to
share with the class your
answer to F., p 64, don’t do
3.2 on p 64).
El árbol indoeuropeo
Lenguas americanas
22 miércoles
23 jueves
TX- p. 104- 107
El presente
progresivo
TX- 108-111 +
práctica del
progresivo
superlativos





WB- p. 75-76
TX- p. 131-132 (3.2)
WB- p. 64-5 (3.2)
TX- 132-134 (3.3)
WB- p. 65-67
12
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Día
24 viernes
Tema y enlaces
TX- p. 114-116
Ser vs. estar
Ser vs. Estar II
Ser vs. Estar III
Ser vs. Estar IV
Tarea (for next day)
 Leer p. 121, TX- prepararse
para responder preguntas
sobre lectura el lunes.
 TX- 135-137 (3.4-3.5)
 WB- p. 67-70 & 72-74
(entregar versión final de
¡Escríbelo!).
 WB- p. 77-82.
27 lunes
TX- p. 123-125
Entregar “Escríbelo”
28 martes
TX- p. 126-128
 Estudiar para la prueba.
Skit #3.
La cultura de España
Repaso
Estudiar para la prueba.
Gustar y verbos
Take the tutorial quiz using the
similares
TX website.
Prueba #3 (testing
TX- p. 166-169 (4.1-4.2)
center)
En clase:
WB- p. 83-87 (no hacer Paso 2)
TX- p. 146-47 & 153155.
El calendario azteca
El calendario azteca II
29 miércoles
30 Jueves
Capítulo IV
México
31 viernes
Noviembre
3 lunes
TX- 140-142.
Verbos irregulares eie
Verbos irregulares II
o-ue
Verbos irregulares III
e-i
TX- p. 143-145
Comparaciones de
igualdad
Adjetivos
demostrativos
 WB- p. 99-101.
 TX- p. 169-172 (4.3-4.4)
 WB- p. 87-90.
 WB- 91-92
 WB- 102-104.
13
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Día
4 martes
5 miércoles
No hay clases
6 jueves
Tema y enlaces
Tarea (for next day)
TX- 148-152.
México, Oaxaca y
Guelaguetza
Fiestas mexicanas
Advising Day
Day clases canceled.

Revisar tarea
TX- 173-175 (4.5-4.6)
WB- p. 92-95
 WB- p. 96-8 Finish your
İEscríbelo! To turn in Friday.
 WB- p. 104-108.
Skit #4
7 viernes
10 lunes
11 martes
No hay clases
12 miércoles
13 jueves
Capítulo V
Argentina
Expresiones con
tener
Más con tener
La moda
TX- 157-159
(recoger
¡Escríbelo!)
TX- 160-163
Al pedir algo para
beber en una
cafetería
Veterans Day
observed
 Repaso
El pretérito de los
verbos irregulares
El pret. II
Prueba #4 en testing
center.
En clase: Argentina
Documental.
 Hacer handout para repaso
Hacer ejercicios de repaso.
 Estudiar para la prueba.
 Take the tutorial quiz using
the TX website.
 TX- p. 204-205 (5.1-5.2)
14
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Día
17 lunes
Temas y enlace
TX- 180-181
18 martes
Revisar respuestas
a tarea.
 TX- 182-84.
19 miércoles
TX- p. 187-88
Revisar respuestas
a tarea.
Tareas (for next day)
Leer TX- 185-6 y hacer ejercicio
al final de 186.
Visitar sitio Argentina y su
historia, responde: ¿Qué fue lo
más interesante? ¿Por qué?
 TX- p. 206-207 (5.3)
 WB- p. 113-115 (no Paso 3,
you will turn in tomorrow
answer to K., p.115)

WB- 115- 118 (no El
rincón)

20 jueves
TX- p. 189-192.
 Text p. 207-209 (5.4-5.5)
21 viernes
TX- p. 196-97
Revisar HW
Ser vs. Estar
Comparaciones
de desigualdad
24 lunes
Students share their
description of their
houses showing
blueprints
 Draw a blueprint of your
house and one of your rooms
with furniture and bring it to
class. Describe your home in
Spanish. Make sure to use
vocabulary, ser/estar,
comparisons of inequality.
You will share your answers
with the class Monday.
 Por y para—Please, follow
this link, read the
explanation, on the left side,
click on “Basic quiz”, answer
it, print your answers and
bring them to review
tomorrow in class.

WB- 126-130.
15
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Día
25 martes
26 miércoles
No hay clases
Temas y enlace
Tareas (for next day)
Continuación de
Estudiar para la prueba
descripciones de
Take the tutorial quiz
casas por los
using the TX website
estudiantes.
Responder a Handout.
TX- 198-200
Comenzar a trabajar en
Review Por/para quiz. composición (ver guía en texto
Skit # 5
del sílabo)
No hay clases.
Estudiar para la prueba
Trabajar en composición.

27 jueves
Día de acción de
gracias, no hay
clases.
İComer pavo y descansar!
¡Coman mucho
pavo y descansen!
No hay clases
28 viernes
Diciembre
Lunes 1ero
2 martes
3 miércoles
No hay clases.
Repaso
Presentaciones
orales en clase
4 jueves
Presentaciones
Prueba #5 in Testing
Center.
5 viernes
Presentaciones orales
en clase
Turn in final essay.
Trabajar en presentación oral y
en composición.
 Terminar composición y
presentación oral.
 Terminar composición y
presentación oral.
Preparar presentación oral
final.
16
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
8 Lunes
Study day
Spanish
Rubric for writing papers.
Directions: Use the following to help you assess the strengths and weaknesses of your
papers. Remember that weaknesses that show up on one paper often show up in further
papers. Keeping a record of these weaknesses can better help you focus your revision for
future papers. Even if you are writing in Spanish, the rules for good written
communications apply the same as if you were writing in your own language. The
success of your essay depends not only on the good use of the vocabulary and grammar
in Spanish but also on the other elements described below.
“A” Range
“B” Range
“C” Range
“D” Range
Not Passing
Thesis
Statement
The paper has
an obvious,
clearly stated,
and effective
thesis
statement that
fully addresses
the assignment.
The thesis
statement is
obvious to the
reader and
addresses the
assignment, but
it could be
worded more
precisely or
clearly.
The thesis
statement may
not be as obvious
to the reader, and
may not fully
address the
assignment. Its
wording may be
awkward or
poorly
constructed.
The thesis
statement is hard
to find. It also
may not address
the assignment.
Lack of thesis
statement.
Development /
Support
Thesis
statement is
thoroughly
developed and
supported by
specific and
plentiful
examples,
stories, or
dialogue. The
thesis is
thoroughly
proven by the
support points.
Thesis statement
is developed and
supported by
specific
examples,
stories,
dialogue, or
other details, but
more of these
details would’ve
helped to more
thoroughly
prove the thesis.
Thesis statement
is supported and
developed with
general details,
but the reader is
left largely
unconvinced of
your thesis. More
support would’ve
helped here.
Thesis statement
is ultimately not
supported and
developed with
enough details,
dialogue, and
examples to
prove that thesis.
No thesis
causes there to
be nothing to
support or
develop.
17
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Organization
Paragraphs
Paper is
coherent:
paragraphs
clearly relate to
one another
and to the
thesis
statement.
Introduction
and conclusion
effective.
Transitions
present.
Good
suggestive title
Paper is largely
coherent: No
more than one
paragraph not
related to the
thesis statement.
Intro. and
conclusion
present, but not
overly creative.
Transitions
present. Title
relates to
content.
Paper not
coherent: Two
body paragraphs
not related to
thesis statement.
Intro. or
conclusion very
short. Transitions
largely missing.
Title is not
suggestive and
not specific to the
theme.
Paper not
coherent: More
than 2 paragraphs
don’t connect to
thesis statement.
Intro. or
conclusion
missing.
Paragraphs are
coherent, and
include clear
and effective
topic sentences
that connect
the paragraph
back to the
thesis
statement.
Paragraphs are
developed with
distinct and
detailed
examples,
stories, etc.
Paragraphs are
coherent, but
topic sentences
may not be as
clearly worded
as they could be.
Paragraphs are
developed with
examples,
stories, etc., but
these may not be
as specific or
detailed as level
“A.”
Up to one
paragraph lacks
coherence. Up to
one paragraph
doesn’t have a
clear topic
sentence that
controls the
paragraph’s idea
and connects it
back to the thesis
statement.
Up to two
paragraphs lack
coherence. Up to
two paragraphs
don’t have clear
topic sentences
that control the
paragraph’s idea
and connects it
back to thesis
statement.
Transitions
largely
missing.
Title
missing.
No thesis
statement
causes the
paper to have
no central idea
to relate back
to. No intro.
or conclusion.
Title missing
Three or more
paragraphs
lack
coherence.
Three or more
paragraphs
don’t have
clear topic
sentences that
control the
paragraph’s
idea and
connects it
back to the
thesis
statement.
_
Mechanics / Style
Paper has been
proof read for
missing words,
and major
grammar
mistakes such
as sentence
fragments, runons, and
comma splices.
(No more than
4 errors
overall.)
Paper has been
proof read, but
may still have
sentence
boundary
problems
(fragments, runons, splices), or
missing words.
(No more than7
of these errors.)
Paper has been
proof read, but
may still have
sentence
boundary
problems
(fragments, runons, splices), or
missing words.
(No more than 10
of these errors.)
Very little
evidence of proof
reading. There
are blatant and
frequent errors
throughout the
paper. (No more
than15 of these
errors.)
Very little
evidence of
proof reading.
There are
blatant and
frequent
errors
throughout the
paper. (No
more than 20
of these
errors.)
18
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
References,
citations,
bibliography,
plagiarism 1
Bibliography is
well organized
following the
MLA
guidelines. All
in text
references and
quotes of other
author’s works
are properly
stated
following the
MLA
guidelines. No
plagiarisms.
Bibliography is
well organized
following the
MLA
guidelines.
Some references
don’t follow the
proper
guidelines. No
plagiarisms.
More than three
different errors
are present in the
organization of
the bibliography.
More than three
references don’t
follow the proper
guidelines. No
plagiarisms.
Bibliography is
not well
organized
following the
MLA guidelines.
References don’t
follow guidelines.
No plagiarisms.
No
references or
proper
bibliography
present. No
plagiarisms.
Oral Communication Rubric:
Overall
Introdu
ction
Body
Exceeds Standard
The specific topic and
approach were very
well suited to the
assignment.
General topic was
clearly introduced in a
manner that promoted
audience attention.
Speaker explained why
the material was
relevant and important
for the audience to
learn.
A strong thesis (in a
complete declarative
sentence) sets tone &
direction for the
information that will be
covered.
Main points are
Work on Standard
The topic and/or
approach meet the
assignment.
.
General topic was
clear.
Below Standard
The specific topic and/or
approach were
significantly
underdeveloped.
The general topic was not
given.
Some attempt to
Minimal or no effort to
explain the importance explain why the
of the material.
information was
important.
A general thesis was
given telling what
information will be
covered.
No real thesis is stated.
Each main point is
Information was
Plagiarisms mean copying from someone else’s work without quotation marks or without explicitly
saying that you are paraphrasing other’s author ideas. Even if you are copying or paraphrasing something
from the internet, it has to be stated. Any plagiarism in this class will lead to the failure of the class. The
instructor will report the incident to the disciplinary committee on Campus for further actions.
1
19
Comments
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
balanced, and fully
developed with
supporting examples.
The logical progression
of ideas supported the
thesis and purpose.
Organization of points
was generally strong.
Some minor changes
would have improved
the progression of
ideas.
All information is
accurate, including
small nuances.
Information is
primarily correct with
some minor
inaccuracies.
Basic information is
covered.
Information covered
fully in depth.
Conclus
ion
clearly explained.
Review clearly
summarizes main
points in an informed
and beneficial manner.
The major theme or
message is brought
together effectively and
related back to the
audience.
Exit clearly bring the
speaker to closure and
ends the presentation
effectively.
Delivery Solid conversational
delivery, only subtly
/ Form
using notes for specific
details (notes only in
English). Ideas flow
Main points are
briefly reviewed for
the audience.
Brief development of
theme and its
relevance or
importance to the
audience.
Closing line was
okay.
Somewhat
conversational
delivery.
Regular use of notes
(in English)
presented minimally.
More examples and
clearer explanations
would improve the
content.
Points seemed to overlap.
Points sometimes
jumped from one point to
another without an
apparent purpose or
reason.
Information needed
clearer purpose and
focus.
More reading/research
and care is needed to
ensure the accuracy of
information.
Information needs more
depth or the emphasis
placed on key
information could be
stronger.
No real review of main
points.
New information is
added.
Minimal development of
central theme.
Limited or no attempt to
relate the material back
to the audience.
Ending is abrupt, rambles
on, or fails to give a
sense of closure.
Needs to practice
presentation so that it
does not have to be read
or so that it can flow
smoothly and effectively.
20
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
smoothly and
effectively.
Speaker established a
connection with each
member of the
audience through direct
eye contact.
Volume carries to each
member of the
audience.
Articulation and pauses
enhance message.
Eye contact is
attempted and
generally connects
with each part of the
audience..
Volume could be a
little louder.
Articulation generally
strong.
Articulation is good.
Slow down a little.
Pick up the pace a
little.
A few “ums” or “ahs”.
Words in Spanish in the
notes.
Needs to work on eye
contact.
Need to really work on
volume.
Work on articulation.
Slow down.
Work on breathing.
Need to practice
eliminating “ums” or
“ahs.”
Equivalency from the 1000 scale to the final decimal grade:
1000 = 4.0
980 = 3.9
960 = 3.8
940 = 3.7
920 = 3.6
900 = 3.5
880 = 3.4
860 = 3.3
840 = 3.2
820 = 3.1
800 = 3.0
780 = 2.9
760 = 2.8
740 = 2.7
720 = 2.6
700 = 2.5
680 = 2.4
660 = 2.3
640 = 2.2
620 = 2.1
600 = 2.0
Below 600 = 0.0
Common questions and expressions to use in class:
1234567-
Can you repeat, please? = ¿Puede repetir, por favor? / Repita, por favor.
I don’t understand = No entiendo.
Can you spell the word…? = ¿Puede deletrear la palabra …?
What is the meaning of [a word]…? = ¿Qué significa [….] ?
I don’t know = No sé.
Can you explain this, please? = ¿Puede explicar esto, por favor?
How do you say [ ] in Spanish? = ¿Cómo se dice [ ] en español?
21
Green River Community College Fall 2008 Span 101 (5 days a week)
Profesora: Marisela Fleites-Lear.
Office: HS, office 49
Phone: extension 4409 email: mfleites@greenriver.edu
Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.
Website: http://www.instruction.greenriver.edu/spanish/index.htm
Sentence structure in Spanish
____________________ +
Subject (stated or omitted)
↓
Nouns or pronouns
↓
(Spanish 101, M. Fleites-Lear)
______________ +
verb (agrees with
Subject.
↓
conjugated according
to the subject
↓
↓
↓
Subject pronouns
Yo (1st person singular)
Tú
} 2nd person singular
Usted
Él
} 3rd person singular
ella
nosotros (1st person plural)
vosotros
} (2nd person plural)
ustedes
regular verbs
ending _ar, _er, _ir
________________
complements (adjectives,
verbs, adverbs, nouns): indicate
characteristics, conditions, places, time…
↓
complements answer an implicit question
word. If the complement is a verb,
that verb is in the infinitive form
(ej. Yo necesito bailar)
↓
adjectives, nouns, direct/indirect objects.
or
↓
verb “ser”, “estar”
or
Verb “ir”
it might be
or
necessary to
other irregular
add some
verbs
prepositions (a, en, de…)
or articles (el, la, los, las) to introduce
complement.
Common expressions of time:
Por la mañana; por la tarde; por la noche; siempre; nunca
el fin de semana; a veces; todos los días, con frecuencia
ellos
}
(3rd person plural)
ellas
Examples:
Common question words:
Qué; Cómo; Quién; Con qué frecuencia;
Adónde; De quién.
Yo necesito bailar.
Ella es Elena
Nosotros vamos a la cafeteria.
Los estudiantes son inteligentes.
Ana y Manuel nadan en la piscina todos los días
Tú no compras nunca hamburguesas en Mac Donalds.
Ustedes estudian español en la biblioteca por las tardes a veces.
22