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