Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
Calendario Tentativo
Español 102 Invierno 2009
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

Remember that you will work with two different sets of CDs- The ones that
WB = Workbook
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.
1
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
Enero
Lunes 05
 Introducción al
curso y repaso.
Tareas (need to be
done for the next day)
♫ Read the syllabus and calendar. Pop
quiz tomorrow about them!
♫ Textbook website
(http://dimelotu.heinle.com) for
reviews of 102 chapters: Please
click on chapter 5, click on the
link for “tutorial quiz” and do the
quiz for chapter 5. Bring your
written answers to class tomorrow.
We will review them in
class.
Martes 06
Miércoles
07
Capítulo VI:
Guatemala.
Jueves 08
Review of answers to
tutorial.
Review exercises.
♫ Read TX p. 219: write a list of the
data provided about Guatemala.
♫ Look for information on Rigoberta
Menchu on the web. Write down the
main ideas you found to share with
class tomorrow (in Spanish!)
♫ Listen to vocabulary list on track
Guatemala
13-15, CD/TX-2 while reading the
words on TX, p. 235, for Paso 1.
TX 219, 222, 230, 233 ♫ TX 236-7(6.1): Read
Video
explanations and write
Presentacion de datos
answers to exercises.
sobre R. Menchú.
♫ WB- p. 131-132 & 142-143
(Paso 1).
Review of 6.1
TX- 213-214
TX 215-217.
♫ WB: p. 133.
♫ TX- p. 237-238 (6.2-6.3)
Viernes 09
2
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
Lunes 12
Tema
♫Tareas (to be done for the next day)
- Review your answers
♫ WB- 134-136.
to HW in class.
♫ WB- 143-145.
- TX- p. 220-222.
♫ start answering handouts.
Martes 13
TX- p. 222-223.
Miércoles 14
Review of HW.
TX- p. 229-231
Groups prepare
“obrita”.
Jueves 15
Repaso
Entregar párrafo.
“Obritas”.
Repaso
Viernes 16
Lunes 19
Martes 20
Miércoles 21
Capítulo VII
Colombia
Jueves 22
TX- 239 (6.4)
WB- p. 136-138 (6.4 only) & 146148.
♫ WB, p. 141, para entregar el
jueves.
♫ Terminar el handout del capítulo.
♫ Do the tutorial quiz for this chapter
from (http://dimelotu.heinle.com)
Estudiar para la prueba
Día de Martin Luther
King Jr.
Feriado
- The class will meet in
♫ Estudiar para la prueba.
the LSC to watch the
presidential
inauguration.
- Prueba #1 en
testing center
En clase:
♫ TX: Pág. 268-270 (7.1 &
Colombia:TX 250
7.2)
(Video), 257-8
♫ Read and listen to vocabulary
words (remember this is a daily,
constant homework).
.-Students share info.
- Review 7.1-7.2 HW
Read Tx 265-66 and answer the
questions about the reading. To share
with class in Spanish.
3
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
Viernes 23
Tema
García Márquez and
Magical Realism.
Video
♫Tareas (to be done for the next day)
♫ WB- p. 149-151 & 161-3
♫ WB- p.152 & 163-165 (vocabulario).
♫ TX- p. 270-1 (7.3)
Lunes 26
Finish video
Review HW
♫ WB- 157-8 (you will share your
answers in class tomorrow).
Martes 27
- TX- 243-44
♫ TX- p. 271-273 (7.4-7.5)
♫ WB- p. 153-6 & 165-7.
Miércoles 28
Review answers 7.47.5
- TX 245-6
Start skit #2: A date…
TX- p. 252-254
“ Obrita #2”.
♫ Answer and correct review package
provided by instructor.
Jueves 29
Viernes 30
Febrero
Lunes 02
Martes 03
Miércoles 04
Jueves 05
Capítulo
VIII:
CHILE
Viernes 06
♫ Hacer handouts de repaso
♫ íEscríbelo! (WB 159-60): turn in
next class: DOBLE ESPACIO.
Finish review package.
TX- p. 261-3
♫ Read and answer the questions in
Entregar ¡Escríbelo!
TX: p. 251.
Review Packaged due tomorrow.
. Review answers to p.
Estudiar para la prueba.
251
. Repaso
Repaso.
Estudiar para la prueba
Prueba #2 Testing
center
Video con p. 290 de
♫ Leer y escuchar el vocabulario de
TX &
la lección.
TX p. 291-292.
♫ Read TX 283-4 and do the
comparison suggested (to share with
class in Spanish)
Students share info.
♫ TX: p. 305-306 (8.1-8.2)
♫ WB- 171-174
Video: Chile: From
drama to hope.
4
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
Lunes 09
Tema
TX- p. 276-8
Review HW 8.1-8.2
TX- 278-80.
♫Tareas (to be done for the next day)
♫ WB- 185-187
♫ TX- p. 307-308 (8.3).
♫. Use the vocab. from the lesson.
♫ ♫ WB- p. 175-177
Martes 10
Miércoles 11
Jueves 12
Viernes 13
Lunes 16
TX- 282
TX- 285-87 Grupo:
preparar una visita a
un restaurante
“Obrita” y ejercicios de
vocabulario.
Película sobre Chile
♫ Work on your review package
♫ WB- 187-8
♫ TX- p. 309-311 (8.4-8.5)
Martes 17
Día de los presidentes
Feriado
TX- 287-289.
♫ WB- 178-180
Miércoles 18
TX- 295-97
Jueves 19
TX- 297-302
Viernes 20
Repaso
Lunes 23
Capítulo IX:
Hispanos en
los EE.UU.
Martes 24
Prueba #3
TX- p. 321-2, video
con TX p. 328-9;
p. 337-8
TX- p. 314-316 + plus
review HW.
“Obrita”: Prepare a
“Weather report” t
♫ WB- 181-4 (turn in Escríbelo on
Wednesday- double space) & 189-91
♫ Estudiar para la prueba
♫ Terminar handout de repaso
♫ Estudiar para la prueba
♫ TX- p. 340-341 (9.1-9.2).
♫ Choose the artist you will work on for
your final essay. Bring this info to class
on Monday
♫ WB- 193-196 (you need to turn in
your answer to p. 196 (double space)
+ p. 206-7.
5
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
Miércoles 25
Jueves 26
Viernes 27
Tema
TX- 316-318 +
student’s presentation
of “weather reports”
review answers to
HW.
TX- 323-327
Review of reflexive
Lunes02
Marzo
Martes 03
Documental sobre el
movimiento chicano.
TX- p. 333-335 +
review answers to
HW
Miércoles 04
TX- 335-6 + review
answers to HW:
students will share
with class.
Jueves 05
Review of commands:
students will share
HW answers.
Viernes 06
Repaso
Repaso
Lunes 09
Martes 10
Repaso
Miércoles 11 Prueba #4
En clase:
Presentaciones
♫Tareas (to be done for the next day)
♫ TX- p. 342-344 (9.3)
♫ WB- p. 197-199.
♫ WB- 207-208.
♫ TX- p. 344-345 (9.4)
♫ Start writing your final essay. Due
date: March 12.
♫ WB- 199-203 (you will share with
class your answers to 201-3)
♫ WB- 209-212.
♫ Write down a “situation” a friend of
yours is having: give her/him commands
to resolve it. You will share this with the
class.
♫ Do handout de repaso
♫ Estudiar para la prueba.
♫ Finish your final essay: To turn in
next Thursday.
♫ Preparar la presentación final oral.
Estudiar para la prueba.
Estudiar para la prueba y
presentaciones orales.
presentaciones orales
6
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
Jueves 12
Viernes 13
Lunes 16
Martes 17
Study Day:
No hay
clases.
orales
Presentaciones orales
Entregar composición
Presentaciones orales
Estudiar para la prueba
Fiesta!!!!
Estudiantes traen
comida de países
hispanos para obtener
crédito extra.
Study Day
 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.
7
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
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.
8
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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.)
9
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
10
Comments
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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.
11
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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
760
740
720
700
680
660
640
620
600
580
= 2.9
= 2.8
= 2.7
= 2.6
= 2.5
= 2.4
= 2.3
= 2.2
= 2.1
= 2.0*
= 1.9
560 = 1.8
540 = 1.7
520 = 1.6
500 = 1.5
480 = 1.4
460 = 1.3
440 = 1.2
420 = 1.1
400 = 1.0
380 = 0.9
360 = 0.8
340 = 0.7
320 = 0.6
300 = 0.5
280 = 0.4
260 = 0.3
240 = 0.2
220 = 0.1
200 = 0.0
*2.0 required to be
able to register for
102.
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?
12
Green River Community College Winter 2009 Span 102 (5 days a week)
Profesora: Marisela Fleites-Lear, PhD.
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 102, 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.
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