Profesora: Marisela Fleites-Lear, PhD.

Green River Community College Spring 2009 Span 103

Profesora: Marisela Fleites-Lear, PhD.

Office: HS, office 49 Phone: extension 4409 email: mfleites@greenriver.edu

Office hours: M, Tu, Th, from 12:00 to 12:50am plus appointments.

Website: http://www.instruction.greenriver.edu/spanish/index.htm

Calendario Tentativo

Espa ñol 103

Primavera 2009

Profesora: Marisela Fleites-Lear

Día

Green River Community College



TX = Text book WB = Workbook



Remember that you will work with two 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.



The homework (tarea) has to be done for the day after the one where it appears in this calendar.



Links are to be used as directed. 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 be 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, mostly from your textbook’s website. To use the links you need to follow them from this syllabus posted on our website. Other links refer to My Spanish

Lab exercises.



Remember that you need to review your own answers to the Workbook exercises, and self-correct them using a different color pen. The answers are found in the Answer Key booklet. I will spot check your answers and your own corrections.

Tema & enlaces Tareas (need to be

Marzo

Lunes 30 interesantes.

 Introducción al curso y repaso.

done for the next day)

♫ Read the syllabus and calendar.

♫ Go to: Textbook website for reviews of 102 chapters: Please click on chapter 9, click on the link for

“tutorial quiz” and do the quiz for chapter

9. Submit it to the teacher.

♫ Listen to vocabulary list on track 8,

CD/TX-3 while reading the words on

TX, p. 371.

♫ TX 355, do the reading. Also follow the textbook website (ciberespacio section) to “visit” the Lago Nicaragua and the Archipelago of

Solentiname. Write down your impressions about those to share with the class tomorrow.

1






Día

Marzo31

Tema en clase

Nicaragua

Tareas (to be done for the next day)

♫ Listen to vocabulary list on track 8, http://www.elnuevodi


Martes

Capítulo X:

Nicaragua ario.com.ni

TX: Questions about the reading. Students will share the results of their web search with class.

Tutorial about “My

Spanish Lab”.

TX, p. 371.

♫ Read, study and do exercises for

10.1 (TX 372-373)

Abril

Miércoles 1

TX- p. 350,361-2,

366, 369-70.

- Review of your answers to homework.

- TX 349-350.

Jueves 2 TX- 351- 353

♫ WB- 213-215(Paso 1) & 226.

Viernes 3

Lunes 6

Review of your HW answers.

TX- p. 357-8.

- Vocabulary: games!

- TX- p. 359-60.



TX, p. 371.

♫ TX 373-5 (10.2-10.3)



TX, p. 371. We will play games with vocabulary words on Monday, be ready to win!

♫ WB- 215-218 (paso 2) & 227-229

(Oral practice, paso 2)

♫ Research the web and find information about Rubén Darío. Then follow this link to read his poem to

Roosevelt. http://www.historyisaweapon.com/defcon1/darioroos.html

You will bring to class your notes about the poem to share with the class.

It is important to read the Roosevelt

Corollary to understand the poem.

2






Día

Martes 7

Tema en clase

-Students will share

Tareas (to be done for the next day)

♫ TX 375-377 (10.4-10.5) with the class ideas about Ruben Darío and his poem.

TX- p. 360 with video.

Miércoles

08

- Review answers to HW

- TX- 365-68

♫ WB- 218-223 (your answers to “El

Rincón de los lectores” will be reviewed

In class on Monday!).

♫ Manual- 229-233.

♫ Do the tutorial quiz for this chapter

Jueves 09

Students gather in the classroom to prepare their Skit

#1 to be presented on

Monday. from ( http://dimelotu.heinle.com

)

♫ WB- 224-225 (you will turn in the final version on Monday! DOBLE ESPACIO!).



TX, p. 371.

Viernes 10 No hay clase

Trabaja en la tarea

Lunes 13 - Group skit #1

- Review answers to WB

218-223.

Martes 14 Repaso

Miércoles - Prueba #1 (Testing

15

Capítulo

XI:

Costa Rica center)

En clase: Costa

Rica :

TX 383,387, 390,

395, 402.

♫ Study for the test.

♫ Do chapter review handouts.

♫ Estudiar para la prueba. Take chapter

Review test from the textbook website.

Estudiar para la prueba.

♫ TX- p. 404-406 (11.1, 11.2,11.3)

♫♫ WB- p. 235-238 & 247-249

3

Día






Tema (in class) HW (to be done for the following day)

Jueves 16 TX- 381-84

Review HW

Viernes 17 Review answers to

HW

TX- 389-90

TX- 407-409 (11.4-11.5)

WB- 239-241 & 243-44

(“El rincón de los lectores”)

TX- 11.6- p. 409-411 Lunes 20 Students share with class their Venn diagram about the reading in WB.

TX- 391-392

Martes 21 In service day

No hay clases.

Miércoles TX- 398-99

22 Review of HW

Jueves 23 TX- 399-400

WB- 242-243 & 250-255

♫- WB- Escríbelo- 245-246 (to turn in

tomorrow, please double space).

♫- Please listen to vocabulary words with

CD, to play vocabulary games tomorrow in class.

Do chapter review handout. Viernes 24 Vocabulary games to practice. skit #2

Lunes 27 Review

Martes 28

Chapter 12

PERÚ

Miércoles

29

Prueba #2 in testing center .

In class- PERÚ

TX- 421 & 428

Students share info. found about Cuzco, etc.

Review grammar HW

TX- 415

Study for test. Take chapter review test from your textbook website

♫- Find information about Machu Picchu,

Cuzco and The Nazca lines to share with the class (in Spanish!)

♫- TX- 12.1 & 12.2 (438- 440)

♫-Respond to questions in TX, 434, ex. F.

♫- WB- 257-259

4

Día






Tema en clase

Jueves 30 TX- 416-417

HW (to be done for the next day)

♫- TX- 419¿Comprendes lo que se dice?

(with CD 3-17)

♫- WB- 269-270.

Viernes 01

1ero de

Mayo: Día del trabajo

TX- 419- review student’s answers

Practice future

TX- 12.3- p. 440-442

WB- 260-262.

Lunes 04

Miércoles

06

Jueves 07

Viernes 08

Review HW

TX- 423-24.

Martes 05 TX- 424-25

TX with video, p 426

Review HW

TX- 432-33.

TX- 433-434

Vocabulary games

Review

Skit#3

Lunes 11 Review

Martes 12

Chapter XIII

Exam #3 in testing center

In class: PANAMÁ

Documentary:

Panamá Deception.

Miércoles

13

Review HW

TX- 447-448.

WB- 271-72

♫- TX- 12.4 (442-443)

♫- WB- 262-264

♫- ¡Escríbelo!- WB 266-268- Turn in your final version, DOUBLE SPACE.

Due tomorrow.

♫- Listen to vocabulary words with TX-CD

To practice for Monday. Answer chapter review.

♫- WB- 272-274.

Study for test on Wednesday.

Think about your final essay theme and write a proposal to give to instructor on Monday.

Take the chapter review test from the book’s

Website.

Study for the test.

♫- Write a paragraph in Spanish with your thoughts about the documentary. Minimum

5 sentences in Spanish, double space.

Turn in tomorrow.

♫- TX- 13.1-13.2 (472-3)

♫- WB- 275-278.

♫- Read text p. 253 & write with your own words the information you learned about Panama.

5

Día






Tema en clase

Jueves 14

Viernes 15

Lunes 18

TX- 448-449.

Review HW.

TX- 455-456.

TX- 456-458


♫- TX- 13.3-13.4 (473-475)

♫- WB- 278-282

♫- WB- 289-293.

♫- Listen to vocabulary words with TX-CD.

♫- Read TX-p. 470 and answer questions

Martes 19

Miércoles

20

Students share answers about reading and about

“problematic situations” and their advices.

Review HW

TX- 465-466

About the reading.

♫- Describe three problematic situations one of your friends have. Then write a recommendation you give him/her for each situation, using the subjunctive with expressions of persuasion. Then, write an expression for each situation using

“Ojalá.”

Turn in tomorrow, typed, double space.

♫- TX- 13.5-13.6 (475-477)

♫- WB- 282-284.

Jueves 21 TX- 466-468.

♫- WB- 293-296.

♫- Chapter review (due Tuesday)

♫- Listen to vocabulary list with TX-CD

♫- Write your final essay . To turn in on

Tuesday

♫- Take the chapter XIII review practice test.

Viernes 22 Review

Skit #4: skit.

Lunes 25 Memorial Day

No hay clases

Martes 26 Review HW (14.1-

14.2)

Turn in your essay.

Work on your essay.

TX- pag. 504-507 (14.1-14.2).

WB- 297-301

Finish your essay. To turn in tomorrow.

Take the tutorial test for chapter XIV pasos

1&2.

Work on review handout.

6






Día

Miércoles

Tema en clase

In class: CUBA


Finish review handout. Write a paragraph

27 Documentary: about what you learned from the

Jueves 28

Chapter

XIV

Viernes 29

Greener Grass:

Cuba, Baseball and the United States.

Review

Review. Students share their impressions about the documentary documentary. Try to use not only the vocabulary of the lesson, but also all the cases with the subjunctive we have seen this quarter. Minimum 10 sentences. Turn in

Friday .

Study for the test. Do chapter review.

Listen to vocabulary words

Study for the test, prepare oral final.

Junio lunes 1

Review in class

Exam #4 Testing center (Monday,

Tuesday or Wed.)

Martes 2 Oral presentations in class

Miércoles 3 Oral presentations in class

Prepare final oral presentation.

Jueves 4 Oral presentations.

Viernes 5 Oral presentations.

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

7






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.

Organization 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.

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

8






Paragraphs

References, citations, bibliography, plagiarism 1

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.

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.)

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.

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.”

Paper has been proof read, but may still have sentence boundary problems

(fragments, runons, splices), or missing words.

(No more than7 of these errors.)

Bibliography is well organized following the

MLA guidelines.

Some references don’t follow the proper guidelines. No plagiarisms.

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.

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.)

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.

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.

Very little evidence of proof reading. There are blatant and frequent errors throughout the paper. (No more than15 of these errors.)

Bibliography is not well organized following the

MLA guidelines.

References don’t follow guidelines.

No plagiarisms.

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.

_

Very little evidence of proof reading.

There are blatant and frequent errors throughout the paper. (No more than 20 of these errors.)

No references or proper bibliography present. No plagiarisms.

1 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.

9






Oral Communication Rubric:

Overall The specific topic and

Introdu ction

Body

Exceeds Standard 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 balanced, and fully developed with supporting examples.

The logical progression of ideas supported the thesis and purpose.

All information is

Work on Standard

The topic and/or approach meet the assignment.

.

General topic was clear.

Some attempt to explain the importance of the material.

A general thesis was given telling what information will be covered.

Each main point is clearly explained.

Organization of points was generally strong.

Some minor changes would have improved the progression of ideas.

Information is

Below Standard

The specific topic and/or approach were significantly underdeveloped.

The general topic was not given.

Minimal or no effort to explain why the information was important.

No real thesis is stated.

Information was 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

Comments

10






accurate, including small nuances.

Information covered fully in depth. primarily correct with some minor inaccuracies.

Basic information is covered. and care is needed to ensure the accuracy of information.

Information needs more depth or the emphasis placed on key information could be stronger.

Conclus ion

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.

Main points are briefly reviewed for the audience.

Brief development of theme and its relevance or importance to the audience.

Closing line was okay.

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.

Delivery

/ Form

Exit clearly bring the speaker to closure and ends the presentation effectively.

Solid conversational delivery, only subtly using notes for specific details (notes only in

English). Ideas flow smoothly and effectively.

Somewhat conversational delivery.

Regular use of notes

(in English)

Needs to practice presentation so that it does not have to be read or so that it can flow smoothly and effectively.

Words in Spanish in the notes.

Needs to work on eye contact.

Speaker established a connection with each member of the audience through direct eye contact.

Volume carries to each member of the audience.

Eye contact is attempted and generally connects with each part of the audience.

Volume could be a little louder.

Articulation generally strong.

Need to really work on volume.

Work on articulation.

Slow down.

11






Articulation and pauses enhance message.

Articulation is good.

Slow down a little.

Pick up the pace a little.

A few “ums” or “ahs”.

Work on breathing.

Need to practice eliminating “ums” or

“ahs.”

Common questions and expressions to use in class:

1Can you repeat, please? = ¿Puede repetir, por favor? / Repita, por favor.

2I don’t understand = No entiendo.

3-

Can you spell the word…? = ¿Puede deletrear la palabra …?

4-

What is the meaning of [a word]…? = ¿Qué significa [….] ?

5-

I don’t know = No sé.

6Can you explain this, please? = ¿Puede explicar esto, por favor?

7How do you say [ ] in Spanish? = ¿Cómo se dice [ ] en español?

12






Sentence structure in Spanish (Spanish, M. Fleites-Lear)

____________________ + ______________ + ________________

Subject (stated or omitted) verb (agrees with complements (adjectives,

Subject. verbs, adverbs, nouns): indicate

↓ ↓ characteristics, conditions, places, time…

↓

Nouns or pronouns conjugated according complements answer an implicit question

to the subject word. If the complement is a verb,

that verb is in the infinitive form

↓ ↓ (ej. Yo necesito bailar)

↓ ↓

↓

Subject pronouns regular verbs adjectives, nouns, direct/indirect objects.

Yo (1 st

person singular) ending _ar, _er, _ir

Tú or ↓

} 2 nd

person singular verb “ser”, “estar”

Usted or

Verb “ir” it might be

Él or necessary to

} 3 rd

person singular other irregular add some ella verbs prepositions (a, en, de…)

or articles (el, la, los, las) to introduce nosotros (1 st

person plural) complement. vosotros

} (2 nd

person plural) Common expressions of time : ustedes Por la mañana; por la tarde; por la noche; siempre; nunca;

el fin de semana; a veces; todos los días, con frecuencia ellos

} (3 rd

person plural) ellas Common question words :

Qué; Cómo; Quién; Con qué frecuencia;

Adónde; De quién.

Examples : Yo necesito bailar.

Ella es Elena

Nosotros vamos a la cafetería.

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.

13

Profesora: Marisela Fleites-Lear, PhD.

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