COURSE SYLLABUS
COMMUNITY COLLEGE OF AURORA/HINKLEY HIGH SCHOOL
SPANISH 112-HG1/ SPANISH 3
SECTION 1: COURSE IDENTIFICATION
COURSE TITLE: SPANISH LANGUAGE II (CCA)/ SPANISH IB 3 (Hinkley)
COURSE DESCRIPTION:
Expands students' interpretive, interpersonal, and presentational communicative
abilities in the language across the disciplines. Integrates these skills with the
study of the cultures in which the language is used. Offers a foundation in the
analysis of culture and develops intercultural communicative strategies.
CO-REQUISITE-PRE-REQUISITES: Instructor's Permission.
COURSE PREFIX/SECTION: SPA 112-HG1
CREDITS/ CONTACT HOURS: 3 CREDITS/ At least 45hours.
TIME/DAY:
This class meets Mondays, Tuesday, Thursdays, and Fridays (Period 1) from 7:30 am to
8:28 am. Wednesdays (Per. 1) from 8:30 am to 9:18 am. This year long course
goes from August 7, 2012 to May 22 2013.
LOCATION: Hinkley High School- Room 1104.
INSTRUCTOR: David H. Mora
TELEPHONE: 303- 340-1500 Ext. 62530
OFFICE HOURS: Mondays, Tuesdays, Thursdays and Fridays 10:39 am to 12:12 pm.
Wednesdays 11:09 am to 12:42 pm. (It is recommended to make an appointment).
SITE EMERGENCY: Hinkley High School 303 303-340-1500
COURSE MATERIALS:
Text: Realidades 3 and accompanying workbook. Pearson/Prenctice Hall.
c. 2008.
OTHER SOURCES HELPFUL TO THE STUDENT:
T.V.-Telefutura
Telemundo
Univision
Audio Resources-Radio Naciones Unidas-- www.un.org/radio/es
CNN en espanol-- www.cnn.com/espanol
BBC languages-- www.bbc.co.uk/languages/Spanish
www.bbcmundo.com
Special Audio-- vozme.com
(In this site, you can write down a word or phrase you are not sure how to
pronounce in Spanish. For example, you type “Estamos cantando en el
parque.” Then you choose, the voice of a man or a woman. Click
“Spanish” and you will hear the correct pronounciation. This is a great
site to hear the pronunciation of words unfamiliar to you.
Note: With words that do not have a typical Spanish spelling like
“Mexico” and “mexicano,” you will need to type “Mejico” and
“mejicano.” Also, it is a great site to hear numbers. However, if you want
to hear a number in the thousands or millions, write the numbers without
commas or periods. So, for 14, 987, 987-- type 14987987.
Texts:
Miami, Florida
Madrid, Spain
Barcelona, Spain
Mexico City
Chihuahua, Mexico
Denver, Colorado
www.elnuevoherald.com
www.abc.es
www.elpais.es
www.elmundo.es
www.lavanguardia.es
www.excelsior.com/mx
http://www.oem.com.mx/elheraldodechihuahua/
www.elsemanario.com (click Spanish)
Other Spanish newspapers nation-wide and worldwide:
The Paper Boywww.thepaperboy.com
OTHER:
ACCOMMODATION:
CCA will provide reasonable accommodations to qualified students with
disabilities. To request an accommodation, contact the Accessibility Services
Office (ASO) Director, Reniece Jones, at your earliest convenience. The ASO
is located in the Learning Resource Center (LRC) in the Student Centre building
at the Centre Tech campus, in Room S-202E. Arrangements may also be made at
at the Lowry Campus. You may contact Reniece at (303) 361-7395 V/TDD/VP,
(303) 340-7551 FAX, or e-mail: Reniece.Jones@CCAurora..edu Additional
information can be viewed at: http://ccaurora/edu/students/academic/accessibility/
index.shtml.
EMERGENCY PROCEDURES:PRES
When the fire alarm sounds, all students are expected to exit the building
immediately. Since the security of items left behind is not guaranteed, students
should gather all personal belongings before proceeding to the nearest exit.
E-MAIL:
All students enrolled in the Community College of Aurora are assigned a college
email account , and this email is the college’s primary means of communication
with students. You can get directions to your E-mail through the registration
system (MyCommunityEd).
SECTION II: COURSE OUTLINE AND STUDENT OUTCOMES:
INSTRUCTIONAL GOALS:
The Instructional Unit has identified the following lifelong/workplace skills
that are the foundation for your course of study at ACC: Communication, Critical
Inquiry, Intra/Interpersonal Responsibility, Quantitative Reasoning, Technology,
and Aesthetic Perception. Of these skills, this course will focus on:
Communication and Critical Inquiry.
GENERAL LEARNING OUTCOMES OF THE COMMUNITY COLLEGE OF
AURORA:
Successful students will have shown through in-class exercises and specific
course assignments the ability to pursue and retain knowledge, comprehend
the various significant levels of acquired knowledge (analyzing and identifying
their various components), evaluate the significance of the knowledge, synthesize
ideas from multiple sources, and apply what is learned to work and life situations.
GENERAL OUTCOMES:
Successful occupational and technical students will be able to:
1. Perform tasks related to specific jobs or cluster of jobs.
2. Understand the conceptual framework underlying the acquired technical
skills.
3. Demonstrate an understanding of personal and work characteristics that
contribute to effective job performance.
SPECIFIC COURSE OUTCOMES:
Students will be given the opportunity to learn and master the following:
LISTENINGStudents listen to and derive meaning from a variety of foreign
language
sources.
SPEAKINGStudents speak in the foreign language for a variety of purposes and
for diverse audiences.
READINGStudents read and derive meaning from a variety of materials written in
the foreign language.
WRITINGStudents write in the foreign language for a variety of purposes and for
diverse audiences.
CULTUREStudents acquire and use knowledge of cultures while developing
foreign language skills.
STANDARD COMPETENCIES:
1. Interpret authentic texts of various types across
disciplines and
communities to identify main
ideas, key words and supporting details
and make
comparisons between target and native cultures.
2. Engage in conversation to exchange information and
discuss ideas
and opinions concerning familiar and interdisciplinary
topics,
as well as contemporary issues.
3. Present ideas and information orally and in writing on
cultural,
interdisciplinary and contemporary topics, acquired from
interaction
and research.
4. Develop understanding of the concept of culture as well as its
dynamic and heterogeneous nature through comparison
and analysis of
native and target cultures.
5. Recognize and evaluate cultural stereotypes and
generalizations by
analyzing them in relationship to evidence and social
interaction.
TOPICAL OUTLINE:
I. Interpretive Communication Topics
a. Narration
b. Advanced Description
c. Academic and Professional Topics
II. Interpretive Communication Strategies
a. Activate background knowledge
b. Recognize cognates
c. Take notes
d. Predict content
e. Skim and scan
f. Recognize visual cues and tone
g. Recognize word families and deduce meanings from base words
h. Identify markers of coherence
i. Clarify meaning by asking questions
j. Collaborate to negotiate meaning
k. Apply self-monitoring techniques (verification of predictions, noting difficulty . . .)
l. Identify genre and typical patterns and linguistic formulas
III. Interpersonal Communication Topics
a. Asking questions
b. Formal and informal modes of address
c. Daily routines and schedules
d. Comparisons of people and things
e. Description
f. Express likes, dislikes and emotions
g. Discuss life events
h. Give directions, instructions and advice
i. Make and respond to invitations
IV. Interpersonal Communication Strategies
a. Initiate, maintain and close conversation
b. Differentiate between formal versus informal situations
c. Negotiate meaning by paraphrasing, circumlocution and self-correcting
d. Elicit and clarify information by asking questions
e. React to other’s ideas
f. Ask for clarification
g. Goal-setting
h. Self-assessment
V. Presentational Communication Topics
a. Art and artists
b. Work and leisure
c. Experiences
VI. Presentational Communication Strategies
a. Audience and purpose
b. Brainstorming, diagramming, outlining
c. Summarizing
d. Comparing
e. Using examples
f. Including relevant details
g. Agreement accuracy
h. Using linking words
i. Sequencing ideas and sentences
j. Imitating model sentences
VII. Intercultural Communication Topics
a. Concept of culture: products, practices and perspectives
b. Cultural lens and reflection on native culture
c. Stereotypes and generalizations
d. Developmental stages of intercultural sensitivity
VIII. Intercultural Communication Strategies
a. Explore resources:
i. Get to know your community
ii. Internet and library resources
iii. Native speakers
iv. Academic, career and interdisciplinary interests
b. Evaluate sources
c. Analyze and reconstruct cultural perspectives through research
SECTION III: EVALUATION PROCEDURES:
OVERALL STRATEGIES, CLASS POLICIES, ATTENDANCE,
CONDUCT, GRADING, EVALUATION, MAKE-UP WORK, LATE
WORK, GRADE DETERMINATION:
Grading Criteria/Assessment: The final grade for the semester will be
computed as follows:
Tests and Essays --------------------------------------------------------50%
Quizzes -------------------------------------------------------------------30%
Classwork/ Homework ------------------------------------------------- 20%
No late work will be accepted.
Materials: Students are expected to bring every day to class their textbook, pens,
a folder or binder, previous handouts, and workbook.
Grading Scale:
A----------------- 90-100 Outstanding
B------------------80-89
Very good
C----------------- 70-79
Good
D---------------- -60-69
Improvement
Needed
F------------------Below 60
Unacceptable
progress/ No credit
Classroom Behavior Expectations: Students are expected to follow the Hinkley High
School and Aurora Public Schools regulations. Students also are expected to follow these
additional policies:
-
Be respectful at all times to teachers, other students, the classroom, and the
school’s property
-
Be on time and prepared for class. This means sitting in your chair at your
desk, with writing utensil and paper, and ready to follow the teacher’s
instructions.
-
No food or drinks are allowed in class with the exception of WATER. Use
appropriate language when addressing the teacher or other students, and
please do not
talk while instruction is taking place. The
same courtesy will be given to you when
-
you are speaking.
Do not ask for passes to your locker, restroom (unless a necessity), or
drinking fountain. Please use your passing period to handle these matters.
-
Be IN YOUR SEAT and READY TO BEGIN our task immediately after
entering the classroom.
Policy for cell phones and music players:
Cell phones or music players (I-Pod, MP3 player, CD player, etc.) are
forbidden in
the classroom.
Make sure they turned OFF. If they come on
in class, or you are
using them, I will ask for them and turn them in to the office.
Attendance:
Language learning is a cumulative experience. Absences are detrimental to
your
learning. Students are expected to participate and be well prepared for all
spoken,
listening, reading, and writing activities.
Tests, quizzes, or other assignments missed due to an UNEXCUSED absence
will
not be made up.
Missed tests , quizzes or assignments due to an EXCUSED absence can be
made up
at the end of each quarter.
It is the student’s responsibility to find out what was missed during an absence
or
tardy.
INSTRUCTIONAL POLICY ON ACADEMIC DISHONESTY:
Academic dishonesty includes cheating and plagiarism. Cheating is the
unauthorized use of assistance with intent to deceive an instructor or any
other individual responsible for evaluating a student’s work. Note the
following examples:
* Submission of any materials not prepared by students but presented as
their own.
* The unauthorized possession and/or use of notes, books, or the
soliciting of assistance from another student during an examination.
* Illegitimate possession or disposition of examination test materials
and/or answer keys to tests and examinations.
Plagiarism refers to the use of another person’s work without giving proper credit
to that person. A student must give proper credit through the use of appropriate
citation format when (a) copying verbatim another person’s work (i.e., words,
phrases, sentences, or entire passages); (b) paraphrasing another person’s work
(i.e., borrowing but rewording that person’s facts, opinion, or ideas); and ( c)
summarizing another’s work (i.e., use of one’s own words to condense longer
passages into a sentence or two).
CONSEQUENCES OF ACADEMIC DISHONESTY:
When dishonesty is evident, the following minimum sanctions will be applied:
First offense: The student will receive an “F” or “Zero” as the grade for the
assignment. In addition, the first incident may result in the loss of testing
privileges in the Learning Resource Center for the current and next semester in
which the student is enrolled in the college.
Second offense: The student may receive an “F” for the course and may be
expelled from the class. A second offense may also result in permanent loss
of testing privileges in the Learning Resource Center.
Third offense: The student may receive an “F” for the course and may be
expelled from the college.
Ca
SECTION IV: TENTATIVE COURSE SCHEDULE:
SPANISH 112
QUARTER 1
Week 1 (August 7-10)
Review of major grammatical concepts taught in Spanish I and Spanish 2
Listening, Speaking, Reading, Writing
Week 2 (August 13-17)- CAPITULO 1
See Lesson Plans- Capitulo 1- Days 1-5 (50 minute lessons)- ATTACHED.
Week 3 (August 20-24)- CAPITULO 1
See Lesson Plans- Capitulo 1- Days 6-10 (50 minute lessons)- ATTACHED.
Week 4 (August 27-31)- CAPITULO 1
See Lesson Plans- Capitulo 1- Days 11-15 (50 minute lessons)- ATTACHED.
Week 5 (September 4-7)- CAPITULO 1
See Lesson Plans- Capitulo 1- Days 16-20 (50 minute lessons)- ATTACHED.
Week 6 (September 10-14)- CAPITULO 1
Review Capitulo 1 Vocabulary
Review Capitulo 1 Culture- Pilgrimages in Spain; the Aztec culture in Mexico.
LISTENING, SPEAKING, READING, WRITING
TEST- CHAPTER 1 VOCABULARY
TEST- CHAPTER 1 CULTURE
Week 7 (September 17-21)- CAPITULO 1
Review Chapter 1 grammar- The past tense of irregular verbs, the imperfect.
TEST- THE PAST TENSE OF IRREGULAR VERBS, THE IMPERFECT
Week 8 (September 24-28)- CAPITULO 1
Review for speaking, listening, writing and speaking tests over Capitulo 1
TEST- SPEAKING
TEST- LISTENING
TEST- WRITING
TEST- READING
Week 9 (October 1-8)- CAPITULO 2
AFTER SCHOOL MAKE UP TESTS: For high school and college grade. Only for
students
who show an EXCUSED absence or EXCUSED tardy for the time of the original test.
See Lesson Plans- Capitulo 2- Days 1-5 (50 minute lessons)- ATTACHED.
QUARTER 2
Week 1 (October 10-19)- CAPITULO 2
See Lesson Plans- Capitulo 2 - Days 6-10 (50 minute lessons)- ATTACHED
Week 2 (October 22- 26)- CAPITULO 2
See Lesson Plans- Capitulo 2- Days 11-15 (50 minute lessons)- ATTACHED
FALL BREAK-- October 29- November 2
Week 3 (November 5-9)- CAPITULO 2
See Lesson Plans- Capitulo 2- Days 16-20 (50 minute lessons)- ATTACHED
Week 4 (November 12-16)- CAPITULO 2
Review Capitulo 2 Vocabulary
Review Capitulo 2 Culture- Artists in the Spanish-speaking world.
LISTENING, SPEAKING, READING, WRITING
TEST- CAPITULO 2 VOCABULARY
TEST- CAPITULO 2 CULTURE
Week 5 (Noviembre 19-20)- CAPITULO 2
Review Chapter 2 grammar-- The preterite vs. the imperfect, Estar + participle, Ser vs. Estar,
Verbs with different meaning in the preterite vs. the imperfect.
TESTS- THE PRETERITE VS. THE IMPERFECT, ESTAR + PARTICIPLE, SER
VS. ESTAR, VERBS WITH DIFFERENT MEANING IN THE PRETERITE VS.
THE IMPERFECT.
Week 6 (Noviembre 26-30)- CAPITULO 2
Review for speaking, listening, writing and reading tests over Capitulo 2.
TEST- SPEAKING
TEST- LISTENING
TEST- WRITING
TEST- READING
Week 7 (December 3-7)- CAPITULO 3
See Lesson Plans- Capitulo 3- Days 1-5 (50 minute lessons)- ATTACHED
Week 8 (December 10-14)See Lesson Plans- Capitulo 3- Days 6-10 (50 minute lessons)- ATTACHED.
Week 9 (December 19-20)
Holidays in the Spanish- Speaking World.
AFTER SCHOOL MAKE UP TESTS: For high school and college grade: Only for
students who show an EXCUSED absence or EXCUSED tardy for the time of the original test.
QUARTER 3
Week 1 (January 7-11)- CAPITULO 3
See Lesson Plans- Capitulo 3- Days 11-17 (50 minute lessons)- ATTACHED
Week 2 (January 14-18)- CAPITULO 3
See Lesson Plans- Capitulo 3- Days 18-20 (50 minute lessons)- ATTACHED
Week 3 (January 22-25)- CAPITULO 3
Review Capitulo 3 Vocabulary
Review Capitulo 3 Culure- Ancient Sports in Mexico and Central America, Medicinal
plants in Latin America.
TEST- CAPITULO 3 VOCABULARY
TEST- CAPITULO 3 CULTURE
Week 4 (January 28- February 1)- CAPITULO 3
Review Capitulo 3 grammar- Affirmative “tu” commands, affirmative and negative
“usted” and “ustedes” commands, the subjunctive of regular verbs, the subjunctive of
irregular verbs.
Week 5 (February 4- 6 and February 11-15)- CAPITULO 3
TESTS OVER CHAPATER 3 GRAMMAR- AFFFIRMATIVE 'TU' COMMANDS,
AFFIRMATIVE AND NEGATIVE 'USTED' AND 'USTEDES' COMMANDS, THE
SUBJUNCTIVE OF REGULAR VERBS, THE SUBJUNCTIVE OF IRREGULAR
VERBS.
Week 6 February 19-22)-CAPITULO 3
TEST- SPEAKING
TEST- LISTENING
TEST- WRITING
TEST- READING
Week 7 February 25- March 1)- CAPITULO 4
See Lesson Plans- Capitulo 4- Days 1-5 (50 minute lessons)- ATTACHED
Week 8 (March 4- March 8)- CAPITULO 4
See Lesson Plans- Capitulo 4- Days 6-10 (50 minute lessons)- ATTACHED
Week 9 )March 11-14)-CAPITULO 4
AFTER SCHOOL MAKE UP TESTS: For high school and college grades: Only for
students who show an EXCUSED absence or EXCUSED tardy for the time of the
original test.
See Lesson Plans- Capitulo 4- Days 11-15 (50 minute lessons)- ATTACHED
QUARTER 4
Week 1 (March 18- 22)- CAPITULO 4
See Lesson Plans- Capitulo 4- Days 16-20 (50 minute lessons)- ATTACHED
SPRING BREAK- March 25- March 29
Week 2 (April 1-5)- CAPITULO 4
Review Capitulo 4 Vocabulary
Review Capitulo 4 Culture- Love and Friendship, Celebrations in the Spanish-Speaking
World, Love Expressed Through the Arts.
TEST- CAPITULO 4 VOCABULARY
TEST- CAPITULO 4 CULTURE
Week 3 (April 8-12)-CAPITULO 4
Review Chapter 4 grammar- The subjunctive with verbs of emotion, Uses of “por and
“para,” Commands with “nosotros,” Possessive pronouns.
TEST- CAPITULO 4 GRAMMAR- THE SUBJUNCTIVE WITH VERBS OF
EMOTION, USES OF 'POR' AND 'PARA,' COMMANDS WITH 'NOSOTROS,'
POSSESSIVE PRONOUNS.
Week 4 (April 15-19)-CAPITULO 4
Review of speaking, listening, writing, and reading for Chapter 4 Test.
TEST- SPEAKING
TEST- LISTENING
TEST- WRITING
TEST- READING.
See Lesson Plans- Capitulo 5- Days 1-5 (50 minute lessons)- ATTACHED
Week 5 (April 22-26)-CAPITULO 5
See Lesson Plans- Capitulo 5- Days 6-10 (50 minute lessons)- ATTACHED
Week 6 (April 29- May 3)-CAPITULO 5
See Lesson Plans- Capitulo 5- Days 11-15 (50 minute lessons)- ATTACHED
Week 7 (May 6-10)- CAPITULO 5
See Lesson Plans- Capitulo 5- Days 16-20 (50 minute lessons)- ATTACHED
Week 8 (May 13-17)-CAPITULO 5
Short tests over- Capitulo 5 Vocabuary, grammar (the present perfect, the plueperfect, the present perfect of the subjunctive, adjective and demonstrative
pronouns), speaking, listening, writing, and reading
Week 9 (May 20-22)- AFTER SCHOOL MAKE UP TESTS- For excused absence
THIS OUTLINE MAY BE EXPANDED, REDUCED OR SHIFTED.
Last day to drop the course with a refund: Not applicable to this course.
Last day to withdraw from the course with a “W” grade-- April 12, 2013.