Paper Spanish-English dictionary. Must be printed, not an electronic translator. Cellphones cannot be used in class or on exams.

Transcripción

1 Course Syllabus - Spanish 7; 3 units Spring 2016 MRP 2030; M/W 3:00-4:15pm - Section 2, Course Call # Instructora: Alba Boyer ab3767@csus.edu Office: Mariposa 2050 Office hours: Tuesday 3:00-4:00pm, or by appointment Catalog Description: Designed to improve reading proficiency, this course will give students the opportunity to develop high-intermediate to advanced-level competency in Spanish. They will acquire the ability to understand main ideas and facts in description and narration of news items, personal correspondence, technical material written for general readers, simple short stories; follow essential points in ideas of special interest or knowledge. Students will demonstrate general comprehension of a text and will be able to answer content questions in English. Meets Foreign Language Graduation Proficiency Requirement. 3 UNITS. Prerequisite: SPAN 1B, or two recent years of High School Spanish. During the first week of class a screening exam will be given to determine that students have the necessary background for this class. Those that do not pass the test with 70% will need to bring their transcripts or other proof of having met the prerequisite in order to remain in the class. Materials required: Spanish for Reading and Translation, Cash & Murray, 2006 Easy Spanish Reader, William T. Tardy, 3rd Edition, 2005 Paper Spanish-English dictionary. Must be printed, not an electronic translator. Cellphones cannot be used in class or on exams. Three (3) notebooks or one notebook or binder divided into three sections for homework and class assignments. One section of the binder is for the exercises from Easy Spanish Reader (ESR), one for exercises from Spanish for Reading and Translation (SRT), and one is for class notes. Please bring both textbooks and all homework to class every day. Expanded Course Description: The main goal of the authors of both textbooks is to teach students how to read in Spanish. The Easy Spanish Reader is described in the preface as a multilevel Spanish-speaking world as well as extensive reading practice in Spanish. Section one of this book describes the personal lives of Enrique y Maria, their high school, families, backgrounds and interests. Section two contains selections that cover aspects of Mexican history, and section three provides an adaptation of the famous work of Spanish Literature, Lazarillo de Tormes. The textbook, Spanish for Reading and Translation, contains a variety of reading selections of increasing difficulty of authentic materials taken from Hispanic publications: newspapers, magazines and professional journals. The authors indicate in the preface that as the students start reading a passage, they will need to rely on their ability to infer meaning and draw conclusion from what they read. Method of Instruction: This course will be conducted in Spanish and English. Overall, while using both textbooks, students will be asked to skim passages for general impressions and information, scan for specific terms, summarize the passages in their own words, answer content questions on the text and translate some parts of the reading selection. The course quizzes and exams will require, in addition to demonstrating knowledge of lesson vocabulary and grammar, that

2 students answer content questions about the passage and/or provide an English translation. The proposed reading strategies, as indicated in the preliminary lesson of Spanish for Reading and Translation, include the following: Pre-reading exercises: 1) Examine the title of the passage for clues to the topic, vocabulary and meaning, 2) Skim the passage for an overall impression of the text content, including pictures, graphs, tables, familiar words, 3) Scan the passage for specific information in order to complete the post-reading content questions. Reading of the Text: 1) Begin reading paragraph by paragraph and underline the topic sentence in each paragraph, 2) write down the main ideas of the paragraph and 3) Re-read the paragraph again, underlining unknown words and try to infer meaning from the content. If you are unable to guess the meaning, then look up the word or idiomatic expression in the dictionary. Post-Reading Exercises: Answer the follow-up content questions, including any translation exercises, in order to more fully understand the text s meaning. Goals: To facilitate student learning so that students will study the fundamental reading strategies that will enable them to explore the Hispanic culture by reading authentic material in Spanish, applying successfully the skills that they have learned. Student Outcomes and Objectives: At the completion of Spanish 7, students will be able to: demonstrate pre-reading skills by identifying topic and organization of authentic material use pre-reading strategies and identify probable content skim for information decode for main ideas and, with skill-building activities, decode for details decode cross-references and metaphor demonstrate comprehension of point-of-view, tone of material write brief summaries of reading passages respond to context and content recognize basic grammatical structures and use this knowledge to decode authentic material demonstrate knowledge of the 5Cs Communities, Connections, Cultures, Comparisons, Communication Classroom Expectations: Students are expected to behave appropriately in class and participate actively. Inappropriate or disruptive behavior yelling, loud talking when I am speaking or during student presentations, sexist or racist remarks, or harassment of any kind will not be tolerated. Such behavior will be reported to the Department Chair of Foreign Languages and the Dean of Students. Additionally the use of cell phones, cameras, Ipods, and other electronic devices is NOT permitted in class. If you need to look up a word, use your book, ask a friend or the instructor. If I see that you are using your phone or one of these items in class, the first time you will receive a warning. After the first warning, I will ask you to leave whenever I see you are using one of these devices in class and it will count as an absence Participation: I expect every student to attend every class meeting. Consistent participation is of paramount importance for your success in this course. All students are expected to participate regularly in activities and class discussions. This also means you must have your required materials to participate. If you perpetually come unprepared to class, I may ask you to leave. All discussions and exchanges will be conducted in a professional manner appropriate for a positive learning environment. a. Before class: It is imperative that students review the assigned reading, grammar points and study new vocabulary before coming to class. This will give you a preview of what will be covered during the class period and will prepare you for productive class work and quizzes. I expect that you may make mistakes and have questions, but it will be easier to correct them if you come to class already familiar with the topics and ready with questions.

3 b. In class: Everyday you will be graded on how well prepared you are and how you interact with other students in a communicative setting. Class time is to be used primarily for group work and discussion. All students are expected to participate daily and to interact with classmates/instructor as much as possible. Attendance: Unexcused absences, arriving late to class, or leaving early will affect your grade. In order for your absence to be excused, you must submit proof of a medical appointment, field trip, or jury duty, or an explanation of your absence, which is subject to my approval. It is your responsibility to inform me if you arrive after I have taken roll. 6 or more absences during the semester will result in an automatic F in the course. No exceptions. You are allowed two absences during the semester without penalty. However, these will count towards your 6 absences. Two late arrivals (or leaving early) equal one absence. If a student is more than 20 minutes late, it will be counted as an absence. If you are unable to prepare for class and attend regularly, please reconsider whether or not you should take this class. Homework: Class assignments are due for the next class period. Not having homework completed for the following class day will lower your participation points for that day. NO LATE ASSIGNMENTS WILL BE ACCEPTED. If you are absent, it is your responsibility to find out what assignments you missed by contacting another student. Being absent or personal computer problems are not an excuse for late or missing assignments. It is always your responsibility to keep track of which assignments to do and their due dates. After each class meeting: a. check the schedule to find out the pages assigned. You will have readings and exercises from both textbooks. b. do the exercises on a separate notebook. Write clearly and write out the entire exercise, not just the answers. c. self correct the exercises at the next class meeting with a different color of ink d. turn in the exercises for credit after self-correcting them before each chapter exam. Please leave your assignments on my desk when you enter the classroom. I will initial or stamp the homework before we start correcting it to make sure it has been done before the start of the class. You will receive it back after a few minutes. You will receive 10 points for each complete set of homework you turn in. Homework that is not initialed, is incomplete, or is not self-corrected properly will receive no or partial credit. I will deduct one (1) point for every two (2) mistakes. Exams: There will be a total of four (4) cumulative exams over the grammar and vocabulary presented in class. The dates of all exams are marked in the tentative class schedule. There is a 5 point penalty for any exam not taken during the regular exam time in class. I will drop your lowest test grade if you have three (3) or less absences for the entire semester. Make-ups: Students are expected to take all tests on the day scheduled in the syllabus and with the rest of the class. There are no make-up exams unless there is a true emergency or pre-excused absence (medical emergency, jury duty or field trip). Students will be asked to provide official documentation in order to qualify for make-up rights. Make-up exams are given during instructor s office hours within one week of the original exam date. Any failure to follow these requirements will result in loss of make-up rights. Quizzes: A quiz may be given every day or week in class over the content of the readings and grammar. There are NO MAKE-UP QUIZZES. You will lose the points for each quiz you miss. Final reading project and evaluation: You will select an article with a topic of your choice, and appropriate to the level of the class. Keep in mind it must also be appropriate for a university classroom and any inappropriate content will receive an automatic F. The article must be at least 2 pages (750+words). I will be available to suggest sources and help you select an appropriate article. After reading the article, you will write a summary and answer specific questions about the content (these will be given in class). You will include a copy of the article in which you must highlight 4-5 grammar topics covered throughout the course and briefly explain what they mean and why they are used. You will also highlight and define at least 5 cognate and 5 new vocabulary words. In addition, you will choose five (5) verbs form the article and write one sentence for each verb in each one of these tenses: PRETERITE AND IMPERFECT,

4 for a total of ten (10) sentences. We will discuss this in class in more detail. The project needs to be typed, double-space, font 12, times new roman. Extra practice: The grammatical explanations and exercises in our textbook, Spanish for Reading and Translation, are limited and designed to be a review for experienced students. Since we will spend very little class time reviewing conjugations and drilling grammar, there may be extra-practice resources available through Blackboard. Academic misconduct: Academic integrity is an integral part of a college environment. Make sure you are doing your own work! Cheating on exams, homework, using a translation website for full paragraph assignments or any form of plagiarism is a serious offense and will not be tolerated. On the first offense you will receive an F for the assignment. Any consequent offenses will be referred to the Department Chair of Foreign Languages. Taking an exam or taking pictures of an exam is also considered cheating. I reserve the right to question any suspicious activity in this class. For more information, please refer to the university s policy on academic dishonesty: as well as the library s page on plagiarism: Reasonable accommodations: Please notify me if you have any disability that requires additional academic accommodations. Please contact Services to Students with Disabilities (SSWD), Lassen Hall 1008, (916) for an appropriate evaluation and recommendation. I will need their recommendations to be able to assist you with this course. Please notify me of your needs and accommodations during my office hours or after class as soon as possible. Evaluation: Your final grade is based on your cumulative points in each category. A: % A-: 93-90% B+: 89-87% B: 86-84% B-: 83-80% C+: 79-77% C: 76-74% C-: 73-70% D+: 69-67% D: 66-64% D-: 63-60% F: 59%- under TESTING Chapter Exams (4) 40% Quizzes 20% Final reading assignment 15% PREPARATION AND PARTICIPATION Attendance and participation 10% Focused grammar assignments and homework 15% Important dates for quick reference: Exam 1: week 4 (2/15) Exam 2: week 8 (3/14) No class: March 21 - March 27 (Spring Break) March/31 (Cesar Chavez Day)

5 Exam 3: week 13 (4/20) Exam 4: Final exam: Mon, May16, 3:00pm-3:00pm (During final s week) Final Reading Project: Week 14 (5/2) HORARIO TENTATIVO* En clase después de clase semana fecha Temas y actividades en clase Tarea (Otra tarea se dará en clase) 1/25 1 Introducción al curso/conocerse Spanish for Reading & Translation (SRT), Preliminary lesson (p. 5-6): (cognados) Completar: Terminología gramatical Leer p. 17- hacer el ejercicio (en libro) 2 1/27 Repasar terminología gramatical SRT, Ch. 1 (p ): (sustantivos/artículos) Screening exam for Span 7. Bring Scantron #882-E 2/1 SRT, Ch.1 (p.10): Quetzal, ave de libertad SRT, Ch.1 (p. 17): (preposiciones) SRT, Ch.12 (p ) (por y para) 2/3 SRT, Ch.2 (p ): Genesis, 2 (parte 1) SRT, Ch.2 (p ) Leer p. 10- hacer A, B (Quetzal) Leer p hacer B (México) Leer p hacer el ejercicio (por/para) Leer p. 23- hacer A,B (Génesis) parte 1 Leer p hacer los ejercicios. Leer p hacer los ejercicios en p. 29,30,33 3 2/8 SRT, Ch.2 (p ): (presente indicativo) SRT, Ch.2 (p ): (ser y estar) Leer p hacer A, B (Génesis) parte 2 2/10 SRT, Ch.2 (p ): Genesis, 2 (parte 2) Repaso para el primer examen 4 2/15 EXAMEN 1: Ch. 1-2 Leer p hacer A, B (Lladró) Leer p hacer los ejercicios en p. 38, 42 2/17 SRT, Ch.3 (p ): (Los hermanos Lladró) (1) Leer p hacer A SRT, Ch.3 (p ): (verbos que implican preposiciones) 5 2/22 SRT, Ch.3 (p ): (el pretérito) Leer p hacer B

6 2/24 SRT, Ch.3 (p ): (el pretérito y el imperfecto) ESR: Ch hacer ejercicios A, B 6 2/29 SRT, Ch.3 (p ): (el pretérito y el imperfecto) Easy Spanish Reader (ESR): Ch ESR: Ch hacer ejercicios A, B, Repaso 5: 3/2 SRT, Ch.3 (p ): (el pretérito y el imperfecto) ESR: Ch hacer ejercicios A, B, Repaso 5: 7 3/7 SRT, Ch.3 (p ): (el pretérito y el imperfecto) ESR: Ch hacer ejercicios A, B Leer p ESR: Ch hacer ejercicios A, B Leer p hacer A, B (Lladró) 2 ESR: Ch hacer los ejercicios A, B, y repaso 6: 3/9 SRT, Ch. 3 (p ): (el pretérito y el imperfecto) Estudiar para el segundo examen SRT, Ch. 3 (p ): Los hermanos Lladró (2) ESR: Ch hacer ejercicios A, B, y repaso 6: 8 3/14 EXAMEN 2: Ch 3 Leer p hacer A, B (El Apocalipsis) 1 Leer p hacer el ejercicio en p. 49 3/16 SRT, Ch.4 (p ): (El Apocalipsis) parte 1 SRT, Ch.4 (p ): (el futuro) 9 3/21-27 SPRING BREAK - NO CLASS! Leer p hacer los ejercicios en p ESR: II: Historia de México, Ch 1, 2 y 3/28 SRT, Ch.4 (p ): (palabras negativas e indefinidas). ESR: II: Historia de México, Ch 1, 2 y ESR:II: Historia de México, Ch. 5, 6 y 10 3/30 SRT, Ch.4 (p ): (el futuro y el condicional) Repasar requisitos para el proyecto de lectura ESR:II: Historia de México, Ch. 5, 6 y Traer 2 artículos posibles para el proyecto de lectura. Leer p hacer A, B (El Apocalipsis) 4/4 SRT, Ch.4 (p ): (el futuro y el condicional) SRT, Ch. 4 (p ): (El Apocalipsis) parte 2 ESR:II: Historia de México, repaso 1 y 11 4/6 ESR: II: Historia de México, repaso 1 y Leer p hacer A, B (Wichí) Leer p hacer el ejercicio p. 68 4/11 SRT, Ch.5 (p ): (Los Wichí) parte 1 SRT, Ch. 5 (p ): (el pretérito perfecto) 12 4/13 SRT, Ch.5 (p ): (el presente progresivo) ESR: II: Historia de México, Ch 7-8 y 4/18 SRT, Ch. 5 (P ): (Los Wichí) part 2 ESR: II: Hostoria de México, Ch y Leer p hacer el ejercicio p. 69 ESR: II: Historia de México, Ch 7-8 y Leer p hacer A, B (Wichí) parte 2 ESR: II: Historia de México, Ch y Estudiar para el tercer examen

7 13 4/20 EXAMEN 3: Ch. 4-5 Leer p hacer A,B (Gastronomía) Leer p hacer los ejercicios p. 76 Complete final reading project 4/25 SRT, Ch.6 (p ): Gastronomía SRT, Ch.6 (p ): (verbos con múltiples significados) Leer p hacer los ejercicios p. 77 ESR: II: Historia de México, repaso 2 y 14 4/27 SRT, Ch.6 (p ): (los mandatos) ESR: II: Historia de México, repaso 2 y 5/2 FINAL READING PROJECT DUE SRT, Ch.6 (p ): (el presente de subjuntivo) Leer p hacer los ejercicos p. 79 Estudiar para el examen final 15 5/4 REPASO PARA EL EXAMEN FINAL 5/9 REPASO PARA EL EXAMEN FINAL 16 5/16 EXAMEN FINAL: 3:00pm-5:00pm *Schedule subject to change by instructor