Spanish Program Spanish 102: Second Semester Spanish

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1 Spanish Program Spanish 102: Second Semester Spanish Professor Secc. M / W/F Room Office Hours Ramos :00-8:55 9:05-10:00 11:15-12:10 CH103 CH103 CH109 F ramos MWF,7:15-7:45 MWF, 10:05-11:05 or by appointment Don :05-10:00 10:00-11:05 CH101B CH101B F mardon M/W/F, 11:10-12:10 Fernández :15-12:10 12:20-1:15 CH101B CH101B F afernandez M/W/F, 10:15-11:15 Rubio-Fernaz :25-2:20 2:30-3:25 4:40-5:35 MH222 MH222 CH111 F142 santiago M, 12:15-1:00 M/W/F, 3:45-4:30 Eisenberg 11 5:45-6:40 CH111 F jodi M/W/F, 5:00-5:30 Mail box: Founders 121 The Basic Language Sequence in the Spanish Program Third-semester proficiency in a second language is considered an indispensable competency at USD and speaks directly to the university's undergraduate learning goals and outcomes (knowledge; communication; Span 102 Page 1 of 14 Fall 2015

2 cultural awareness and competence; and engagement). The first three levels of Spanish in our program (SPAN 101, 102, and 201) can be seen as one course divided into three semesters because they share some common goals and characteristics, and over this period most of the basic structures of the Spanish language are studied. By the end of Spanish 201, students should be able to listen, speak, read, and write in the target language with the sufficient basic skill, vocabulary, accuracy, and cultural awareness to communicate their needs in everyday situations in a culturally appropriate way; likewise, they should demonstrate the ability to acquire additional linguistic competence on their own. Another primary objective of the language program is that students develop insight into their own language(s) and culture(s) by looking beyond their customary borders and by examining their own relationship to other cultures so as to be able to participate more fully in local communities and global contexts. Achieving greater proficiency in Spanish can translate into a practical job skill for almost any profession, but, most importantly, learning another language is a personally enriching experience and a vital part of cultural understanding and intellectual development within a Liberal Arts education. The Five-Day Syllabus It is important that all students understand a basic premise upon which the course is designed: language learning is most effective when the student is exposed to and actively studies the target language on a daily basis. For this reason, many institutions have language courses five days a week, often with a lab included. In the basic language sequence at USD, however, classes meet three days a week (Monday, Wednesday, and Friday). Classes do not meet on Tuesday and Thursday, but rather students study independently and then complete and submit their homework electronically. All homework submitted electronically is always due before the regular class meeting time, including Tuesdays and Thursdays when class does not meet. In this way students actively engage with the language at least five days a week, and their learning is maximized through this consistent exposure. The calendar at the end of the syllabus reflects this design and includes the topics and materials to be covered each of the five days per week throughout the semester. Teaching and Learning Methodology While each professor does have an individual style and approach to language teaching, all sections of Spanish 101, 102, and 201 share some common features, first and foremost being the focus on the development of students' proficiency in Spanish, which goes beyond merely knowing and emphasizes the ability to actively use the language. The students are responsible for studying the grammar and completing all assignments before coming to class. Class time is then spent on practicing and reinforcing the structures already studied outside of class in order to improve students' proficiency, their actual ability to use Spanish and carry out tasks in that language. All of the language skills are developed equally, but class time is dedicated primarily to the oral skills. The class is conducted entirely in Spanish, and while there may be some brief clarifications, there are no lengthy grammar explanations. Language learning demands consistent hard work; students should expect to spend at least twice as much time studying out of class as they do in class. The first two weeks of the semester tend to be even more challenging as students begin using their language skills again and become accustomed to both their instructors and the teaching methodology. Each class is relatively fast paced and contains multiple activities, including questions and answers, pair/group work, presentations, and role playing, among others. All students are accountable for consistently coming to class prepared, staying on task and speaking only Spanish in class, and actively participating in all activities. Span102 Page 2 of 14 Fall 2015

3 Goals, Objectives, and Student Learning Outcomes Course Goals: Following the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines 2012, Spanish 102 seeks to increase students proficiency to a level ranging from Intermediate Low to Intermediate Mid depending on the student and the communication mode (see below). Course Objectives: Based upon the National Standards for Foreign Language Learning, the course objectives are centered around the 5Cs (Communication, Cultures, Communities, Comparisons, and Connections) and the three modes of communication (Interpersonal, Interpretative, and Presentational). These will always occur in a cultural context that will help students understand key communicative nuances to properly function in the real Spanish-speaking world. Texts, whether oral or written, will always be contextualized so that students not only are exposed to authentic cultural products but also can interpret them appropriately. Student Learning Outcomes: By the end of the semester students will be able to: Ø Interpersonal Communication: Participate in conversations on a number of familiar topics using simple sentences. Handle short social interactions in everyday situations by asking and answering simple questions. Ø Presentational Speaking: Present information on most familiar topics using a series of simple sentences. Ø Presentational Writing: Write on a wide variety of familiar topics using connected sentences. Ø Interpretive Listening: Understand the main idea in short, simple messages and presentations on familiar topics. Understand the main idea of simple conversations I overhear. Ø Interpretive Reading: Understand the main idea of texts related to everyday life and personal interests or studies. Pre-requisite for Spanish 102 Spanish 101 (at USD or transferred from another institution) or permission of the Director of Placement granted by taking the Placement Exam. Anyone who has not been authorized to enroll in 102 will be dropped. Course materials Required textbook and passcode: Vistas. Fourth Edition. Blanco & Donley. Vista Higher Learning. Boston: Massachussets. ISBN (Please note: This is a special package ISBN for USD students only, which includes the required passcode.) Bilingual Spanish/English dictionary. You may buy the textbook through the USD bookstore or directly from the publisher: This textbook will be used for all three semesters of the basic language sequence (SPAN 101, 102, 103, and 201). The textbook comes with a Supersite plus passcode, which includes access to the WebSAM, Supersite, and the vtext (virtual textbook). You must have this passcode for the course; it is included in the above Span102 Page 3 of 14 Fall 2015

4 customized ISBN for USD. The passcode is good for three years; however, it is not transferrable. Once a student redeems a code, it cannot be sold to another student nor returned. The pass code is included in the above customized ISBN for USD. However, if you obtain a used copy of the textbook, you may purchase the pass codes separately from the publisher (see link above). The pass codes are good for three years; however, they are not transferrable. Once a student redeems a code, it cannot be sold to another student nor returned. Course components Grading scale 10% Participation A A % Homework (Supersite, etc.) B B B % Oral Component (2) C C C % Writing Component (2) D D D % Quizzes (Ch.7, 8, 10, 11) F 62 and below 15% Midterm Exam (Ch.7-9) 20% Final Exam (Ch.7-12) Evaluation Quizzes: There will be quizzes for Chapters 7, 8, 10, and 11. Quizzes will focus on the vocabulary and the grammar covered on the chapter. Missed quizzes CANNOT be made up; therefore, class attendance is very important. Homework/Other Assignments: You will be asked to submit most of your homework through the book's Supersite/Maestro Web SAM (practice textbook exercises, online workbook, and lab manual). All assignments must be completed by the due date; late Vistas Supersite assignments will receive a 10% penalty per day. Writing Component (Redacciones): You will be expected to write two in-class compositions throughout the semester. These will take place in class and you will be allowed to use your textbook and your dictionary. You will have the chance to rewrite the first draft based on your instructor s feedback. Topics for these assignments will be made available to you by your instructor. Both form and content will be assessed; compositions should reflect what has been covered in class. No make-up writing assignments are allowed. Oral component: This is a key component that will be worked upon in every class from the very beginning of the semester. In addition, there will be two oral assessment tests during the semester. These tests will be of different nature (individual, in pairs, or in groups) but all will measure your ability to interact in certain cultural context. Span102 Page 4 of 14 Fall 2015

5 Exams: There will be a midterm exam (Chapters 7, 8, and 9) and a final exam 1 (Chapters 7-12). See attached tentative class schedule for exam dates and material to be covered. Students will be allowed to review the midterm and final exams with the instructor after they have been graded, however exams must be returned to the instructor as they will be kept on file. Please note that make-up exams will be given only with a doctor's excuse and after filing a petition form for a make-up exam. Cultural activities: Cultural knowledge and understanding constitute a central part of second language acquisition, and students are encouraged to incorporate significant learning experiences beyond the classroom. For this reason, you will attend three different cultural activities on campus and/or in the community during the semester. This is a mandatory component of the course, and you will be provided with a list of activities from which to choose. (See the attached description of the cultural activities at the end of this syllabus). What you gain from attending these cultural activities will be assessed through other course components, such as the oral component. Participation: For full participation credit, students must have prepared carefully for class and are expected to participate fully. Texting and cell phone use, along with disruptive classroom behavior, will result in no credit for participation on that particular day. Please refer to the Participation document that you can find below. Participation Grading Scale (10% of the final grade) A B C D F Excellent level of preparation and participation. Always offers relevant and grammatically correct comments. Always answers when called on and demonstrates extensive preparation. Nearly always participates voluntarily in class activities without hesitations. Consistently stays on task during partner/group work. Uses Spanish almost exclusively. High level of preparation and participation. Regularly offers relevant and grammatically correct comments. Usually answers when called on and demonstrates a high degree of preparation. Regularly participates voluntarily in class activities. Stays on task during partner/group work. Uses a lot of Spanish (sometimes asks permission to speak English). Satisfactory level of preparation and participation. Occasionally offers relevant comments and grammatically correct, usually needs prompting. Not consistently prepared. Generally does not participate voluntarily in class. Inconsistent participation in partner/group work (chatting, unprepared). Low level of preparation and participation. Rarely offers relevant and grammatically correct comments. Often unable to answer when called on. Inconsistent participation in partner/group work. Rarely uses Spanish. Inadequate level of preparation and participation. Unable to respond when called on. Unwilling to participate in class activities. Clearly unprepared for class. Rarely or never speaks Spanish. 1 The final exam must be taken on the assigned date and at the assigned time for your section as indicated at the end of this syllabus. Make your travel plans accordingly, as you can only take the final exam as scheduled. Span102 Page 5 of 14 Fall 2015

6 Attendance: It is very important that you attend every class meeting and arrive punctually. Missing more than two classes will lower your final grade in this course. For each additional absence, your grade will be lowered one step on the grading scale (e.g. from a B to a B-, etc). In the event you are absent, it is your responsibility to find out what material you have missed and any homework assignments. Arriving late or leaving class early will result in half an absence. Additional assistance for students If you have any questions or problems regarding the syllabus or the course, you should consult with your instructor. In addition, the department offers a free tutoring service for students who are struggling with the material. The tutors are faculty-recommended native speakers of the language or students enrolled in advanced courses. They receive training in order to provide you with the best help possible, so we encourage you to take advantage of this opportunity. Visit the department website and follow instructions to set up an appointment. Students should also consider participating in the Spanish Conversation Table; ask your instructor for more details. Policy on Integrity of Scholarship According to USD academic regulations, The University of San Diego is an academic institution, an instrument of learning. As such, the university is predicated on the principles of scholastic honesty. It is an academic community all of whose members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility toward other members of the community. Volunteer Opportunities (Optional and not for credit or extra credit) The Center for Community Service-Learning (CSL) at USD offers a number of opportunities to connect with Spanish-speaking communities in San Diego. From events and programs for youth and adults at local centers, to one-day immersion trips to Tijuana, Mexico and immigration/border-related trips right here in San Diego, CSL offers multiple avenues to connect and learn with our local community. If you are interested in finding out more about CSL programs and our community-based opportunities, please contact María Silva at mariasilva@sandiego.edu or Span102 Page 6 of 14 Fall 2015

7 Class activities and assignments Five-Day Syllabus [Legend: Supersite Practice (SP); Supersite Text (ST); Supersite WebSAM (WS)] Semana 1: 9/2-9/4 Introducción al curso. Introducción al Supersite Repaso. A lo largo de esta primera semana, los estudiantes deben registrarse y familiarizarse con el Supersite. SP: Recapitulación de las lecciones 1-3. SP: Repaso: Recapitulación Capítulos 1-3 en contexto. Semana 2: 9/7-9/11 No hay clases. Día del trabajo SP: Repaso: Recapitulación de las lecciones 4-6. SP: Repaso: Recapitulación de las lecciones 4-6 en contexto. Capítulo 7: La rutina diaria pp y Perú. La rutina diaria en contexto Se asigna la ACTIVIDAD CULTURAL 1. Consultar el sitio: Semana 3: 9/14-9/18 ST: Estructura 7.1, Verbos reflexivos pp en contexto ST: Estructura 7.2, Palabras indefinidas y negativas pp en contexto Span102 Page 7 of 14 Fall 2015

8 ST: Estructura 7.3, Pretérito de ser e ir p. 244 en contexto Semana 4: 9/21-9/25 ST: Estructura 7.4, Verbos como gustar pp en contexto Recapitulación en contexto pp Prueba 1 (vocabulario y gramática de la lección 7). Lectura 1 en clase. Prueba 1 Lectura 1 Último día para enviar las actividades del WS de la lección 7. Capítulo 8: La comida pp y Guatemala. Semana 5: 9/28-10/2 La comida en contexto ST: Estructura 8.1, Pretérito de los verbos con cambio en la raíz pp en contexto ST: Estructura 8.2, Pronombres de objeto directo e indirecto pp en contexto Semana 6: 10/5-10/09 Redacción 1 en clase. Redacción 1 Span102 Page 8 of 14 Fall 2015

9 ST: Estructura 8.3, Comparativos y superlativos pp en contexto ST: Estructura 8.4 Superlativos p. 286 en contexto Recapitulación en contexto pp Prueba 2 (vocabulario y gramática de la lección 8). Semana 7: 10/12-10/16 Prueba 2 Pruebas orales interactivas (parejas/grupos sobre el material del texto). Pruebas orales interactivas. (parejas/grupos sobre el material del texto). Capítulo 9: Las fiestas pp y Chile. Las fiestas en contexto Entregar resumen de ACTIVIDAD CULTURAL 1 Se asigna la ACTIVIDAD CULTURAL 2. Consultar el sitio: ST: Estructura 9.1, Pretéritos irregulares pp en contexto ST: Estructura 9.2, Verbos que cambian de significado en el pretérito p. 314 en contexto. Pruebas orales Pruebas orales Redacción 1 Versión 2 Semana 8: 10/19-10/23 ST: Estructura 9.3, Qué? y Cuál? p. 316 en contexto (comunicación). ST: Estructura 9.4, Pronombres después de preposiciones p. 318 en contexto Recapitulación en contexto pp Span102 Page 9 of 14 Fall 2015

10 Vacaciones de Otoño Semana 9: 10/26-10/30 SW: Último día para enviar las actividades de WebSam de la lección 9. Examen parcial (Lecciones 7, 8 y 9). (Contexto, cultura, gramática y panorama). Capítulo 10: En el consultorio pp y Costa Rica En el consultorio en contexto Mid-Term Semana 10: 11/2-11/6 ST: Estructura 10.1, El imperfecto en contexto Se inician las presentaciones orales sobre los eventos culturales. ST: Estructura 10.2, El pretérito y el imperfecto pp en contexto ST: Estructura 10.3 Construcciones con se pp en contexto Semana 11: 11/9-11/13 Presentaciones individuales ST: Estructura 10.4, Adverbios en contexto Recapitulación en contexto pp Se asigna ACTIVIDAD CULTURAL 3. Consultar el sitio Se entrega el reporte de la ACTIVIDAD CULTURAL 2 Último día para enviar las actividades de WS de la lección 10. Span102 Page 10 of 14 Fall 2015

11 Lectura 2 en clase. Prueba 3 (Vocabulario y gramática de la lección 10). Prueba 3 Lectura 2 Capítulo 11: La tecnología pp y Argentina. La tecnología en contexto Semana 12: 11/16-11/20 ST: Estructura 11.1, Mandatos informales pp en contexto ST: Estructura 11.2, Por y para pp en contexto Prueba 4 (Vocabulario y gramática de la lección 11). ST: Estructura 11.3, Pronombres recíprocos p. 386 en contexto Prueba 4 Semana 13: 11/23-11/27 Redacción 2 en clase. Redacción 2 Vacaciones del Día de Acción de Gracias. Semana 14: 11/30-12/4 ST: Estructura 11.4, Pronombres y adjetivos posesivos pp en contexto Recapitulación en contexto pp Span102 Page 11 of 14 Fall 2015

12 Escribir la versión final de Redacción 2 en clase. Último día para enviar las actividades de WS de la Lección 11. Redacción 2 Versión 2 Capítulo 12: La vivienda pp y Panamá. La vivienda en contexto. Semana 15: 12/7-12/11 ST: Estructura 12.1, Pronombres relativos pp en contexto ST: Estructura 12.2, Mandatos formales en pp contexto ST: Estructura 12.2, Cont... Mandatos formales (usted/ustedes) pp ST: Estructura 12.3, El presente de subjuntivo pp en contexto Entregar resumen de ACTIVIDAD CULTURAL 3 ST: Estructura 12.4, Subjuntivo con verbos de deseo e influencia p. 426 en contexto. Último día para entregar las actividades del WS. Terminan las presentaciones orales sobre la actividad cultural Presentaciones individuales Semana 16: 12/14 Último día para entregar las actividades de WebSam. Repaso para el examen final. Span102 Page 12 of 14 Fall 2015

13 Final exam schedule The final exam must be taken on the scheduled date and at the indicated time. Please do not make any conflicting travel arrangements, as the following time and date specified for each section cannot be changed. No exceptions can be made. You must take your exam with your own section. Professora Sec. Examen final Sala Ramos 01 Mon., 12/21 8:00-10:00 CH103 Ramos 02 Wed., 12/16 8:00-10:00 CH103 Ramos 05 Fri., 12/18 11:00-1:00 CH109 Don 03 Wed., 12/16 8:00-10:00 CH101B Don 04 Mon., 12/21 11:00-1:00 CH101B Fernández 06 Fri., 12/18 11:00-1:00 CH101B Fernández 07 Wed., 12/16 2:00-4:00 CH101B Rubio-Fernaz 08 Fri., 12/18 2:00-4:00 MH222 Rubio-Fernaz 09 Mon., 12/21 2:00-4:00 MH222 Rubio-Fernaz 10 Fri., 12/18 5:00-7:00 CH111 Eisenberg 11 Mon., 12/21 5:00-7:00 CH111 Cultural Activities The development of cultural knowledge and understanding as well as intercultural competence understood here as the capacity to interact appropriately and effectively within diverse social settings and cultural contexts is a fundamental part of effective language learning. Such development necessarily takes place beyond the classroom. Accordingly, this component of the course is designed to encourage students to incorporate significant learning experiences by attending or participating in diverse cultural activities on campus and/ or the community. These activities are in Spanish or are directly related to the Spanish-speaking world. Requirements and integration of activities into the course You must attend three different events/activities during the semester; the total time commitment will be approximately 6-8 hours depending on the activities selected. Span102 Page 13 of 14 Fall 2015

14 You will carry out an oral presentation; interview and/or role-play performance in class based on the content of the cultural activities. You should turn in your ticket, receipt, pictures, or any other proof of attendance. Your instructor may also assign a short reflection/composition based on the experience. Specific details for your class will be provided by your instructor. Which events and activities are acceptable? The event/activity must potentially provide a significant learning experience and fulfill at least one of the following criteria: it is in Spanish; the topic is related to the Spanish-speaking world; and/or it directly represents a Hispanic cultural phenomenon. Different activities may include conference events, lectures, theatrical performances, films (viewed at a cinema), cultural celebrations and festivals, among others. To fulfill one of the cultural activities you may participate in the Spanish Conversation Table (see "Calendar of Cultural Activities" for schedule). A calendar of pre-approved events and activities will be published at the beginning of every month. The "Calendar of Cultural Activities" will be published on the Internet through the homepage of the Department of Languages, Cultures, and Literatures: Mesas de Conversación: The Department offers weekly Mesas de Conversación where you can practice your oral skills and learn about some cultural aspect of a Spanish-speaking country. You may substitute one cultural activity with attendance to one Mesa de Conversación ( at Aromas, 1:30-230pm) You may also seek out other relevant events on your own and ask your professor for his or her prior approval of them as cultural activities. You must do three different types of activities; for example, you may not go to the museum for all three activities. A primary aim of this component is to broaden your cultural experiences. Look at the class schedule for the DUE DATES. Span102 Page 14 of 14 Fall 2015