Green River Community College Winter 2008 Span 102

Green River Community College Winter 2008 Span 102 Profesora: Marisela Fleites-Lear, PhD. Office: HS, office 49 Phone: extension 4409 email: [email protected] Office hours: M, Tu, Th, from 9:00 to 10:00am plus appointments. Website: http://www.instruction.greenriver.edu/spanish/index.htm

Calendario Tentativo Español 102 Invierno 2008 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 WB = Workbook  Remember that you will work with two different 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.  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.

Día Tema Tareas (need to be done for the next day) Enero  Introducción al ♫ Read the syllabus and calendar. Pop Miércoles 2 curso y repaso. quiz tomorrow about them! Formar grupos ♫ Textbook website para preparer (http://dimelotu.heinle.com) for “obritas”. reviews of 101 chapters: Please click on chapter 5, click on the link for “tutorial quiz” and do the Quiz for chapter 5. You don’t need to send the answers to me via email.

Jueves 3 Review of answers to ♫ Read TX p. 219: write a list of the tutorial. data provided about Guatemala. Review exercises. ♫ Lok for information on Rigoberta Menchu on the web. Write down the main ideas you found to share with class tomorrow (in Spanish!: 5 sentences)

1 Green River Community College Winter 2008 Span 102 Profesora: Marisela Fleites-Lear, PhD. Office: HS, office 49 Phone: extension 4409 email: [email protected] Office hours: M, Tu, Th, from 9:00 to 10:00am plus appointments. Website: http://www.instruction.greenriver.edu/spanish/index.htm

Día Tema ♫Tareas (to be done for the next day) ♫ Listen to vocabulary list on track Viernes 4 Guatemala 20, CD/TX-2 while reading the words on TX, p. 235, for Paso 1. Capítulo VI: TX 219, 222, 230, 233 ♫ TX 236-7(6.1): Read Guatemala. Video explanations and write Presentacion de datos answers to exercises. sobre R. Menchú. ♫ WB- p. 131-132 & 142-143 (Paso 1).

Lunes 7 Review of 6.1 TX- 213-214 ♫ WB: p. 133. ♫ start answering handouts.

TX 215-217. ♫ TX- p. 237-238 (6.2-6.3) Martes 8 Miércoles 9 - Review your answers ♫ WB- 134-136. to HW in class. ♫ WB- 143-145. - TX- p. 220-222.

Jueves 10 TX- p. 222-223. TX- 239 (6.4) Empezar a preparar “Obrita” (noticias y anuncios) Viernes 11 Review of HW. ♫ WB, p. 141, para entregar, TX- p. 229-231 ! DOBLE ESPACIO! ♫ WB- p. 136-138 (6.4 only) & 146- 148. Terminar “Obrita” Lunes 14 Entregar párrafo ♫ Hacer handout del capítulo. ♫ Do the tutorial quiz for this chapter from (http://dimelotu.heinle.com) Terminar “Obrita”

Día Tema ♫Tareas (to be done for the next day) Martes 15 Group presentations Terminar handout para repaso in class

Miércoles 16 Terminar Group Estudiar para la prueba presentations Repaso - Repaso. ♫ Estudiar para la prueba. - Prueba en testing Jueves 17 center Viernes 18 - Repaso ♫ TX: Pág. 268-270 (7.1 & - Prueba en 7.2) testing center. ♫ Read and listen to vocabulary words (remember this is a daily, constant homework). ♫ Read text on p. 250 TX and write down a list of the facts mentioned in the reading to share with the class on Tuesday in Spanish. Lunes 21 Martin Luther King Finish HW. No hay Jr. Holiday clases Martes 22 Colombia Read Tx 265-66 and answer the Capítulo VII; . Students share info. questions about the reading. To Colombia . TX 256 (Video), 257- share with class in Spanish. 8 - Review 7.1-7.2 HW.

Miércoles 23 - García Márquez ♫ WB- p. 149-151 & 161-3 and Magical ♫ WB- p.152 & 163-165 (vocabulario). Realism. ♫ TX- p. 270-1 (7.3) - Video Jueves 24 Review HW ♫ TX- p. 271-273 (7.4-7.5) - TX- 243-44 ♫ WB- p. 153-6 & 165-7.

Día Tema ♫Tareas (to be done for the next day) Viernes 25 - TX 245-6 ♫ WB- 157-8 (you will share your - Review answers answers in class) 7.4-7.5 ♫ Answer and correct review package provided by instructor. ♫ Start skit #2: A date… ♫ Hacer handouts de repaso Lunes 28 Review answers to ♫ Following the guidelines in page HW (WB 157-8) 259 (TX), write a brief letter to a TX- p. 252-254 friend (one paragraph) with advice for her/his love problems: para entregar mañana, DOBLE ESPACIO. Finish skit #2 Martes 29 TX- p. 261-3 ♫ Read and answer the questions in TX: p. 251. Finish skit #2

Miércoles 30 . Review answers to p. Estudiar para la prueba. 251 Repaso Repaso Estudiar para la prueba Jueves 31 Prueba #2 Testing Finish skit #2 center Febrero Skit #2 in class: ♫ Leer y escuchar el vocabulario de Viernes 01 Group presentations la lección. ♫ Read TX 283-4 and do the comparison suggested (to share with class in Spanish) Lunes 04 Students share info. ♫ TX: p. 305-306 (8.1-8.2) Capítulo Video con p. 290 de ♫ WB- 171-174 VIII: TX & CHILE TX p. 291-292.

Martes 05 TX- p. 276-8 ♫ WB- 185-187 Review HW 8.1-8.2 ♫ TX- p. 307-308 (8.3). ♫ Grupos: preparar una visita a un

restaurante. Use lesson vocab. Día Tema ♫Tareas (to be done for the next day) Miércoles 06 TX- 278-80. ♫ Finish “Obrita”

TX- 282 ♫ Finish “Obrita”. Jueves 07 TX- 285-87 ♫ WB- p. 175-177

Viernes 8 Inservice Day No hay clases Lunes 11 Presentación de Lectura de handout sobre Chile grupos. Martes 12 Película sobre Chile ♫ WB- 187-8

Miércoles 13 TX- 287-289. ♫ TX- p. 309-311 (8.4-8.5) ♫ WB- 178-180 Jueves 14 TX- 295-97. ♫ WB- 181-4 (turn in Escribelo on Monday- double space) & 189-91

TX- 297-301 ♫ Estudiar para la prueba Viernes 15 ♫ Handout de repaso Lunes 18 PRESIDENT’S DAY (No hay HOLIDAY clases) Martes 19 TX- p. 300-302 + ♫ Estudiar para la prueba Repaso Miércoles 20 Repaso ♫ Estudiar para la prueba.

Jueves 21 En clase: TX- p. ♫ TX- p. 340-341 (9.1-9.2). 321-2, video con Capítulo IX: TX p. 328-9; p. Hispanos en 337-8 los EE.UU. - Testing center: Prueba #3 (hoy y mañana)

Día Tema ♫Tareas (to be done for the next day) Viernes 22 TX- p. 314-316 + ♫ WB- 193-196 (you need to turn in plus review HW. your answer to p. 196 (double space) + p. 206-7. ♫ Group “Obrita”: Prepare a “Weather report” to present to class on Tuesday using the vocabulary of the lesson. ♫ Choose the artist you will work on for your final essay. Bring this info to class on Monday.

Lunes 25 Documental sobre los chicanos en EEUU. ♫ Finish “Obrita” Martes 26 TX- 316-318 + ♫ TX- p. 342-344 (9.3) student’s presentations of “weather reports” Miércoles 27 . Finish students’ ♫ WB- p. 197-199. skits. . review answers to HW. TX- 323-327 ♫ WB- 207-208. Jueves 28 Viernes 29 Review of reflexive ♫ TX- p. 344-345 (9.4) ♫ Start writing your final essay (due date March 07). Marzo TX- p. 333-335 + ♫ WB- 199-203 (you will share with Lunes 03 review answers to class your answers to 201-3) HW TX- 335-6 + review ♫ WB- 209-212. Martes 04 answers to HW: ♫ Write down a “situation” a friend of students will share yours is having: give her/him commands with class. to resolve it. You will share this with the class. Miércoles 05 Review of commands: ♫ Do handout de repaso

students will share HW answers. Repaso ♫ Estudiar para la prueba. Jueves 06 ♫ Finish your final essay: To turn in tomorrow. Viernes 07 Repaso ♫ Estudiar para la prueba Turn in your final essay.

Lunes 10 Repaso ♫ Estudiar para la prueba y presentaciones orales Martes 11 No hay clases. - Prueba #4: Testing center. Miércoles 12 Presentaciones orales Jueves 13 Presentaciones orales Viernes 14 Presentaciones orales

Lunes 17 Study Day Study Day: No hay clases.

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 The paper has The thesis The thesis The thesis Lack of thesis Statement an obvious, statement is statement may statement is hard statement. clearly stated, obvious to the not be as obvious to find. It also and effective reader and to the reader, and may not address thesis addresses the may not fully the assignment. statement that assignment, but address the fully addresses it could be assignment. Its the assignment. worded more wording may be precisely or awkward or clearly. poorly constructed.

Development / Thesis Thesis statement Thesis statement Thesis statement No thesis Support statement is is is supported and is ultimately not causes there to thoroughly develo developed with supported and be nothing to developed and ped general details, developed with support or supported by and but the reader is enough details, develop. specific and suppor left largely dialogue, and plentiful ted by unconvinced of examples to examples, specifi your thesis. More prove that thesis. stories, or c support would’ve dialogue. The examp helped here. thesis is les, thoroughly stories proven by the , support points. dialog ue, or other details , but more of these details would ’ve helped to more thorou ghly prove the thesis.

Organization Paper is Paper is largely Paper not Paper not No thesis coherent: coherent: No coherent: Two coherent: More statement paragraphs more than one body paragraphs than 2 paragraphs causes the clearly relate to paragraph not not related to don’t connect to paper to have one another related to the thesis statement. thesis statement. no central idea and to the thesis statement. Intro. or Intro. or to relate back thesis Intro. and conclusion very conclusion to. No intro. statement. conclusion short. Transitions missing. or conclusion. Introduction present, but not largely missing. Transitions Title missing and conclusion overly creative. Title is not effective. Transitions suggestive and largely Transitions present. Title not specific to the missing. present. relates to theme. Title Good content. suggestive title missing.

Paragraphs Paragraphs are Paragraphs are Up to one Up to two Three or more coherent, and coherent, but paragraph lacks paragraphs lack paragraphs include clear topic sentences coherence. Up to coherence. Up to lack and effective may not be as one paragraph two paragraphs coherence. topic sentences clearly worded doesn’t have a don’t have clear Three or more that connect as they could be. clear topic topic sentences paragraphs the paragraph Paragraphs are sentence that that control the don’t have back to the developed with controls the paragraph’s idea clear topic thesis examples, paragraph’s idea and connects it sentences that statement. stories, etc., but and connects it back to thesis control the Paragraphs are these may not be back to the thesis statement. paragraph’s developed with as specific or statement. idea and distinct and detailed as level connects it detailed “A.” back to the examples, thesis stories, etc. statement.

Mechanics / Style Paper has been Paper has been Paper has been Very little Very little proof read for proof read, but proof read, but evidence of proof evidence of missing words, may still have may still have reading. There proof reading. and major sentence sentence are blatant and There are grammar boundary boundary frequent errors blatant and mistakes such problems problems throughout the frequent errors as sentence (fragments, run- (fragments, run- paper. (No more throughout the fragments, run- ons, splices), or ons, splices), or than15 of these paper. (No ons, and missing words. missing words. errors.) more than 20 comma splices. (No more than7 (No more than 10 of these (No more than of these errors.) of these errors.) errors.) 4 errors overall.)

References, Bibliography is Bibliography is More than three Bibliography is No references citations, well organized well organized different errors not well or proper bibliogra following the following the are present in the organized bibliography phy, MLA MLA organization of following the present. No guidelines. All guidelines. the bibliography. MLA guidelines. plagiarisms. plagiaris 1 in text Some references More than three References don’t m references and don’t follow the references don’t follow guidelines. quotes of other proper follow the proper No plagiarisms. author’s works guidelines. No guidelines. No are properly plagiarisms. plagiarisms. stated following the MLA guidelines. No plagiarisms.

Oral Communication Rubric:

Exceeds Standard Work on Standard Below Standard Comments Overall The specific topic and The topic and/or The specific topic and/or approach were very approach meet the approach were well suited to the assignment. significantly assignment. underdeveloped. . Introdu General topic was General topic was The general topic was not ction clearly introduced in a clear. given. manner that promoted audience attention. Speaker explained why Some attempt to Minimal or no effort to the material was explain the importance explain why the relevant and important of the material. information was for the audience to important. learn. A strong thesis (in a A general thesis was No real thesis is stated. complete declarative given telling what sentence) sets tone & information will be direction for the covered. information that will be covered.

Body Main points are Each main point is Information was 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.

balanced, and fully clearly explained. presented minimally. developed with More examples and supporting examples. clearer explanations would improve the content. The logical progression Organization of points Points seemed to overlap. of ideas supported the was generally strong. Points sometimes thesis and purpose. Some minor changes jumped from one point to would have improved another without an the progression of apparent purpose or ideas. reason. Information needed clearer purpose and focus. All information is Information is More reading/research accurate, including primarily correct with and care is needed to small nuances. some minor ensure the accuracy of inaccuracies. information. Information covered Basic information is Information needs more fully in depth. covered. depth or the emphasis placed on key information could be stronger. Conclus Review clearly Main points are No real review of main ion summarizes main briefly reviewed for points. points in an informed the audience. and beneficial manner. The major theme or Brief development of New information is message is brought theme and its added. together effectively and relevance or Minimal development of related back to the importance to the central theme. audience. audience. Limited or no attempt to relate the material back to the audience. Exit clearly bring the Closing line was Ending is abrupt, rambles speaker to closure and okay. on, or fails to give a ends the presentation sense of closure. effectively.

Delivery Solid conversational Somewhat Needs to practice

/ Form delivery, only subtly conversational presentation so that it using notes for specific delivery. does not have to be read details (notes only in Regular use of notes or so that it can flow English). Ideas flow (in English) smoothly and effectively. smoothly and Words in Spanish in the effectively. notes. Speaker established a Eye contact is Needs to work on eye connection with each attempted and contact. member of the generally connects audience through direct with each part of the eye contact. audience.. Volume carries to each Volume could be a Need to really work on member of the little louder. volume. audience. Articulation generally Work on articulation. strong. Slow down. Articulation and pauses Articulation is good. Work on breathing. enhance message. Slow down a little. Need to practice Pick up the pace a eliminating “ums” or little. “ahs.” A few “ums” or “ahs”.

Equivalency from the 1000 scale to the final decimal grade:

1000 = 4.0 780 = 2.9 980 = 3.9 760 = 2.8 960 = 3.8 740 = 2.7 940 = 3.7 720 = 2.6 920 = 3.6 700 = 2.5 900 = 3.5 680 = 2.4 880 = 3.4 660 = 2.3 860 = 3.3 640 = 2.2 840 = 3.2 620 = 2.1 820 = 3.1 600 = 2.0 800 = 3.0 Below 600 = 0.0

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 (1st person singular) ending _ar, _er, _ir

Tú or ↓ } 2nd person singular verb “ser”, “estar” Usted or Verb “ir” it might be Él or necessary to } 3rd person singular other irregular add some ella verbs prepositions (a, en, de…) or articles (el, la, los, las) to introduce nosotros (1st person plural) complement. vosotros } (2nd 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 } (3rd 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 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. Common questions and expressions to use in class:

1- Can you repeat, please? = ¿Puede repetir, por favor? / Repita, por favor. 2- I 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. 6- Can you explain this, please? = ¿Puede explicar esto, por favor? 7- How do you say [ ] in Spanish? = ¿Cómo se dice [ ] en español?