‘
Syllabus
Summer
Roberto Maduro,
Facilitator
[TULSA COMMUNITY COLLEGE, SOUTHEAST CAMPUS]
I_SPAN_1213_390_31960_201130
INDEX INDEX
R. Maduro
Syllabus
SPAN 1213
General Info…3 GO
Course and Program Description…3 GO
Textbooks and supplies…4 GO
General Education Goals…6 GO
Course Objectives…6 GO
Teaching Methods…7 GO
Technical Skill Requirements…8 GO
Language Laboratories…8 GO
Grading Policy…9 GO
Transferability…12 GO
Communications…13 GO
Special Needs…13 GO
Institutional Statement…14 GO
Program of Topics/Calendar…15 GO
Recipe for Success…23 GO
Terminology Clarification
In this course, I will often use the word facilitator instead of instructor and learner instead of student. Please bear
with me as those terms are meaningful to me!
2
R. Maduro
Syllabus
SPAN 1213
SYLLABUS
Tulsa Community College, Southeast Campus
Summer 2011
Course: SPA 1213, Spanish II
Section #: 390
Days(s) & Time(s): Online class. For office
hours (in person, by phone, or through Wimba
Classroom) make appointment via email or phone.
Start and End Dates: 6/6/11 – 7/31/11
Course Delivery Method: Online
Call #: 31960
Course Format: 3 credits - 16 weeks
Instructor (Facilitator): Roberto E. Maduro
Office Hrs: M – Th, 8:00 A.M. – 5:00 P.M. (appointment needed)
Office Email: [email protected]
Office Phone: (918) 595-7750
Office Location:
Skype name:
Southeast Campus Room 1120
roberto.maduro
TO CONTACT ACADEMIC AND CAMPUS SERVICES:
Director: Ann Craig
Office: Southeast Campus Room 2202
Phone: (918) 595-7673
TO CONTACT THE DIVISION OFFICE:
Division Name: Communications
Division Associate Dean: Judy Leeds
Division Office Location: SE 1202
Division Phone Number: (918) 595-7694
PURPOSE OF THIS DOCUMENT
This document is a contract between student and professor. Failure to comply with policies or complete
the assignments in the manner outlined will be reflected in your grades. It is assumed that students will
work independently, and perform college level work.
COURSE PREREQUISITE
Spanish I
COURSE DESCRIPTION
A course in understanding, speaking, reading, and writing Spanish, the second in a sequence of four
related courses. This course covers Chapter 4 through Chapter 7 of the textbook. (Approximately 40% of
class conducted in Spanish.)
PROGRAM DESCRIPTION
The growing need for multi-language skills has reached a critical point. More and more degrees and
career paths require applicants with sufficient competency to communicate with a native speaker of the
designated language. This program is designed for students who wish to acquire oral and written
language proficiency, an awareness of the Spanish-speaking culture, and who have plans to transfer to a
four-year university. TCC instructional methods infuse technology into the learning process.
NEXT COURSE IN SEQUENCE
SPA 1313, Spanish III
 Back to Index
3
R. Maduro
Syllabus
SPAN 1213
TEXTBOOKS, SUPPLIES, & OTHER SOURCES
If you used Puntos de Partida in Spanish 1 OR do not own any Spanish textbooks used at TCC, the
following are the materials you need for this class.
Title
Puntos de Partida
(Textbook,
Digital Edition)
Puntos de Partida
Online Laboratory
Manual
Puntos de Partida
Online Workbook
Edition
Author
Knorre, Dorwick, PérezGironés, and Villarreal
8th
Publisher
McGraw-Hill
8th
QUIA
8th
QUIA
 If you used Plazas products in Spanish 1 and you do not wish to buy a new package, you can still use
them in this course. The following is the information for the Plazas alternative.
Title
Plazas: Lugares de
Encuentros (eBook)
Plazas
Workbook/Lab
Manual
Edition
Author
Herschberger, NaveyDavis, and Borrás
3rd
3rd
Publisher
Heinle Learning Center
QUIA
IMPORTANT NOTICE: Students who used the Plazas textbook and QUIA in Spanish 1, can keep
using Plazas in this course. Although this class is built around Puntos with regard to the general course
structure, all learning activities and homework are also referenced to Plazas, 3rd. edition, so that users
of that textbook and its corresponding online resources are not forced to buy a new set of materials. In
other words, this course accommodates both Puntos and Plazas users, although, for the latter product,
the topic sequence had to be altered to follow the former's.
The three items that are required for this course will be used through Spanish 4 (at Southeast Campus).
Puntos de Partida, the learning system used for basic Spanish courses at Tulsa Community College
(Southeast Campus), is available with CENTRO, a portal learning management system through which
various digital components, including Workbooks, Laboratory Manuals and e-Books, are delivered. This
McGraw-Hill system offers a single log-in authentication for students.
The resources available from CENTRO (Puntos option) are:
eBook (Textbook Digital Edition)
Voice Board (for recording of exercises)
Workbook
Lab Manual (includes the full laboratory audio program)
Puntos de partida video program (free with purchase of any of the CENTRO products)
Puntos de partida ActivityPak (free with purchase of any of the CENTRO products)
Spanish Grammar Tutorials (free with purchase of any of the CENTRO products)
Link to the Online Learning Center: http://www.mhhe.com/puntos8
 Back to Index
4
R. Maduro
Syllabus
SPAN 1213
The resources available from QUIA (Plazas option) include:
eBook
Voice Board (for recording of exercises)
Workbook/Lab Manual (combined resources)
Video Library
Enrichment package, including Heinle Grammar Tutorials, Heinle Grammar Videos, Student
Interactive activities from the Plazas 3e Student CD-ROM, Heinle iRadio Podcasts, and Verb
Conjugator
Link to the Plazas Companion Website: http://www.heinle.com/cgiwadsworth/course_products_wp.pl?fid=M20b&flag=student&product_isbn_issn=97814282
05048&disciplinenumber=303
REFERENCE  To find the CENTRO or QUIA course code for this class, please open the 01.4
REGISTERING ON CENTRO & QUIA folder in this same section, 01 Start Here! (Week 1).
 Back to Index
I. TEXTBOOK
The textbook for this course is Puntos de Partida, 8th ed., published by McGraw-Hill and QUIA. This is
a digital book and we will use it as our main reference for the course. When you purchase the Spanish
package at TCC campus stores, you will receive a black and white hardcopy version of the textbook, which
you can bring to onsite Chat-Lab and tutoring sessions. The textbook provides introductions to topics,
explanations, and a host of exercises with instant feedback (in the digital version), recorded partnership
activities, and multimedia contents. Textbook exercises will not be graded with the exception of Voice
Board recordings. Non-assigned exercises can be done for practice purposes but they will not count for
extracredit.
In general, the same approach and features apply to the alternate textbook, Plazas: Lugares de
Encuentro, 3rd ed., published by Heinle Learning Center and QUIA.
II. WORKBOOK
Puntos de Partida, 8th Ed., QUIA Online Workbook
This resource is required for homework. QUIA is the online provider that created the interactive service
based on the original hardcopy materials published by McGraw-Hill. The Workbook contains a wealth of
exercises ranging from true or false and multiple-choice to short writings. It is an excellent way to apply
the concepts that you are learning from the book. Always proceed by reading the corresponding topic on
the textbook and then doing the accompanying exercises on the Workbook. Like the Digital Textbook and
the Laboratory Manual, the online Workbook is essentially a website to which you purchase access. When
you have registered and paid for this resource, you can access it from any internet-ready computer. You
log in to CENTRO to open the ―book,‖ work on an exercise and, upon completion, you submit it.
Submitting an exercise involves clicking on a button—that’s all! You don’t have to email me any
homework.
An important thing you need to know about this process is that you cannot share an account. Accounts
are valid for two years.
In general, the same methodology and features apply to the Plazas, 3rd ed., companion Workbook, also
published digitally by QUIA.
 Back to Index
5
R. Maduro
Syllabus
SPAN 1213
III. LAB MANUAL
Puntos de Partida, 8th Ed., QUIA Online Laboratory Manual
The Lab Manual is obtained exactly in the same way as the Workbook and the Digital Textbook. Working
with the Lab Manual is very similar to the Workbook, except that the Lab Manual contains audio files
embedded in its exercises. Because listening comprehension benefits from a preliminary knowledge of
vocabulary and structure, I recommend that you do the Workbook first and then the Lab Manual. In
general, the same methodology and features are applicable to the Plazas, 3rd ed., companion Lab
Manual, also published digitally by QUIA.
Thus, the optimal sequence for this class would be:
1. Study topics on textbook
2. Study lectures and other materials on Blackboard
3. Do Workbook
4. Do Lab Manual
5. Review and ask questions
6. Take tests as required
Clear as lodo (mud)? Again, I recommend you to visit the (13) Tarea section where you will find stepby-step instructions for the registration process.
REFERENCE  If you have questions about the digital resources (or any other course-related questions),
please use the Q/A Forum in the (07) ¡Hablemos! section to post them. That way, other students can
benefit from the information that you will be receiving.
GENERAL EDUCATION GOALS
General Education courses at TCC ensure that our graduates gain skills, knowledge, and abilities that
comprise a common foundation for their higher education and a backdrop for their work and personal
lives. TCC’s General Education goals are: Critical Thinking, Effective Communication, Engaged Learning,
and Technological Proficiency.
COURSE OBJECTIVES
The main course objective for this class is:
To develop oral proficiency in Spanish so that students can use this language
effectively in the real world
This course aims at preparing students to perform whole tasks in authentic contexts. In general, this
course’s main task is practical communication and socialization in Spanish, which involves knowledge of
basic content (vocabulary and grammar) and specific skills (conversation and comprehension). Authentic
contexts refer to real-life situations. Consequently, transfer of knowledge and skills from the classroom
to the workplace and everyday life is an essential goal of the instructional model used in Spanish 2.
Specifically, at the end of the semester, students should be able to converse, informally, with a native
Spanish speaker, in Spanish only, for at least ten minutes, with the degree of flow expected for level 2,
covering the basic topics (house, weather, food, and travel) and using the grammatical tools (reflexives,
ser/estar, comparisons, object pronouns, saber/conocer, past tense, etc.) introduced in class.
 Back to Index
Related goals for Spanish 2 are:
At least 95% of participating students should exit even the second level of language at TCC with a
measurable oral proficiency which is understandable to a native speaker of the target language.
6
R. Maduro
Syllabus
SPAN 1213
At least 95% of participating students will develop proficiency in the four skills (listening,
speaking, reading, and writing) in the target language appropriate to the level of the course.
At least 95% of participating students will be able to understand the target language within the
vocabulary and structure limitations of the appropriate level when spoken by a native speaker at a
normal rate of speed.
At least 25% of the grade will be based on the student’s ability to write in Spanish without the aid
of other devices.
Students will have opportunities to acquire awareness and appreciation of the people who use the
target language and their culture.
In this course, the Oral Proficiency Guidelines published by ACTFL (American Council for the Teaching
of Foreign Languages) are used as references to determine the functional level of students at different
points throughout the semester. In general it is expected that students will be able to perform at the
Intermediate-Low level in the aforementioned scale. In the area of language production (speaking),
ACTFL describes that level as follows:
Speakers at the Intermediate-Low level are able to handle successfully a limited number of
uncomplicated communicative tasks by creating with the language in straightforward social
situations. Conversation is restricted to some of the concrete exchanges and predictable topics
necessary for survival in the target language culture. These topics relate to basic personal
information covering, for example, self and family, some daily activities and personal preferences,
as well as to some immediate needs, such as ordering food and making simple purchases. At the
Intermediate-Low level, speakers are primarily reactive and struggle to answer direct questions
or requests for information, but they are also able to ask a few appropriate questions.
Intermediate-Low speakers express personal meaning by combining and recombining into
short statements what they know and what they hear from their interlocutors. Their utterances
are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and
vocabulary while attempting to give form to the message. Their speech is characterized by frequent
pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax
are strongly influenced by their first language but, in spite of frequent misunderstandings that
require repetition or rephrasing, Intermediate-Low speakers can generally be understood by
sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.
Degree Application: Spanish Associate of Arts, International Language Studies Certificate or
Associate of Liberal Arts (Spanish Option), International Studies Associate (Americas Option), and
others.
TEACHING METHODS
This course is conducted online but live conversations (including two general conversations) with the
instructor and classmates—throughout the entire course—are required.
Three basic methods are used to develop language skills in this course:
Knowledge construction—students are encouraged to process the information received
and to react to the stimuli provided in class to generate their own conclusions and take
ownership of their learning. In other words, through knowledge construction, students will
turn the inputs received in class into their own outputs.
Repetition drills—these exercises pursue the automation of basic tasks (for instance,
vocabulary acquisition, verb conjugation, and noun-adjective agreement) and the
development of conversational reflexes.
Behavior modeling—students are encouraged to learn from observation as the instructor
and fellow learners solve the various communicative problems (or tasks) presented
throughout the course.
 Back to Index
7
R. Maduro
Syllabus
SPAN 1213
Instructional strategies include:
Use of online study and homework resources (the Textbook, Digital Edition or eBook,
which is the main reference resource and contains a variety of graded recording activities, the
online Workbook, which includes reading and writing exercises, and the online Lab
Manual, which provides listening comprehension practice through audio materials)
Text-based lectures
Audio presentations, including lectures, pronunciation segments, and conversations for
listening comprehension
Video presentations (with audio) with the same objectives as the audio materials with the
addition of non-verbal communication and settings
PowerPoint presentations and other multimedia products, narrated or non-narrated
Use of discussion boards
Use of blogs, through an utility built into Blackboard
Internet links and searches
The Chat-Lab, which consists of weekly on-campus meetings intended to foster learnerinstructor and learner-learner interaction with emphasis on oral skill development.
Consultation and tutoring through traditional phone calls, use of the Wimba Classroom
application (built into Blackboard) or in person
TECHNICAL SKILL REQUIREMENTS
You should be comfortable with the following:
Sending email with attachments
Participating in threaded text-based discussions
Accessing internet resources and conducting searches
Recording their voice to a computer and posting or emailing the resulting audio clips
Performing basic word tasks– creating, saving and attaching documents.
Downloading, opening and viewing multimedia materials from a website (audio and video)
Opening and viewing PowerPoint presentations
Participating in real-time interactive environments, similar to chat rooms but enhanced with
web-conferencing features, including audio/video transmission
Blogging
Following a written set of technical directions
Additionally, students are expected to have a basic level of computer proficiency to use Blackboard
<https://bb.tulsacc.edu>, Digital Textbook (eBook), Online Workbook & Laboratory Manual.
LANGUAGE LABORATORIES
Students can use the language labs located at Tulsa Community College’s four campuses at their
convenience (day or evening) and in accordance with course assignments. Many computer-based
resources as well as DVDs, videotapes, books and magazines are available for students. At the Southeast
Campus Language Lab, students can also receive one-on-one free tutoring (by appointment) or join the
Chat Lab to practice conversation.
To locate a language lab or contact its staff, use the following table:
CAMPUS
Metro
Northeast
Southeast
West
ROOM
MC430A
1521
1120
1244
PHONE
918-595-7068
918-595-7402
918-595-7750
918-595-8088
 Back to Index
8
R. Maduro
Syllabus
SPAN 1213
GRADING POLICY
Each assessed item will be assigned a number of points. At the end of the semester, all points will be
totaled and a letter grade will be based on the total. Final grades will be determined on an individual
basis and not through competition with classmates. The final grade for this course will be calculated on
the following basis:
1. Chapter Portfolios (4), Plática No.1 (at midterm point), and Plática No.2 (at the end of
semester) (Total: 680 points)
PORTAFOLIOS
2 Pruebas de Vocabulario y Estructura (Vocabulary
& Structure Worksheets)
15 pts.
each
=30 pts.
2 Situaciones de la Vida Real
20 pts.
=40 pts.
(Real-Life Scenarios)
each
1 Práctica de Pronunciación
10 pts.
=10 pts.
(Pronunciation Practice; recorded exercise from
digital textbook)
1 Taller de Composición
20 pts.
=20 pts.
(Writing Workshop; short composition posted in
course blog)
TOTAL POINTS Chapter 4 Portfolio:
100 pts.
Capítulo 5-Portafolio (same structure as above)
100 pts.
Capítulo 4
Portafolio
Capítulo 6-Portafolio
100 pts.
Capítulo 7-Portafolio
100 pts.
PLÁTICAS
Plática No.1 (General Conversation at midpoint)
140 pts.
Plática No.2 (General Conversation at end of semester)
140 pts.
 Back to Index
(Continues on next page)
9
R. Maduro
Syllabus
SPAN 1213
Tarea (Homework) and Participation (Total: 320 points)
TAREA (includes Workbook and Lab Manual in CENTRO or QUIA)
Capítulo 4
Workbook
25 pts.
Lab Manual
25 pts.
TOTAL POINTS Chapter 4 Tarea:
50 pts.
50 pts.
Capítulo 5-Tarea
(same structure as above)
Capítulo 6-Tarea
50 pts.
Capítulo 7-Tarea
50 pts.
OTHER GRADED ITEMS
Class Participation*
100 pts.
Orientation Module (Week 1)
20 pts.
TOTAL POINTS FOR THE COURSE: 1000
*To receive full points for Class Participation, students must have a weekly contact with the
instructor. This weekly interaction is called the Chat-Lab and it can be done through on-campus
meetings or web conferencing sessions through Wimba Classroom, which can be access also via a phone
call. Additionally, students must mark all Blackboard items as reviewed.
To mark an item as reviewed in Blackboard, after reading or viewing the item carefully, press the Mark
Reviewed button at the bottom of the item:
GRADING SCALE
90 – 100%
(900 – 1000 pts.)
80 – 89%
(800 – 899 pts.)
70 – 79%
(700 – 799 pts.)
60 – 69%
(600 – 699 pts.)
Below 60%
(> 600 pts.)
=
=
=
=
=
A
B
C
D
F
PLÁTICAS (GENERAL CONVERSATIONS)
These conversational activities must be done—no exceptions—for a student to receive a passing grade in
the course. If a student fails to complete any or both of those conversations, the student will receive a
failing grade.
 Back to Index
10
R. Maduro
Syllabus
SPAN 1213
ATTENDANCE
As expressed before, class attendance will be assessed through weekly interactions (face-to-face or
remote) with the instructor, the number of Blackboard items marked as reviewed, and other interactions
that may be set up for by the instructor. Please note that participation does not refer merely to simply
posting messages on forums. To receive points, learners must comply with the rubric and instructions
given for each activity.
WITHDRAWALS
The deadline to withdraw from a course shall not exceed 3/4 the duration of any class. Contact the
Counseling Office at any TCC campus to initiate withdrawal from a course ('W' grade) or to change from
Credit to Audit. Check the TCC Academic Calendar for deadlines. Students who stop participating in the
course and fail to withdraw may receive a course grade of ―F,‖ which may have financial aid consequences
for the student.
Students who are considering withdrawing the course are encouraged to notify the instructor. In some
cases, certain measures can be taken that will address the problem without resorting to a withdrawal.
However, if the learner decides to drop the class, s/he will have to complete all required procedures with
the Registrar office. No Administrative Withdrawals will be given in this class. If a student
simply ―disappears‖ from the class, s/he will receive the grade corresponding to the points accumulated
at the moment of dropping against the TOTAL points set for the entire course. In virtually every case,
this amounts to a failing grade.
LATE ASSIGNMENTS
Assignments are expected to be turned in on time. Late work is unacceptable. That said; on very rare
occasions circumstances preclude a student’s being able to submit an assignment on time. In these rare
instances you are responsible for notifying me in advance of the situation. I will respond to the
individual circumstances and make recommendations to the individual learner. All postings show up on
my control panel with the time of the posting so it is clear to me at what time of day each posting occurs,
both discussions and papers.
Late completed assignments will be graded according to the following scale:
-1 day late (assignment turned in on the day after the deadline): up to 80% credit
-2 or 3 days late: up to 60% credit
-4 or 5 days late: up to 50% credit
-Over 5 days late: zero credit
No late assignments will be accepted on the last day of class.
MAKE-UP POLICY
Students must make arrangements with their instructor concerning make-up coursework. Delay on
completing assignments is strongly discouraged since they are timed to coincide with the best
learning/performance period for the students. NOTE: Assignments must be made up by the deadline
established by the instructor as a result of the student contacting him to make
arrangements prior to the due date. Failure to make proper arrangements, provide acceptable
justification, or complete the assignment on the stipulated date and time will result in a grade of ZERO.
AUDIT OR CREDIT
Learners may take this course on an audit or credit basis. Students who prefer to audit should request an
Audit Form during enrollment or on the first day of class. Audit students are expected to do the same
work as credit students, i.e., complete all coursework including essays, live meetings, and online
discussions.
 Back to Index
11
R. Maduro
Syllabus
SPAN 1213
CLASSROOM NETIQUETTE
When posting on the discussion board or sending email students are expected to:
1. Be respectful.
2. Use acceptable grammar, spelling, and punctuation. Cell phone text-messaging styles are
considered inappropriate for this class’s written discussions.
3. Use color and font that are easily readable.
4. Use sentence case. Email or discussions posts typed in all UPPERCASE are unacceptable. This
practice can be perceived as the equivalent of shouting. You may format your text for emphasis.
5. Use TCC email or the email features available inside of Blackboard as this will clearly identify you
and the class you are enrolled. If these resources are not available, and you must send from an
outside account, clearly identify yourself and the class you are enrolled.
6. Keep communication on the discussion board relative to the topic.
7. Converse with others the same way you would in a traditional classroom. Harassment will not be
tolerated. Refer to the TCC Student Policies and Resources Handbook for general classroom
expectations.
8. If an assignment requires you to critique a peer’s work, be positive and respectful. Take your
responsibilities seriously and offer meaningful feedback.
COMPUTER SERVICES ACCEPTABLE USE
Access to computing resources is a privilege granted to all TCC faculty, staff, and students. Use of TCC
computing resources is limited to purposes related to the College’s mission of education, research, and
community service. Student use of technology is governed by the Computer Services Acceptable Use
Statements/Standards found in the TCC Student Policies and Resource Handbook. The handbook may
be found on the TCC web page at http://www.tulsacc.edu/archive/misc/policies.pdf.
WORK EXPECTATIONS
For the greatest success in this course, students should expect to spend at least 3 hours of reading and
research in preparation of the assignments. Some assignments will consume more time. This may seem
excessive or unreasonable, but in a traditional classroom a learner would spend 3 hours per week taking
notes and participating in discussion and other activities, with time outside of class devoted to
homework, study, research, and other related activities. Students should expect to read the assigned
chapters in the textbook. The reading provides the base of knowledge from which learners will build as
they work further on the Internet.
This class is not organized to be an independent study. There are assignments due every week, with each
assignment building toward and influencing the work on the following week’s assignment. There are 4
units of study in Humanities I, each lasting about two weeks. It is imperative to stay on task!
TENTATIVE SCHEDULE OF ACTIVITIES, AGENDA, AND/OR COURSE OUTLINE
The facilitator may change the activity schedule at any time with notification by email or through an
announcement posted in the ANUNCIOS section of the Blackboard class site. A comprehensive
schedule of activities is provided at the end of this syllabus.
TRANSFERABILITY
Students should verify transferability of this course with the college or university to which the credits are
to be transferred. In general, this is a standard course in the language department at most universities
through the nation.
 Back to Index
12
R. Maduro
Syllabus
SPAN 1213
COMMUNICATIONS
Email: All TCC students receive a designated ―MyTCC‖ email address (ex:
[email protected]). All communications to you about TCC and course assignments will be sent
to your MyTCC email address; and you must use MyTCC email to send email to, and receive email from,
the instructor regarding this course.
COMMUNICATION WITH THE INSTRUCTOR
CONTACT INFORMATION
Email: [email protected]
Office Phone Number: (918) 595-7750
Office Location: Room 1120, Southeast Campus, Tulsa Community College
Mail Address (for those who wish to send me thank-you cards, restaurant certificates, or homemade
explosives): 10300 E.81st St, Tulsa, OK, 74133-4513
Skype name: roberto.maduro
Communication is crucial in any class but particularly in a short online course. We need to talk. Do not
allow confusion and doubts to fester and hinder your progress. Let me hear from you. It is very important
that participants communicate throughout the course, especially during group projects. If you are having
difficulties with something, are going to be away from the computer due to illness or a family emergency,
etc., please communicate these issues to me as soon as possible. This keeps me from worrying—and
getting more gray hairs—about your whereabouts and your status in the class.
In this course, we will use different channels for different situations:
For general questions about the course that can—and should—be shared with the entire class, we will use
the Q/A Forum on (07) Discussion Forums. Use the same forum for technical questions, such as
How do I submit files through the portfolio tool?
For personal questions—for example, about grades—we will use two channels: for short answers, please
email me your question. For extended answers or interactive explanations, please call me on the phone. If
you do not find me right away, leave a voicemail message. I will try to get back with you ASAP. Another
channel of communication that we will use this semester is the Wimba Classroom, a tool included in
Blackboard.
Inclement Weather: Although this is an online class, campus-based activities such as live meetings
and in-person office hours may be impacted by weather. However, TCC rarely closes. If extreme weather
conditions or emergency situations arise, TCC always gives cancellation notices to radio and television
stations. This information is also posted on the TCC website (www.tulsacc.edu). In most cases when the
campus is closed due to weather, onsite live meetings will be changed to an all-online format via the
Wimba Classroom tool embedded in Blackboard.
 Back to Index
STUDENTS WITH SPECIAL NEEDS
Learners with documented disabilities are provided academic accommodations through the disabled
Student Resource Center (918-595-7115) or Resource Center for the Deaf and Hard of Hearing (918-5957428), TDD-TTY (918-595-7434). If any student is in need of academic accommodations from either
office, it is the student’s responsibility to advise the facilitator so an appropriate referral can be made no
later than the first week of class. Learners may also contact the disabled Student Services Offices directly
at the telephone numbers indicated. ACADEMIC ACCOMMODATION WILL NOT BE PROVIDED
13
R. Maduro
Syllabus
SPAN 1213
UNLESS APPROPRIATE DOCUMENTATION IS PROVIDED TO THE DISABLED STUDENT SERVICES
OFFICES TO SUPPORT THE NEED.
INSTITUTIONAL STATEMENT
Each learner is responsible for being aware of the information contained in the TCC Catalog, TCC
Student Handbook, TCC Student Code of Conduct Policy Handbook, and semester information listed in
the Class Schedule. All information may be viewed on the TCC website: www.tulsacc.edu.
(Continues on next page.)
 Back to Index
14
R. Maduro
Syllabus
SPAN 1213
PROGRAM OF TOPICS AND COURSE CALENDAR
Semana
Parte
1
1
2
Assignments
2
1
2
SEMANA 2
Equivalencias
PuntosPlazas
Vocabulario & Estructura Gramatical
Introducción al curso:
-Leer información y completar orientaciones
Repaso (Review) de Español 1
□ June 10–First part Presentaciones Personales
□ June 11–Complete Orientation
□ June 12 –Second part Presentaciones Personales
PUNTOS CAPÍTULO 4 – En casa
- Vocabulario: ¿Qué día es hoy?
- Nota Cultural: Las Casas en el Mundo Hispánico
- Muebles, cuartos y otras partes de la casa
¿Cuándo? Preposiciones de tiempo
- Pronunciación: «b» y «v»
- Expressing Actions: hacer, oír, poner, salir, traer y ver
- Present Tense of Stem-Changing Verbs
PUNTOS: 6.3 Cap.4-Semana 2: ACTIVIDAD 4 Vocabulario: ¿Qué día
es hoy?
PLAZAS: p.38-39
Section in Plazas digital textbook: Capítulo 1 >> Así se dice: Telling time and
talking about the days of the week
PUNTOS: 6.4 Cap.4-Semana 2: ACTIVIDAD 5 Vocabulario: Muebles,
cuartos y partes de la casa
PLAZAS: p.122-125
Section in Plazas digital textbook: Capítulo 4 >> Vocabulario: La Casa
PUNTOS: 6.6 Cap.4-Semana 2: ACTIVIDAD 7 Gramática: Los Verbos
Hacer, Oír, Poner, Salir, Traer y Ver
PLAZAS: p.104-105
Section in Plazas digital textbook: Capítulo 3 >> Estructura III: Describing
leisure-time activities (Verbs with irregular yo forms)
Assignments
□ June 19–Módulo 1-Portafolio 1a: Práctica de Pronunciación (Pronunciation
Practice: Digital Textbook Recording)
PUNTOS—digital textbook exercise: 4.31-2a
PLAZAS—digital textbook exercise: Capítulo 3 >> Estructura III: Describing
leisure-time activities >> 3-29 29. Entrevista
3
 Back to
Index
1
2
3
-
(Cont.) Present Tense of Stem-Changing Verbs
Expressing –self/-selves: Reflexive Pronouns
(Cont.) Reflexive Pronouns
Un poco de todo: Sequence of events (adverbs)
15
R. Maduro
SEMANA 3
Equivalencias
PuntosPlazas
Syllabus
SPAN 1213
PUNTOS: Semana 3>> ACTIVIDAD 5 Gramática: Present Tense of StemChanging Verbs
PLAZAS: p.128
Section in Plazas digital textbook: Capítulo 4 >> Estructura I: Describing
household chores and other activities (Present tense of stem-changing verbs (e
ie; o ue; u ue; e i)
PUNTOS: Semana 3>> ACTIVIDAD 6 Gramática: Introducción a los
Verbos Reflexivos
PLAZAS: p.162
Section in Plazas digital textbook: Capítulo 5 >> Estructura I: Talking about
routine activites (Reflexive pronouns and present tense of reflexive verbs)
Assignments
□ June 21– Módulo 1-Portafolio 1b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
□ During Chat-Lab sessions (various dates throughout the week)– Módulo 1Portafolio 1c: Situaciones de la Vida Real-Episodio No.1 (Real-Life Scenario
No.1) AND Módulo 1-Portafolio 1e: Situaciones de la Vida Real-Episodio
No.2 (Real-Life Scenario No.2)
□ June 24– Módulo 1-Portafolio 1d: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
□ June 26– Módulo 1-Portafolio 1f: Taller de Composición (Writing Workshop;
short composition posted on blog)
□ June 26–Módulo 1-Tarea: All assigned CENTRO (for Puntos ) Workbook and Lab
Manual exercises, Chp.4—Assigned exercises are viewable from the Assignments link in
the My Tools tabs, in the CENTRO interface.
The corresponding exercises for Plazas (QUIA) users are:
(WB: Workbook; LM: Lab Manual)
PLAZAS Capítulo 1
1. WB1-20 Está muy ocupada
2. LM1-13 Mi rutina semanal
PLAZAS Capítulo 3
1. WB3-11 Conjugaciones
2. WB3-12 El profesor excéntrico
3. WB3-13 Los sábados
4. LM3-12 Más actividades
5. LM3-13 Lo que la gente hace
6. LM3-14 ¿Qué haces tú?
PLAZAS Capítulo 4
 Back to Index
1. WB4-2 En la agencia de bienes raíces (real estate)
2. WB4-6 Una nueva casa
3. WB4-7 ¡Qué compañeros!
4. WB4-9 ¡Muy ocupados!
5. WB4-30 Los muebles
6. WB4-34 La hora del almuerzo
7. LM4-1 La casa de Doña Rosa
8. LM4-13 ¿En qué parte de la casa?
9. LM4-24 ¿Qué tienen los cuartos?
16
R. Maduro
Syllabus
SPAN 1213
PLAZAS Capítulo 5
1. WB5-26 La rutina diaria
2. WB5-27 ¡Cómo vuela el tiempo!
3. LM5-4 La rutina diaria de Tomás
4. LM5-5 El matrimonio Dardo Chávez
5. LM5-6 ¿Cómo se dice?
1
4
 Back to
Index
2
SEMANA 4
PARTE I
Equivalencias
PuntosPlazas
3
4
SEMANA 4
PARTE II
Equivalencias
PuntosPlazas
PUNTOS CAPÍTULO 5 – Las estaciones y el tiempo
- Vocabulario: ¿Qué tiempo hace hoy?
- (Cont.) Vocabulario: ¿Qué tiempo hace hoy?
- Nota Comunicativa: More «tener» idioms
- Los meses y las estaciones del año
- ¿Dónde está? Preposiciones de lugar
- Nota Comunicativa: Los pronombres preposicionales
- Pronunciación: «r» y «rr»
- ¿Qué están haciendo? PresProg: estar + –ndo
- Using Pronouns with the Present Progressive
PUNTOS: Semana 5>> ACTIVIDAD 4 Vocabulario: ¿Qué tiempo hace
hoy?
PLAZAS: p.110
Section in Plazas digital textbook: Capítulo 3 >> Así se dice: Talking about the
months, seasons, and the weather
PUNTOS: Semana 5>> ACTIVIDAD 6 Gramática: El Presente Progresivo
PLAZAS: p.141
Section in Plazas digital textbook: Capítulo 4 >> Estructura III: Talking about
location, emotional and physical states, and actions in progress (The verb
estar)
- Nota Comunicativa: El gerundio con otros verbos
- Summary – Uses of «ser» y «estar»
- «Ser» y «estar» with adjectives
- Describing: Comparison of Adjectives, Nouns, Verbs, & Adverbs
PUNTOS: Semana 6>> ACTIVIDAD 5 Gramática: Ser y Estar
PLAZAS: p.174
Section in Plazas digital textbook: Capítulo 5 >> Estructura II: Describing
people, things, and conditions (Ser vs. estar)
PUNTOS: Semana 6>> ACTIVIDAD 6 Gramática: Comparaciones
PLAZAS: p.196
Section in Plazas digital textbook: Capítulo 6 >> Estructura I: Making
comparisons (Comparatives and superlatives)
Assignments
□ June 28– Módulo 2-Portafolio 2a: Práctica de Pronunciación (Pronunciation
Practice: Digital Textbook Recording)
PUNTOS—digital textbook exercise: 5.11D
PLAZAS—digital textbook exercise: Capítulo 3 >> Así se dice: Talking about the
months, seasons, and the weather >> 3-37 37. ¿Qué fecha es? ¿En qué estación
del año es? ¿Qué tiempo hace?
□ During Chat-Lab sessions (various dates throughout the week)– Módulo 2Portafolio 2c: Situaciones de la Vida Real-Episodio No.1 (Real-Life Scenario
No.1)
□ July 3– Módulo 2-Portafolio 2b: Prueba de Vocabulario y Estructura No.1
(Vocabulary & Structure Worksheet No.1)
17
R. Maduro
5
Syllabus
1
-
SPAN 1213
Repaso del Capítulo 5
 Back to
Index
SEMANA 5
REPASO GENERAL
PARTE I
Equivalencias
PuntosPlazas
2
 Back to
Index
3
SEMANA 5
PARTE II
Equivalencias
PuntosPlazas
PUNTOS CAPÍTULO 6 – ¿Qué le gusta comer?
- Vocabulario: La comida
- ¿Qué sabe Ud.? y a quién conoce?
- The Personal «a»
- Pronunciación: «d» y «t»
- Direct Object Pronouns
- (Cont.) Direct Object Pronouns
- Nota Comunicativa: «Acabar + de + infinitive verb»
PUNTOS: Semana 8>> ACTIVIDAD 4 Vocabulario: La Comida
PLAZAS: p.190, p.202
Section in Plazas digital textbook: Capítulo 6 >> Vocabulario: La Comida /
Vocabulario: El restaurante
PUNTOS: Semana 8>> ACTIVIDAD 5 Gramática: Saber y Conocer
PLAZAS: p.108
Section in Plazas digital textbook: Capítulo 3 >> Así se dice: Expressing
knowledge and familiarity (Saber, conocer, and the personal a)
PUNTOS: Semana 8>> ACTIVIDAD 6 Gramática: Pronombres del
Complemento Directo
PLAZAS: p.240
Section in Plazas digital textbook: Capítulo 7 >> Estructura II: Simplifying
expressions (Direct object pronouns)
Assignments
□ During Chat-Lab sessions (various dates throughout the week) – Módulo 2-
Portafolio 2e: Situaciones de la Vida Real-Episodio No.2 (Real-Life Scenario
No.2) AND PLÁTICA NO.1 (General Conversation, combining topics from the previous
two chapters)
□ July 6– Módulo 2-Portafolio 2d: Prueba de Vocabulario y Estructura No.2
(Vocabulary & Structure Worksheet No.2)
□ July 7– Módulo 2-Portafolio 2f: Taller de Composición (Writing Workshop;
short composition posted on blog)
□ July 7–Módulo 2-Tarea: All assigned CENTRO (for Puntos ) Workbook and Lab
Manual exercises, Chp.5—Assigned exercises are viewable from the Assignments link in
the My Tools tabs, in the CENTRO interface.
The corresponding exercises for Plazas (QUIA) users are:
PLAZAS Capítulo 3
 Back to Index
1. WB3-17 Estaciones y meses
2. WB3-18 Las condiciones en El Tolima
3. WB3-23 Los meses y las estaciones
4. WB3-29 ¿Qué tiempo hace?
5. LM3-18 ¿Qué estación es?
6. LM3-19 ¿Qué tiempo hace?
18
R. Maduro
Syllabus
SPAN 1213
PLAZAS Capítulo 4
1. WB4-20 Todos están trabajando
2. WB4-21 ¡Sólo en sueños (dreams)!
3. LM4-19 Un espión (Peeping Tom) en el condominio
PLAZAS Capítulo 5
1. WB5-14 El nuevo médico
2. WB5-15 ¿Cuánto sabes?
3. WB5-16 La doctora Reyes
4. LM5-11 ¿Cómo es?
5. LM5-12 Sobre la Dra. Calviño Guner
PLAZAS Capítulo 6
1. WB6-4 Opiniones
2. WB6-5 Lo más...
3. WB6-6 ¿Cómo se comparan?
4. WB6-7 La nueva novia
5. LM6-4 Comparando alimentos
6. LM6-5 ¿Qué serán?
7. LM6-6 Tú, ¿qué crees?
□ July 10– Módulo 3-Portafolio 3a: Práctica de Pronunciación (Pronunciation
Practice: Digital Textbook Recording)
PUNTOS—digital textbook exercise: 6.33-2A
PLAZAS—digital textbook exercise: Capítulo 9 >> Estructura III: Giving
directions and expressing desires >> 9-34 34. Sugerencias
6
1
2
3
SEMANA 6
Equivalencias
PuntosPlazas
- Expressing Negation: Indefinite/Negative Words
- Influencing Others: Formal Commands
- Forms and Position of Pronouns
- (Cont.) Formal Commands
- Nota Comunicativa: «Softening» Commands
- Repaso del Capítulo 6
PUNTOS: Semana 9>> ACTIVIDAD 5 Gramática: Palabras Indefinidas y
Negativas
PLAZAS: p.274
Section in Plazas digital textbook: Capítulo 8 >> Estructura II: Stating indefinite ideas
and quantities (Affirmative and negative expressions)
PUNTOS: Semana 9>> ACTIVIDAD 6 Gramática: Mandatos Formales
PLAZAS: p.312
Section in Plazas digital textbook: Capítulo 9 >> Estructura III: Giving directions and
expressing desires (Formal commands and negative tú commands)
Assignments
□ During Chat-Lab sessions (various dates throughout the week) – Módulo 3-
Portafolio 3c: Situaciones de la Vida Real-Episodio No.1 (Real-Life Scenario
No.1)
□ July 14– Módulo 3-Portafolio 3b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
□ July 17– Módulo 3-Portafolio 3d: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
7
1
-
Más repaso del Capítulo 6
19
R. Maduro
Syllabus
SEMANA 7
SPAN 1213
REPASO GENERAL
PARTE I
Equivalencias
PuntosPlazas
2
 Back to
Index
3
SEMANA 7
PARTE II
Equivalencias
PuntosPlazas
PUNTOS CAPÍTULO 7 – De vacaciones
- Vocabulario: ¡De viaje! ¡De vacaciones!
- Pronunciación: «g», «gu», and «j»
- Indirect Object Pronouns («dar» y «decir»)
- Expressing Likes and Dislikes
- Would like / Wouldn’t like
- More about expressing likes and dislikes
- Preterite of Regular Verbs
PUNTOS: Semana 12>> ACTIVIDAD 4 Vocabulario: Viajes y Vacaciones
PLAZAS: p.290
Section in Plazas digital textbook: Capítulo 9 >> Vocabulario: Viajar en avión /
Capítulo 9 >> Vocabulario: El hotel
PUNTOS: Semana 12>> ACTIVIDAD 6 Gramática: Pronombres del
Complemento Indirecto y el Verbo “gustar”
PLAZAS: p.296-297
Section in Plazas digital textbook: Capítulo 9 >> Estructura I: Simplifying
expressions (Indirect object pronouns)
4
5
SEMANA 7
PUNTOS: Semana 12>> ACTIVIDAD 7 Gramática: El Tiempo Pasado
(Pretérito)
PLAZAS: p.206-207
Section in Plazas digital textbook: Capítulo 6 >> Estructura II: Describing past
events (Regular verbs and verbs with spelling changes in the preterite)
- (Cont.) Preterite of Regular verb
- (Cont.) Repaso (review) of likes and dislikes and indirect object pronouns
- Irregular Preterite of Verbs «dar, hacer, ir & ser»
PRÁCTICA DEL PRETÉRITO
PARTE III
Equivalencias
PuntosPlazas
Assignments
 Back to Index
□ During Chat-Lab sessions (various dates throughout the week) – Módulo 3-
Portafolio 3e: Situaciones de la Vida Real-Episodio No.2 (Real-Life Scenario
No.2) AND Módulo 4-Portafolio 4c: Situaciones de la Vida Real-Episodio
No.1 (Real-Life Scenario No.1)
□ July 19– Módulo 4-Portafolio 4f: Taller de Composición (Writing Workshop;
short composition posted on blog)
□ July 19–Módulo 4-Tarea: All assigned CENTRO (for Puntos ) Workbook and Lab
Manual exercises, Chp.6—Assigned exercises are viewable from the Assignments link in
the My Tools tabs, in the CENTRO interface.
20
R. Maduro
Syllabus
SPAN 1213
The corresponding exercises for Plazas (QUIA) users are:
PLAZAS Capítulo 6
1. WB6-2 En la cafetería
2. WB6-3 ¿Cómo come la gente?
3. WB6-4 Opiniones
4. WB6-10 Ah, El Venezolano
5. WB6-24 La comida
6. WB6-25 En el restaurante
7. LM6-1 ¡Qué hambre tengo!
8. LM6-2 En El Criollito
9. LM6-3 iBuen provecho!
10. LM6-4 Comparando alimentos
11. LM6-7 Definiciones
12. LM6-8 En el restaurante
PLAZAS Capítulo 3
1. WB3-14 ¿Cierto o falso?
2. WB3-15 Y ahora...
3. WB3-16 Los abuelos de Camila
4. LM3-15 ¿Saber o conocer?
5. LM3-17 ¿Saber o conocer? Esa es la cuestión
PLAZAS Capítulo 7
1. WB7-13 La vida de una super-modelo
2. WB7-14 Planes
3. WB7-15 Un año en el extranjero
4. WB7-16 Cambio de opinión
5. LM7-15 ¿Quién?
PLAZAS Capítulo 8
1. WB8-11 Conversaciones en el café
2. WB8-12 Bienvenida, abuelita
3. WB8-13 Opuestos
4. LM8-15 ¡Nunca y nadie!
PLAZAS Capítulo 9
1. WB9-16 Mandatos
2. WB9-17 De compras
3. WB9-18 ¡Despiértense!
4. LM9-15 Durante un vuelo
□ July 22– Módulo 4-Portafolio 4a: Práctica de Pronunciación (Pronunciation
Practice: Digital Textbook Recording)
PUNTOS—digital textbook exercise: 7.12B
PLAZAS—digital textbook exercise: Capítulo 6 >> Estructura II: Describing past
events >> 6-23 23. Lo que yo hice
□ July 24– Módulo 4-Portafolio 4b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
8
1
2
-
Práctica del tiempo pasado
Más práctica del tiempo pasado
 Back to
Index
21
R. Maduro
Syllabus
SEMANA 8
SPAN 1213
PRÁCTICA DEL PRETÉRITO
PARTE I
Equivalencias
PuntosPlazas
3
-
Repaso general del Capítulo 7
SEMANA 8
REPASO DE TODO EL SEMESTRE
PARTE II
Equivalencias
PuntosPlazas
Assignments
□ During Chat-Lab sessions (various dates throughout the week)– Módulo 4-
Portafolio 4e: Situaciones de la Vida Real-Episodio No.2 (Real-Life Scenario
No.2) AND PLÁTICA NO.2 (General Conversation, combining topics from the entire
semester)
□ July 28– Módulo 4-Portafolio 4d: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
□ July 31– Módulo 4-Portafolio 4f: Taller de Composición (Writing Workshop;
short composition posted on blog)
□ July 31–Módulo 4-Tarea: All assigned CENTRO (for Puntos ) Workbook and Lab
Manual exercises, Chp.7—Assigned exercises are viewable from the Assignments link in
the My Tools tabs, in the CENTRO interface.
The corresponding exercises for Plazas (QUIA) users are:
PLAZAS (Capítulo 9)
1. WB9-2 Un viaje gratis
2. WB9-3 Un viaje a Puerto Rico
3. WB9-5 ¿Qué hiciste?
4. WB9-6 Planes
5. WB9-22 Viajes
6. WB9-23 En el hotel
7. LM9-1 Un viaje en avión
8. LM9-3 Tus preferencias cuando viajas en avión
9. LM9-6 Un viaje especial
10. LM9-16 Las promociones para viajes especiales
11. LM9-17 En el aeropuerto
PLAZAS (Capítulo 6)
1. WB6-12 Palabra escondida
2. WB6-13 Una fiesta de sorpresa
3. WB6-14 Una pachanga (wild party)
4. WB6-15 Sobre la pachanga
5. WB6-16 Formas verbales
6. WB6-17 Qué pasó?
7. WB6-18 ¿Una cita divertida?
8. LM6-10 Un día muy ocupado
9. LM6-12 ¿Y tú?
10. LM6-15 Tus amigos
 Back to Index
22
R. Maduro
Syllabus
SPAN 1213
RECETA PARA EL ÉXITO
(RECIPE FOR SUCCESS)
Realize that foreign language learning involves a considerable measure of critical thinking.
This acquisition process is not limited to mechanical memorization of materials, as many students
seem to think. Therefore, the use of well-devised study strategies (learning about learning) is
essential for success in this course. Also, in online courses, more than in other formats, students
need to be autonomous learners. Autonomous learners assume responsibility for their learning,
participate in goal definition, take active part in selecting learning strategies, and are capable of
self-assessment. These attitudes and skills can be summarized in one word: SELFREGULATION. I will integrate comments and activities on self-regulation into each week’s
contents.Follow the weekly overviews meticulously; study all the provided materials and do all
homework in order.Do all lab manual and workbook assignments. They are meant to be done before or along
with class topics. Homework provides case studies to introduce, apply, and reinforce basic
concepts in vocabulary, grammar and comprehension. Do these exercises gradually and
following a well thought-out weekly routine, instead of leaving them for the end of the
chapter—or worse, for the deadline day.
Communicate your questions and problems to your instructor ASAP, so they can be dealt with in
a timely manner. There should be no delays in the communication process; students who let
problems go unresolved for a while oftentimes try to fix them when it’s too late.
Make it a practice of accessing the Blackboard site for this course routinely. Read all documents
and stay abreast of developments through announcements.
Join the Chat-Lab (weekly interaction with instructor and classmates, face-to-face or
online) and commit to it. Lab sessions are designed to give you hands-on applications of the
concepts we are covering in class. You can also bring questions and problematic exercises to
those sessions and get answers from the tutors. Attendance to these sessions is required for the
participation grade; besides, there will be other incentives given to those who attend the sessions.
Remember that you can join the Chat-Lab sessions remotely and there are several time slots to
choose from for added flexibility.
•
 Back to Index
23