‘
Syllabus
Spring
Roberto Maduro,
Facilitator
[TULSA COMMUNITY COLLEGE, SOUTHEAST CAMPUS]
I_SPAN_1213_390_22175_201220
INDEX INDEX
R. Maduro
Syllabus
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
2
SPAN 1213
R. Maduro
Syllabus
SPAN 1213
SYLLABUS
Tulsa Community College, Southeast Campus
Spring 2012
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: 1/9/12 – 5/4/12
Course Delivery Method: Online
Call #: 22175
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: Susan Burlew
Office: Southeast Campus Room 2202
Phone: (918) 595-7673
TO CONTACT THE DIVISION OFFICE:
Division Name: Communications
Division Associate Dean: Olivia MartinPhillips
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. (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
3
R. Maduro
Syllabus
SPAN 1213
 Back to Index
TEXTBOOKS, SUPPLIES, & OTHER SOURCES
If you used Plazas in Spanish 1 OR do not own any Spanish textbooks used at TCC, the following are the
materials you need for this class.
Title
Plazas: Lugares de
Encuentros (eBook)
Plazas
Workbook/Lab
Manual
Edition
4th
Author
Herschberger, NaveyDavis, and Borrás
4th
Publisher
Heinle Learning Center
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
Puntos de Partida
(Textbook,
Digital Edition)
Puntos de Partida
Online Laboratory
Manual
Puntos de Partida
Online Workbook
Edition
8th
Author
Knorre, Dorwick, PérezGironés, and Villarreal
Publisher
McGraw-Hill
8th
QUIA
8th
QUIA
IMPORTANT NOTICE: Students who used the Puntos textbook and CENTRO in Spanish 1, can keep
using Puntos in this course. Although this class is built around Plazas with regard to the general course
structure, all learning activities and homework are also referenced to Puntos, 8th 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 Plazas and Puntos 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.
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.
 Back to Index
The resources available from iLrn (Plazas option) include:
eBook
Voice Board (for recording of exercises)
Workbook/Lab Manual (combined resources)
Video Library
Practice package, including Heinle Grammar Tutorials, Heinle Grammar Videos, Student
Interactive activities from the Plazas 4th Student CD-ROM, Heinle iRadio Podcasts, and Verb
Conjugator
4
R. Maduro
Syllabus
SPAN 1213
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
REFERENCE  To find the iLrn or CENTRO course code for this class, please open the 01.4
REGISTERING ON iLrn & CENTRO folder in this same section, 01 Start Here! (Week 1).
 Back to Index
I. TEXTBOOK
The textbook for this course is Plazas: Lugar de Encuentros, 4th ed., published by Thomson/Heinle.
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 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. 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, Puntos de Partida, 8th ed.,
published by McGraw-Hill.
II. WORKBOOK
This resource is required for homework. iLrn (Heinle Learning Center) is the online provider that
created the interactive service based on the original hardcopy materials published by Heinle. 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 iLrn 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 Puntos, 8th ed., companion Workbook.
 Back to Index
III. LAB 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
5
R. Maduro
Syllabus
SPAN 1213
vocabulary and structure, I recommend that you do the Workbook first and then the Lab Manual. In
general, the same methodology and features apply to the Puntos, 8th ed., companion Lab Manual.
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.
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.
6
R. Maduro
Syllabus
SPAN 1213
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.
Capítulo 4
Portafolio
2 Situaciones de la Vida Real
20 pts.
=40 pts.
(Real-Life Scenarios)
each
1 Taller de Composición
30 pts.
=30 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 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
RUBRIC
Oral proficiency will be assessed according to the following rubric:
1
Vocabulary
Fluency
Pronunciation
2
3
4
5
Shows no
command of
vocabulary.
Uses a limited
range of
vocabulary.
Vocabulary is
often used
inappropriately.
Uses an adequate
range of
vocabulary but
sometimes
inappropriately.
Uses a fairly
wide range of
vocabulary.
Most of
vocabulary is
used
appropriately.
Uses a wide range of
vocabulary
appropriately.
Speech is
limited to
isolated words
or short
phrases. No
fluency.
Speech is
Speech is
extremely hesitant generally hesitant
and choppy.
and often choppy.
Frequent pauses
and/or unfinished
phrases.
Speech is
smooth for the
most part.
Occasional
hesitancy.
Speech is smooth and
flowing. No significant
hesitancy.
So many
pronunciation
errors that
comprehension
is impossible.
Frequent
pronunciation
errors cause
consistent
confusion or
misunderstanding.
A few errors in
pronunciation
rarely impeded
comprehension.
No errors in
pronunciation that
impede
comprehension.
Understands
speech well,
requires some
repetition.
Understands/manages
(builds meaning)
practically everything
without repetition that
was said within the
boundaries of the task.
Occasional
pronunciation
errors cause some
confusion or
misunderstanding.
No
Recognizes simple Comprehends
recognition/no memorized
simplified speech
Listening
understanding phrases and
Comprehension
comprehends slow
or directed speech
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. Check the TCC
Academic Calendar for the deadline that applies to your course(s). Begin the process with a discussion
with the faculty member assigned to the course. Contact the Advisement Office at any TCC campus to
initiate withdrawal from a course ("W" grade) or to change from "Credit" to "Audit." Withdrawal and/or
change to an Audit from a course after the drop/add period may alter the financial aid award for the
current semester and future semesters. Students may receive an outstanding bill from TCC if the
recalculation leaves a balance due to TCC. 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.
No Administrative Withdrawals will be given in this class.
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
11
R. Maduro
Syllabus
SPAN 1213
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
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.
12
R. Maduro
Syllabus
SPAN 1213
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
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.
 Back to Index
13
R. Maduro
Syllabus
SPAN 1213
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.
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
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
Vocabulario & Estructura Gramatical
Introducción al curso:
-Leer información y completar orientaciones
Repaso (Review) de Español 1
□ January 13–First part Presentaciones Personales
□ January 14–Complete Orientation
□ January 15–Second part Presentaciones Personales
MÓDULO 1
2
1
2
PLAZAS CAPÍTULO 4 – En la casa
- Vocabulario 1. La casa: household rooms and furniture
- Estructura 1. Describing household chores and other activities: present
tense of stem-changing verbs
- Vocabulario 2. Los quehaceres domésticos: chores done in and outside
the house
SEMANA 2
PLAZAS eBook: Capítulo 4 >> Vocabulario: Home, furniture, and
appliances
PUNTOS: Capítulo 4 >> Vocabulario: Muebles, cuartos y partes de la casa
(pp. 132-133)
Equivalencias
PlazasPuntos
PLAZAS: Section in Plazas digital textbook: Capítulo 4 >>
Vocabulario:Household Chores
PUNTOS: Capítulo 4 >> Gramática: Los Verbos Hacer, Oír, Poner, Salir,
Traer y Ver (pp. 136-138)
Capítulo 9 >> Vocabulario: Los quehaceres domésticos (p. 296)
Assignments
3
1
2
 Back to
Index
3
SEMANA 3
Equivalencias
PlazasPuntos
□ No portafolio assignments due; work on online workbook and lab manual.
Estructura 2. Giving instructions to friends and family members:
Affirmative tú commands
- Estructura 3. Talking about location, emotional and physical states, and
actions in progress: verb estar
- ¡Así se dice! Counting from 100 and higher
- Encuentro cultural: España
PLAZAS eBook: Capítulo 4 >> Estructura II: Expressing preferences and
giving advice - Affirmative tú commands
PUNTOS: Capítulo 12 >> Gramática: Influencing Others—Tú (Informal )
Commands (pp. 389-390)
-
PLAZAS eBook: Capítulo 4 >> Estructura III: The verb estar and the present
progressive
PUNTOS: Capítulo 5 >> Gramática: ¿Qué están hacienda? Present
Progressive (pp. 170-171)
Capítulo 5 >> Gramática: Ser o estar [Summary of the Uses of estar] (p. 176)
Assignments
□ During Chat-Lab sessions (various dates throughout the week)– Módulo 1-
Portafolio 1a: Situaciones de la Vida Real-Episodio No.1 (Real-Life Scenario
No.1)
□ January 26–Módulo 1-Portafolio 1b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
15
R. Maduro
4
Syllabus
1
Assignments
SPAN 1213
-Repaso del Módulo 1:
¡A leer! Strategy: Clustering words
¡A escribir! Strategy: Writing topic sentences
¡A repasar! & Diagnostic (online)
Recycle: Reactivation of previously acquired knowledge and skills
□ During Chat-Lab sessions (various dates throughout the week)– Módulo 1-
Portafolio 1c: Situaciones de la Vida Real-Episodio No.2 (Real-Life Scenario
No.2)
□ February 2 –Módulo 1-Portafolio 1d: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
□ February 5–Módulo 1-Portafolio 1e: Taller de Composición (Writing
Workshop; short composition posted on blog)
□ February 5–Módulo 1-Tarea: All assigned iLrn (for Plazas) Workbook and Lab
Manual exercises, Chp.4—Assigned exercises are viewable in each chapter menu from
the Workbook/Lab Manual tab.
The corresponding exercises for Puntos (CENTRO) users are:
PUNTOS Capítulo 4 – Workbook
1. 4.12B
2. 4.12C
3. 4.31A
4. 4.31C
5. 4.32B
6. 4.72
PUNTOS Capítulo 4 – Lab Manual
1. L4.31A
2. L4.31B
3. L4.41A
4. L4.41B
5. L4.61C
PUNTOS Capítulo 12 – Workbook
1. 12.21B
2. 12.21C
3. 12.51A
PUNTOS Capítulo 12 – Lab Manual
1. L12.31A
 Back to Index
PUNTOS Capítulo 5 – Workbook
1. 5.31C
2. 5.61A
PUNTOS Capítulo 5 – Lab Manual
1. L5.31A
2. L5.31B
MÓDULO 2
5
1
 Back to
Index
2
PLAZAS CAPÍTULO 5 – La Salud
- Vocabulario 1. Las partes del cuerpo
- Estructura 1. Talking about routine activities: reflexive pronouns and
present tense of reflexive verbs
- ¡Así se dice! Acabar de + infinitive means to have just finished doing
something
16
R. Maduro
Syllabus
SEMANA 5
Equivalencias
PlazasPuntos
Assignments
1
6
2
SEMANA 6
Equivalencias
PlazasPuntos
SPAN 1213
PLAZAS eBook: Capítulo 5 >> Vocabulario: The human body
PUNTOS: Capítulo 10 >> Vocabulario: La salud y el bienestar (p. 322)
PLAZAS eBook: Capítulo 5 >> Estructura I: Reflexive pronouns and present
tense of reflexive verbs
PUNTOS: Capítulo 4 >> Gramática: Expressing –self/-selves – Reflexive
Pronouns (p. 322)
□ No portafolio assignments due; work on online workbook and lab manual.
Vocabulario 2. La salud: talking about common illnesses, treatments,
and remedies
- Encuentro cultural. Bolivia y Paraguay
- Estructura 2. Describing people, things, and conditions: ser vs. estar
- Estructura 3. Pointing out people and things: demonstrative adjectives and
pronouns
PLAZAS eBook: Capítulo 5 >> Vocabulario: Health care, including illnesses,
symptoms, and medical treatments
PUNTOS: Capítulo 10 >> Vocabulario: La salud y el bienestar (p. 322)
-
PLAZAS eBook: Capítulo 5 >> Estructura II: Ser vs. estar
PUNTOS: Capítulo 5 >> Gramática: Ser o estar – Summary of the uses of ser
and estar (pp. 175-177)
PLAZAS eBook: Capítulo 5 >> Estructura III: Demonstrative adjectives and
pronouns
PUNTOS: Capítulo 3 >> Gramática: Point Out People and Things –
Demonstrative Adjectives and Pronouns (pp. 107-110)
Assignments
Portafolio 2a: Situaciones de la Vida Real-Episodio No.1 (Real-Life Scenario
No.1)
□ February 16–Módulo 2-Portafolio 2b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
 Back to Index
7
□ During Chat-Lab sessions (various dates throughout the week)– Módulo 2-
1
 Back to
Index
Assignments
-
Repaso del Módulo 2
¡A leer! Strategy: Recognizing Spanish affixes
¡A escribir! Strategy: Using a bilingual dictionary
¡A repasar! & Diagnostic (online)
Recycle: Reactivation of previously acquired knowledge and skills
□ During Chat-Lab sessions (various dates throughout the week) – Módulo 2-
Portafolio 2c: Situaciones de la Vida Real-Episodio No.2 (Real-Life Scenario
No.2)
□ February 23–Módulo 2-Portafolio 2d: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
□ February 26–Módulo 2-Portafolio 2e: Taller de Composición (Writing
Workshop; short composition posted on blog)
□ February 26–Módulo 2-Tarea: All assigned iLrn (for Plazas ) Workbook and Lab
Manual exercises, Chp.5—Assigned exercises are viewable in each chapter menu from
the Workbook/Lab Manual tab.
17
R. Maduro
Syllabus
SPAN 1213
The corresponding exercises for Puntos (CENTRO) users are:
PUNTOS Capítulo 10 – Workbook
1. 10.11A
2. 10.11C
3. 10.12B
PUNTOS Capítulo 10 – Lab Manual
1. L10.11D
PUNTOS Capítulo 4 – Workbook
1. 4.33E
2. 4.41B
3. 4.61C
4. 4.62A
PUNTOS Capítulo 4 – Lab Manual
1. L4.33A
2. L4.33B
3. L4.51
PUNTOS Capítulo 5 – Workbook
1. 5.32A
2. 5.32B
3. 5.61B
4. 5.62B
PUNTOS Capítulo 5 – Lab Manual
1. L5.61B
MÓDULO 3
1
8
 Back to
Index
2
SEMANA 8
Equivalencias
PlazasPuntos
PLAZAS CAPÍTULO 6 – ¿Quieres comer conmigo esta noche?
- Vocabulario 1. La comida: foods and table utensils
- Estructura 1. Making comparisons: comparisons of equality, inequality,
and superlatives
- Vocabulario 2. El restaurante: vocabulary and expressions associated
with eating in a restaurant
PLAZAS eBook: Capítulo 6 >> Vocabulario: Food, beverages, and table
utensils
PUNTOS: Capítulo 6 >> Vocabulario: La comida y las comidas (pp. 200-201)
PLAZAS eBook: Capítulo 6 >> Estructura I: Comparatives and Superlatives
PUNTOS: Capítulo 5 >> Gramática: Describing – Comparisons (pp. 182-185)
 Back to Index
Assignments
PLAZAS eBook: Capítulo 6 >> Vocabulario: Dining out
PUNTOS: Capítulo 6 >> Vocabulario: La comida y las comidas (pp. 200-201)
□ During Chat-Lab sessions (various dates throughout the week) – PLÁTICA NO.1
(General Conversation, combining topics from the previous two modules)
□ No portafolio assignments due; work on online workbook and lab manual.
9
1
-
2
-
¡Así se dice! Expressing food measurements: quantities of food when
shopping or cooking
Estructura 2. Describing past events: regular verbs and verbs with
spelling changes in the preterite
18
R. Maduro
Syllabus
SEMANA 9
Equivalencias
PlazasPuntos
Assignments
SPAN 1213
PLAZAS eBook: Capítulo 6 >> Estructura II: Regular verbs and verbs with
spelling changes in the preterite
PUNTOS: Capítulo 7 >> Gramática: Talking About the Past – Preterite of
Regular Verbs (pp. 250-252)
□ During Chat-Lab sessions (various dates throughout the week) – Módulo 3-
Portafolio 3a: Situaciones de la Vida Real-Episodio No.1 (Real-Life Scenario
No.1)
□ March 8–Módulo 3-Portafolio 3b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
10
1
SEMANA 10
Equivalencias
PlazasPuntos
Assignments
 Back to Index
11
12
Estructura 3. Giving a detailed description about past events: verbs with
stem-changes in the preterite
- Practice of past tense narrative
PLAZAS eBook: Capítulo 6 >> Estructura III: Verbs with stem changes in the
preterite
PUNTOS: Capítulo 7 >> Gramática: Talking About the Past – Preterite of
Regular Verbs (pp. 250-252)
-
□ March 15–Módulo 3-Portafolio 3c: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
SPRING BREAK
1
Assignments
-Repaso del Módulo 3
Encuentro cultural. Venezuela
More food and more past tense!
¡A leer! Improving your reading efficiency
¡A escribir! Strategy: Adding details to a paragraph
¡A repasar! & Diagnostic (online)
Recycle: Reactivation of previously acquired knowledge and skills
□ During Chat-Lab sessions (various dates throughout the week) – Módulo 3Portafolio 3d: Situaciones de la Vida Real-Episodio No.2 (Real-Life Scenario
No.2)
□ April 1–Módulo 3-Portafolio 3e: Taller de Composición (Writing Workshop;
short composition posted on blog)
□ April 1–Módulo 3-Tarea: All assigned iLrn (for Plazas ) Workbook and Lab
Manual exercises, Chp.6—Assigned exercises are viewable in each chapter menu from
the Workbook/Lab Manual tab.
The corresponding exercises for Puntos (CENTRO) users are:
PUNTOS Capítulo 6 – Workbook
1. 6.11A
2. 6.11B
3. 6.11C
4. 6.12B
5. 6.72
PUNTOS Capítulo 6 – Lab Manual
1. L6.11A
2. L6.32A
3. L6.51
4. L6.61A
19
R. Maduro
Syllabus
SPAN 1213
PUNTOS Capítulo 5 – Workbook
1. 5.33A
2. 5.33D
3. 5.61C
PUNTOS Capítulo 5 – Lab Manual
1. L5.33A
2. L5.61A
PUNTOS Capítulo 7 – Workbook
1. 7.33C
2. 7.33D
3. 7.41B
4. 7.61C
PUNTOS Capítulo 7 – Lab Manual
1. L7.33B
2. L7.33C
3. L7.33D
4. L7.41C
MÓDULO 4
13
 Back to
Index
1
2
SEMANA 13
Equivalencias
PlazasPuntos
Assignments
14
PUNTOS CAPÍTULO 7 – De compras
- Vocabulario 1. La ropa: clothing and related accessories
- ¡Así se dice! Making emphatic statements: stressed possessive adjectives
and pronouns
PLAZAS eBook: Capítulo 7 >> Vocabulario: Clothing and fashion
PUNTOS: Capítulo 3 >> Vocabulario: De Compras: La Ropa (pp. 98-99)
PLAZAS eBook: Capítulo 7 >> Stressed possessive adjectives and pronouns
PUNTOS: Capítulo 17 >> More About Expressing Possession: Stressed
Possessives (p. 536)
□ No portafolio assignments due; work on online workbook and lab manual.
1
-
2
-
Estructura 1. Talking about singular and/or completed events in the past:
irregular verbs in the preterite
Vocabulario 2. De compras: vocabulary and expressions for shopping
Estructura 2. Simplifying expressions: direct object pronouns
Estructura 3. Describing ongoing and habitual actions in the past: the
imperfect tense
20
R. Maduro
Syllabus
SEMANA 13
Equivalencias
PlazasPuntos
SPAN 1213
PLAZAS eBook: Capítulo 7 >> Estructura I: Irregular verbs in the preterite
PUNTOS: Capítulo 8 >> Gramática: Talking About the Past – Irregular
Preterites (pp. 271-272)
PLAZAS eBook: Capítulo 7 >> Estructura II: Direct object pronouns
PUNTOS: Capítulo 6 >> Gramática: Expressing what or whom – Direct Object
Pronouns (pp. 207-209)
PLAZAS eBook:: Capítulo 7 >> Estructura III: The imperfect tense
PUNTOS: Capítulo 9 >> Gramática: Talking About the Past – Descriptions and
Habitual Actions in the Past: Imperfect of Regular and Irregular Verbs (pp. 299301)
□ During Chat-Lab sessions (various dates throughout the week) –Módulo 4-
-
Portafolio 4a: Situaciones de la Vida Real-Episodio No.1 (Real-Life Scenario
No.1)
□ April 12–Módulo 4-Portafolio 4b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
15
1
-
 Back to
Index
Práctica general del tiempo pasado (pretérito + imperfecto)
Repaso del Módulo 4
Encuentro cultural. Argentina y Uruguay
¡A leer! Using background knowledge to anticipate content
¡A escribir! Editing your writing
¡A repasar! & Diagnostic (online)
Recycle: Reactivation of previously acquired knowledge and skills
□ April 19–Módulo 4-Portafolio 4c: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
16
1
Assignments
-
Repaso general del semestre
□ During Chat-Lab sessions (various dates throughout the week)– Módulo 4-
Portafolio 4d: Situaciones de la Vida Real-Episodio No.2 (Real-Life Scenario
No.2)
□ April 29–Módulo 4-Portafolio 4e: Taller de Composición (Writing Workshop;
short composition posted on blog)
□ April 29–Módulo 4-Tarea: All assigned iLrn (for Plazas ) Workbook and Lab
Manual exercises, Chp.7—Assigned exercises are viewable in each chapter menu from
the Workbook/Lab Manual tab.
The corresponding exercises for Puntos (CENTRO) users are:
PUNTOS Capítulo 8 – Workbook
TBA
PUNTOS Capítulo 8 – Lab Manual
TBA
PUNTOS Capítulo 9 – Workbook
TBA
 Back to Index
17
Assignments
PUNTOS Capítulo 9 – Lab Manual
TBA
“FINALS” WEEK
□ During Chat-Lab sessions (various dates throughout the week)– PLÁTICA NO.2
(General Conversation, combining topics from the entire semester)
21
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: SELF-REGULATION. 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
22