Department of Modern Languages and Literature | Carroll University
Second Semester Spanish (102) | Spring 2013
Instructor: Alison Garcia
Instructor e-mail: [email protected]
Office Hours: Tuesday, Friday 11:00-11:50 (McAllister Hall, 3rd floor)
Meeting Days/Room: MTRF 12:00-12:50, Pioneer A118
COURSE MATERIALS
Knorre, Dorwick, et al. Puntos de Partida, 8th ed. [Text, Workbook, CD-ROM] McGraw-Hill, 2009.
COURSE DESCRIPTION
Spanish 102 is part 2 of a 2-semester beginning level Spanish sequence. It is designed for students
with little background in the language. Throughout this course, students will 1) develop a novice level
proficiency (according to the guidelines developed by the American Council on the Teaching of
Foreign Languages [ACTFL]) in listening, speaking, reading and writing in Spanish, 2) develop an
awareness of differences between the grammar and syntax of English and Spanish, and 3) develop a
sensitivity to Hispanic cultures and citizens in comparison with their own culture.
GRADING
Your final grade will be calculated as follows:
Attendance and Participation
Homework and other written assignments
Compositions (3)
Chapter exams (5)
Midterm
Final
A: 93-100%
AB: 88-92%
15%
15%
15%
25%
15%
15%
B: 82-87% BC: 78-81%
C: 71-77%
D: 60-70%
F: 0-59%
1. Attendance and Participation: Regular class attendance is necessary for the successful attainment of
the course objectives. Students are expected to be in class every day. If you are unable to attend class,
you are still responsible for the assigned material. Additionally, since this course follows a
communicative approach to language learning and encourages personal, creative interaction in the
classroom, both preparation at home and participation in class are required. The instructor and the
students will aim to use only Spanish in the classroom. The participation grade is based both on
preparation and participation. Please refer to the last page of this syllabus for a description of the
participation criteria that your instructor will use when grading your participation in this class. (Please,
be aware that your participation grade will be affected by absences, whether excused or not.)
2. Homework: Daily homework from, but not limited to, the Putnos de Partida workbook will be
assigned. Although assigned daily, the homework will be due on the day of the exam. However, it is
still in your best interest to complete the assignments in a timely manner in order to practice and ask
any questions you may still have on a grammatical structure. In addition to completing the assigned
exercises, you must also self-grade your homework in a different color. Your homework is graded on
completion and effort, rather than the actual number of correct answers.
3. Compositions: There will be three compositions this semester. Each composition will focus on
certain vocabulary items and grammatical structures taught in the chapter. The compositions must be 1
page double space 12pt font , wither Calibri or Times New Roman with 1” margins. They will be
grades based on content, organization, vocabulary/spelling, and grammar. After each composition is
graded and returned you will have an opportunity to correct any errors and turn in a new version for a
maximum of 10% added to your composition grade.
4. Chapter exams: There will be five chapter exams this semester. Each will cover the vocabulary,
grammar, and cultural aspects of 2 chapters (Note that there is no exam for chapter 12 due to conflicts
with the midterm). There will be NO make-ups for the chapter exams for any reason. Additionally, an
extra assignment/take-home quiz will be given this semester. Completion of this assignment will
replace your lowest chapter exam grade.
6. Midterm: The midterm exam will be on Monday March 11 and will cover all of the vocabulary,
grammar, and culture taught in chapters 8-12.
7. Final exam: The final is exam will be on Thursday May 2 from 1:00-3:00. It will cover all of the
vocabulary and grammatical points taught throughout the semester. There will also brief reading
comprehension section and a short composition. A review day for the final exam is scheduled on the
last day of class.
Counseling and Learning Resources for Students:
1. Academic Integrity: The Carroll University Academic Integrity Policy is located in your student
handbook. I encourage you to familiarize yourself with it. If a student violates this policy in any way, I
reserve the right to impose a sanction of failure on the assignment/assessment or failure in the course.
If you have questions about appropriate citations, please ask.
While I encourage you to seek outside help in support of this class if necessary, please be aware that
certain kinds of help--i.e. having a tutor revise your written work for you prior to your turning it in,
using translation programs to write essays or complete assignments, or otherwise turning in work that
does not genuinely reflect your own exclusive efforts--amount to a form of academic dishonesty.
Please let me know if you plan to use the support of a tutor so that I may outline some important
guidelines. Please keep in mind that plagiarism is defined by the Carroll University policies as
"claiming credit for the work or effort of another without authorization or citation."
2. Carroll Library Learning Commons and Spanish Tutoring: Spanish tutoring is available in the
Library Learning Commons. Please check the online tutor schedule
(http://divisions.carrollu.edu/library/LC/TutorSchedule.asp) or the tutor board in the Learning
Commons for the most current information. If you cannot meet during the posted hours, please fill out
a Tutor Request form available at the Learning Commons Information Desk or on the above noted
webpage.
3. FERPA (Family Educational Rights & Privacy Act): The Family Educational Rights and Privacy
Act (also known as FERPA or the Buckley Amendment) affords students certain rights with respect to
their education records. Please consult the FERPA public notice found on the registrar's website:
www.cc.edu/academics/registrar/ .
4. Counseling at the Walter Young Center for Counseling and Career Services: Please consult the
WYC website for specific information and support (http://www.cc.edu/studentlife/wyc/). The WYC is
locatedat 117 Wright Street, and is open M-F 8 a.m.- 4:30 p.m. The phone number is 262-524-7335.
PLAN DE ESTUDIO
The following includes an overview of what we will cover every class meeting, including due dates
and exam dates. The reading should be completed before coming to class each day.
Fecha
En clase:
Tarea:
Semana 1
martes 22 de enero
¡Bienvenidos! Introducción al curso
¡Nada!
jueves 24 enero
Repaso de español 101: La hora, El
¡Nada!
presente, Las expresiones con tener,
Los verbos reflexivos y ser contra
estar
viernes 25 enero
Repaso de español 101: El presente,
Leer páginas 264-270
Las frases comparativas, Los
pronombres de O.D. y O. I., Los
mandatos formales, El pretérito
Semana 2
lunes 28 enero
Vocabulario cpítulo 8: Los días
Leer páginas 271-274
festivos
martes 29 enero
Los verbos irregulares en el pretérito
Leer páginas 275-278
jueves 31 enero
Los verbos con cambio de raíz en el
Leer páginas 279-283
pretérito
viernes 1 de febrero
Los pronombres de objeto directo e
¡Nada!
indirecto
Semana 3
lunes 4 de febrero
Perspectivas culturales: Cuba
Leer páginas 292-298
Lectura: Epoca de tradiciones
martes 5 de febrero
Vocabulario capítulo 9: El tiempo
Leer páginas 299-302
libre
jueves 7 de febrero
El imperfecto
Leer páginas305-311
viernes 8 de febrero
El superlativo
¡Nada!
Semana 4
lunes 11 de febrero
Perspectivas culturales: Colombia
Estudiar para el examen
Lectura: Nocámbulos
capítulo 8 y 9
martes 12 de febrero
jueves 14 de febrero
viernes 15 de febrero
Semana 5
lunes 18 de febrero
martes 19 de febrero
jueves 21 de febrero
viernes 22 de febrero
Semana 6
lunes 25 de febrero
martes 26 de febrero
jueves 28 de febrero
viernes 1 de marzo
Semana 7
lunes 4 de marzo
martes 5 de marzo
jueves 7 de marzo
viernes 8 de marzo
Semana 8
lunes 11 de marzo
martes 12 de marzo
jueves 14 de marzo
viernes 15 de marzo
Semana 9
lunes 18 de marzo
martes 19 de marzo
jueves 21 de marzo
viernes 22 de marzo
Examen capítulos 8 y 9
Entregar tarea capítulos 8 y 9
Vocabulario capítulo 10: La salud
El pretérito contra el imperfect
Leer páginas 320- 326
Más práctica con el pretérito contra el
imperfect, Los verbos recíprocos
Perspectivas culturales: Venezuela
Lectura: Las alergias
Vocabulario capítulo 11: Las presiones
de la vida moderna
Entregar composición 1
El se “accidental”
¡Nada!
Por y Para
Perspectivas culturales: Puerto Rico
Lectura: Divórciate del estrés
Examen capítulos 10 y 11
Entregar tarea capítulos 10 y 11
Vocabulario capítulo 12
¡Nada!
Estudiar para el examen
capítulos 10 y 11
Leer páginas 382-388
Los mandatos informales
El presente del subjuntivo
El subjuntivo con verbos de influencia
Perspectivas culturales: Perú
Repaso para el examen parcial
Leer páginas 394-399
Leer páginas 400-405
¡Nada!
Estudiar para el examen
parcial
Examen parcial
Entregar tarea capítulo 12
Vocabulario capítulo 13: El arte y la
cultura
El subjuntivo con emoción
El subjuntivo con duda
Leer páginas 414-420
Perspectivas culturales: Bolivia y
Ecuador
Vocabulario capítulo 14: La naturaleza
y el medio ambiente
El presente perfecto
Entregar composición 2
Perspectivas culturales: Argentina
Lectura: La Amazonia…
Leer páginas 444-452
Leer páginas 327-334
Leer páginas 339-343
Leer páginas 352-359
Leer páginas 363-366
Leer páginas 367-373
Leer páginas 389-393
Leer páginas 421-425
Leer páginas 426-435
¡Nada!
Leer página 457
¡Nada!
Estudiar para el examen
capitulos 13 y 14
Semana 10
¡Vacaciones de primavera!
Semana 11
lunes 1 de abril
Examen capítulos 13 y 14
Entregar tarea capítulos 13 y 14
Leer páginas 474-477
martes 2 de abril
jueves 4 de abril
viernes 5 de abril
Semana 12
lunes 8 de abril
martes 9 de abril
jueves 11 de abril
viernes 12 de abril
Semana 13
lunes 15 de abril
martes 16 de abril
jueves 18 de abril
viernes 19 de abril
Semana 14
lunes 22 de abril
martes 23 de abril
jueves 25 de abril
vienes 26 de abril
Semana 15
lunes 29 de abril
martes 30 de abril
jueves 2 de mayo
Vocabulario capítulo 15: La vida
social
El subjuntivo en cláusulas adjetivals
El subjuntivo en cláusulas adverbiales
Leer páginas 478-481
Perspectivas culturales: Chile
Vocabulatio capítulo 16: ¿Trabajar
para vivir…?
El futuro
El subjuntivo en clásulas adverbials
Leer páginas 494-501
Leer páginas 502-507
Entregar composición 3
Persepctivas culturales: Paraguay y
Uruaguay
Lectura: La higuera
Examen capíyulos 15 y 16
Entregar tarea capitols 15 y 16
Vocabulario capitulo 17
El pasado del subjuntivo
Estudiar para el examen
capitulos 15 y 16
Perspectivas culturales: España
Vocabulario capítulo 18: En el
extranjero
El condicional
Las cláusulas con si
Perspectivas culturales: Otras
comunidades hispanas
Lectura: Abuelo
Leer páginas 546- 552
Leer páginas 553-565
Examen capítulos 17 y 18
Entregar tarea capitulos 17 y 18
Repaso para el examen final
EXAMEN FIAL 1:00
Leer páginas 482-488
¡Nada!
Leer páginas 508-513
¡Nada!
Leer páginas 522-529
Leer páginas 530-535
¡Nada!
¡Nada!
Estudiar para examen
capítulos 17 y 18
Participation Criteria
# of days in class:
1
2
3
4
Description
7
8
9
10
Excellent: I used Spanish all the time in class! I played a key role in
getting group ad paired tasks done. I tried to answer questions
without being called on every day, but did not dominate the class. I
added to the overall success of the class. I was prepared every day.
6
7
8
9
Very good: I used Spanish most of the time. I stayed on task during
group and paired tasks. I was always prepared to answer questions
when called upon. I added to the overall success of the class. I was
almost always prepared.
5
6
7
8
Good: Although I occasionally spoke in English, I tried to speak
mostly in Spanish. I neither added nor distracted from the overall
success of the class. I was usually prepared to answer when called
upon.
4
5
6
7
Fair: I used more English than Spanish. I was occasionally
inactive or distracting to others during group or paired tasks. I was
often unprepared to answer questions when called upon.
3
4
5
6
Poor: I rarely spoke in Spanish. I was usually inactive or
distracting to others during group or paired tasks. I was usually
unprepared to answers questions when called upon.