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SP 201 Intermediate Spanish I
Byer, Silvia


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SP 201 Intermediate Spanish I

Semester

FA 2006 HO

Faculty

Byer, Silvia

Title

Assistant Professor of Modern Languages

Office Location

Copley 216

Office Hours

M-F 1:45-2:45

Daytime Phone

816-584-6865

E-Mail

silvia.byer@park.edu

Semester Dates

Aug-21/Dec-15

Class Days

-M-W-F-

Class Time

9:00 - 9:50 AM

Prerequisites

Sp204

Credit Hours

3


Textbook:
Vistas 2004 Edition Package

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:

In this course students review basic concepts of the language while expanding reading comprehension and writing skills. Readings focus on the study of Hispanic cultures. PREREQUISITE: SP 102 or three years of high school Spanish. 3:0:3

 

OBJECTIVES:    This course is designed to help students continue the process of mastering communicative skills as well as developing an awareness of the diverse cultures of the Hispanic world.  The study of grammatical and lexical systems of Spanish will be carried out within a contextualized appropriateness in language use so that students are always focusing in learning the language for communication. Speaking, listening, reading and writing skills will be cultivated in an interactive atmosphere. By the end of the semester the hardworking student will have developed a level of proficiency that will allow effective communication in all everyday situations.  The student is expected to achieve communicative competence in the language at a mid level.   

 

Learning Outcomes:
  Core Learning Outcomes

  1. Students will demonstrate how, when and why to say what to whom with language skills corresponding to intermediate elementary level Spanish as outlined in the selected textbook;
  2. Write short paragraphs, situation and research summaries;
  3. Engage in spontaneous conversation with classmates and instructor
  4. Complete the CAR project.


  Instructor Learning Outcomes
  1. Carry a conversation in Spanish without hesitation.
  2. Know more about cultural differences and characteristics of the Spanish speaking world
  3. Know historical facts about Spain and Europe
  4. Relate to people in Spanish knowing the subtleties of the different registers (i.e. when to use the formal Subjunctive or the Infinitive)
  5. Write or summarize a text in a correct sequence
Core Assessment:
Classroom performance, quizzes and exams, accompanying textbook, homework, language immersion lab, mid-term exam, final exam and Core Project.Core Project: Small group dramatic presentations written, produced and presented by participants for target audience SP103-104






Link to Class Rubric

Class Assessment:

30%     Attendance - homework -  class participation

30%     Tests

10 %    Oral Interviews 

10%     Presentation     

20%     Final Exam

Grading:

A =   100 - 90               C = 79 - 70      

B =    89 - 80                D = 69 -60                    F =  below 60

 

Please realize that progress is more important than stellar beginnings.  Lack of progress is of special concern and should receive our immediate attention.  Talk with me if your grade ever falls below 70%. 

Course Topic/Dates/Assignments:

 

 

Semana

Fecha

Lección Textbook

Tarea Workbook

1

Agosto 21

Introducción

 

 

23

Cap.11 Contextos y Fotonovela 330-337

Contextos p 123

 

25

11.1 338-341

11.1 p.125

2            

28

11.2 11.2

 

30

11.3  

 

Sept. 1

11.4

Escuchar p. 356 of Textbook

3

4

Labor Day

 

 

6

Argentina

Read

 

8

Review

Prepare your portion

4

11

Exam I

 

 

13

Cap. 12 Contextos y Fotonovela

Read

 

 

15

12.1

Correspondent exercises

5

18

12.2

12.2

 

20

12.3

12.3

 

22

12.3

Escuchar P.390

6

25

12.4

12.4

 

27

Lectura

 

 

29

Panamá

 

7______

 

Oct. 2

4

Cap. 13 Contextos y Fotonovela

Prepare your portion

 

6

13.1

 

8

9

13.2

 

 

11

13.3

 

 

13

13.4

 

9

16

Fall Break

 

 

18

Fall Break

 

 

20

Fall Break

 

10

23

13.4

 

 

25

Lectura

 

 

27

Colombia

 

11

30

Review

 

 

Nov. 1

Exam II

 

 

3

Cap. 14 Contextos y Fotonovela

 

12

6

14.1

 

 

8

14.2

 

 

10

Veteran's Day

 

13

13

Cap.15 Contextos

 

 

15

15.1

 

 

17

15.2

 

14

20

Bolivia

 

 

22

Thanksgiving

 

 

24

Thanksgiving

 

15

27

Cap 16 Contextos

 

 

29

16.1

 

 

Dic.1

Review

 

16

4

Exam III

 

 

6

Oral Presentation

 

 

8

Oral Presentation

 

 

 

 

 

 

 

Final TBA

 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
Instructors Notes
ABSENCES: This class meets three times a week. You are permitted 3 unexcused absences or “cuts.”  For each absence beyond the second class missed, you lose 2% of your final semester average. The calculation of absences will begin after the drop-add period.   If tardiness becomes a problem, the following policy will apply: 2 (two) late arrivals to class = 1 absence.

An absence can be excused ONLY if it is due to a legitimate reason (e.g., illness, death in the family).  Please give me in writing an explanation for each excused absence or e-mail me at silvia.byer@park.edu.  If I have no explanation, I will assume the absence is a “cut.”  Absences will not be excused if students schedule an appointment (for example with the doctor, dean or professor) during class time. Students should not expect any leniency concerning this policy, since its enforcement is not an individual prerogative but rather a collective obligation.  If a student must miss a class, s/he must let me know IN ADVANCE the reason for the absence.  S/he can either leave a message in my mailbox, or e-mail me.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

CLASS PARTICIPATION: Learning requires your active involvement.  Involvement is possible only when you have prepared your assigned materials carefully.  Therefore, attendance and  class participation are obligatory for all class meetings. Your class participation grade will be determined by daily attendance, preparation for class and by your active role in class meetings.  Active participation means consistently speaking Spanish in the classroom, contributing significantly to group work, and volunteering as much as possible without dominating the class


 


 


PREPARATION FOR CLASS:  Students are expected to prepare for class before coming to class. Language acquisition is a skill you must practice daily.  Failure to keep up with the daily assignments will result in your falling behind very quickly and receiving a low grade in the course. It is far more productive to spend a small amount of time on Spanish each day than to spend long hours cramming just before a test.  Class will certainly be used to clarify doubts, answer questions, but above all, to put into practice and use in a meaningful way that which students have prepared. Students are always welcome and advised to discuss any question related to the language and course material during an arranged appointment. 


 


INSTRUCTIONS ON HOW TO DO YOUR HOMEWORK:  Four (4) easy steps:


1. Read the lesson in your book and/or notes before attempting the homework assignment.  If you have the answers, do not look at them while you are working. 2. Do the work as though it were a quiz.  Once you are finished, 3. Go back and check your work in the answer –key. With a different ink pen mark the mistakes you made. 4. Where you find errors, go back to the lesson in the book to understand what you did wrong.  Bring any remaining questions to class and ask them first thing.


 


Your work will not be evaluated on the basis of how many mistakes you make but on how thoroughly you correct your work.  Mistakes are part of the learning process. You must identify your errors and learn from them. I collect homework everyday.


 


ORAL INTERVIEWS:  You will be given three (3) different topics to prepare ahead; on the day of the oral exam one of the three topics will be randomly selected.


 


EXAMS:


Exams will be given as indicated during class time.


The Final Examination is cumulative and is administered on dates specifically determined by the Registrar. 


An individual professor CANNOT excuse a student from taking the final examination on the scheduled date.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Uses course resources and additional sources for developing dramatic script; shows outstanding creative skills in group effort, contributes effectively and contributes to group cohesion and success. Uses course resources for developing dramatic script; shows creative skills in group effort, contributes effectively and contributes to group cohesion and success. Fails to use adequate course resources for developing dramatic script; shows inconsistent skills and effort in group activity;  final product is largely unsuccessful Neither synthesis nor coherent presentation is evident for grading as presented – see professor for advice on procedure to follow. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Writer/Presenter systematically critiques the many elements of the dramatic script and production; creative insight is offered in the contribution of relevant ideas. Writer/Presenter critiques many elements of the dramatic script and production; creative insight is sometimes offered in the contribution of relevant ideas. There is little evidence of critique of the dramatic script and production; components of the piece don't link well and/or fail to be coherently relayed to audience.

 
Analysis is not evident for grading as presented –see professor for advice on procedure to follow 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Many examples of research use of course materials and individual creativity are evident in the writing and presentation assignment. Some examples of research use of course materials and individual creativity are evident in the writing and presentation assignment. Few examples of research use of course materials and individual creativity are evident in the writing and presentation assignment.

 
Evaluation is not evident based on lack of synthesis and analysis aspects- see professor to advice on procedure to follow 
Terminology                                                                                                                                                                                                                                                
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Correct use of discipline and project-specific terms is utilized efficiently throughout script assignment and presentation.

 
Correct use of discipline and project-specific terms is utilized at times throughout the script assignment and presentation.



 
Correct use of discipline and project-specific terms not utilized in script assignment and/or presentation. Evidence of terminology and project-specific terms evidence is lacking because the core assessment has not been attempted in any part. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1,2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Many concepts developed in class for successful projects are utilized and elaborated in assignment.

 
Some concepts developed in class for successful projects are utilized and elaborated in assignment. Few concepts developed in class for successful projects are utilized and elaborated in assignment.

 
There is no demonstration
of knowledge of concepts
important to the project assigned.
 
Application                                                                                                                                                                                                                                                
Outcomes
2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
There are multiple examples of how learned practices apply to the theoretical bases of the project. Student met more than two times with instructor to discuss the project. There are some examples of how learned practices apply to the theoretical bases of the project. Student met twice with instructor to discuss the project. There are few examples of how learned practices apply to the theoretical bases of the project. Student met once with instructor to discuss the project. There is no evidence of how learned practices apply to the theoretical bases of the project. Student failed to meet with instructor to discuss the project. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Written and oral project components contain consistent structural  organization – sequencing with all topics included, specific transition sentences, and logical conclusion according to evidence presented

 
Written and oral project components contain some structural organization –sequencing with all topics included, specific transition sentences, and logical conclusion according to evidence presented. Written and oral project components contain little structural organization, and there are few transitions; lack of logical sequencing of topics distracts from the reading and listening. The core assessment is not organized,  no transitions, too many errors for written and oral presentations at the university level. 
Component                                                                                                                                                                                                                                                  
Outcomes
1,2,3,4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
All parts of the topic are fully addressed with addition of many examples, including personal learning experience  

 
Most parts of the topic are fully addressed including personal learning experience Elements of the project not fully address and/or do not produce logical cohesion for project outcomes.




 
The core assessment was carried out without attention to the  designated topics and process 
Relationship                                                                                                                                                                                                                                               
Outcomes
1,2,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Assignment reflects a complete balance of structural skills in writing and components are balanced models of a fully developed response. All technical parts of the paper and presentation reflect careful presentation. The paper and presentation reveal lack of balance in response to the questions, incomplete, or less- researched answers.

 
No evidence of effort to realize and submit project in a timely fashion. 

Copyright:

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Last Updated:8/23/2006 1:10:59 PM