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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

S2T 2007 DL

Faculty

Byer, Silvia

Title

Assistant Professor

Degrees/Certificates

MS University of Turin - Italy
MA University of North Carolina in Chapel Hill
ABD University of North Carolina in Chapel Hill

Office Location

Copley 216 Parkville MO

Office Hours

M-W-F 10-11 and M-F 1:40-2:30

Daytime Phone

816-584-6865

E-Mail

silvia.byer@park.edu

Web Page

http://modern language

Semester Dates

March 19 -May 14

Class Days

TBA

Class Time

TBA

Prerequisites

Sp104 or equivalent

Credit Hours

4


Textbook:

Vistas package

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

You need to have the access code to enter Vistas Online - ENLINEA and WEB-Sam which is its workbook

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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 104 or three years of high school Spanish. 3:0:3
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.  

Educational Philosophy:

 My educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. I  will engage each learner in what is referred to as communicative learning to encourage the lively exploration of ideas, issues and contradictions.

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.


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:

Oral Evaluation

 

You probably are asking yourself: “How am I going to know if I say things right?” Since pronunciation is fundamental for a good communication, I will request that you send me short recordings via computer. These assignments will vary from simply reading a passage, to reading the summary you’ll prepare. These are great practice just by forcing you to read out loud. I will then give you feed back on these, and will not be graded.

In the ENLINEA, the online version of the textbook , you will find oral activities that when prompter you can record your voice and send it in.

The Presentation is the CORE PROJECT and will be part of the Oral Grade. This is a project you develop in the last 3 weeks of the course. You will need to do some research on any specific subject relative to a Spanish speaking country, to give you some ideas: you can choose to explore and talk about a writer, an artist, a politician, a singer, reflecting its historical time and background, telling why is this person relevant to society and why you chose him/her.

Here are some examples:

Writers                Artists                Politicians                Singers

Cervantes            Frida Khalo            Evita Peron            Carlos Santana

Once you selected your Personaje Famoso, submit it to me for approval, then you can start your research.

Write an 5-6 pages paper on the person you selected. I'll be available for any questions and guidance. Submit it this portion on week 7.

The final product is to be submitted via email as a Power Point Presentation with audiofile all together on week 8. Do not send it via eCollege because the audio will not work.

 

Rubric  for Presentations

Below are the topics for Oral Presentations (Presentational Communication) and for Conversations (Interpersonal Communication)

The rubric below will be used for the assessment of Presentational Communication:
Nombre: Tópico: Nota:

Communication: Did the student make
him/herself understood?

A
30

A
28

B
27

B
25

C
24

C
23

D
21

Accuracy: Was the grammar sufficiently correct
to ensure comprehension/communication?

20

19

18

17

16

15

14

Vocabulary: Was the student's vocabulary
adequate for communication?

20

19

18

17

16

15

14

Fluency: Did the student's speech flow or were
there distracting hesitations?

10

9

8.5

8

7.5

7

6.5

Pronunciation: Did the pronunciation enhance rather
than impede communication?

10

9

8.5

8

7.5

7

6.5

Content: Did the presentation follow the guidelines?

10

9

8.5

8

7.5

7

6.5

 

Written Evaluation

There will be several tools to evaluate your written performance:

Some count towards the grade and some is practice. I cannot emphasize enough how making mistakes is part of the learning process. Therefore most practice is required (since it is part of your overall grade, but it is not graded based on how many mistakes you make, rather on the fact that you simply work on it) and because it tells me how much time you are working.

Quizzes

We’ll have a few quizzes that will be part of your assessment. (10 points each to be factored in the percentage of the homework grade)

Discussion questions

I will post questions about the readings that you are assigned, and you’ll create a threaded discussion (total of 5 and each is worth 10 points)

Summaries (two)

You’ll have the option of choosing two readings of your choice to summarize with your own words. These are important first because it will be the first step towards ownership of your Spanish language, second because it will guide you to selecting your topic for the presentation. (each worth 10 points towards your homework grade)

Exams

We’ll have three (3) exams

The first will be on chapter 11 and 12, the second will be on chapter 13 and 14 the third one will be on the different sections of chapters 15 and the first section of chapter 16 (i.e. 16.1 The Future tense)  (each test is worth 100 points)

Participation

The discussion group is a vital point of our course. Definitely just like in any class, you need to participate. There will be times when you can post your questions in Spanish and some others are allowed in English.

Proctored Final Exam

The final exam is cumulative and will be administered at a campus center near you. It will be proctored by another instructor and then sent to me via regular mail.

Therefore you will not have immediate feedback as you are used to with this textbook and will not be able to bring any notes or dictionaries.

For proctored examinations, photo identification is required at the time of the test. Guidelines for selecting an acceptable proctor can be found on the Park University Website.

Other Information on proctored exams:

  • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.
  • Approval of proctors is the discretion of the Online instructor.
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.
  • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.

 

Grading:

3 Online Exams,

300pts

30 %

Core assessment- Presentation

200 pts

20 %

A final test (proctored)

200 pts

20 %

8 Weeks practices/quizzes – participation – homework 25 points per week

200pts

20%

5 Discussion questions – 20 points each

100 pts

10%

 

 

 

Total

1000 pts

100%

 

90-100

A

80-89.99

B

70-79.99

C

60-69.99

D

Below 60

F


Late Submission of Course Materials:

No late work is accepted

Course Topic/Dates/Assignments:

This is ideally what you would want to do during the eight weeks while taking this course. I understand this is an online course and you can decide when to do your assignments as long you turn them in by the end of the week. However it takes time to learn a foreign language and some of you may find useful to follow the days and assignments I suggest. Of course you can spread it however you want, BUT from the very beginning make sure you assign yourself the appropriate amount of time to dedicate to each chapter. Remember it is not to be done all in one session.

 

 

Each time you start on a session you want to do your Workbook.

 

 

Workbook

 

 

 

Suggestions on HOW TO DO YOUR WORKBOOK ONLINE (which is actually "Web SAM"):

 

Your workbook is an essential component of your requirement. You need to work on your workbook along with the VISTAS (is the hard copy and Enlinea is the same thing but is its online version Textbook), do not leave it for last actually you’ll work on it at first.

 

 

Here are Four (4) easy steps to follow:

 

  1. Read the lesson in your textbook before attempting the homework assignment.
  2. Do the work as though it were a quiz.

 

Once you are finished,

 

 

3. Submit your work by clicking on the Check.

 

 

4. If you find errors, go back to the lesson in the textbook to understand what you did wrong.

 

 

 

Your work will not be evaluated on the basis of how many mistakes you make but on how many questions you have to submit to me.

 

 

Mistakes are part of the learning process. You must identify your errors and learn from them.

 

 

 

 

 

 

 

 

 

 

 

 

 

Dates

 

Textbook ENLINEA (in the internet) or Vistas (hardcopy)

 

Workbookon WebSAM

 

Tests and Quizzes

 

Week 1 – March 11

 

Mon.

 

Lección 11

 

Contextos:

 

pp.330-337

 

ex. 1-2-3- 5 (submit online)

 

Watch the Fotonovela reacciona 1

 

pp.123-124

 

 

Quiz

 

Wed.

 

Estructura 11.1 Familiar Commands

 

pp. 339-340 ex. 1-2

 

Estructura 11.2 Por and Para

 

pp. 342-344 ex.1-3

 

pp.125-126

 

pp.127-128

 

 

Fri.

 

Estructura 11.3 Reciprocal Reflexives

 

pp.346-347 ex. 1-2

 

Estructura 11.4 Stresses Possessives

 

pp. 348-350 ex. 1-3

 

Panorama: Argentina

 

pp.358-359

 

Vocabulario de todo el capitulo pp.360

 

pp.129-130

 

pp.131-132

 

Quiz 11.1-11.4

 

 

 

 

Summary1 of Argentina

 

100 words

 

Week 2 – March 18

 

Mon.

 

Lección 12

 

Contextos:

 

pp.362-365

 

Practica 1-2-4-5 (Submit online)

 

Fotonovela:

 

Reacciona1

 

 

pp.135-136

 

Quiz

 

 

Do not forget to do the Discussion

 

Wed.

 

Estructura 12.1 Relative Pronouns pp.370-373 ex. 1-2 (submit)

 

12.2 Formal Commands

 

pp.374-377 ex. 1-2-3

 

 

pp.137-138

 

pp.139-140

 

 

Fri.

 

Estructura 12.3 The Present Subjunctive

 

pp. 378-381 ex.1-2-3

 

Estructura 12.4 Subjunctive with verbs of influencepp. 382-385 ex.1-2-3

 

Escuchar pp.390 all ex.

 

 

pp.141-142

 

 

pp.143-144

 

Quiz 12.1-12.4

 

Week 3 – March 25

 

Mon.

 

Lección 13

 

 

Contextos:

 

Tutorials

 

pp. 396-399 ex.1-2-4-5

 

Fotonovela: activities Reacciona1

 

 

pp.149-150

 

 

Exam I

 

On chapters 11 & 12

 

Wed.

 

Estructura 13.1 Subjunctive with verbs of emotion ex. 1-2

 

Estructura 13.2 Subjunctive with doubt, disbelief and denial

 

Intentalo

 

Practica ex.1-2

 

pp.151-152

 

pp.153-154

 

Quiz on Contextos

 

Fri.

 

Estructura 13.3 Subjunctive with conjunctions

 

Intentalo

 

Practica ex. 1-2-3

 

Adelante

 

Lectura Step 4 only

 

Escritura Step 4 only

 

Escuchar comprensión 1 only

 

pp.155-156

 

Quiz 13.1-13.3

 

 

DO NOT forget about the Discussion

 

Week 4April 1

 

Mon.

 

Lección 14

 

Contextos: Tutorials

 

Practica ex: 1-2-3

 

Fotonovela: activities Reacciona1

 

 

pp.159-160

 

Quiz on Contextos

 

Wed.

 

Estructura 14.1 Subjunctive in adjective clauses

 

Intentalo

 

Practica ex. 1-2-4

 

Estructura 14.3 Past Participle used as adjective

 

Intentalo

 

Practica ex. 1-2-3

 

Adelante

 

Escuchar Comprensión 1 only

 

pp.161-162

 

pp.165-166

 

Summary 2  on "Grandezas de la Burocracia" p. 444 (Follow the activities in the book and look at the questions- Contestar- for  guidelines summary)
Fri.

 

Escritura step 1-2-3

 

 

Review and then take the quiz

 

 

Quiz 14.1 and 14.3

 

NOT 14.2

 

Do not forget the Discussion

 

 

Week 5April 8

 

Mon.

 

Lección 15

 

Contextos: Tutorials

 

Practica ex 1-2-4

 

Comunicación 6

 

Take quiz

 

Fotonovela activities Reacciona1

 

pp.169-170

 

Exam II

 

On chapters 13 & 14

 

Wed.

 

Estructura 15.1 The present perfect :Tutorial

 

Intentalo

 

Practica 1-2

 

Comunicación 4

 

 

pp.171-172

 

 

Fri.

 

Adelante

 

Escuchar comprensión 1-2

 

Escritura Step 4

 

 

Quiz 15.1 only

 

Do not forget the discussion

 

Week 6 – April 15

 

Mon.

 

Lección 16

 

Contextos: tutorials

 

Practica 1-2-3

 

Comunicación 7

 

pp.181-182

 

Quiz on Contextos

 

Wed.

 

Fotonovela activities reacciona 1

 

 

 

Fri.

 

Estructura 16.1 The Future

 

Tutorial

 

Intentalo

 

Practica 1-2

 

Comunicación

 

pp.183-184

 

 

 

 

Quiz on 16.1

 

Do not forget the discussion

 

Week 7 – April 22

 

Mon.

 

Review for Exam III

 

 

Exam III on chapters 15 & 16

 

Wed.

 

 

Work on presentation

 

 

 

Fri.

 

 

Work on presentation

 

 

 

Week 8 – April 29

 

Mon.

 

 

Work on presentation

 

 

 

Wed.

 

Review for final

 

 

 

 

Fri.

 

Final Exam

 

 

 

 

 

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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2006-2007 Undergraduate Catalog Page 89-90

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 .



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. 

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Last Updated:2/28/2007 10:42:17 AM