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SP 201 Intermediate Spanish I
Hake, Nancy


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

SP 201 Intermediate Spanish I

Semester

FA 2011 HOA

Faculty

Hake, Nancy

Title

Adjunct Faculty

Degrees/Certificates

M.A. Spanish Literature and Romance Languages, UMKC
M.A. of Arts in Teaching, Webster University
B.A. Counseling Psychology, Universidad Veracruzana, Mexico

Office Hours

By appointment. Contact instructor by email.

E-Mail

nancy.hake@park.edu

Semester Dates

August 15th - December 9th, 2011

Class Days

Tuesday - Thursday      SC 314

Class Time

8:45 am - 10:00 am

Prerequisites

Spanish 103 & 104 or Spanish Placement Test

Credit Hours

3


Textbook:

All students are required to purchase the textbook and Student Activity Manual: Enfoques/Facetas: Curso intermedio de lengua española. Third Edition, (Blanco & Colbert).  Bring all required materials to class every day. It is not necessary to purchase a Spanish-English dictionary.






Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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:
Spanish 201 is the second course of the first-year Spanish sequence at Park University. It offers a communicative, culture-based approach for beginning students of Spanish. The course stresses the active use of spoken and written Spanish, through the use of grammatical structures and vocabulary acquisition, as well as Spanish and Hispanic culture and current events. 

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.  

Educational Philosophy:
My educational philosophy is one of interaction based on lectures, communicative activities, writing assignments and examinations, but not limited to the ones previously mentioned. I bring to class realia and props, current articles, and popular songs, the world wide web and other resources to enhance the information learned in class. I try to adhere to the goals I have spelled out in the course syllabus, but I know to be flexible and to adapt my teaching whenever necessary. A conducive learning atmosphere has to be one of mutual respect. I strive to maintain a classroom atmosphere that is conducive to learning and encourages the use of Spanish to be used in class throughout the semester. The student will be responsible for the development of projects, presentations, class discussion(s) and other learning activities that demonstrate their knowledge of the Spanish language.

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:

EVALUATION:
Grades will be determined based on the following criteria and activities:

In-Class &Lab participation (attendance) / Homework  

 10%

Chapter Exams/Oral tests/Quizzes -

 50%

 Final Exam -                                                       

20%

Core Project  -                                                                 

20%

 
GRADE SCALE:

100 - 90 = A
  89 - 80 = B
  79 - 70 = C
  69 - 60 = D
  59 -  0  = F
 

 

Grading:

QUIZZES: There will be unannounced quizzes in this course throughout the semester. Quizzes will test small portions of materials after they are presented, and will typically include, but not limited to listening comprehension and written sections.
Please note:
a) quizzes must be taken in class. There will be no make-up quizzes for any reason.
b) there will be no make-up quiz section missed due to tardiness or unexcused absences.
c) students who arrive to class more than 5 minutes late on a quiz day will not be allowed to take any part of the quiz.
WRITTEN and ORAL EXAMS: There will be an exam after the completion of every chapter in the textbook. These exams will specifically test all of the materials covered in those lessons, and will also include elements from previous chapters. They will include both listening comprehension, and written exercises. See below for the policy on make-up exams.
FINAL EXAM: At the end of the semester you will take a final exam as scheduled by Park University's Dean of Instruction. The final exam will be comprehensive (that is, it will cover all of the lessons presented in this course), and will include listening comprehension, written exercises and/or display of oral proficiency.       

Please note the following policies regarding make-up exams in this course:
YOU MAY MAKE-UP ONE EXAM  OR THE FINAL IF THE FOLLOWING RULES ARE OBSERVED:
1) you must have a serious, documented excuse for missing the exam. These may include personal illness, family emergency, or other unforseen circumstances.
2) you must contact your instructor on or before the date of the original exam date.
3) you must take the missed exam within two days of the original exam due date. You are responsible for contacting the testing center to set an appointment for the dates specified by your instructor : testingcenter@park.edu
4) This policy does not include quizzes.
IN CLASS PARTICIPATION AND HOMEWORK:
You will be evaluated on how much and how well you participate in class discussions and other activities. You will receive 10 daily points for volunteering in class and for actively participating in group and paired activities (and keeping "on target" during those activities), and for other speaking exercises. Because you can only earn points during the class period, an absence will result in "zero" points for that day. THERE IS NO EXTRA CREDIT or alternate assignment AVAILABLE FOR DAILY PARTICIPATION POINTS.
 
There will also be written assignments based on workbook or textbook activities. Points will be assigned to each homework assignment, which will be graded on the basis of grammatical accuracy, spelling and content. All students must do their own work on these activities (no working in pairs or help from  family, friends, or translators of any kind!). Homework  essays must be type-written, double space,font size 12, full name, class and Spanish date should be on the upper left side of the page. All homework must be turned in at the beginning of class on the due date. It is the responsibility of the student to get the assignments if he/she is absent. Check Park's e-mail and e-companion often to get an update on the class and obtain assignments/homework.

Late Submission of Course Materials:

No late work will be accepted without appropriate documentation.**
No course materials will be accepted after the last class meeting.

** If a student has been absent due to illness and has a documented excuse for the absence, assignments due (only applies with prior contact of  instructor from student) must be turned in upon return to class and appropriate documentation must be provided on the same day. Please check your MyPark email account or e-companion after each class meeting for handouts, assignments and a summary of the class.
No assignments will be accepted via e-mail, fax, facebook, twitter, etc.

Classroom Rules of Conduct:
Students are expected to act according to the following classroom rules of conduct:
1. Attend class and be prompt. Class attendance is part of class participation, which is a portion of your grade. Roll will be checked at the beginning of each class period. Since tardy entry to a class disrupts the class, your lateness for class will receive a reduction in points at the end of the semester.                                Two tardies = 1 absence. You are tardy if the instructor has started class.
2. Be prepared for class. This means that you have read the assigned materials and are prepared to discuss them. This course will consist of class discussion, small group discussion, group work, and lecture. You are expected to take part in the discussions and group work. Your in-class participation is another portion of your grade and must be present to earn the 10 daily points (20 points on lab days). Also, assigned homework will not always be checked for a grade in class, but examinations will be from assigned readings, homework, workbook manual, and class discussions.
3. Mutual respect and support of your classroom colleagues and instructor is essential. Keep negative comments to yourself. Points will be deducted from daily points for negative comments or negative behavior while class is in session.
4. No cell phones/electronic devices/no gum, food or drinks during class time. Cell phones/electronic devices (including laptops unless approved by the Director of Academic Services in compliance with disability guidelines) will not be allowed during class or exams. All electronic devices must be turned off and put away in your hand bag or backpack while class is in session. Any student using a cell phone/electronic device will be asked to leave the class and will be given a grade of "zero" for the class or exam. In case of an emergency, please talk to the instructor prior to the beginning of the class.
5. Faculty members are expected to dismiss from their classroom students whose behavior is detrimental to good order in the classroom. Such behavior includes, but is not limited to, the use of abusive or obscene behavior and language (included on-line means such as Face Book, etc.), texting on the phone while class is in session, attending the class under the influence of drugs or alcohol, etc. Students who are dismissed from class may be given failing grades, suspension, or expulsion from the university. Students whose behavior, either verbal or written is detrimental to the good order of the University may be subject to disciplinary action ranging from suspension to expulsion from the University. Students who exhibit abusive or obscene language or behavior toward administration personnel or support staff are also subject to suspension or expulsion from the University.

Course Topic/Dates/Assignments:

           

WEEK #

DATE

ENFOQUES – Spanish 201                  COURSE TOPIC / ASSIGNMENTS

1

August 16

Lección 1 – Vocabulario p. 40

                     The present tense p.14

                     Ser and estar p. 18

                     Progressive forms p. 2

August 18

2

August 23

August 25

3

August 30 – Examen lección 1

September 1

Lección 2 – Vocabulario p. 80

                     Object Pronouns p. 54

                    Gustar and similar verbs p. 58

                     Reflexive Verbs p. 62

4

September 6

September 8

5

September 13

September 15 – Examen lección 2

6

September 20

Lección 3 – Vocabulario p. 120

                    The preterite p. 94

                    The imperfect p. 98

                    The preterite vs. the imperfect p. 102

September 22

7

September 27

September 29

8

October 4 – Examen lección 3

October 6

Lección 4 – Vocabulario p. 162

                  The subjunctive in noun clauses p. 134

                     Commands p. 140

                     Por and para p. 144

9

October 11–No class (Fall Break)

October 13

10

October 18

October 20

11

October 25 – Examen Oral Lecciones 1-4

October 27

Lección 5 – Vocabulario p. 202

             Comparatives and superlatives p. 176 Negative, affirmative, and indefinite   expressions p. 180

           The subjunctive in adjective clauses p. 184

12

November 1

November 3

13

November 8

November 10  - Examen Lección 5

14

November 15

Lección 6 – Vocabulario p. 242

                     The future p. 216

          The subjunctive in adverbial clauses p. 220

           Prepositions: a, hacia, and con   p. 224

November 17

15

November 22

November 24–No class (Thanksgiving)

16

November 29

December 1

Finals Week Dec. 5-9   

Examen Oral Lecciones 1-6 – Thursday, December 8th, 2011   8:00 am – 10:00 am

    

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
Refrain from using electronic translators for any of the assignments done in class. The use of translators will be penalized severely.
If academic dishonesty is clearly demonstrated on any assignment, the student will receive a ZERO for the assignment or test.
A student's lack of understanding is not valid defense to a charge of academic dishonesty.

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. from Park University 2011-2012 Undergraduate Catalog Page 93
COLLUSION: Assisting another to commit an act of academic dishonesty, such as paying or bribing someone to acquire a test or assignment, taking a test or doing an assignment for someone else, or allowing someone to do these things for one's benefit.
CHEATING: The use or attempted use of unathorized materials, information, or study aids; or an act of deceit by which a student attempts to misrepresent academic skill or knowledge; unauthorized copying or collaboration.

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 "F".
  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 2011-2012 Undergraduate Catalog Page 96
INSTRUCTOR'S ATTENDANCE POLICY AND OTHER IMPORTANT INFORMATION:
Because of the communicative nature of this course, and because students are expected to learn materials at a rather FAST PACE, daily attendance is particularly important. One requirement of this course is the interactions between students, something that cannot be accomplish if you are not present! Therefore, the following attendance policy will be strictly enforced:
a) any student who misses a total of 4 or more class sessions (includes language lab), and who does not contact and provides the instructor with a legitimate excuse and provides appropriate documentation to excuse the absence within a reasonably time limit (required to have upon return to class), will have a deduction of 2% of the final semester grade.
b) any student who arrives late after class has started, will receive a TARDY: Two tardies = one absence.
Leaving class or language lab early without the tutor or professor's permission will be counted as an absence. If you miss class or a language lab session, you will receive a "zero" in participation points for the day you missed.
c) in case of inclement weather (such as, but not limited to, snow storms, freezing rain, flooding, dense fog, etc.), the instructor may, at her discretion, relax the tardiness rules.
d) The following are examples of appropriate documentation to excuse absences: written excuse signed by a doctor (with the doctor's registration number, address and date of absence)in the case of illness, or a tow bill from a tow company, mecanic or insurance report in the case of car problems/accidents. A written excuse from the campus nurse is acceptable dated on the date the absence occurred.
The same requirement applies to illness of children. The written excuse and assignments due must be given to the instructor upon return to class to justify absences as soon as possible.
An e-mail from the student letting the instructor know about the absence will not excuse the absence unless appropriate documentation has been provided to the instructor.

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 .
ADA Policy: If you need accomodations due to a disability, you must first contact the Director of Academic Services:
Debra McArthur
debra.mcarthur@park.edu
PH: (816)584-6332
FX: (816)505-5445
The instructor cannot make accomodations without the approval of Student Services.

Additional Information:

Disclaimer:                                                                               The Instructor reserves the right to amend this Schedule based on the progress of the course and the needs of the students.



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:8/15/2011 2:10:58 PM