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SP 202 Intermediate Spanish II
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 202 Intermediate Spanish II

Semester

SP 2012 HO

Faculty

Hake, Nancy

Title

Adjunct Faculty of Spanish

Degrees/Certificates

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

Office Location

CO 228 - before and after class

Office Hours

By appointment. Contact instructor by PARK email.

E-Mail

nancy.hake@park.edu Students must use Park email for contact.

Semester Dates

January 17th - May 11th, 2012

Class Days

--T-R--      CO232

Class Time

8:45 - 10:00 AM

Prerequisites

SP 201 or four years of high school Spanish.

Credit Hours

3


Textbook:
  All students are required to purchase the textbook: Enfoques: Curso intermedio de lengua española, Third Edition (Blanco and Colbert). Online access to the Student Activities Manual (SAM) is required. More information on textbook and SAM online access purchase available on e-companion.
Bring all required materials to class every day. It is not necessary to purchase a Spanish-English dictionary.

Additional Resources:
  After purchasing Enfoques:Curso intermedio de lengua española , you have the ability to set up an account on the student supersite. This site contains required and supplemental exercises to practice the material learned in class. You'll need an access code to get in. For more information, go to http://www.vhlcentral.com/. Your instructor has also posted more detailed information on e-companion.

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:
SP 202 Intermediate Spanish II: A continuation of the grammatical and cultural studies undertaken in SP201. This course includes content-based projects in the target language. Prerequisite: SP 201 or four years of high school Spanish. 3:0:3

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 regalia 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 positive 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 advanced intermediate 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: Produce and present as a group a play read in class for target audience such as SP201.






Link to Class Rubric

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

 
In-Class & Lab participation(attendance) / Homework

20%

Chapter Exams / Quizzes / Oral Tests

30%

Final Exam

20%

Core Project

20%

ASC Tutoring

10%

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/or ORAL EXAMS: There will be chapter exams and oral tests. 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 unforeseen circumstances.
2) you must contact your instructor on or before the date of the original exam date. Contacting your instructor will not excuse your absence, but will allow you to make-up or turn in the missing assignment/test the following class without any penalty.
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 date specified by your instructor: testingcenter@park.edu
4) this policy does not include quizzes.
IN CLASS PARTICIPATION / LANGUAGE LAB ATTENDANCE 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, 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 online and 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 s/he is absent. Access e-companion to get an update on the class and obtain assignments/homework and materials related to class.

ASC Tutoring: Students are required to attend two sixty minute sessions per chapter. Students are responsible for scheduling all tutoring sessions online: http://www.rich15.com/park/. A tutoring sheet will be made available for record keeping, and will be handed out to the instructor at the end of the semester.

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 Park 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:
Introductions and Syllabus. Spanish Lang. Test – Scores Due SAM online and e-Companion Access Extra Credit and Cultural Activities Workbook (SAM online) deadlines ASC Tutoring Sheets  

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. 5 points will be deducted from daily points for each 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 1

T- Jan 17

Introductions and Syllabus.                          Spanish Lang. Test – Scores Due                        SAM online and e-Companion Access                   Extra Credit and Cultural Activities                   Workbook (SAM online) deadlines                        ASC Tutoring Sheets 

TH – Jan 19

Vocab.pp.204-205                                         Study: pp.216-225                                    wkbk:61-62                                                           Study: section 6.1     wkbk: 63-64          

Week 2

T – Jan 24

St:6.2     wkbk: 65-66

TH – Jan 26

St: 6.3    wkbk: 67-68

Week 3

T – Jan 31

St: 6.4 p. A36    wkbk: 69

TH – Feb 2

Examen 1

Week 4

T – Feb 7

Vocab.pp.244-245                                         Study: pp. 256-263                                    wkbk:73-74                                                         

TH – Feb 9

St: 7.1    wkbk: 75-76

Week 5

T – Feb 14

St: 7. 2   wkbk: 77-78

TH – Feb 16

Mandatory Attendance to Modern Language Fair         (e-companion)

Week 6

T – Feb 21

St: 7.3   wkbk: 79-80

TH – Feb 23

St: 7.4 p. A41  wkbk: 81

Week 7

T – Feb 28

Examen 2

TH – March 1

Vocab. pp.282-283                                        Study: pp.294-303                                         wkbk: 85-86                                                        St: 8.1       wkbk: 87-88

Week 8

T – March 6

St: 8.2       wkbk: 89-90

TH – March 8

Examen Oral: Sections 6.1 – 8.2

Week 9

March 11-18

No Class – Spring Break

Week 10

T– March 20

St: 8.3      wkbk: 91-92

TH– March 22

St: 8.4   p. A46    wkbk: 93

Week 11

T – March 27

Examen 3: Oral presentation for Job interview p.95

TH – March 29

Vocab. pp. 324-325                                       Study: pp.336-343                                         wkbk: 97-98                                                        St: 9.1    wkbk: 99-100

Week 12

T – April 3

St: 9.2    wkbk: 101-102

TH – April 5

St: 9.3    wkbk: 103-104

Week 13

T – April 10

St: 9.4    p. A51      wkbk: 105

TH – April 12

Examen 4: Oral presentation of invention p.107

Week 14

T – April 17

Vocab. pp.362-363                                         Study: pp.374-378                                           wkbk: 109-110                                                                     St: 10.1    wkbk: 111-112 

TH – April 19

St: 10.2   wkbk: 113-114

Week 15

T – April 24

St: 10.3    wkbk: 115-116   

TH – April 26

St: 10.4    p. A56     wkbk: 117

Week 16

T – May 1

Core Project                               

TH – May 3

Core Project      Tutoring Sheets Due

Finals Week

May 7-11

Final Exam                                               Thursday, May 10th 8:00 – 10:00 AM  

Extra Credit:

Cafecito will meet 3rd Friday of each month. Time and Place TBA                        Latino Writers Collective Cultural Activity: March 7th, 6:30 p.m.  

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

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 unauthorized 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 5% 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, mechanic 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. An e-mail from the student letting the instructor know about the absence will not excuse the absence or allow the student to make-up assignments or tests.

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 .
Debra McArthur
debra.mcarthur@park.edu
PH: (816)584-6332
FX: (816)505-5445
The instructor cannot make accommodations 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
1,3,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
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 No 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 follor 
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
1,2,3,4,5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
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. 

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Last Updated:1/11/2012 8:35:38 PM