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SP 201 Intermediate Spanish I
McClung, Martha L.


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 2012 HOA

Faculty

McClung, Martha L.

Title

Adjunct Faculty

Degrees/Certificates

Master Degree in Education. Universidad Mexicana. Mexico.
B.A. English Teaching. Universidad Veracruzana. Mexico.

E-Mail

martha.mcclung@park.edu

Semester Dates

August 20th- December 14th, 2012

Class Days

--T-R--

Class Time

8:45 - 10:00 AM

Prerequisites

Spanish 104

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:
SP201 Intermediate Spanish I: 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: SP102 or three years of high school Spanish. 3:0:3

Educational Philosophy:

My educational philosophy is one of the interaction based on lectures, communicative and writing activities, and examinations. My goal is to lead the students to the knowledge and practice of the target language. For this reason, I will encorage the students to make use of the Spanish language during class time and I will make use of different materials and activities that will help the students to have a better understanding 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:
 COURSE REQUIREMENTS

This course has various components, each of which is designed to help students achieve mastery of the course goals. In order to maximize benefit you are responsible for:

·         Attending 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.

·         Having two tardies = 1 absence. You are tardy if the instructor has started class.

·         Preparation of all the material in the lesson for each class (including reading, vocabulary study, etc.)

·         Active participation in class with instructor and classmates. Participation in class is graded and is based on attentiveness, frequency and degree of effort.

·          Checking  your Park e-mail account and e-companion after each class meeting for handouts, assignments and a summary of the class.

·         Quizzes. Students should be prepared for periodic quizzes, these quizzes could be unannouncedwhich will help to assimilate vocabulary and grammatical forms. There are no make-ups for quizzes, be sure that you come to class on time.

·         Written assignments: (workbook, short composition, etc) are due at the beginning of the class. These should be placed on the instructor’s desk. Late workbook assignments will not be given credit and any assignment not completed will be assigned a grade of zero. No assignments will be accepted via e-mail, fax, etc.

·         Oral Exam. An oral will be given twice during the semester. The goal of this test is to determine how well students can use the target language in real-life contexts. Five key aspects are graded: Vocabulary, Grammar, Accent, Fluency and Awareness of the Culture/Social conversations. You will complete the first test by presenting a dialogue with one or two partners, the second and final one will take the form of a conversation with the instructor.

·         Written Exam: an exam will be given on each chapter except the last chapter, which will be included on the final exam. It will cover the material studied in that lesson and elements from previous chapters.

·         Final exam: At the end of the semester you will take a final exam scheduled by Park University. This exam will integrate all the materials covered during the semester. It will include writing, reading and listening comprehension.

·         Make-up exams must be prearranged with the instructor. You must contact the instructor and have documented excuse for missing assignments or an exam. These may include personal illness, family emergency, or other unforeseen circumstances. Also 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

 

Grading:

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

Homework and Participation in class 

20%

Chapter Exams/Oral tests/Quizzes -

40%

Final Exam -

20%

Core Project -

20%

 
GRADE SCALE:

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

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.

Classroom Rules of Conduct:
 

·         All students must read the chapters assigned and prepare to participate in class.

·         Cell phones or any other electronic device  must be turned off during class.

Course Topic/Dates/Assignments:
 

WEEK

DATE

 

COURSE TOPICS

1

August 21 

 

Lección 1.

Las relaciones personales

Vocabulario p. 40. 

August 23

1.1 Present tense p. 14.        

2

August 28

1.2 Ser and Estar p. 18.        

August 30

1.3 Progressive form p. 22   

3

September 4

Practice and review chapter 1

September 6

Examen Lección 1

4

September 11

 

Lección 2.

Las diversiones

Vocabulario, p. 80.              

September 13

2.1 Object pronouns p.54   

5

September 18

2.2 Gustar and similar verbs p.58

September 20

2.3 Reflexive verbs p. 62

6

September 25

Practice and review chapter 2

September 27

Examen Lección 2

7

October 2

 

Lección 3

La vida diaria

Vocabulario p. 120

October 4

3.1 The preterite p.94

8

October 9

3.2 The Imperfect p. 98

October 11

3.3 Preterite vs Imperfect p.102

9

October 16

No classes

Fall break: Oct. 14th – Oct. 21st

October 18

10

October 23

Practice and review chapter 3

October 25

Examen Lección 3

11

October 30

 

Lección 4

La salud y el bienestar

Vocabulario p. 162

November 1

4.1 The subjunctive in noun clauses

12

November 6

4.2 Commands 

November 8

4.3 Por and Para

13

November 13

Practice and review lesson 4.

November 15

Oral test lesson 1-4

14

November 20

 

Lección 5

Los viajes

Vocabulario p. 202

November 22

No classes Thanksgiving break Nov. 22nd – Nov 25th

15

November 27

5.1 Comparatives and Superlatives p. 176

November 29

5.2 Negative, affirmative and indefinite expressions p. 180

16

December 4

5.3 The subjunctive in adjective clauses p. 184

December 6

Core Project Presentation

Finals

Dec 11 -

Dec 13

Oral Test Lesson 1-5 December 11th. 2012, 8:00-10:00am.

Final Exam Lesson 1-5 December 13th 2012, 8:00 -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 95-96

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 95

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 98

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:8/8/2012 4:22:18 PM