College: Error! Reference Source Not Found. Course Subject: Error! Reference Source Not

College: Error! Reference source not found.Course Subject: Error! Reference source not found. Course Number: Error! Reference source not found.

Los Angeles Community College District

COURSE OUTLINE

SECTION I: BasicCourse Information

This is a: / New Course / Addition of District Course / x / Update / Reinstatement

COLLEGE: LAMC

SUBJECT (DISCIPLINE) NAME[1](40 characters, no abbreviations):Spanish

COURSE NUMBER: 4

COURSE TITLE: Intermediate Spanish 2

UNITS: 5

CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered, maximum forty words:

Expands structural concepts studied in previous Spanish courses especially those related to verb usage and voice. Provides additional vocabulary and related skills for reading and discussion of functional and cultural topics. Analysis of short stories.

CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:

COLLEGE APPROVAL DATE:

UPDATES (check all applicable boxes):

X Content Last Update:1/18/91

X ObjectivesLast Update:1/91

College Specific Course Attributes/Data ElementsLast Update:

Districtwide Course Attributes/Data Elements Last Update:

Other (describe)Last Update:

CLASS HOURS:

Hours per week (based on 18 weeks) / Total Hours per term (hrs per week x 18) / Units
Lecture: / 5.0 / 90.0 / 5.0
Lab/activity (w/ homework):
Lab/activity (w/o homework):
Total:

Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT

Note:The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

Prerequisites: Yes (If yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (for official use only)
Spanish / 3 / Intermediate Spanish 1 / 5
_eitherandorend
_eitherandorend
_eitherandorend

Corequisite: (If yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (for official use only)
_eitherandorend
_eitherandorend
_eitherandorend

Advisories: (If yes, complete information below)

Subject / Number / Course Title / Units / Validation Approval Date (for official use only)
_eitherandorend
_eitherandorend
_eitherandorend

OTHER LIMITATIONS ON ENROLLMENT(see Title 5, section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

SECTION II: Course Content and Objectives

COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:
If applicable, outline the topics included in the lecture portion of the course (Outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Lecture (If applicable):
upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)
Topic 1
Culture: Costa Rica, short biographies of Ana Istaru, Franklin Chang-Diaz, and Carmen Naranjo, ecology and our planet, reading: Costa Rica: An American Utopia?, education vs. military service, author Oscar Arias Sanchez, reading: La paz no tiene fronteras, exploration of websites about Costa Rica
Literary Analysis: the appreciation speech
Structure: the past participle, the present perfect indicative, passive constructions
Topic 2
Culture: Panama, short biographies of Jose Quintero, Mireya Mosocoso, and Ruben Blades, the Cunas: an indigenous people of Panama, people's art, reading: Panama: The Bridge Between the Americas, the Panama Canal, author Bertalicia Peralta, readings: Pena tan grande and La unica mujer, exploration of websites about Panama
Literary Analysis: Free verse
Structure: the present subjunctive forms and the use of the subjunctive in main clauses, formal and familiar commands
Topic 3
Culture: Colombian, short biographies of Fanny Buitrago Gonzalez, Fernando Botero, and Rodrigo Garcia Barcha, Colombian music, both popular and traditional, reading: Colombia: la esmeralda del continente, Greater Colombia: The Dream of Simon Bolivar, author Gabriel Barcia Marquez, reading: Un dia de estos, exploration of websites about Colombia
Literary Analysis: The environment
Structure: the subjunctive in noun clauses
Topic 4
Culture: Venezuela, short biographies of Jesus Rafael Soto, Carolina Herrera, and Salvador Garamendia, natural resources, reading: Venezuela: los limites de la prosperidad, introduction to the Venezuelan oral literary tradition, reading: La Cascada de Salto de Angel, exploration of websites about Venezuela
Literary Analysis: The myth
Structure: relative pronouns and relativization
Topic 5
Culture: Peru, short biographies of Mario Vargas Llosa, Tania Libertad, and Gian Marco Zignago, means of communication in the Incan Empire, vocabulary dealing with physical fitness, reading: The Cornerstone of the Andes, the Incan gastronomic heritage, author Hernan Velarde, reading: Vision de antano, exploration of websites about Peru
Literary Analysis: Sensory poetry
Structure: the present subjunctive in adjective clauses
Topic 6
Culture: Ecuador, short biographies of Oswaldo Guayasamin, Beatriz Parra Durango, and Abdon Ubidia, the mysterious shamans of the Amazon, vocabulary regarding illnesses and medicines, reading: Ecuador: Heart of America, the Galapagos Islands, author Jose Antonio Campos, reading: Los tres cuervos, exploration of websites about Ecuador
Literary Analysis: Humoristic narration
Structure: the present subjunctive in adverbial clauses
Topic 7
Culture: Bolivia, short biographies of Jaime Escalante, Baby Vallejo, and Alfonso Gumucio Dagron, native costumes of indigenous Andean peoples, vocabulary for clothes-shopping, reading: Bolivia: From the heights of America, music of the Andes, author Maricarmen Ohara, readng: Chino-Japones, exploration of websites about Bolivia
Literary Analysis: Detailed environmental narrative
Structure: regular and irregular forms of the future tense, regular and irregular forms of the conditional tense
Topic 8
Culture: Argentina, short biographies of Rodolfo "Fito" Paez, Cecilia Roth, and Jorge Luis Borges, the game of soccer, soccer vocabulary, Argentina: A Great Nation in Crisis, Argentine women, author Julio Cortazar, reading: Continuidad de los parques, exploration of websites about Argentina
Literary Analysis: Magic realism
Structure: forms of the imperfect subjunctive, its use in if-clauses, its use in noun and adjective clauses
Topic 9
Culture: Uruguay, short biographies of Mario Benedetti, Beatriz Flores Silva, and Hugo "Foca" Machado, the Uruguayan candombe style of music, vocabulary regarding festivals and holidays, reading: Uruguay: The Switzerland of America Making a Come-back, the enslavement of Africans, author Eduardo Galeano, reading: El derecho al delirio, exploration of websites about Uruguay
Literary Analysis: The essay
Structure: the imperfect subjunctive used in adverbial clauses and in main clauses
Topic 10
Culture: Paraguay, short biographies of Augusto Roa Bastos, Luis Bordon, and Carlos Martinez Gamba, the Hispanic Guarani: a mixed culture, vocabulary concerning indigenous cultures, reading: Paraguay: Modernization of the Guarani Nation, the bilinguality of Paraguayan literature, author Milia Gayoso, reading: Elisa, exploration of websites about Paraguay
Literary Analysis: The emotional element
Structure: the perfect tenses
Topic 11
Culture: Chile, short biographies of Roberto Matta, Inti Illimani, and Isabel Allende, Chile's economic potential in the 21st Century, vocabulary pertinent to Latin American international trade, reading: Chile: Challenges Past, Present and Future, Hispanic Nobel Prize recipients of the 20th Century, author: Pablo Neruda, reading: La United Fruit Co., exploration of website sabout Chile
Literary Analysis: Sound: Alliteration and Onomatopoeia
Structure: sequence of tenses / 9
9
8
8
8
8
8
8
8
8
8 / Examine the lives of three famous Costa Ricans, debate ecological issues, contrast education in Costa Rica with education in the U.S., assess the effect of the absence of armed forces in Costa Rica, compose an appreciation speech, construct sentences using the present perfect tense, distinguish between active and passive voice, choose suitable alternative constructions to the true passive
Contrast the life experiences of three renowned Panamanians, compare the art of the Cunas with that of other indigenous Americans, debate the role of the U.S. in Panama before, during and after the creation of the Panama Canal, compose a poem in free verse, distinguish uses of the present subjunctive from those of the present indicative, select appropriate command forms for various social situations
Evaluate the experiences of three well-known Colombians, analyze elements of Colombian music and assess their effect on popular music in the U.S., compare the natural resources of Colombia with those of other Latin American countries and judge their effect on the Colombian economy, examine the Simon Bolivar's role in the formation of the Colombian state, compose paragraphs that stimulate physical, psychological, sociological and symbolic imagery in the reader, formulate sentences expressing wishes, recomendations, suggestions, doubt, uncertainty, disbelief, denial, emotion, opinion and judgment using the present subjunctive
Inspect the lives of three famous Venezuelans, assess the natural resources of Venezuela, compare the prosperity of Venezuela with that of other petroleum-producing countries, compose a short myth, distinguish among the relative pronouns, select the appropriate relative pronoun for any given situation
Compare the life-experiences of three renowned Peruvians, contrast the means of communication in the ancient Incan empire with those of other peoples of that era, set up a program of physical exercise, prepare a dish commonly eaten by the Incas, compose a poem that stimulates some or all of the five senses,
distinguish between the indicative and the subjunctive to formulate sentences with adjectival clauses that describe something unknown, uncertain, or non-existent
Contrast the lives of three famous Ecuadorians, debate the effects of indigenous shamanistic religion and traditional Catholicism on Ecuadorian society, compare the perceived effectiveness of shamanistic medicine with that of modern occidental medicine, compose a humoristic narrative, compose sentences containing conjunctions that always require the subjunctive, distinguish between conjunctions that always require the subjunctive and those that require the subjunctive only when there is a sense of anticipation, select the indicative or the subjunctive after the expressions aunque, como, donde and segun
Evaluate the experience of three Bolivians of renown, compare native costumes of Andean peoples with those of surrounding peoples, propose appropriate outfits for various seasons, weather conditions and occasions, analyze elements of Bolivian music and assess their effect on popular music in the U.S., compose a short narrative that describes the environment in detail, formulate sentences indicating future time with the future tense, construct future-time sentences with verb forms other than those of the future tense, compose sentences using the conditional to backshift the future, to express the result of a hypothetical statement, and to soften requests and suggestions
Examine the lives of three celebrated Argentines, analyze the game of soccer, debate the political and social challgenges facing Argentina in the 20th and 21st centuries, compose a short story in which reality evolves into a dream world, construct sentences that express emotion, doubt or the desire to influence in past time, create hypothetical or contrary-to-fact sentences using the imperfect subjunctive and compare them to if-clauses in other tenses,
Compare the life experiences of three renowned Uruguayans, analyze elements for Uruguyan music and assess their effect on popular music in the U.S., set up a calendar of international and Hispanic holidays and compare the ways in which they are celebrated, question how Uruguay could be compared to Switzerland, debate the question of slavery and its effect on the early economy of Uruguay, compose an essay on a holiday experience, formulate sentences in past time distinguishing between the indicative and subjunctive after conjunctions introducing adverbial clauses, construct sentences using the imperfect subjunctive to soften a request or a suggestion
Evaluate the experience of three Paraguayans, categorize various facets of Guarani culture as indigenous or European, debate the effect of the arrival of the Europeans on indigenous cultures, assess the success of the modernization of the Guarani Nation, examine the linguistic nature of the bilinguality of Paraguayan literature, compose a short story highlighting the characters' emotions, construct sentences by selecting the appropriate perfect tense
Contrast the lives of three Chileans, debate Chile's current economic potential, collect vocabulary necessary to examine Latin America's role in international commerce, appraise the role of the U.S. in politics and economy of Chile's, compose poems featuring alliteration and onomatopoeia, construct complex sentences by selecting the appropriate tenses and modes
Total lecture hours* / 90
COURSE CONTENT AND SCOPE -- Laboratory:
If applicable, outline the topics included in the laboratory portion of the course (Outline reflects course description, all topics covered in class). / Hours per topic / COURSE OBJECTIVES - Laboratory (If applicable):
Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)[2]
Total lab hours*

*Total lecture and laboratory hours (which includes the final examination) must equal totals on page 1.

Bloom’s Taxonomy

simple skills <------> complex skills
Critical Thinking
Knowledge
define
repeat
record
list
recall
name
relate
underline
/ Comprehension
translate
restate
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
/ Application
interpret
apply
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
/ Analysis
distinguish
analyze
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize / Synthesis
compose
plan
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare / Evaluation
judge
appraise
evaluate
rate
compare
value
revise
score
select
choose
assess
estimate
measure

REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

Lengua,Bretz,Dvorak,Kirschner,Bransdorfer,Kihyet. Central Washington University/Mac Graw Hill, 2003; Fourth edition/La Pluma Magica/Ilan Stavans/Flora Schiminovich/ Heile & Heinle Publishers, Boston, Massachussets, 1994 First edition

SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:

Students will be asked to find information in the internet about writers that are going to be discussed in class. Students also have to stay updated through newspapers, magazines, and articles about the polical, economic, and social problems of specific countries in Hispanic America. The information that they will find will be shared and discussed in class.

WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

Students will read summaries of short stories. They will also prepare interviews in groups of two to be presented to the class. These interviews allow students to practice such tenses as present perfect indicative and past perfect indicative. In order to review the simple past tense, they will write a short version of their own fairytale and will exchange it and share it with others. In addition they will write paragraphs to apply the different grammatical points learned and discussed in class. Some of these assignments will be done in groups of four and each individual will write part of the story and will later present and read it to the class.

REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

Students will research and write a summary of the biographies of the writers to be discussed in class. They will also write three essays with two or three revisions. For these essays students will have to do research from at least four different sources. They will also answers questions from the readings discussed in class. In addition students will do a complete analysis of the short story discussing topics, narrator, characters, plot, physical setting, psychological space, physical time and psychological time.

REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.

1.Students will compare aspects of Hispanic culture and Institutions to American ones.
2. They will examine different stories and films and compare how universal themes such as love, poverty, war, and survival are treated by different authors and directors.
Students will consider problems in Hispanic society, such as traffic, family values, and education. They will then create solutions which are presented to the class.

METHODS OF EVALUATION:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):