Green River Community College Winter 2009 Span 102 (4 Days a Week)

Green River Community College Winter 2009 Span 102 (4 days a week)

Profesora: Marisela Fleites-Lear, PhD.

Office: HS, office 49 Phone: extension 4409 email:

Office hours: Mondays- Thursdays from 12:00 to 12:50 pm plus appointments.

Website: http://www.instruction.greenriver.edu/spanish/index.htm

Calendario Tentativo

Español 102 Invierno 2009

Profesora Marisela Fleites-Lear.

·  Links (“enlaces) are to be used for supplemental study and investigation. Some are in Spanish to be used as authentic material (look them over and get experience reading real links written for native speakers). Rather than feeling intimidated by not being able to understand everything, pick out what you do understand and read for overall comprehension. Other links include grammar tutorials and/or practice. “Tema” refers to the theme and pages of the textbook we will study in class.

·  TX = Text book WB = Workbook

·  Remember that you will work with two different sets of CDs- The ones that accompany the textbook (there are 3, it will be noted here as CD/TX), and the set that accompanies the workbook/lab manual.

·  Please be aware that the homework (“Tareas”) is to be done for the day after the date in which it appears in this calendar unless otherwise specified.

Día / Tema / Tareas (need to be
done for the next day)
Enero
Lunes 05 / ·  Introducción al curso y repaso. / ♫ Read the syllabus and calendar.
♫ Textbook website
(http://dimelotu.heinle.com) for
reviews of 102 chapters: Please
click on chapter 5, click on the
link for “tutorial quiz” and do the
quiz for chapter 5. Bring your
written answers to class tomorrow. We will review them in
class.
Martes 06 / Review of answers to tutorial.
Review exercises. / ♫ Read TX p. 219: write a list of the data provided about Guatemala.
♫ Look for information on Rigoberta Menchu on the web. Write down the main ideas you found to share with class tomorrow (in Spanish!)
♫ TX 236-7(6.1) Read explanations and write answers to exercises.
Miércoles
07
Capítulo VI:
Guatemala. / Guatemala
TX 219, 222, 230, 233
Video
Presentacion de datos sobre R. Menchú.
Review of HW / ♫ Listen to vocabulary list on track
13-15, CD/TX-2 while reading the
words on TX, p. 235, for Paso 1.
♫ TX- 237-8 (6.2 & 6.3)
Jueves 08 / TX- 213-217 / ♫ WB- p. 131-132 & 142-143
(Paso 1).
♫ WB: p. 133.
♫ start answering handouts.
Lunes 12 / - TX- p. 220-222. / ♫ WB- 134-136.
♫ WB- 143-145.
Día / Tema / ♫Tareas (to be done for the next day)
Martes 13 / TX- p. 222-223. / TX- 239 (6.4)
WB- p. 136-138 (6.4 only) & 146-148.
Miércoles 14 / Review of HW.
TX- p. 229-231
Groups prepare “obrita”. / ♫ WB, p. 141, para entregar el jueves.
♫ Terminar el handout del capítulo.
Jueves 15 / Repaso
Entregar párrafo.
“Obritas”. / ♫ Do the tutorial quiz for this chapter from (http://dimelotu.heinle.com)
Estudiar para la prueba
Lunes 19 / Día de Martin Luther King Jr.
Feriado
Martes 20 Capítulo VII
Colombia / - Repaso (cont.)
- Colombia:TX 250 (Video), 257-8
- Prueba #1 en testing center / ♫ TX: Pág. 268-270 (7.1 &
7.2)
♫ Read and listen to vocabulary
words (remember this is a daily, constant homework).
Miércoles 21 / - Review 7.1-7.2 HW / Read Tx 265-66 and answer the questions about the reading. To share with class in Spanish.
Jueves 22 / García Márquez and Magical Realism.
Video / ♫ WB- p. 149-151 & 161-3
♫ WB- p.152 & 163-165 (vocabulario).
♫ TX- p. 270-1 (7.3)
Lunes 26 / Finish video
Review HW
TX- 243-46 / ♫ WB- 257-8 (you will share your answers in class tomorrow).
Martes 27 / - TX- 252-254
- Review answers to HW. / ♫ TX- p. 271-273 (7.4-7.5)
♫ WB- p. 153-6 & 165-7.
Día / Tema / ♫Tareas (to be done for the next day)
Miércoles 28 / -  Review answers 7.4-7.5
-  TX- 261-262 / ♫ Answer and correct review package provided by instructor.
♫ íEscríbelo! (WB 159-60): turn in next class: DOBLE ESPACIO.
Jueves 29 / Skit #2: A date… Entregar ¡Escríbelo! / Finish review package.
♫ Hacer handouts de repaso
Febrero
Lunes 02 / TX- p. 263-264 / ♫ Read and answer the questions in TX: p. 251.
Review Package due tomorrow.
Martes 03 / . Review answers to p. 251
. Repaso / Estudiar para la prueba.
Miércoles 04 / Repaso.
Prueba #2 Testing center / Estudiar para la prueba
♫ Read TX 291-2 and write the answers to questions in p. 292 (to share with class in Spanish)
Jueves 05
Capítulo VIII:
CHILE / TX- p. 283-4
Video con p. 290 de TX
Students share info.
Video: Chile: From drama to hope. / ♫ Leer y escuchar el vocabulario de la lección.
♫ TX: p. 305-306 (8.1-8.2)
♫ WB- 171-174
Lunes 09 / TX- p. 276-8
Review HW 8.1-8.2 / ♫ WB- 185-187
♫ TX- p. 307-308 (8.3).
♫. Listen to the vocabulary of the lesson while reading p. 302.
Martes 10 / TX- 278-80. / ♫ ♫ WB- p. 175-177
Miércoles 11 / TX- 282
TX- 285-87
Grupo: preparar una visita a un restaurante / ♫ WB- 187-8
Jueves 12 / “Obrita” y ejercicios de vocabulario. / ♫ Work on your review package
♫ TX- p. 309-311 (8.4-8.5)
Lunes 16 / Día de los presidentes
Feriado / ♫ WB- 178-180
♫ WB- 181-4 (turn in Escríbelo tomorrow- double space)
Martes 17 / TX- 287-289.
Review HW: 8.4-8.5. / ♫ WB- 189-91.
♫ Terminar handout de repaso
Miércoles 18 / TX- 296-301 / ♫ Estudiar para la prueba
♫ Handout de repaso due tomorrow.
Jueves 19 / Repaso / ♫ Estudiar para la prueba
Lunes 23
Capítulo IX: Hispanos en los EE.UU. / Prueba #3
En clase: TX- p. 321-2, video con TX p. 328-9; p. 337-8 / ♫ TX- p. 340-341 (9.1-9.2).
♫ Choose the artist you will work on for your final essay. Bring this info to class on Wednesday.
♫ Listen to vocabulary words while reading the list.
Martes 24 / TX- p. 314-316 + plus review HW.
Empezar: “Obrita”: Prepare a “Weather report” / ♫ WB- 193-196 (you need to turn in your answer to p. 196 (double space) + p. 206-7.
Miércoles 25 / TX- 316-318 + student’s presentation of “weather reports” / ♫ TX- p. 342-344 (9.3)
Jueves 26 / Review answers to HW.
TX- 323-327 Review of reflexive / ♫ WB- p. 197-199.
♫ WB- 207-208.
♫ TX- p. 344-345 (9.4)
♫ Start writing your final essay. Due date: March 12.
Lunes02
Marzo / Documental sobre el movimiento chicano.
Martes 03 / TX- p. 333-335 + review answers to HW / ♫ WB- 199-203 (you will share with class your answers to 201-3)
Día / Tema / ♫Tareas (to be done for the next day)
Miércoles 04 / TX- 335-6 + review answers to HW: students will share with class. / ♫ WB- 209-212.
♫ Write down a “situation” a friend of yours is having: give her/him commands to resolve it. You will share this with the class.
Jueves 05 / Review of commands: students will share HW answers. / ♫ Do handout de repaso.
♫ Estudiar para la prueba.
♫ Finish your final essay: To turn in next Thursday.
Lunes 09 / Repaso / ♫ Preparar la presentación final oral.
Estudiar para la prueba.
Martes 10 / Repaso / Estudiar para la prueba y presentaciones orales.
Miércoles 11 / Prueba #4
En clase: Presentaciones orales / presentaciones orales
Jueves 12 / Presentaciones orales
Entregar composición / Estudiar para la prueba
Lunes 16 / Fiesta!!!!
Estudiantes traen comida de países hispanos para obtener crédito extra. Necesitan explicar la receta.
Martes 17
Study Day: / Study Day

·  Appendices:

1- Course Calendar.

2- Rubrics for written and oral communication.

3- Grade conversion chart (from 1000 to decimal grade).

4- Common questions and expressions to use in class.

5- Handout with basic Spanish sentence structure information.

Spanish

Rubric for writing papers.

Directions: Use the following to help you assess the strengths and weaknesses of your papers. Remember that weaknesses that show up on one paper often show up in further papers. Keeping a record of these weaknesses can better help you focus your revision for future papers. Even if you are writing in Spanish, the rules for good written communications apply the same as if you were writing in your own language. The success of your essay depends not only on the good use of the vocabulary and grammar in Spanish but also on the other elements described below.

“A” Range

/

“B” Range

/ “C” Range / “D” Range /

Not Passing

Thesis

Statement

/ The paper has an obvious, clearly stated, and effective thesis statement that fully addresses the assignment.
/ The thesis statement is obvious to the reader and addresses the assignment, but it could be worded more precisely or clearly. / The thesis statement may not be as obvious to the reader, and may not fully address the assignment. Its wording may be awkward or poorly constructed. / The thesis statement is hard to find. It also may not address the assignment. / Lack of thesis statement.

Development / Support

/ Thesis statement is thoroughly developed and supported by specific and plentiful examples, stories, or dialogue. The thesis is thoroughly proven by the support points. /

Thesis statement is developed and supported by specific examples, stories, dialogue, or other details, but more of these details would’ve helped to more thoroughly prove the thesis.

/ Thesis statement is supported and developed with general details, but the reader is left largely unconvinced of your thesis. More support would’ve helped here. / Thesis statement is ultimately not supported and developed with enough details, dialogue, and examples to prove that thesis. / No thesis causes there to be nothing to support or develop.

Organization

/ Paper is coherent: paragraphs clearly relate to one another and to the thesis statement. Introduction and conclusion effective. Transitions present.
Good suggestive title
/ Paper is largely coherent: No more than one paragraph not related to the thesis statement. Intro. and conclusion present, but not overly creative. Transitions present. Title relates to content. / Paper not coherent: Two body paragraphs not related to thesis statement. Intro. or conclusion very short. Transitions largely missing. Title is not suggestive and not specific to the theme. / Paper not coherent: More than 2 paragraphs don’t connect to thesis statement. Intro. or conclusion missing. Transitions largely missing. Title missing. / No thesis statement causes the paper to have no central idea to relate back to. No intro. or conclusion. Title missing

Paragraphs

/ Paragraphs are coherent, and include clear and effective topic sentences that connect the paragraph back to the thesis statement. Paragraphs are developed with distinct and detailed examples, stories, etc.
/ Paragraphs are coherent, but topic sentences may not be as clearly worded as they could be. Paragraphs are developed with examples, stories, etc., but these may not be as specific or detailed as level “A.” / Up to one paragraph lacks coherence. Up to one paragraph doesn’t have a clear topic sentence that controls the paragraph’s idea and connects it back to the thesis statement. / Up to two paragraphs lack coherence. Up to two paragraphs don’t have clear topic sentences that control the paragraph’s idea and connects it back to thesis statement. / Three or more paragraphs lack coherence. Three or more paragraphs don’t have clear topic sentences that control the paragraph’s idea and connects it back to the thesis statement.
_

Mechanics / Style

/ Paper has been proof read for missing words, and major grammar mistakes such as sentence fragments, run-ons, and comma splices. (No more than 4 errors overall.) / Paper has been proof read, but may still have sentence boundary problems (fragments, run-ons, splices), or missing words. (No more than7 of these errors.) / Paper has been proof read, but may still have sentence boundary problems (fragments, run-ons, splices), or missing words. (No more than 10 of these errors.) / Very little evidence of proof reading. There are blatant and frequent errors throughout the paper. (No more than15 of these errors.) / Very little evidence of proof reading. There are blatant and frequent errors throughout the paper. (No more than 20 of these errors.)

References, citations, bibliography, plagiarism [1]

/ Bibliography is well organized following the MLA guidelines. All in text references and quotes of other author’s works are properly stated following the MLA guidelines. No plagiarisms. / Bibliography is well organized following the MLA guidelines. Some references don’t follow the proper guidelines. No plagiarisms. / More than three different errors are present in the organization of the bibliography. More than three references don’t follow the proper guidelines. No plagiarisms. / Bibliography is not well organized following the MLA guidelines. References don’t follow guidelines. No plagiarisms. / No references or proper bibliography present. No plagiarisms.

Oral Communication Rubric:

Exceeds Standard / Work on Standard / Below Standard / Comments

Overall

/ The specific topic and approach were very well suited to the assignment. / The topic and/or approach meet the assignment. / The specific topic and/or approach were significantly underdeveloped.
.
Introduction / General topic was clearly introduced in a manner that promoted audience attention. / General topic was clear. / The general topic was not given.
Speaker explained why the material was relevant and important for the audience to learn. / Some attempt to explain the importance of the material. / Minimal or no effort to explain why the information was important.
A strong thesis (in a complete declarative sentence) sets tone & direction for the information that will be covered. / A general thesis was given telling what information will be covered. / No real thesis is stated.
Body / Main points are balanced, and fully developed with supporting examples. / Each main point is clearly explained. / Information was presented minimally. More examples and clearer explanations would improve the content.
The logical progression of ideas supported the thesis and purpose. / Organization of points was generally strong. Some minor changes would have improved the progression of ideas. / Points seemed to overlap.
Points sometimes jumped from one point to another without an apparent purpose or reason.
Information needed clearer purpose and focus.
All information is accurate, including small nuances. / Information is primarily correct with some minor inaccuracies. / More reading/research and care is needed to ensure the accuracy of information.
Information covered fully in depth. / Basic information is covered. / Information needs more depth or the emphasis placed on key information could be stronger.
Conclusion / Review clearly summarizes main points in an informed and beneficial manner. / Main points are briefly reviewed for the audience. / No real review of main points.
The major theme or message is brought together effectively and related back to the audience. / Brief development of theme and its relevance or importance to the audience. / New information is added.
Minimal development of central theme.
Limited or no attempt to relate the material back to the audience.
Exit clearly bring the speaker to closure and ends the presentation effectively. / Closing line was okay. / Ending is abrupt, rambles on, or fails to give a sense of closure.
Delivery/ Form / Solid conversational delivery, only subtly using notes for specific details (notes only in English). Ideas flow smoothly and effectively. / Somewhat conversational delivery.
Regular use of notes (in English) / Needs to practice presentation so that it does not have to be read or so that it can flow smoothly and effectively. Words in Spanish in the notes.
Speaker established a connection with each member of the audience through direct eye contact. / Eye contact is attempted and generally connects with each part of the audience.. / Needs to work on eye contact.
Volume carries to each member of the audience.
Articulation and pauses enhance message. / Volume could be a little louder.
Articulation generally strong.
Articulation is good.
Slow down a little.
Pick up the pace a little.
A few “ums” or “ahs”. / Need to really work on volume.
Work on articulation.
Slow down.
Work on breathing.
Need to practice eliminating “ums” or “ahs.”

Common questions and expressions to use in class: