berkshire community college.… · web viewspaine, long, carreira, madriagal, velasco, swanson:....

Berkshire Community CollegeDepartment of Languages and Communications

Prof. Lois Cooper Spanish 102 Melville 222 TTh 8:50-10:40aVoice: (office) 413.236.4615 Spring 2014E-mail: [email protected]

Office Hours: Monday. Tuesday, Wednesday, Thursday: 12:30p – 1:30p, and by appointment

Find me either in my office or in the Language Lab!

Introductory Spanish II ~ Spanish 102 ~ Spring 2014

Successful completion of specific assignments in this course satisfies the“Community and Global Awareness” or “Technological Literacy” Core Competency Requirements

(See Syllabus Annex for more information on the Core Competency Requirements for BCC and how you may apply work you complete in this course toward satisfying them.)

**Text: We have ordered the following text for the bookstore on campus: Cuadros 1st Edition iLrn: Heinle Learning Center, Volume 2: Spaine, Long, Carreira, Madriagal, Velasco,

Swanson:. (This edition comes bundled with an electronic “passkey” for the online version of the Student Activities Manual.)

We have used this same textbook for SPA 101 and we will continue using it in this course and in SPA 201. We are sensitive to the cost of this book, but over three semesters of work, this option will save you money on textbooks!

If you prefer, you may purchase a less expensive version of CUADROS online. Click on the following link to purchase Cuadros bundled with the electronic “passkey” that provides the online resources (including the Student Activities Manual that you will need to complete your assignments): http://www.cengagebrain.com/shop/isbn/9781428249554

Note for students new to CUADROS : To log into the CUADROS site for the first time, go to: http://hlc.quia.com/books/ and click on “Create Account” on the right hand side of the page. Fill in the form on the page that comes up and follow the prompts to get started. (If you like, click on “Getting Started Tutorial” on the http://hlc.quia.com/books/ page.)

Once you have completed your account, you will click the “Submit” button. In order to join our course, you will need to type in the course code: DNA386. This code is the same code for everyone in the course.

If you are signing on to Cuadros for the first time, you will need an electronic key – a code that belongs only to you. You will find this number inside a cardboard envelope inside your own textbook. If you need help opening your Cuadros account, see your instructor.

Materials to acquire to enhance your success in this course:

•Sticky flags to mark pages in textbook•Binder with dividers and pockets•Red pen for correcting your homework exercises•Hole-puncher•E-mail address

•Flash drive to transport written work and PowerPoint presentations you create on your own computer, OR:•Access to an online “cloud” storage site that provides access to your files wherever you are. (See Profe for suggested

Optional, but highly, highly recommended:

•Webcam with microphone for your home computer or laptop. (If your own computer does not have a webcam, you may purchase one at amazon.com for less than $20, or you may use the webcam available in FRED, the Language Lab.)We will be creating online videos and conducting oral evaluations online hat will make having this aparatus extremely useful.(Note: As of September 2, 2010, www.amazon.com lists webcam/microphone units for as little as $7.89.)

1

http://www.amazon.com/

http://hlc.quia.com/books/


http://www.cengagebrain.com/shop/isbn/9781428249554

mailto:[email protected]

storage sites.)

Contacting Professor Cooper•The best way to contact me is by email: [email protected]. I am conscientious about checking for messages and will get back to you as soon as possible. •You may contact me in the office 413.236.4615. •Stop by Melville Hall 223, my office, during office hours: Mondays and Wednesdays: 12:30p-1:30p. (Note that if I am not in my office during office hours, you may find me working with students in FRED, the Language Lab, Melville 112.)•You may also see me after my classes, MWF at 9:50a and 12:10p and TTh at 3:20p, in my classroom, Melville 110. •It is best NOT to try to catch me before classes, as I am always working to finish preparing for classes at those times.

Please note my schedule for this semester, which is posted on my office door.

What your BCC Catalog says about Introductory Spanish II (SPA 102):4 Credits - HU/huA continuation of SPA 101. More complex grammatical structures, vocabulary, and readings are presented. Students conduct interviews and debates in Spanish, and research topics on Hispanic culture. Focused drill and practice include audio, video, computer, and Internet applications. This class, conducted in Spanish, meets four hours a week. One additional hour of laboratory is required. Prerequisite: C- or better in SPA 101, Spanish placement test or permission of instructor.

SPA 102 is a four-credit course. This means that the class meets for more hours a week than a three-credit course:

Students meet 3.5 hours a week in the classroom and MUST meet for one hour a week in the Language Lab. Every hour above and beyond the one required hour in FRED will help you learn, but can improve your final grade; if your final grade is a 79% or C+, for example, your strong FRED attendance can push your final grade up to a B- (80%). Here are some of the activities you will engage in while working in “FRED,” our Language Lab:

Work on specific, collaborative “FRED” assignments and projects; Do research on topics related to Spanish-speaking countries; Produce Voicethread videos of your oral work in Spanish (new students will receive help on how to work

with Voicethread); Add to your own Segunda vida blog in the voice of your Hispanic alter ego. (If you are new to Spanish at

BCC and need ideas on what to include on your blog, see Profe and check out the following link that contains students blogs on the Spanish Program blog: http://blogs.berkshirecc.edu/languages/clases-de-espanol-en-bcc/spa101-f11/spa-101-blogs-de-nuestros-estudiantes/

Discover Spanish language practice sites on the Internet and then post them on your blog; (See the list of Internet resources that can help you drill and practice Spanish grammar, along with links for radio and Spanish language newspapers on the second-to-last page of this document and on the sidebar of the Spanish Program Wikiblog, at: http://blogs.berkshirecc.edu/languages .)

Complete Spanish homework and audio or video work related to Cuadros individually or with classmates.

Since the workload in the course is 25% heavier than three-credit courses you take at BCC, you should expect to spend between two and four hours preparing for each class, depending on your previous language-learning experience and aptitude.

Success in this course is simple: Complete all the assigned homework, work in FRED an hour a week, participate actively in class, and you will do well. Give yourself the gift of following through! You’ll learn a ton of Spanish that you can truly USE in your personal and professional life, you’ll have lots of fun and you’ll be immensely proud of what you accomplish!

2 Access your Cuadros Vol. 2 online assignment calendar: http://hlc.quia.com/books .Spanish Program Blog: http://blogs.berkshirecc.edu/languages

http://blogs.berkshirecc.edu/languages

http://hlc.quia.com/books


http://blogs.berkshirecc.edu/languages/clases-de-espanol-en-bcc/spa101-f11/spa-101-blogs-de-nuestros-estudiantes/

http://blogs.berkshirecc.edu/languages/clases-de-espanol-en-bcc/spa101-f11/spa-101-blogs-de-nuestros-estudiantes/


Introduction:This second semester of Introductory Spanish will help you build on your recent accomplishments in the language. You have learned an immense amount in your first semester of Spanish: You have learned to speak about the present and future, about your daily activities at home and at school. You have learned to ask your classmates about their preferences and desires and you have begun to learn about Hispanic culture. Your listening comprehension is strong: You are able to understand what your instructor says in a class that is conducted entirely in Spanish. You listen to audio materials in Spanish and are able to follow directions and complete a variety of activities in Spanish. And, you are learning to write! Congratulations!

This semester, you will review all you have learned in the fall as well as add to your competence in the language. What follows will remind you of the procedures and obligations of the class with which you are likely very well acquainted already.

You will recall that your classroom time will be devoted mostly to activities that allow you to practice your skills of understanding and interacting in Spanish. Your instructor will provide some introduction to the grammar and vocabulary and you will have time in class to explain the concepts to one another and work on using them in context. From the beginning, you will be learning the vocabulary and grammar by using it, together. If you need extra help understanding the grammar, you may spend time during the lab sessions working individually with a classmate; you may make an appointment to see your instructor or come during an office hour, or you may work with a tutor to get yourself up to speed. (Let your instructor know if you would like to have a tutor, and she will help arrange this for you.) Note, too, that you can find a variety of PowerPoint learning games on the Spanish Language blog (at: http://blogs.berkshirecc.edu/languages ). The blog home page also provides access to a terrific Spanish-English/English-Spanish dictionary, http://wordreference.com, as well as a list of audio materials on the Internet. Use them! They are also lots of fun!

You already know, too, that this class is not about translating word-for-word; you are truly learning to think in Spanish, from the start. And, you already know that you don’t have to translate a composition from English to Spanish, because you already learned the vocabulary and structures you needed to express yourself in Spanish very well by working through the elements in the chapter before you started to write. You know, too, that your own writing in Spanish will be far superior – with many fewer mistakes – than if you use an online electronic translator, which, by the way, you already know is STRICTLY FORBIDDEN in this class. (Your instructor can always tell if you have used an online translator, and she will ask you to re-do any work you have done with the help of an online translator! At her discretion, you may receive a zero for any work you have done with the use of an online translator or word processing translation utility.)

Segunda vida: If you completed the first part of this introductory sequence, you have already invented an Hispanic alter-ego with a Spanish name, country. You have already created a blog page onto which you have posted written work on your family and some preliminary research on your country.

This semester, you will deepen the complexity of your alter ego and will may have the chance to go further with this project. You may discover popular or folk music from the Spanish-speaking world (some produced by artists from your adopted country) and you may create a playlist of this music to display on your blog page. You will post photographs of your country and you may also create videos of yourself speaking about your daily routine and of your performance of a song of your choice. You will continue your research on your adopted country and you will continue to post your work to your blog page. You are on your way to creating a valuable record not just of what you learn, but of your progress in Spanish. This is WONDERFUL!

Much of the work you complete for your Segunda vida project will be assigned as FRED/lab assignments.

If you are new to Spanish at BCC…I will provide a list of short assignments that will enable you to get started with your Segunda vida blog. See me to set up an appointment to talk about getting started!




http://wordreference.com/


Your Responsibilities in This Class ~ Specific Tasks:• Read the syllabus and fill out the syllabus agreement form at the end of this document.• Come to class fully prepared to participate energetically.• Attend every class. (Students who attend class typically do very well on the participation component of the course and most often end up with stronger performance in Spanish and better grades than students who are not in class. It is simple: if you are not in class, you cannot make up opportunities to contribute and learn and your participation grade will suffer.)• Check the http://hlc.quia.com/books/ web site EVERY DAY to make sure you know what you are expected to do for homework. (It is your responsibility to read ahead on the homework page on the iLrn site, know when assignments are due, and take account of your homework assignment due dates when you plan for how you need to allocate your time.)• Have homework completed BEFORE you come to class. • Turn in all written assignments on time, as I may not accept work that is handed in after the due dates.• Ask for help if you need it. • Do not allow yourself to fall behind, but if you do, let your instructor know, and ask for help! • Arrange for a Spanish tutor or ask Profe how to get one, if you need more help.•Attend monthly Spanish Table in the cafeteria.• Use the answer key for posted on our passworded class page and check the work you do on iLrn. The password for that page is: Bienvenidos. (Not all activities have answers in the key, as some activities have open-ended answers.)• Take notes in class. • Take tests on the date they are given, as make-ups are not granted under normal conditions.

•Attendance: Students must attend every class meeting; tardiness of more than ten minutes will constitute an absence.

Should you need to miss a session due to family emergency or illness, you must contact me with 24 hours of your absence, either by voice- or e-mail. (See my phone number and e-mail address, above.)

If you have missed two classes, you will receive a warning from me. If you miss three, I have the right to withdraw you from class. I may make exceptions for serious reasons, but you must let me be the judge.

•How to Study Spanish Using Cuadros ~ What to do first, second, third, etc.: Here is the typical sequence you should follow to study using the Cuadros materials.

1. Study a section in your textbook, and before going on to the next topic, go immediately to the http://hlc.quia.com/books/ site to do the homework exercises listed on your Calendar tab on the site. You will find that may of these exercises are all self-correcting. I will keep a record of all the work you submit, and will give you a grade at the end of the semester based on how many of these exercises you did complete. I will NOT penalize you for work that is not perfect; what I care about is that you do complete the work. If you do make mistakes, it is a good idea, though, to re-do the exercise until you understand your mistakes, or until you have completed them with no mistakes. I have set up iLrn to allow you to repeat activities as many times as you would like.

2. Click on the Enrichment tab on your Calendar page to gain access to the Cuadros Companion Web Site, where will find audio flashcards, Practice Tests, web search activities, extra practice, and music, video and more web links. All these will help you learn! I grant bonus points for each Practice test you email me from the site. Bonus points can make the difference between a B+ and an A-, for example, so take the opportunity to accumulate bonus points whenever you can!

3. Once we have completed the vocabulary and grammar for a chapter, go to the Diagnostics tab on your Calendar page and take the Diagnostic Pre-Test to help you discover the parts of the chapter you need to review. Once you have completed the Pre-Test, the site generates a Study Plan for you. After completing the activities for review suggested by this plan, you should take the Post-Test. You will see another Study Plan, based on the concepts you still need to review. After having completed these diagnostic pre- and post-tests, you’ll be ready to take the chapter test!

4. You probably want to learn to SPEAK Spanish! For this reason, students produce recorded video or audio segments in response to a specific assignment for each chapter using an online program called


Lois B. Cooper, 01/20/14,





“Voicethread.”1 Voicethread assignments will be posted on your iLRn Calendar and then on the Spanish Language Blog. As soon as these assignments are posted, you should begin working on the script for your Voicethread recording. You will be asked to submit your script in advance of the due date for your Voicethread posting so you can receive my corrections. You will be asked to submit your corrected drafts before you record your Voicethreads. (New students can see samples of student voicethreads from last semester on the Spanish blog. Ask Profe to show you where, if you need help navigating that site.)

•Participation: Come to class fully prepared to participate energetically. This is something you can do to maximize your ability to participate well and energetically in class: When you study the grammar material, read through the exercises in the textbook to be certain you understand the directions and that you can answer them. Then, when working in groups or being called on, you will already have in mind something you can contribute! GREAT! Remember, too: If you make ten mistakes during each class, you will have earned an A for your participation grade. Why? Because you will be opening your mouth to speak! Mistakes are essential for learning effectively. (See below for notes on how your class participation will be graded.)

Grading Your Class Participation:Your participation will be assessed using the criteria below2:

SuperiorAttends class and arrives on time. Does all the homework and preparation assigned for class. Listens attentively when others speak. Speaks only in Spanish. Asks questions in Spanish. Participates in all activities with patience and a willingness to learn. Demonstrates ongoing very active involvement. Helps others do all the above, too.

AverageAttends class and arrives on time. Doesn't always pay attention when others speak. Speaks mostly Spanish but uses English on occasion. Participates in all activities, sometimes reluctantly. Overall shows a willingness to learn. Does not make participating in class difficult for other students.

UnsatisfactoryArrives late for class. Uses more English in class than Spanish. Doesn't listen when others speak. Does not participate effectively in class activities. Distracts other students or is disruptive in class.3 (Disruptive students will be referred to the Assistant Dean of Humanities and/or the Dean of Students. Students whose behavior poses a continuing obstacle to learning after conferences with the Dean(s) will be withdrawn from the class.

•FRED / Language Lab: •One hour studying and using the audio materials in the language lab (FRED) is REQUIRED! Remember: This is a four-credit class, and this extra hour is required.

There may be specific FRED assignments for each chapter. If not, your ongoing Segunda vida project will occupy a good part of this laboratory time. You will be learning and/or advancing your mastery of various technologies that will enable you to post audio, video and written work to your Segunda vida/ blog page. FRED Monitors are available to help you with any problems you have with these technologies and to help you videotape any materials you would like to post, such as songs, skits with classmates, interviews. Take advantage of them! They are extremely knowledgeable and very helpful!

Remember to sign in to FRED when you arrive! Note the hours you work there and the projects you work on.

•Quizzes:

1 Depending on the progress of the class, we may not require a Voicethread assignment for each chapter.

2 Adapted from the University of Virginia’s Spanish Department web site: http://www.virginia.edu/span-ital-port/spa_und_spa101_stud.htm)

3




http://www.virginia.edu/span-ital-port/spa_und_spa101_stud.htm

Your instructor may decide to give unannounced quizzes to make sure you are prepared, and to gauge how you’re doing. This is an additional incentive for your keeping up with the pace established by the homework assignment page at: http://hlc.quia.com/books/ The basic rule of thumb is the following: If you do the online homework, the quizzes will be a snap! Got it? :-)

•Tests: There will be a chapter test after each chapter. Each test will have listening comprehension, vocabulary, spelling, and reading and writing components. You will be allowed to drop one chapter exam, either the one with the lowest grade or one that you miss. I post tests on the iLrn site and provide between two and three days for you to take it. For this reason, THERE ARE NO MAKE-UPS FOR THESE EXAMS.4

Global Awareness and Technological Literacy Core Competencies:Note that you may be able to earn your core comptencies in the ears of Global Awareness and Technological Literacy for the work you complete on your Segunda vida project. At the end of the semester, I will evaluate your blog and I will submit a Core Competencies sheet to the Registrar’s Office.

IMPORTANT Notes on Core Competencies: •You must earn at least a C in the course in order to earn any core competency for work you complete in SPA 102.•It is up to YOU to be aware of which competencies you have already completed and which ones you still need to complete and to request that I fill out and submit a sheet to the Registrar’s Office. I will not automatically fill out these Core Competency forms for you.

If you are planning to graduate at the end of this semester and need competencies other than the two listed above, see me AS SOON AS POSSIBLE. I may be able to devise a project for you to complete this semester that will enable you to earn other competencies you will need in order to graduate (such as Critical Thinking, for example). For more on Core Competencies, see the syllabus annex document.)

4When students are absent due to family emergencies, illness or excursions related to work in other classes, your instructor may -- but not automatically -- grant a make-up examination. Advise your instructor immediately should you have such an absence. See above, in the section on attendance, for more on “excused absences.”





Grading: Basis for Evaluating Student Performance:Calculated point averages, however, are only guides to aide the instructor in evaluating a student’s final grade, and do not dictate an absolute result; a student’s perceived effort may supercede numerical calculation.

Your grade in this class will be based on the following criteria:

• Speaking: BAT (“Be Able To”) speaking objectives, Billetes de salida5, Voicethreads 20%

• Writing: Voicethread Scripts, Written Compositions, Segunda vida written work 20%

• Participation and FRED Attendance: See criteria for assessment of your participation, above. 20%

• Chapter tests 20%

• Blog: quality and quantity of required and optional elements you post 10%

• Final exam 10%

Total 100%

Grading Scale

Achievement Letter Grade Numerical Equivalent

Grade Point Value

Superior A 93-100 4.0A- 90-92

B+ 87-89 3.5B 83-86

Honors B- 80-82 3.0 C+ 77-79 2.5

C 73-76Average C- 70-72 2.0

D+ 67-69 1.5Inferior but passing D 63-66 1.0

D- 60-62Failure F 0-59 0.0

Summary of Teaching Procedures:•Present new concepts, vocabulary, grammar.•Model usage of above for students.•Have students imitate models of new grammar provided in the text in their speaking and writing.•Have students respond to questions posed by the instructor.•Have students question one another.•Have students "recycle" material from previous chapters continually as the semester progresses in class and in written work and in Voicethreads. •Encourage students to take responsibility for identifying aspects of the chapter material they need to review.•Have students use chapter material in groups.•Have students work outside of class on their Workbook and Lab materials.•Have students write very short compositions that teach and reinforce chapter materials.

5 Billetes de salida are “exit ticket” oral exercises. The instructor gives students questions based on the work of the current class session for which they must produce a personal answer. Students earn their “exit ticket” from the classroom by answering!




•Provide a rich variety of formal and informal assessments of written and spoken Spanish and aural comprehension: billetes de salida, Voicethreads, announced and pop quizzes, chapter tests.•Have students conduct research on a variety of cultural topics to support their fictional Hispanic identity.

Instructional Objectives:At the end of this semester you can reasonably expect to be able to understand and communicate in the following areas:

Chapter 6: Talking about means of transportation, where things are located, where you are and where you are going; giving directions, agreeing and disagreeing, talking about what you plan to buy, making polite requests and commands, referring to objects located close to you, farther away, and at a distance;

Chapter 7: Talking about sports and leisure- time activities, seasons and the weather, how you feel (using tener expressions, your recent leisure-time activities; suggesting activities and plans to others;

Chapter 8: Talking about clothing and fashion; shopping for various articles of clothing and discussing prices; describing recent purchases and shopping trips; talking about buying items and doing favors for others; making comparisons;

Chapter 9: Talking about food and cooking; shopping for food; ordering in a restaurant; talking about what you used to eat and cook; saying what you do for others;

Chapter 10: Talking about your childhood; your home, furniture and household appliances; household tasks; parts of the city; indicating numerical order; express possession; talking about the duration of past and present events; saying what people want others to do.

Further, your reading and writing will have improved greatly as your mastery of grammar increases. Some of the grammatical concepts you will learn more about and be able to use when you speak and write are:

prepositions of location demonstrative adjectives and pronouns formal and familiar commands past tenses (using the imperfect and the preterit tenses) affirmative and negative words direct and indirect object pronouns, the uses of se comparisons of equality and inequality, superlatives.

You will also have learned and be able to speak and write about many of the following cultural topics:

Chapter 6: Mexico and its indigenous populations; linguistic diversity in the Spanish-speaking world; specialty stores and supermarkets; where Mexican teens go to have fun.

Chapter 7: Fahrenheit vs. Celsius, Panamá and Costa Rica, weather on both sides of the equator.

Chapter 8: Cuanacos, vicuñas, alpacas and llamas, more on Tú vs. Usted, Carolina Herrera, Peru and Ecuador, Chinese immigration to Latin America.

Chapter 9: Bolivia and Paraguay, bilingualism in Paraguay, Guillermo Pernot, chef and host of a cooking program.

Chapter 10: Guatemala and Nicaragua, including ethic diversity in these counttries and ancient and modern sites; a unique recycling program in Guatemala




SPA 102 – Introductory Spanish II

Student Outcome / Competency Strategies for Attaining Learning Outcome

Testing and Evaluation:Assessment Criteria and Methods

•Talk and write about and describe family members;

•Discuss professions;

•Describe daily routines and talk about what one is currently doing;

•Talk and write about means of transportation;

•Say where things are located;

•Say where one is and where one is going;

•Give directions;

•Agree and disagree;

•Talk and write about what one plans to buy;

•Make polite requests and commands;

•Refer to objects located close to you, farther away, and at a distance;

•Talk and write about sports and leisure-time activities;

• Talk and write about seasons and the weather;

• Talk and write about how one feels (using tener expressions);

• Talk and write about one’s recent leisure-time activities;

•Suggest activities and plans to others;

•Talk about clothing and fashion;

•Shop for various articles of clothing and discuss prices and describe purchases;

•Do favors for others;

•Make comparisons.

•Provide students with “BAT” (Be Able To) tasks for each unit in each chapter;

•Organize the classes so that activities all support the goals of the “BAT” tasks;

•Encourage students identify aspects of the chapter material they need to review;

•Design small group projects and activities to help students learn vocabulary, grammar and to practice BAT “Be Able To” tasks and to complete more complex projects;

•Have students brainstorm individually or in groups before they answer questions.

•Give in-class “dictados,” dictation of short passages in Spanish.

•Teach students how to proof-read their own work and that of their classmates and submit at least two drafts of written work.

•Have students do frequent presentations to small groups or to the whole class.

•Encourage students to use online, video and audio materials in language lab.

•Have students learn from the automatic feedback provided by their online Student Activities Manual.

•Assign weekly project-based language lab activities that reinforce what students learn in the classroom.

•Have students conduct Internet searches on cultural topics, videotape dialogs they author, and download their written, audio and video work to their Segunda vida pages, online.

•Help students to make connections with their Spanish-speaking neighbors and to participate in multilingual and multicultural communities.

•Provide students with pre-test Chequeo (“Check-Up) sheets with list of “BAT” (Be Able To) tasks for test. Students write pre-test learning plan. Instructor compares students’ pre-test self-report with test results and holds conference with student if the Chequeo and test results conflict.

•Provide short and longer, written assignments to assess written proficiency.

•Provide students with the opportunity to peer edit work of classmates.

•Require students write at least two drafts of written work.

•Provide frequent quizzes (online and in class) and frequent feedback.

•Provide short chapter tests using both written and aural comprehension questions.

•Retest / recycle learned chapter material continually as the semester progresses.

•Provide frequent opportunities for students to speak Spanish, for the instructor informally to assess their oral proficiency.

•Give daily “exit ticket” oral tasks to perform as they leave the classroom to enable instructor to assess students’ daily achievements and deficiencies. Instructor speaks to student or emails him/her to see what is student’s plan for remediation.

•Administer more formal, complex oral evaluations that involve script-writing and performance in a group to assess accuracy, fluency and pronunciation.

•Require students post compositions and research on cultural topics, along with all videotaped oral presentations to blog pages they register to their invented Hispanic alter egos in the context of their Segunda vida (“Second Life”) projects.




Tentative Class Schedule ~ SPA 102 ~ Spring 2014Chapter Test dates are indicated in boldface.


Semana ... martes juevesI.21 y 23 enero

Introducción a la claseRepaso del capítulo 5

¿Quiénes son las personas más importantes de tu familia?

(Invención de tu familia íntima: dónde viven, cuáles son sus profesiones; cómo son; qué les

gusta hacer.)

Repaso del capítulo 5¿Quiénes son las personas más importantes de tu

familia?(Invención de tu familia extendida: dónde viven, cuáles son sus profesiones; cómo son; qué les gusta hacer.)Chapter Review 5 test (online), due Friday, January 24th, 5pm.

II.28 y 29 enero

Capítulo 6.1 (Chapter 6, day 1) Capítulo 6.2 (Chapter 6, day 2)

III.4 y 6 febrero

Capítulo 6.3 Capítulo 6.4

IV.11 y 13 febrero

Capítulo 6.5Chapter 6 test (online), due Wednesday, February 12, 5pm.

Capítulo 7.1Ch 6 Voicethread recording due: Friday, February 14, 5pm.

V.18 y 20 febrero


VI.25 y 27 febrero

Capítulo 7.4 Capítulo 7.5Chapter 7 test (online), due Sunday,March 2, 5pm

VII.4 y 6 marzo

Capítulo 8.1Ch 7 Voicethread recording due: Wednesday, March 5, 5pm.

Capítulo 8.2

VIII.11 y 13 marzo

~ Vacaciones de primavera ~

IX.17-21 marzo


X.25 y 27 marzo

Capítulo 8.5Chapter 8 test (online), due Wednesday, March 26, 5pm.

Capítulo 9.1Ch 8 Voicethread recording due: Friday, March 28, 5pm.

XI.1 y 3 abril


XII.8 y 10 abril

Capítulo 9.4 Capítulo 9.5Chapter 9 test (online), due Friday, April 18, 5pm.

XIII.15 y 17 abril

Priority Advising Day ~ No hay clase.Ch 9 Voicethread recording due: Wednesday, April 16, 5pm.

Capítulo 10.1

XIV.22 y 24 abril


XV.29 abril y 1 mayo

Capítulo 10.4 Capítulo 10.5Chapter 10 test (online), due Friday, May 2, 5pm.

XVI.6 y 8 mayo

Repaso para el examen final y trabajo de blog durante la clase.Ch 10 Voicethread recording due: Wednesday, May 7, 5pm.

Repaso para el examen final y trabajo de blog durante la clase.

Final Class Meetings/Examinations:

Review session for final exam: Tuesday, May 16th, 10:30am-12:30pm.

Online Final Exam is due Friday, May 16th, 5pm.



Berkshire Community CollegeDepartment of Languages and Communications

Introductory Spanish II ~ Spanish 102 ~ Spring 2014

SYLLABUS ANNEX

Academic Honesty and Plagiarism Online Study Aids BCC Core Competencies Service Learning Syllabus Agreement Form

******A Few Words about Academic Dishonesty:******

Cheating is not tolerated on either exams or homework. Anyone caught copying from others or allowing others to copy their work or engaging in any other type of cheating may receive an “F” on that assignment and be required to meet with the Dean of Students. A second instance of cheating may result in failure for the entire course. This also means that when you have writing assignments involving Internet research, you MAY NOT copy text word for word from any web site without citing the page. When you fail to cite a source and you use it as if the words from that source are your own, you are plagiarizing .

At four-year colleges and universities, students found guilty of plagiarism are subject to receiving a failing grade in the course. They may also be expelled from the institution. Learn the habit of avoiding any practice that can be construed as plagiarism! It could save you a lot of pain and anguish down the line...

Further, the use of any electronic translating web site, like babelfish.com or google.com, for the completion of your written work will result in an “F” on that assignment. This includes the use of the translation function of your word processor, as well. You should know that it is very, very easy to tell the difference between electronically translated work and work completed by a student! If you use www.babelfish.com or the Google translator, I’ll know! Don’t do it!

This is what BCC’s Student Policy Guide says on the subject: (You can find the entire guide at: http://www.berkshirecc.edu/StudentPolicyGuide )

Plagiarism & Academic DishonestyPlagiarism is a form of dishonesty in writing. When a student uses another writer's words and/or ideas and presents it as his/her own, he/she is plagiarizing. The faculty and staff at Berkshire Community College consider plagiarism a serious offense and encourage students to produce their best work, using their own ideas and language. When a student does use another writer's ideas and wording to support his/her own writing, he/she must give that writer credit.

If a situation arises in which an instructor suspects a student of plagiarizing and the problem cannot be resolved between the instructor and the student, then the instructor may refer the case to the Dean of Academic Affairs who would then follow Due Process Guidelines to resolve the problem. If the student feels unjustly charged with plagiarism, he/she could use the grievance process in this policy guide as a means of resolving the problem.




http://www.berkshirecc.edu/StudentPolicyGuide

http://www.babelfish.com/

** Online Spanish Study Aids **Spanish Grammar and Vocabulary Exercises:http://www.colby.edu/~bknelson/exercises/This site is THE most wonderful ever! You’ll find all kinds of self-correcting grammar exercises and vocabulary flash cards, along with links to click to provide you the proper pronunciation of words you’re working with. Further, this site has study modules on a variety of topics, from songs to festivals, to conversations with real people speaking Spanish. Get started here, and your level of Spanish will improve very, very fast!

http://eleaston.com/spanish-qz.html#tThe virtue of this site is that it provides a multitude of links authored by others on an immense number of grammatical topics. There are vocabulary quizzes and tests, as well. Further, this site includes web sites that accompany many different Spanish textbooks currently being used in the US.

http://www.trinity.edu/mstroud/grammar/This is a very solid site that is entirely devoted to Spanish grammar exercises. It’s great!

http://mld.ursinus.edu/~jarana/Ejercicios/ Another good site for Spanish grammar exercises. Some of the exercises are self-correcting; for others, you can get a real person respond and make corrections.

http://atschool.eduweb.co.uk/rgshiwyc/school/curric/HotPotatoes/ Exercises here are keyed to a British textbook, but there are good exercises on grammar and vocabulary.

Radio and Audio:http://www.bbc.co.uk/languages/spanish/news/ This is a stupendous (!) site that has a monthly intermediate level audio magazine, called El Mensual, and an archive of Spanish hit songs with their lyrics. It is a fantastic resource for those wanting to hear native speakers talking about interesting feature-magazine topics. There are transcripts for each story, as well as vocabulary and grammar quizzes. It’s ¡maravilloso!

http://www.notesinspanish.comNotesinspanish.com is one of the best audio resources you can find. It’s different from the BBC audio programming in that the audio “lessons” are in the form of a discussion between two people, the producers of notesinspanish.com. They talk about all kinds of interesting topics, and in the process, they introduce slang expressions of the type you don’t normally get in textbooks. For example, you’ll learn that: Cuando una persona habla demasiado, habla por los codos. Literally, this mean he talks through his elbows! Divertido, ¿No?. There is an intermediate and an advanced level of materials. Another terrific thing about the program is that you can download lessons in the form of podcasts right onto your ipod or mp3 player. Way, way FUN!

http://www.rtve.es/me/envivo.htmFrom here, you’ll get a selection of radio stations from Spain. They are all “live,” so you’ll get a real slice of life, direct from Spain.

Verb Conjugators:http://wordreference.comhttp://www.wordreference.com/conj/ESverbs.aspI’m a huge fan of wordreference.com, so I think this conjugator is really the only one you need! *SONRISA*

Dictionaries:http://wordreference.com/ This may be the only dictionary you'll ever need. It has Spanish-English/English-Spanish, as well as a Spanish-Spanish dictionary and dictionaries for French, Italian, German. You even have the choice of listening to an audio-clip of the proper pronunciation of the word you are looking up! Further, if the dictionary cannot find the work you are looking for, it gives you the opportunity to go into their Forum to ask questions of native speakers. My favorite!




http://www.wordreference.com/conj/ESverbs.asp

http://wordreference.com/

http://www.rtve.es/me/envivo.htm

http://www.notesinspanish.com/

http://www.bbc.co.uk/languages/spanish/news/

http://www.trinity.edu/mstroud/grammar/

http://eleaston.com/spanish-qz.html#t

http://www.colby.edu/~bknelson/exercises/

http://www.tomisimo.org/ This dictionary is smart enough to figure out whether or not you’re looking up the English translation of a Spanish word or the Spanish translation of an English word. Works well.

http://www.spanishdict.com/ This one has both audio clips of the proper pronunciation of words you are looking up and a "Word of the Day" feature. This site has a link to another page that will provide simple lessons for basic Spanish: http://www.spanishdict.com/learn/index.cfm Here, you will find links for Spanish proverbs, colors, the family, as well as for regular and irregular verbs and some limited grammar explanation.

http://www.diccionarios.com/ This site contains a very serious Spanish-English dictionary, as well as a Spanish-Spanish dictionary. You can search for synonyms and antonyms and you can ask it to conjugate verbs for you. The problem is that after you have made more than around four or five inquiries, it will ask you to subscribe, and you'll hae to pay. I like free ones like wordreference.com, better. This one has improved hugely over the past few years, increasing the number of words you can look up, and it has a verb conjugator, too!

http://www.v7w.com/es/ This is a specialized dictionary for finding the appropriate phrase when you are writing a composition.

http://education.yahoo.com/reference/dict_en_es/ This dictionary is based on the American Heritage Spanish-English dictionary, so you can trust its translations.

Tutorials:http://spanish.speak7.com/ On this site, you’ll find etailed explanations of various aspects of grammar; vocabulary lists. There is no testing, though.

http://www.forodeespanol.com/ If you have a question on your Spanish homework, volunteer teachers from all over the world are available to help you!

http://www.davidreilly.com/spanish/ This site provides a tutorial for the beginning student of Spanish.

http://spanish.speak7.com/ You will find detailed explanations of various aspects of grammar; vocabulary lists. An advantage of this site is that the explanations come in a printer-friendly format, so you can print and keep the tutorial sheets right in your binder! There is no testing, though.

http://www.spanishpronto.com/spanishpronto/ Look at this site for jokes.

Museums:http://museoprado.mcu.es/home.html This site, for the Prado Museum, provides images of the most famous works of art in their collection, along with historical background, in Spanish and English. A treasure!

http://lanic.utexas.edu/la/region/art/This page provides a huge list of links for art museums all over Latin America.




http://lanic.utexas.edu/la/region/art/

http://museoprado.mcu.es/home.html

http://www.spanishdict.com/learn/index.cfm

http://www.tomisimo.org/

Notes on BCC’s Core Competencies and What you can Earn in this Course:

You are entitled to earn up to two competencies for projects you complete in a single course. You may not earn more than one competency for any given assignment. Students typically ask to earn competency in Global and Community Awareness and/or for

Technological Literacy in this class for specific projects that are assigned as part of the class. Such assignments will be designated as Core Competency projects in your Homework Sheets (Hojas

de tarea) that you will receive from me on a regular basis. You need to request competency credit from me for the assignments you do to satisfy the

competency requirement. You will need to get a competency form from the Registrar’s Office for me to fill out for you.

If you are planning to graduate in December, look carefully at your college transcript to see which competencies you still need to complete in advance of graduation.

If you are missing competencies that you need for graduation, talk to me in the first two weeks of the semester, so we can see together if we can devise an assignment to enable you to earn the competency in time for your graduation in December. If you need to earn a competency in Oral Communication, for example, we may agree on an oral presentation you may have taped (with the help of BCC’s Media Department) for your Core Competency Portfolio.

Refer to the pages from the BCC College Catalog, on pages 9 and 10 of this document, that provides details on Core Competencies.

See pages from the catalog on Core Competencies, below, for more information.




Did you know that we learn the most effectively when we put what we are learning to practical use? Do you realize there is no more practical, immediate USE of language than teaching it?

If you are serious about learning to speak Spanish, consider signing up for a Service Learning project that is related to the studies you will be undertaking in this class! You will reinforce what you have learned,




contribute to the lives of children in our neighborhoods, gain confidence and learn some terrifically useful study, planning and professional skills. Students who have done a Service Learning project have a very interesting entry to include in their professional résumés, as well!

Service Learning actually HELPS YOU LEARN BETTER!Students in a recent math class at BCC who participated in a Service Learning project stayed on track, passed the course at significantly greater rates than those who opted not to...

BCC Service Learning at Crosby and Egremont Elementary Schools:We will be sending a group of students to co-teach an after-school Spanish course at Crosby and Egremont Elementary Schools, this semester. Participating students in our class will work together to prepare lesson plans, design learning materials and games, and reflect on what they have learned in the process.

Are you worried that you don’t know enough Spanish to teach? • First, you will be amazed at how much you will learn just in the first weeks of class. • Second, when you plan your lessons around what you have just learned, you learn much more meaningfully, completely and durably than if you studied alone without passing it to others. • Finally, you will receive lots of support from your instructor, who will help guide you as you plan your lessons; from your classmates, with whom you will collaborate; and from folks on site at Crosby and Egremont, who will oversee your teaching and provide practical advice when you need it.

There is a saying: “If all you know is the letter A, then teach that!” By sharing what you know and by serving as a mentor, you can contribute positively to a child’s life...!

Service Learning Stipend:Students who opt to participate in this Service Learning project will work a minimum of 15 hours a semester. Students are remunerated for up to two hours of preparation time in addition to the one-hour class session at the rate of $8.60 per hour.




Please tear off the two last pages (pp. 18 and 19).

Fill out the forms and hand them in to “Profe”

¡Gracias!

I’m I N T E R E S T E D in Service Learning!!

Name:

Cell Phone;

Home Phone:

Home Address:

Free Hours after NOON:




Syllabus Agreement Form

Name: ________________________________________________________________________________

Email Address: _______________________________________ Cell Phone: _______________________

Work Phone: _____________________________________ Home Phone __________________________

Home Address: _________________________________________________________________________

Please check off each item and write your signature, below.

I agree to turn off my cell phone upon entering the classroom.

I understand that this is a four-credit course and that I will need to plan study time that amounts to between one to four hours for each class session, depending on my previous language learning experience and my aptitude.

I understand that my attendance in this class is required. If I am unable to attend class due to a serious illness or emergency, I agree to email or call Professor Cooper (413.236.4615 or [email protected]) on the same day to let her know. I understand that if I have more than three unexcused absences, I may be withdrawn from the course by the instructor. If my instructor judges that I have had too many excused absences to be able to catch up and pass the class, she may withdraw me from the class.

I understand that success in the class is highly performance based. This means that my active participation is required. If I pass written tests, but do not speak up in class and use my language skills, I may not pass the class. Consistent attendance is an absolute requisite for passing the course.

I understand that courtesy and respect for my classmates and my instructor are necessary for my success and that of others. Disruptive, disrespectful behavior will not be tolerated. My instructor has the right to withdraw disruptive students when student conferences about unacceptable behavior have not remedied the situation.

I agree to let my instructor know when I am having difficulty in the class, and to make an appointment to get extra help from her or to work with a tutor.

I agree to bring my book and completed work to each class. I understand that my instructor does not accept late homework or grant makeup tests under normal circumstances. I may opt out of one test a semester, however, or have my lowest test grade dropped from my final average.

I agree to spend at least an hour a week in FRED (our language lab) to use the computers to do the activities in the online Student Activities Manual. I agree to speak to Professor Cooper should my work schedule present a hardship for working extra hours in FRED.

I have read the attached syllabus and have understood the other obligations of this course.

I agree to participate actively and have FUN in class!

Signature: ____________________________________________

1


berkshire community college.… · web viewspaine, long, carreira, madriagal, velasco, swanson:....

Documents