201 Syllabus_13_14, pdf

Transcription

Syracuse University Spanish 201 at Camden Hills Regional High School
2013/2014
Welcome to SPA 201. This course is designed for students who have successfully completed
Spanish 5 and who wish to experience the additional challenge of taking a college course for
college credit while still in high school.
Instructor: Lynne Taylor
Phone: (207) 236-7800, ext 235
e-mail: Lynne_Taylor@fivetowns.net
Website: http://www.fivetowns.net/chrhs/
Click on Foreign Language (menu at left)
Available for extra help: Red 2 and most days after school. By appointment during Red 3A/C
(Library Study Hall) and White 1 (Hall Duty).
Class time and room: Red 4, Room 235
About the course:
This intermediate-level Spanish course is offered at CHRHS through the Department of
Languages, Literatures and Linguistics at Syracuse University (Project Advance). It is a onesemester four college-credit course that will be spread over a full year at CHRHS. It is a
proficiency-based course that reviews understanding of the formal structures of language, refines
previously acquired linguistic skills and builds awareness of Spanish culture. Authentic oral and
literary texts are introduced. The course uses film, TV/radio and literary texts in developing oral,
listening, and reading skills. Classes are conducted in Spanish.
By the end of the course, students can be expected to communicate effectively in Spanish:
giving and getting information, surviving predictable and complicated situations, narrating and
describing in present, past and future time, supporting opinions and hypothesizing comfortably.
Syracuse University charges tuition for this course at a reduced off-campus rate of $440 for four
credit hours. We will begin the registration process together in class. Each student will print the
registration form, have parents sign it and return it to me. The University will invoice parents
directly. Students might also be responsible for purchasing books at approximately $200. (In
2013/2014 books will be loaned to students.)
Contact Information for Syracuse University Project Advance:
Email: help@ supa.syr.edu
Phone: 315-443-2404
Materials:
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Web: http://supa.syr.edu/
The materials listed below will be signed out to you by CHRHS. You may not write in them.
All assignments are to be completed on a separate sheet of paper or online. Please cover each
book and return them in excellent condition in June. If you wish to write in your books you can
purchase your own materials through the Syracuse University bookstore. Important note: Please
contact me for ISBN numbers to ensure that you are purchasing the appropriate edition and
configuration.
Textbooks:
FUENTES: Conversación y gramática, THIRD EDITION
Rusch, Domínguez, Caycedo Garner
Houghton Mifflin 2005
FUENTES: Lectura y redacción, THIRD EDITION
Tuten, Esterrich, Caycedo Garner
Workbook:
FUENTES Activities Manual THIRD EDITION
Rusch, Domínguez, Caycedo Garner
ACADEMIC INTEGRITY:
“Syracuse University sets high standards for academic integrity. Those standards are supported and
enforced by your instructor, SU faculty and Project Advance administrators. The presumptive
sanction for a first offense is course failure (SU grade of F), accompanied by the transcript notation
“Violation of the Academic Integrity Policy.” Students should review the Office of Academic
Integrity online resource “Twenty Questions and Answers About the Syracuse University Academic
Integrity Policy” and confer with your instructor(s) about course-specific citation methods,
permitted collaboration (if any), and rules for examinations. The Policy also governs the veracity of
signatures on attendance sheets and other verification of participation in class activities. Additional
guidance for students can be found in the Office of Academic Integrity resource: ‘What does
academic integrity mean?’” Your high school may also impose additional penalties for any violations
consistent with your high school's policies.
All work turned in for this class must be your own. While you may receive help from
acquaintances/dictionaries with words or short phrases, receiving extensive help from native/more
advanced speakers, copying texts from other sources and claiming them as your own, or using
electronic translators to convert your work into Spanish are considered cheating. Anyone engaging
in such activities will receive a 0 for the work in question and will be reported to the University for
disciplinary action. In addition, you will be subject to the provisions of the CHRHS Academic
Dishonesty Policy.
Related Links:
The Academic Integrity Policy: http://academicintegrity.syr.edu/academic-integrity-policy/
Twenty Questions and Answers about the Academic Integrity
Policy: http://academicintegrity.syr.edu/faculty-resources/
What does academic integrity mean?: http://academicintegrity.syr.edu/what-does-academic2
integrity-mean/
Turnitin
This class will be using Turnitin, a plagiarism prevention system. The Internet has made it very easy
for students to “cut and paste” material into papers that they are writing without proper citation.
Some papers that you write in this class will be submitted to Turnitin, a service that identifies
“matched text.” The resulting originality report will be interpreted based on your writing capability
and writing style. In this class, you will also be given the opportunity to submit your own papers to
Turnitin to check that all sources you have used are properly acknowledged and cited. Note that all
submitted papers will be included as source documents in the Turnitin.com reference database,
solely for the purpose of detecting plagiarism of such papers.
SYRACUSE UNIVERSITY GRADE SCALE
A = 94 and above
A- = 90-93
B+ = 87-89
B = 84-86
B- = 80-83
C+ = 77-79
C = 74-76
C- = 70-73
D = 60-69
F = 0-59
GRADING
Your grade will be calculated according to the following criteria:
25% = Class Participation
15% = Compositions (includes Cuaderno personal)
10% = Homework (includes Multi-media/Computer, Workbook assignments)
10% = Quizzes
10% = Oral Interview/Final Presentation
15% = Tests
15% = Final Exam
The grades on your CHRHS report card are more like progress reports. Only your final letter grade
will be reported to Syracuse University.
CLASS PARTICIPATION (25%)
Your attendance, punctuality, and active participation are required. You will receive a daily grade
(0-100 points) for participation and performance. A grade of 90-100 is reserved for a student who is
well prepared for class, is actively involved in ALL class activities and uses the target language
creatively and intelligently. A grade of 80-89 is earned by a student who is partially prepared for
class, but speaks English or does not participate fully and successfully; a grade of 60-79 is earned by
a student who is present but does not participate or a student who consistently uses English in class;
grades below 60 are earned by students who are unprepared or whose behavior impedes their own
learning or that of others (arriving late to class, being disrespectful to the teacher or to other
students, reading outside materials, chatting with others, doing homework in class, sleeping, and
other inappropriate behaviors); a grade of 0 is given for unexcused absences. Up to 5 absences will
be excused per semester in accordance with CHRHS policy.
COMPOSITIONS (INCLUDES CUADERNO PERSONAL) (15%)
You will be required to write one composition of 300 or more words for each of the seven chapters
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we will study this year. All compositions must be word processed and double spaced to allow room
for comments. You will work in small groups to revise the composition drafts and you will then
have an opportunity to incorporate your classmates’ suggestions into a final version. A copy of the
grading rubric for compositions is attached to this syllabus.
Also included in this category is your Cuaderno personal, a series of essays that you will write
throughout the year. Three Cuaderno personal essays will be in response to activities in each of
seven chapters of Lectura y redacción. Your essays will be graded on how deeply you think about the
tasks assigned and on how that thinking is reflected in your writing. Some consideration will be
given to grammar, but those issues are secondary in grading the Cuaderno personal.
HOMEWORK (10%)
Your syllabus includes a calendar that contains daily assignments. You are expected to prepare
exercises for class from the textbook, workbook and other sources as assigned. All assignments are
due at the beginning of class on the day indicated. Late work is not accepted for credit. Please arrive
at class on time with your assignment already printed or submitted electronically.
At the Fuentes website listed below you will find self-correcting activities to help you internalize
the structures you learn in class. These activities will not work on your iPad, but you can use them on
other devices that have flash capability.
http://college.hmco.com/languages/spanish/caycedo/fuentes/3e/students/index.html
These additional websites, which do work on your iPad, offer opportunities to broaden your
understanding of Hispanic culture.
http://college.cengage.com/languages/spanish/resources/students/links/index.html
http://college.cengage.com/languages/spanish/caycedo/fuentes/3e/students/web_links/index.html
Favorite online Spanish-English dictionaries
http://www.wordreference.com
http://spanishdict.com
(Note: dict, not dictionary)
http://www.thefreedictionary.com (Scroll way down to see Spanish)
QUIZZES (10%)
There will be announced and unannounced quizzes on class work and/or assignments.
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ORAL INTERVIEW/FINAL PRESENTATION (10%)
There will be two oral evaluations. The first is an oral interview with me during the week before
Semester 1 exams or during exam week itself. The second is a project you and a partner will present
during the final weeks of class.
TESTS (15%)
There will be a test on each chapter. Please note the test dates below and on your calendar of
assignments.
Wednesday, October 9
Wednesday, November 13
Wednesday, December 18
January 14-16
Wednesday, January 29
Friday, January 31
Tuesday, March 18
Thursday, April 17
FINAL EXAM (15%)
May 30???
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Chapter 1 Test
Chapter 2 Test
Chapter 3 Test
CHRHS Semester 1 Exam
Chapter 4 Test
Chapter 4 Test
Chapter 5 Test
Chapter 6 Test
à
Chapter 7 plus earlier material.
Your folder: I will collect all compositions, Cuaderno personal essays, quizzes, tests and other work
in a folder that you will receive at the end of the course. This folder is available to you at any time during
the year. Save this folder to show to the foreign language faculty at your college when requesting
transfer credit.
Visits by Syracuse University Staff: Once each semester a Syracuse University faculty member will
visit our classroom. This is an opportunity for him/her to see us in action and verify that we are
maintaining a university level classroom. The faculty member will review your folder as part of
these visits. Sometimes the faculty member will actually teach a portion of the class! The visits are
great fun and a wonderful opportunity for you to ask questions about studying languages at the
university level – en español, ¡por supuesto!
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2013/2014 Calendar of Assignments
Late work is not accepted for credit. Bring your completed assignment with you
following any absence.
FCG = Fuentes: Conversación y gramática (bright blue – front of combined text)
FLR = Fuentes: Lectura y redacción (yellow – back of combined text)
WB = Fuentes Activities Manual (workbook)
Definitions:
Read:
Study:
Write:
Prepare:
Read carefully (2 to 3 times) for understanding.
Study this material carefully. Learn it and be prepared for a quiz in class.
Write out these exercises on a separate sheet of paper or submit
electronically.
Familiarize yourself with the activity and its vocabulary, jot a few notes
and be ready to actively participate in class.
REQUIRED ASSIGNMENTS ARE WRITTEN IN CAPITAL LETTERS AND
UNDERLINED. Other assignments are recommended.
Preliminary Chapter and Chapter 1: Review of present tense; Hispanics and
their customs
Essential outcomes: Be able to:
Due
9/3
9/5
• introduce yourself and others; use “apellido”
READ AND STUDY FCG p.2
Write (or review) WB Actividades 1, 2, 3; pages 3 and 4
• recognize and talk about academic courses
READ AND STUDY FCG pages 3 and 4
Write (or review) WB Actividades 4 and 6; pages 4 and 5
WRITE WB Actividad 5, page 5 IN COMPLETE SENTENCES.
• tell time
READ AND STUDY MATERIAL IN THE MARGIN OF FCG page 4.
Write (or review) WB Actividad 8 with particular attention to expressing
time correctly.
• use gustar and similar verbs correctly
READ AND STUDY FCG pages 5-7
WRITE WB Actividades 9A, 9B, and 10 on pages 7 and 8.
• use descriptive adjectives correctly
STUDY GENDER OF NOUNS AND FORMATION OF ADJECTIVES on
pages 352-353 in Appendix C of FCG.
WRITE WB Actividad 11, page 8. Be careful with adjective endings.
• talk about the immediate future using ir a + infinitive.
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WRITE WB Actividad 12, page 9 IN COMPLETE SENTENCES.
• understand some differences between the educational system in the USA and
other countries
READ AND STUDY ¿Lo sabían?, FCG page 11
• understand aspects of the Hispanic sense of humor
READ AND STUDY ¿Lo sabían?, FCG page 11
• understand aspects of the language learning process
READ AND STUDY Learning Spanish is like learning to figure skate,
FCG, page 13.
Vocabulary on FCG pages 12 and 13: Begin personal vocabulary list (Quizlet? iPod?) or
flashcard deck. Include only the words that are new or difficult for you. Study regularly.
9/9
9/11
9/13
9/17
9/19
9/23
QUIZ on Capítulo Preliminar
COVERS ON TEXTBOOKS AND SIGNED LAB FORM
• narrate in the present tense using regular, reflexive, stem-changing and irregular
verbs
STUDY PRESENT TENSE VERBS (REGULAR, STEM-CHANGING,
IRREGULAR AND THE PRESENT PARTICIPLE) on pages 338-341 in
Appendix A of FCG.
READ AND STUDY FCG pages 17-18.
WRITE WB Actividad 1, page 13. (Write only the verb. At the end of
each mini-conversation there are two infinitives. Choose the one that fits.
The same infinitive fits in every blank for a given exercise)
Write (or review) WB Actividad 2, page 14.
WRITE WB Actividad 3, pages 14 and 15.
WRITE WB Actividad 5, page 16. (The required verbs for each paragraph
are listed in the margin alongside that paragraph. Verbs can be used more
than once.)
READ AND STUDY REFLEXIVE CONSTRUCTIONS, FCG pages 22
and 23.
WRITE WB Actividades 6A, 6B and 7, pages 17 and 18.
STUDY MATERIAL IN THE MARGIN OF FCG page 20 ON USING
“HACE IN TIME EXPRESSIONS
PREPARE ACTIVIDAD 6 IN FCG, page 20
READ AND STUDY PAGES 28 AND 29. PAY PARTICULAR ATTENTION
TO THE VOCABULARY ON PAGE 29.
READ AND STUDY PAGES 30 AND 31.
WRITE WB ACTIVIDAD 18
READ AND STUDY PAGES 32 AND 33 ON PRONOUNS. STUDY
APPENDICES D AND E, FCG PAGE 354-357.
WRITE WB ACTIVIDADES 19, 20 and 23, PAGES 28 through 32.
Vocabulary on FCG pages 36 AND 37: Add to personal vocabulary list (Quizlet? iPod?)
or flashcard deck. Include only the words that are new or difficult for you. Study
regularly.
Quiz. Chapter 1
• understand the complexity of the term “hispanic”
WRITE CUADERNO PERSONAL 1-1, FLR PAGE 7.
7
9/25
9/27
10/1
10/3
10/7
10/9
READ “PANORAMA CULTURAL” FLR PAGES 7-10.
WRITE CUADERNO PERSONAL 1-2, FLR PAGE 10.
READ “ARTÍCULOS BREVES” FLR PAGES 11-14.
WRITE CUADERNO PERSONAL 1-3 FLR PAGE 14.
PREPARE ACTIVIDADES 13 AND 14, FCG, PAGES 25 AND 26.
READ AND STUDY FLR PAGE 15
PREPARE FLR PAGES 15 AND 16, ACTIVIDAD 20 #1-9.
DRAFT COMPOSITION 1 (INDIRECT SPEECH), ACTIVIDAD 21, FLR
PAGE 16.
FINAL VERSION OF COMPOSITION 1.
Test, Chapter 1
Review your study guide, workbook exercises and vocabulary lists.
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From this point forward, all assignments are required.
Chapter 2: Review of preterit; adverbs of time; the pluperfect; Vocabulary for
discussing movies; Spain, past and present
Essential outcomes: Be able to narrate in past tense (preterit verb forms,
meanings conveyed by certain verbs, time expressions indicating when actions
took place, adverbs of time indicating sequence, the pluperfect to narrate past
actions that preceded other past actions); talk about movies; tell time and age
in the past; give an overview of Spain’s history
10/15
10/17
10/21
10/23
10/25
10/29
10/31
Review gender of nouns and formation of adjectives on pages 352-353 of
Appendix C of FCG.
Read and study FCG pages 41-46 about the preterit.
Study the preterit and the imperfect in Appendix A, FCG pages 341-343.
Prepare FLR page 18, Actividad 1. The web can help.
Read FCG page 44, Actividad 5A a second time
Write FCG page 44, Actividad 5B
Write WB Actividades 1 y 2, pages 35 and 36.
Read and study FCG pages 47-50
Write WB pages 37-38, Actividades 3 and 4 (both parts).
Read and study FCG 51-59
Write WB pages 38-41, Actividades 5 (evens), 6 (all) and 8 (odds).
Vocabulary on FCG pages 60 and 61: Add to personal vocabulary list and study.
Quiz on preterit and imperfect verb forms. Study FCG pages 341-343.
Review the pluperfect FCG page 51.
Review perfect tenses on page 350 of Appendix A of FCG.
Read FCG page 52, Actividad 16A
Write FCG page 53, Actividad 16B
Read FLR pages 19-21, “Ciclo de Cine.”
Prepare FLR page 22, Actividad 7
Write Cuaderno personal 2-1, page 22 FLR
Read FLR pages 23-26, “Historia abreviada de España.”
Write Cuaderno personal 2-2, page 28 FLR.
Prepare Actividades 11 and 13 on page 27, FLR
Write WB pages 41-45, Actividades 9 (odds) and 11A (odds), 11B (evens) and
11C (all)
Read FLR pages 32-34, “Dayoub, el criado del rico mercader.”
Submit title, author, setting and list of main characters of the Spanish book
you are reading. (See project details on the attached document “Proyecto
del libro.”)
End of Quarter 1
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11/4
11/6
11/8
11/13
Write Cuaderno personal 2-3, FLR Page 35
Write WB pages 46-48, Actividades 13B (Write about 4 activities chosen from
13A), 14A (evens), 14B (both)
Vocabulary on FCG pages 60 and 61: Add to personal list or flashcard deck.
Study FLR pages 36 and 37.
Write draft Composition 2 (Original story using transition words.)
Actividad 26, FLR page 37.
Write final version of Composition 2.
Test, Chapter 2
Chapter 3: Review of preterit and imperfect; ser/estar; past participles; indirect
object pronouns; Vocabulary for physical appearance and personality; Native
America – yesterday and today
Essential outcomes: Be able to narrate in the past (imperfect verbs forms,
when to use the preterit, when to use the imperfect), describe people and
things, use indirect objects to indicate the beneficiary of an action, explain one
theory for the disappearance of the Maya, give examples of the fusion of
native and Spanish cultures.
11/15
11/19
11/21
11/25
Review how to form the preterit and the imperfect in Appendix A, FCG pages
341-343.
Prepare FLR Actividad 1, page 39.
Write WB pages 51 and 52, Actividad 1A and 1B.
Review FCG 65-69
Write WB pages 53-54, Actividad 3 (all) and 4 (odds).
Read FLR pages 42-44, “Autopsia…”
Prepare FLR Actividad 7, pages 44-45
Write Cuaderno personal 3-1, FLR page 45.
Read and study FCG pages 75-81.
Study uses of ser, estar, and haber on page 351 of Appendix B of FCG.
Write WB pages 55-57, Actividades 7 (first three paragraphs) and 8 (all).
Submit project concept for the book you are reading. (See project details on
the attached document “Proyecto del libro.”
**********
12/2
12/4
12/6
Thanksgiving Recess
**********
Review FCG 75-81
Write WB pages 60-62, Actividades 14, 15 and 17.
Study the past participle on pages 348-349 in Appendix A of FCG.
Write WB pages 58-61, Actividades 10 and 11 (A, B and C).
Quiz – describing people and their personalities
10
12/10
12/12
12/16
12/18
12/20
Prepare FCG page 86, Actividad 29
Write WB pages 63-67, Actividades 19 (all) and 21 (first three paragraphs of A
and all of B).
Read FLR pages 47-50,”La presencia indígena.”
Read FLR page 54, “El eclipse.”
Write draft of Composition 3 (Original myth), FLR page 57, Actividad 25.
Test, Chapter 3
Write final version of Composition 3
**********
Vacation Break
**********
Chapter 4: Completion of preterit/imperfect review; lo que; lo + adjective;
unintentional se; present perfect; Immigration vocabulary; Immigration; Africa
in America (Caribbean)
Essential outcomes: Be able to express past plans that did not materialize,
express abstract ideas using lo + adjective and lo que, express accidental or
unintentional occurrences, discuss the past with present relevance using the
present perfect, explain the origin and give evidence of African influence in
the Caribbean.
NOTE CHANGE IN TEST DATE FOR THIS CHAPTER.
WAS JANUARY 29. IS NOW JANUARY 31.
1/3/14
1/7
1/9
Read and study FCG pages 93-98.
Write WB pages 69-72, Actividades 1, 2, 3 and 4.
Look up Mafalda on the web and be prepared to describe her.
Study FCG pages 101-104
Write WB pages 73-75, Actividades 6. 7 (A and B) and 8. Read directions
carefully.
Go to http://www.colby.edu/~bknelson/SLC/pret_imp.php and practice using the
preterit and the imperfect. Continue practicing throughout this chapter.
Review the perfect tenses on page 350 of Appendix A of FCG.
Write WB pages 78-80, Actividades 12 and 13
Write WB page 72, Actividad 5 (Review FCG page 97)
Verb quiz on perfects
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1/13
Vocab on FCG pages 112 and 113: Add to personal list or flashcard deck.
Read FLR page 62, “La Reina Rumba …”
Write Cuaderno personal 4-1, FLR page 64
Review study guide for Semester 1 Exam, Oral Interview
Turn in your completed book project. (See project details on the attached
document “Proyecto del libro.”
End of Quarter 2
**********
1/21
1/23
1/27
1/29
1/31
Semester 1 Exams 1/14-1/16
**********
Read FLR pages 66-69, “El sabor africano …”
Write Cuaderno personal 4-2, FLR Page 70
Book project presentations (Alphabetical by last name, group 1)
Read FLR pages 71-72, “Habanasis”
Select a person and begin collecting information for Composition 4, (Research
and write a biography following the guidelines specified in Actividad 23, FLR
page 74.)
Book project presentations (Alphabetical by last name, group 2)
Write draft of Composition 4, (Researched biography), FLR page 74, Actividad
23
Test, Chapter 4
Chapter 5: Review of present subjunctive; commands; impersonal se; passive se;
Food vocabulary; USA: A cultural fusion
Essential outcomes: Be able to use the present subjunctive to suggest,
persuade and advise; give positive and negative direct commands to tú, Ud.,
Uds., and vosotros; discuss food; use the impersonal and passive se to inform
and give instructions; explain the reasons behind the immigration of Cubans,
Mexicans and Puerto Ricans to the USA and give examples of their influence.
2/4
2/6
2/10
Write FCG pages 120-121, Actividad 5A
Write FCG pages 120-121, Actividad 5B: write three wishes
Study present subjunctive verbs (regular, irregular and stem changing) on pages
345-346 in Appendix A of FCG.
Read FCG 124-125
Write WB pages 85-87, Actividades 1, 2, 3 (A and B)
Review FCG 118-120.
Write WB pages 87-88, Actividades 4 (Read 4A, write 4B), 5 (A and B)
12
2/12
2/14
Study Commands on pages 346-347 of Appendix A of FCG.
Read FCG pages 132, 137 and 138
Write WB pages 88-91, Actividades 6 (only 3 examples, not 5), 7 (odds) and
8 (evens).
Early release. No class.
**********
2/25
2/27
3/3
3/5
3/7
3/11
3/13
3/18
February Recess
**********
Write WB pages 90-93, Actividades 9, (odds), 10 (evens) and 13 (odds).
Study FCG pages 132, 137 and 138.
Read FLR pages 77-79, “¿Cómo estás you …”
Prepare FLR pages 79 and 80, Actividad 5.
Read FLR pages 81-84, “La cara hispana …”
Prepare FLR page 85, Actividades 11A.
Write WB pages 97 and 98, Actividades 19 (all), 20A (evens) and 21 (all).
Quiz (food vocabulary, Spanglish, simile/metaphor)
Read poems, FLR pages 88 and 89
Prepare FLR page 90, Actividades 15, 16 and 17A.
Write draft of Composition 5 -- an original poem as specified in Actividad 21
from 2nd edition of FLR attached to this assignment calendar.
Write final version of Composition 5.
Test, Chapter 5
Chapter 6: Present subjunctive; present perfect subjunctive; relative pronouns
que and quien; por/para; dictatorship and democracy in Latin America
Essential outcomes: Be able to express feelings, emotions, opinions, belief,
doubt and denial about present, future and past events using the present
subjunctive and the present perfect subjunctive; discuss politics; form
complex sentences using the relative pronouns que and quien; indicate cause,
purpose and destination using the prepositions por and para; explain the
causes behind the formation of the “Madres de Plaza de Mayo”; explain the
reasons that some Latin American countries moved away from dictatorship
toward democracy in the 1980s and 1990s.
3/20
Prepare FLR page 95, Actividad 1.
Study FCG pages 147-156.
Write WB pages 101-102, Actividades 1 and 2
Consider topic and partner for final presentation
13
3/24
3/26
3/28
Write WB pages 102-105, Actividades 3 (A and B odds), 4 (A and B evens),
5 (only 3 examples), 6 (A, B, and C, #1 and #2 only)
Study FCG 159-161
Prepare FCG pages 158-159, Actividad 16
Write WB pages 106, Actividad 8.
Write WB pages 107-110, Actividades 11B (odds), 12 (odds) and 13 (all – #4 is
on the next page).
Topic and partner for final presentation
Write WB pages 110-113, Actividades 16 (all) and 17 (evens).
End of Quarter 3
4/1
Subjunctive verb quiz
Study FCG pages 163-164 and 166-167
Review vocabulary from Chapter 2, pages 54-55, hablando del cine.
Write WB pages 114-116, Actividades 18A, 18B, 19, and 20A. (For Actividad
18, choose a famous person to write about. Do not write about the teacher.)
4/3
Read FLR Pages 97-98, “La historia oficial”
Read FLR pages 101-104, “Política latinoamericana”
Read the poem “Memorial de las locas en la Plaza de Mayo” (attached).
Write Cuaderno personal 6-3 as detailed on the same attached sheet.
Write draft of Composition 6 (film review), FLR page 112, Actividad 26
Test, Chapter 6
4/7
4/9
4/11
4/15
4/17
**********
April Recess
**********
Chapter 7: Subjunctive in adjective and adverbial clauses; double object
pronouns; Vocabulary: sports and environment; Our environment and the
ecological crisis
Essential outcomes: Be able to discuss adventure travel and the environment;
affirm and negate in all tenses, describe the unknown using the subjunctive in
adjective clauses; express pending actions using the subjunctive in adverbial
clauses; avoid redundancies by using double object pronouns; explain the
challenges that Latin American countries face in developing their resources
and protecting their environment.
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4/28
4/30
5/2
5/6
5/8
5/12
5/14
5/19
5/21
5/23
5/28
5/30
Probable date for placement exam
Study FCG pages 174-176 and 179-181
Read FCG pages 183 and 184
Write WB pages 117-121, Actividades, 1 (odds), 2 (all), 4 (examples 1-4) and
5 (all). Read the directions for 4 carefully and study the example before
beginning the exercise.
Turn in outline and bibliography of resources for final presentation
Study FCG pages 183 and 184
Write WB pages 123-125, Actividades 8 (odds) 9 (evens), 11 (evens) and 12 (all).
Read FCG pages 188-189
Write WB pages 126-127, Actividades 14, 15, 16, and 17 (ABC). For Actividad
17 use CHRHS as a reference point rather than a university.
Quiz on affirming, negating, the subjunctive in adjective clauses, and the
subjunctive in adverbial clauses
Study FCG page 192
Write WB pages 128-131, Actividad 20 (A and B), 21, 22 A (mention just two
problems), 22B (give solutions to the two problems you mentioned in 22A).
Read FLR pages 116-117, “Treinta formas …”
Quiz on pronouns
Turn in audience handouts for final presentation if you want me to make
copies for the class
Probable date for OPIc
Final Oral Presentations
Read FLR pages 121-125, “Latinoamérica y el medio ambiente …”
Final Oral Presentations
Read FLR pages 128-129, “Me llamo Rigoberta Menchú …”
Prepare FLR pages 129 and 130, Actividades 18 and 19
Write draft of Composition 7 (news report), FLR page 132, Actividad 23
Online class evaluation
Review for Semester 2 Exam
Listening portion of Semester 2 Exam
Review for Semester 2 Exam
Senior Semester 2 Exam. Emphasis on Chapter 7; earlier material included.
Friday, June 6, Graduation
15
16
17
18
19
Evaluation criteria for compositions
Content (Information Conveyed)
•
•
•
•
•
very complete information; thorough; relevant; on target; no more can be said
adequate information; some development of ideas; some ideas lack supporting
detail or evidence
limited information; ideas present but not developed; lack of supporting
detail or evidence
minimal information; information lacks substance (is superficial;
inappropriate or irrelevant information
does not address topic or not enough information to evaluate; task not
accomplished
25
21
19
16
12
Organization
•
•
•
•
•
logically and effectively ordered; main points and details are connected; fluent;
not choppy, typed, double-spaced, required length
an apparent order to the content is intended; somewhat choppy; loosely organized;
main points do stand out although sequencing of ideas is not complete, typed,
double-spaced, required length
limited order to the content; lacks logical sequencing of ideas; choppy;
disjointed
no apparent order to the content; series of separate sentences with no
transitions
disjointed, disconnected sentences; not enough material to observe any
organization.
25
21
19
16
12
Vocabulary
•
•
•
•
•
broad; impressive; precise and effective word use and choice; extensive use
of words studied
adequate but not impressive; some erroneous word usage or choice, but
meaning is not confused or obscured; some use of words studied
some erroneous word use or choice leads to confused or obscured meaning;
some literal translations and invented words; some use of words studied
frequent erroneous word use or choice leads to confused or obscured
meaning; literal translations; invented words
inadequate; repetitive; literal translations; abundance of invented words;
use of English words; or not enough to evaluate
25
21
19
16
12
Language
•
•
•
•
•
very few errors in tense usage; very few errors in subject/verb or adjective/noun
agreement; work was well edited for language
occasional errors in tense usage; occasional errors in subject/verb or
adjective/noun agreement; erroneous use of language does not impede
comprehension, some editing for language evident but not complete
some errors in tense usage; some errors in subject/verb or adjective noun
agreement; erroneous use of language sometimes impedes comprehensibility;
work was poorly edited for language, spelling and/or punctuation
frequent or consistent errors in tense usage; frequent errors in subject/verb or
adjective/noun agreement; non-Spanish sentence structure; erroneous use of
language makes the work partly incomprehensible; no evidence of having edited
the work for language or punctuation
erroneous use of language makes the work mostly incomprehensible; no
evidence of having edited the work for language, or not enough to evaluate
20
25
21
19
16
12
21
Proyecto del libro
Durante el primer semestre cada estudiante en Español 201 va a leer un libro y preparar un
proyecto sobre el libro.
Hay millones de posibilidades para el proyecto.
Si a ti te gusta la tecnología, aquí te doy un enlace a un sitio web que sugiere “10 Technology Enhanced Alternatives to Book Reports.” http://tinyurl.com/825lxjd
También, te ofrezco este sitio donde hay un artículo llamado “Fifty Alternatives to the Book Report.” Estas ideas son más tradicionales, pero son buenas. http://tinyurl.com/nkuvjch
FECHAS IMPORTANTES:
El 31 de octubre: Entrégame el título, autor, escenario y una lista de los personajes principales
de tu libro.
El 25 de noviembre: Entrégame el concepto de tu proyecto.
El 13 de enero: Entrégame el proyecto completo.
El 21 y 23 de enero: Presenta tu proyecto a la clase.
Calificación:
50 puntos en la categoría de Tarea
15 puntos
El estudiante cumplió con todos los plazos (fechas límites)
25 puntos Calidad del proyecto: cómo se relaciona con los elementos principales del
libro: personajes, escenario, trama/situaciones/problemas, resoluciones, recomendación
10 puntos Presentación a la clase (habilidad de explicar, vocabulario, gramática,
contacto visual, voz bastante alta, etc.)
22

201 Syllabus_13_14, pdf

Transcription

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