World Languages Department Central College SPAN 2313 – Spanish for Native Speakers I CRN 3 hours lecture / 48 hours per semester/16 weeks Instructor: Instructor Contact Information: e-mail: Tel: 713-718-6678 Eagle Online: www.hccs.edu Click on “Online Courses” under “Connect” Office location and hours Prerequisites Test placement; Must be placed in INRW 0420 or ESOL 0360 in writing. Course Description SPAN 2313, designed for Hispanic-American and other students from a Spanish-speaking background. Emphasis is on basic skills in reading, spelling, and composition. Credit will not be given for both SPAN 2313 and SPAN 2311. Course Statement of Purpose Review and application of skills in reading and writing. Emphasizes vocabulary acquisition, reading, composition, and culture. Designed for individuals with oral proficiency in Spanish, these courses are considered equivalent to SPAN 2311 & 2312. CORE CURRICULUM Core Objectives Given the rapid evolution of necessary knowledge and skills and the need to take into account global, national, state, and local cultures, the core curriculum must ensure that students will develop the essential knowledge and skills they need to be successful in college, in a career, in their communities, and in life. Through the Texas Core Curriculum, students will gain a foundation of knowledge of human cultures and the physical and natural world, develop principles of personal and social responsibility for living in a diverse world, and advance intellectual and practical skills that are essential for all learning Critical Thinking Skills -- to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information Communication Skills--to include effective development, interpretation and expression of ideas through written, oral and visual communication Personal Responsibility--to include the ability to connect choices, actions and consequences to ethical decision-making Social Responsibility -- to include intercultural competency, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities. Assessment of core objectives

Student proficiency in Written Communication Skills will be assessed through a formal written in-class essay (175 – 200 words). Students will write a brief summary on a social issue affecting members of the target-language, followed by a discussion of the possible causes of the issue and finally, propose a solution to the issue, and how they personally might become an agent for change. They will be provided with a copy of the rubrics for both written communication and ***social responsibility. Student project grades will account for at least 5% of the final course grade. Oral/visual communication: All students will be required to participate in a group oral presentation utilizing visual aids, on a poem. The presentation must include background information on the author, verses and images that reflect the students’ interpretation of the meaning of those verses, and a recording of the students reading the verses. Students will be given a copy of the rubrics for oral communication, *critical thinking, and **personal responsibility. Student proficiency in * Critical Thinking will be assessed as part of the oral presentation. Faculty will evaluate students’ interpretation, evaluation, and analysis of the poem they have been assigned using the corresponding rubric. Student proficiency in** Personal Responsibility will be assessed as part of the oral presentation. Students will be evaluated on level of preparedness, adherence to deadlines, initiative, ability to work within a group, and academic honesty. Student proficiency in** *Social Responsibility will be assessed by using the in-class essay for written communication. It requires students to address, analyze, and reflect upon an issue that affects members of the target-language communities, and describe how their own cultural values and beliefs might change based on what they have read. Program Student Learning Outcomes After completing the 2-year Spanish program at HCC, students will: 1. Speak clearly and fluently enough for a target-language speaker to understand and interpret intent without difficulty. 2. Comprehend the main points of standard discourse and authentic material in target language spoken at near-native speed. 3. Write simple descriptions and narrations of paragraph length on everyday events and situations in different time frames. 4. Read with understanding authentic written material in the target language on a variety of academic and social topics important to the target-language world. 5. Demonstrate knowledge of and sensitivity to characteristic perspectives, practices and products that reflect the culture of the target language Course Student Learning Outcomes After completing this course, the student will: 1. Comprehend academic spoken Spanish that deals with topics of public and personal interest as discussed by men and women from Hispanic countries in academic, business and political worlds. 2. Speak and be understood without difficulty by educated native speakers from Hispanic countries while discussing topics related to particular interests or special fields of competence. 3. Understand complex and sophisticated written materials from Hispanic countries without difficulty. 4. Master most practical writing as well as social demands, including short essays, book reports, business letters, personal letters and simple thank-you notes. 5. Appreciate the importance of Spanish as a major language in the Western World and demonstrate knowledge of Hispanic culture in the New World and its Ibero-Celtic-Greco-roman-Arabic-cum Mesoamerican cultural elements. Learning Objectives leading to the Course Outcomes above Students will: 1.1 Students will regularly listen to recordings/films in standard spoken Spanish on topics related to academics, business, and politics in the Hispanic world. 1.2 Students will have frequent dictations of sentences in standard Spanish. 2.1 Students will participate in class discussions, using standard spoken Spanish, on academic and social topics relevant to life in the Hispanic world. 2.2 In speaking, students will use the subjunctive to express doubt and denial, to form negative and indefinite antecedents, and to follow conjunctions. 2.3 In speaking, students will construct familiar commands, and recognize the use of past subjunctive and conditional forms of Spanish.

3.1 The student will write short essays (150-word compositions) on topics related to a variety of works written in Spanish or in response to a controversial issue. 3.2 In writing, the student will use the present perfect forms for indicative and subjunctive moods. 3.3 Students will learn the rules for correct accentuation and spelling in standard written Spanish. 3.3 Students will use the future tense of verbs in their speaking and writing. 4.1 Students will expand vocabulary related to academics, business and politics in the Hispanic world. 4.2 The student will read and respond to passages written by a variety of Spanish authors. 5.1 The student will respond to readings of cultural material written in Spanish. SPANISH 2313 Calendario provisional *

Español escrito: Curso para hispanohablantes bilingües. 6ª edición NOTE: LEARNERS OF SPANISH NEED TO PLAN ON AN AVERAGE OF 6 HOURS PER WEEK OR MORE STUDY TIME TO KEEP UP WITH THE PACE OF THE CLASS.

Panorama histórico, político y cultural de América Latina, siglo XX El español: origen y actualidad Fecha lunes, 27 de agosto

Enfoque/Tema Hispanohablantes y bilingüismo

miércoles, 29 de agosto

Hispanohablantes y bilingüismo Registros de la lengua

Actividades de clase Introducción y presentación del programa ¡A conocernos! Acercamiento a algunos conceptos: bilingüismo, lengua, dialecto, variedad y registro. Más sobre bilingüismo, lengua, dialecto, variedad y registro. Ver video: Bilingualism: a true

advantage

Discusión del video Registros formales e informales lunes, 3 de septiembre miércoles, 5 de septiembre

lunes, 10 de septiembre

Día del trabajador-no hay clase Hispanohablantes y bilingüismo Ortografía Estrategias de lectura: ideas principales e ideas secundarias Ortografía Introducción a la gramática Estrategias de escritura

Discusión sobre “El castellano de España y el castellano de América” Léxico y expansión: los nombres y la pronunciación de las letras, las consonantes dobles y las vocales (3-11). Léxico y expansión: La letra u (11) Pre-escritura de la composición #1: El autorretrato

Tareas Escribir: Ensayo de 2 a 3 páginas en español, narrando su experiencia con idiomas y explicando sus expectaciones para la clase. Comprar: los libros de texto Estudiar: EE pp. 1-11 Leer “El castellano de España y el castellano de América”. Cuaderno de vocabulario: escribir 10 palabras que no entiendas. Cuaderno de actividades

Leer instrucciones para composición #1 Cuaderno de actividades, p. 1, C1.1 y C1.2

Preparar borrador #1, Composición 1 (para el miércoles)

La Guerra Civil Española miércoles, 12 de septiembre

España: Guerra Civil

lunes, 17 de septiembre

Ortografía España: Guerra

Discutir la guerra civil de España Ver video clips y arte asociada con la guerra Léxico y expansión: Práctica de

Estudiar: EE pp. 12-14 y pp. 23-25 Estudiar: EE pp. 25-29 Leer: selección de poemas (de

Poesía de la guerra civil

Civil

miércoles, 19 de septiembre

lunes, 24 de septiembre

Ortografía Estrategias de lectura: lenguaje literal y lenguaje figurado Gramática Estrategias de escritura: revisión y edición

reconocimiento de diptongos y antidiptongos (12-14). División silábica y las consonantes (23-29)

Española)

Discusión de los poemas Repasar la tarea del cuaderno de actividades

Escribir reseña de lectura del cuento por Ana María Matute

Diagnóstico 1. Uso de: las consonantes dobles, las vocales, la letra u. Diptongos y antidiptongos.

Escribir a máquina borrador #2

Cuaderno de vocabulario: escribir 10 palabras que no entiendas. Cuaderno de actividades Cuaderno de actividades, pp. 2-4, C1.3 a C1.11 y pp. 7-9, C2.2 a CC2.7

http://www.letropolis.com.ar/2007/04/matute.arbol.htm

Taller: Revisión Borrador #1, Composición 1 con atención a: consonantes dobles, diptongos, antidiptongos

La región andina 1: bilingüismo y multilingüismo miércoles, 26 La región andina: Ver State of Fear y contestar

Estudiar: EE pp. 34-39 los acentos

lunes, 1 de octubre

Estudiar: EE pp. 39-41 Leer: artículo asignado de

de septiembre

bilingüismo y multilingüismo Ortografía La región andina: el bilingüismo y multilingüismo Estrategias para la comunicación oral

preguntas de la guía.

miércoles, 3 de octubre

Ortografía Estrategias de lectura: ideas principales e ideas secundarias

Léxico y expansión (ortografía): Reglas prácticas para algunas palabras agudas. Palabras que terminan en –mente. Tilde y palabras monosilábicas (39-41)

Cuaderno de actividades, pp. 2527, C3.7 a C3.11

lunes, 8 de octubre

Gramática Estrategias de escritura: revisión y edición

Taller: Revisión de Borrador #2, Composición 1 con atención a: tildes, conjugaciones según los tiempos verbales y concordancia de adjetivos.

Estudiar: EE pp. 50-53 Edición final de la Composición #1 (para el miércoles) en www.turnitin.com

Léxico y expansión: acento y tilde. Las 4 reglas para tildar (34-39)

Identidad lingüística de los pueblos indígenas de la región andina

Cuaderno de vocabulario: escribir 10 palabras que no entiendas Cuaderno de actividades, pp. 2527, C3.2 a C3.6

La región andina 2: de la coca y la cocaína miércoles,

La región

Dictado #2

Leer Párrafo III de “Nuestros Indios” por González Prada

10 de octubre

lunes, 15 de octubre

andina: coca y cocaína

Ortografía La región andina: coca y cocaína Estrategias para la comunicación oral

miércoles, 17 de octubre

lunes, 22 de octubre

Gramática Estrategias de escritura: lluvia de ideas

Las reglas de acentuación cont.

Diagnóstico 2: Uso de tildes. Léxico y expansión: b vs. v (50-53) Visita del Profesor Bernardo Vallejo para hablar del uso de la hoja de coca en Bolivia b vs. v (cont.) EE pp. 68-71 Léxico y expansión: las letras c, s y z (83-88). Frecuencia de uso de la letra z (97-100) Repasar la tarea de Capítulos 5 y 6 Diagnóstico 3. Uso de: b y v, c, syz Preescritura de la composición # 2: la narración

(1904) en el sitio web:

http://www.marxists.org/espanol/gonzalez_prada/indios.htm Cuaderno de vocabulario: escribir 10 palabras que no entiendas. Cuaderno de actividades, C3.4 - C3.11, pag. 26-30 Cuaderno de actividades, pp. 41-48, C5.2 a C5.24 Estudiar: EE pp. 83-88 y pp. 97-100

Cuaderno de actividades, pp.51-57 C6.2 a C6.22 Estudiar: EE pp. 213-218 Escribir reseña de lectura del cuento de Jorge Luis Borges http://www.literatura.us/borges/emmazunz.html Preparar borrador #1, Composición 2 (para el miércoles) Estudiar para el examen parcial

México 1: la Revolución mexicana y los zapatistas miércoles, 24 México: la Ver Reed, Mexico Insurgente, de octubre

revolución

lunes, 29 de octubre miércoles, 31 de octubre

Gramática Estrategias de escritura: revisión y edición

lunes, 5 de noviembre

México: los zapatistas

y contestar preguntas de la guía. Leer texto suplementario Examen parcial

Forma y función: más sobre tiempos verbales: pretérito vs. imperfecto Taller: Revisión de Borrador #1, Composición 2 con atención a: reglas ortográficas (tildes, uso de b y v, y de c, s y z); y reglas gramaticales (conjugación de verbos regulares e irregulares). Ver: A Place Called Chiapas /

El mundo indígena: rebelión en Chiapas y contestar preguntas de la guía

Estudiar para el examen parcial

Escribir reseña de lectura del cuento por Juan Rulfo http://www.literatura.us/rulfo/somos.html Estudiar: EE pp. 109-112 Preparar borrador #2, Composición 2 (para el lunes)

Leer prólogo y Primera Parte de La guerra y las palabras, Jorge Volpi Cuaderno de actividades: pp. 71-75, C8.2 a C8.17

miércoles, 7 de noviembre

Ortografía México: los zapatistas Estrategias para la comunicación oral

Léxico y expansión: las letras x y h (109-112).

lunes, 12 de noviembre

Estrategias de lectura: relacionando textos

Discusión de la lectura Diagnóstico 4. Uso del pretérito, el imperfecto, las letras x y h.

miércoles, 14 de noviembre

Gramática Estrategias de escritura: revisión y edición

Forma y función: el subjuntivo 1 (249-252) Taller: Revisión de Borrador #2, Composición 2 con atención a la estructura del texto, y a los aspectos ortográficos y gramaticales vistos hasta el momento.

El Cono Sur: Guerra Sucia lunes, 19 de noviembre

Cono Sur: Guerra Sucia

miércoles, 21 de noviembre

Ortografía Cono Sur: Guerra Sucia Estrategias para la comunicación oral Estrategias de lectura: cuestionando la historia

lunes, 26 de noviembre

miércoles, 28 de noviembre lunes, 3 de diciembre

miércoles, 5 de diciembre

Gramática Estrategias de escritura: lluvia de ideas Gramática Estrategias de escritura: revisión y edición Estrategias para la comunicación oral

miércoles, 12 de diciembre Instructional Methods Lecture

Leer: “Zapata no pasó por aquí” en La guerra y las palabras, Jorge Volpi Cuaderno de vocabulario: escribir 10 palabras que no entiendas. Cuaderno de actividades, pp.71-75 C8.2 a C8.17 Escribir reseña de lectura del cuento en La guerra y las palabras, Jorge Volpi Edición final de la Composición # 2 (para el lunes)

Ver: película asignada (La historia oficial o Machuca) y contestar preguntas de la guía. Leer texto suplementario Léxico y expansión: las letras ll y y (122-125) Léxico y expansión: la letra j (140-143).

Estudiar: EE pp. 122-125, 140-143

Diagnóstico 5. Uso del subjuntivo y letras ll y y.

Estudiar: EE pp. 269-272 Escribir Escribir reseña de lectura del cuento de Horacio Quiroga http://www.literatura.us/quiroga/muerto.html

Forma y función: el futuro y el condicional (269-272) Preescritura de la composición #3: la exposición Taller: Revisión de Borrador #1, Composición 3 con atención a los aspectos ortográficos y gramaticales vistos hasta el momento. Léxico y expansión: contrastes entre –ía, -illa e –ia y diminutivos (125-128),

Cuaderno de actividades, pp. 157-159, C17.2 a C17.5 Preparar borrador #1, Composición 3 Preparar borrador #2, Composición 3 (para el miércoles) Estudiar: EE pp. 125-128, 140-143

Examen final

Leer: fragmento de Operación Masacre, de Rodolfo Walsh Cuaderno de actividades, pp. 81-84, C9.2 a C9.13 y pp. 91-93, C10.2 a C10.9

Edición final de la composición #3 Cuaderno de actividades, pp. 84-86, C9.14 a C9.18

Discussions (pairs, small groups, whole class) Presentations and role plays Pronunciation practice Dictations Vocabulary building Student Assignments Taking notes from lectures Giving presentations Completing written exercises for spelling and grammar Short essay writing Reading short works by Spanish authors Assessments Oral presentations Grammar/spelling quizzes Written compositions Dictations Instructional Materials  Valdés, Guadalupe et al. Español escrito: curso para hispanohablantes bilingües 6a.ed. Upper Saddle River, N.J. : Prentice Hall, 2007.  Valdés, Guadalupe et al. Cuaderno de actividades to accompany Español escrito: curso para hispanohablantes bilingües , 6a. ed. Upper Saddle River, N.J. : Prentice-Hall, 2007.  Optional: Spanish/English Dictionary (recommended: Oxford, Harper, or Larousse)  Binder or folder with lined notebook paper  8 ½ ” by 11” “bluebook” HCC Policy Statement: Academic Dishonesty Any form of copying, cheating, or plagiarism will result in a grade of “0” for the assignment. The instructor will decide whether to permit you to make up the work, and under what circumstances it might be made up. If you are charged with academic dishonesty, pleading ignorance of the rules will not help you. Penalties and/or disciplinary proceedings may be initiated by HCC officials against a student who is accused of scholastic dishonesty. “Scholastic dishonesty” includes, but is not limited to, cheating on a test, plagiarism, and collusion. Cheating on a test includes:  Copying from another students’ test paper;  Using materials not authorized by the person giving the test;  Collaborating with another student during a test without authorization;  Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of a test that has not been administered;  Bribing another person to obtain a test that is to be administered. Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written work offered for credit. Collusion means the unauthorized collaboration with another person in preparing written work offered for credit. Possible punishments for academic dishonesty may include a grade of 0 or F in the particular assignment, failure in the course, and/or recommendation for probation or dismissal from the College System. See the HCCS Student Handbook for further information. Attendance Policy Class attendance is essential, particularly for a language course. You will have 1 excused absence this semester; therefore use it wisely (for an emergency, wedding, etc…). All other absences will be unexcused and will be reflected in your final grade. It is your responsibility to make-up any work that you miss when you are absent. According to the HCC Student Handbook, you may be dropped from a course after accumulating absences in excess of 12.5 percent of the total hours of instruction (lecture and lab). For this course, if you exceed a total of 6 hours, or four classes (=12.5%), you can be dropped from the class. If you are absent, it is your responsibility to contact your instructor and/or another student to find out what you have missed and whether it is possible to make up the work. If you do not take this responsibility, you risk receiving grades of zero and not being allowed to make up the work.

Tardiness and in-class time absence Classes and tests begin on time. Lateness of more than five minutes counts as an absence. You can enter the classroom, but you will be counted absent. Leaving early or disappearing for more than five minutes during class are also counted as absences. Texting, using social networking sites, or other improper use of technology during class time or lab time are also counted towards your absences (2 tardies = 1 absence). Late Work Policy: An assignment is considered late if it is turned in after the date it is due. If you do not turn in work on time, late work will be credited at 50% of the graded score. Late work will be accepted up until the end of the unit in which the work was assigned. HCC Withdrawal Deadline To drop a class, you must speak with a counselor or an advisor on the second floor of the LSHB. The nearest place to see one is in the LSHB on the HCC campus. The last day students may withdraw or be dropped from a class with a grade of W is Friday, November 2, before 4:30 p.m. Students who have excessive absences after that date will receive the grades they earn. HCC Policy on Students Repeating a Course for the Third Time Repeating students: Grades of IP or F are failing grades; the student will have to repeat the course. A student who fails a class for the second time must receive a grade of F for that class. Students who repeat a course three or more times will have to pay a much higher tuition fee at HCC and other Texas public colleges and universities. If you are having trouble in class, talk to your teacher and get help from a tutor. Get other assistance from a counselor before withdrawing or for advice if your grades are not passing. Students should get help so that they will not fail. HCC Policy on Sexual Harassment Sexual harassment in any form is not tolerated at Houston Community College. It is a violation of HCCS policy for an employee, agent, or student of the college to engage in sexual harassment as defined in the EEOC guidelines (EEO/AA Compliance Handbook 47). See HCCS Student Handbook for more information. CLASSROOM BEHAVIOR Treat your classmates and teacher with respect. Make the most of your class time by actively participating in discussions and activities. Turn off your cell phone during class. If you are expecting an emergency call, ask my permission to leave your cell phone on vibrate. Electronic Devices: (cell phones, Ipods, etc.) ALL electronic devices and headphones are to be turned OFF during the entire class period and placed out of sight. If you are using an electronic device during the class period or it makes a sound (beeps, rings, plays music, etc.), I will take it away until class is over. Disruptive Behavior: Students who conduct themselves in a manner that significantly interferes with college teaching, research, administration, disciplinary procedures or other authorized college activities (including its public service functions) on the college premises will be subject to disciplinary action. Any student who behaves in this way may be required to leave the classroom and be counted absent for the rest of that class period. INSTRUCTOR’S REQUIREMENTS

The teacher needs to:        

Create a rich environment for learning and student interaction. Give students extra learning resources in class and in lab on topics connected to the course Make classes, projects, tests, assignments, policies, dates, and regulations clear. Tell students about important HCC policies such as attendance and academic honesty (no cheating). Make arrangements to be available to students when they need help or have questions. Give help when needed. Provide grading scales and assessment. Make a class calendar available.

To succeed in college the students need to: 

Work hard, attend all classes, and be on time. Good attendance + hard work = SUCCESS.

    

Pay attention, listen carefully and ask questions. Listen and be respectful to other students’ contributions. Create a good learning environment. Turn off cell phones or use vibrate mode for emergencies. No Texting in class. Concentrate. Try to speak in Spanish during class time. Do homework. The brain learns by seeing new words and ideas many times in different ways. Do your own work and learn. Copying from the Internet and other sources is not learning.

HCC Grading Scale 90-100% =A 80 – 89% = B

70 – 79% = C

60-69 = D 0-59 = F

SPAN 2313 Course Requirements • ADMINISTRATIVE: 15% Advance preparation (10%): This includes homework (grammar assignments from the Cuaderno de actividades to be completed, self-corrected and turned in after every chapter), preparation for class, discussion of readings/films, cuaderno de vocabulario, etc. Class attendance (5%): see attendance policy above. Your attendance grade will be calculated as follows: Number of Absences Percentage Grade 0 1 2 3 4 5 6 7*

100% 95% 90% 85% 80% 70% 60% 50%

• INTERPERSONAL: 10% Daily in-class participation (10%): Participation in class is an extremely important aspect of the course. This includes competence in carrying out face-to-face interactions with classmates in culturally appropriate ways; and ability to state and support an informed opinion with the use of logical arguments and academic Spanish. • INTERPRETIVE: 10% Cuaderno de Vocabulario (5%): You will keep vocabulary entries of words/expressions you don’t know or words/expressions you would like to use more often (orally or in your written work) in a bluebook. Each week you will turn in a minimum of 10 new vocabulary entries, with the definition and a sentence using the word. Vocabulary words should be underlined. This assignment is due weekly in class on Wednesdays, beginning with week 2. Reading Reviews or “Reseña de lectura” (5%): You be assigned to read a number of short stories from noted Spanish-speaking authors. You will be given a list of questions to respond to in Spanish about each story. This assignment must be turned in every Wedesday. You are allowed to miss one review, submitting a total of 5 summaries. • PRESENTATIONAL: 25% Three Compositions (15%): You will turn in two drafts of each composition. Each draft will be edited and revised during class. You will lose five percentage points of the final version for each draft you do not turn in on the due date. If you are absent on the day a draft is due you will need to see me during office hours so that I can edit/revise it for you. The final version of your compositions will be submitted to www.turnitin.com to ensure that your work has not been plagiarized. Final oral presentation (10%): You will do a final oral presentation, which will be recorded and be posted to the University of Texas COERRL website.

EVALUATIVE: 40% Diagnostic quizzes (10%): You will be given 5 “diagnósticos” during the semester as well as dictations to diagnose your spelling and writing. These will be based on what has been covered in class and will be cumulative. Midterm exam (10%): This exam will be based on your writing and reading skills, including the spelling and grammatical aspects of Spanish covered up to the exam. Final written exam (20%) *All work that you turn in must be typed. Important Dates and Holidays First class: Official date of record: Last day for student/admin. drop: Thanksgiving Holiday Last day of Instruction: Day of final examination:

August 27 September 10 November 2, by 4:30 pm November 22 December 5 December 12, 10:00 a.m.-12:00 p.m.

EGLS3 -- Evaluation for Greater Learning Student Survey System At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term.