SPANISH VOCABULARY AND GRAMMAR, I

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1 COURSE SYLLABUS SPANISH VOCABULARY AND GRAMMAR, I Fall 2005 Instructor: Location: Dates/Times: Amélia Canilho UW-Green Bay Downtown Learning Center, Washington Commons 320 North Adams Street, Green Bay Saturday, October 8, 2005 (8:00 a.m.-2:00 p.m.); Friday, October 21, 2005 (5:00-8:00 p.m.); Saturday, November 5, 2005 (8:00 a.m.-2:00 p.m.); Saturday, November 12, 2005 (8:00 a.m.-2:00 p.m.); Friday, November 18, 2005 (5:00-8:00 p.m.); Saturday, December 3, 2005 (8:00 a.m.-2:00 p.m.); Saturday, December 10, 2005 (8:00 a.m.-2:00 p.m.); and 9 hours of follow-up time to be arranged with the instructor. CHOOSE FROM TWO ENROLLMENT OPTIONS! Three UNDERGRADUATE credits Course number: EDUC 495-9, 713, (0110CU) Prerequisite: Must have graduated from a recognized high school Three GRADUATE credits Course number: EDUC 695-9, 713, (0110C) Prerequisite: Graduate Standing (Must have earned a bachelor s degree) Course Rationale: Spanish has become the second language of the United States. Hispanic students are the largest ethnic minority in many Northeastern Wisconsin schools, and the need to communicate with the students and their families makes it increasingly important for educators to develop their knowledge of Spanish language and Hispanic culture. Course Description: This course is the first in a four-part series of intensive language and grammar exploration. Its purpose is to provide educators with a firm grounding in Spanish grammar and to help develop vocabulary that transcends the classroom. It is organized into six thematic units, which cover vocabulary, grammar and provide historical and cultural information about various countries and aspects of Hispanic culture: 1) Ante todo: introduction to the Spanish language and the Spanish-speaking world at large. Greetings and expressions of courtesy; the alphabet and pronunciation rules; adjectives to describe someone; cognates; numbers 0-30; expressing likes and dislikes; telling time; interrogative pronouns. Cultural readings: the Hispanic world. 2) En la universidad: vocabulary pertaining to a university or school setting; gender of nouns and articles; plural and singular forms of nouns and articles; subject pronouns; present tense of ar verbs; negation; expressing action; asking yes and no questions. Cultural readings: on Hispanics in the United States and Canada; Jaime Escalante; University of Wisconsin-Green Bay 1

2 Sandra Cisneros; universities in Latin America. 3) La familia: vocabulary for describing family; numbers ; Present tense of ser and its uses; possessive adjectives; gender, number and position of adjectives; present tense of er and ir verbs; subject pronouns, continued; expressing actions. Cultural readings: last names; the famous Sheens; Rosario Castellanos; families in the U.S. and in Latin America: stereotypes and reality; focus on México. 4) De compras: vocabulary for shopping, clothing, and colors; numbers after 100; demonstrative adjectives; the conjugation of tener, venir, preferir, querer and poder; idioms with tener; ir; ir + a + infinitive; the contraction al; expressing destination and future actions. Cultural readings: Clothing in the Hispanic World; Los Hispanos en el mundo de la moda; focus on Nicarágua. 5) En casa: vocabulary to describe the house and its furnishings; prepositions; the conjugation and uses of hacer; oír, poner, salir, traer, and ver; present tense of stem-changing verbs; reflexive pronouns. Cultural readings: houses in the Hispanic world; Carmen Naranjo; Puerto-Rican realestate advertisements; focus on Costa Rica. 6) Las estaciones, el tiempo y la geografía: vocabulary to describe the seasons and the weather; the present progressive: estar + -ndo; uses of ser and estar; comparisons of adjectives; Cultural readings: El Niño; Alfredo Jaar; Miguel Ángel Asturias; the tropics and biodiversity; focus on Guatemala. An optional compact disk covers oral material for the whole text. *Required Readings: Marty Knorre, Thalia Dorwick, Ana Maria Pérez-Gironés, William R. Glass, and Hildebrando Villarreal, Puntos de Partida, 7th ed. (New York: McGraw-Hill, 2005). Alice Arana and Oswaldo Arana, Workbook to Accompany Puntos de Partida, 7 th ed. (New York: McGraw-Hill, 2005). *Estimated cost of textbook and workbook is $ Students continuing on with Spanish Vocabulary and Grammar II, III, and IV will utilize these same materials. Course Objectives: At the completion of this course, educators will be able to communicate in Spanish in the following situations: 1. Pronunciation of the Spanish language and most common Hispanic names 2. Discuss the role and influence of Spanish and Hispanics in the United States and the world 3. Express likes and dislikes; ask questions; tell time, count over Give commands and directions to a group of students on a variety of situations 5. Hold a brief conversation with a parent 6. Use the present tense and the present progressive 7. Express destination and future actions 8. Discuss the role of family, education and empowerment in the Hispanic world 9. Compare the educational systems of Latin America and the United States 10. Share information on the history and culture of Mexico, Nicaragua, Costa Rica, and Guatemala University of Wisconsin-Green Bay 2

3 Undergraduate Students Course Requirements and Evaluation: Educators will complete the assigned study for lesson or chapter (15%) Educators will come to class prepared by having their written exercises in the Workbook ready for each lesson (15%) Educators will complete Written Assignments, provided by the instructor as reinforcement of class content. (20%) Educators will complete tests and exercises available at the, which accompanies the textbook, and submit their score for grading. (25%) Educators will complete a Unit Review, provided by the instructor, and submit it for grading (25%) Graduate Students Course Requirements and Evaluation: Educators will complete the assigned study for lesson or chapter (15%) Educators will come to class prepared by having their written exercises in the Workbook ready for each lesson (15%) Educators will complete Written Assignments, provided by the instructor as reinforcement of class content. (10%) Educators will complete tests and exercises available at the, which accompanies the textbook, and submit their score for grading. (25%) Educators will complete a Unit Review, provided by the instructor, and submit it for grading (15%) Graduate students will complete a final Unit Test or Project, and submit it for grading (20%) Graduate student requirements include one test or project. The average of all the assignments and class participation will account for 80 percent of the final grade. The Unit Test or Project will be worth 20 percent. To pass the course, however, the educator seeking graduate credit must pass the Unit Test or submit a project. The Unit Test will assess reading comprehension and cultural knowledge. Educators opting to complete a final Project rather than the final Unit Test, will be asked to apply knowledge acquired in class to their own classrooms. This may include a written project with a graphic component such as showing their knowledge of the language via a PowerPoint presentation in Spanish. Scoring: The grading scale is as follows: A (93-100); B (85-92); C (77-84); D (70-76); F (0-69). University of Wisconsin-Green Bay 3

4 Schedule: Session 1 Introductions, expectations, course organization. Preliminary Unit: Ante todo Written Assignment 1: to be completed in class. Assigned Study: Puntos de Partida, Capítulo Preliminar, pages Read the preface to the textbook (pages xvi -xxv) and To the Student on page vii of the Workbook. Complete the exercises on pages 1-10 of the Workbook and check your answers in the key on page 263. Share results with the class. Session 2 Unit 1: En la universidad Written Assignment 2: to be completed in class. Assigned Study: Puntos de Partida, Capítulo 1, pages Also begin to learn the Vocabulario on pages If you want to know more about las universidades hispanas, read Un paso más 1, pages Complete the exercises on pages of the Workbook and check your answers in the key. Session 3 Unit 2: La Familia Written Assignment 3: to be completed in class. Assigned Study: Puntos de Partida, Capítulo 2, pages (up to and including the Vocabulario útil). Begin to learn the Vocabulario on pages Also read Un paso más 2, pages Complete the exercises on pages of the Workbook and check your answers in the key. University of Wisconsin-Green Bay 4

5 Session 3 (cont.) Session 4 Unit 3: De compras Written Assignment 4: to be completed in class. Assigned Study: Puntos de Partida, Capítulo 3, pages Learn the Vocabulario on pages Read about the Nicaraguan poet, Rubén Darío in Un Paso más 3, page 122. Complete the exercises on pages 44 (exercise A)-54 of the Workbook and check your answers in the key. Session 5 Unit 4: En casa Written Assignment 5: to be completed in class. Assigned Study: Puntos de Partida, Capítulo 4, pages Learn the Vocabulario on pages You may find it helpful to read over Un paso más 4 on pages Complete the exercises on pages of the Workbook and check your answers in the key. Session 6 Unit 5: Las estaciones, el tiempo y la geografía Written Assignment 6: to be completed in class. University of Wisconsin-Green Bay 5

6 Session 6 (cont.) Assigned Study: Puntos de Partida, Capítulo 5, pages Also learn the Vocabulario on pages You may find it helpful to read over Un paso más 5 on pages Complete the exercises on pages 70 (exercise B)-82 of the Workbook and check your answers in the key. Unit Review: completed at home. Submit at the beginning of Session 7. Session 7 Wrap-up: Unit Test or Project. The following Wisconsin Standards for Teacher and Administrator Licensure will be assessed in this course: Wisconsin Standards for Teacher Development and Licensure: 2. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. 3. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. 5. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. University of Wisconsin-Green Bay 6

7 Wisconsin Teacher Standards (Continued) 9. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. 10. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner. Wisconsin Standards for Administrator Development and Licensure: 5. The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. 7. The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling. Last updated August 25, 2005 University of Wisconsin-Green Bay 7

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