‘
Syllabus
Summer
Roberto Maduro,
Facilitator
[TULSA COMMUNITY COLLEGE, SOUTHEAST CAMPUS]
I_SPAN_1213_390_31960_201330
INDEX INDEX
R. Maduro
Syllabus
General Info…3 GO
Course and Program Description…3 GO
Textbooks and supplies…4 GO
General Education Goals…6 GO
Course Objectives…6 GO
Teaching Methods…7 GO
Technical Skill Requirements…8 GO
Language Laboratories…8 GO
Grading Policy…9 GO
Transferability…12 GO
Communications…13 GO
Special Needs…13 GO
Institutional Statement…14 GO
Program of Topics/Calendar…15 GO
Recipe for Success…23 GO
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Syllabus
SPAN 1213
SYLLABUS
Tulsa Community College, Southeast Campus
Summer 2013
Course: SPA 1213, Spanish II
Section #: 390
Days(s) & Time(s): Online class. For office
hours (in person, by phone, or through Wimba
Classroom) make appointment via email or phone.
Start and End Dates: 06/03/2013 –
07/28/2013
Course Delivery Method: Online
Call #: 31960
Course Format: 3 credits - 8 weeks
Instructor (Facilitator): Roberto E. Maduro
Office Hrs: M – Th, 8:00 A.M. – 5:00 P.M. (appointment needed)
Office Email: [email protected]
Office Phone: (918) 595-7750
Office Location:
Skype name:
Southeast Campus Room 1120
roberto.maduro
TO CONTACT ACADEMIC AND CAMPUS SERVICES:
Director: Susan Burlew
Office: Southeast Campus Room 2202
Phone: (918) 595-7673
TO CONTACT THE DIVISION OFFICE:
Division Name: Communications
Division Associate Dean: Dr. Kara RyanJohnson
Division Office Location: SE 1202
Division Phone Number: (918) 595-7694
PURPOSE OF THIS DOCUMENT
This document is a contract between student and professor. Failure to comply with policies or complete
the assignments in the manner outlined will be reflected in your grades. It is assumed that students will
work independently, and perform college level work.
COURSE PREREQUISITE
Spanish I
COURSE DESCRIPTION
A course in understanding, speaking, reading, and writing Spanish, the second in a sequence of four
related courses. (Approximately 40% of class conducted in Spanish.)
PROGRAM DESCRIPTION
The growing need for multi-language skills has reached a critical point. More and more degrees and
career paths require applicants with sufficient competency to communicate with a native speaker of the
designated language. This program is designed for students who wish to acquire oral and written
language proficiency, an awareness of the Spanish-speaking culture, and who have plans to transfer to a
four-year university. TCC instructional methods infuse technology into the learning process.
NEXT COURSE IN SEQUENCE
SPA 1313, Spanish III
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SPAN 1213
TEXTBOOKS, SUPPLIES, & OTHER SOURCES
Title
Plazas: Lugares de
Encuentros (eBook)
Plazas
Workbook/Lab
Manual
Edition
Author
Herschberger, NaveyDavis, and Borrás
4th
4th
Publisher
Heinle Learning Center
QUIA
The three Plazas items that are required for this course will be used through Spanish 4.
The resources available from QUIA/iLrn (Plazas) include:
eBook
Voice Board (for recording of exercises)
Workbook/Lab Manual (combined resources)
Video Library
Practice package, including Heinle Grammar Tutorials, Heinle Grammar Videos, Student
Interactive activities from the Plazas 4th Student CD-ROM, Heinle iRadio Podcasts, and Verb
Conjugator
REFERENCE  To find the QUIA (iLrn) for this class, please open the 01.4 REGISTERING ON
QUIA (iLrn) folder in this same section, 01 Start Here! (Week 1/Syllabus & Course Info).
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I. TEXTBOOK
The textbook for this course is Plazas: Lugar de Encuentros, 4th ed., published by Thomson/Heinle.
This is a digital book and we will use it as our main reference for the course. When you purchase the
Spanish package at TCC campus stores, you will receive a hardcopy version of the textbook, which you
can bring to onsite Chat-Lab and tutoring sessions. The textbook provides introductions to topics,
explanations, and a host of exercises with instant feedback (in the digital version), recorded partnership
activities, and multimedia contents. Textbook exercises will not be graded. Non-assigned exercises can be
done for practice purposes but they will not count for extracredit.
II. WORKBOOK
This resource is required for homework. QUIA (iLrn) (Heinle Learning Center) is the online provider
that created the interactive service based on the original hardcopy materials published by Heinle. The
Workbook contains a wealth of exercises ranging from true or false and multiple-choice to short writings.
It is an excellent way to apply the concepts that you are learning from the book. Always proceed by
reading the corresponding topic on the textbook and then doing the accompanying exercises on the
Workbook. Like the Digital Textbook and the Laboratory Manual, the online Workbook is essentially a
website to which you purchase access. When you have registered and paid for this resource, you can
access it from any internet-ready computer. You log in to QUIA (iLrn) to open the “book,” work on an
exercise and, upon completion, you submit it. Submitting an exercise involves clicking on a button—
that’s all! You don’t have to email me any homework.
An important thing you need to know about this process is that you cannot share an account. Accounts
are valid for two years.
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III. LAB MANUAL
The Lab Manual is obtained exactly in the same way as the Workbook and the Digital Textbook. Working
with the Lab Manual is very similar to the Workbook, except that the Lab Manual contains audio files
embedded in its exercises. Because listening comprehension benefits from a preliminary knowledge of
vocabulary and structure, I recommend that you do the Workbook first and then the Lab Manual.
Thus, the optimal sequence for this class would be:
1. Study topics on textbook
2. Study lectures and other materials on Blackboard
3. Do Workbook
4. Do Lab Manual
5. Review and ask questions
6. Take tests as required
REFERENCE  If you have questions about the digital resources (or any other course-related questions),
please use the Q/A Forum in the (07) ¡Hablemos! section to post them. That way, other students can
benefit from the information that you will be receiving.
GENERAL EDUCATION GOALS
General Education courses at TCC ensure that our graduates gain skills, knowledge, and abilities that
comprise a common foundation for their higher education and a backdrop for their work and personal
lives. TCC’s General Education goals are: Critical Thinking, Effective Communication, Engaged Learning,
and Technological Proficiency.
COURSE OBJECTIVES
The main course objective for this class is:
To develop oral proficiency in Spanish so that students can use this language
effectively in the real world
This course aims at preparing students to perform whole tasks in authentic contexts. In general, this
course’s main task is practical communication and socialization in Spanish, which involves knowledge of
basic content (vocabulary and grammar) and specific skills (conversation and comprehension). Authentic
contexts refer to real-life situations. Consequently, transfer of knowledge and skills from the classroom
to the workplace and everyday life is an essential goal of the instructional model used in Spanish 2.
Specifically, at the end of the semester, students should be able to converse, informally, with a native
Spanish speaker, in Spanish only, for at least ten minutes, with the degree of flow expected for level 2,
covering the basic topics (house, health, food, and shopping) and using the grammatical tools (reflexives,
ser/estar, comparisons, object pronouns, saber/conocer, past tense, etc.) introduced in class.
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In sum, this is a skills-based, task-oriented course that teaches concepts and strategies
(techniques for foreign language learning and efficient communication which include
listening strategies and speaking strategies). The course’s primary focus is meaning
(communicating and understanding a message) and the secondary focus is form
(grammar, linguistic accuracy, the rules of the game). MODELS (formulaic expressions or
full-sentence templates) will be used to link up meaning with form.
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The whole or main task for the course is to adopt one of the twenty-one Spanish-speaking
countries, to move and live there virtually for the duration of the course and, in that
process, fulfill a number of communicative objectives. Those objectives are embedded in
the following part-tasks or subtasks, which will also have parallel applications for real-life
scenarios:
Virtual Trip
Finding a home in your new country: describe
your preferences for type of dwelling, size, color,
number of rooms, furniture, etc. Through an
internet search, locate an actual home, in your
adoptive country, that approximates your
preferences and describe it.
Keeping up your new place: mention some of the
household chores you (or people living with you)
will need to perform in your new home.
Getting medical help: Describe to Spanishspeaking friends a fictitious ailment you are
suffering during your virtual trip and obtain the
type of healthcare your situation requires.
Medical interpreters: act as an interpreter helping
an English-speaking friend communicate health
issues to a Spanish-speaking doctor.
Getting the food you want: share with your host
family your food preferences.
Exploring a new cuisine: learn to prepare a dish
from your adoptive country and share highlights of
the recipe with classmates, including key
ingredients and basic instructions.
Putting it all together: after returning to the U.S.,
share your experiences of your virtual trip, using
narrative in past tense. Refer to the purpose and
length of your stay, places you visited, shopping
adventures, the culture of the country, and other
such details.
Real Life
Describe your actual home.
Supplementary subtask: mention some of the
household chores you perform routinely in actual
your place of residence.
Share with a group of Spanish-speakers the steps
you follow to keep a healthy life, including diet,
exercise, recreation, medical checkups, etc.
Converse about your favorite foods and your eating
habits.
Talk about some events of your recent (or not so
recent) past.
Related goals for Spanish 2 are:
At least 95% of participating students should exit even the second level of language at TCC with a
measurable oral proficiency which is understandable to a native speaker of the target language.
At least 95% of participating students will develop proficiency in the four skills (listening,
speaking, reading, and writing) in the target language appropriate to the level of the course.
At least 95% of participating students will be able to understand the target language within the
vocabulary and structure limitations of the appropriate level when spoken by a native speaker at a
normal rate of speed.
At least 25% of the grade will be based on the student’s ability to write in Spanish without the aid
of other devices.
Students will have opportunities to acquire awareness and appreciation of the people who use the
target language and their culture.
In this course, the Oral Proficiency Guidelines published by ACTFL (American Council for the Teaching
of Foreign Languages) are used as references to determine the functional level of students at different
points throughout the semester. In general it is expected that students will be able to perform at the
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SPAN 1213
Intermediate-Low level in the aforementioned scale. In the area of language production (speaking),
ACTFL describes that level as follows:
Speakers at the Intermediate-Low level are able to handle successfully a limited number of
uncomplicated communicative tasks by creating with the language in straightforward social
situations. Conversation is restricted to some of the concrete exchanges and predictable topics
necessary for survival in the target language culture. These topics relate to basic personal
information covering, for example, self and family, some daily activities and personal preferences,
as well as to some immediate needs, such as ordering food and making simple purchases. At the
Intermediate-Low level, speakers are primarily reactive and struggle to answer direct questions
or requests for information, but they are also able to ask a few appropriate questions.
Intermediate-Low speakers express personal meaning by combining and recombining into
short statements what they know and what they hear from their interlocutors. Their utterances
are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and
vocabulary while attempting to give form to the message. Their speech is characterized by frequent
pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax
are strongly influenced by their first language but, in spite of frequent misunderstandings that
require repetition or rephrasing, Intermediate-Low speakers can generally be understood by
sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.
Degree Application: Spanish Associate of Arts, International Language Studies Certificate or
Associate of Liberal Arts (Spanish Option), International Studies Associate (Americas Option), and
others.
TEACHING METHODS
This course is conducted online but live conversations (including two general conversations) with the
instructor and classmates—throughout the entire course—are required.
Three basic methods are used to develop language skills in this course:
Knowledge construction—students are encouraged to process the information received
and to react to the stimuli provided in class to generate their own conclusions and take
ownership of their learning. In other words, through knowledge construction, students will
turn the inputs received in class into their own outputs.
Repetition drills—these exercises pursue the automation of basic tasks (for instance,
vocabulary acquisition, verb conjugation, and noun-adjective agreement) and the
development of conversational reflexes.
Behavior modeling—students are encouraged to learn from observation as the instructor
and fellow learners solve the various communicative problems (or tasks) presented
throughout the course.
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Instructional strategies include:
Use of online study and homework resources (the Textbook—Digital Edition, or eBook,
which is the main reference resource and contains a variety of graded recording activities, the
online Workbook, which includes reading and writing exercises, and the online Lab
Manual, which provides listening comprehension practice through audio materials)
Text-based lectures
Audio presentations, including lectures, pronunciation segments, and conversations for
listening comprehension
Video presentations (with audio) with the same objectives as the audio materials with the
addition of non-verbal communication and settings
PowerPoint presentations and other multimedia products, narrated or non-narrated
Use of discussion boards
Use of blogs, through an utility built into Blackboard
Internet links and searches
The Chat-Lab, which consists of weekly on-campus or online meetings intended to foster
learner-instructor and learner-learner interaction with emphasis on oral skill development.
Consultation and tutoring through traditional phone calls, use of the Wimba Classroom
application (built into Blackboard) or in person
TECHNICAL SKILL REQUIREMENTS
Students should be comfortable with the following:
Sending email with attachments
Participating in threaded text-based discussions
Accessing internet resources and conducting searches
Recording their voice to a computer and posting or emailing the resulting audio clips
Performing basic word tasks– creating, saving and attaching documents.
Downloading, opening and viewing multimedia materials from a website (audio and video)
Opening and viewing PowerPoint presentations
Participating in real-time interactive environments, similar to chat rooms but enhanced with
web-conferencing features, including audio/video transmission
Blogging
Following a written set of technical directions
Additionally, students are expected to have a basic level of computer proficiency to use Blackboard
<https://bb.tulsacc.edu>, and the textbook-related online materials.
LANGUAGE LABORATORIES
Students can use the language labs located at Tulsa Community College’s four campuses at their
convenience (day or evening) and in accordance with course assignments. Many computer-based
resources as well as DVDs, videotapes, books and magazines are available for students. At the Southeast
Campus Language Lab, students can also receive one-on-one free tutoring (by appointment) or join the
Chat Lab to practice conversation.
To locate a language lab or contact its staff, use the following table:
CAMPUS
Metro
Northeast
Southeast
West
ROOM
MC430A
1521
1120
1244
PHONE
918-595-7068
918-595-7402
918-595-7750
918-595-8088
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SPAN 1213
GRADING POLICY
Each assessed item will be assigned a number of points. At the end of the semester, all points will be
totaled and a letter grade will be based on the total. Final grades will be determined on an individual
basis and not through competition with classmates. The final grade for this course will be calculated on
the following basis:
1. Chapter Portfolios (4), Plática No.1 (at midterm point), and Plática No.2 (at the end of
semester) (Total: 680 points)
PORTAFOLIOS
2 Pruebas de Vocabulario y Estructura (Vocabulary
& Structure Worksheets)
15 pts.
each
=30 pts.
Capítulo 4
Portafolio
2 Situaciones de la Vida Real
20 pts.
=40 pts.
(Real-Life Scenarios)
each
1 Taller de Composición
30 pts.
=30 pts.
(Writing Workshop; short composition posted in
course blog)
TOTAL POINTS Chapter 4 Portfolio:
100 pts.
Capítulo 5-Portafolio (same structure as above)
100 pts.
Capítulo 6-Portafolio
100 pts.
Capítulo 7-Portafolio
100 pts.
PLÁTICAS
Plática No.1 (General Conversation at midpoint)
140 pts.
Plática No.2 (General Conversation at end of semester)
140 pts.
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VERY IMPORTANT NOTE
Although the worksheets are only worth 15 points each, they are
considered essential diagnostic instruments. Therefore, if a student
should perform poorly in those worksheets, the instructor will require
that the student attends special tutoring sessions to address those
issues and/or take one or several proctored exams to demonstrate a
sufficient grasp of core topics. A student in this situation who does not
fulfill these requirements may not receive a passing grade in this
course.
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SPAN 1213
Tarea (Homework) and Participation (Total: 320 points)
TAREA (includes Workbook and Lab Manual in CENTRO or QUIA)
Capítulo 4
Workbook
25 pts.
Lab Manual
25 pts.
TOTAL POINTS Chapter 4 Tarea:
50 pts.
50 pts.
Capítulo 5-Tarea
(same structure as above)
Capítulo 6-Tarea
50 pts.
Capítulo 7-Tarea
50 pts.
OTHER GRADED ITEMS
Class Participation*
100 pts.
Orientation Module (Week 1)
20 pts.
TOTAL POINTS FOR THE COURSE: 1000
*To receive full points for Class Participation, students must have a weekly contact with the
instructor. This interaction is called the Chat-Lab and it can be done through on-campus meetings or
web conferencing sessions through Wimba Classroom, which can be access also via a phone call.
GRADING SCALE
90 – 100%
(900 – 1000 pts.)
80 – 89%
(800 – 899 pts.)
70 – 79%
(700 – 799 pts.)
60 – 69%
(600 – 699 pts.)
Below 60%
(> 600 pts.)
=
=
=
=
=
A
B
C
D
F
PLÁTICAS (GENERAL CONVERSATIONS)
These conversational activities must be done—no exceptions—for a student to receive a passing grade in
the course. If a student fails to complete any or both of those conversations, the student will receive a
failing grade.
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SPAN 1213
RUBRIC
Oral proficiency will be assessed according to the following rubric:
1
Pronunciation
3
4
5
Shows no
command of
vocabulary.
Uses a limited
range of
vocabulary.
Vocabulary is
often used
inappropriately.
Uses an adequate
range of
vocabulary but
sometimes
inappropriately.
Uses a fairly
wide range of
vocabulary.
Most of
vocabulary is
used
appropriately.
Uses a wide range of
vocabulary
appropriately.
Speech is
limited to
isolated words
or short
phrases. No
fluency.
Speech is
Speech is
extremely hesitant generally hesitant
and choppy.
and often choppy.
Frequent pauses
and/or unfinished
phrases.
Speech is
smooth for the
most part.
Occasional
hesitancy.
Speech is smooth and
flowing. No significant
hesitancy.
So many
pronunciation
errors that
comprehension
is impossible.
Frequent
pronunciation
errors cause
consistent
confusion or
misunderstanding.
A few errors in
pronunciation
rarely impeded
comprehension.
No errors in
pronunciation that
impede
comprehension.
Understands
speech well,
requires some
repetition.
Understands/manages
(builds meaning)
practically everything
without repetition that
was said within the
boundaries of the task.
Vocabulary
Fluency
2
Occasional
pronunciation
errors cause some
confusion or
misunderstanding.
No
Recognizes simple Comprehends
recognition/no memorized
simplified speech
Listening
understanding phrases and
Comprehension
comprehends slow
or directed speech
ATTENDANCE
As expressed before, class attendance will be assessed through bimonthly (twice a month) interactions
(face-to-face or remote) with the instructor and other interactions that may be set up for by the
instructor. Please note that participation does not refer merely to simply posting messages on forums. To
receive points, learners must comply with the rubric and instructions given for each activity.
WITHDRAWALS
The deadline to withdraw from a course shall not exceed 3/4 the duration of any class. Check the TCC
Academic Calendar for the deadline that applies to your course(s). Begin the process with a discussion
with the faculty member assigned to the course. Contact the Advisement Office at any TCC campus to
initiate withdrawal from a course ("W" grade) or to change from "Credit" to "Audit." Withdrawal and/or
change to an Audit from a course after the drop/add period may alter the financial aid award for the
current semester and future semesters. Students may receive an outstanding bill from TCC if the
recalculation leaves a balance due to TCC. Students who stop participating in the course and fail to
withdraw may receive a course grade of "F," which may have financial aid consequences for the student.
No Administrative Withdrawals will be given in this class.
LATE ASSIGNMENTS
Assignments are expected to be turned in on time. Late work is unacceptable. That said; on very rare
occasions circumstances preclude a student’s being able to submit an assignment on time. In these rare
instances you are responsible for notifying me in advance of the situation. I will respond to the
individual circumstances and make recommendations to the individual learner. All postings show up on
my control panel with the time of the posting so it is clear to me at what time of day each posting occurs.
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Late completed assignments will be graded according to the following scale:
-1 day late (assignment turned in on the day after the deadline): up to 80% credit
-2 or 3 days late: up to 60% credit
-4 or 5 days late: up to 50% credit
-Over 5 days late: zero credit
No late assignments will be accepted on the last day of class.
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MAKE-UP POLICY
Students must make arrangements with their instructor concerning make-up coursework. Delay on
completing assignments is strongly discouraged since they are timed to coincide with the best
learning/performance period for the students. NOTE: Assignments must be made up by the deadline
established by the instructor as a result of the student contacting him to make
arrangements prior to the due date. Failure to make proper arrangements, provide acceptable
justification, or complete the assignment on the stipulated date and time will result in a grade of ZERO.
AUDIT OR CREDIT
Learners may take this course on an audit or credit basis. Students who prefer to audit should request an
Audit Form during enrollment or on the first day of class. Audit students are expected to do the same
work as credit students, i.e., complete all coursework including online homework and portfolio items.
CLASSROOM NETIQUETTE
When posting on the discussion board or sending email students are expected to:
1. Be respectful.
2. Use acceptable grammar, spelling, and punctuation. Cell phone text-messaging styles are
considered inappropriate for this class’s written discussions.
3. Use color and font that are easily readable.
4. Use sentence case. Email or discussions posts typed in all UPPERCASE are unacceptable. This
practice can be perceived as the equivalent of shouting. You may format your text for emphasis.
5. Use TCC email or the email features available inside of Blackboard as this will clearly identify you
and the class you are enrolled. If these resources are not available, and you must send from an
outside account, clearly identify yourself and the class you are enrolled.
6. Keep communication on the discussion board relative to the topic.
7. Converse with others the same way you would in a traditional classroom. Harassment will not be
tolerated. Refer to the TCC Student Policies and Resources Handbook for general classroom
expectations.
8. If an assignment requires you to critique a peer’s work, be positive and respectful. Take your
responsibilities seriously and offer meaningful feedback.
COMPUTER SERVICES ACCEPTABLE USE
Access to computing resources is a privilege granted to all TCC faculty, staff, and students. Use of TCC
computing resources is limited to purposes related to the College’s mission of education, research, and
community service. Student use of technology is governed by the Computer Services Acceptable Use
Statements/Standards found in the TCC Student Policies and Resource Handbook. The handbook may
be found on the TCC web page at http://www.tulsacc.edu/archive/misc/policies.pdf.
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WORK EXPECTATIONS
For the greatest success in this course, students should expect to spend at least 3 hours of reading and
research in preparation of the assignments. Some assignments will consume more time. This may seem
excessive or unreasonable, but in a traditional classroom a learner would spend 3 hours per week taking
notes and participating in discussion and other activities, with time outside of class devoted to
homework, study, research, and other related activities. Students should expect to read the assigned
chapters in the textbook. The reading provides the base of knowledge from which learners will build as
they work further on the Internet.
This class is not organized to be an independent study. There are assignments due every week, with each
assignment building toward and influencing the work on the following week’s assignment. It is
imperative to stay on task!
TENTATIVE SCHEDULE OF ACTIVITIES, AGENDA, AND/OR COURSE OUTLINE
The facilitator may change the activity schedule at any time with notification by email or through an
announcement posted in the ANUNCIOS section of the Blackboard class site. A comprehensive
schedule of activities is provided at the end of this syllabus.
TRANSFERABILITY
Students should verify transferability of this course with the college or university to which the credits are
to be transferred. In general, this is a standard course in the language department at most universities
through the nation.
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COMMUNICATIONS
Email: All TCC students receive a designated “MyTCC” email address (ex:
[email protected]). All communications to you about TCC and course assignments will be sent
to your MyTCC email address; and you must use MyTCC email to send email to, and receive email from,
the instructor regarding this course.
COMMUNICATION WITH THE INSTRUCTOR
CONTACT INFORMATION
Email: [email protected]
Office Phone Number: (918) 595-7750
Office Location: Room 1120, Southeast Campus, Tulsa Community College
Mail Address (for those who wish to send me thank-you cards, restaurant certificates, or homemade
explosives): 10300 E.81st St, Tulsa, OK, 74133-4513
Skype name: roberto.maduro
Communication is crucial in any class but particularly in an online course. We need to talk. Do not
allow confusion and doubts to fester and hinder your progress. Let me hear from you. It is very important
that participants communicate throughout the course, especially during group projects. If you are having
difficulties with something, are going to be away from the computer due to illness or a family emergency,
etc., please communicate these issues to me as soon as possible. This keeps me from worrying—and
getting more gray hairs—about your whereabouts and your status in the class.
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SPAN 1213
In this course, we will use different channels for different situations:
For general questions about the course that can—and should—be shared with the entire class, we will use
the Q/A Forum on (07) Discussion Forums. Use the same forum for technical questions, such as
How do I submit files through the portfolio tool?
For personal questions—for example, about grades—we will use two channels: for short answers, please
email me your question. For extended answers or interactive explanations, please call me on the phone. If
you do not find me right away, leave a voicemail message. I will try to get back with you ASAP. Another
channel of communication that we will use this semester is the Wimba Classroom, a tool included in
Blackboard.
Inclement Weather: Although this is an online class, campus-based activities such as live meetings
and in-person office hours may be impacted by weather. However, TCC rarely closes. If extreme weather
conditions or emergency situations arise, TCC always gives cancellation notices to radio and television
stations. This information is also posted on the TCC website (www.tulsacc.edu). In most cases when the
campus is closed due to weather, onsite live meetings will be changed to an all-online format via the
Wimba Classroom tool embedded in Blackboard.
DISABILITY RESOURCES
It is the policy and practice of Tulsa Community College to create inclusive learning environments.
Accommodations for qualifying students in compliance with the Americans with Disabilities Act (ADA)
and Section 504 of the Rehabilitation Act are available. To request accommodations, contact the
Education Access Center (EAC) at [email protected] or call (918) 595-7115 (Voice). Deaf and hard of
hearing students may text (918) 809-1864.
INSTITUTIONAL STATEMENT
Each learner is responsible for being aware of the information contained in the TCC Catalog, TCC
Student Handbook, TCC Student Code of Conduct Policy Handbook, and semester information listed in
the Class Schedule. All information may be viewed on the TCC website: www.tulsacc.edu.
TOBACCO FREE COLLEGE
Tulsa Community College is a Tobacco Free college in accordance with the Governor’s Executive Order
2012-01 and Title 63 of the Oklahoma Statutes, Section 1-1523 which prohibits smoking or the use of any
tobacco products in all public places, in any indoor workplace, and all vehicles owned by the State of
Oklahoma and all of its agencies and instrumentalities. This Order includes property leased, rented, or
owned by TCC including, but not limited to, all grounds, buildings, facilities, and parking lots. Tulsa
Community College’s policy includes a tobacco free environment on all campus and off-campus locations
conducting TCC credit or non-credit classes. The TCC Campus Police is responsible for ensuring
compliance with the Tobacco-Free Environment Policy. Violations of the policy may be addressed
through issuance of campus or state citations.
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14
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Syllabus
SPAN 1213
PROGRAM OF TOPICS AND COURSE CALENDAR
Semana
Parte
1
1
1
2
Vocabulario & Estructura Gramatical
Introducción al curso:
-Leer información y completar orientaciones
Repaso (Review) de Español 1
CAPÍTULO 4
Assignments
2
1
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2
Assignments
2
PLAZAS CAPÍTULO 4 – En la casa
- Vocabulario 1. La casa: household rooms and furniture
PLAZAS eBook: Capítulo 4 >> Vocabulario: Home, furniture, and appliances
- Estructura 1. Describing household chores and other activities: present
tense of stem-changing verbs
- Vocabulario 2. Los quehaceres domésticos: chores done in and outside
the house
PLAZAS eBook: Capítulo 4 >> Vocabulario: Household Chores
□ June 6–First part Presentaciones Personales
□ By June 8–Complete Orientation
□ June 9–Second part Presentaciones Personales
□ No portafolio assignments due; start working on online workbook and lab manual.
Estructura 2. Giving instructions to friends and family members:
Affirmative tú commands
PLAZAS eBook: Capítulo 4 >> Estructura II: Expressing preferences and
giving advice - Affirmative tú commands
- Estructura 3. Talking about location, emotional and physical states, and
actions in progress: verb estar
PLAZAS eBook: Capítulo 4 >> Estructura III: The verb estar and the present
progressive
- ¡Así se dice! Counting from 100 and higher
- Encuentro cultural: España
-Repaso del Capítulo 4:
¡A leer! Strategy: Clustering words
¡A escribir! Strategy: Writing topic sentences
¡A repasar! & Diagnostic (online)
Recycle: Reactivation of previously acquired knowledge and skills
-
□ During Chat-Lab sessions (various dates throughout the week)– Capítulo 4Portafolio Cap.4a: Situaciones de la Vida Real-Episodio No.1 (Real-Life
Scenario No.1) and Capítulo 4-Portafolio Cap.4c: Situaciones de la Vida RealEpisodio No.2 (Real-Life Scenario No.2)
□ June 13–Capítulo 4-Portafolio Cap.4b: Prueba de Vocabulario y
Estructura No.1 (Vocabulary & Structure Worksheet No.1)
□ June 13 –Capítulo 4-Portafolio Cap.4d: Prueba de Vocabulario y
Estructura No.2 (Vocabulary & Structure Worksheet No.2)
□ June 16–Capítulo 4-Portafolio Cap.4e: Taller de Composición (Writing
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Workshop; short composition posted on blog)
□ June 16–Capítulo 4-Tarea: All assigned QUIA (iLrn ) Workbook and Lab Manual
exercises, Chp.4—Assigned exercises are viewable in each chapter menu from the
Workbook/Lab Manual tab.
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Syllabus
SPAN 1213
CAPÍTULO 5
3
1
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Index
3
2
Assignments
□ During Chat-Lab sessions (various dates throughout the week)– Capítulo 5Portafolio Cap.5a: Situaciones de la Vida Real-Episodio No.1 (Real-Life
Scenario No.1)
□ June 20–Capítulo 5-Portafolio Cap.5b: Prueba de Vocabulario y
Estructura No.1 (Vocabulary & Structure Worksheet No.1)
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4
PLAZAS CAPÍTULO 5 – La Salud
- Vocabulario 1. Las partes del cuerpo
- Estructura 1. Talking about routine activities: reflexive pronouns and
present tense of reflexive verbs
PLAZAS eBook: Capítulo 5 >> Vocabulario: The human body
Capítulo 5 >> Estructura I: Reflexive pronouns and present tense of reflexive
verbs
- ¡Así se dice! Acabar de + infinitive means to have just finished doing
something
- Vocabulario 2. La salud: talking about common illnesses, treatments,
and remedies
- Encuentro cultural. Bolivia y Paraguay
PLAZAS eBook: Capítulo 5 >> Vocabulario: Health care, including illnesses,
symptoms, and medical treatments
- Estructura 2. Describing people, things, and conditions: ser vs. estar
PLAZAS eBook: Capítulo 5 >> Estructura II: Ser vs. estar
- Estructura 3. Pointing out people and things: demonstrative adjectives and
pronouns
PLAZAS eBook: Capítulo 5 >> Estructura III: Demonstrative adjectives and
pronouns
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Assignments
-
Repaso del Capítulo 5
¡A leer! Strategy: Recognizing Spanish affixes
¡A escribir! Strategy: Using a bilingual dictionary
¡A repasar! & Diagnostic (online)
Recycle: Reactivation of previously acquired knowledge and skills
□ During Chat-Lab sessions (various dates throughout the week) – Capítulo 5Portafolio Cap.5c: Situaciones de la Vida Real-Episodio No.2 (Real-Life
Scenario No.2)
□ June 27–Capítulo 5-Portafolio Cap.5d: Prueba de Vocabulario y
Estructura No.2 (Vocabulary & Structure Worksheet No.2)
□ June 30–Capítulo 5-Portafolio Cap.5e: Taller de Composición (Writing
Workshop; short composition posted on blog)
□ June 30–Capítulo 5-Tarea: All assigned QUIA (iLrn) Workbook and Lab Manual
exercises, Chp.5—Assigned exercises are viewable in each chapter menu from the
Workbook/Lab Manual tab.
CAPÍTULO 6
5
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1
PLAZAS CAPÍTULO 6 – ¿Quieres comer conmigo esta noche?
- Vocabulario 1. La comida: foods and table utensils
PLAZAS eBook: Capítulo 6 >> Vocabulario: Food, beverages, and table
utensils
- Estructura 1. Making comparisons: comparisons of equality, inequality,
and superlatives
PLAZAS eBook: Capítulo 6 >> Estructura I: Comparatives and Superlatives
- Vocabulario 2. El restaurante: vocabulary and expressions associated
with eating in a restaurant
PLAZAS eBook: Capítulo 6 >> Vocabulario: Dining out
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5
Syllabus
2
Assignments
SPAN 1213
¡Así se dice! Expressing food measurements: quantities of food when
shopping or cooking
- Estructura 2. Describing past events: regular verbs and verbs with
spelling changes in the preterite
PLAZAS eBook: Capítulo 6 >> Estructura II: Regular verbs and verbs with
spelling changes in the preterit
- Estructura 3. Giving a detailed description about past events: verbs with
stem-changes in the preterit
PLAZAS eBook: Capítulo 6 >> Estructura III: Verbs with stem changes in the
preterit
- Practice of past tense narrative
-
□ During Chat-Lab sessions (various dates throughout the week) – PLÁTICA NO.1
(General Conversation, combining topics from the previous two modules)
□ During Chat-Lab sessions (various dates throughout the week) – Capítulo 6Portafolio Cap.6a: Situaciones de la Vida Real-Episodio No.1 (Real-Life
Scenario No.1)
□ July 4 (Yes, I know: it is a holiday, but you can always submit the assignment earlier,
right?)–Capítulo 6-Portafolio Cap.6b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
6
1
-Repaso del Capítulo 6
Encuentro cultural. Venezuela
More food and more past tense!
¡A leer! Improving your reading efficiency
¡A escribir! Strategy: Adding details to a paragraph
¡A repasar! & Diagnostic (online)
Recycle: Reactivation of previously acquired knowledge and skills
CAPÍTULO 7
2
Assignments
PLAZAS CAPÍTULO 7 – De compras
- Vocabulario 1. La ropa: clothing and related accessories
PLAZAS eBook: Capítulo 7 >> Vocabulario: Clothing and fashion
- ¡Así se dice! Making emphatic statements: stressed possessive adjectives
and pronouns
PLAZAS eBook: Capítulo 7 >> Stressed possessive adjectives and pronouns
□ During Chat-Lab sessions (various dates throughout the week) – Capítulo 6Portafolio Cap.6c: Situaciones de la Vida Real-Episodio No.2 (Real-Life
Scenario No.2)
□ July 11–Capítulo 6-Portafolio Cap.6d: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
□ July 14–Capítulo 6-Portafolio Cap.6e: Taller de Composición (Writing
Workshop; short composition posted on blog)
□ July 14–Capítulo 6-Tarea: All assigned QUIA (iLrn) Workbook and Lab Manual
exercises, Chp.6—Assigned exercises are viewable in each chapter menu from the
Workbook/Lab Manual tab.
7
1
Estructura 1. Talking about singular and/or completed events in the past:
irregular verbs in the preterite
PLAZAS eBook: Capítulo 7 >> Estructura I: Irregular verbs in the preterite
- Vocabulario 2. De compras: vocabulary and expressions for shopping
- Estructura 2. Simplifying expressions: direct object pronouns
PLAZAS eBook: Capítulo 7 >> Estructura II: Direct object pronouns
- Estructura 3. Describing ongoing and habitual actions in the past: the
imperfect tense
PLAZAS eBook:: Capítulo 7 >> Estructura III: The imperfect tense
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17
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7
Syllabus
2
-
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Index
Assignments
SPAN 1213
Práctica general del tiempo pasado (pretérito + imperfecto)
Repaso del Capítulo 7
Encuentro cultural. Argentina y Uruguay
¡A leer! Using background knowledge to anticipate content
¡A escribir! Editing your writing
¡A repasar! & Diagnostic (online)
Recycle: Reactivation of previously acquired knowledge and skills
□ During Chat-Lab sessions (various dates throughout the week) –Capítulo 7Portafolio Cap.7a: Situaciones de la Vida Real-Episodio No.1 (Real-Life
Scenario No.1)
□ July 18–Capítulo 7-Portafolio Cap.7b: Prueba de Vocabulario y Estructura
No.1 (Vocabulary & Structure Worksheet No.1)
□ July 18–Capítulo 7-Portafolio Cap.7d: Prueba de Vocabulario y Estructura
No.2 (Vocabulary & Structure Worksheet No.2)
8
1
Assignments
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-
Repaso general del semestre
□ During Chat-Lab sessions (various dates throughout the week)– PLÁTICA NO.2
(General Conversation, combining topics from the entire semester)
□ During Chat-Lab sessions (various dates throughout the week)– Capítulo 7Portafolio Cap.7c: Situaciones de la Vida Real-Episodio No.2 (Real-Life
Scenario No.2)
□ July 28–Capítulo 7-Portafolio Cap.7e: Taller de Composición (Writing
Workshop; short composition posted on blog)
□ July 28–Capítulo 7-Tarea: All assigned QUIA (iLrn) Workbook and Lab Manual
exercises, Chp.7—Assigned exercises are viewable in each chapter menu from the
Workbook/Lab Manual tab.
18
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Syllabus
SPAN 1213
RECETA PARA EL ÉXITO
(RECIPE FOR SUCCESS)
Realize that foreign language learning involves a considerable measure of critical thinking.
This acquisition process is not limited to mechanical memorization of materials, as many students
seem to think. Therefore, the use of well-devised study strategies (learning about learning) is
essential for success in this course. Also, in online courses, more than in other formats, students
need to be autonomous learners. Autonomous learners assume responsibility for their learning,
participate in goal definition, take active part in selecting learning strategies, and are capable of
self-assessment. These attitudes and skills can be summarized in one word: SELFREGULATION. I will integrate comments and activities on self-regulation into each week’s
contents.Follow the weekly overviews meticulously; study all the provided materials and do all
homework in order.
Do all lab manual and workbook assignments. They are meant to be done before or along
with class topics. Homework provides case studies to introduce, apply, and reinforce basic
concepts in vocabulary, grammar and comprehension. Do these exercises gradually and
following a well thought-out weekly routine, instead of leaving them for the end of the
chapter—or worse, for the deadline day.
Communicate your questions and problems to your instructor ASAP, so they can be dealt with in
a timely manner. There should be no delays in the communication process; students who let
problems go unresolved for a while oftentimes try to fix them when it’s too late.
Make it a practice of accessing the Blackboard site for this course routinely. Read all documents
and stay abreast of developments through announcements.
Join the Chat-Lab (weekly interaction with instructor and classmates, face-to-face or
online) and commit to it. Chat-Lab sessions are designed to give you hands-on applications of
the concepts we are covering in class. You can also bring questions and problematic exercises to
those sessions and get answers from the tutors. Attendance to these sessions is required for the
participation grade; besides, it is in those sessions that real-life scenarios (components of each
chapter’s portfolio) and Pláticas are done. Remember that you can join the Chat-Lab sessions
remotely and there are several time slots to choose from for added flexibility.
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19