2.2.1 E-mail address: anna_pietrolonardo@ivcc.edu
1.1 Day/Time: SPN-2001-150 MW 2:00-3:15 pm
1.2 Classroom: A-300
2.1 Name: Anna Marie Pietrolonardo
2.2 Preferred method of communication: campus e-mail
2.2.1 E-mail address:
anna_pietrolonardo@ivcc.edu
2.3 Office: A316 Flag of Spain
2.4
OFFICE HOURS FALL 2008
2.4.1 On Line Office Hours in BlackBoard R: 8-9:00 PM,
2.4.2
M-W: 1:45 -2:00 PM, 3:15 - 6:00 PM, or by appointment
2.5 Telephone: (815) 224 – 0250
2.6 FAX: (815) 224 – 3033
2.7 Web site: http://www.ivcc.edu/pietrolonardo/
3.1 TEXT AND Heinle Learning Center:
3.1.1
Interacciones, 6th Edition
(includes Audio CD) .Emily Spinelli
, Carmen García
Carol E. Galvin Flood
ISBN:
1-4282-2888-8
544 Pages Paperbound © 2009 Published by Cengage
Learning
3.2 ANCILLARY MATERIALS AND SERVICES:
3.2.1 Internet resources for collaborative/independent study.
3.4.2 Black Board Course Shell
4.1
An intermediate Spanish course designed to foster development
of the four essential skills of language acquisition: comprehension of
spoken Spanish, reading comprehension, speaking and writing. 4.2 The course is
taught in Spanish, the Target Language [TL], with emphasis on
composition as a medium of expression.
4.3 Through
comparative analysis of selected literary works, the course develops an
awareness of cultural and literary contributions from the 21 Spanish
speaking societies.
4.4 The student will develop, review and expand skills acquired
through assigned study and will collaborate with other learners to
develop projects, write journals and participate in discussions.
4.5 Blended
and fully online sections are available.
5.1 Upon completion of the class, student will be able to
5.1.1. Speak comprehensibly in the target language [TL].
5.1.2 Comprehend statements spoken in the TL.
5.1.3 Demonstrate comprehension of readings in the TL.
5.1.4 Write comprehensibly in the TL.
5.1.5 Demonstrate intermediate knowledge of the global Hispanic culture.
5.1.6 Demonstrate awareness of cultural diversity.
5.2 Outcome 1 - Student will speak comprehensibly in the target language [TL].
5.2.1 Competency 1.1 Begin, sustain and close a conversation.
5.2.2 Competency 1.2 Ask and answer questions.
5.2.3 Competency 1.3 Speak in complete sentences.
5.3 Outcome 2 - Student will comprehend statements spoken in the TL.
5.3.1 Competency 2.1 Understand classroom instructions.
5.3.2 Competency 2.2 Understand classmates when they speak in TL during class activities.
5.3.3 Competency 2.3 Understand the main ideas in native speaker conversations during class activities.
5.4 Outcome 3 - Student will demonstrate comprehension of readings in the TL.
5.4.1 Competency 3.1 Guess the meaning of unknown words through cognate recognition, prefixes and suffixes and context clues.
5.4.2 Competency 3.2 Comprehend authentic materials containing basic vocabulary for thematic units studied.
5.4.3 Competency 3.3 Comprehend the main ideas in readings about material studied in class.
5.5 Outcome 4 - Student will write comprehensibly in the TL.
5.5.1 Competency 4.1 Write same information as oral exercises in class.
5.5.2 Competency 4.2 Write intermediate paragraphs and narratives that could be understood by a native speaker..
5.6 Outcome 5 - Student will demonstrate intermediate knowledge of global Hispanic culture.
5.6.1 Competency 5.1 Recognize, discuss and write about cultural differences in material studied in class.
5.6.2 Competency 5.2 Understand origins of customs and traditions in other cultures.
5.6.3 Competency 5.3 Understand origins of customs and traditions in student's own culture.
5.7 Outcome 6 - Student will demonstrate awareness of cultural diversity.
5.7.1 Competency 6.1 Examine and reflect on personal and civic values and responsibilities in the global community.
5.7.2 Competency 6.2 Understand and develop sensitivity to language, values, customs and traditions of others.
6.1 If you need support or assistance because of a physical, psychiatric or cognitive disability you may be eligible for academic accommodations through the Special Populations office. Stop by office B-204 or call (815) 224-0284.
7.1 Summative Assessments - These assessments measure student progress against course objectives and contribute to the course grade.
7.1.1 Participation in class
7.1.1.1 Participation in class activities is important to your success in a world language class.
7.1.1.2 I shall take note throughout the course of student participation levels. A participation score will be recorded at the end of each quarter.
7.1.1.3 By being prepared and willingly participating in class activities - both face-to-face and online, you can earn maximum participation points.
7.1.1.4 Likewise, lack of participation in activities and discussions will adversely affect your final grade.
7.1.1.5 Counter-productive behaviors, such as, but not limited to- speaking out of turn, chatting off-task to the point of distracting classmates and/or disrupting the class and continually speaking in English in class instead of the target language [TL] will be adversely reflected in your final course grade
7.2 Pre-assessment
7.2.1 A pre-assessment examination will be administered the first day of class. This will not be used as a grade in the course. Instead, it provides a benchmark of language proficiency against which to measure progress during the course. It also helps to establish the common level of understanding among the group of students so that lessons can be paced appropriately.
7.3 Quizzes
7.3.1 There will be three quizzes, each worth 100 points.
7.3.2 These quizzes assess the student’s mastery of material in the current chapters.
7.3.3 The written assessment may include, but is not limited to short answer questions, essays, sentence completion Cloze exercises, and vocabulary matching.
7.4 Capstone Performance
7.4.1 The Capstone Performance earns up to 100 points.
7.4.2 Students will work individually to prepare a project according to an assigned theme. The project will provide the student with an opportunity to demonstrate successful completion of the course objectives, with particular emphasis on Objectives One and Four - Speaking and Writing.
7.5 Oral assessment as part of final semester examination
7.5.1 The assessment of a student’s speaking ability will be graded according to this 100-point rubric.
7.5.2 Rubric for Oral Assessment
Listening comprehension [15] __________
Is there negotiation of meaning between learners to establish comprehension? Is the learner’s response appropriate to the context?
Fluency and completeness of response [15] __________
Did the learner respond fluently or haltingly? Were there long pauses in the learner’s speech? Did the learner use complete sentences? Did the learner provide many details?
Pronunciation [20] __________
Are the sounds that the learners use those of Spanish? Is the influence of English noticeable in the learner’s pronunciation?
Vocabulary [25] __________
Does the learner use a wide range of vocabulary, or do many words appear to be recycled in response after response? Does the learner respond incompletely or incorrectly due to a lack of appropriate vocabulary?
Grammatical accuracy [25] __________
Is there subject/verb and noun/adjective agreement? Are genders correct? Is adjective placement correct?
Are verb tenses used correctly and appropriately? Is word order correct and logical?
Total __________
Comments:
Rubric Rev.08/19/07-amp
7.5.3 The topic of the conversation will be based on the material in this course.
7.5.4 The oral evaluation assesses your knowledge compared to the communicative goals listed at the beginning of each chapter in the course syllabus.
7.5.5 It is your responsibility to speak.
7.5.6 If the professor must prompt you, then you will receive fewer points.
7.5.7 Do show what you have learned.
7.5.8 Do speak clearly and confidently, without hesitation.
7.5.9 Avoid the use of English.
7.5.10 Do not ask for vocabulary.
7.5.11 Do not ask how you are doing.
7.5.12 Do not ask if you have said enough.
7.5.13 Do not chew gum or any other substance during the oral assessment.
7.6 Written Assignments in TL
7.6.1 Students will be expected to write short essays on a variety of topics as part of course assignments.
7.6.2 The written portion of the final examination will be worth 100 points.
7.6.3 All writing assignments will be judged by this rubric:
7.6.3.1 Writing rubric
Explanation of Rubric
Sentences
|
1 |
Most not logical |
|
2 |
In logical order |
|
3 |
Flows purposefully |
Details
|
1 |
Few details |
|
2 |
Sufficient basic details |
|
3 |
Clear and vivid |
Organization
|
1 |
Not well organized |
|
2 |
Some organization |
|
3 |
Strong organization |
Accuracy
|
1 |
Errors prevent comprehension |
|
2 |
Some spelling & agreement errors throughout |
|
3 |
Very few errors |
|
Criteria |
Scale |
|
|
|
Logical sentence order |
1 |
2 |
3 |
|
Clear and vivid detail |
1 |
2 |
3 |
|
Organization |
1 |
2 |
3 |
|
Accuracy |
1 |
2 |
3 |
7.7 Formative Assessments - These assessments are
not for grades; instead, they provide information to help students to learn and
the instructor to teach.
7.7.1 Pre-Examination - a written pre-examination will be administered the first
week of class to help determine the level of prior knowledge with the target
language [TL]. This examination is not part of the course grade.
7.7.2 Classroom Assessment Techniques [CATs] - These assessments will be administered periodically to help determine class acquisition of new material, identify subjects for review and prepare for summative assessments. CATs used include "Clearest/Muddiest", "Minute Paper", "RSQC2" and others. CATs are not taken for a grade. Feedback resulting from CAT administration is reported back to the class in a timely manner to help students learn.
8.1 IVCC Grading Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A
8.2 Grade Point Calculation
|
Assessment Type: |
Possible Points: |
My Points: |
| Partner Performance 1 | 25 | |
| Partner Performance 2 | 25 | |
| Partner Performance 3 | 25 | |
| Group Performance 4 | 25 | |
| Group Performance 5 | 25 | |
|
Quiz 1 |
100 |
|
|
Quiz 2 |
100 |
|
|
Quiz 3 |
100 |
|
|
Participation 1 |
50 |
|
|
Participation 2 |
50 |
|
|
Homework 1 |
50 |
|
|
Homework 2 |
50 |
|
|
Journal 1 |
50 |
|
|
Journal 2 |
50 |
|
| Capstone Performance | 100 | |
|
Final Oral Examination |
100 |
|
|
Final Written Examination |
100 |
|
|
TOTAL POSSIBLE POINTS |
1025 |
|
8.3.1 My "Extra Credit Philosophy"
As a faculty advisor to two IVCC student organizations I am deeply committed to
supporting student activities that provide cultural enrichment and opportunities
for extra curricular learning. Throughout the semester, I'll post a series of
activities that are eligible for extra credit points toward the grade in this
course. Some are passive activities such as attending a special event; others
are active opportunities to work on a World Language Organization (WLO) project
as a volunteer; others are purely academic opportunities to earn points - such
as writing an optional essay.
8.3.2 Guidelines for the ethical application of "Extra
Credit" opportunities
As an instructor, my two-fold purpose in offering "extra credit" opportunities
includes encouragement of students to participate in extra curricular activities
at IVCC and provision of a "safety cushion" of points to help counterbalance a
disappointing performance on an assessment or serve as a means to improve a
grade for a student who has done all the coursework but may have earned lower
than desired grades on assessments. It is not my intention to provide "extra credit"
points to students who participate in these activities instead of completing
required course work.
8.3.3 "Extra Credit" Policy
"Extra credit" points will be applied toward the grade of students who have
completed all course work. If a student has an incomplete grade for a missing
assignment or assessment, then the "extra credit" points will not be applied until the missing
assignments are completed for late, partial credit. Any quizzes missed because
of unexcused absences may not be made up.
9.1 It is the responsibility of the student to request a withdrawal from this course before the final withdrawal date.
9.2 Students will not be automatically withdrawn by the professor for failure to attend class.
9.3 If a student has attended class after the Last Date for Withdrawal, that student is not eligible for a withdrawal unless there are extenuating circumstances.
9.4 If a student has extenuating circumstances and needs to request a withdrawal after the Final Withdrawal Date, it is necessary to obtain the signatures of both the professor and the dean of the division. Such approvals are not granted automatically.
10.1 Withdrawal from a course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.
11.1 Academic integrity is directly linked to the Core Values of Illinois Valley Community College, three of which are RESPONSIBILITY, RESPECT and HONESTY. It is the RESPONSIBILITY of each student to RESPECT the academic integrity of our course by doing their own work, and by refusing to assist others in deception. Academic dishonesty violates the academic integrity expected of all students.
11.2 Academic dishonesty is defined as, but is not limited to:
11.2.1 Cheating – using or attempting to use unauthorized materials, study aids, or information in any academic exercise, including copying from another person’s work or preparing work for another person that is to be presented as the other person’s own work.
11.2.2 Fabrication – furnishing false information to a College official relative to academic matters, including, but not limited to, misrepresentation of written information provided in admission documents.
11.2.3 Plagiarism – comes from the Latin plagiare, which means “to steal.” Therefore, plagiarism is a form of cheating. Plagiarism is defined as using the words or ideas of another as one’s own either on purpose or unintentionally. This includes, but is not limited to, copying whole, portions or the paraphrasing (rewording) of passages or information from any source in any academic exercise (written or oral) without giving credit to the author or source using an appropriate citation style. Students must be able to prove that their work is their own.
11.2.4 Facilitating Academic Dishonesty – helping or attempting to help another to violate any provision of this code.
11.3 Academic dishonesty violates the Student Code of Conduct. The professor has full authority to identify academic dishonesty in her classroom and to impose any of the following sanctions:
11.3.1 Failure of any assignment, quiz, test, examination or paper, project or oral presentation for the work in which the violation occurred.
11.3.2 Lower grade.
11.3.3 Involuntary withdrawal from the course.
11.3.4 Failure of the course.
11.3.5 The professor may report extreme cases of academic dishonesty (such as, but not limited to, collusion among a number of students, selling or providing papers or repeated violations of academic dishonesty, etc.) directly to the Vice President for Student Services for disciplinary action as outlined in section VII Disciplinary Process.
11.3.6 Other sanctions as determined by the professor. The sanction will be put in writing and signed by the student, professor and the Dean of Humanities, Fine Arts and Social Sciences Division.
12.1 Be prepared for class.
12.2 Be courteous.
12.3 Turn off the ring on cellular phones or pagers.
12.4 Unexpected cancellations of class
12.4.1 In the event of a school closing due to inclement weather, announcements will be released by IVCC to local media. School-wide closings are also posted to the college web site at www.ivcc.edu.
12.4.2 In the event of a class cancellation, it will be posted on the college web site, on my office door and on the classroom door.
12.5 E-mail
Etiquette
In order
to expedite the
process when you send me an e-mail, identify
yourself by name, course and class section - especially if your e-mail
address does not include your name, AND be specific about the question you
are asking me. Please don't expect me to search through all the course resources
for the
specific place where you were in an exercise in BlackBoard or Heinle Learning
Center in
order to reply. Either send me a screen shot, clip and paste, or key in
the actual question so I can reply more promptly. The more specific you are in
wording your request, the more promptly you will receive a response.
12.6 Collaborative learning - In class, students will often work with a partner, and will be assigned to a study group. Many students find it helpful to extend this practice in their study routine outside of class, too. Exchange e-mail addresses and phone numbers with members of your study group. Encourage them to contact you to discuss the assignments studied in class, work together and help one another in learning new material. Also, if you should ever be late for class or have to be absent, members of your study group can be contacted to determine what information was missed and needs to be made up.
12.7 A note to my students about learning a new language:
12.7.1 A language cannot be learned overnight. Daily practice is much more useful than cramming the night before the exam. When learning new vocabulary, it is helpful to use the terms in original sentences several times. Write them; say them out loud; turn them into questions; answer them; make flash cards; use them in conversations with classmates. Use the study methods that work best for your personal learning style. It is essential to come to class prepared for the lesson. Read the materials, do the assignments in advance of the class. Be ready to discuss and use the new material in Spanish. Unprepared students are at least as boring as unprepared instructors – and nearly as damaging to the class.
12.7.2 However, even with careful preparation, do not expect to speak perfectly. Expect to make mistakes, to sound and feel silly at times. Most importantly, expect to enjoy this class, too. That is what learning a language is all about. But, everyone must make a genuine commitment of time and energy to do so.
[ ] SPN-2001-150 Professor Pietrolonardo
14. Web links to supplemental resources:
14.1 Cengage Learning publisher web site
Rev. 06/02/2008 - amp
Anna Marie Pietrolonardo © 2005, All rights reserved
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