2.2.1 E-mail address: anna_pietrolonardo@ivcc.edu
1.1 Day/Time: [ ] SPN-2001-100 Fully Online
1.2 Semesters offered: Summer A & Fall
1.3 Classroom: Fully Online
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: A-316
2.4
OFFICE HOURS
Flag of Spain
2.4.1 Fall & Spring:
MTWR
8:30-9:00 AM,
MW
11:45 AM-12:15 PM, and TR 11:15 AM-12:15 PM, or by appointment
2.4.2 Summer:
by appointment
2.5 Telephone: (815) 224 – 0250
2.6 FAX: (815) 224-3033
2.7 Web site:
http://www2.ivcc.edu/pietrolonardo/
3.1 TEXT AND Heinle Learning Center * :
3.1.1
Interacciones, 7th Edition
Emily Spinelli - University of
Michigan - Dearborn
Carmen García - Arizona State
University
Carol E. Galvin Flood -
Bloomfield Hills Schools
Bundle: Text + iLrn™ Heinle
Learning Center Printed Access Card
ISBN-10:113329264X | ISBN-13: 9781133292647
496 Pages Paperback
©2013 Published
3.2 ANCILLARY MATERIALS AND SERVICES:
3.2.1 Internet resources for collaborative/independent study.
3.2.2 * These items are included with the text in a course text bundle in the IVCC Book Store
3.2.3 (It is essential that you purchase the correct "text bundle" that includes the textbook and the Quia/Heinle Learning Center Student Book Code. Contact the IVCC Bookstore to make your purchase before class begins.)
3.3 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, and an awareness of cultural and literary contributions from the 21 Spanish speaking societies.
4.2 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.
4.3 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 are a student with a documented cognitive (learning disabilities), physical, or psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, and others) you may be eligible for academic support services such as extended test time, texts on disc, note taking services, etc... If you are interested in learning if you can receive these academic support services, please contact either Tina Hardy (tina_hardy@ivcc.edu, or 224-0284) or Judy Mika (Judy_Mika@ivcc.edu or 224-0350), or stop by the Disability Services Office in B-204. disability
8.1 This is a fully online class.
8.1.1 Students are expected to complete all requirements described in the Course Outline according to the Schedule of Assignments. The course assignments are presented in module format. Each module is opened in two week intervals during Fall semester and in condensed, shorter intervals during Summer Semester. Grades are reported shortly after the end of each module in the Black Board grade book.
8.2 If, for any reason, you cannot meet an assignment deadline, it is your responsibility to notify me by e-mail [in advance of the due date if possible], and to obtain information about any work that you need to make up from your course outline, from my web site or from a classmate.
8.3 Late work may be excused at the discretion of the professor.
8.3.1 Any unexcused late work will result in the lowering of the project grade according to the grading rubric in BlackBoard - Assignments.
8.4 Quizzes and other assessments missed because of unexcused absences may NOT be made up later.
9.1 Summative Assessments - These assessments measure student progress against course objectives and contribute to the course grade.
9.1.1 Participation in class activities
9.1.1.1 Participation in class activities is important to your success in a world language class.
9.2
Reflective Journals
9.2.1
Each reflective journal entry will consist of five complete sentences written in
the target language [TL] in response to a given prompt. Reflective journals in
the fully online class are incorporated into each module as the final Activity 5
assignment before the quiz.
9.3
Homework per module - 50 points
9.3.1 Includes, but is not limited to
9.3.1.1
Work done by student in text, Heinle Learning Center and/or Black Board
to acquire a working knowledge of the Puntos clave listed in the Schedule of
Assignments for each chapter in the module PRIOR to attempting Module Activities
in BlackBoard-Assignments.
9.3.1.2
Minimum two hours per week during Fall semester or two hours per chapter during
Summer Semester in the Heinle Learning Center and/or BlackBoard
activities in addition to
Module Activities.
9.4
Four quizzes* - each 100 points (* during Summer A semester, the Module 4 quiz
is not administered)
9.4.1 Quizzes are incorporated into each of the four learning modules after
homework and all module activities have been completed.
9.5
Capstone Performance - 100 points
9.5.1
Students will work individually to prepare a project according to an assigned
theme during Module 5. 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.
9.6 Final Cumulative Written Examination 100 points
9.7 Final Cumulative Oral Examination - 100 points
9.7.1 The assessment of a student’s speaking ability will be graded according to this 100-point rubric.
8.7.2 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
9.7.3 The topic of the conversation will be based on the material in this course.
9.7.4 The oral evaluation assesses the student's knowledge compared to the communicative goals listed at the beginning of each chapter in the course syllabus.
9.7.5 It is your responsibility to speak.
9.7.6 If the professor must prompt you, then you will receive fewer points.
9.7.7 Do show what you have learned.
9.7.8 Do speak clearly and confidently, without hesitation.
9.7.9 Avoid the use of English.
9.7.10 Do not ask for vocabulary.
9.7.11 Do not ask how you are doing.
9.7.12 Do not ask if you have said enough.
9.7.13 Do not chew gum or any other substance during the oral assessment.
9.8 Written Assignments in the target language [TL]
9.8.1 Students will be expected to write short essays on a variety of topics as part of course assignments.
9.8.2 The written portion of the final examination will be worth 100 points.
9.8.3 All writing assignments will be judged by this rubric:
9.8.3.1 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 |
9.9 Formative Assessments - These assessments are
not for grades; instead, they provide information to help students to learn and
the instructor to teach.
9.9.1 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. In online
sections, the pre-assessment is incorporated into the Module 1 activities.
9.9.2 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. In the fully online class section, CATs are administered through the Survey conducted at the end of each module.
10.1 IVCC Grading Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A
10.2 Grade Point Calculation
|
Assessment Type: |
Possible Points: |
My Points: |
| Technical Orientation | 10 | |
| M1A1 | 5 | |
| M1A2 | 10 | |
| M1A3 | 15 | |
| M1A4 | 25 | |
|
M1-Homework |
50 |
|
|
M1-Quiz |
100 |
|
| M1A5-Reflective Journal | 10 | |
| M2A1 | 5 | |
| M2A2 | 10 |
|
| M2A3 | 15 |
|
| M2A4 | 25 |
|
|
M2-Homework |
50 |
|
|
M2-Quiz |
100 |
|
| M2A5-Reflective Journal | 10 |
|
| M3A1 | 5 |
|
| M3A2 | 10 | |
| M3A3 | 15 |
|
| M3A4 | 25 |
|
|
M3-Homework |
50 |
|
|
M3-Quiz |
100 |
|
| M3A5-Reflective Journal | 10 | |
| M4A1 | 5 | |
| M4A2 | 10 | |
| M4A3 | 15 | |
| M4A4 | 25 | |
|
M4-Homework |
50 |
|
|
M4-Quiz (*not administered during Summer A) |
100 |
|
| M4A5-Reflective Journal (*not assigned during Summer A) | 10 | |
| Capstone Project | 100 | |
| Final Oral Exam | 100 | |
| Final Written Exam | 100 | |
| Total Possible Points (*1045 points during Summer A) | 1170 |
10.3.1 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 extracurricular 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.
10.3.2 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 extracurricular 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.
10.3.3 "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.
11.1 Syllabus statement:
11.1.1 Effective Summer 2011, students have the ability to initiate a withdrawal from classes. By completing the form in the Records Office or through the form located within WebAdvisor, the student is authorizing IVCC to remove him/her from the course. Entering the student ID number serves as the student’s electronic signature. IVCC has the right to rescind a withdrawal in cases of academic dishonesty or at the instructor’s discretion.
11.1.2 Students should be aware of the impact of a withdrawal on full-time status for insurance purposes and for financial aid. It is highly recommended that students meet with their instructor or with a counselor before withdrawing from a class to discuss if a withdrawal is the best course of action for that particular student.
11.1.3 More detailed information is available at www.ivcc.edu/admissions and selecting the menu item for Withdrawals on the left side of the page.
11.2 It is the responsibility of the student to request a withdrawal from this course before the final withdrawal date.
11.3 Students will not be automatically withdrawn by the professor for failure to attend class.
11.4 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.
11.5 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.
12.1 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.
13.1 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.
13.1.2 Students will abide by the IVCC Student Code of Conduct as outlined in the Student Handbook at all times.
13.2 Academic dishonesty is defined as, but is not limited to:
13.2.1 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.
13.2.2 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.
13.2.3 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.
13.2.4 Facilitating Academic Dishonesty – helping or attempting to help another to violate any provision of this code.
13.3 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:
13.3.1 Failure of any assignment, quiz, test, examination or paper, project or oral presentation for the work in which the violation occurred.
13.3.2 Lower grade.
13.3.3 Involuntary withdrawal from the course.
13.3.4 Failure of the course.
13.3.5 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.
13.3.6 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.
14.1 Be prepared for class activities in the modules by doing the homework first.
14.2 Complete assignments on time.
14.2.1 Be courteous.
14.3 Unexpected delays or cancellations of class: Because the delivery of this class depends on access to the Internet, it is possible that access will be delayed from time to time due to technical difficulties. Please remain calm, patient and courteous should we experience technical difficulties. Appropriate adjustments in course expectations will be made to allow students an opportunity to complete any assignments that are interrupted due to such system-wide delays.
14.4
Communication Procedures and E-mail Etiquette
14.4.1 Effective Summer 2011, all students will be responsible for checking
their IVCC email. All electronic college correspondence will only be sent to
the IVCC email.
Students still have
the ability to forward their email to another account.
14.4.2 Appropriate routing of information requests
14.4.2.1 For information on accessing your IVCC student e-mail account, Web Advisor, BlackBoard log on or other IVCC technology issue, go to the Learning Commons.
14.4.2.2 For technical information regarding the Heinle Learning Center [HLC] in Quia such as browser incompatibilities with your computer that might require adjustments, difficulty logging on to your course in HLC, contact Quia technical support from the home page of your quia platform at http://books.quia.com .
14.4.2.3 For all
course content related questions you have four available resources:
14.4.2.2 Go to BlackBoard [BB]-Course Information-Frequently Asked Questions
[FAQ] and search the topics for the information you need. This resource is a
compendium of answers that I have given to questions asked often. Make FAQ your
first resource. FAQ is available 24/7 and you will very likely find the
information you need there.
14.4.2.3.2 Post your question in the BB-Discussion Forum-General Instructions
for Collaboration at the top of the BB Discussion Forum. Members of the class
are encouraged to ask and reply to questions in this forum. Sometimes, the best
way to remember something that you are trying to learn is to explain it in your
own words to someone else. I also monitor the posts and will offer helpful
comments when needed.
14.4.2.3.3 E-mail me at
anna_pietrolonardo@ivcc.edu
using the protocol listed below in 13.4.3.
14.4.2.3.4 Call or visit me in person during scheduled office hours on the IVCC
campus in A316.
14.4.3
In order to expedite the process when you send me an e-mail, identify
yourself by first and last name, course and class section and the topic of your
message. Here is an example of a clearly worded e-mail subject line:
Subject: Bill Jones SPN-2001-100-13FA - M1 Homework Question
14.4.3.1 Please do not expect me to take the time to lookup your name in all
my course rosters to determine which class and section you are in.
14.4.3.2 Although I do try to learn the names of all my students, I often have
several students with similar names. Please do not assume I will be able to
identify you if you only give me your first name.
14.4.3.3 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.
14.4.3.4 I use a triage system to prioritize messages when I face a full inbox.
If you are having a problem that requires urgent attention, please indicate that
in the subject line. Example: Mary Garcia, SPN-2001-150, Problem with Quiz #2.
When I see an urgent message, I'll read it first. However, please don't say that
everything is "urgent" when it is not.
14.4.4 Response Time
14.4.4.1 Because of the large number of unidentified e-mails that I have
received, I have adopted the policy of reading and responding to unidentified
e-mails LAST.
14.4.4.2 Please allow 48 hours (not including weekends or holidays) for a reply.
Often, I am able to respond very quickly, but please do not expect an immediate
reply.
14.5 Collaborative learning - In class activities, students will often work with partners or be assigned to study groups. Many students find it helpful to extend this practice in their study routine by posting general questions for discussion in the Black Board Discussion Forum, too. I encourage you to become acquainted with your classmates through the group activities in each module and to contact them to discuss the assignments studied in class, work together online and help one another in learning new material. Your activity in the BB-Discussion Forum and in the HLC Partner-Pairing activities will be reflected in your grade in each module activity.
14.6 Recommendations
for learning a new language:
14.6.1 A language cannot be learned overnight. Daily practice is much more
useful than cramming the night before an assessment. 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.
14.6.2 Recommended
Study
Sequence
14.6.2.1 It
is essential to prepare for the module activities by first doing the homework to
learn the "Puntos clave" or Key Points listed in the table for each chapter in
the Schedule of Assignments that accompanies this Syllabus.
Using the resources in
BB-Course Documents and HLC in Quia for the current chapters as if they were an
a la carte menu, select assignments that will be most helpful to you.
Read the materials, do the assignments in advance of class or before attempting
the module activities in an online class..
14.6.2.2 Be ready to discuss and use the new material in Spanish. Focus on what
you know in Spanish, not on translation from Spanish back into English. In other
words, learn to THINK IN SPANISH. The more knowledge you learn, the easier it
will become to accomplish this.
14.6.3 Unprepared students are at least as boring as unprepared instructors –
and nearly as damaging to the class.
14.6.3.1 Be a responsible and courteous collaborator. Your partner or group
members will be counting on you to do your part in a timely manner so that you
can all complete your activities on time for maximum grade credit.
14.6.4 Learning a new language requires a genuine commitment of time and energy.
Consider it an investment with many rewards to be gained through the process.
14.6.4.1 Even with careful preparation, do not expect to speak perfectly or to
be able to express yourself as well in Spanish as in your native language in the
early days of your studies.
14.6.4.2 Expect to make mistakes, to sound and feel silly at times. Consider
this class a safe laboratory for experimentation with the Spanish language.
14.6.4.3 Perhaps most importantly, expect to enjoy this class, too.
15.1 This course syllabus is tentative. I reserve the right to amend it at any time.
16.1 Respect-- one of IVCC's core values of respect, caring, honesty, fairness and responsibility, represented by the acronym ReaCHFaR-- has been chosen as this year's campus wide theme. Respect influences each of us daily -- at school, in our homes, at work, and in our fields of study.
16.2 Keep the theme in mind as you complete course activities this semester.
[ X ] Summer A SPN-2001-100 Professor Pietrolonardo
[ ] Fall SPN-2001-100 Professor Pietrolonardo
18. Web links to supplemental resources:
18.1 Cengage Learning publisher web site
Rev. 05/05/2013 - amp
Anna Marie Pietrolonardo © 2005, All rights reserved
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