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Course Syllabus

1. Course Number/Name: SPN-2001 BLN  Blended
 Intermediate Spanish 1    Fall Semester          

1.1 Day/Time: SPN-2001-150 TR 12:30-1:45 pm

1.2 Classroom: A-300

2. Instructor Information:

2.1 Name: Anna Marie Pietrolonardo         

2.2 Preferred method of communication: campus e-mail     Flag of Spain

2.2.1 E-mail address: anna_pietrolonardo@ivcc.edu

2.3 Office: A316                                                         

2.4 OFFICE HOURS

2.4.1 As posted below, or by appointment

 

TUESDAY

THURSDAY

8:30 AM – 9:30 AM

Office Hours
A-316

Office Hours
A-316

1:45 PM – 3:15 PM

Office Hours
A-316

Office Hours
A-316

2.5 Telephone: (815) 224 – 0250

2.6 FAX: (815) 224 – 3033

2.7 Web site: http://www.ivcc.edu/pietrolonardo/

3. Required text and materials

3.1 TEXT AND Heinle Learning Center:

3.1.1  Interacciones, 7th Edition (includes Audio CD) .Emily Spinelli - University of Michigan - Dearborn,  Carmen García - Arizona State University,  Carol E. Galvin Flood - Bloomfield Hills Schools
ISBN: 9781111943035 / 1111943036
544 Pages    Paperbound © 2012      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. Course description

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. Expected learning outcomes

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. Accommodation statement

6.1 You may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or cognitive disability such as a learning disability.  If you have a disability and need more information regarding possible accommodations, please contact Tina Hardy at (tina_hardy@ivcc.edu, 224-0284) or Judy Mika Judy_Mika@ivcc.edu or 224-0350) or stop by office C-211.

 7. Assessment of student learning

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

 

 

Score: ___/12

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. Grading: Point distribution

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:

Tech Orientation

10

 
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

1035

 

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. Withdrawal policy

9.1 Syllabus statement:

9.1.1 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.

9.1.2 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.

9.1.3 More detailed information is available at www.ivcc.edu/admissions and selecting the menu item for Withdrawals on the left side of the page.

9.2 It is the responsibility of the student to request a withdrawal from this course before the final withdrawal date.

9.3  Students will not be automatically withdrawn by the professor for failure to attend class.

9.4 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.

9.5 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.

10. Financial aid statement

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. Academic integrity

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.

11.1.2 Students will abide by the IVCC Student Code of Conduct as outlined in the Student Handbook at all times.

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. Classroom policies and procedures

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
12.5.1 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. Here is an example of a clearly worded e-mail subject line:
Subject: B Jones SPN-1001-150-14FA- M1 Homework Question

-       12.5.2 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.

-       12.5.3 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.

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. 

13. EARLY ALERT SYSTEM - Illinois Valley Community College

13.1 The Early Alert System helps to promote your academic success through the development of a comprehensive process to identify, assist, and follow-up with you as challenges to successfully complete a course may arise.  The process consists of the identification of such challenges by faculty referral, self-report, and/or GPA. 

13.2Once identified, you will meet with a counselor to assess areas of difficulty and develop a Success Agreement. The Agreement will outline a very specific and individualized plan for you to employ to work toward academic improvement. 

13.3 Students participating in this program will be encouraged to meet more frequently with their counselor to review progress so any new or continuing difficulties can be addressed, and successes can be recognized.  Students will continue in the program until satisfactory improvements are achieved.

14. 2014-2015 IVCC Academic Theme: RESPECT and RESPONSIBILITY

14.1 Respect and Responsibility-- two 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. Responsibility is what capable adults accept for their own decisions in life.

15. Disclaimer

15.1 This course syllabus is tentative. I reserve the right to amend it at any time.

16. Outline of assignments for the semester: Fall 2014

[ X ]        SPN-2001-150           Professor Pietrolonardo

17.    Web links to supplemental resources:

17.1  Cengage Learning publisher web site

                                                                                                                                                                                                                                                                                                                                                                                                                 

Rev. 07/04/2014 - amp

 

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