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Yavapai College

SPA 202 Syllabus – Spring 2010
4 Credits

Instructor: Curtis Kleinman
Office and phone: 928-776-2290
Email: curtis.kleinman@yc.edu
Office and office hours: Bldg. 3 room 231, Mon. & Wed. 10:00-12:00, Tues &Thurs. 1:30-2:30 (all others by
appointment)
Classroom: Building 3, room 204

Required Materials:
1. Blanco, Tocaimaza-Hatch. Sueña: español sin barreras.
2. Quia/Sueña On-line workbook/lab manual (www.books.quia.com)
COURSE CODE: FANPTN778
BOOK KEY: Must be purchased with credit/debit card (see “Important links” #s 9 & 10)

Important Links:
1. Online work book/lab manual: www.books.quia.com
2. On-line Spanish-English/English-Spanish dictionary: www.wordreference.com
3. YC Blackboard log in screen: https://blackboard.yc.edu/webapps/login/
4. Puntos en breve website: http://highered.mcgraw-hill.com/sites/0073123862/student_view0/
5. Instructor’s site for supplemental Tegrity Lessons:
http://curtiskleinmanspanish.wetpaint.com/page/Supplementary+Lessons
6. Puntos de partida (Puntos en breve) video website:
http://wlcmedia.csumb.edu/Spanish/Puntos_de_partida7/Videos/
7. YC Learning Center (Spanish tutoring available): http://www2.yc.edu/content/learningcenters/default.htm
8. Spanish placement test info: http://www.yc.edu/content/testingservices/foreignlang.htm
9. Languages CLEP testing info: http://www.yc.edu/content/testingservices/clep.htm
10. Due dates for adding/dropping and withdrawing (also note links in right hand menu bar for additional
info/calendar): http://www2.yc.edu/content/registration/registration/drop.htm
11. Setting up your On-line Work book/ Lab Manual Tegrity tutorial:
http://europa.yc.edu/Tegrity/cklein02/cklein02_Sandbox/Setting%20up%20the%20On-line%20WB%20and
%20LMfaf5275f-69e7-4b1c-ae32-1f22dff53f7e/default.htm
12. Setting up and using your online Spanish workbook (paper version):
http://curtiskleinmanspanish.wetpaint.com/page/Setting+up+and+using+your+on-line+Spanish+Workbook

Course Introduction/Overview:
Okay, so this is the basics of what you need to know to do well in this course. We will meet once a week,
every Monday. During our meetings we will put a special emphasis on practicing speaking and on
vocabulary activities. Additionally, we will watch the Cortometraje movies and debate their content.
Also, during class time we will administer quizzes. Save Lección uno, each lección will be culminated by
a short quiz. There are fewer tests in this class than you may be used to and more short quizzes. Outside
of class you should spend much of your time in our Spanish Portal:
http://tinyurl.com/kleinmanspanishspace .
Once here you will have varied tasks to accomplish, but primarily you will focus on two specific
categories on the left hand side of your screen, “Lecciones” and “Taller”.
Lecciones: In the Lecciones tab you will watch the grammar lecture videos that correspond to our current
progression within the framework of the Tentative Course Plan . These videos will help you prepare for
the speaking activities we will conduct in class and will also guide you when studying for quizzes and
other graded assignments. Watch them! Here you will also find your online workbook and online lab
manual assignments that relate to the grammar video lectures contained within the Lección. All content
found in the “Lecciones” category corresponds to a given Lección chapter (1-6) in our textbook, Sueña.
Taller: “Taller” is another important category in the left hand menu. This category is designed to give
you some freedom to choose what aspect(s) of Spanish you would like to improve upon. You can choose
any one of three categories “listening”, “reading” or “writing” for your major of study. You also must
choose one of these three categories for your “minor of study”. Your major and minor make up the bulk
of your grade, 30%. For more details see the “Taller” below and the “Taller” category in our SPA 202
portal. There are other graded aspects of this course, such as “Grabaciones”, a running vocabulary list,
a collaborative cuento, final exams and a final paper, just to name a few. Keep reading to fully
understand the requirements of this course.

Course Description:
SPA 202 is a continuing Spanish course at the intermediate level. This course is designed to reinforce
structures to which you have already been introduced. In addition, through this course you will boost
your written and spoken fluency as well as your listening and reading comprehension. In view that this
course is basically an in depth review of all the grammatical elements of Spanish that you have received
in previous classes, it departs from the traditional lecture, rehearsal format slightly. More specifically,
each week, we will meet but one time. During this meeting we will focus on using and reviewing Spanish
structures through oral discussions (i.e., speaking workshops), debates and activities. Outside of class you
will be able to access grammar lectures designed to reinforce your lexical and grammatical knowledge in
Spanish. In addition, outside of class you will have the chance to dedicate yourself to self directed
language immersion study in a workshop, referred to as “Taller”. For more information see “Taller”
below. ó

COURSE CONTENT:
1. Descriptions of objects, places, people, and events relating to basic needs and on topics of a factual or
subjective nature
2. Preterit tense
3. Imperfect tense
4. Future tense
5. Conditional tense
6. Present subjunctive
7. Imperfect subjunctive
8. Subjunctive versus indicative mood in noun, adjectival, and adverbial clauses
9. Commands
10. Present perfect indicative
11. Pluperfect indicative
12. Present perfect subjunctive
13. Review of pronouns (i.e., reflexive pronouns, direct object pronouns, indirect object pronouns, and
double object pronouns) and objects of prepositions
14. The writing process in Spanish
15. Critical thinking skills in reading in Spanish
16. Interpretation of cultural norms, values, beliefs, and regional variations of areas where Spanish is
spoken/used
LEARNING OUTCOMES:
Upon successful completion of this course, the learner will be able to:
1. Describe objects, places, and people with a great amount of creativity and improvisation on topics
relating to basic needs, and on topics of a factual or subjective nature.
2. Narrate a series of events with a great amount of elaboration.
3. Maintain (i.e., to initiate, respond, and contribute to) somewhat simple face-to-face conversations with
a great amount of spontaneity.
4. Express situations of volition and doubt with a great amount of elaboration (e.g., My sister wants me to
move to Tucson because she thinks I can get a good job there., I doubt that you can cook tamales; you
can't even boil water!, Leave because I need to study!).
5. Emotionally react to facts with a moderate amount of elaboration (e.g., It's sad that your brother is sick;
last time I saw him he looked great.).
6. Combine related ideas using pronouns (e.g., I gave it to him.), conjunctions (e.g., and), prepositions
(e.g., to), and adverbial phrases (e.g., later, unless, on the other hand) with moderate frequency.
7. Employ the writing process (e.g., organizing thoughts, composing, revising, proofreading) on
increasingly-complex topics in Spanish.
8. Apply critical thinking skills to analyze and evaluate reading passages which have a clear, underlying
internal structure.
9. Interpret cultural norms, values, beliefs, and regional variations of areas where Spanish is spoken/used.

Expectations
Foreign language classes are focused on helping each student gain fluency in the target language. New
theories in language acquisition emphasize communicative interactions in the target language between
peers and the instructor in order to obtain this fluency with greatest efficacy.
• I therefore expect each student to be using Spanish as frequently as possible in class, eventually
obtaining the goal of only using Spanish in class.
• I expect you to arrive to class on time.
• I expect you to come to class prepared to learn, this means that you have your book, note taking
materials and that you have read over the day’s lesson prior to class (this is especially essential for
successfully acquiring the required vocabulary items).
• I expect all assignments to be turned in on time; late assignments without having communicated
with me prior to the due date will not be accepted or may entail a point reduction.
• I expect you to have all cell phones turned off during class time.
• I expect you to be able to download all assignments from our Blackboard shell, and I expect you
to not come to class unprepared due to technological problems.
• I expect you to check our Blackboard shell daily for new announcements and other
communications from me.
• I expect you to communicate with me. I have included my YC email address and office phone
above, please contact me! When communicating with me, please use your YC email account (as
opposed to Yahoo, Hotmail or other email accounts). (Note: Usually the least effective way to
get in touch with me is by phone, the most effective method—email).
• I expect you to check your email daily. I typically send one or more emails to you weekly. It is
your responsibility to ensure that you are receiving these emails. If, for example, you have
rerouted your YC emails to be checked via a Yahoo account, and you are not receiving my emails,
you must make steps to solve the issue. A great resource is the Yavapai College IT Help Desk
(call 776-2168).
• Do not expect me to remind you about due dates for work in this class. I have many classes and
each is on a different schedule. I rarely remember about your due dates until I check my records
and schedule back in my office. I will send you an email and blackboard reminders weekly
however, but it’s best to follow the “tentative course plan” unless I tell you that the plan has
somehow changed.
• I expect you to consider your participation grade carefully and the factors that contribute to it.
(See “Participation Evaluation” below.)
• I expect you to be discrete when exiting the classroom. Please get up to leave for the bathroom or
other exigencies during opportune moments, not mid-lecture; it can be distracting for me and other
students.
• I expect you to eat inconspicuously. An apple, maybe even a breakfast burrito—fine. But not a
deep fried chimichanga platter with rice and beans and side of nachos that take up three desks.
You know what I mean.
• I expect you to use Spanish conspicuously. The point of our course is to speak as much Spanish
as possible. Let me catch you speaking Spanish whenever you can. When you consciously
choose English within the confines of these walls, consider yourself in open rebellion.
• I expect you to not get me sick. Anyone failing to abide by this protocol will receive an “F” for
the course.
• I expect you to sit with your partner. Save her/him a seat. You should like your partner, although
this is not a requirement. When liking your partner proves impossible, feigned affection is a
requirement.

Conversation Partners
People learn languages best when they receive input from a multiplicity of sources. Therefore, we will frequently
be changing conversation partners, to give each student the opportunity to negotiate meanings in Spanish with
different members of the class, and by so doing, be exposed to different sources of input—facilitating learning.

SIC Days
From time to time we will have “SIC days” (Speak In Castillano [another word for Spanish, used in some
countries]). This means that no English will be used in class (by the instructor or students). These immersion
experiences are great opportunities to make marked advances in your language proficiency. Exceptional
performance by individual students during SIC days will be rewarded (e.g. exemptions from homework
assignments or even quizzes).

Taller
I have made an effort to tailor this class to your individual needs and wants regarding Spanish. You will
have some choice as to what you study in this course. Each student, in conjunction with the instructor,
will choose one of three focus areas, namely, reading, writing, or listening, and will declare it his/her
“major of study”. This means that the majority of your time will be spent doing activities within this
major focus area. A “minor” will also be declared, meaning that the rest of your time will be spent
completing activities within this minor focus area. The breakdown by task for these focus areas is listed
below:

Major of Study Minor of study
Reading—30 Articles, short stories, poems Reading—15 Articles, short stories, poems
read and responses written (roughly two per read and responses written (roughly one per
week) week)
Listening—30 videos viewed and responses Listening—15 videos viewed and responses
written (roughly two per week) written (roughly one per week)
Writing—7 pieces of writing. 3 essays Writing—4 pieces of writing. 2 essays (one
(informative and persuasive, 3, 4 and 5 double informative and one persuasive in nature,
spaced 1 inch margin 12 point font pages each three pages in length or more). One
respectively), 2 poems (length varies), 2 short poem (length will vary). One short story
stories 3 pages and 6 pages respectively). (four pages in length or more). Roughly 11
Roughly 23-25 pages of writing in all. These pages of written work in all. Writing topics
writing topics and assignment types are and assignments are negotiable.
negotiable.

Once you have decided on your major and minor of study, you will begin working. All of these Taller
items are due the last day of class, so please, pace yourself and don’t fall behind. You will access these
reading, listening and writing materials here: http://tinyurl.com/kleinmanspanishspace-taller . Your
instructor will conduct progress interviews in person or via email to make sure that you are on pace to
complete your major and minor requirements by the end of the term. Although your Taller major and
minor constitute 30% of your overall grade, due to complications resulting from your individual choice,
grades from taller will not be calculated into your cumulative total until the end of the term. Therefore,
your current grade, as reflected in the “Grades” category, will not reflect your Taller performance until
your final grade is tabulated.

Final Paper
In addition to your taller focus, each student is required to write one paper in reaction to a cortometraje
video that we will view in class. After choosing the video that you wish to write about, you will construct
a rough draft that is at least three pages in length, double spaced, 12 point font, 1 inch margins. This
paper will be handed in on the day of the listening exam (see “tentative course plan” below).

Running vocabulary list
Throughout the semester you will compile a running vocabulary list of new and interesting words that you
encounter. You will record these words and a definition written in Spanish for each one in this online
document (be sure to click on save after entering a word). By Spring break you should have at least 15
words and by semester’s end, you should have added 15 more, for a total of 30 words. Your words will
be listed online along side of everyone else’s. I will then draw from these words and from your
textbook’s vocabulary lists when forming the vocabulary section of the final exam, so, you should
constantly be reviewing your own list of words and those of your classmates here.

Homework
The homework for this class primarily consists of the online workbook activities accessed through
www.books.quia.com (these are also listed in your “Lecciones” modules). Not all of these activities will
be assigned for each “Lección” so take special care that you are completing only the activities that are
assigned. To access the online workbook you will need a book key that you must purchase online with a
credit card and our class’ course code which is: FANPTN778. If you do not have access to a credit card
or need assistance with this in any way, please let me know. For general help regarding setting up your
online Spanish workbook please see the VIDEO TUTORIAL listed as #11 under the section titled
“Important links” above.
In addition, we will also be creating a collaborative story as an entire class using an online document.
This will also constitute a section of your “homework” in addition to the online workbook activities.
Each week a different member of our class will add 250 words or more to the story. By the end of the
semester our story will be complete. I have begun the story for you. To access it, click here:
collaborative cuento. I will be able to help you as the semester progresses with this ongoing project.
Press time is always midnight on the day that your section is due (see course plan). Questions referring to
this cuento may also appear on quizzes and on the final exam, so it behooves you to stay up to date,
reading this story as it is created. This will be like reading the old serial novels that used to come out by
installments in magazines and some newspapers.

Grabaciones
Four oral language recordings will be completed during the semester. These will be completed using a
web cam and a microphone (most webcams have microphones built-in). If you don’t have access to these
items, you may use the webcams found in the Spanish computer lab (Building 3-room 216). For more
information regarding grabaciones, and to “grabar,” go to http://tinyurl.com/kleinmanspanishspace-
grabacion . Note: In order to make a recording, you must have a YouTube account. Sign up for a
YouTube account here: http://www.youtube.com/create_account

Pruebitas
Upon completion of lecciones 2-6 you will be required to take a short quiz, during class time (see
“tentative course plan”), over the grammatical structures and vocabulary from the current “lección” of
your textbook Sueña. These quizzes are inherently informal in nature (usually no more than one page in
length) and form the bulk of your testing in this class, save the final exam sequences. All quizzes will be
conducted in class and will consist of both vocabulary and grammar items from the Lección in question.

Exams
At semester’s end (1) a final exam will be given regarding structures and vocabulary from the course,
along with words from the collaborative list that the class has compiled. (2) A listening exam will be
administered. (3) An oral exam will also be administered in which, among other things, you will present
your final portfolio. For sequence of these tests, see “tentative course plan” below.

Final portfolio
You will compile a portfolio of your best work in paper format or electronic format. You will have at
least three pieces of your work within the portfolio. One piece of your best work from your major of
study, one piece of work from your minor of study and one from another area (perhaps your final paper, a
quiz/test, a grabación, or you may even want to include work that you have completed in a previous
Spanish course that you are particularly proud of). You will present this portfolio and your rationale for
choosing the pieces that compose it, as part of your oral exam interview. You can present this portfolio as
a three ring binder paper-format portfolio or as an electronic slideshow or showcase. However you prefer,
just be sure that you are able to justify in Spanish why you have included the items that you have selected
for the portfolio. Again, the work that you include in the portfolio is not important in and of itself. How
you explain the work is important and will form part of your oral exam grade.

The Final Grade:
Participation (collaborative cuento) (approx. 5%), homework (online workbook) (approx. 5%): 10%
Taller work— major: 20%
Taller work—minor: 10%
Grabaciones: 10%
Quizzes (pruebitas): 10%
Final Paper: 7%
Final exam: 15%
Listening exam: 8%
Oral assessment/Portfolio Presentation: 10%

Your grade for this course will be based on the following: 90-100 = A; 80-89 = B; 70-79 = C; 60-69 = D; below 60
=F

Attendance
(1)You may miss four class meetings without penalty (you will receive no penalty other than the fact that
you may miss class-work which counts toward your final grade [class-work cannot be made up].
Absences may also cause you to miss important information regarding upcoming assignments/due dates,
etc. I am not responsible to inform you of any items that you missed due to absence; you must take the
initiative and contact me or one of your classmates). (2)After five absences your grade will be lowered
one letter; ten absences will lower your grade two letters and so on. (3)In addition, being absent from
class does not dismiss you from any assigned due dates. For example, if an assignment is due on Tuesday
and you feel sick Tuesday morning causing you to miss class, I still expect your assignment to be dropped
off in my office (bldg. 3 rm. 231) by you or a messenger sent by you any time on Tuesday (I accept
assignments all day on the day that they are due). (4)Regardless of circumstance, I expect you to email
me prior to class if you are planning to be absent on a given day. Just as stiff penalties are provided for
absences, extra credit will be awarded for perfect attendance in the form of two percentage points added
to your overall grade at the end of the semester. (5)With more than six absences I reserve the right to
drop you from this course, but I am not obligated to do so.

Withdrawals
Withdrawal Policy: The last day to withdraw from a class is March 16th. If you have not withdrawn
from a class by the student initiated withdrawal date, you will receive the letter grade earned in the course
at the end of the semester.
Procedure: If your instructor deems your situation as having justifiable extenuating circumstances, then
you may request an exception to this policy by submitting your request to the instructor in writing (with
appropriate documentation as requested by your instructor), who will forward your request to the Division
Dean. The final decision will be made jointly by the Division Coordinators and the Division Dean.
Satisfactory/Unsatisfactory (S/U): If a student wishes to take a course as S/U, he or she must declare this
choice to the instructor by the student initiated drop deadline (in this case, March 16th). Please note, by-
in-large, universities do not accept credits that transfer as Satisfactory/Unsatisfactory. For a more detailed
description of these procedures and to view a withdrawal calendar please see number ten in the
“Important Links” section above, or click here.

Academic integrity
Dictionaries, verb conjugators, and other supplemental study materials, including on-line materials, can be
invaluable resources and often I will provide you with links to these. However, turning in work completed by an
on-line translator is laughingly easy to spot and will not be tolerated. If I discover that you have cheated in this
manner you will automatically be given a failing grade for the semester. Cheating is unfair to your classmates, your
instructor and to yourself. Cheating is also prohibited by the College and such behavior is grounds for dismissal
from Yavapai College as provided by the “student code of conduct”.
Student code of conduct
Yavapai College is committed to providing a safe and effective learning and working environment for its students
and employees. Students are expected to treat fellow students and instructors with respect and to act with integrity
during all collegiate interactions. Please read the “student code of conduct” for a more detailed description of
expected behavior while attending classes here at the College.

Disability support services
Yavapai College strives to accommodate students who can provide proof of a documented disability. If you feel
that these supplemental services may apply to you, it is your responsibility to meet with a representative from the
YC Disability Resources/ADA Office and then to inform your instructor in writing of the accommodations to
which you are entitled. Please see the YC ADA homepage or call, 928-776-2079 to arrange a meeting with an
ADA Coordinator.

Problems
Students having specific problems should see their instructor during office hours or ask for an appointment. If you
have a more pressing concern, you may talk with the Liberal Arts Division Dean, Mark Shelley
(mark.shelley@yc.edu). Keep in mind that Spanish tutoring is available through the Learning Center.

Tentative Course Plan, SPA 202 Lecciones 1-6 Sueña
Semana Content, Assignments and Assessments
1: Jan. 18th-22nd No hay clase, pero hagan log-in y prepárense para la clase que viene
al mirar Lección 1. Comentaremos sobre Lección 1 la primera clase
del semestre.

2: Jan.25th-29th Lección 1: Bienvenidos, introducción al curso. El presente (Videos
1.1.1-1.1.4), ser versus estar (Video 1.2.1), gustar (Video 1.3.1) pg.
18-26; Vocabulario Lección 1; Cortometraje 1

Additional Grammar Lecture Links:
http://tinyurl.com/kleinmanch1-ch2 (present tense) and
http://tinyurl.com/kleinmanch5b (Ser vs. Estar) and
http://tinyurl.com/kleinmanch7 (gustar).

3: Feb. 1st-5th Lección 2: El pretérito y el imperfecto pg. 56-60 (Videos 2.1.1-2.1.3
and Video 2.2.1), la hora pg. 242; Vocabulario Lección 2

Due: Cuento--estudiante 1, Grabación 1 by 11:59 pm, Lección 1
online workbook activities by 11:59pm

Additional Grammar Lecture Links:
http://tinyurl.com/kleinmanch7-8 (pretérito)
http://tinyurl.com/kleinmanch9b (imperfect)

4: Feb. 8th-12th Lección 2: Pretérito versus Imperfecto pg. 64 (Video 2.3.1); formas
progresivas pg. 240 (Video 2.4.1); Cortometraje 2

Due: Cuento--estudiante 2

Grammar lecture link:
http://tinyurl.com/kleinmanch10 (pret. vs. imperf.)
http://tinyurl.com/kleinmanch5a (formas progresivas)

5: Feb. 15th-19th Lección 3: Subjuntivo en cláusulas nominales pg. 94 (Videos 3.1.1-
3.1.3b), el imperativo (nosotros también) pg. 100 (Videos 3.2.1-
3.2.2); Vocabulario Lección 3

Due: Cuento--estudiante 3, Pruebita 1(lección 2), Lección 2 online
workbook activities by 11:59pm

Additional Grammar Lecture Links:
http://tinyurl.com/kleinmanch12b (subj. en nomin.)
http://tinyurl.com/kleinmanch13 (subj. en nomin.)
http://tinyurl.com/kleinmanch12a (inform. command)
http://tinyurl.com/kleinmanch6b (formal command)

6: Feb. 22nd-Feb. 26th Lección 3: imperativo pg. 100, objetos pronominales pg.104
(Videos 3.3.1-3.3.3), adjetivos de posesión (tuyo, etc.) pg. 244
(Video3.4.1), demonstrativos (pronombres [quiero éste] y adjetivos
[este carro es bueno] pg. 246 (Video 3.5.1), Cortometraje 3

Due: Cuento--estudiante 4, Grabación 2 by 11:59 pm,

Additional Grammar Lecture Links:
http://tinyurl.com/kleinmanch12a (inform. command)
http://tinyurl.com/kleinmanch6b (formal command)
http://tinyurl.com/kleinmanch6-8a (objetos pronom)
http://tinyurl.com/kleinmanch6-8b (conexión)

7: March 1st-5th Lección 4: El subjuntivo en cláusulas adjetivales pg. 134 (Video
4.1.1); Vocabulario Lección 4

Due: Cuento--estudiante 5, Pruebita 2(Lección3), Lección 3 online
workbook activities by 11:59pm

Additional Grammar Lecture Link:
http://tinyurl.com/kleinmanch15 (0:00-11:06 only)

8: March. 8th—12th Lección 4: Verbos reflexivos pg. 138 (Video 4.2.1), Los perfectos
pg. 264-68 (Video 4.4.1), Por versus Para pg. 142 (Video 4.3.1),
Cortometraje 4

Due: Cuento--estudiante 6, Grabación 3 by 11:59pm

Additional Grammar Lecture Links:
http://tinyurl.com/kleinmanch12-16items
-el perfecto del indicativo: 10:03-12:09
-el perfecto del subjuntivo: 12:09-14:55
-el pluscuamperfecto (había): 14:55-17:10
http://tinyurl.com/kleinmannch4 (reflexivos)
http://tinyurl.com/kleinmanch11 (6:16-16:54 only) (por/para)

9: March 15th-19th Spring is nature’s way of saying, “let’s party!”

Spring Break

10: March 22nd-26th Lección 5: El futuro pg. 172 (Video 5.1.1), Qué versus cuál pg. 250
and neuter “lo” pg. 252 (Video 5.4.1); Vocabulario Lección 5

Due: Cuento, estudiante 1, Pruebita 3(Lección 4), Lección 4 online
workbook activities by 11:59pm

Additional Grammar Lecture Link:
http://tinyurl.com/kleinmanch16 (0:00-4:42 el futuro)

11: March 29th-April 2nd Lección 5: El condicional pg. 176 (Video 5.2.1), pronombres
relativos pg. 180 (Video 5.3.1), Cortometraje 5

Due: Cuento--estudiante 2,

Grammar Lecture Link:
http://tinyurl.com/kleinmanch12-16items
(22:53-25:40 condicional)

12: April 5th-9th Lección 6: El subjuntivo en cláusulas adverbiales pg. 210 (Video
6.1.1), adverbios pg. 254 (Video 6.1.1); Vocabulario Lección 6

Due: Cuento--Estudiante 3, Pruebita 4(Lección 5), Lección 5 online
workbook activities by 11:59pm

Additional Grammar Lecture Links:
http://tinyurl.com/kleinmanch15 (subj. of contingents 11:06-
21:25) [corresponds with pg. 210 of Sueña)
http://tinyurl.com/kleinmanch16 (Subj. in time clauses 4:42-
14:11)

13: April 12th-16th Lección 6: El pasado del subjuntivo pg. 214 (Video 6.2.1), cláusulas
con “si” pg. 272 (Video 6.2.1),

Due: Cuento--estudiante 4, Grabación 4 by 11:59pm

Additional Grammar Lecture Link:
http://tinyurl.com/kleinmanch12-16items (just 17:10-22:53—
pasado del subjuntivo)
(cláusulas con “si” [“if then statements”]: 22:53-28:35

14: April 19th-23rd Lección 6: Comparativos pg. 218 (Video 6.3.1), diminutivos pg. 256
(Video 6.3.1), La voz pasiva pg. 270 (Video 6.3.1), Repaso Corto—
Examen final
Due: Cuento—estudiantes 5 y 6, Lección 6 online workbook
activities by 11:59pm, Pruebita 5(Lección 6), Watch Cortometraje 6
on your own

Additional Grammar Lecture Link:
http://tinyurl.com/kleinmannch5b (comparatives 9:52-17:46)
http://tinyurl.com/kleinmanch12-16items (voz pasiva: 07:14-
10:03)

15: April 26th-30th Leer el cuento colaborativo
Examen auditivo
Due: Papel final—del cortometraje

16: May. 3rd-7th Examen oral

17: May. 10th-11th Examen final
Participation Evaluation
A maximum of 20 points can be earned for the last few weeks of class in your participation grade
(which falls into your “homework/participation” category, which equates to 10% of your overall
grade). There are three categories in which you will evaluate your participation: Use of Spanish;
Interaction, Group Work; Interaction, Whole Class Work; and Tardiness. The chart below represents
the points that may be earned in each of the different categories, please circle the one that best applies
to you and total your points below.

Points
USE OF SPANISH
5 I use only Spanish.
4 I use mostly Spanish.
2 I use half Spanish, or I am quiet often.
0 I use more English than Spanish.

INTERACTION: GROUP WORK
5 I am always engaged and I take a leadership role.
4 I am usually engaged and contribute as muchas as others.
2 I am interested but I contribute more passively than actively.
0 I sometimes distract others and I do not contribute as much as others.

INTERACTION: WHOLE CLASS WORK
5 I volunteer often and listen to the professor and others carefully.
4 I volunteer occasionally and generally listen to the professor and others.
2 I do not usually volunteer but I am interested.
0 I do not volunteer and at times I do other things during class time.

TARDINESS
5 I am always on time for class.
4 I am usually on time for class.
2 I am sometimes on time for class.
0 I am very rarely or never on time for class.

/20 « TOTAL
I, (print your name) _______________, have read and understand the Spanish 202 syllabus and will abide
by the stipulations presented therein.

Signed: ______________________________________________ Date: _________________