DEPARTMENT OF SPANISH AND PORTUGUESE Spanish and Portuguese Language Programs SPRING 2015 - SPAN 240: Spanish IV Blackboard: Textbook site:

http://blackboard.usc.edu http://wps.prenhall.com/ml_munne_gente_intermedio_1/

Instructor: Dr. Marie Enright E-mail: [email protected] Office Location: THH 266 Office Hours: M/W 12-1:30pm

Section: 62148 Phone number: 210-740-1258 Class Time: T/Th 12:30-1:50pm Class Location(s): WPH 104

REQUIRED COURSE MATERIAL • Textbook and Workbook (SAM): Munné, J., Paredes, L., Martín Peris, E., Sánchez Quintana, N., & Sans Baulenas, N. (2013). Gente. Nivel Intermedio. Prentice Hall. ISBN-13: 9780205876921 IMPORTANT DATES  Last day to drop a class without a mark of "W," January 30, 2015  Last day to drop a class with a mark of “W” April 10, 2015 FINAL EXAM: Saturday, May 9, 4.30 pm. – 6.30 pm.; LOCATION TBA COURSE OBJECTIVES Welcome to the fourth semester of Spanish language study at USC. Spanish 240 is a course for students completing a four-semester language requirement or those who would like to prepare themselves for a major or minor in Spanish. In Spanish 240, students will be exposed to various fiction and non-fiction readings, learn new vocabulary, review and expand on grammatical structures, and improve their listening and writing skills. The course will also allow them to continue developing their speaking skills through class discussions, to attain an increased awareness of and cultural sensitivity to the Spanish language, and to gain knowledge of some social and historical aspects of the Spanish-speaking world. This is a course aimed at those students who wish to attain a working knowledge of Spanish, and the objective conditions will be created whereby all students can have a successful learning experience. Students will: • continue to develop their communicative skills, with a particular emphasis on writing. • gain a broader understanding of grammatical structures and their relationship to language use. • understand some complex ideas expressed by other speakers. • interact with authentic Spanish texts on a variety of subjects. • attain an increased awareness of and cultural sensitivity to the Spanish language. • gain knowledge of some social and historical aspects of the Spanish-speaking world. • learn more about the Spanish-speaking communities in Los Angeles. The Language Program at USC teaches language communicatively which means that all courses are taught in Spanish, except for brief moments of English when absolutely necessary to facilitate the flow of the course. In a communicative language class, students are expected to be active co-participants in their own learning. This requires that you come to class prepared to engage in the day’s work by having read all required material and completed all assignments listed on the schedule (pp. 5-8) and/or assigned by your instructor. The content of the Spanish classes and they way in which students’ work is assessed are based on the theoretical and pedagogical guidelines developed by the American Council on the Teaching of Foreign Languages (ACTFL). These are summarized in the National Standards for Foreign Language Education (ACTFL, 2006), whose main goals of instruction are as follows:

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COMMUNICATION: COMMUNICATE IN LANGUAGES OTHER THAN ENGLISH • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: GAIN KNOWLEDGE AND UNDERSTANDING OF OTHER CULTURES • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. CONNECTIONS: CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. COMPARISONS: DEVELOP INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: PARTICIPATE IN MULTILINGUAL COMMUNITIES AT HOME & AROUND THE WORLD • Standard 5.1: Students use the language both within and beyond the school setting. • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. (Source: http://www.actfl.org/publications/all/national-standards-foreign-language-education) The activities and homework assignments that you will complete in class and the assessment tools with which your work will be evaluated have been created to accomplish and reflect the instructional objectives described in the Standards. The content of your class has also been designed to develop your ability to communicate in three different modes— interpersonal, interpretive, and presentational:

Source: ACTFL (2012). ACTFL Performance Descriptors for Language Learners: 2012 Edition. Alexandria, VA: ACTFL.

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ACADEMIC CONDUCT Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standardshttps://scampus.usc.edu/1100behavior-violating-university-standards-and-appropriate-sanctions/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct/. Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public Safety http://capsnet.usc.edu/department/department-public-safety/online-forms/contact-us. This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual assault resource center webpage [email protected] describes reporting options and other resources. SUPPORT SYSTEMS A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.htmlprovides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information http://emergency.usc.edu/will provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology. ACCOMODATION IN THE LANGUAGE PROGRAM: DSP Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please present your letter of accommodation to your instructor as early in the semester as possible, preferably during the first week of classes. Arrangements for accommodations for chapter exams are done individually with your instructor. Requests for accommodations for final exams require the DSP test proctoring form, signed by the student and the professor and submitted to DSP by the student, two weeks prior to the beginning of the final exam period. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 7400776.

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CONTACT WITH INSTRUCTORS Your first contact is your instructor who may be reached through email, by telephone, or in person during office hours or by appointment. You can find contact information for the Program and the faculty on the Language Program page of the Department of Spanish and Portuguese (http://dornsife.usc.edu/spanish/faculty/).

COURSE EVALUATION The evaluation system is based on students’ ability to participate actively and effectively in a wide variety of language related activities both in and out of the classroom. This entails a kind of apprenticeship into the language and progress is a result of the students’ own efforts. A strategy of continuous application and fulfillment of course requirements will enable students to exercise a great deal of direct control over their final grade for this course.

SUMMARY OF DISTRIBUTION OF GRADES EVALUATION PROCEDURES

%

Homework & Participation (SAM 10%, Part. and Assgn. 10 %)

20%

Presentation

6%

Chapter Exams (3)

30%

Portfolio Entries (3)

24%

Final Exam

20%

Total

100

GRADING SYSTEM PERCENTAGES

LETTER

PERCENTAGES

LETTER

93-100

A

73-76

C

90-92

A-

70-72

C-

87-89

B+

67-69

D+

83-86

B

63-66

D

80-82

B-

60-62

D-

77-79

C+

0-59

F

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EXPLANATION OF EVALUATION PROCEDURES 1. Make Up Policy Be aware that the Language Program has a Make Up Policy, and that all course work responds to it. This means that in order to make up any work (specific assignments, exams, etc.) that you miss, you must present valid, original documentation to your instructor. General university policy states that students who can verify that they were prevented from completing assignments due to illness or religious holidays are permitted to make up the work they missed. Students who miss class because of their performance in university-sponsored events, such as athletic competitions, fine-arts performances, ROTC activities, etc. are also allowed to make up the work they missed. The other valid reason for making up work is a death in the immediate family. Personal reasons for missing class cannot be excused. These include personal trips to attend university-sponsored events as a spectator, to visit family, to attend weddings (and the like), to attend court (except for jury duty), and other personal reasons, even when plane tickets have been purchased. To make up missed class work, consult your instructor. Give your instructor the original of your excuse, who will verify it and attach it (or a copy of it) to the grade sheet. In order to assist you, we have summarized below the different components of the Spanish courses. If after reading these sections, you have questions about your course, please be sure to ask your instructor. 2. Use of Spanish and Instructors’ Feedback This is a Spanish course, therefore it will be taught in Spanish. However, your instructor may occasionally use English if it is deemed pedagogically appropriate. For example, when providing feedback on the result of an exercise or assessment tool (e.g., a quiz), he/she may resort to English to ensure full understanding of the reason why an error was made, and to provide practical suggestions for improvement. To benefit from this course and to acquire a greater understanding of the language, students are expected to speak Spanish as much as possible in class. Throughout the semester, instructors will make constructive comments on students’ errors with the objective of helping students to recognize weaknesses in their learning process, and, above all, to provide them with ways to improve. You should take advantage of your instructors’ comments, following suggestions for improvement and continuing using Spanish actively. Your instructor’s feedback should not be seen as a form of criticism, but as another facet of the learning process. 3. Preparedness, Participation, and Attendance (20%) Participation will be evaluated through the level of preparation; discussions of readings and textbook exercises, etc.; participation in oral activities; contributions to pair and small group work; and use of Spanish as the language of communication in the classroom. You are expected to use Spanish to communicate with your fellow students and instructor at all times during your class (except when discussing your grades or any administrative matters related to your class). If you are absent and excused, you will earn the average of your performance for participation. You may consult with your instructor about your participation throughout the semester. Your participation grades will be posted on Blackboard in weeks 3, 7, 11, and 15. Any unexcused absence will result in a grade of ZERO for the “participation” component on each day (or hour) absent, as well as, a grade of ZERO will be given for any exams, assignments, or participation grade sheets that are not handed in or completed as a result of an unexcused absence. This grade will be included in your total participation grade calculation. Students must provide original documentation for all valid absences. For illness, a medical excuse from a doctor or other appropriate health-care provider is required and is subject to confirmation. Students using the University Park Health Center should have a valid release on file at the UPHC with their instructor’s name on it. For universitysponsored events, an original memo from the appropriate advisor must be provided. Documentation from a newspaper, funeral, memorial service, etc., must be provided in the event of absence due to a death in the immediate family.

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Homework. Each day before class, students are expected to have the material assigned by the instructor completed (e.g., all textbook exercises, reading and listening comprehension activities, compositions, or extra homework assigned by the instructor). Any incomplete work will receive a grade of zero and result in a loss of points for the “Participation” component of the course. Work assigned from the Student Activity Manual (SAM) is graded separately. SAM activities must be completed outside of the classroom prior to the deadline mentioned in the syllabus. Further details about the SAM will be provided by your instructor later in the semester. 4. Chapter Exams (30%) There will be 3 Chapter Exams during the semester. These exams are written, in-class assessments of your learning of the material assigned and discussed in class. They may contain any of the material covered in or outside of class. They will be divided in two parts that will take place on two different days: the first part will evaluate your listening and reading comprehension skills; the second part will evaluate your writing skills and it will take the form of a composition. No test scores will be dropped in the calculation of your course grade. 5. Portfolios (24%) The portfolios will give you the opportunity to work with different oral and written texts, to interact with native speakers, and to know more about the target culture. You will have to complete three portfolio tasks related to the topics discussed in class. These tasks will require you to work with authentic materials, or to use Spanish in the community, and to write reflections on your experience. The completed assignments will be submitted online (on Blackboard) by the deadline established in the schedule. Further details about the portfolio entries will be provided by your instructor at a later date during the semester. Portfolio Alternative Activities Students can participate in three projects with the USC and LA communities instead of completing the portfolio assignments. a) Lingua Franca: Lingua Franca is a community outreach program that allows students enrolled in Span 240 to collaborate with the USC Child Development center at the UPC campus: http://www.cclc.com/our-centers/losangeles/ca/081041/. This service-learning program provides students with the opportunity to share their skills and talents with the children of the USC Child Development Center, while practicing their Spanish and increasing their awareness of USC’s culturally and socially diverse neighborhood. As part of this program, students will prepare and conduct a mini-course consisting of 4 on-site classes. These 30-minute long classes will be conducted at the UPC Child Development Center, and must be related to one of the following fields: art, literacy, music, dance, sports, games, science, etc. Students are also required to complete 3 written assignments in Spanish to reflect on their service-learning experience. Applications: Applications for the Lingua Franca program are due by Friday, January 23, 2015. Students will have to fill out the application form on Blackboard, and email it to Professor Liana Stepanyan ([email protected]). Please note that we accept a limited number of applications per semester. Evaluation: Students will be evaluated based on their on-site classes (70%) and written assignments (30%). Their participation in this project will count for the 15% allotted to the “Portfolio” category. b) Feliz En Español: Feliz En Español is a community outreach program that allows students enrolled in SPAN240 to collaborate with Los Feliz Charter School for The Arts (http://www.losfelizarts.org). This service-learning program provides students with the opportunity to share their skills and talents with the children of LFCSA, while practicing their Spanish and increasing their awareness of a culturally and socially diverse neighborhood of Los Angeles. As part of the program, students will prepare and teach 3 on-site classes at LFCSA during the after-school program. These 45-minute long classes must be related to one of the following fields: art, literacy, music, dance, sports, games, or science. Children’s age ranges from 6 to 9 years old. If needed, transportation to the site will be provided by the school. After each visit to LFCSA, students will be required to complete 3 written assignments in Spanish to reflect on their service-learning experience. Applications: Applications for the Feliz En Español program are due by Wednesday, January 21, 2015. Students will have to fill out the application form on Blackboard, and email it to Professor Mercedes Fages Agudo ([email protected]). Please note that we can only accept a limited number of applications per semester. 6

c) Spanish Mentoring Brigades: Spanish Mentoring Brigades (SMB) is a community outreach program that allows students enrolled in SPAN 240 to collaborate with USC Hybrid High School (http://www.uschybridhigh.org/). This service-learning program provides students with the opportunity to act as an academic and social mentor for USC Hybrid High School students, while practicing their Spanish and increasing their awareness of USC’s culturally and socially diverse neighborhood. As part of the program students will present 3 informative presentations in Spanish at USC Hybrid High. These 30minute long presentations must be related to personal and academic aspects of college education (ie: admission process, class registration, essay writing, club & organization memberships, study abroad, etc). Students are also required to complete 2 written assignments in Spanish to reflect on their service-learning experience. Applications: Applications for the Spanish Mentoring Brigades program are due by Friday, January 23, 2015. Students will have to fill out the application form on Blackboard, and email it to Professor Carolina Castillo Larrea ([email protected]). Please note that we accept a limited number of applications per semester. Evaluation: Students will be evaluated based on their on-site presentations (70%) and written assignments (30%). Their participation in this project will count for the 15% allotted to the “Portfolio” category. 6. Presentation (6%) Throughout the semester, you will be given an opportunity to attend an event on or off campus. After you attend an event approved by your professor, you will give a five-minute presentation in class. Both the events and the presentations are ongoing; your professor will give you further instructions in class. 7. Final Exam (20%) The exam will cover the material learned in all the chapters discussed during the semester, and it will consist of reading and listening comprehension exercises and a composition. You are not allowed to use any texts, dictionaries, translators, and the like during the exam, and you will not receive any help from the faculty administering the exam.

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TEMARIO/SCHEDULE - The instructor reserves the right to make changes to the schedule (excluding exams dates) if he/she deems it pedagogically appropriate. - The student is responsible for the notes/material from any classes missed. - Remember to bring your material to class every day. You are responsible for all the material assigned that is listed on each day, and you are expected to complete ALL assigned activities listed on the schedule or any assigned by the instructor BEFORE you come to class. Late assignments will receive a grade of ZERO -You can find the audio for the textbook and workbook exercises at http://wps.prenhall.com/ml_munne_gente_intermedio_1/ Week/Date

Content

01 January 12-15

Tuesday: • Introducción al curso: syllabus y libro de texto. Presentaciones. • Capítulo 1: Gente de cine. Acercamientos: 1-1, 1-2, 1-3 (pp. 2-3) Thursday: • Vocabulario en contexto: 1-4, 1-5, 1-6, 1-7, 1-8 (pp. 4-5) • Gramática en contexto: 1-9, 1-10, 1-11, 1-12, 1-13 (pp. 6-7)

02 January 19-22

Tuesday: • Gramática en contexto: 1-14 (pp. 6-7) • Interacciones: 1-15, 1-16, 1-17 (p. 8-9)

Thursday: • Escribir el guión de una escena cinematográfica (pp. 10-11) • Exploraciones: Miento, luego existo 1-18, 1-19, 1-20 (pp. 12-13) 03 January 26-29

Tuesday: • Mesa redonda (pp. 14-15) • Repaso del capítulo 1 • Actividad Extra #1 SAM 1 due (bring to class) Thursday: • Capítulo 2: Gente genial. Acercamientos: 2-1, 2-2, 2-3 (pp. 20-21) • Presentación: 2 estudiantes Nota de participación 1

04 February 2-5

Tuesday: • Vocabulario en contexto: 2-4, 2-5, 2-6, 2-7, 2-8 (pp. 22-23) • Gramática en contexto: 2-9, 2-10, 2-11, 2-12(pp. 24-25)

Thursday: • Repasar el uso del pretérito e imperfecto. • Gramática en contexto: 2-13 (pp. 24-25) Presentación: 2 estudiantes 8

05 February 9-12

Tuesday: • Interacciones: 2-14, 2-15, 2-16 (pp. 26-27)  Crear una campaña publicitaria a favor de un personaje latino (pp. 28-29) Thursday: • Exploraciones: Bono 2-17, 2-18, 2-19 (pp. 30-31) • Mesa Redonda (pp. 32-33) • Presentación: 2 estudiantes. SAM 2 due (bring to class)

06 February 16-19

Tuesday: • Actividad Extra #2 Thursday: • Repaso del capítulo 2. • Examen Capítulos 1 y 2.

07 February 23-26

Tuesday: • Película #1 Portfolio Entry 1 due Thursday: • Capítulo 3: Gente y Aventura. Acercamientos: 3-1, 3-2, 3-3 (pp. 38-39) • Presentación: 2 estudiantes.

08 March 2-5

Tuesday:  Vocabulario en contexto: 3-4, 3-5, 3-6, 3-7, 3-8, 3-9 (pp. 40-41)  Repasar el uso del presente de subjuntivo.  Gramática en contexto: 3-10, 3-12, 3-13 (pp. 42-43) Thursday:  Repasar el uso del condicional. Gramática en contexto: 3-11, p. 42.  Interacciones: 3-14, 3-15 (p. 44-45)  Presentación: 2 estudiantes. Nota de participación 2

09 March 9-12

Tuesday:  Proponer y justificar un viaje de estudios (pp. 46-47)  Exploraciones: Más allá de las siete maravillas 3-16, 3-17, 3-18, 3-19 (pp. 48-49) Thursday:  Mesa redonda (pp. 50-51) • Repasar el capítulo 3 • Actividad Extra #3 • Presentación: 2 estudiantes. SAM 3 due (bring to class) 9

March 16-21 Spring Recess 10 March 23-26

Tuesday: • Examen Capítulo 3. • Capítulo 4: Gente solidaria. Acercamientos: 4-1, 4-2, 4-3, 4-4 (pp. 56-57) Thursday:  Vocabulario en contexto: 4-5, 4-6, 4-7, 4-8, 4-9 (pp. 58-59)  Repasar las subordinadas sustantivas (presente de subjuntivo), p. 72.  Repasar cómo hacer propuestas y sugerencias: 4-11, 4-12 (pp. 60-61 )  Presentación: 2 estudiantes.

11 March 30- April 2

Tuesday:  Interacciones: 4-15, 4-16 (pp. 62-63)  Crear y promocionar una organización no gubernamental (pp. 64-65)  Presentación: 2 estudiantes. Thursday:  Exploraciones: Un poco es mucho 4-18, 4-19 (pp. 66-67)  Mesa redonda (pp. 68-69) SAM 4 due (bring to class) Portfolio Entry 2 due

12 April 6-9

Tuesday:  Repasar el capítulo 4.  Actividad Extra #4  Capítulo 5: Gente con corazón. Acercamientos: 5-1, 5-2, 5-3, 5-4 (pp. 74-75) Thursday:  Vocabulario en contexto: 5-5, 5-6, 5-7, 5-8, 5-9 (pp. 76-77)  Repasar las actitudes y sentimientos (presente de subjuntivo).  Presentación: 2 estudiantes. Nota de participación 4

13 April 13-16

Tuesday:  Gramática en contexto: 5-10, 5-11, 5-12, (pp. 78-79).  Interacciones: 5-15, 5-16 (pp. 80-81)  Participar en un servicio de citas rápidas (pp. 82-83)  Presentación: 1 estudiante. Thursday:  Exploraciones: ¿Arte o vandalismo urbano? (pp. 84-85)  Arte local: murales en el campus (TCC Grad Student Center) y/u otros.

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14 April 20-23

Tuesday:  Mesa redonda (pp. 86-87)  Repasar el capítulo 5.  Actividad Extra #5 SAM 5 due (bring to class) Thursday:  Examen Capítulos 4 y 5.  Película #2 Portfolio Entry 3 due

15 April 27-30

Tuesday: • Película #2, cont. • Course evaluations (bring laptop) Thursday: • Repaso del pretérito, imperfecto y subjuntivo. • Repaso para el examen final Nota de participación 4 FINAL EXAM: Saturday, May 9, 4.30 pm- 6.30 pm.; LOCATION TBA

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