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SPANISH LANGUAGE & CULTURE III (MLL251-01) 2017

*** PLEASE HAVE ACCESS TO THIS SYLLABUS IN CLASS THE FIRST DAY. ***

Instructor: Dr. Bert Patrick Office: 416 Grubbs Hall

Prerequisite: EML 158 or equivalent Office Hours: 9- 2 T-Th or by apt.

Credit Hours: 3 Office Phone: 235-4711

Course Time: 9-9:50 MWF E-mail: [email protected]_____________________________________________________________________________________

If you want something to BE different, you need to DO something differently.

COURSE DESCRIPTION A continuation of the study of the basics of the Spanish language through activities designed to develop reading, writing, and speaking proficiency. Additional activities are intended to develop an appreciation of Hispanic culture and an awareness of the geography of the Hispanic world. WATCH THIS VIDEO: https://www.youtube.com/watch?v=d0yGdNEWdn0 IF YOU REALLY WANT TO LEARN SPANISH!!!

PURPOSE OF COURSE The PRINCIPAL GOALS IN THIS COURSE are to help you build as large a comprehension vocabulary as possible; 2) express yourself orally on an elementary-intermediate level; 3) develop your reading and writing skills as much as possible; 4) acquire a greater appreciation for Hispanic culture; and 5) develop an awareness of the geography of the Hispanic world.

ANTICIPATED STUDENT LEARNING OUTCOMES By the end of this course students should have developed the ability to recognize (through listening and reading activities) and, to a lesser degree, produce (in speaking and writing activities) sentence-length, and in some instances, paragraph-length information in Spanish. The degree to which this will occur will vary from student to student and will primarily be the result of an individual’s dedication, application, hard work and desire. Furthermore, students should have developed a greater appreciation of the cultural richness and diversity of the Hispanic world as well as an awareness of basic geographic characteristics of the Hispanic countries.

ACADEMIC INTEGRITY POLICY Each student is expected to behave in an ethical manner in carrying out all aspects of their academic responsibilities. As this is a very serious matter, it is important for each student to understand what these responsibilities are. Please read ARTICLE 30. ACADEMIC MISCONDUCT of the Code of Student's Rights and Responsibilities on the Pittsburg State University web site at http://www.pittstate.edu/audiences/current-students/policies/rights-and-responsibilities/academic-misconduct.dot in order to know what the University defines as “academic misconduct” and the potential consequences for violations of this policy.

SYLLABUS SUPPLEMENT FOR SPRING, 2017 SEMESTER For additional important information about this semester that affects you, please review the Syllabus Supplement at this address: http://www.pittstate.edu/dotAsset/0be54462-4b5e-4175-bdf2-3ce6e906b42a.pdf

TEXT : ¡ARRIBA! (6th Edition) Zayas-Bazán, Bacon, Nibert

http://www.pittstate.edu/dotAsset/0be54462-4b5e-4175-bdf2-3ce6e906b42a.pdf

http://www.pittstate.edu/audiences/current-students/policies/rights-and-responsibilities/academic-misconduct.dot


http://www.pittstate.edu/audiences/current-students/policies/rights-and-responsibilities/

http://www.pittstate.edu/audiences/current-students/policies/rights-and-responsibilities/


https://www.youtube.com/watch?v=d0yGdNEWdn0

Technical Support for MySpanishLabs is available via LiveChat or phone: 877-896-8691

TEACHING STRATEGIES Class time will be spent in a variety of activities: 1) doing one-on-one, small group and whole class activities; 2) reviewing out-of-class assign-ments; 3) listening and answering questions over dialogues; 4) watching videos; and 5) role playing.

STUDY TACTICS See suggested ways to increase your chances of success in this course on the page How to Succeed in Learning Another Language under Files Capítulo 11 on the Canvas site.

Student ResponsibilitiesWork on task...the entire time we are in class. If you finish before others, chat in Spanish about the class, review, look ahead…but stay on task.Work cooperatively, in pairs, in small groups or as an entire class. Be the best partner/member possible! Try to work with a different partner every day; this permits you to meet every one and to play the three roles of interacting with others.Look only at your own information, if appropriate: don’t peek at your partner’s.Enunciate and speak clearly. Your partner(s) deserve(s) to know what you are saying.Correct each other’s grammar/pronunciation/spelling… when needed. Making mistakes….and learning from them…is why we are here. If you had already mastered this information or had these skills, you wouldn’t need to be in this class. However, correct each other in a supportive, non-critical, non-judgmental way. Always be positive!!! Speak only in Spanish; use gestures if needed to convey meaning. It is SO easy to just say it in English, but staying in Spanish, using circumlocution and struggling through the challenge is how we grow. This is true in every aspect of life. No pain, no gain is definitely true.

EVALUATION

A. OVERALL EVALUATION Your grade for this course will be determined by the results on (1) the five exams over Capítulos 11-15, (2) the five Writing Activities you do for each of these chapters, (3) the exercises you do for each class meeting on MySpanishLab, and 4) your attendance.

1 EXAMS You will be tested over each chapter in ¡Arriba!, that is, Capítulos 11-15. Exams will be over the grammar and vocabulary of each chapter. See the Horario de Clases at the end of this syllabus for exact dates. Each of these exams is worth 6% of your final grade, a total of 30%).

EXAMS MAY NOT BE MADE UP UNLESS YOU INFORM ME IN ADVANCE OR IN CASE OF AN EMERGENCY and I DETERMINE THAT YOUR REASON FOR MISSING THEM IS A VALID ONE. (I RESERVE THE RIGHT TO DEFINE WHAT IS AN EMERGENCY!)

2 COMPOSITIONS & ORAL PRESENTATIONS You are to write a minimum of ONE-HALF PAGE to a maximum of ONE PAGE over a topic for chapters 11, 13 and 14. For chapters 12 and 15, you are to give an oral presentation. The topic for each is under the heading Actividades en clase in the Horario de Clases below, specifically under the title Taller and is in the assignment on the first day we start a new chapter. (These are always color

coded in GREEN.) Detailed information about the topic is found at the end of each chapter (the page number of which accompanies the Taller assignment in the class syllabus). Work on each topic during the time we are studying that chapter. You are also to work on them in class and have classmates read them (the writing assignments) and give you feedback during the two class meetings before you hand them in. They are due at the beginning of class on the day of the exam over that chapter, indicated on the schedule as Entregar, (Feb. 8 for Capítulo 11). For the oral presentations (Chaps. 12 and 15), practice presenting them at home as well as with a partner in class. Help each other with constructive feedback and encouragement. Writing Assignments should be double-spaced, in size 12 Times New Roman fonts with 1” margins. They will be graded according to five criteria, each worth 20%: 1) content development (in how much depth is/are the main idea[s] treated); 2) physical organization (does the presentation move naturally from an introduction to a development of the main ideas and then end with a reiteration/summary/conclusion); 3) vocabulary (does the paper use the same words over and over or does it reveal a variety of words and expressions, a sign that you are growing linguistically); 4) language usage (syntax [word order], idioms, transition expressions, real Spanish [not “English translated into Spanish”]; and 5) language mechanics (spelling, subject-verb agreement, correct verb tense usage, noun-adjective agreement, etc.). Each of these compositions and oral presentations is worth 6% of your final grade, a total of 30%.

3 MY SPANISH LAB See the syllabus below; the first assignment is for Friday, January 20. The heading for the column on the far right is Actividades en línea. In the box below it is the heading: Tarea de SAM en línea: (My Spanish Lab Homework from the Student Activities Manual [SAM] Online): Under it, and always highlighted in yellow, are the on-line activities due at 8:55 that day. Look for the heading Tarea de SAM en línea: for the on-line homework for each class meeting. The total of all on-line activities are worth 30% of your course grade.

When you are about to do an on-line activity and have any questions or doubts, or feel the need to review information before you start, hover the cursor over the orangle oval/rectangle on the upper right hand side of the page. Various links for review or assistance will appear. You can review grammar or vocabulary in an e-Text format, do Tutorials (over English or Spanish grammar) apropos to the topic, and even do Extra Practice activities, should you feel the need for additional reinforcement.

4 CLASS ATTENDANCE Frequent, daily exposure to and use of the target language is vital in making real progress toward fluency in a foreign language. Therefore, I expect you to be in class every day, prepared to participate fully. Should you miss class, it is your responsibility to get the next day’s assignment (see the course syllabus for the next day’s assignment; I will email you in case something changes) and return to class prepared to participate fully in the activities. I take roll each day. Each class meeting you miss, for whatever reason , will result in this portion of your grade being reduced by five percent [5%] . Arriving in class after we have begun is considered a tardy and is the equivalent of a half an absence . On a given day, if you have an exam or a presentation to make in another class and you are not prepared, go ahead and come to class; before class gets under way, ask me not to call on you and I will respect your request. You learn more by just being in class, observing and listening, than you do by missing. This is 8% of your grade.

5 SPANISH TABLE You are required to attend and participate in a minimum of 4 sessions of the Mesa Española. This is a great opportunity to improve your listening comprehension and speaking skills. Sessions meet in the Overman Student Center from 12-1 and 2-3 starting Thursday, Jan. 26 until Thursday, April 27. Look for the Spanish Table sign on a table in the east end of the dining area of Gorilla Crossing behind Sub Connection. Be sure to write your name on the sign-up sheet to insure you receive credit. This is 2% of your grade.

6 GRADE Your grade will be determined by your results on the 5 exams (6% X 5 = 30%), Writing Activities / Oral Presentations (6% X 5 = 30%), Student Activites Manual (on-line homework) (6% X 5 = 30%), attendance (10%) and Spanish Table (2%).

B. EVALUATION CRITERIA Five exams 30% Student Activites Manual (SAM) 30% Writing Activities 30% Attendance 8% Spanish Table 2% 100%

C. GRADING SYSTEM A 100-90 B 89-80 C 79-70 D 69-60 F 59-00

SPECIAL CONCERNS Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact me as soon as possible to make necessary accommodations.

IKE (Certificate of International Knowledge and Experience) This course counts towards the academic component of the IKE Certificate of International Knowledge and Experience. The IKE Certificate may be earned by students in any major. The academic component consists of five courses - two semesters of a foreign language, and three courses with international content in three different disciplines. To receive the certificate, students must also complete a second component, either by studying abroad, or by participating in co-curricular activities on campus. Completion of the IKE certificate as an undergraduate is noted on a student’s PSU undergraduate transcript, although graduate students may also earn the certificate. To be added to the IKE CANVAS group and start tracking your progress towards the certificate, please e-mail your GUS number in a request to [email protected]. More information on the IKE program is available online at http://www.pittstate.edu/department/ike/international-knowledge-and-experience/index.dot

**RETRO-CREDIT** The Department of Modern Languages has a retro-credits program designed to reward students who have already spent years learning languages in high school. Students must sign up for the program in 428 Grubbs Hall with Kathy Dyer, Departmental Secretary, during the first three weeks of the semester in which they take their first language course at PSU. That course determines their entry level and the maximum credits they can earn through retro-credits. For more information on retro-credits visit our webpage at www.pittstate.edu/flang. Transfer students who took language courses at another university or college are not eligible. No exceptions or extensions will be granted. The Department encourages students to seek faculty advice to determine their best entry level.

STUDY ABROAD The department strongly recommends that all Spanish and French majors and minors participate in an accredited study abroad program. PSU offers study abroad scholarships as well as assistance with other financial aid. To learn about accredited programs, contact Dr. Angela Moots, Study Abroad Coordinator, at [email protected] or 235-4221, or visit 118C Whitesitt Hall. For information on transfer credits, consult with Dr. Myriam Krepps, Modern Languages Program Coordinator, 235-4710, 429 Grubbs Hall, Dr. Celia Patterson, Chair, English and Modern Languages, 235-4689 or visit 434 Grubbs.

TUTORING The ML Program has Language Tutors available for students at any level needing extra help during the semester. Before signing up to meet with the appropriate language tutor, however, you MUST speak with me and I will tell you how to make the necessary arrangements. You may sign up for a maximum of 1 hour / week for individual tutorial. Let me know if you have questions.

http://www.pittstate.edu/flang

http://www.pittstate.edu/department/ike/international-knowledge-and-experience/index.dot

mailto:[email protected]

HORARIO DE CLASES

ENERO 18 Introducción

Capítulo Páginas Objetivos Actividades en clase Actividades en línea

Capítulo 11 ¿Para qué profesión te preparas?

Día 1

Viernes,20 de enero

Páginas 350-355

382

Describing professions and occupations Using work-related terms

Talking about the advantages of different professions

Applying for a job: writing a Currículum vitae (CV) & a pre-sentation letter (due on Feb. 8)

En clase:

¡Así es la vida!: El mundo del trabajo

Vocabulario: Los oficios y las profesiones: 11-1 to 11-5

Taller: Un curriculum vitae y una carta de presentación para solicitar trabajo

Tarea de SAM en línea: (My Spanish Lab Homework from the Student Activities Manual [SAM] Online):

11-0111-0211-0411-0511-06 11-07

Capítulo 11

Día 2

Lunes,23 de enero

Páginas356-360Talking about purpose, intent, condition or anticipa-tion

Giving and following instructions from a friend

En clase: Estructuras: Tú commands 356-358 11-6 a 11-10

The Subjunctive & the Indicative with Adverbial Conjunctions 359-360 11-11

Tarea de SAM en línea:11-10 a 11-13, y 11-15

11-19, 11-16

My Spanish Lab [MSL] tutorials are in the Orange box in the upper right-hand of each SAM activity:Spanish Grammar Tutorial [SGT]: Formation of Regular Tú Commands

SGT: Formation of Irregular Tú Commands

SGT: Negative Tú Commands

SGT: Attaching Object and Reflexive Pronouns to Tú Commands

Capítulo 11

Día 3

Miércoles,25 de enero

Páginas 361-364

En clase:

Estructuras: The subjunctive and the indicative with adverbial conjunctions: 11-12 to 11-18

Tarea de SAM en línea:11-17, 11-18, 11-20

MSL tutorials:Readiness Check

SGT: Adverbial Conjunctions That Always Require Subjunctive

SGT: Adverbial Conjunctions That Always Require Indicative

SGT: Adverbial Conjunctions That May Require Indicative or Subjunctive

Mi experiencia: Los empleos y las recomendaciones: 11-17 to 11-18

English Grammar Tutorial: Conjunctions

EGT: Adverbial Clause

Capítulo 11

Día 4

Viernes, 27 de enero

Páginas 365-368

Mi música, 365

En busca de empleo: 366-368

Acquiring Spanish through popular music

Responding to want ads

Interviewing for a job

En clase: Mi música: “Yo vengo a ofrecer mi corazón” : 11-19 to 11-21

¡Así es la vida! En busca de empleo 366

La búsqueda de empleo 367-368 11-23 y 11-24

Letras y sonidos 368

Tarea de SAM en línea:

11-30

11-31 y 11-32

11-36

Capítulo 11

Día 5

Lunes,30 de enero

Páginas 369-372

Responding to want ads

Interviewing for a job

En clase:

La búsqueda de empleo 367-369 11-25 y 11-27


Subjunctive with indefinite people & things 370 11-29 to 11-30A


11-34 y 11-35

11-37

11-38 a 11-40

Capítulo 11

Día 6

Miércoles,1 de febrero

Páginas 373-377En clase:

Subjunctive with indefinite people & things 370 11-31 to 11-33

¿Cuánto saben? 374#3 ¿Can you inter-view for a job?

¡Pura vida! Episodio 11: 11-34


11-41 y 11-42

11-48 a 11-50

Investigating Argentina and Uruguay

to 11-36

Nuestro Mundo: Argentina y Uruguay: 11-37 a 11-39

11-51 y 11-52

Capítulo 11

Día 7

Viernes,3 de

febrero

Páginas 378-382

Developing selective reading skills

Peer-editing and letter revision

En clase:

Páginas: “No hay que complicar la felicidad” (Marco Denevi): 11-40 to 11-48

(Traigan su esquema temático o borrador a clase para peer review.)


11-53

Escribir el CV y la carta de presentación

Capítulo 11

Día 8Lunes, 6 de febrero

Perfeccionamiento de su Currículum vitae y carta de presentación

Repaso de la gramática de Capítulo 11

Additional Practice (AP) (On-line)------

CV y carta

Tarea: 11-22 a 11-25; 11-44 y 11-45

Do any activities that you feel will help you master the material in this chapter

Capítulo 11

Día 9Miércoles,8 de febrero

Entregar su Currículum y carta de presentación

Capítulo 11 Examen 1

Día 10(1)

Capítulo 12: El futuro es tuyo

384-390

Viernes, 10 de febrero

416

Talking about the use of technology

Forum on the environment

¡Así es la vida!: El impacto de la tecnología 386

Vocabulario: La computadora y otros aparatos electrónicos: 12-1 to 12-6ª 387

Taller: Cómo he usado la tecnología. y Cómo resolveré / resolvería los problemas ecológicos y del medio ambiente (due on

Tarea de SAM:

Readiness Check

12-01 to 12-03

Mar. 1)

Día11(2)

Capítulo 12

391-395

Lunes, 13 de febrero

Describing people and things

Estructuras:

387 Vocabulario: La computadora y otros aparatos electrónicos: Repaso 12-1 a 12-6A

The past participle: 12-7 to 12-10

Estructuras: The present perfect indicative: 12-11

Tarea de SAM:

12-4 y 12-5

12-7 y 12-8

EGT: Past Participle

EGT: Past Participle Used as Adjective

SGT: Formation of Regular Past Participles

SGT: Spelling Changes and Irregular Past Participles

SGT: Past Participle Used as Adjective

EGT: Present Perfect Indicative

SGT: Formation of Present Perfect Indicative

SGT: Acabar de + Infinitive

Día12(3)

Capítulo 12

Miércoles, 15 de febrero

Talking about what has happened

396-399


The present perfect indicative: 12-12 to 12-14

¿Cuánto saben?

Mi experiencia: La tecnología y el futuro: 12-15 to 12-16

Mi música “Ta’ bueno ya”, Albita: 12-17 to 12-20

Tarea de SAM:12-11 a 12-14

12-16 y 12-17

12-21

12-22

Día13(4)

Capítulo 12


Talking about the environment

400-403

Vocabulario: El medio ambiente: 12-21 to 12-24

402 Letras y sonidos: t y d

Tarea de SAM:12-23 a 12-25

12-30 a 12-32

Capítulo 12 Talking Estructuras: The future Tarea de EGT: Future TenseSGT: Forma-

Día14(5)


about what will happen

404-406

tense: 12-25 a 12-28A SAM:12-27 a 12-28

12-33, 12-34 y 12-36

tion of Regular Future TenseSGT: Verbs with Irregular Stems in Future TenseSGT: Use of Future Tense

Día15(6)

Capítulo 12

Miércoles, 22 de febrero

Speculating about the present and the past

407-410

Estructuras: The conditional tense: 12-30 to 12-33

Tarea de SAM:

12-38 a 12-40

12-35 y 12-37 (Repaso de los verbos en el futuro)

SGT: Formation of Regular Conditional

SGT: Verbs with Irregular Stems in Conditional

SGT: Use of Conditional

SGT: Probability in the present and the past

EGT: Conditional Mood

Día16(7)

Capítulo 12


Acquiring selective listening skills

Practicar la presentación oral de Forum on the environment

411, 416

¡Pura vida! Episodio 12: 12-34 y 12-35 411

¿Cuánto saben? 404 The Future Tense

407 The Conditional Tense

Taller: 12-44 (Practicar su presentación oral con compañeros)

Tarea de SAM:

12-48 a 12-50

12-43

12-41, 12-44 a 12-45

Día17(8)

Capítulo 12


Contribu-tions of Hispanics in the U.S.412-413

Practicar la presentación oral de Foro

Panoramas: Los hispanos en EEUU 12-37 a 12-38

Additional Practice (AP) (On-line)------ Taller: 12-44 (Practicar su presentación oral con compañeros)

Examen sobre el

Tarea de SAM:

12-51 y 12-52


sobre el medio ambiente

vocabulario y la gramática en clase

Día18(9)

Capítulo 12

Miércoles, 1 de marzo

Taller: Presentar Cómo he usado la tecnología. y Cómo resolveré/ resolvería los problemas ecológicos y del medio ambiente


Presentación oral en mi despacho, 416 Grubbs Hall

Día19(1)

Capítulo 13

¿Oíste las noticias?

Viernes, 3 de marzo

Means of co-mmunication: 418-425

Talking about requests or uncertainty in the past

Una carta al director 450 (entréguenla el 29 de marzo)

¡Así es la vida! : El cierre de una edición del periódico 420

Vocabulario: Los medios de comunicación: 13-1 to 13-5

The Imperfect Subjunctive 424-425 [If you want to review the forms & uses of the present subjunctive, go to 302, 306, 327 and 337.]

Taller 13-48

Tarea de SAM:

Vocabulary Tutorial 13 (4),

13-01, 13-02, 13-04, 13-06

For review of Present Subjunctive:

Día20(2)

Capítulo 13

Lunes, 6 de marzo

Talking about requests or uncertainty in the past

424-429

Practice: 13-6 to 13-13

Estructuras: The imperfect subjunctive

Tarea de SAM:

Readiness Check

13-08 a 13-10 y 13-12

EGT: Imperfect Subjunctive

SGT: Formation of Imperfect Subjunctive

SGT: Use of Imperfect Subjunctive

Día21(3)

Capítulo 13


Requests or uncertainty in the past

Expressin

Repaso: The Imperfect Subjunctive 424-425 and13-9 to 13-13

Estructuras: Long-form possessive adjectives and pronouns: 13-14 a

Tarea de SAM:

13-13

13-15 a 13-

EGT: Possessive Adjectives (Long Form)

SGT: Long-Form Possessive Adjectives

SGT: Long-Form Possessive

g possession

Talking reading the newspaper

430-434

13-17

Mi experiencia: El País, voz de la democracia: 13-18 to 13-19

17 Pronouns

SGT: Clarification of Possessives with de + Pronoun

Día22(4)

Capítulo 13

Viernes, 10 de marzo


Discussing television shows, mo-vies & enter-tainment

435-438

“Quisiera ser”, (Alejandro Sanz, España): 13-20 to 13-23

¡Así es la vida!: Una telecomedia popular

Vocabulario: El cine, el teatro y la televisión: 13-24 to 13-25

Tarea de SAM:

13-18

13-24

13-26

13-27 a 13-28

Día23(5)

Capítulo 13

Lunes, 13 de marzo

439-442Repaso: “Quisiera ser”, Alejandro Sanz 435

Repaso: El cine, el teatro y la televisión 437 y 13-26 a 13-30


Estructuras: Si clauses: 13-31441

Tarea de SAM:

13-25

13-29 y 13-30

13-32 y 13-33

13-34

SGT: If-Clause with Present Indicative and Future

SGT: If-Clause with Imperfect Subjunctive and Conditional

EGT: If-Clauses

EGT: Hypothetical Situations

Día24(6)

Capítulo 13


443-447 Repaso: Estructuras: Si clauses: 441; 13-32 to 13-36 443-444

¡Pura vida! Episodio 13: 13-37 to 13-39

Panoramas: La herencia cultural de España 13-40 y 13-41

Tarea de SAM:

13-35 y 13-36

13-43 a 13-45

SGT: If-Clause with Present Indicative and Future

SGT: If-Clause with Imperfect Subjunctive and Conditional

EGT: If-Clauses

EGT:

13-46 y 13-47

Hypothetical Situations

Día25(7)

Capítulo 13



448-450

Repaso: Estructuras: Si clauses: 441

Páginas: “Estimado Director de El País” (Erasmo Santiago García, España): 448-449 13-43 to 13-46

Taller: 450 13-48 (Traigan su esquema temático o borrador a clase para peer review.)

Tarea de SAM: 13-37 y 13-39

13-48

SGT: If-Clause with Present Indicative & Future

SGT: If-Clause with Imperfect Subjunctive & Conditional

EGT: If-Clauses

EGT: Hypothetical Situations

Día26(8)

Capítulo 13

Lunes, 27 de marzo

Repaso general

Perfecciona-miento de Una carta al director

¿Cuánto saben?

Repaso: The Imperfect Subjunctive 424-425

Repaso: Long-form possessive adjectives and pronouns: 430-431

Repaso: Si clauses: 441


Taller: 450 13-48 (Traigan su borrador a clase para peer review.)

Tarea de SAM:

13-19

13-20 y 13-21

13-40


Día27(9)

Capítulo 13


Entregar Una carta al director


Día28(1)

Capítulo 14


Talking about music, art and dance

Una escena dramática 480

¡Así es la vida! 454

Vocabulario: La música y el baile: 455-457 14-1 to 14-5

Taller: 480 14-40 (Entréguen-mela el 17 de abril.)

Tarea de SAM:

14-1 y 14-2 14-4 a 14-7

Día2

Capítulo 14 Expressing how long something

Estructuras: Hacer in time expressions: 458-

Tarea de SAM:

SGT: Hacer in Time Expressions

9(2)

Lunes, 3 de abril

has been going on or how long ago it was completed458

462 14-6 a 14-9 14-9 a 14-11

Día30(3)

Capítulo 14

Miércoles, 5 de abril

Inviting or convincing others to do something

463-466

Nosotros commands: 463-465 14-10 to 14-12

Repaso: Hacer in time expressions: 458

Mi experiencia: ¿Baile o ballet? ¡Esa es la cuestión!: 466 14-13 to 14-14

Tarea de SAM:

Readiness Check

14-15 a 14-18

14-13

14-25

EGT: We Command (Let's)

SGT: Nosotros Commands (Subjunctive)

SGT: Vamos a + infinitive

SGT: Attaching Object & Reflexive Pronouns to Nosotros Commands

Día31(4)

Capítulo 14

Viernes, 7 de abril

Fashion in the Hispanic world


467-470

¡Así es la vida!: Elegancia total 468

Vocabulario: La moda: 14-19 y 14-20; 14-23

Repaso: Nosotros commands: 463

Letras y sonidos: m, n, y ñ 470

Mi música: “Baila me” (Gypsy Kings, España): 14-16 to 14-18

Tarea de SAM:

14-27

14-28 a 14-30

14-19

14-33

14-26Día32(5)

Capítulo 14

Lunes, 10 de abril

Talking about what had happen-ed before another past action or event

Estructuras: The pluperfect indicative: 14-25 to 14-28

Repaso: Vocabulario: La moda 469, 471 14-21,

Tarea de SAM:

14-35 [¡OJO! Lean la informa-ción en 14-15 en la pág. 466 ANTES de hacer esto.], 14-36 y 14-37

EGT: Pluperfect Indicative

SGT: Formation of Pluperfect Indicative

SGT: Use of Pluperfect Indicative

SGT: Placement of Object-

14-22 y 14-24

¡Pura vida! Episodio 14: 14-30 a 14-31

14-31

14-44 a 14-46

Pronouns with Pluperfect Indicative

Día33(6)

Capítulo 14


Developing awareness of modern art in the Hispa-nic world

Reviewing 1a y 2a partes

476-477, 488

Panoramas: El arte moderno hispano: 476-477 14-32 y 14-33

Repaso: ¿Cuánto saben?

Taller: Una escena dramática: 14-40 (Traigan su esquema temático o borrador a clase para peer review.)

Tarea de SAM:

14-47

14-20 a 14-22; 14-40 y 14-41

Día34(7)

Capítulo 14

Viernes, 14 de abril


Composing a dramatic scene

Repaso general

Repaso: The Pluperfect Indicative 472 y ¿Cuánto saben? 474


Taller: 480 Una escena dramática: 14-40 14-40 (Traigan su borrador a clase para peer review.)

Tarea de SAM:

14-38 AD: SEP: Formation of Pluperfect Indicative, et al


Día35(8)

Capítulo 14

Lunes, 17 de abril

Entregar: Una escena dramática


Día36(1)

Capítulo 15


Talking about world problems and possible solutions

482 a 487

¡Así es la vida!: La paz es el derecho de todos 484

Vocabulario: Las crisis políticas y económicas: 485 15-1 to 15-5

Taller: Un recuerdo: 15-39 (Entréguenmelo el 5

Tarea de SAM:

Readiness Check

15-01 a 15-03

Un recuerdo 512

de mayo.)

Día37(2)

Capítulo 15


Referring to ideas, events and situations

A-26-A-27

A-30-A-31

Repaso: Las crisis políticas y económicas: 485

Present Perfect Subjunctive EG-3 y EG-4

Future Perfect & Conditional Perfect EG-6 y EG-7

Tarea de SAM:

15-05 a 15-06

EG-05 y-EG-06

EG-10 y EG-11

SGTs: Formation & Use of the Present Perfect Subjunctive

SGTs: Formation & Use of the Future Perfect

SGTs: Formation & Use of the Conditional Perfect

Día38(3)

Capítulo 15

Lunes,24 de abril

Talking about political opinions among Latinos

Spanish through popular music

492 a 494

Repaso: Present Perfect Sub-junctive A-26-A-27 (EG-5) & Future Perfect & Conditional Perfect A-28 y A-29 (EG-8)

Mi experiencia: La política y los hispanos: 15-10 to 15-11

Mi música: “De paisano a paisano”, Los Tigres del Norte: 15-12

¡Así es la vida! La política

Tarea de SAM:

EG-07 y EG-09 EG-12 y EG-13

15-16

15-17

15-18

Día39(4)

Capítulo 15


Expressing political opinions & identifying types of government

495-498

Vocabulario: Cargos políticos y tipos de gobierno: 15-15, 15-17 to 15-20A

Letras y sonidos: Linking and rhythm 496

Tarea de SAM:

15-20 a 15-22

15-24 y 15-25

Día40(5)

Capítulo 15


Talking about hypothetical situations in the pastA-30

Estructuras: The Pluperfect Subjunctive & the Condition-al Perfect EG-9 y EG-10

Tarea de SAM:

EG-15 a EG-17

Readiness Check Chap. EG (0nly 2,3 & 4)

SGT: Formation & Use of the

Pluperfect Subjunctive

Día41(6)

Capítulo 15

Lunes, 1 de mayo

Investigating indigenous cultures 506-507

A-30 y A-31

Composing and presenting a narrative about personal history

Estructuras: The Pluperfect Subjunctive & the Condition-al Perfect EG-11 y EG-12 + Vocabulario: Cargos políticos y tipos de gobierno 485 +

Taller: Un recuerdo:15-39 (Traigan su esquema temático a clase para practicar su presentación.)

Tarea de SAM:

15-19

EG-18 a EG-20

SGT: Use of Pluperfect Subjunctive w/ Conditional Perfect + Ojalá

Día42(7)

Capítulo 15

Miércoles, 3 de mayo

Composing and presenting a narrative about personal history

¡Pura vida! Episodio 15:15-28 a 15-30

Taller: Un recuerdo:15-39 (Traigan su esquema temático a clase para practicar su presentación.)

Examen sobre el vocabulario y la gramática en clase

Tarea de SAM:

Extra Practice Pres Perf Subj, Fut Perf; Cond Perf; Pluper Subj; Ojalá

Día43(8)

Capítulo 15

Viernes, 5 de mayo


Presentar Un recuerdo

Presentación oral en mi despacho, 416 Grubbs Hall

technical support for - pittsburg state web view(syntax [word order], idioms, transition...

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