First Year Spanish-Third Term

Course Number: SPA 103
Transcript Title: First Year Spanish-Third Term
Created: September 1, 2012
Updated: August 27, 2019
Total Credits: 4
Lecture Hours: 40
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0

Prerequisites

SPA 102 or instructor permission, MTH 20 or equivalent placement test.

Prerequisite / Concurrent

Course Description

Continues the work of SPA 102. Emphasizes active communication in Spanish. Includes listening, speaking, reading, writing, pronunciation, structure, vocabulary, and culture. Prerequisites: Completion of SPA 102 or instructor permission; MTH 20 or equivalent placement test scores. Prerequisite/concurrent: WR 121. Audit available.

Intended Outcomes

successful completion students should be able to:

  1. Manage common interactions, in both oral and written forms, in a selected variety of settings using the present, past and future tenses.
  2. Further develop circumlocution and inference skills when navigating a variety of real world situations in Spanish.
  3. Reflect on linguistic and cultural diversity within the Spanish-speaking world and how it differs and/or relates to one’s own culture.
  4. Apply a broader understanding of important historical and cultural movements in the target culture through exposure to literature, art and performing arts in the target language.
  5. Expand and strengthen strategies for analyzing authentic materials in the target language.

Alignment with Institutional Core Learning Outcomes

Major 1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Not addressed

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Major

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Minor

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Core Learning Outcomes (CLOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Outcome Assessment Strategies

Students will be assessed by any combination of the following:

  1. Active participation in class
  2. Individual and group presentations
  3. Contextual written tasks (in or outside of class) to assess reading, writing, cultural, and aural competencies
  4. Oral interviews with partner or instructor
  5. In class, interactive student role-plays

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content (Themes, Concepts, Issues and Skills)

Include all or most of the following:

  1. Compound tenses
  2. Parts of the body, health, personal care and habits
  3. Relative pronouns
  4. Reciprocal actions
  5. Placing events in the past
  6. Adverbs
  7. Accidents
  8. Commands
  9. Influencing others
  10. The environment
  11. Direct and indirect object pronouns
  12. Expressing obligation and duty
  13. Expressing plans for the future
  14. Holidays and celebrations of the Spanish speaking world
  15. Reciprocal actions
  16. Preterit versus imperfect

Competencies and Skills

  1. Manages basic personal interactions.
  2. Discusses future plans and preferences.
  3. Describes daily activities in present and past.
  4. Recognizes and appreciates cultural and linguistic differences in the Spanish speaking world.
  5. Begins to write paragraphs.
  6. Reads and understands the main ideas in a variety of texts.
  7. Comprehends slow native speech in a highly contextual setting.
  8. Makes herself/himself understood by a native speaker accustomed to non-native speakers.