SPAN 0001. Elementary Spanish - Level I
Units: 5
Advisory: Eligibility for ENGL 1A
Hours: 90 lecture
First of two semesters of Elementary Spanish. A beginning course which offers students practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. Corresponds to two years of high school study. (C-ID SPAN 100) (CSU, UC)
SPAN 0001 - Elementary Spanish - Level I
http://catalog.sierracollege.edu/course-outlines/span-0001/
Catalog Description Advisory: Eligibility for ENGL 1A Hours: 90 lecture Description: First of two semesters of Elementary Spanish. A beginning course which offers students practice in speaking, understanding, reading and writing Spanish, along with exploration of cultural aspects of the Spanish-speaking world. Corresponds to two years of high school study. (C-ID SPAN 100) (CSU, UC) Course Student Learning Outcomes CSLO #1: Recognize and paraphrase elementary Spanish spoken in simple present tense at moderate conversational speed. CSLO #2: Produce accurate pronunciation with grammatically correct sentences in Novice Mid level conversations. CSLO #3: Recognize and explain what is read in simple present tense from any elementary reading passage. CSLO #4: Write short sentences and paragraphs in simple present tense using correct syntax. CSLO #5: Compare and contrast cultural perspectives based on readings, discussions, and videos. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 90 Outside of Class Hours 180 Total Student Learning Hours 270 Course Objectives The content of this course will be taught within a cultural context with authentic language. Upon successful completion of the course, students will be able to: - Understand cultural nuances of everyday life in the Hispanic world; - Communicate orally and in writing in a variety of meaningful real life activities moving toward the intermediate level of proficiency on the national ACTFL scale (American Council on the Teaching of Foreign Languages). CULTURAL CONTENTS: 1. Name and identify the location of the Spanish-speaking countries around the world as well as identify the major Spanish-speaking populations in the United States. 2. Compare and contrast cultural aspects, both of high culture and low culture, of the U.S. Hispanic-American, Latin-American, and Peninsular cultures, including but not limited to geography, population, languages, foods, history, traditions and customs, current events, daily life and music. VOCABULARY DEVELOPMENT: 1. Correctly spell learned vocabulary words and expressions. 2. Apply words, construct phrases and create expressions to meet and greet others appropriately, and compare and contrast formal and informal situations, and discuss likes, dislikes and preferences. 3. Converse and write about students' personal experience such as university life, family and relatives, routines, shopping needs and telling time. PHONETIC DEVELOPMENT: 1. Compare and contrast English and Spanish sounds and intonations. 2. Use correct pronunciation while speaking elementary level Spanish at moderate conversational speed. STRUCTURE DEVELOPMENT: 1. Compare and contrast Spanish and English punctuation and grammar. 2. Demonstrate proper usage of noun, adjective, article agreement. 3. Differentiate affirmative and negative sentences or questions as well as answer questions, both affirmatively and negatively to obtain and share information about people, places and things. 4. Use vocabulary and appropriate grammatical structures to describe, compare and contrast, state future plans, and talk about daily routines and activities. 5. Identify and apply subject pronouns while distinguishing between the formal and informal "you". 6. Apply correct conjugations of the regular and irregular verbs in the indicative mood: present and present progressive. 7. Apply correct conjugations of the regular verbs in the indicative mood: preterit. 8. Demonstrate a basic ability to distinguish between the usage of the verbs "ser" and "estar" in the indicative mood: present, present progressive, and preterit. 9. Use basic idioms correctly. General Education Information Approved College Associate Degree GE Applicability AA/AS - Literature & Language CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C2 Humanities Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 6A Lang other than Eng Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: After reading an article outlining how different cultures of the Spanish-speaking world greet each other, the class is asked to compare and contrast what they have learned with their own culture. The instructor might have them speak in small groups before conducting a larger discussion among the whole class. Essay Examinations Example: Instructor prepares a writing prompt to elicit proper adjective use (agreement and placement). Example: In a five to six sentence paragraph, compare and contrast in Spanish, one male and one female famous person (actor/actress, politician, etc...). Pay special attention to your use of the verb ser and your adjective agreement. Objective Examinations Example: Instructor will play a recording about a how Raúl spends his weekends. After listening to the recording, students will answer short questions about the what they heard. Then students will write a 6-8 sentence paragraph explaining how they spend their weekends. Projects Example: In pairs, students create a presentation and an interactive activity for their classmates on any cultural aspect of the Spanish-speaking world. The students must research their topic, prepare a five-minute oral presentation with visuals, and provide a ten-minute interactive activity for the class. Examples of topics: Present on the Bolivian “Aguayo” and teach the class how to tie one on their own bodies; Present a brief history of “Merengue” and teach the class the basic steps; Present a history lesson on “Cinco de mayo” and provide a jeopardy game after the lesson. Reports Example: Students are required to participate in the Spanish-speaking culture within their community and submit a written report and reflection of their experience. There are many options for cultural participation such as: attend a Spanish-speaking church service; view an art exhibit; interview someone with direct experience in the Spanish-speaking world; learn and prepare an authentic recipe with someone who prepares the dish as a part of their culture, etc. Skill Demonstrations Example: Oral Interview: Instructor provides written prompts and asks students to work in pairs to interview each other in Spanish and then report back to the class with their findings. Example: Interview your partner using the following questions to learn about your partner's class schedule. Write down his or her answers so you can later report your findings to the class. Then reverse roles. a. How many classes are you taking this semester and what are they? b. Who are your instructors? c. When and where do your classes meet? d. What are some things you do in class? e. What supplies do you need for each class? f. What is your favorite class this semester? g. What is your major? Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Method: Lecture/Discussion in the Target Language; Course Objective: Apply words, construct phrases and create expressions to meet and greet others appropriately, and compare and contrast formal and informal situations, and discuss likes, dislikes and preferences. To introduce family vocabulary the instructor projects images on a screen to walk students through the immediate and extended family. As family members are introduced the instructor checks student comprehension by asking a series of questions such as "¿Quién tiene un hermano?" ("Who has a brother?") and waiting for a show of hands. Students then draw and label their own nuclear family tree. Finally, in pairs they introduce their family in Spanish. Course Objective: Use vocabulary and appropriate grammatical structures to describe, compare and contrast, state future plans, and talk about daily routines and activities. To introduce daily routines the instructor will physically demonstrate verbs by acting out and narrating his or her morning routine, including showering, brushing teeth, eating breakfast, etc... Then as a whole class, everyone can act out the new verbs together. After which students will break into groups of four and play charades to practice the new vocabulary. Distance Learning This activity can be adapted for the online environment with an introductory presentation of the family vocabulary in the target language. After viewing the presentation, students will be asked to create their own family tree and then record themselves introducing their family members and post the video to a class discussion board. The students can then ask a minimum of three questions about their classmates’ families and respond to the questions they receive. This activity can be adapted for the online environment by providing a presentation of the instructor acting out their daily routine in their own home. Students will be asked to study and practice the daily routine vocabulary before recording themselves acting out their own personal routine. Once their video is posted to a class discussion board, each student will make one comparison between their routine and each of three classmate’s routines. Typical Out of Class Assignments Reading Assignments 1. While Alberto waits for his date, he passes the time reading the classified ads in the newspaper to help friends find a place to live. Read the housing advertisements and the circumstances of his friends. Then fill in the blanks with the letter corresponding to the advertisement that best meets the needs of each person. 2. (These instructions would be in Spanish) After reading the news article "15 de octubre ¡Una mañana desastrosa!" please respond to the following questions with complete sentences. Notice which questions utilize the present tense and which utilize the preterit. ¿Por qué nunca se despiertan temprano las chicas? ¿Se bañaron las chicas esta mañana? ¿A qué hora llega generalmente el autobús? ¿A qué hora llegó el autobús hoy? ¿Por qué no contestó nadie cuando llamaron a la escuela? Writing, Problem Solving or Performance 1. Write a short paragraph in Spanish (not to exceed 120 words) about your daily routine. 2. You decide to write a postcard to your parents. Describe Buenos Aires to them by comparing it to your hometown. Write five to six sentences. Other (Term projects, research papers, portfolios, etc.) Students will search the Internet for department stores in Latin America and Spain and write one or two paragraphs describing the clothes and fashions these sites advertise, including the predominant colors, styles, and fabrics. Students convert prices in the local currency into dollars. Students will report their findings to the class. Required Materials Aventuras Author: Blanco and Donley Publisher: Vista Higher Learning Publication Date: 2018 Text Edition: 5th Classic Textbook?: OER Link: OER: En familia: An Introduction to Spanish Author: Lazzara Publisher: Fountainhead Press Publication Date: 2017 Text Edition: 1st Classic Textbook?: OER Link: OER: Tu mundo: español sin fronteras Author: Andrade, Egasse, Muñoz, and Cabrera Puche Publisher: McGraw-Hill Publication Date: 2019 Text Edition: 2nd Classic Textbook?: OER Link: OER: ¡Anda! Author: Cowell, Heining-Boynton Publisher: Pearson Publication Date: 2016 Text Edition: 3rd Classic Textbook?: OER Link: OER: Entornos: Primer cursos de lengua española Author: Bembire, Cabeza, et al Publisher: Cambridge University Press Publication Date: 2016 Text Edition: 1st Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
HDEV 0001 - Human Development Through the Lifespan
http://catalog.sierracollege.edu/course-outlines/hdev-0001/
Catalog Description Hours: 54 lecture Description: Study of the physical, cognitive, psychosocial and emotional changes in development through the life span. Focuses on practical application of developmental principles and patterns of growth from conception through late adulthood, including death and bereavement processes. Designed as a foundation course for careers in social service, psychological, health and medical fields. (CSU, UC-with unit limitation) Course Student Learning Outcomes CSLO #1: Analyze major developmental milestones for children from conception through the lifespan in the areas of physical, psychosocial, cognitive, and language development. CSLO #2: Distinguish environmental and hereditary influences that affect development throughout the lifespan. CSLO #3: Identify and compare major theoretical frameworks related to the study of human development. CSLO #4: Apply developmental theory to practical real world situations. Effective Term Fall 2018 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 Course Objectives The student will, through class discussions, collaborative learning activities, observations, essays, and examinations: 1. Identify eight periods of the lifespan, from prenatal to late adulthood, and evaluate the outstanding characteristics of each that include physical, cognitive, and social/emotional development; 2. Analyze the differences between hereditary and environmental influences (nature/nurture) on development throughout the lifespan and the ways these interrelate; 3. Summarize the outstanding developments during the prenatal stage and correlate how environmental factors impact this stage; 4. Analyze the features of each stage of childbirth, the option for settings, and interventions; 5. Investigate theoretical perspectives on human development from infancy through late adulthood, including Erikson, Piaget, and Vygotsky; 6. Assess the influence of culture, ethnicity, race, and family structure, including parenting styles, on human development; 7. Compare and contrast strategies that promote optimal individual development and health throughout the lifespan, based on theoretical perspectives and current research; 8. Summarize Kubler-Ross's theory, citing factors that influence dying patients' responses and compare these reactions to the phases of grieving; 9. Evaluate how nursing homes, hospitals and the hospice approach can optimally meet the needs of dying people and their families. General Education Information Approved College Associate Degree GE Applicability AA/AS - Behavioral Sciences CSU GE Applicability (Recommended-requires CSU approval) CSUGE - D7 Interdisciplinary Soc/Behav CSUGE - E1 Lifelong Learning and Self-Development Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) IGETC - 4G Intrdis Social/Beha Articulation Information CSU Transferable UC Transferable Methods of Evaluation Classroom Discussions Example: Debate the plausibility of major theories of development as outlined in class. Teams will be assigned "pro" and "con" stance. Grading to be based on accuracy as well as breadth of presentation. Essay Examinations Example: Discuss the idea of an additional stage of development between adolescence and early adulthood. Do you believe there is in fact a stage of prolonged exploration where one is neither an adolescent nor an early adult? Essay evaluated based on a rubric developed by the instructor and shared with students. Objective Examinations Example: Answer multiple choice questions on characteristics of stages of development and choose which response best reflects criteria outline in lecture and text. Graded based on correct application of criteria. Problem Solving Examinations Example: Apply a theory of development, such as Vygotsky, to a case study. For example what would be the best way to teach a child to learn how to swim given this theory of development? Graded based on accuracy and completeness, as well as application of theory. Projects Example: Develop a list of physical, cognitive, and social and emotional milestones for children birth to one to use with new parents with no Human Development background. Project would be graded on completeness, accuracy of milestones chosen, and how easily understood this might be for new parents. Reports Example: Research a topic in Human Development such as anorexia, autism, bullying, or obesity. Write a two page report including current research and initiatives, and present a 3 minute summary to the class for discussion. Rubric grading. Skill Demonstrations Example: Per the developmental concepts learned in class, demonstrate the best way to approach a baby who does not know you. Grading will be based on developmental appropriateness. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will lecture on various aspects of developmental theories, including Erikson, Piaget, and Vygotsky, and provide practical application scenarios for small groups. Students are expected to actively engage in the lecture. Instructor will assign reading of an article from a professional periodical that illustrates a real-life application of a concept discussed in class (For example: childbirth interventions; biological and environmental influences; autism; eating disorders; or prevention/treatment strategies for Alzheimer's), and students will summarize the material in writing and include a comparison of the article with text material. Distance Learning Instructor will provide case studies involving middle-aged adults to small groups and assist groups through distance learning via LMS as they analyze how Levinson's Tasks are being demonstrated. Students will list findings on-line and respond to 2 other student postings to provide feedback. Typical Out of Class Assignments Reading Assignments 1. Read articles from professional periodicals that illustrate growth and developmental milestones throughout the human lifespan and compare this information to the material presented in the text. 2. Read current events that address human development issues (i.e., medical breakthroughs in assisted conception ["two biological mothers, two biological dads"], ADD/ADHD, autism, alternative care of Alzheimer's patients, etc., and report their findings. Writing, Problem Solving or Performance 1. Write a comparative analysis of a chosen article focusing on a timely human development issue, with material presented through course text, class discussion groups, and video segments. 2. Work individually and in groups in assessing the practical application of developmental theories to real life events and human behavior via case studies. Other (Term projects, research papers, portfolios, etc.) 1. Students will utilize a Virtual Life computer program to apply course concepts in a simulation. 2. Students will write a term paper analyzing childrearing styles and compare/contrast predicted outcomes according to the research, with their own experiences. 3. Students will interview new parents and analyze choices made with regard to promoting optimal development of the baby. Required Materials Exploring Lifespan Development Author: Berk, L. Publisher: Allyn & Bacon Publication Date: 2014 Text Edition: 3rd Classic Textbook?: OER Link: OER: The Developing Person through the Lifespan Author: Berger, Kathleen Publisher: Worth Publication Date: 2014 Text Edition: 9th Classic Textbook?: OER Link: OER: Lifespan Development Lives in Context Author: Kuther Publisher: Sage Publication Date: 2016 Text Edition: Classic Textbook?: OER Link: OER: Other materials and-or supplies required of students that contribute to the cost of the course.
Course Identification Numbering System (C-ID)
...SPAN 100 SPAN 0001 SPAN 110 SPAN 0002 SPAN 200 SPAN 0003 SPAN 210 SPAN...
Administration of Justice
http://catalog.sierracollege.edu/departments/administration-justice/
...Principles of Psychology SOC 0001 Introduction to Sociology...of Abuse and Violence SPAN 0019 Spanish for...
