finish week 4-8 on my Spanish 1
SPAN100
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Spanish 1
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Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
classroomsupport@apus.edu if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
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2. Accurately answer straightforward questions based on a reading passage.
3. Determine the meaning of unfamiliar words or phrases through logical guessing based on contextual clues.
4. Identify errors in peer work and determine corrections to words and grammar errors
► Writing Skills
1. Compose in Spanish a brief paragraph about an everyday topic, with the help of a dictionary and grammar
book, without committing major errors and with sufficient clarity for Spanish speakers to comprehend the
paragraph the first time they read it.
2. Compose in Spanish a succinct paragraph about an everyday topic, without using a dictionary or grammar
book, with sufficient clarity for Spanish speakers to comprehend the paragraph, even though the student might
have committed certain errors, such as verb or adjective agreement.
► Culture- related Skills
1. Demonstrate basic knowledge of similarities and differences in the main aspects of the culture of Spanish-
speaking countries and corresponding aspects of life in the United States.
2. Demonstrate basic knowledge of culturally conditioned behavior patterns (such as formality or familiarity in
addressing people, gestures used in greeting others, and table manners) and employ those patterns
appropriately with Spanish speakers.
Outline
Week 1: LANGUAGE BASICS
Topics
Unit I, lesson one, lesson 2: direct objects, people and animals
Learning Outcomes
Discover vocabulary through picture association, hear and speak vocabulary, see and learn word order
Required Readings
Week 1 Reading & Resources
Week 1 Lesson
Assignments
Week 1 Forum: Presentaciones
Week 1 Assignment: Vocabulario
Week 2: LANGUAGE BASICS Part 2
Topics
Continue reviewing previous content, Unit 1, lessons three and four will introduce colors, sizes, pronouns,
professions, questions and answers, Numbers 1- 6; clothing and quantities
Learning Outcomes
Demonstrate proficiency with Unit I, lessons 1- 3 (quiz #1)
Apply thematic concepts to identify errors and make changes to peer’s work
Discover vocabulary through picture association, hear and speak vocabulary, see and learn word order
Required Readings
Week 2 Reading & Resources
Week 2 Lesson
Assignments
Week 2 Rosetta Stone Unit 1
Week 2 Forum: Investigaciones: La biblioteca de APUS
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Week 2 Assignment: Enfoque gramatical
Week 2 Quiz #1
Week 3: GREETING AND INTRODUCTIONS
Topics
Unit 2, lessons 1 and 2: family relationships, numbers 7- 12 and ages, prepositions of place, family at home,
location and ownership
Learning Outcomes
See, hear, speak, and write using topics in a meaningful way, demonstrate proficiency on quiz 2, create
sentences exercising ability to produce with thematic content, identify errors in grammar and vocabulary of peer
work.
Required Readings
Week 3 Reading & Resources
Week 3 Lesson
Assignments
Week 3 Forum: La familia
Week 3 Assignment: Ejercicio Oral
Week 3 Quiz #2
Week 4: GREETING AND INTRODUCTIONS Part 2
Topics
Review; Continue Unit 2, lessons 3 and 4:
Where are you from? Greetings and introductions, Clothing, colors, and physical attributes; physical states,
conversational dialogue
Learning Outcomes
Discover vocabulary through picture association, hear and speak vocabulary, see and learn word order.
Create sentences demonstrating ability to produce with thematic tenses and concepts, determine errors in
grammar and vocabulary of peer work
Required Readings
Week 4 Reading & Resources
Week 4 Lesson
Assignments
Week 4 Rosetta Stone Units 1 and 2
Week 4 Forum: Personajes
Week 4 Assignment: Enfoque gramatical 2
Week 5: WORK AND SCHOOL
Topics
Unit 3, lessons 1 and 2: locations and times of day: when, but, before, and after; time of day greetings, numbers
13- 20, Calendar terms, polite conversation, senses and seasons
Learning Outcomes
Demonstrate proficiency with Units 1 and 2- Unit 3, lesson 1 (quiz#3)
Discover vocabulary through picture association, hear and speak vocabulary, see and apply proper word order
in sentence creation
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Required Readings
Week 5 Reading & Resources
Week 5 Lesson
Assignments
Week 5 Forum: Festivales
Week 5 Assignment: Versos
Week 5 Quiz 3
Week 6: WORK AND SCHOOL Part 2
Topics
Review; Continue Unit 3, lessons 3 and 4: Speaking languages; numbers 21- 69; teaching and studying
languages, Waking up and washing up; why and because; grooming habits
Learning Outcomes
See, hear, speak, and write using topics in a meaningful way, Demonstrate proficiency with Units 1- 3 (quiz #4)
Required Readings
Week 6 Reading & Resources
Week 6 Lesson
Assignments
Week 6 Rosetta Stone Units 1, 2, and 3
Week 6 Forum: Las Dos Fridas
Week 6 Assignment: Enfoque gramatical 3
Week 6 Quiz 4
Week 7: SHOPPING
Topics
Unit 4, lessons 1 and 2: Have and need; buying, selling, and shopping; using landmarks to provide directions,
Leisure and prefer activities; quantity comparisons and differentiation; currency and cost
Learning Outcomes
Discover vocabulary through picture association, hear and speak vocabulary, see and learn word order
Required Readings
Week 7 Reading & Resources
Week 7 Lesson
Assignments
Week 7 Forum: Tu Vecino
Week 7 Assignment: Presentaciones Orales
Week 8: SHOPPING Part 2
Topics
Review; Continue Unit 4, lessons 3 and 4:
Materials
and merchandise; weight and speed, young and old,
Comparing and contrasting; size and preference
Learning Outcomes
Reinforce proficiency by seeing, hearing, speaking, and writing.
Apply grammar concepts to demonstrate ability to talk about self in various thematic tenses using remembered
vocabulary, Demonstrate proficiency with Units 1- 4 (Cumulative Review)
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Required Readings
Week 8 Reading & Resources
Week 8 Lesson
Assignments
Week 8 Rosetta Stone Units 1, 2, 3, and 4
Week 8 Forum: Reflejos
Week 8 Cumulative Review
Evaluation
Grading:
Name Grade %
Forums 35.00 %
Week 1: Presentaciones 4.38 %
Week 2: Investigaciones 4.38 %
Week 3: La Familia 4.38 %
Week 4: Personajes 4.38 %
Week 5: Festivales 4.38 %
Week 6: Las dos Fridas 4.38 %
Week 7: Tu Vecindario 4.38 %
Week 8: Reflejos 4.38 %
Rosetta Stone 20.00 %
Week 2: Rosetta Stone Unit 1 5.00 %
Week 4: Rosetta Stone Units 1 and 2 5.00 %
Week 6: Rosetta Stone Units 1, 2, and 3 5.00 %
Week 8: Rosetta Stone Units 1, 2, 3 and
4 5.00 %
Assignments: Skill Sets 15.00 %
Week 1: Vocabulario 2.14 %
Week 2: Enfoque gramatical 1 2.14 %
Week 3: Ejercicio Oral 2.14 %
Week 4: Enfoque gramatical 2 2.14 %
Week 5: Rimas 2.14 %
Week 6: Enfoque gramatical 3 2.14 %
Week 7: Presentaciones Orales 2.14 %
4 RS Content Quizzes 15.00 %
Week 2: Quiz #1 3.75 %
Week 3: Quiz #2 3.75 %
Week 5: Quiz #3 3.75 %
Week 6: Quiz #4 3.75 %
Cumulative Review 15.00 %
Week 8: Cumulative Review 15.00 %
Materials
Book Title: The RosettaStone materials will be provided via the classroom.
Author:
Publication Info: RosettaStone
ISBN: NTR
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Course Guidelines
Citation and Reference Style
Students will follow MLA format as the sole citation and reference style used in written assignments
submitted as part of coursework to the Humanities Department.
Please note that no formal citation style is graded on forum assignments in the School of Arts &
Humanities—only attribution of sources (please see details regarding forum communication below).
Tutoring
Tutor.com offers online homework help and learning resources by connecting students to certified tutors for
one-on-one help. AMU and APU students are eligible for 10 free hours of tutoring provided by APUS.
Tutors are available 24/7 unless otherwise noted. Tutor.com also has a SkillCenter Resource Library
offering educational resources, worksheets, videos, websites and career help. Accessing these resources
does not count against tutoring hours and is also available 24/7. Please visit the APUS Library and search
for ‘Tutor’ to create an account.
Late Assignments
School of Arts & Humanities Late Policy
Students are expected to submit classroom assignments by the posted due date and to complete the
course according to the published class schedule. As adults, students, and working professionals, I
understand you must manage competing demands on your time. Should you need additional time to
complete an assignment, please contact me before the due date so we can discuss the situation and
determine an acceptable resolution.
Work posted or submitted after the assignment due date will be reduced by 10% of the potential total
score possible for each day late up to a total of five days, including forum posts/replies, quizzes, and
assignments. Beginning on the sixth day late through the end of the course, late work, including forum
posts/replies, quizzes, and assignments, will be accepted with a grade reduction of 50% of the potential
total score earned.
Turn It In
Assignments are automatically submitted to Turnitin.com within the course. Turnitin.com will analyze an
assignment submission and report a similarity score. Your assignment submission is automatically
processed through the assignments area of the course when you submit your work.
Academic Dishonesty
Academic Dishonesty incorporates more than plagiarism, which is using the work of others without
citation. Academic dishonesty includes any use of content purchased or retrieved from web services such
as CourseHero.com or Scribd. Additionally, allowing your work to be placed on such web services is
academic dishonesty, as it is enabling the dishonesty of others. The copy and pasting of content from any
web page, without citation as a direct quote, is academic dishonesty. When in doubt, do not copy/paste,
and always cite.
Submission Guidelines
Some assignments may have very specific requirements for formatting (such as font, margins, etc) and
submission file type (such as x, , etc). See the assignment instructions for details. In general,
standard file types such as those associated with Microsoft Office are preferred, unless otherwise
specified.
It is the student’s responsibility to ensure the all submitted work can be accessed and opened by the
instructor.
Disclaimer Statement
Course content may vary from the outline to meet the needs of a particular group or class.
Communicating on the Forum
Forums are the heart of the interaction in this course. The more engaged and lively the exchanges, the
more interesting and fun the course will be. Only substantive comments will receive credit. Although there is
a final posting day/time after which the instructor will grade and provide feedback, it is not sufficient to wait
until the last day to contribute your comments/questions on the forum. The purpose of the forums is to
actively participate in an on-going discussion about the assigned content.
“Substantive” means comments that contribute something new and important to the discussion. Thus a
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message that simply says “I agree” is not substantive. A substantive comment contributes a new idea or
perspective, a good follow-up question to a point made, offers a response to a question, provides an
example or illustration of a key point, points out an inconsistency in an argument, etc.
As a class, if we run into conflicting view points, we must respect each individual’s own opinion. Hateful
and hurtful comments towards other individuals, students, groups, peoples, and/or societies will not be
tolerated.
Students must post a response to the weekly forums prompt and post the required number of replies to
other students – refer to the grading rubric and/or forum instructions for specific expectations on number of
replies and word count requirements.
The main response to the forum is due mid-week – refer to the grading rubric and/or forum instructions for
specific expectations. Late main response posts to a forum may not be accepted without prior instructor
approval.
Replies must be posted in the week due and replies after the end of the each week may not be graded.
Quizzes and Exams
Quizzes and exams may consist of true/false, multiple choice, and short essay questions. Each quiz/exam
is accessible only once. Once a quiz/exam is accessed, you will not be able to access it again if you
disconnect. Therefore, allocate time to complete your quiz. Weekly quizzes must be submitted by midnight
Eastern Time, Day 7 of the assigned week.
University Policies
Student Handbook
Drop/Withdrawal policy
Extension Requests
Academic Probation
Appeals
Disability Accommodations
The mission of American Public University System is to provide high quality higher education with emphasis on
educating the nation’s military and public service communities by offering respected, relevant, accessible,
affordable, and student-focused online programs that prepare students for service and leadership in a diverse,
global society.
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http://www.apus.edu/student-handbook/index.htm
http://www.apus.edu/student-handbook/withdrawal/
http://www.apus.edu/student-handbook/extension/
http://www.apus.edu/student-handbook/academic-probation/index.htm
http://www.apus.edu/student-handbook/appeals-matrix/index.htm
http://www.apus.edu/student-handbook/Disability-Accommodations/index.htm
Course Summary
Description
Objectives
Outline
Week 1: LANGUAGE BASICS
Week 2: LANGUAGE BASICS Part 2
Week 3: GREETING AND INTRODUCTIONS
Week 4: GREETING AND INTRODUCTIONS Part 2
Week 5: WORK AND SCHOOL
Week 6: WORK AND SCHOOL Part 2
Week 7: SHOPPING
Week 8: SHOPPING Part 2
Evaluation
Materials
Course Guidelines
University Policies
