Composition and Conversation 2015 and 2016
· There are some face-to-face sections, where students have live class instruction and activities with an instructor, along with homework in Contraseña. There is work due three days a week (Sundays, Tuesdays and Thursdays). · Based on student enrollment, there are some asynchronous sections, where students don’t have live class instructions, but they are provided multiple opportunities to interact orally and in writing with their classmates and instructors in Voicethread, or with their coach at various times throughout the semester. · Homework is completed in Contraseña, Voicethread and Canvas. There is work due three days a week (Mondays, Wednesdays and Fridays) during Fall and Spring semesters. During summer semesters, there is work due three or five days a week (Mondays to Fridays) depending on the modality of the course. · SPAN 2015 and SPAN 2016 are each worth three credit hours. · Both SPAN 2015 and SPAN 2016 count toward the certificate, minor and major in Spanish. Students interested in continuing their studies in Spanish beyond the language requirement should enroll in SPAN 2015 or SPAN 2016, based on their level. SPAN 2015 counts toward the minor. SPAN 2016 counts toward the major.
· Contraseña, published by Lingro Learning · VoiceThread · UC-sponsored platforms such as Canvas, WebEx and Microsoft Teams
SPAN 2015 Units 17-20 Unit 20 · Vocabulary: Social media and influencers · Grammar: Present indicative and double object pronouns · Culture: Spatial and physical boundaries in social interaction in the Spanish-speaking world. · Project: Describe an influencer and write a report about the role of influencers in your culture.
Unit 19 · Vocabulary: Life experiences · Grammar: Ser/estar, preterit/imperfect tenses · Culture: Key terms to identify people in the Spanish-speaking world. · Project: Write a short story about a life-changing experience (autobiographical or fictional)
Unit 17 · Vocabulary: Identity and stereotypes · Grammar: Impersonal and passive se constructions, Introduction to the subjunctive and impersonal expressions with ser · Culture: Stereotypes present in the Spanish-speaking world and in the United States. · Project: Write an essay about two stereotypes that are usually associated with people from the students' community
Unit 18 · Vocabulary: Poems, literary analysis, and identity · Grammar: Subjunctive with nominal clauses of doubt, denial, desire and emotion · Culture: How the Latino community expresses its identities in the United States. · Project: Write a poem that expresses an aspect of cultural identity.
SPAN 2016 Units 21-24 Unit 24 · Vocabulary: Food consumption and sustainability · Grammar: Reflexive verbs, uses of se · Culture: Production and consumption of native foods in their countries of origin in the Spanish-speaking world. · Project: Write a persuasive essay about sustainable solutions to address it.
Unit 23 · Vocabulary: Art and social justice · Grammar: Comparatives and superlatives, relative pronouns · Culture: Perceptions about artistic productions within a community in the Spanish-speaking world. · Project: Critique a work of art and write a review.
Unit 21 · Vocabulary: Customs and traditions · Grammar: Subjunctive with nominal clauses, subjunctive with adjective and adverbial clauses · Culture: Accepting and rejecting unfamiliar foods in the Spanish-speaking world. · Project: Write a short story about a custom and/or tradition in the Hispanic world.
Unit 22 · Vocabulary: Job flexibility and telecommuting · Grammar: Gustar and similar verbs, past subjunctives · Culture: Opportunities, challenges, and cultural perspectives toward telecommuting in the Hispanic world. · Project: Express a viewpoint with supporting ideas and write an essay about telecommuting.