First Year Spanish-First Term

Course Number:
SPA 101
Transcript Title:
First Year Spanish-First Term
Created:
Aug 16, 2022
Updated:
Jul 17, 2023
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, P/NP, Audit
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

Placement into MTH 65 or MTH 98

Prerequisite / Concurrent

WR 121 or WR 121Z

Course Description

Emphasizes active communication in beginning Spanish. Includes listening, speaking, reading, writing, pronunciation, structure, vocabulary and culture. For beginners. First term of a three-term sequence in First Year Spanish. Prerequisite: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121 or WR 121Z. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Manage basic interactions, in both oral and written forms, in highly predictable settings using basic vocabulary in the present tense.
  2. Develop circumlocution and inference skills, at a beginning level, when navigating a limited number of real world situations in Spanish.
  3. Recognize linguistic and cultural diversity within the Spanish-speaking world and how it differs and/or relates to one’s own culture.
  4. Identify selected historical and cultural movements in the target culture through exposure to literature, art, music, film and/or performing arts in the target language.
  5. Acquire strategies for analyzing authentic materials in the target language.

Alignment with Institutional 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, Institutional Learning Outcomes (ILOs) 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.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

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

Include all or most of the following:

  1. Greetings, introductions and leave-takings.
  2. Age and nationality.
  3. Location and capitals of the Spanish speaking world.
  4. Physical and personality descriptions.
  5. Personal interests and activities.
  6. Family members.
  7. Hispanic last names.
  8. Time and weather.
  9. Classes and studies and professions.
  10. Gender and noun/adjective agreement.
  11. Regular and some irregular verbs in present, immediate future and resent progressive.
  12. Numbers.
  13. Definite and indefinite articles.
  14. Descriptive, possessive and demonstrative adjectives.
  15. Describing states of being.

Competencies and Skills

  1. Manages introductions, leave taking, and exchanges basic personal information in a culturally appropriate manner.
  2. Describes self and others: personality, physical attributes, and emotions.
  3. Describes weather and states date and time.
  4. Makes statements about daily activities, and likes and dislikes.
  5. Describes plans for future activities.
  6. Recognizes basic cultural and linguistic differences in the Spanish-speaking world.
  7. Formulates simple questions and answers.
  8. Identifies and names people and objects.
  9. Writes lists and discrete sentences.
  10. Reads and understands the main ideas in texts using abundant cognates