Writing Global Spanish

SPAN 2005:0001
MWF 9:30am-10:20pm PH 464
COURSE SYLLABUS
SPRING 2016
Julia Oliver Rajan, PhD
julia-oliverrajan@uiowa.edu
Office hours:
10:30-11:30am MWF or by appointment
Office: 477 PH

Telephone: 319-335-2256
Fax: (319) 335-2990

DESCRIPTION
This course surveys the principal variations of Latin American, Peninsular and African Spanish as well
as the use of Spanish in the digital era. Students will develop basic analytic tools including sound
patterns in the different Spanish dialects and the aspects of language across space and time. These
tools are used to explore Spanish variants and the interplay of grammatical, social, and the ethnic
groups that have shaped them.
The instructional goals of the course will advance a critical understanding of issues related to
diversity within the Spanish language and how to think about ethnicity as global citizens. The focus
of the course will be on writing argumentative and expository essays on topics related to Spanish as
a global language and the Hispanic/Latino diverse backgrounds.
METHODOLOGY
This course aims at introducing the Spanish language and the Spanish-speaking culture across the
world using task-based instruction. Students will learn through readings, ICON discussions, and
debates about the dynamic usage of Spanish around the world and the linguistic varieties of Spanish
spoken globally. Students will study Spanish as a transnational language through collaborative
activities such as blogs, group projects and in-class debates. The activities will primary focus on
content. These will involve decision-making and problem solving strategies giving students
opportunities to use Spanish for real purposes in social and cultural contexts. Students will know about
the proliferation of Spanish throughout history and the mechanisms that are making Spanish one of
the top three languages worldwide. The weight of the course will be on writing, specifically
argumentative writing, but it will also focus on target comprehension, strategic reading, language
analysis and interpretation. General topics include: Prehispanic cultures, Spanish colonization of the
Americas, Latin American governments, Hispanophone art, music and literature, and Spanish
speakers around the world and in the US.
At the completion of this course, students will have:
1. Learned about the development and current status of Spanish as a global language
2. Learned about the linguistic varieties of Spanish in the Americas, Asia, Africa and Europe
3. Learned how to read and use Spanish resources over the Internet
4. Participated actively on different platforms using Spanish
5. Improved writing skills through argumentative and expository essays
6. Improved speaking skills through debates, discussions and presentations about the crosscultural perspective of the Spanish-speaking world

PREREQUISITES
Intermediate/Advanced Spanish level
REQUIRED MATERIALS
To purchase the TEXT AND MANUAL: Puntos de encuentro: A Cross-Cultural Approach to Advanced
Spanish (Revised Edition) please follow the instructions below:
Step 1: Log on to https://students.universityreaders.com/store/.
Step 2: Create an account or log in if you have an existing account to purchase.
Step 3: Easy-to-follow instructions guide you through the rest of the ordering process. Choose
Writing Global Spanish (Bundle) for the best deal! Payment can be made by all major credit cards.
Step 4: After purchasing, you can access your full or partial e-book by logging into your account and
clicking My Digital Materials to get started on your readings right away.
Orders are typically processed within 24 hours and the shipping time will depend on the selected
shipping method and day it is shipped (orders are not shipped on Sundays or holidays). If you
experience any difficulties, please email orders@cognella.com or call 800.200.3908 ext. 503.

STUDENT RESPONSIBILITIES AND COURSE ACTIVITIES

Most of each class meeting will consist of class discussion or writing activities. This means that you
must listen attentively to what others say. You will work closely with your colleagues in preparing and
revising compositions and other writing assignments. Working often in groups of two or more you
will read aloud, revise, and correct your classmates work, and offer constructive criticism on all the
writing done for class. You are encouraged to express your opinions and ask questions during class
sessions, since you will be evaluated in these activities. Active participation is important in this
course, for both your academic progress, and your cultural and linguistic development.
For a more general summary of student responsibilities you should consult the section of the
Student Handbook cited here: http://clas.uiowa.edu/students/handbook/student-rightsresponsibilities#responsibilities

GUIDELINES FOR WRITTEN WORK

1. Compositions and other written assignments must be typed in 12-point font, double-spaced, with
1-inch margins. Recommend font: Times New Roman, Arial, Cambria or Garamond.
2. Assignments and/or compositions of more than one page must be stapled together.
3. Assignments are to be turned in at the beginning of class on the day they are due (put them on my
desk as you enter). Assignments will not be accepted late except in extreme and unusual
circumstances: (documented and medically assisted illness, representing the University in a
University-sponsored function, observance of religious holiday in a faith of which you are an affirmed
member). Assignments which are not turned in are counted as zero. Plan ahead. Printer failure,
unavailable printers, or other mechanical or metaphysical obstructions do not alter your deadlines.

No credit will be given for written assignments that do not

meet the criteria above.

ACADEMIC MISCONDUCT/ CODE OF ACADEMIC HONESTY

Guidelines regarding academic honesty for this course follow those set by the University of Iowa,
which students should consult at the following website:
http://clas.uiowa.edu/students/handbook/academic-fraud-honor-code . According to College of
Liberal Arts and Sciences guidelines, plagiarism and cheating may result in your grade being lowered
or in other penalties. You should refer to the "Code of Academic Honesty" in the Student Handbook
(cited above). Please note that written work done outside of class, such as the Resmenes and Ensayos
are expected to be your own work, without the help of others. This includes tutors. Writing that
appears to be primarily the work of someone else will not be accepted. To clarify what kind of help is
permissible on written work and what kind is not, refer to the following lists. Share this list with a
tutor if you have one, so that there are no misunderstandings about the policy. If you have questions,
please ask me.
YOU MAY:
Consult with me during my office hours.
Write notes or questions on your drafts about particular doubts or problems with
expressions that you may have.
Get help from a friend or tutor with the planning of your composition
Consult dictionaries and grammar reference sources.
Consult with tutors in the Spanish Writing Center.
Use a Spanish spell-check (e.g. with a program such as Microsoft Word).
YOU MAY NOT:
Ask a friend or your tutor to read your composition and correct the errors.
Turn in a composition that someone else has written or helped you write, in whole or in
part.
Use any software that translates your writing from English to Spanish.
Submit as your own any work in part or in whole written by someone else.
RESOURCES
1. Online:
Diccionario oficial de clase: http://www.wordreference.com
Diccionario de la Real Academia Espaola: http://buscon.rae.es/draeI/
Merriam-Webster Dictionary Online: http://www.merriam-webster.com/
Wikipedia en espaol: http://es.wikipedia.org/wiki/Wikipedia:Portada
Gramtica y ortografa: http://www.indiana.edu/~call/
Pgina de verbos: http://mld.ursinus.edu/~jarana/Ejercicios/self-check/verbs.html
Conjugador de verbos: http://www.prologo.net/spanconj.aspx
Tutorial de gramtica: http://www.studyspanish.com/tutorial.htm
Guides for Research Papers: http://www.uiowa.edu/~commstud/resources/citation.html
Cmo citar documentos electrnicos: http://www.anmal.uma.es/anmal/numero8/docelectr.htm
ITS International characters: http://cs.its.uiowa.edu/sda/international-characters.shtml
UNI Spanish Website: http://www.uni.edu/becker/Spanish3.html
2. Cafecito Cervantes: Practice Spanish in an informal and fun way. All levels are welcome. Thursdays,
PH 612- Six Floor Lounge, 4:00-5:30pm.

3. Office hours: I encourage you to take advantage of my office hours. If the published hours (see
page 1 of this overview) are not convenient for you, please let me know before or after class, and I
will be happy to meet you by appointment at times convenient for you. You can always contact me
by e-mail too and I will respond within 48 hours.
NOTE: University policy specifies that students are responsible for all official correspondences sent to
their standard University of Iowa e-mail address (@uiowa.edu). Students should check this account
frequently. (Operations Manual, III.II.15. 2. k.11.) I may occasionally send a communication to
everyone (a change in an assignment, extra reference material), and those will go to your uiowa.edu
address. You will be held responsible for that information.
PARTICIPATION, PREPARATION, AND GROUP ACTIVITIES
Since this class will mainly function as writing and editing workshop, you must come to class fully
prepared. This means that you must read and complete whatever is assigned on the courses agenda
for the stated day and be ready to use this material in classroom activities. Reading and responding
to anothers work is a serious and valuable task, and the final grade on the course will depend on your
preparation and how you work collectively. Lack of preparation, carelessness, apathy, or any other
behavior that interferes with the objectives of the course cannot be tolerated, and is an injustice not
only to yourself but to your classmates. You should expect to spend two hours per week per credit
hour in out-of-class preparationin other words, in a three-credit-hour course standard outside class
preparation is SIX hours per week.
Participation criteria:
1. Being present for every class meeting
2. Coming to class fully prepared
3. Listening attentively to what is being said by all participants
4. Making comments, asking questions, showing enthusiasm in activities
5. Asking for help from other students, professor, tutor, or the Spanish Writing Center
6. Applying strict critical attention when evaluating or commenting on someone elses work
7. Speaking Spanish at all times
Participation assessment:
Each day your instructor will evaluate your class participation and record score. Participation is an
important component of your final grade and an asset to your learning. If you miss class, no
participation points can be awarded for that day, therefore you will receive a zero. You cannot makeup class participation. Daily participation is scored in the following manner:
2 points
Student arrived on time, attended the entire class period without disruption.
Student was prepared for class, participated in activities and completed textbook or class
work.
Student brought his/her require books and materials.
1 point
Student was not prepared for class, did not participate in activities or complete textbook or
class work
Student arrived late or left class early

0 points
Student was absent or disruptive (talked to others while the instructor was teaching, did
homework for other classes, kept texting or checking messages/ cyber social networks, slept
or did not follow the university or classroom policies).
Absences: You are allowed three unexcused absences. Every unexcused absence thereafter will result
in your course grade being lowered by ten points. Three late arrivals add up to one absence.

Excused absences are those documented absences due to illness, attendance at family
weddings or funerals, or official representation of the university. The student must
provide documentation (doctors note, funeral program, coachs letter) in the next
class meeting, if not it will be considered an unexcused absence. These will not affect
your grade significantly, but you will lose the class participation points for each day
you are absent.

Unexcused absences are due to reasons other than those listed above. If you have
minor illness and miss class, but do not seek medical expertise and cannot provide a
medical note, the absence is considered unexcused. Vacation travel, absences due to
student organizations, jobs, house/vehicle maintenance is not excused. Similarly, if
the ringing of your phone disrupts the class, if you text message or use any of your
electronic devices during class you will have an unexcused absent for that day.

Partial attendance is considered each time you arrive more than 15 minutes late or
leave the class early. This will be counted as an unexcused absence.

Late arrivals--- Every three late arrivals will be counted as one unexcused absence.

University policy requires that students be permitted to make up examinations missed

because of illness, mandatory religious obligations, or other unavoidable
circumstances or University activities. In this course, examinations refers to quizzes,
compositions and presentations. ICON Discussions, participation and in-class essays
are excluded from this policy.

GRADING
Participation
ICON Discussions
Final project
Mini-pruebas
Essays
Resmenes

PERCENTAGE
5%
5%
15%
25%
25%
25%

QUANTITY
44 classes
15 discussions
Power Point presentation and summary
35 quizzes
3 essays of 3 - 4 pages each
3 summaries of 1-2 pages each

***Final grades are calculated using numerical values as well as other course criteria based on
instructors discretion.
Grading scale
100-97% A+
96-93% A
92-90% A-

89-87% B+
86-83% B
82-80% B-

79-77% C+
76-73% C
72-79% C-

69-67 D+
66-63% D
62-60% D-

59-0 F

Evaluaciones
Participacin (5%): Asistir a la clase, tomar notas, estar preparado/a para las discusiones: tareas y trabajos
terminados en los das asignados. Ver la agenda a continuacin.
Discusiones en ICON (5%): Cada semana se pondrn algunas preguntas sobre los temas discutidos en clase para
que los discutan como en un blog/una bitcora. Esto les da la oportunidad de expresarse informalmente por
escrito utilizando la tecnologa en espaol y nos ayuda tambin a formar una comunidad fuera del saln de
clases.
Resmenes (25%): Breves ensayos o trabajos escritos de 1-2 pgina. Estn marcados y organizados en la agenda
del curso. Las instrucciones detalladas se darn en clase y estarn en ICON. Tambin en ICON encon trarn las
rbricas.
Composiciones (Essays) (25%): Miren la agenda para encontrarlas, tienen tres pasos:
1) esquema del trabajo
2) borrador
3) versin final
Mini-pruebas (25%): Casi todos los das, vean la agenda. Estos se concentrarn en los temas a discutir

ese da y se harn al comenzar cada clase. Si llegan tarde o faltan a la clase sin una excusa vlida,
como se indica anteriormente en el slabo, no podrn hacer esta evaluacin y tendrn un cero (0)
en la mini-prueba
.
Proyecto final (15%):
I-Parte escrita:
Un resumen de 2-3 pginas. Las instrucciones detalladas y la rbrica se darn en clase y tambin estarn en
ICON. El tema es libre, pueden hacer el proyecto del tema que ms les haya gustado.
II-Presentacin:
Todos los estudiantes tienen que hacer una presentacin de 15 minutos en donde resumirn el proyecto y los
puntos ms importantes del mismo. Tambin tendrn que incluir un comentario de cmo el proyecto final los
ha beneficiado personalmente y cmo los ha ayudado a mejorar el espaol que ya saben. Pueden usar grficas,
imgenes, audio o PowerPoint en sus ponencias.

STUDENT RIGHTS AND CONCERNS

I will do my best to address concerns or complaints you may have about this course and the
class environment. Please let me know about any incident or anything within the class that
may have made you uncomfortable. If, after talking to me, your concerns are not satisfactorily
resolved, you should contact the Departmental Executive Officer (Chair) of the Department of
Spanish and Portuguese, Phillips Hall (111 Phillips Hall, 335-2244). More information on these
procedures is available on-line in the College of Liberal Arts and Sciences Student Academic
Handbook
http://www.clas.uiowa.edu/students/handbook/
and
at
http://www.sexualharassment.uiowa.edu/ (please see more information about the
Universitys sexual harassment policy at the end of this overview). You have the right to expect
a classroom environment that enables you to learn, including modifications if you have a
disability. Please let me know during the first week of the semester if you have a condition
that may require such modifications. The policy for such accommodation can be found at
http://www.uiowa.edu/~sds/.
In severe weather class members should seek shelter in the innermost part of the building, if
possible at the lowest level, staying clear of windows and free -standing expanses. The class
will continue if possible when the threat is over.

 The College of Liberal Arts and Sciences governs class policies on matters such as
requirements, grading, and sanctions for academic dishonesty. Students wishing to add or
drop this course after the official deadline must receive the approval of the Dean of the
College of Liberal Arts and Sciences.
You have a responsibility to the rest of the class---and to the instructor---to help create a
classroom environment where all may learn. At the most basic level, this means that you will
respect the other members of the class and the instructor, and treat us with the courtesy you
expect to receive in return.
Sexual Harassment Policy
What is Sexual Harassment? Sexual harassment occurs when somebody says or does something
sexually related that you dont want them to say or do, regardless of who it is. For example:
Talking about their sexual experiences.
Asking you to talk about yours.
Telling sexual jokes, innuendoes, and stories, or comments (about your clothes or body, or
someone elses).
Touching you, threatening you, and/or pressuring or forcing you to have sex - including in
exchange for a job, raise, to retain a job, get a better grade, or special treatment or to escape
physical violence.
Emergency: In case of emergency (e.g., sexual assault) or other types of harassment, contact
the 24-hour Rape Crisis Line at 335-6000 or dial 911.
Sexual Harassers: Sexual harassers can include (but arent limited to) professors, teaching assistants,
research assistants, supervisors, co-workers, classmates, other students, acquaintances, friends,
partners, dates, and strangers. A sexual harasser may be anyone who automatically has power over
you because of their position of employment, or other people who do not have an official position but
try to take power and control over you by threats, coercion, force or other deliberate actions of a
sexual nature.
What makes someone a sexual harasser isnt based on what they do for a living, their status as a high
profile person, or where they hang out? What makes someone a sexual harasser is behavior, (including
words and actions) that uses sex to be disrespectful, hurtful, embarrassing, humiliating, intimidating
or frightening to you or another person.
Visit the sexual harassment awareness site at http://www.sexualharassment.uiowa.edu/ for
definitions, assistance, and the full University policy.
Overview
Department of Spanish & Portuguese
Required syllabus information, College of Liberal Arts and Sciences
1. A student seeking academic accommodations should first register with Student Disability Services
and then meet privately with the course instructor to make parti cular arrangements. See
www.uiowa.edu/~sds/ for more information.
2. Course policies are governed by the College of Liberal Arts and Sciences (CLAS) and are applicable
to all students in the course, regardless of their college of enrollment. Below are abridged versions of
relevant policies; more specific information on these policies is available on -line in the Colleges
Student Academic Handbook (http://www.clas.uiowa.edu/students/handbook/
a. Student rights and responsibilities
All students in the College have specific rights and responsibilities. You have the right to adjudication
of any complaints you have about classroom activities or instructor actions. You also have the right to

expect a classroom environment that enables you to learn, including modifications if you have a
disability.
Your responsibilities to this class and to your education as a whole include attendance and
participation. You are also expected to be honest and honorable in your fulfillment of assignments
and in test-taking situations. You have a responsibility to the rest of the class and to the instructor to
help create a classroom environment where all may learn. At the most basic level, this means that you
will respect the other members of the class and the instructor, and treat them with the courtesy you
hope to receive in turn.
b. Academic fraud, dishonesty, and cheating
The College of Liberal Arts and Sciences considers academic fraud, dishonesty, and cheating serious
academic misconduct. All forms of plagiarism and any other activities that result in a student
presenting work that is not really his or her own are considered academic fraud. Academic fraud
includes these and other misrepresentations: presentation of ideas from any sources you do not
credit; the use of direct quotations without quotation marks and without credit to the source;
paraphrasing information and ideas from sources without credit to the source; failure to provide
adequate citations for material obtained through electronic research; downloading and s ubmitting
work from electronic databases without citation; participation in a group project which presents
plagiarized materials; submitting material created/written by someone else as one's own, including
purchased papers.
Cheating on examinations and other work also interferes with your own education as well as the
education of others in your classes. Academic cheating includes all of the following, and any other
activities that give a student an unfair advantage in course work.
---copying from someone else's exam or work;
---allowing someone to copy or submit your work as his/her own;
---accepting credit for a group project without doing your share;
---submitting the same paper in more than one course without the knowledge and approval
of the instructors involved;
---using notes, text messaging, cell phone calls, or other materials during a test or exam
without authorization;
---not following the guidelines specified by the instructor for a "take home" test or exam.
The minimal penalty for academic dishonesty will be a grade of F (0%) on the assignment or exam,
with the possibility for more severe penalties as individual cases may merit. All cases of academic
fraud will be reported to the departmental DEO and to the Associate Dean for Unde rgraduate
Programs and Curriculum, who enforce the appropriate consequences.
c. Procedures for complaints A student who has a complaint about the course should attempt to
resolve the matter with the instructor first. If the complaint is not resolved to t he student's
satisfaction, or if the student feels that s/he cannot directly approach the instructor, then the student
should go to the departmental executive officer (DEO) for the Department of Spanish & Portuguese,
Prof. Mercedes Nio-Murcia. Appointments with Prof. Nio-Murcia may be made with the secretary
in the main office of Phillips Hall (111 Phillips Hall, 335-2244).
3. Electronic Communication: University policy specifies that students are responsible for all official
correspondences sent to their standard University of Iowa e-mail address (@uiowa.edu). Students
should check their account frequently. (Operations Manual, III.II.15. 2. k.11.)
4. [Some of the policies relating to this course (such as drop deadline) are governed by its
administrative home, the College of Liberal Arts and Sciences, 120 Schaeffer Hall]

KEY ITEMS ON THE COURSE AGENDA

On the course agenda students will find the followings:
Fecha: Presents the week and the day of each class during the semester.
Unidad/Enfoque: Gives the unit and the focus of each class. The course materials are divided in 6
units and each unit has 3 main topics or focuses. Most of the material on the books will be covered
but not all, some of the topics are not relevant for this course but students are welcome to explore
them independently.
Temas y discusiones: Objectives, topics and activities for each class.
Para leer y hacer en el libro de texto: Students are responsible to read and study these activities
before class as prepartion for the in-class evaluations (mini-pruebas) and other class activities.
Videos y audio: Unless indicated on the agenda as a video or material directly on ICON, these videos
and audio are found in the Puntos de Encuentro website:
http://www.puntosdeencuentro.com/Puntos_de_Encuentro/Bienvenidos.html
We will review many of the videos and audio materials during class time but students are
responsible to examine these constituents before the class and reviewed them after class.
Ejercicios de prctica y preparacin: Mainly about grammar or work explanations in the textbook
and exercises in the Student Activities Manual (SAM). Students are responsible to review the
grammatical theories and vocabulary on the textbook and complete the SAM activities. Classroom
time will serve to discuss any questions on grammar or vocabulary, but classroom time is not
intended to teach grammatical concepts or rules.
Discusiones, evaluaciones, ensayos y bitcoras:
Discusiones: Every week you will have a discussion on ICON, points are given for
participation on the questions asked, not intended to correct grammar or spelling.

Evaluaciones: Almost every day students will have in-class small quizzes of 5-10 points (minipruebas) to keep students up-to-date with the readings and the goals for each class.

Ensayos y bitcoras: Scheduled written work: small written activities (resmenes), and main
argumentative essays that can be published on ICON as bitcoras or blogs. The
publication of your work is voluntary and NOT publishing will NOT affect your final grade.

Agenda del curso SPAN 2005/ Primavera 2016

Fecha

Semana
1

Unidad /
Enfoque

Temas y
discusiones

Para leer y
hacer en el
libro de texto

Videos y
audio

Ejercicios de
prctica y
preparacin

1/1

-Introduccin
al curso
-Qu es
Amrica?
-Caral, Per

Actividades
1-1 y 1-2 p.3

Ver video:
1-2

Vocabulario
SAM 1, 2 y 3
pp. 3-4

1/1

-Civilizaciones
prehispnicas
-Los incas
-La civilizacin
maya

Actividades
1-3 pp. 4-5
1-4 p. 6
1-5 p. 7

Ver videos:
1-3
1-4
1-5

Gramtica
SAM 1, 2, 3, 4 y
5
pp. 5-8

ICON Semana 1
Discusin 1

-Las antiguas
civilizaciones
-A debate!

Actividad
1-6 p. 8

Ver en ICON
Semana 2:
Machu
Pichu y
Acento
peruano

Gramtica
SAM 6, 7 y 8
pp.9-10

ICON Semana 2
Discusin 2

Escuchar
msica:
1-10

Texto
Actividad
1-10 pp.13-14

mir.,
20 de
enero
Semana
1
viernes,
22 de
enero
Semana
2

1/1

lunes,
25 de
enero

Comienza -El
resumen p.46

1/1

-La msica de
los andes

mir.,
27 de
enero
Semana
2
viernes,
29 de
enero

Actividad
1-10 pp.13-14
Trabaja -El
resumen p.46

1/2

-Qu fue el
encuentro?
-Coln y el
encuentro de
dos mundos

Actividades
1-11 p. 15
1-12 pp.16-18
Trabaja- El
resumen p.46

Ver video:
1-12

ICON Semana 2
Discusin 2
Mini-prueba #3
La msica de
los andes

Ver video:
1-10
Escuchar
audio: 1-12

Mini-prueba #1
Narraciones en
pasado

Mini-prueba #2
Uso del
pluscuamperfecto

A debate!
p.47
Semana
2

Discusiones,
evaluaciones,
ensayos y
bitcoras
ICON Semana 1
Discusin 1

Vocabulario
SAM 1, 2 y 3
pp.11-12

ICON Semana 2
Discusin 2
Mini-prueba #4
Vocabulario

Semana
3
lunes,
1ero de
febrero

1/2

-Obj. de la
colonizacin
-La conquista

Actividades
1-13 p.18
1-14 pp. 19-20

Escuchar y
Gramtica
ver en ICON SAM 1, 2 y 3
Semana 3:
pp.13-15
Los indios
eran ciegos?
-Acento
uruguayo

ICON Semana 3
Discusin 3
Mini-prueba #5
Uso del
pretrito e
imperfecto
Entregar el
resumen segn
lo indicado en
la pgina 46
Resumen #1

Semana
3
mir., 3
de
febrero

1/2

Semana
3
viernes,
5 de
febrero

1/2

Semana
4
lunes, 8
de
febrero

1/2

-La
Actividades
colonizacin
1-15 pp.20-21
y sus
1-16 p.21
consecuencias

-El mestizaje
-La esclavitud

-La msica
folclrica
africana
-El espaol de
frica

Actividades
1-17 pp. 22-23
1-18 pp. 23-24

El ensayo
argumentativo

Ver video en
ICON
Semana 3:
-El espaol
filipino
Escuchar
Gramtica
audio: 1-18 SAM 7, 8 y 9
pp.17-19
Ver videos:
1-18 (hay 2)
Ver videos:
1-20 (hay 5)

Ensayo
argumentativo
pp. 41-44

Escuchar y
ver en ICON
Semana 4:
-Las Hijas
del Sol
-Acento de
Guinea
Ecuatorial

Actividades
1-30 p.43
1-31 pp. 43-44
1-33 p. 44

Gramtica
SAM 4, 5 y 6
pp. 15-16

Ver video:
1-16

Actividad
1-20 pp.27-28

El blog
pp. 45-46

Semana
4
mir.,
10 de
febrero

Escuchar
audio: 1-15

n/a

Texto
Ensayo
argumentativo
pp. 41-44

ICON Semana 3
Discusin 3
Mini-prueba #5
Comprensin
de lectura
Act. 1-15

ICON Semana 3
Discusin 3
Mini-prueba #6
Marcadores
temporales
ICON Semana 4
Discusin 4
Mini-prueba #7
Candombe

El blog
pp. 45-46

Texto
Ensayo
argumentativo
pp. 41-44
El blog
pp. 45-46

ICON Semana 4
Discusin 4
Mini-prueba #8
Comprensin
de lectura
Texto pp. 42-43

Semana
4
viernes,
12 de
febrero

El blog

Escritura
El blog
pp. 45-46

n/a

Ensayo
argumentativo
pp. 41-44

Texto
Ensayo
argumentativo
pp. 41-44
El blog
pp. 45-46

El blog
pp. 45-46

Semana
5
lunes,
15 de
febrero

2/1

Semana
5
mir.,
17 de
febrero

2/1

Semana
5
viernes,
19 de
febrero

2/1

-La
democracia
-Las
dictaduras de
Chile y
Argentina
-Violaciones
de derechos
humanos: Los
desaparecidos

-La novela del

dictador y
Mario Vargas
Llosa

Actividades
2-1 pp. 61-62
2-2 pp.63-64
2-3 pp. 64-65
Vocabulario
meta p. 63
Actividad
2-6 pp. 68-70

Actividades
2-9 pp.72-73
2-11 pp.75-76

Ver videos:
2-2
2-3

Vocabulario
SAM 1, 2 y 3
pp. 30-31

Ver videos: Gramtica

2-6(hay dos) SAM 1, 2, y 3
pp. 32-35

Ver videos:
2-9 (hay
dos)
2-11

ComienzaResumen la
lectura de la
p.105

Gramtica
SAM 4,5 y 6
pp.36-38
Vocabulario
SAM 1, 2 y 3
pp. 42-43

ICON Semana 4
Discusin 4
No hay miniprueba
Entregar la
borrador del
ensayo
argumentativo
pp. 41-44
Borrador #1
ICON Semana 5
Discusin 5
Mini-prueba #9
Comprensin
de lectura
Texto pp. 60-65
ICON Semana 5
Discusin 5
Mini-prueba
#10
La voz pasiva
ICON Semana 5
Discusin 5
Mini-prueba
#11
Comprensin
de lectura
Texto pp. 72-73
Entregar la
versin final
Ensayo #1

Semana
6
lunes,
22 de
febrero

2/2

-La
inmigracion
cubana a los
EE.UU.
-A debate!

Actividad 2-16
pp.81-82

Ver video:
2-16

A debate!
p.104

Ver en ICON
Semana 6:
Los
marielitos

TrabajaResumen la
lectura de la
p.105

Gramtica
SAM 1 y 2
pp. 43-45
SAM 5
p.47
SAM 7, 8 y 9
pp.48-52

ICON Semana 6
Discusin 6
Mini-prueba
#12
Uso del
condicional en
pasado

Semana
6
mir.,
24 de
febrero

Semana
6
viernes,
26 de
febrero

2/3

3/1

-El mundo
ante la Guerra
Civil Espaola
-Estados
Unidos y
Espaa
-Pablo Picasso

-Qu saben
de Espaa?
-La monarqua
-La
inmigracin
en Espaa

Actividades
2-19 pp.86-87
2-20 p.87
2-26 pp.93
2-27 pp.94-95

Ver videos:
2-20
2-27

Gramtica
SAM 1 y 2
pp.56-57

TrabajaResumen la
lectura de la
p.105
Actividades
3-1 p. 115
3-2 pp.116-117
3-6 p.122-124

Vocabulario
SAM 1, 2 y 3
pp.53-54

ICON Semana 6
Discusin 6
Mini-prueba
#13
Comparaciones

SAM 7 y 8
pp.61-62
Ver video:
3-2

Vocabulario
SAM 1, 2, 3 y 4
pp. 65-67
Gramtica
SAM 1, 2 y 4
pp. 67-71

ICON Semana 6
Discusin 6
Mini-prueba
#14 Usos del
subjuntivo o
indicativo
Entrega el
resumen-p.105
Resumen #2

Semana
7
lunes,
29 de
febrero

3/2

-Las lenguas
oficiales en
Espaa
-Conflictos
territoriales
en los EE.UU.
-A debate!

Actividades
3-15
pp. 136-137
3-16
p. 138

Ver video:
3-16

Gramtica
SAM 4, 5, 7 y 8
pp. 78-83

Mini-prueba
#15 Usos del
subjuntivo para
expresar
finalidad

-A debate!
p.159
Leer y repasar
pp.161-167

Semana
7
mir.,
2 de
marzo

3/3

-Espaa,
Amrica
Latina e
Iberoamrica
-Espaa y
EE.UU
-Espaoles en
los EE.UU.

Actividades
3-21
pp. 143-144
3-22 p.145
3-26 p.149
Ensayo
argumentativo
pp.155-158

ICON Semana 7
Discusin 7

Si lo deseas
puedes,
publicar el
Ensayo #1 en
ICON
Bitcora #1
Ver video:
3-21
3-22
3-26

Vocabulario
SAM 3 p.85

ICON Semana 7
Discusin 7

Gramtica
SAM 1, 2, 3 y 4
pp. 86-89

Mini-prueba
#16 Usos de
ser/estar

Semana
7
viernes,
4 de
marzo

-El ensayo
argumentativo/ enfoque
en la tesis e
ideas de
apoyo

Actividades
3-29 p.156
3-30 p.157
3-31 p.157
3-32 p. 157

n/a

Trabajar en el
borrador del
ensayo
argumentativo
pp.155-158

ICON Semana 7
Discusin 7

Ver videos:
4-2
4-3

Vocabulario
SAM 1,2 y 3
pp.92-93

ICON Semana 8
Discusin 8

Escuchar
audio:
4-3

Gramtica
SAM 1 y 2
pp. 94-96

No hay miniprueba

Escritura p.158
Ensayo
argumentativo
pp.155-158
Semana
8
lunes,
7 de
marzo

Semana
8
mir.,
9 de
marzo

4/1

4/1

-Qu son los

pueblos
indgenas?
-Derechos y
problemas de
los indgenas
en Latinoamrica

Actividades
4-1 p. 173
4-2 p. 173
4-3 pp.174-175

-Pueblos
indgenas de
Bolivia,
Mxico y
Guatemala
-A debate!

Actividades
4-4 pp.175-176
4-5 pp.
176-177
4-6 p. 178

Entregar el
borrador del
ensayo
argumentativo
pp.155-158
Borrador #2
Ver videos:
4-4
4-6

Gramtica
SAM 4 y 5
pp. 96-99
SAM 6 y 7
pp. 99-100

-A debate!
p. 214

Semana
8
viernes,
11 de
marzo

4/2

Receso

de

-Chvez, Evo
Morales y
Rafael Correa

primavera

Mini-prueba
#17 Los verbos
reflexivos

Actividades
4-13
pp.187-188
4-14 p.189
4-15 p.190

13-20 de marzo

Ver videos:
4-13
4-14
4-15

Vocabulario
SAM 1, 2 y 3
pp. 101-103
Gramtica
SAM 1, 2 y 3
pp.103-105

No hay
clases

Nos vemos otra

vez el

ICON Semana 8
Discusin 8
Mini-prueba
#18 Los
pueblos
indgenas

ICON Semana 8
Discusin 8
Mini-prueba
#19
Vocabulario

21 de marzo
Trabajar en la
versin final
del Ensayo #2

Semana
9
lunes,
21 de
marzo

4/2

Semana
9
mir.,
23 de
marzo

4/3

-Mujeres en la
poltica
-Las relaciones
de EE.UU. con
Amrica
Latina

Actividades
4-17
pp.192-193
4-18
pp.194-195

Escuchar
audio:
4-18

-Msica
protesta
-La violencia
de gnero

Actividades
4-20
pp. 197-198
4-24
pp. 203-204

Ver video:
4-20

Gramtica
SAM 4, 5 y 6
pp.105-108

Mini-prueba
#20
Vocabulario
Vocabulario
SAM 1, 2 y 3
pp. 109-110
Gramtica
SAM 1 y 2
pp. 111-112
SAM 5 y 6
pp.114-116

Semana
9
viernes,
25 de
marzo

5/1

Semana
10
lunes,
28 de
marzo

5/1

Semana
10
mir.,
30 de
marzo

5/1
5/2

-La amazonia

-Desarrollo o
preservacin

-La msica y el
medio
ambiente
-Pobreza y
desarrollo
-A debate!

Actividades
5-1
pp.226-227
5-2
pp.228-229

Actividades
5-3 p.230
5-4 p. 231
5-5
pp. 232-233

Actividades
5-9 p.239
5-10 p.240
-A debate!
pp. 269-270
TrabajaResumen del
debate p.270

ICON Semana 9
Discusin 9

Ver videos
Vocabulario
en ICON
SAM 1, 2 y 3
Semana 9:
pp.118-119
La amazonia
Gramtica
SAM 1 y 2
pp.120-121
Ver videos: Gramtica
5-3
SAM 3, 4, 5 y 6
5-5
pp.123-125
Escuchar
audio: 5-3
Ver video:
5-9
A debate:
Los
objetivos
del milenio
Parte I y II
(hay dos
videos)

Vocabulario
SAM 1, 2 y 3
pp.128-130
Gramtica
SAM 4 y 5
pp. 130-132
TrabajaResumen del
debate p.270

ICON Semana 9
Discusin 9
Mini-prueba
#21
Verbo gustar

Entregar la
versin final
del ensayo
argumentativo
pp.155-158
Ensayo #2
ICON Semana 9
Discusin 9
Mini-prueba
#22
Vocabulario
ICON Semana
10 Discusin 10
Mini-prueba
#23 Uso del
imperfecto de
subjuntivo
ICON Semana
10 Discusin 10
Mini-prueba
#24
Comprensin
de lectura
Si lo deseas
puedes,
publicar el
Ensayo #2 en
ICON
Bitcora #2

Semana
10
viernes,
1ero de
abril

5/2

-El comercio
justo
-Las
cooperativas y
los ONGS

Actividades
5-11
pp.241-243
5-12
pp.243-244
5-13
pp.244-246

Ver videos:
5-12
5-13 (hay 2)

Gramtica
SAM 3 y 4
pp.129-131

ICON Semana
10 Discusin 10
Mini-prueba
#25
Construcciones
adjetiva o
relativas

Escuchar
audio:
5-13

TrabajaResumen del
debate p.270
Semana
11
lunes,
4 de
abril

5/2

-La
democracia
digital y la
educacin en
Amrica
Latina y los
EE.UU.

Actividades
5-14 p. 247
5-15 p. 248

Ver videos
en ICON
Semana 11:
-La brecha
digital
-El servicio
voluntario

Gramtica
SAM 5 y 6
pp.131-132

ICON Semana
11 Discusin 11
Mini-prueba
#26 Usos del
imperfecto de
subjuntivo
EntregaResumen del
debate p.270
Resumen #3

Semana
11
mir.,
6 de
abril

5/3

Semana
11
viernes,
8 de
abril

5/3

Semana
12
lunes,
11 de
abril

-El mundo
cientfico de
Latinoamrica

Actividades
5-18 p. 252
5-19
pp. 253-254
5-20
pp. 255-256

Ver video:
5-20 (hay 2)

-La innovacin Actividades

tecnolgica
5-21
pp. 256-257
5-22
p. 257

Ver videos
en ICON
Semana 11:
-Luis von
Ahn
-Los
mejores
blogs

Gramtica
SAM 4, 5 y 6
pp.137-139

-Ensayo de
Actividades
comparacin y 5-27
contraste
5-28
5-29
5-30 p. 267

TrabajaEnsayo
argumentativo
pp.265-268

Trabaja-Ensayo
argumentativo
pp.265-268

Leer
pp.265-268

Escuchar
audio:
5-20

Vocabulario
SAM 1,2 y 3
pp. 133-134
Gramtica
SAM 1, 2 y 3
pp.135-137

ICON Semana
11 Discusin 11
Mini-prueba
#27
Vocabulario

ICON Semana
11 Discusin 11
Mini-prueba
#28
Comprensin
de lectura

ICON Semana
12 Discusin 12
No hay miniprueba

Semana
12
mir.,
13 de
abril

6/1

-Hispanos
notables en
los EE.UU.
-Estadsticas
de la
poblacin
latina

Actividades
6-1 pp. 285
6-2
pp. 286-288
Trabaja-Ensayo
argumentativo
pp.265-268

Ver videos
en ICON
Semana 12:
-Los
hispanos/
latinos en el
2050
-Famosos
que son
hispanos!

Vocabulario
SAM 1, 2 y 3
pp. 141-142

ICON Semana
12 Discusin 12
Mini-prueba
#29
Vocabulario

TrabajaEnsayo
argumentativo
pp.265-268
Semana
12
viernes,
15 de
abril

6/1

-Sonia
Sotomayor
-Latinos en el
ejrcito
-Latinos en la
poltica

Actividades
6-3
pp. 288-289
6-4
pp. 289-290
6-5
pp. 291-292
Trabaja-Ensayo
argumentativo
pp.265-268

Semana
13
lunes,
18 de
abril

6/1

Semana
13
mir.,
20 de
abril

6/1

Ver video:
6-3
6-4
6-5 (hay 6)

Gramtica
SAM 1, 2 y 3
pp. 143-147

Mini-prueba
#30 Estilo
indirecto

TrabajaEnsayo
argumentativo
pp.265-268

Entregar el
borrador del
ensayo
argumentativo
pp. 265-268
Borrador #3

-Csar Chvez
y los chicanos
-El mes de la
herencia
hispana

Actividades
6-6
pp. 293-294
6-7 p. 294
A debate!
pp. 331-332

Ver videos
en ICON
Semana 13:
-Csar
Chvez
-Mes de la
Herencia
Hispana

Gramtica
SAM 4, 5 y 6
pp. 146-149

-Hispanos en
el cine
-Escritores en
el exilio

Actividades
6-8
pp. 295-296
6-9
pp. 297-298

Ver videos:
6-8 (hay 3)

n/a

Ver videos
en ICON
Semana 13:
-Esmeralda
Santiago
-Julia
lvarez

ICON Semana
12 Discusin 12

ICON Semana
13 Discusin 13
Mini-prueba
#31 Preguntas
indirectas

ICON Semana
13 Discusin 13
Mini-prueba
#32
Comprensin
de lectura

Semana
13
viernes,
22 de
abril

6/2

-La
inmigracin
en los EE.UU.
-El lado
humano de la
inmigracin

Actividades
6-10
pp.299
6-11
pp.300-301
6-15 p. 305

Ver video en
ICON
Semana 13:
-Breve
historia de
la
inmigracin
en los
EE.UU.

Vocabulario
SAM 1, 2, 3
pp. 150-151
Gramtica
SAM 1, 2 y 3
pp. 152-154

Ver videos:
6-15 (hay 2)
Semana
14
lunes,
25 de
abril

6/3

-El espaol en
los EE.UU.
-La educacin
bilinge
Ensayo
argumentativo pp.325-330

Semana
14
mir.,
27 de
abril

Semana
14
viernes,
29 de
abril

6/2

6/2

Actividades
6-20 p. 312
6-21
pp. 313-314
6-23
pp. 315-316
Trabaja-Ensayo
argumentativo
pp.325-330

Ver video:
6-23

Actividades
6-24
pp. 317-318
6-25 p. 319

-A debate!

Trabaja-Ensayo
argumentativo
pp.325-330

TrabajaEnsayo
argumentativo
pp.325-330

-El Spanglish
-El bilingismo
-Msica latina
en EE.UU.

Actividades
6-26 p.320
6-27
pp. 321-322
6-28
pp. 323-324

Ver videos
en ICON
Semana 14:
-Encuesta
sobre el
espanglish
-Pardon My
Spanglish

Ver video en Gramtica

ICON
SAM 1, 2 y 3
Semana 14: pp. 160-162
-El espaol
entre los
latinos o
hispanos

Ver videos:
6-28 (hay 4)

No hay miniprueba
Entregar la
versin final
del ensayo
argumentativo
pp. 265-268
Ensayo #3
ICON Semana
14 Discusin 14
Mini-prueba
#33
Vocabulario

TrabajaEnsayo
argumentativo
pp.325-330

-La polmica
del espaol en
los EE.UU.
-El espaol
como segunda
lengua en
EE.UU

-A debate!
pp. 331-332

Vocabulario
SAM 1, 2 y 3
pp. 158-159

ICON Semana
13 Discusin 13

Gramtica
SAM 4, 5, 6 y 7
pp. 162-167

ICON Semana
14 Discusin 14
Mini-prueba
#34 Uso del
condicional

ICON Semana
14 Discusin 14
Mini-prueba
#35 Uso del
pluscuamperfecto y el
condicional

Semana
15
viernes,
2 de
mayo

Presentaciones y ensayo
final

Presentaciones n/a
por da
1.

n/a

ICON Semana
15 Discusin 15
Si lo deseas
puedes,
publicar el
Ensayo #3 en
ICON
Bitcora #3

2.
3.
4.
5.

Semana
15
viernes,
4 de
mayo

Presentaciones y ensayo
final

Presentaciones n/a
por da
1.

n/a

ICON Semana
15 Discusin 15

n/a

ICON Semana
15 Discusin 15

2.
3.
4.
5.

Semana
15
viernes,
6 de
mayo

Presentaciones y ensayo
final

Presentaciones n/a
por da
1.
2.
3.
4.
5.

Semana
16
Finales
9-13 de
mayo