Arizona State University

School of International Letters and Cultures

Lower Division Spanish Language Program

Course Number: SPA 102 Course Title: Elementary Spanish II Credits: 4

Instructor: Roman Soto

E-mail: Roman.Soto.1@asu.edu
Office: LL640
Office hours: M 10:30am-11:30am

Course Overview
This course is designed to help you continue to develop your Spanish language proficiency in all four
language skills (speaking, writing, reading, and listening) integrated across the three modes of
communication outlined by ACTFL (interpersonal, interpretive, and presentational).
https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english.
All classes adopt the communicative approach and will be taught almost entirely in Spanish. Learning a
language is so much more than simply learning grammar and vocabulary. Your ability to understand and
communicate in written and oral Spanish will be expanded, and you will also further grow your
intercultural competence by being exposed to the rich cultures of the Spanish-speaking world and the
United States, and be able to draw comparisons between Spanish-speaking cultures and your own.
Becoming proficient in a foreign language is a journey that requires consistent practice to be successful.
You are expected to work diligently on a daily basis in class and at home. Get ready to learn and have
some fun! This course offers an unforgettable experience!!!

In-class learning
This course meets two times a week for 75 minutes each day. The main goal is to practice
communication skills as much as possible during class time, which means that most reading and studying
is done BEFORE class time (e.g. watching presentations, videos, tutorials, doing interactive activities,
etc.). Class time is devoted to developing and enhancing your listening skills and your speaking skills
through communicative activities using the grammatical structures and vocabulary that you will have
practiced prior to coming to class. You will be expected to watch the tutorials BEFORE class in order to
understand the grammar! Your instructor will not provide extensive grammar and vocabulary
instruction. Instead, the instructor’s role in the classroom is that of a “communication facilitator.”

This flipped model offers the following advantages to you as you learn Spanish:

• Self-pacing: you can take the time you need to complete the homework online
• Immediate feedback: you will receive instant feedback and immediate results, which will allow you to
learn from your mistakes.
• Easy access: you can complete online activities from any computer that accesses the Internet through
a reliable Internet browser.

It is your responsibility to familiarize yourself with the online component of this course.
If you need help with grammar and/or vocabulary see your instructor during office hours, and take
advantage of the free tutoring available in the Writing & Tutoring Center
https://docs.google.com/document/d/1XCCacaYdmIXg9uADUGCAspR6fEYZtcAm5DY2Ir1hmiI/edit

Learning Goals
The overall goals of SPA 102 are seen in terms of students performing linguistic tasks successfully,
gaining self-confidence, relying on themselves and classmates, developing their ability to create with the
language being studied, expanding their risk-taking in real-life communicative situations, and gaining
greater insight into the varied perspectives, practices, and products offered by the study of the Hispanic
culture. The language that students practice in class is realistic - what they would speak and read in a
Spanish-speaking environment. Students are with an audience in mind that is highly sympathetic and
cooperative, given the level of the task.

Speaking objectives
Students will be able to utilize commonly used expressions to describe self and others and to formulate
questions. Students will be able to produce at the novice high level when course is completed. They will
be able to express basic needs and use courtesy expressions. These include, but are not limited to, the
following:
 Manage successfully a number of uncomplicated communicative tasks in straightforward social
situations.
 Ask a few formulaic questions.
 Respond to simple, direct questions or requests for information about basic personal
information, basic objects, limited number of activities, preferences, and immediate needs.
 Express personal meaning by relying heavily on learned phrases or re-combinations of these and
what they hear from their interlocutor.

Their language consists primarily of short and sometimes incomplete sentences in the present, and may
be hesitant or inaccurate. On the other hand, since their language often consists of expansions of
learned material and stock phrases, they may sometimes sound surprisingly fluent and accurate.
Pronunciation, vocabulary, and syntax may be strongly influenced by the first language. Frequent
misunderstandings may arise but, with repetition or rephrasing, they will generally be understood by
sympathetic interlocutors used to nonnatives. When called on to handle a variety of topics and perform
functions pertaining to the Intermediate level, a Novice High speaker can sometimes respond in
intelligible sentences, but will not be able to sustain sentence-level discourse.

Listening objectives
At the Intermediate low level, listeners can:
 Understand some information conveyed in simple, sentence-length speech on familiar or
everyday topics, in basic personal and social contexts, though comprehension is often uneven.
 Comprehend one utterance at a time while engaged in face-to-face conversations or in routine
listening tasks such as understanding highly contextualized messages, straightforward
announcements, or simple instructions and directions. Listeners rely heavily on redundancy,
restatement, paraphrasing, and contextual clues.
 Understand speech that conveys basic information. This speech is simple, minimally connected,
and contains high-frequency vocabulary. Intermediate-level listeners are most accurate in their
comprehension when getting the meaning from simple, straightforward speech.
  Comprehend messages found in highly familiar everyday contexts. Intermediate listeners
require a controlled listening environment where they hear what they may expect to hear.

Reading objectives
At the Intermediate level, readers can:
 Understand information conveyed in simple, predictable, loosely connected texts that deal with
basic personal and social topics to which the reader brings personal interest or knowledge,
although some misunderstandings may occur. Readers rely heavily on contextual clues.
 Understand texts that convey basic information such as that found in familiar formats like
announcements, notices, and online bulletin boards and forums. These texts are not complex
and have a predictable pattern of presentation. The discourse is minimally connected and
primarily organized in individual sentences and strings of sentences containing predominantly
high frequency vocabulary. Intermediate-level readers are most accurate when getting the
meaning from simple, straightforward texts.
 Understand messages found in highly familiar, everyday contexts. At this level, readers may not
fully understand texts that are detailed or those texts in which knowledge of language
structures is essential in order to understand sequencing, time frame, and chronology. Readers
at this level may get some meaning from short connected texts featuring description and
narration, dealing with familiar topics.

Writing objectives
At the Novice high level, writers are able to:
 Express themselves within the context in which the language was learned, relying mainly on
practiced material. Their writing is focused on common elements of daily life.
 Recombine learned vocabulary and structures to create simple sentences on very familiar topics,
but are not able to sustain sentence-level writing all the time. Due to inadequate vocabulary
and/or grammar, writing at this level may only partially communicate the intentions of the
writer. Novice High writing is often comprehensible to natives used to the writing of non-
natives, but gaps in comprehension may occur.
 Meet limited practical writing needs, such as simple messages and letters, requests for
information, and notes. In addition, they can ask and respond to simple questions in writing.
 Create with the language and communicate simple facts and ideas in a series of loosely
connected sentences on topics of personal interest and social needs.

Cultural objectives
As culture cannot be separated from language learning, the cultural goals for this course will be attained
through students’ participation in the listening, speaking, reading and writing activities in this course, as
well as from readings about various aspects of Hispanic culture. In accordance with the National Foreign
Language Standards, students will be able to identify components of the target (Hispanic) culture
(products, practices and underlying perspectives) by learning valuable information about different
Spanish-speaking countries, concentrating on their artistic, cultural, geographic, social, ethnic, political,
economic wealth and diversity and comparing and contrasting them with their own culture. They will be
able to use this information in realistic communication with members of Hispanic communities, as well
as make connections with various other subject areas in a meaningful way. Finally, they will learn how to
use language appropriately when speaking with various types of people (e.g., people in authority vs.
friends, older vs. younger speakers, male vs. female).
Learning Outcomes
 Students who successfully complete Spanish 102 will be able to communicate at the novice-high
level for speaking and writing and the intermediate-low level for listening and reading,
according to ACTFL Guidelines. This means that students will be able to handle successfully a
variety of uncomplicated communicative tasks in social situations. They will be able to carry on a
conversation on personal information related to self, family, home, daily activities, interests and
personal preferences, as well as physical and social needs, such as food, shopping, travel, and
lodging. They will also be able to ask and answer basic questions about the aforementioned
things.
 Students will begin to be able to successfully participate in conversations with native speakers
and be aware of cultural differences.
 Students will be able to explain and draw comparisons of a wide variety of cultural differences
between their own culture and Hispanic cultures.

More specific and detailed Learning Outcome Statements are available online: Goals and Outcome Statements for Commonly
Taught Languages in the state of AZ created by the Arizona Language Articulation Task Force (2007)
http://www.aztransfer.com/resources/LangATF/AZLATFOutcomesAssessments.pdf

Required materials

Blanco, J. (2017). Portales 1e. Boston, MA: Vista Higher Learning.

You may purchase your text/online materials in the Bookstore or at the VHL Central bookstore (their
direct link is cheaper!) https://vistahigherlearning.com/school/asu). When you visit the site, you will
have various options for this pilot course.

1. You can choose between purchasing only the online component (which will include an online version
of the text) OR you can purchase the online component WITH a loose leaf printed text (will cost more).
2. With either choice you make, you will have to choose between purchasing a 6-month access code OR
a 24-month access code.

Recommended materials

Spinelli, Emily. (2012). English Grammar for Students of Spanish: A Study Guide for Those Learning
Spanish (7th edition). Olivia Hill Press.

Technological Requirements and Support

MINIMUM ELECTRONIC EQUIPMENT REQUIREMENTS: This course requires students to complete many
different kinds of tasks online. It is the student's responsibility to possess a working computer to support
the applications and various kinds of tasks employed in the course. View the link for details:
https://vistahigherlearning.zendesk.com/hc/en-us/articles/213224788-VHL-Central-Technical-
Requirements
Students will not be exempted from assignments because they lack the equipment required for
successful completion of the course, and work from other grading categories will not be substituted for
work not completed owing to students' lack of necessary equipment.
 This course does NOT use Canvas to deliver content, but rather Blackboard, which can be
accessed through MyASU at http://my.asu.edu or the Blackboard home page at
 https://myasucourses.asu.edu. To monitor the status of campus networks and services, visit the
System Health Portal at http://syshealth.asu.edu/.
 To contact the help desk for questions about Blackboard, call toll-free at 1-855-278-5080.
For help navigating the program platform where you will access course assignments, resources, and
more, and to make sure your computer is set with the required updates to successfully access and
complete activities, go to: http://support.vhlcentral.com/

To find everything you need to make the most of your platform experience including Guided Tours,
How-To Videos, and User Guides, visit: www.vistahigherlearning.com/supersite-resources

Vista Higher Learning Student Tech Support: (800) 248-2813

Grading Criteria
Assignment Percentage
Attendance & Participation 10%
Writing Assignments 10%
Homework 20%
Chapter Tests (4) 20%
Projects (2) 20%
Final Exams 20%
Oral 10%, Written 10%

Grade Scale
A+ 98-100 B+ 87-89 C+ 77-79 D 60-69
A 98-97 B 83-86 C 70-76 E 0-59
A- 90-92 B- 80-82

It is important to keep in mind that this is a FOUR credit-hour class and you are expected to work an
average of 3 to 4 hours every week for each credit hour in this course.

COURSE ASSIGNMENTS - IMPORTANT CONSIDERATIONS

For specific instructions regarding each assignment please refer to the corresponding tab in BB

 Students may turn in assignments up to 48 hours late but they will receive 50% of the grade
they deserve for the assignment. Assignments turned in more than 48 hours after the due date
will receive no grade. No exceptions!
 If you miss any assignment due to an emergency, appropriate written documentation that
demonstrates your inability to complete an online assignment must be submitted immediately.
You must have a claim/ticket number for reference regarding any online issue, such as problems
with the Portales site or the Blackboard site. Failure to provide accurate and appropriate
documentation of an emergency in a timely manner will result in a grade of 0.
 You will receive a participation score of 0 for all unexcused absences. Participation will be
assessed every class meeting but will receive 5 times during this course. Remember, if you are
not in class, you cannot participate.
 There are no make-ups for quizzes. If a quiz is missed due to a documented police, court or
medical emergency of your own, the next quiz will count double. If you miss the last quiz due to
 a documented police, court or medical emergency of your own the previous quiz you took will
count double.
 For all writing assignments, all work that you submit must be your own and must be written in
your own words. Translating or having a tutor or native speaker alter your work will be treated
as violations of the Academic Integrity Policy. No late writing assignments will be accepted.

ATTENDANCE & PARTICIPATION

Regular and consistent class attendance is expected and essential for successful completion of the
course. You are allowed to miss two classes (three for MWF classes) (for 16-week courses) without
penalty. Each class you miss beyond the aforementioned limits will automatically result in a grade of
zero “0” in Participation for that class period. Documentation for justified absences must be provided to
your instructor immediately after the absence took place. Tardiness: classes will always start on time.
Talk to the instructor after class if you arrive late regarding your tardiness.
If you are absent for any reason, YOU ARE RESPONSIBLE FOR THE MATERIAL GIVEN IN CLASS. Call or e-
mail a classmate for the information needed to perform adequately in the course. If you are absent you
MAY NOT use your absence as an excuse for not being prepared or not turning in your homework or
assignments on the due date designated in the course calendar.

Active participation and attendance is a must for any successful language learner. Your oral performance
and participation in class activities will constitute 10% of your final grade. This grade is determined by
the quality and quantity of your participation in class/group discussions and your preparedness and
willingness to participate in paired and group activities.

Questions regarding your participation grades should be addressed to the instructor during office hours,
where more detailed feedback and suggestions can be offered. Please see the Participation tab and
Rubric in Blackboard for more details.

Classes/exams are NOT CANCELED before/after any holidays. If you do not want to affect your grade or
miss your quiz/exam dates, make sure you make travel arrangements accordingly. Final exams may not
be taken early or otherwise rescheduled to accommodate travel plans.

Student athletes, band members, and members of other such university organizations must bring an
original letter from their supervisor of their specific department by the fifth day of instruction indicating
the dates they will miss class. Students in online courses should scan the document and email it to their
instructor by the end of the second week of the session.

WRITING ASSIGNMENTS
You will have two (2) writing assignments during the semester that will contribute to the development
of your written skills. The topics of these writing assignments will be based on what you are able to
express in the language at the given time in the semester.
Note: For all writing assignments, whether they are part of the exam or independent assignments, you
may not use your textbook to copy phrases or sentences or any electronic device with the exception of a
dictionary. Please be aware that we encourage the use of spell checkers, but the use of online
translation tools, copying information from websites, or consulting a Spanish-speaking person while
completing assignments is not allowed. All work that you submit must be your own and must be written
in your own words. Translating or having a tutor or native speaker alter your work will be treated as
violations of the Academic Integrity Policy. NO LATE WRITING ASSIGNMENTS WILL BE ACCEPTED.
PORTALES PRE-CLASSWORK (Homework)
You will be expected to complete the Portales pre-classwork prior to arriving to class. This will be worth
20% of your grade. Please be aware of posted due dates.

CHAPTER TESTS
You will have four chapter tests, one after each lesson studied, excluding the last lesson, which will be
included in the comprehensive final exam.
NOTE: There are NO MAKE-UPS for chapter tests. If a test is missed due to a documented police, court,
or medical emergency of your own, you must provide appropriate, verifiable documentation in order
for an accommodation to be granted.

MIDTERM AND FINAL PROJECTS

There will be two projects throughout the semester, one at midterm and one at final. Each project will
be worth 10% of your grade. The purpose of these projects is to heighten your cultural awareness in the
Hispanic world. Please be aware of posted due dates.

FINAL ORAL EXAM

Situational dialogues in groups of 2-3 will be administered at the end of the course to assess oral
proficiency. The instructor will provide each pair/group of students the topic to be discussed. The topics
are similar in format and content to the paired and group exercises and activities practiced during class
every day. Students will be given 5 minutes to prepare their role-play. The role-play itself is to be
presented as a natural conversation. In other words, no one will be allowed to read anything or recite
rehearsed or memorized sentences that sound unnatural and not spontaneous. All points for content
and interaction will be deducted if the conversation is not spontaneous (impromptu). Check the
Calendar for dates. The oral exam will be worth 10% of your final grade.

FINAL WRITTEN EXAM

The final written exam is designed to assess all the areas covered in this class (Vocabulary, Grammar,
Reading Comprehension, Culture, and Writing) and is cumulative (covering all chapters studied during
the course). The exam date is listed on the course Calendar. The exam is worth 10% of your final grade.
ALL STUDENTS ARE REQUIRED TO TAKE THE FINAL WRITTEN EXAM. There will be no alternate date for
the final exam, so plan accordingly. Final exams may not be taken early or otherwise rescheduled to
accommodate travel plans.

ACADEMIC INTEGRITY
Academic honesty is expected of all students in all examinations, papers, laboratory work, academic
transactions and records. The possible sanctions include, but are not limited to, appropriate grade
penalties, course failure (indicated on the transcript as a grade of E), course failure due to academic
dishonesty (indicated on the transcript as a grade of XE), loss of registration privileges, disqualification
and dismissal. For more information, see http://provost.asu.edu/academicintegrity. Additionally,
required behavior standards are listed in the Student Code of Conduct and Student Disciplinary
Procedures (http://www.asu.edu/aad/manuals/ssm/ssm104-01.html), Computer, Internet, and
Electronic Communications Policy (http://www.asu.edu/aad/manuals/acd/acd125.html), and outlined
by the Office of Student Rights & Responsibilities (https://eoss.asu.edu/dos/srr). Anyone in violation of
these policies is subject to sanctions.
According to the Student Academic Policy, ALL work completed in Spanish classes must be the work of
the student.
The following constitute a violation of the Academic Integrity Policy and will be sanctioned accordingly:
 Cheating on exams (by using your textbook, crib sheets, electronic devices, classmates or any other form).
 Plagiarism (Even when quoting from the book or text in the exam, you must use your own words). KEEP IN
MIND that having anyone else write all or even part of your work for you is considered plagiarism
because the work that you hand in and which bears your name will not truly be your own. This also
goes for using any sort of translation service, including online translators such as Google Translate, to
translate more than individual words for you.
Sanctions
 Any student who violates the academic integrity policy will receive 0 on the assignment/exam in question.
 The second offense will result in 0 for the entire assignment category (i.e. exam, compositions)
 The third offense will result in a final grade of XE in the course.

You are required to abide by ASU’s Academic Integrity Policy. Please go to the following link to get all
the required information: http://provost.asu.edu/academicintegrity/policy/StudentObligations

STUDENT CODE OF CONDUCT

Students are entitled to receive instruction free from interference by other members of the class. An
instructor may withdraw a student from the course when the student's behavior disrupts the
educational process per Instructor Withdrawal of a Student for Disruptive Classroom Behavior.
Students are expected to act in accordance with the Student Code of Conduct. This includes, but is not
limited to, NOT “endangering, threatening, or causing harm to any member of the university community
or to oneself or causing reasonable apprehension of such harm.”
For detailed information about the Student Code of Conduct and Student Disciplinary Procedures,
please refer to: http://www.asu.edu/aad/manuals/sta/sta104-01.html
The Office of Student Rights and Responsibilities accepts incident reports from students, faculty, staff, or
other persons who believe that a student or a student organization may have violated the Student Code
of Conduct. You are required to communicate in a respectful, courteous and professional manner at all
times with your fellow classmates and with your instructor. Students must maintain a cordial
atmosphere and use tact in expressing differences of opinion. Appropriate online behavior (also known
as netiquette) is defined by the instructor and includes keeping course discussion posts focused on the
assigned topics. Inappropriate discussion board posts may be deleted by the instructor. Remember that
discussion boards are not chat rooms, and emails to your instructor are not text messages. Posting,
sending or speaking inappropriate, rude or offensive content will not be tolerated and can result in the
loss of points.

Establishing a Safe Environment

Learning takes place best when a safe environment is established in the classroom. In accordance with
SSM 104-02 of the Student Services Manual, students enrolled in this course have a responsibility to
support an environment that nurtures individual and group differences and encourages engaged, honest
discussions. The success of the course rests on your ability to create a safe environment where everyone
feels comfortable to share and explore ideas. We must also be willing to take risks and ask critical
questions. Doing so will effectively contribute to our own and others intellectual and personal growth
and development. We welcome disagreements in the spirit of critical academic exchange, but please
remember to be respectful of others’ viewpoints, whether you agree with them or not.
All incidents and allegations of violent or threatening conduct by an ASU student (whether on- or off-
campus) must be reported to the ASU Police Department (ASU PD) and the Office of the Dean of
Students. If either office determines that the behavior poses or has posed a serious threat to personal
safety or to the welfare of the campus, the student will not be permitted to return to campus or reside
in any ASU residence hall until an appropriate threat assessment has been completed and, if necessary,
conditions for return are imposed. ASU PD, the Office of the Dean of Students, and other appropriate
offices will coordinate the assessment in light of the relevant circumstances.

Mental Health
As a student, like anyone else, you may experience a range of challenges that can interfere with
learning, such as strained relationships, increased anxiety, substance use, feeling down, difficulty
concentrating and/or lack of motivation. These emotional health concerns or stressful events may
diminish your academic performance and/or reduce your ability to participate in daily activities. ASU
Counseling Services provides counseling and crisis services for students who are experiencing a mental
health concern. Any student may call or walk-in to any ASU counseling center for a same day or future
appointment to discuss any personal concern. Here is the Web site: eoss.asu.edu/counseling. After
office hours and 24/7 ASU's dedicated crisis line is available for crisis consultation by calling 480-921-
1006.

Harassment Prohibited
ASU policy prohibits harassment on the basis of race, sex, gender identity, age, religion, national origin,
disability, sexual orientation, Vietnam era veteran status, and another protected veteran status.
Violations of this policy may result in disciplinary action, including termination of employees or
expulsion of students. Contact the professor if you are concerned about online harassment of any kind,
and he/she will put you in contact with the Dean of Students office.

Title IX
Title IX is a federal law that provides that no person be excluded on the basis of sex from participation
in, be denied benefits of, or be subjected to discrimination under any education program or activity.
Both Title IX and university policy make clear that sexual violence and harassment based on sex is
prohibited. An individual who believes they have been subjected to sexual violence or harassed on the
basis of sex can seek support, including counseling and academic support, from the university. If you or
someone you know has been harassed on the basis of sex or sexually assaulted, you can find
information and resources at https://sexualviolenceprevention.asu.edu/.

“As a mandated reporter, I am obligated to report any information I become aware of regarding alleged
acts of sexual discrimination, including sexual violence and dating violence. ASU Counseling Services,
eoss.asu.edu/counseling, is available if you to wish discuss any concerns confidentially and privately.”

Statement on Inclusion
Arizona State University is deeply committed to positioning itself as one of the great new universities by
seeking to build excellence, enhance access and have an impact on our community, state, nation and
the world. To do that requires our faculty and staff to reflect the intellectual, ethnic and cultural
diversity of our nation and world so that our students learn from the broadest perspectives, and we
engage in the advancement of knowledge with the most inclusive understanding possible of the issues
we are addressing through our scholarly activities. We recognize that race and gender historically have
been markers of diversity in institutions of higher education. However, at ASU, we believe that diversity
includes additional categories such as socioeconomic background, religion, sexual orientation, gender
identity, age, disability, veteran status, nationality and intellectual perspective.

TRIGGER WARNING
Please note that some course content may be deemed offensive by some students, although it is not my
intention to offend anyone. In addition, some materials that we link with online might also be
considered offensive, troubling, or difficult to review in terms of language or graphics. I attempt to
provide warnings when introducing this kind of material; yet if I forget to do so, or if something else (in
my materials or posts from fellow students) seems offensive, please contact your instructor or the
Spanish Language Coordinator, Anne Walton-Rami ́rez, at annewr@asu.edu.

Prohibition of Commercial Note Taking Services

In accordance with ACD 304-06 Commercial Note Taking Services, written permission must be secured
from the official instructor of the class in order to sell the instructor's oral communication in the form of
notes. Notes must have the notetaker's name as well as the instructor's name, the course number, and
the date.

Communication with Your Instructor & Classmates

ASU email is an official means of communication among students, faculty, and staff. Students are
expected to read and act upon email in a timely fashion. Students bear the responsibility of missed
messages and should check their ASU-assigned email regularly. All instructor correspondence will be
sent to your ASU email account. We assume that you received all emails if the sent emails don't
bounce back.

ACCESSIBILITY STATEMENT
If you have specific physical, psychiatric or learning disabilities and require accommodations, please let
your instructor know early in the course so that your learning needs may be met appropriately. You will
need to provide documentation of your disability to the Disability Resource Center.
To make our courses accessible, we use tools that are compliant with the Rehabilitation Act of 1973,
Section 504, and the Americans with Disabilities Act as amended (ADAAA) of 2008. Professional
disability specialists and support staff at the Disability Resource Center (https://eoss.asu.edu/drc)
facilitate a comprehensive range of academic support services and accommodations for qualified
students with disabilities.
Qualified students with disabilities may be eligible to receive academic support services and
accommodations. Eligibility is based on qualifying disability documentation and assessment of individual
need. Students who believe they have a current and essential need for disability accommodations are
responsible for requesting accommodations and providing qualifying documentation to the DRC. Every
effort is made to provide reasonable accommodations for qualified students with disabilities.
Qualified students who wish to request an accommodation for a disability should contact the DRC by
going to https://eoss.asu.edu/drc, calling (480) 965-1234 or emailing DRC@asu.edu. To speak with a
specific office, please use the following information:
Downtown Phoenix Campus Polytechnic Campus
University Center Building, Suite 160 602-496- 480-727-1165 (Voice)
4321 (Voice)
West Campus Tempe Campus
University Center Building (UCB), Room 130 602- 480-965-1234 (Voice)
543-8145 (Voice)
Drop and Add Dates/Withdrawals
This course adheres to a compressed schedule and may be part of a sequenced program, therefore,
there is a limited timeline to drop or add the course (see the ASU Academic Calendar:
https://students.asu.edu/academic- calendar). Consult with your advisor and notify your instructor to
add or drop this course. If you are considering a withdrawal, review the following ASU policies:
Withdrawal from Classes
(http://www.asu.edu/aad/manuals/ssm/ssm201-08.html), Medical/Compassionate Withdrawal
(http://www.asu.edu/aad/manuals/ssm/ssm201-09.html),and a Grade of Incomplete
(http://www.asu.edu/aad/manuals/ssm/ssm203-09.html). Please keep in mind that you can only
receive an Incomplete, if you have completed at least 90% of the work with a satisfactory grade and you
have a documented emergency that prevents you from completing the final assignment or exam in the
course.

Grade Appeals
Grade disputes must first be addressed by discussing the situation with the instructor. If the dispute is
not resolved with the instructor, the student may appeal to the department chair per the University
Policy for Student Appeal Procedures on Grades (https://catalog.asu.edu/appeal).

ASU Course Evaluation

Students are expected to complete the ASU course evaluation. The feedback provides valuable
information to the instructor and the college and is used to improve student learning. Students are
notified when the online evaluation form is available.

SYLLABUS DISCLAIMER
The syllabus is a statement of intent and serves as an implicit agreement between the instructor and the
student. Every effort will be made to avoid changing the course calendar but the possibility exists that
unforeseen events will make syllabus changes necessary. Please remember to check your ASU email and
the course site often.

Student Success

This is a hybrid course. To be successful:

 check the course daily read announcements 


 read and respond to course email messages as needed complete assignments by the due dates specified
 communicate regularly with your instructor and peers create a homework schedule to stay on track

Classroom Policies
 BE RESPECTFUL of the teacher and other classmates. This includes not using electronic devices used for
personal reasons during times in which you are to be graded for participation.
 Use your cellphone/computer only to access an online dictionary (I suggest Spanishdict.com) or to carry
out a classroom activity. If you must take a call or text, do this in the hallway outside of the classroom.
 Arrive on time for class and participate actively. If you arrive late, be respectful and join the class
immediately.
 Turn in assignments on time. If you have an issue, contact your instructor BEFORE the assignment is due.
 Study the material outside of class.
 Seek help as the need arises. Our Spanish Language Program offers FREE tutoring at the Spanish Writing &
 Tutoring Center.
 https://docs.google.com/document/d/1XCCacaYdmIXg9uADUGCAspR6fEYZtcAm5DY2Ir1hmiI/edit
 Enjoy you time learning Spanish! From time to time you will be frustrated, but keep going! We all
 struggle! Use the classroom as a safe space.
 SPA 102 Calendar Fall 2018

SPA 102 Lessons 6-10

Week Monday Tuesday Wednesday Thursday Friday

August
Week 1 13 14 15 16 17
School Starts
Week 2 20 21 22 23 24
Lesson 6 first day of classes Homework: Buy Homework:VHL
¡De Compras! book/Enroll in VHL due 11:59PM AZ
-Clothing and shopping class time
-Saber & Conocer
-I.O. Pronouns

Week 3 27 28 29 30 31
Lesson 6 Homework:VHL Review for test Homework:VHL
¡De Compras! due 11:59PM AZ VHL due 11:59PM AZ
-Negotiating & buying time time
-Colors
-I.O. Pronouns
-Preterite of regular verbs

September
Week 4 3 4 5 6 7
Lesson 6 Labor Day Review for test Chapter Test 1 Homework:
¡De Compras! VHL (@home) Review for test
-More adjectives VHL due 11:59PM VHL
-I.O. Pronouns
AZ time
-Preterite of regular verbs

Week 5 10 11 12 13 14
Lesson 7 Homework:VHL Homework:VHL
La rutina diaria due 11:59PM AZ due 11:59PM AZ
-Reflexive Verbs time time
-Daily routine
-Personal Hygiene
-Indefinite & Negatives

Week 6 17 18 19 20 21
Lesson 7 Homework:VHL Review for test Homework:
La rutina diaria due 11:59PM AZ VHL Review for test
-Reflexive Verbs time VHL
-Time expressions
-Personal Hygiene
-Preterite of ser & ir
- Verbs like gustar
Week 7 24 25 26 27 28
Lesson 8 Chapter Test 2 Homework:VHL Homework:VHL
La comida due 11:59PM AZ due 11:59PM AZ
-Preterite of stem changing time time
verbs
-Double object pronouns
-Food
-Food descriptions

October

Week 8 1 2 3 4 5
Lesson 8 WA 1 in class Homework:VHL MT projects
La comida due 11:59PM AZ Homework:VHL
-Preterite of stem changing time due 11:59PM AZ
verbs
time
-Double object pronouns
-Comparisons
-Food
-Food descriptions
Week 9 8 9 10 11 12
Lesson 8 Fall Break Fall Break Homework:VHL
La comida due 11:59PM AZ
-Preterite of stem changing time
verbs
-Double object pronouns
-Comparisons
-Food descriptions
-Meals
Week 10 15 16 17 18 19
Lesson 8 Review for test Homework:VHL Chapter Test 3 Homework:VHL
La comida due 11:59PM AZ due 11:59PM AZ
-Preterite of stem changing time time
verbs
-Double object pronouns
-Comparisons
-Meals
Week 11 22 23 24 25 26
Lesson 9 Homework:VHL Homework:VHL
Las fiestas due 11:59PM AZ due 11:59PM AZ
-Parties and celebrations time time
-Irregular preterites
-Verbs that change meaning
in the preterite
Week 12 29 30 31 1 Nov 2 Nov
Lesson 9 Homework:VHL Review for test Homework:VHL
Las fiestas due 11:59PM AZ Last day to drop due 11:59PM AZ
-Personal relationships time class with a time
-Parties and celebrations
Withdraw
-¿Qué? and ¿cuál?

November
Week 13 5 6 7 8 9
Lesson 10 Chapter Test 4
En el consultorio
-The imperfect tense Homework:VHL Homework:VHL
-Health and medical terms
due 11:59PM AZ due 11:59PM AZ
-Parts of the body
time time

Week 14 12 13 14 15 16
Lesson 10 Veteran’s Day Homework:VHL WA 2 in class Homework:VHL
-Symptoms and medical due 11:59PM AZ due 11:59PM AZ
terms
time time
-The imperfect tense
-The preterite and the
imperferct

Week 15 19 20 21 22 23
Lesson 10 Homework:VHL Final project due Thanksgiving Thanksgiving
-Health professions due 11:59PM AZ (Presetations)
-The preterite and the
time
imperferct
-Constructions with se

Week 16 26 27 28 29 30
Final oral exams, Final
projects due (written) Final oral exam Final oral exam
last day of
classes

Drop/add period until August 22, 2018 Course withdrawal deadline: October 31, 2018
https://students.asu.edu/drop-add
Final Exams: SPA 102 (Tempe)- Monday, December 3, 7:10-9:00 pm
Rooms TBA Final exam schedule: https://students.asu.edu/final-exam-schedule