Course in Spanish and Portuguese

Affiliation

Name: Francisco Puerto Ureña
SCID: College of Letters & Science
Department: Spanish and Portuguese
Course Name: Course in Spanish and PortugueseCourse Objectives:CO1: Learn advanced grammar structures
CO2: Develop writing skills in three genres: short story, exposition and argumentative essay
CO3: Master basic grammar structures through writing practice

Course Units:

CU1: Short stories and past subjunctive
CU2: Expository essays and advanced adjective use
CU3: Argumentative essay and connective words

Unit Objectives:

UO1: Recognize story elements
UO2: Produce a short story with clear structure
UO3: Demonstrate adequate use of past subjunctive

Activity One

Activity: Understanding why stories engage
Description:Identify interesting elements in beginningsModality: On line / In class
Activity Sequence: Watch 3 short videos and write down why the beginning is interesting. In class talk about engaging beginnings.
Objectives Supported: Thinking about story elements
Horton Type: Do
Bloom’s Level: Analyze / Understand
Evidence: Write down in class characteristics of a new short video.
Time on Task: 30 min.
Required Knowledge:
Pedagogical Role: Choose short films and explain narrative devices
Social Role: Encourage for brainstorming
Managerial Role: Communicate expectations
Technical Role: Send film links
Technical Role:

Activity Two

Activity: writing story hooks
Description:Practicing hooks for short storiesModality: In class
Activity Sequence: Draw random settings form a bag (person, place, time). In pairs, write down the beginning of a story. Finally read it to the rest of the class. Comment.
Objectives Supported: Produce short stories
Horton Type: Do
Bloom’s Level: Create, evaluate, Analyze, Apply
Evidence: Text written.
Time on Task: 20 min.
Required Knowledge: Characteristics of short story hooks
Pedagogical Role: Pick prompts, facilitate interaction
Social Role: support and encourage participation
Managerial Role: Circulate to encourage students to use their imagination
Technical Role:
Technical Role:

Activity Three

Activity:Micro-stories
Description:Students will learn about micro-stories, learn their characteristics and write one in collaboration.Modality: On line / In class
Activity Sequence: At home, they’re going to read several micro-stories and they will answer a quiz that will be a building up of one of them. In class, they will write one in pairs based on one sentence.
Objectives Supported: Learning and producing stories
Horton Type: Do
Bloom’s Level: Apply / Create
Evidence: Written texts, quiz
Time on Task: 30 min. at home / 30 min. in class
Required Knowledge: Characteristics of good short stories
Pedagogical Role: Pick stories, develop prompts
Social Role: Make sure they work well in groups
Managerial Role: Check quiz
Technical Role: Build up the quiz
Technical Role:

Activity Four

Activity: INDICATIVE VS SUBJUNCTIVE
Description:Work on the distinction between Indicative vs. Subjunctive with application on the narrationModality: On line / In class
Activity Sequence: Pre-activity: Adobe captivate with grammar explanation and examples followed by a quiz. In class: change verbs in stories previously read from Indicative to Subjunctive and vice-versa
Objectives Supported: Learn past subjunctive
Horton Type: Absorb / Do
Bloom’s Level: Knowledge, Understand, Apply
Evidence: Quiz, activity in class
Time on Task: 30 min. at home / 30 min. in class
Required Knowledge: Basic knowledge of Indicative vs. Subjunctive
Pedagogical Role: Summarize grammar, write quiz, explain distinction in class
Social Role: Facilitate good cooperation in class
Managerial Role: Correct quizzes
Technical Role: Record grammar explanation, set up quiz
Technical Role:

Activity Five

Activity: Practice descriptions
Description:The goal is to understand the goal of the description in a short story as well as gaining resources to use them in practice.Modality: In class
Activity Sequence: They will put their hand into a cloth bag and after touching an everyday object inside it, they will need to describe it first based on their tactile sense, then they will look at it and they will describe it based on the look of it, and so for with all five senses. After that, they will take one of the stories written in class and they will change one description on it, based on what they’ve learned
Objectives Supported: Practice short stories
Horton Type: Do
Bloom’s Level: Describe, Apply
Evidence: Descriptions, written text
Time on Task: 30 min.
Required Knowledge: Basic grammar
Pedagogical Role: Give feedback on their descriptions
Social Role: Facilitate activity
Managerial Role: Get bag and objects ready
Technical Role: NA
Technical Role:

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