ULO 3: Integrative Knowledge

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  Analyzing Policy and Stakeholder Perspectives – the Case of the Spotted Owl

  Victoria Derr

  • Effectively reading in our discipline – focused on Text-Based Discussions
    • Collaborative Meaning Making – reading as an inquiry into meaning and a purposeful engagement with ideas. [1]
    • Setting Reading Purposes and Adjusting Reading Processes – reading for a specific, disciplinary-relevant purpose.[2]
  • Identifying and analyzing stakeholder perspectives
  • Applying policy to understand stakeholder perspectives

  [1] Schoenback, Ruth, Cynthia Greenleaf, and Lynn Murphy. 2012. Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms. WestEd.org.

  [2] Ibid.

  
  
  

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  Spanish for Heritage Speakers: Instructional Module #2

  Gabriela C. Zapata

  This is the second instructional module for the teaching of Spanish to heritage speakers at the intermediate level. The outcomes for this module are as follows:

  1. Students will be able to understand the way in which a persuasive essay is organized and written;

  2. Students will be able to continue applying the rules for the accentuation of palabras esdrújulas and agudas to improve their spelling;

  3. Students will be able to understand the rules that govern the present tense in Spanish and why it is the most appropriate tense when writing a persuasive essay.

  4. Students will learn the rules that govern the accentuation patterns for palabras llanas and hiatos, and they will apply these rules under instructor and peer guidance;

  5. Students will apply the concepts learned to the development of a persuasive essay;

  6. Students will apply the concepts learned to create and carry out an interview with a person of Hispanic origin in order to collect information about his/her work experiences in the United States.

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  Spanish for Heritage Speakers: Instructional Module #3

  Gabriela C. Zapata

  This is the third instructional module for the teaching of Spanish to heritage speakers at the intermediate level. The outcomes for this module are as follows:

  1. Students will be able to understand the way in which a descriptive essay is organized and written;

  2. Students will be able to continue applying the rules for the accentuation of palabras esdrújulas and agudas to improve their spelling;

  3. Students will be able to understand the rules that govern the use of adjectives in Spanish, including the exceptions that break these rules;

  4. Students will review the rules that govern the accentuation patterns for palabras llanas and hiatos, and they will apply these rules under instructor and peer guidance;

  5. Students will apply the concepts learned to the development of a descriptive essay;

  6. Students will apply the concepts learned to create a presentation on a cultural aspect related to their family Hispanic heritage;

  7. Students will learn how to prepare an academic presentation, and they will implement this knowledge in the oral presentation of their work.

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  Spanish for Heritage Speakers: Instructional Module #4

  Gabriela C. Zapata

  This is the fourth module of an instructional course for Spanish Heritage Speakers.

  By the end of this module, students should be able to:

  1. Be able to critically analyze the ideas about bicultural/bilingual identity expressed in a variety of multimodal ensembles, such as poems, photos, and art pieces;

  2. Synthesize the knowledge learned in the previous modules to develop an multi-genre autobiography;

  3. Synthesize the knowledge learned in the previous modules to develop hybrid, multimodal autobiography.