Sistema Universitario Ana G. Méndez, Inc. School for ... · CRJU 520 Philosophy of Punishment 6...

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

CRJU 520

Philosophy of Punishment

Filosofía del Castigo

© Sistema Universitario Ana G. Méndez, Inc. 2013

Derechos Reservados

© Ana G. Méndez University System, Inc. 2013

All rights reserved

July 3, 2013.

CRJU 520 Philosophy of Punishment 2

Updated July 30, 2013

Prepared based on the course syllabus (2009) of the School of Professional Studies, with

the collaboration of:

Edward Recio, BSBA, JD, Module Development Specialist

Lucette, Cardona, Content Evaluator, Professional Title

Maribel Román, English Language Specialist

Joanna Dávila, Spanish Language Specialist

Joe Hernández, Curriculum and Instructional Design



TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO ...................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 17

TALLER UNO.............................................................................................................................. 29

WORKSHOP TWO ...................................................................................................................... 44

TALLER TRES ............................................................................................................................ 55

WORKSHOP FOUR .................................................................................................................... 67

TALLER CINCO / WORKSHOP FIVE ...................................................................................... 76

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ............................................................................................................................ 85

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 90

ANEJO C/APPENDIX C MATRIZ PARA EVALUAR ENSAYOS ESCRITOS ...................... 98

ANEXO D / APPENDIX D MATRIZ DE VALORACIÓN DE RESUMEN .......................... 100

ANEXO E / APPENDIX E MATRIZ DE VALORACIÓN DE ORACIONES O

PÁRRAFOS ESCRITOS DURANTE EL TALLER .................................................................. 102

ANEXO F / APPENDIX F MATRIZ DE VALORACIÓN DE CUADROS RESUMEN........ 104

ANEJO G/APPENDIX G MATRIZ DE VALORACIÓN DE LA MESA REDONDA ............ 106

ANEJO H/APPENDIX H MATRIZ VALORATIVA PARA EVALUAR

PRESENTACION....................................................................................................................... 108

ANEXO I / APPENDIX I MATRIZ DE VALORACIÓN ASISTENCIA Y

PARTICIPACIÓN AL TALLER ............................................................................................... 110

ANEXO J / APPENDIX J DIARIO REFLEXIVO .................................................................... 112

ANEXO K / APPENDIX K LANGUAGE LAB AND E-LAB INFORMATION .................... 114



GUÍA DE ESTUDIO

Título del Curso: Filosofía del Castigo

Codificación: CRJU 520

Créditos: 3 créditos

Duración: Cinco semanas

Prerrequisito: Ninguno

Descripción: Estudio del significado del castigo a través de las épocas, teorías sobre el

origen del castigo, relatividad cultural del castigo y predominio de filosofía sobre el

castigo. Se estudian los argumentos expuestos en distintos momentos históricos para

defender o rechazar el castigo desde el punto de vista de retribución, disuasión,

protección social y rehabilitación, entre otros, y las alternativas a distintos métodos de

castigo. Estudio de sentencias y sanciones intermedias así como de periodo de probatoria.

Objetivos generales de contenido

1. Conocer el significado sociocultural e histórico del castigo.

2. Conceptualizar las diferentes teorías sobre el origen del castigo y su predominio

en la sociedad actual.

3. Analizar los diferentes argumentos para defender o rechazar el castigo como

sistema de control social.

4. Comprender el sistema de implementación de sentencias y sanciones a nivel

estatal y federal.

5. Reconocer los diferentes métodos de castigo alternativo y su propósito.



Objetivos generales de lenguaje (A ser añadidos después de cada área en esta sección.)

Escuchar: Comprender discursos orales reconociendo sus diferentes finalidades y las

situaciones de comunicación en que se producen; compartir, comparar y desarrollar

ideas nuevas acerca de la filosofía del castigo; lograr aprendizajes significativos

sustentados en la experiencia y en temas motivadores; y responder a estímulos

auditivos tales como videos, presentaciones audiovisuales y actividades interactivas.

Hablar: Expresarse oralmente en inglés y/o en español con coherencia y corrección

de acuerdo con las diferentes finalidades y situaciones comunicativas y adoptando un

estilo expresivo propio; analizar, opinar y comunicar oralmente puntos de vistas e

ideas; desarrollar habilidades y competencias que lo capaciten para su trabajo

escolar, vida laboral y vida cotidiana; y utilizar la lengua para adquirir conocimientos

nuevos acerca de la filosofía del castigo y para aprender a utilizar técnicas

sencillas de manejo de la información mediante los medios tradicionales y la

tecnología informática.

Leer: Investigar, analizar, resumir, parafrasear y comprender en inglés y/o en español

la información recogida en los diversos medios de información sobre el tema de la

filosofía del castigo; desarrollar actitudes críticas ante los mensajes de los medios,

valorando la importancia de sus manifestaciones; y beneficiarse autónomamente de la

lectura como forma de comunicación y como fuente de enriquecimiento cultural.

Escribir: Interpretar y producir textos en inglés y/o en español desde una postura

personal crítica y creativa, con una correcta ortografía y con la coherencia y el énfasis

que se requiere para una comunicación clara y efectiva; y utilizar la escritura como

forma de comunicación y para proveer información relacionada con la filosofía del

castigo.



Requisitos del laboratorio de lenguaje o laboratorio electrónico: (Tell Me More, Net

Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos mínimos de laboratorio de lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con las0 horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. El facilitador podría requerir más horas de práctica basado en las necesidades

para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los lenguajes

mencionados. El total de horas de práctica del laboratorio de lenguaje o e-lab deben

de estar integradas en la sección de actividades del módulo.

Descripción del proceso de evaluación: El curso debe de integrar el uso del laboratorio

de lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las

rúbricas del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los

estudiantes. Ver apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en

los dos idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits

Rubrics” que aparece en el apéndice B. “Portfolio Performance Assessment” tiene que

ser uno de los instrumentos para evaluar el progreso lingüístico y académico de los

estudiantes. Debido a la naturaleza del modelo bilingüe de instrucción, el facilitador

tiene que documentar que el estudiante esté progresando hacia la meta académica final, la

cual es dominar dos idiomas. El portfolio tiene que cumplir con los estándares

establecidos. El facilitador del curso le proveerá el estudiante el MANUAL DE

PORTAFOLIOS.

METHOD OF EVALUATION: Specific assignment information will be

provided the first night of class by the instructor.



The final grade for the course will be determined by the percentage earned for

demonstration of learning and achievement of course outcomes, and the learning and

mastery of language skills (English and Spanish). The student’s final grade will reflect

30% of language proficiency and 70% of content knowledge.

In order to evaluate the content of this course and to obtain the final grade based on:

exams, assignments, projects, written documents, oral presentations, Language Lab/E-

Lab etc., it must reflect 50% of the evaluation in English and 50% of the evaluation in

Spanish. It is the facilitator’s responsibility to have evidence that this requirement was

fulfilled.

Example: Midterm

If the midterm has 40 items, 20 items must be in English and 20 must be in Spanish. In

addition to this language requirement, there must be evidence that 30% of the grade

demonstrates mastery of language skills.

Escala:

Se aplicará la curva estándar para evaluar en este curso:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – 0% F



La evaluación del curso consiste en la medición del grado de aprovechamiento que ha

obtenido el estudiante en el mismo. La evaluación final consistirá de las puntuaciones que

resulten de las siguientes actividades:

Asistencia y participación 30

Asignaciones 20

Práctica laboratorio de lenguaje o e-lab 10

Análisis de casos 10

Examen final 20

Portafolio Digital 10

Total

=100%

La puntuación final obtenida será la suma de la puntuación obtenida en todas las

actividades desarrolladas. La puntuación final será de 100 puntos con curva estándar.

Otros:

Requisitos de APA (versión 6) para citar los textos a usarse en el módulo

Para los textos recomendados y recursos utilice el estilo APA, (6ª. Ed.). Incluya al menos

un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de educación independiente de la Florida.

Libro(s)

http://bibliotecavirtualut.suagm.edu/



Bernard, T., Snipes, J., & Gerould, A. (2010). Vold’s Theoretical Criminology (6th ed.).

New York: Oxford University Press ISBN 978-0-19-538641-7 US$82.27.

Libro(s) Electrónico(s)

Koritansky, Peter Karl. (2011) The Philosophy of Punishment and the history of Political

Thought.

http://books.google.com/books?id=m7USn9xwfX4C&pg=PA1&source=gbs_toc_

r&cad=4#v=onepage&q&f=false

Ezorsky, Gertude.(1977) Philosophical Perspectives on Punishment.

http://books.google.com/books?id=Jba2lFg3KOMC&pg=PA1&source=gbs_toc_r

&cad=4#v=onepage&q&f=falsehttp://books.google.com/books?id=Jba2lFg3KO

MC&pg=PA1&source=gbs_toc_r&cad=4#v=onepage&q&f=false

Se debe colocar el ISBN y un precio aproximado (si aplica) con una nota que así lo

indique. Favor de no incluir los ejemplos que aparecen en esta sección en el módulo.

Esta información es solamente una guía.

Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who

Make Websites, 149.

http://www.alistapart.com/articles/writeliving.

http://books.google.com/books?id=m7USn9xwfX4C&pg=PA1&source=gbs_toc_r&cad=4#v=onepage&q&f=false


http://books.google.com/books?id=Jba2lFg3KOMC&pg=PA1&source=gbs_toc_r&cad=4#v=onepage&q&f=falsehttp://books.google.com/books?id=Jba2lFg3KOMC&pg=PA1&source=gbs_toc_r&cad=4



http://www.alistapart.com/articles/writeliving



Descripción de las normas del curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de idiomas deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará



si la ausencia es justificada y decidirá cómo el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá dos notas.

5. La asistencia y participación en actividades de la clase y en presentaciones orales

es extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que



sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual

del Estudiante. Si es estudiante de UMET y UNE, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso

de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.



11. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Algunas de éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Éstas son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requiriera o deseara llevar a cabo una investigación

administrar cuestionarios o hacer entrevistas, éstos deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para

acceder a los formularios de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp y seleccionar los

formularios que necesite. Además de los formularios el estudiante/facilitador puede

encontrar las instrucciones para la certificación de investigación en línea. Estas

certificaciones incluyen: Institutional Review Board (IRB), Health Information

Portability and Accountability Act (HIPAA), y Responsibility Conduct for Research

Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

http://www.suagm.edu/ac_aa_re_ofi_listado_formularios2.asp



Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y metodología educativa

Este curso está basado en la filosofía educativa del constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto



del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje es, para un individuo, el construir su propio significado,

y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer de la evaluación una parte esencial de

dicho proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Philosophy of Punishment

Code: CRJU 520

Credits: 3 credits

Time Length: Five weeks

Pre-requisite: None

Description: This course analyzes the meaning of punishment throughout history,

theories on its origin, its cultural relativity and dominant philosophies. Students will

view the different arguments proposed historically to defend or reject punishment, social

protection and rehabilitation, among others, and the alternative methods of punishment.

General Content Objectives:

1. Know the historic and socio-cultural meaning of punishment.

2. Conceptualize the different theories of punishment and the dominant views in the

modern society.

3. Analyze the different arguments that support or reject punishment as a system of

social control.

4. Understand the state and federal sentencing and sanction system.

5. Recognize different alternative methods of punishment and their function.)

General Language Objectives:

Listen: Understand oral discussions in English and/or Spanish recognizing their

different purposes and the communication settings in which they are produced; share,

compare, and develop new ideas about philosophy of punishment in a

collaborative manner; acquire significant knowledge supported by experiences and

motivational topics; respond to auditory stimuli such as videos, audiovisual



presentations and interactive activities.

Speak: Express in English and/or in Spanish correctly and coherently for

a variety of purposes and in a variety of communication settings, adopting a personal

style of expression; analyze, express opinions, and communicate orally different

points of view and ideas; develop abilities and skills that will prepare him/her for

school work, the workplace and daily life; use language to acquire new knowledge

about philosophy of punishment and learn to utilize simple techniques of

handling information through traditional media and computer technology.

Read: Investigate, analyze, summarize, paraphrase and understand in English and/or

Spanish information obtained from a variety of media philosophy of punishment;

develop critical attitudes towards media messages reflecting on the

importance of this information; benefit independently from reading as a form of

communication and as a source of cultural enrichment.

Write: Interpret and produce written works in English and/or Spanish expressing a

personal critical and creative point of view; use correct spelling, grammar, coherence,

and an emphasis on the requirements for effective and clear communication; use

writing as a means of communication and to provide information about philosophy of

punishment.

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with the hours of language lab or e-lab usage for each language (English

and Spanish) per course. The facilitator may require a higher number of hours for

language lab practice based on the language needs for listening, speaking,

reading, and writing skills in either or both languages. The total amount of



language lab or e-lab hours is integrated in the activities for each workshop

in the module.

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to

all evaluation rubrics used in the instructional module. The language rubrics for listening,

speaking, reading, and writing provided in Appendix A are integrated to assess student

performance in all courses. The Writing Process: Six Writing Traits Rubrics provided in

Appendix B must be used to evaluate all writing activities in both languages in all

courses. Portfolio Performance Assessment must be one of the evaluation instruments

used in the module and throughout the content of all workshops and appendices. This

instrument must follow established guidelines. Due to the nature of our dual language

instructional model, documentation must be provided on the growth of students towards

mastery of linguistic and academic skills in both languages (English and Spanish.) The

course facilitator will provide the student the PORTFOLIO MANUAL.

METHOD OF EVALUATION: Specific assignment information will be

provided the first night of class by the instructor.

The final grade for the course will be determined by the percentage earned for

demonstration of learning and achievement of course outcomes, and the learning and

mastery of language skills (English and Spanish). The student’s final grade will reflect

30% of language proficiency and 70% of content knowledge.

In order to evaluate the content of this course and to obtain the final grade based on:

exams, assignments, projects, written documents, oral presentations, Language Lab/E-



Lab etc., it must reflect 50% of the evaluation in English and 50% of the evaluation in

Spanish. It is the facilitator’s responsibility to have evidence that this requirement was

fulfilled.

Example: Midterm

If the midterm has 40 items, 20 items must be in English and 20 must be in Spanish. In

addition to this language requirement, there must be evidence that 30% of the grade

demonstrates mastery of language skills.

Scale:

Standard curve:

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – 0% F

Evaluation

The evaluation of the course consists of the measurement of the advantage the student has

obtained. It will consist of the scores from the following activities:

Attendance and Participation 30%

Written Assignments 20%

Practice in Language Lab or e-lab 10%



Case Analysis 10%

Final Comprehensive Test 20%

Portfolio 10%

Total =100%

Requirements for the Use of APA (Version 6) for Citations of Textbooks

For Recommended Texts and Resources, Use APA style version 6. Include at least ONE

e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida

Commission of Independent Learning.

Book(s)

Bernard, T., Snipes, J., & Gerould, A. (2010). Vold’s Theoretical Criminology (6th ed.).

New York: Oxford University Press ISBN 978-0-19-538641-7 US$82.27.

E-Book (s)

Koritansky, Peter Karl. (2011) The Philosophy of Punishment and the history of Political

Thought.

http://books.google.com/books?id=m7USn9xwfX4C&pg=PA1&source=gbs_toc_

r&cad=4#v=onepage&q&f=false

Ezorsky, Gertude.(1977) Philosophical Perspectives on Punishment.

http://books.google.com/books?id=Jba2lFg3KOMC&pg=PA1&source=gbs_toc_r

&cad=4#v=onepage&q&f=falsehttp://books.google.com/books?id=Jba2lFg3KO

MC&pg=PA1&source=gbs_toc_r&cad=4#v=onepage&q&f=false









Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-

Based Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason



for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.



7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT

student, read Section 11.1 of the Student Manual, and if you belong to UMET or

UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing the SUAGM

e-mail address, phone number, hours to be contacted, and days available.



10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp



Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is



to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.



TALLER UNO

Objetivos específicos de contenido:

1. Conocer diversas formulaciones y concepciones filosóficas del castigo en la

antigüedad para diversas civilizaciones.

2. Analizar los enfoques básicos para justificar el castigo en la sociedad.

3. Entender las bases legales sobre las que se fundamenta la aplicación del castigo en

el sistema penal de Estados Unidos.

Objetivos específicos de lenguaje:

1. Escuchar: Los estudiantes tendrán la oportunidad de escuchar activamente a sus

compañeros en las actividades de grupo celebradas relacionadas a las diversas

formulaciones y concepciones filosóficas del castigo.

2. Hablar: Los estudiantes tendrán la oportunidad de expresarse verbalmente en las

actividades de grupo, utilizando lenguaje tanto coloquial como académico

relacionadas a los enfoques básicos para justificar el castigo en la sociedad.

3. Leer: Los estudiantes leerán textos de fuentes primarias y textos secundarios, con

diversos niveles de complejidad que tratan sobre las bases legales sobre las que se

fundamenta la aplicación del castigo en el sistema penal de Estados Unidos.

4. Escribir: Los estudiantes se expresarán correctamente por escrito en diversos

formatos, a fin de promover su competencia escrita relacionada a los temas del

taller según asignados por el facilitador.

Enlaces electrónicos:.)

Biblioteca Virtual


Antecedentes Históricos y Culturales:

El Código de Hammurabi

http://cv.uoc.edu/~04_999_01_u07/percepcions/perc6a.html

Leyes de Manú (Manava Dharma-sastra)


http://cv.uoc.edu/~04_999_01_u07/percepcions/perc6a.html



http://www.elabedul.net/Documentos/Leyes_de_Manu_09.pdf

La Ley de las XII Tablas

http://www.unav.es/hAntigua/textos/docencia/roma/practicas/didrom18.htm

Levítico

http://www.vatican.va/archive/ESL0506/__P39.HTM

Éxodo


La Biblia

http://www.vatican.va/archive/ESL0506/_PUF.HTM

El Corán

http://www.nurelislam.com/coran/

http://qurango.com/spanish/5.html

http://www.qurancomplex.org/newtrans.asp?TabID=4&SubItemID=2&l=esp&SecOrder

=4&SubSecOrder=2

Antecedentes Legales:

Carta Magna

http://biblio.juridicas.unam.mx/libros/6/2698/17.pdf

Declaración de Independencia de los Estados Unidos de Norteamérica

http://www.archives.gov/espanol/la-declaracion-de-independencia.html

Enmiendas a la Constitución de Estados Unidos

http://www.archives.gov/espanol/declaracion-de-derechos.html

Declaración Universal de los Derechos Humanos

http://www.un.org/es/documents/udhr/index.shtml

Marco teórico del castigo:

La Dimensión Filosófica y Moral de la Pena

http://mingaonline.uach.cl/scielo.php?pid=S0718-

09502001000200008&script=sci_arttext

Sobre la teoría de la pena

http://www.scribd.com/doc/28358752/Jakobs-Gunther-Sobre-La-Teoria-de-La-Pena

http://www.elabedul.net/Documentos/Leyes_de_Manu_09.pdf

http://www.unav.es/hAntigua/textos/docencia/roma/practicas/didrom18.htm



http://www.vatican.va/archive/ESL0506/_PUF.HTM

http://www.nurelislam.com/coran/

http://qurango.com/spanish/5.html

http://www.qurancomplex.org/newtrans.asp?TabID=4&SubItemID=2&l=esp&SecOrder=4&SubSecOrder=2

http://www.qurancomplex.org/newtrans.asp?TabID=4&SubItemID=2&l=esp&SecOrder=4&SubSecOrder=2

http://biblio.juridicas.unam.mx/libros/6/2698/17.pdf

http://www.archives.gov/espanol/la-declaracion-de-independencia.html

http://www.archives.gov/espanol/declaracion-de-derechos.html

http://www.un.org/es/documents/udhr/index.shtml

http://mingaonline.uach.cl/scielo.php?pid=S0718-09502001000200008&script=sci_arttext

http://mingaonline.uach.cl/scielo.php?pid=S0718-09502001000200008&script=sci_arttext

http://www.scribd.com/doc/28358752/Jakobs-Gunther-Sobre-La-Teoria-de-La-Pena



La Pena de Muerte en el Mundo, México y los Instrumentos multilaterales por su

abolición

http://www.diputados.gob.mx/cedia/sia/spe/SPE-ISS-06-09.pdf

Teorías absolutas de la pena: origen y fundamentos, conceptos y críticas fundamentales a

la teoría de la retribución moral de Immanuel Kant a propósito del neo-retribucionismo y

del neo- proporcionalismo en el Derecho penal actual.

http://www.scielo.cl/scielo.php?pid=S0718-43602011000100009&script=sci_arttext

Asignaciones antes del taller:

1. Completar primera y segunda columnas del cuadro SQA (KWL”), y entregarlo

vía Blackboard. (Notas: Se suministra un enlace como sugerencia de formato del

cuadro SQA, en caso de que los estudiantes no estén familiarizados con esta

herramienta didáctica. Sin embargo, los estudiantes pueden utilizar un formato de

su creación, horizontal y en colores, en caso de desearlo.

http://www.eduplace.com/graphicorganizer/spanish/pdf/sqachart.pdf

2. Leer las páginas indicadas en los enlaces correspondientes a:

- Antecedentes históricos y culturales:

El Código de Hammurabi, Mesopotamia, 1.792-1.750 Antes de Cristo

Leer leyes 22, 196 y 200.

Leyes de Manú (Manava Dharma-sastra), India, Aprox. 500 Antes de

Cristo.

Leer verso 277 en el Libro Noveno.

La Ley de las XII Tablas, Roma, 451- 450 Antes de Cristo

Leer tablas III, VIII y IX.

Levítico, Medio Oriente, Aproximadamente siglo XII antes de Cristo.

Leer Capítulo 24, Numerales 17 al 23.

Éxodo, Medio Oriente, Aproximadamente siglo XII antes de Cristo.

Leer capítulo 21, líneas 12 a 14, 15 a la 17, 22 a 25, 28 a 31 y

líneas 33 al 37.

http://www.diputados.gob.mx/cedia/sia/spe/SPE-ISS-06-09.pdf

http://www.scielo.cl/scielo.php?pid=S0718-43602011000100009&script=sci_arttext

http://www.eduplace.com/graphicorganizer/spanish/pdf/sqachart.pdf



La Biblia: El sermón de la montaña

Leer Numerales 38 y 39, 43 y 44.

El Corán, siglo VII después de Cristo.

Leer verso (Sura) 5, (La mesa servida “Al maeda”)

Líneas: (Aleyas) 28, 30, 32, 38, 39, 40.

- Antecedentes legales

Carta Magna, Inglaterra, 1.215 Era Cristiana

Leer Párrafos 20 y 21

Declaración de Independencia de los Estados Unidos de Norteamérica de

1.776

Leer segundo párrafo, hasta el tercer punto y coma.

Enmiendas a la Constitución de Estados Unidos, 1.791

Leer: Octava Enmienda y Primera Enmienda

Declaración Universal de los Derechos Humanos de 1.948 (Naciones

Unidas)

Leer Artículos 1, 3, 5, 7, 11 y 18

- Marco teórico del castigo

Leer todos los enlaces rápidamente, para familiarizarse con su contenido a

fin de prepararse para el taller. Tomar nota de lo que considere relevante y

traer al taller.

3. Basados en las lecturas asignadas, elaborar un cuadro comparativo del castigo

aplicado en la antigüedad a los ladrones, y entregarlo vía Blackboard antes del

inicio del taller. Nota: Algunas fuentes no contienen estipulación alguna al

respecto, mientras otras pueden contener una o varias. Ver “Matriz de

Valoración” en Anexo F.

4. Basados en las lecturas asignadas, elaborar un cuadro comparativo del castigo

impuesto en la antigüedad a las personas que mataban a otra persona, y



entregarlo vía Blackboard antes del inicio del taller. Ver “Matriz de Valoración”

en Anexo F.

5. Escribir ensayo de entre cinco y siete párrafos, (con un mínimo de dos páginas sin

incluir portada ni bibliografía), en formato APA, comparando y contrastando la

postura de las diferentes culturas representadas en las lecturas realizadas, respecto

a la respuesta apropiada frente al mal comportamiento de otros. Como parte de

su ensayo, intente conciliar la severa postura de los castigos contemplados en los

códigos seculares y mandatos de inspiración espiritual leídos, con los siguientes

planteamientos filosóficos y espirituales, extraídos de las lecturas asignadas a este

taller, y que usted debe citar correctamente en su ensayo, en formato APA. Ver

“Matriz de valoración” en Anexo C.

“A los buenos, yo les hago el bien; A los malos, yo también les deseo el

bien. Esta es la bondad de Te. Con los honestos, soy honesto, pero con los

deshonestos, también soy honesto. Esta es la honestidad de Te.” El Tao.

“Aunque extiendas tu mano para matarme yo no extenderé la mía para

hacerlo, yo temo a Allah Señor del Universo.” El Corán.

“Pero yo les digo que no hagan frente al que les hace mal: Al contrario, si

alguien te da una bofetada en la mejilla derecha, preséntale también la

otra… Pero yo les digo: Amen a sus enemigos, rueguen por sus

perseguidores…” La Biblia, Nuevo Testamento.

6. Cada estudiante realizará dos horas de práctica en el laboratorio de lenguaje o e-

lab.



Vocabulario clave de la lección:

1. Ley del Talión

2. Pena capital

3. Pena de muerte

4. Crimen

5. Castigo

6. Proporcionalidad

7. Venganza

8. Retribución

9. Justicia

10. Utilitaria

11. Positiva

12. Restaurativa

Lista de materiales suplementarios para el taller:

1. TAO-TE-CHING

http://www.swami-center.org/es/text/tao_te_ching.pdf

2. Texto Completo de El Código de Hammurabi

http://thales.cica.es/rd/Recursos/rd98/HisArtLit/01/hammurabi.htm

http://www.swami-center.org/es/text/tao_te_ching.pdf

http://thales.cica.es/rd/Recursos/rd98/HisArtLit/01/hammurabi.htm



3. La pena y la educación. Una aproximación al fundamento de la pena Juvenil

http://web.derecho.uchile.cl/cej/rej11/VALENZUELA%20_16_.pdf

4. Populismo y castigo penal

http://new.pensamientopenal.com.ar/sites/default/files/2012/10/doctrina04.pdf

http://web.derecho.uchile.cl/cej/rej11/VALENZUELA%20_16_.pdf

http://new.pensamientopenal.com.ar/sites/default/files/2012/10/doctrina04.pdf



Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. Andamiaje

_X__ Modelaje

_X__ Práctica dirigida

_X__ Práctica independiente

_X__ Instrucción

comprensible

C. Opciones para Agrupamiento

_X__ Grupo completo

_X__ Grupos pequeños

_X__ Pares

_X__ Trabajo independiente

D. Integración del Proceso

_X__ Escuchar

_X__ Hablar

_X__ Leer

_X__ Escribir

E. Aplicación

_X__ Actividades dinámicas de aplicación

_X__ Significativas y relevantes

_X__ Rigurosas

_X__ Alineadas a los objetivos

_X__ Promueven participación

A. Preparación

_X__ Adaptación de contenido

_X__ Enlaces al conocimiento previo

__X_ Enlaces al aprendizaje previo

__X_ Estrategias incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_X__ Cognoscitivo

_X__ Meta-cognoscitivo

_X__ Socio/Afectivo



Actividades integradas:

1. El facilitador prestará sus credenciales académicas, profesionales y personales a la

clase, y luego utilizará un actividad “rompe hielo” de su escogimiento mediante la

cual los estudiantes se puedan presentar los unos a otros.

2. El facilitador explicará el curso, las asignaturas, las técnicas de evaluación y el

módulo, respondiendo las preguntas de orden administrativo que pudieran surgir.

Adicionalmente informará los cambios o modificaciones al módulo que pudieran

aplicar.

3. Se seleccionará el/la representante estudiantil.

4. El facilitador invitará, informalmente, a varios estudiantes para que voluntariamente

compartan el contenido de la primera y segunda columna de sus cuadros SQA

(KWL), previamente entregados al facilitador vía Black Board. Ver “Matriz de

valoración” en Anexo H.

5. Actividad de grupo: Crimen y castigo en la antigüedad.

Ver “Matriz de valoración” en Anexo H

Primer paso: Dividir clase en dos grupos, es decir Grupo A y Grupo B.

Segundo paso:

Grupo A transcribirá en hoja de rotafolio (afiche / poster) el cuadro de castigos

contemplados en la antigüedad para el robo en Mesopotamia, Imperio romano, India

y Medio Oriente utilizando como fuente los cuadros individuales ya entregados vía

Blackboard. Indicar si en la antigüedad se contemplaba la posibilidad de que la



víctima participara en la selección y/o ejecución de la pena aplicable. Una vez

terminado, el equipo procederá a pegar el afiche en la pared.

Grupo B transcribirá en hoja de rotafolio (poster) el cuadro de castigos contemplados

en la antigüedad para el asesinato en Mesopotamia, Imperio romano, India y Medio

Oriente utilizando como fuente los cuadros individuales ya entregados vía

Blackboard. Indicar si en la antigüedad se contemplaba la posibilidad de que la

víctima participara en la selección y o ejecución de la pena aplicable. Una vez

terminado, el equipo procederá a pegar el afiche en la pared.

Tercer Paso:

Grupo A lee afiche del Grupo B y comenta.

Grupo B lee afiche del Grupo A y comenta.

6. Actividad de Grupo: El Castigo: ¿respuesta individual o colectiva al crimen?

Ver “Matriz de Valoración” en Anexo E.

Ver “Matriz de Valoración” en Anexo F.

Primer paso: Dividir la clase en equipos de cuatro personas cada uno.

Segundo paso:

Utilizando sus ensayos, los miembros de cada grupo intenta articular en una o dos

oraciones, (máximo en un párrafo), el criterio utilizado en sus ensayos para conciliar

la severidad de las penas contempladas por los delitos de robo y asesinato con los



planteamiento de “bondad”, “no retaliación” y “voltear la otra mejilla” contenidos en

los textos selectos. Si como grupo no es posible articular un criterio para conciliar

las posturas, entonces el grupo debe explicar en una o dos oraciones, máximo en un

párrafo, el por qué. Pista: ¿Existe una dimensión individual diferente a la postura

colectiva respecto al crimen y la respuesta debida al mismo?

Tercer Paso:

En plenaria, el representante de cada equipo leerá la correspondiente respuesta.

Cuarto Paso:

Seguidamente se generará una discusión de no más de 7 minutos en la que el

facilitador actuará como moderador, a fin de establecer si hay consenso respecto al

tema.

7. Actividad en grupo: ¡Sea usted el juez!

Ver “Matriz de valoración” en Anexo F

Primer paso:

Dividir la clase en grupos de dos personas.

Segundo paso:

Cada grupo debe asignar lo que en su opinión personal debería ser el castigo para

cada uno de los crímenes listados en la siguiente matriz de crimen y castigo. Es

posible asignar hasta dos penas por delito. Queda a discreción del facilitador utilizar

una versión menos amplia de la matriz.



Tercer paso:

Cada grupo debe explicar en sus propias palabras, la razón por la cual impone la(s)

pena(s). ¿Qué se desea lograr con la imposición de la pena?

Cuarto paso: Cada grupo evaluará en cada caso, si su razón para imponer el castigo es

de naturaleza utilitaria, retributiva/positivista o restaurativa. De haber una razón de

naturaleza espiritual / religiosa, indicarlo, y de ser posible, enmarcarla dentro de una o

varias de las teorías utilitarias, retributiva /positivista o restaurativa.

P

E

N

A

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C

A

S

T

I

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CONDUCTA CRIMINAL P

Homicidio Premeditado

Homicidio No Premeditado

Homicidio con Ebriedad, sin ayudar a la victima

Daño corporal (Perdida de Ojo)

Secuestro, infligiendo daño corporal

Secuestro, infligiendo terror

Secuestro

Robo con arma y violencia

Robo con arma y violencia

Quitarle el Arma a un Policía

Malversación de Fondos

Fraude en Medicaid

Transportar Peyote (Drogas) de Un Estado a Otro

Consumo de Drogas (Fumar Mariguana)

Ejercer Medicina Sin Licencia

Lanzar artefacto explosivo

Donar sangre siendo HIV +

Bigamia

Violar (Abusar sexualmente a otra persona contra su voluntad ).

Sobornar

Intrusión en la casa de otro

Irse de un Hotel sin pagar la cuenta

Edward Recio © 2013



Quinto paso: En mesa redonda, los equipos presentarán sus conclusiones, dependiendo

del formato que seleccione el facilitador, quien actuará como moderador. Por ejemplo, el

primer grupo puede informar la pena asignada al homicidio premeditado, y decir a cual

teoría(s) del castigo responde esa(s) pena(s). Los demás equipos podrán comentar si están

de acuerdo o no con esa determinación de la teoría. Y luego le tocará al próximo grupo, y

así sucesivamente. Nota: no se trata de discutir si la pena asignada por los miembros del

grupo es la correcta. Lo que se busca es establecer la razón por la cual el grupo impone

esa pena. En otras palabras, los equipos deben esforzarse por identificar la teoría del

castigo que justifica o está implícita en la pena que están asignando. ¿Qué papel juegan

en este grupo, la teoría espiritual / religiosa en la aplicación del castigo? ¿En la opinión

del grupo, cuál papel le corresponde jugar a la espiritualidad / religión en la aplicación

del castigo en el sistema de justicia de un país?

8. Actividad en grupo: articulando el marco teórico del castigo

Ver “Matriz de valoración” en Anexo I.

Primer paso: Se divide la clase en tres grupos, y se les entrega papel de rotafolio

(poster).

Segundo paso: Cada grupo debe listar los elementos que componen la teoría del

castigo asignada al grupo, a saber:

Grupo 1: Teoría utilitaria

Grupo 2: Teoría retributiva/positiva

Grupo 3: Teoría restaurativa.

Cada grupo pegará su poster en la pared.



Tercer paso:

Cada grupo hará un “paseíllo” (“Walk Around”), frente a los “afiches” elaborados

por los demás equipo, y con marcadores en mano, procederán a anotar lo que en su

opinión le falta, le sobra o está incorrecto en los poster de los otros dos equipos.

Cuarto paso:

Seguidamente los equipos regresaran a su afiche (“poster”) para leer y considerar las

observaciones realizadas en sus poster por los demás equipos.

Quinto paso:

El facilitador cierra la actividad, preguntado a los miembros de cada equipo si tienen

dudas observaciones o sugerencias respecto a lo contenido en sus respectivos posters

o sobre las observaciones recibidas de los demás equipos.

9 . Cada estudiante entregará o presentará evidencia escrita o electrónica de haber

realizado dos horas de práctica en el laboratorio de lenguaje o e-lab.

Evaluación:

1. Individual:

a. Participación y asistencia: Matriz de valoración en Anexo I.

b. Presentación individual dos primeras columnas cuadro SQA según

“Matriz de valoración” en Anexo H.

c. Verificación del cumplimiento del requerimiento de práctica en el

laboratorio de lenguaje o e-lab contra presentación de evidencia.

2. Grupal:

a. Actividades integradas:

i. Actividad de grupo # 6 con Matriz de valoración en Anexos E y F



ii. Actividad de grupo # 7 con Matriz de valoración en Anexo F

3. Escrito:

a. Asignaciones antes del taller:

i. Dos cuadros comparativos con Matriz de valoración en Anexo F.

ii. Ensayo con Matriz de valoración en Anexo C

4. Oral/Auditivo:


i. Actividad de grupo # 5 con Matriz de valoración en Anexo H

ii. Actividad de grupo # 8 con Matriz de valoración en Anexo I

Cierre del taller:

1. Individual: Los estudiantes escribirán su diario reflexivo según lo contemplado

en el Anexo J. .

2. Grupal: El facilitador hará el siguiente planteamiento, y el grupo indicará su

acuerdo levantando la mano. Aquellos en desacuerdo tendrán la oportunidad

expresar sus dudas:

“El castigo ha estado codificado por escrito desde la antigüedad en diversas

culturas, tanto en el contexto espiritual como secular. Con esa perspectiva hemos

iniciado el estudio el Marco teórico utilizado para justificar la aplicación del

castigo. Seguidamente hemos revisado los códigos sobre los que se fundamenta

el sistema penal de Estados Unidos desde el momento de la fundación de la

República, hasta nuestros días. .



WORKSHOP TWO

Specific Content Objectives:

1. Conceptualize the Classical Criminology Theory

2. Conceptualize the Neo-Classical Criminology Theory.

3. Become familiarized with the Sentencing Guidelines at the Federal level, as well

as in the State of Florida.

4. Become aware of alternative sentencing and its significance in the punishment

administration process in the United States.

5. Understand the right to counsel, at government’s expense, for indigents facing

serious criminal charges.

Specific Language Objectives:

1. Listening: The students will have the opportunity to actively listen to their peers

during the group activities conducted under different formats in groups of

different sizes.

2. Speaking: The students will have the opportunity to express themselves verbally,

using academic and colloquial language during group activities conducted under

different formats in groups of different sizes..

3. Reading: Students will read primary source as well as secondary texts, with

various levels of complexity.

4. Writing: Students will express themselves in proper written form in various

formats, so as to promote their writing proficiency.

Electronic Links (URLs):

Biblioteca Virtual


TOPIC: Theoretical Framework

Classical Criminology

http://www.sjsu.edu/faculty/hart/PDF%20upload/Classical%20Criminology.pdf

Classical and Neoclassical Criminology

http://online.columbiasouthern.edu/CSU_Content/Courses/Emergency_Services/BCJ/BC

J2501/11G/UnitII.pdf


http://www.sjsu.edu/faculty/hart/PDF%20upload/Classical%20Criminology.pdf

http://online.columbiasouthern.edu/CSU_Content/Courses/Emergency_Services/BCJ/BCJ2501/11G/UnitII.pdf

http://online.columbiasouthern.edu/CSU_Content/Courses/Emergency_Services/BCJ/BCJ2501/11G/UnitII.pdf



The Classical School

http://criminology.fsu.edu/crimtheory/week3.htm

Classical and neoclassical, Positivist (Biological, psychological, Sociological) and

critical theories of crime causation.

http://highered.mcgraw-

hill.com/sites/0072972092/student_view0/chapter3/chapter_summary.html

Neoclassical School Theories

http://whs.moodledo.co.uk/file.php/5783/neoclassical_criminology.pdf

Summary Chart of Criminological Theories

www.uwec.edu/patchinj/crmj301/theorysummaries.pdf

Green Criminology & Environmental Justice

http://www.ucdenver.edu/academics/colleges/SPA/Research/EAWG/Research/Pages/Gre

enCriminology.aspx

TOPIC: Sentencing in the U.S.

Introduction to the Sentencing Reform Act of 1984 (SRA).

http://www.ussc.gov/Research/Research_Projects/Miscellaneous/15_Year_Study/chap1.p

df

Report on the Continuing Impact of United States v. Booker on Federal Sentencing

http://www.ussc.gov/Legislative_and_Public_Affairs/Congressional_Testimony_and_Re

ports/Booker_Reports/2012_Booker/Part_A.pdf#page=14

Federal Sentencing Guidelines

http://www.ussc.gov/Guidelines/2011_Guidelines/index.cfm

US Sentencing Guidelines Manual

http://www.ussc.gov/Guidelines/2012_Guidelines/Manual_PDF/TitlePage_Citation_ToC

.pdf

Introduction, Overview of Florida's Sentencing Policies

http://www.dc.state.fl.us/pub/sg_annual/0001/intro.html

Criminal Punishment Code Scoresheet Preparation Manual

FLORIDA Scoresheet

http://www.dc.state.fl.us/pub/sen_cpcm/

Probation and Parole in the United States, 2011

http://www.bjs.gov/content/pub/pdf/ppus11.pdf

Commutation of Sentences

http://www.justice.gov/pardon/commutation_instructions.htm

DWI Offenders under Correctional Supervision

http://www.bjs.gov/content/pub/pdf/dwiocs.pdf

http://criminology.fsu.edu/crimtheory/week3.htm

http://highered.mcgraw-hill.com/sites/0072972092/student_view0/chapter3/chapter_summary.html

http://highered.mcgraw-hill.com/sites/0072972092/student_view0/chapter3/chapter_summary.html

http://whs.moodledo.co.uk/file.php/5783/neoclassical_criminology.pdf

http://www.uwec.edu/patchinj/crmj301/theorysummaries.pdf

http://www.ucdenver.edu/academics/colleges/SPA/Research/EAWG/Research/Pages/GreenCriminology.aspx

http://www.ucdenver.edu/academics/colleges/SPA/Research/EAWG/Research/Pages/GreenCriminology.aspx

http://www.ussc.gov/Research/Research_Projects/Miscellaneous/15_Year_Study/chap1.pdf

http://www.ussc.gov/Research/Research_Projects/Miscellaneous/15_Year_Study/chap1.pdf

http://www.ussc.gov/Legislative_and_Public_Affairs/Congressional_Testimony_and_Reports/Booker_Reports/2012_Booker/Part_A.pdf#page=14

http://www.ussc.gov/Legislative_and_Public_Affairs/Congressional_Testimony_and_Reports/Booker_Reports/2012_Booker/Part_A.pdf#page=14

http://www.ussc.gov/Guidelines/2011_Guidelines/index.cfm

http://www.ussc.gov/Guidelines/2012_Guidelines/Manual_PDF/TitlePage_Citation_ToC.pdf

http://www.ussc.gov/Guidelines/2012_Guidelines/Manual_PDF/TitlePage_Citation_ToC.pdf

http://www.dc.state.fl.us/pub/sg_annual/0001/intro.html

http://www.dc.state.fl.us/pub/sen_cpcm/

http://www.bjs.gov/content/pub/pdf/ppus11.pdf

http://www.justice.gov/pardon/commutation_instructions.htm

http://www.bjs.gov/content/pub/pdf/dwiocs.pdf



TOPIC: Alternatives to the traditional process to choose and administer

punishment

A Tale of Three Cities: Drugs, Courts and Community Justice.

https://www.bja.gov/Publications/CCI_Tale_3_Cities.pdf

TOPIC: A Defense “Safety Net” for the Indigent Gideon v. Wainwright: Defendants facing serious criminal charges have a right to

counsel at state expense if they cannot afford one.

http://www.justice.gov/atj/gideon/

TOPIC: Multicultural Perspective

African Proverbs

http://cogweb.ucla.edu/Discourse/Proverbs/African.html

African Sage Philosophy:

http://plato.stanford.edu/entries/african-sage/

Lao' Tzu's. _ Tao-Teh-Ching. A Parallel Translation Collection. 1996

http://www.bu.edu/religion/files/pdf/Tao_Teh_Ching_Translations.pdf

Assignments before the Workshop:

1. Read Chapter 2 of Textbook.

2. Read Links in the Sections:

a. Theoretical Framework

b. Sentencing in the US

3. Prepare a summary of the Classical and Neo-Classical Theories of Crime, as

presented in the assigned readings. Submit summary via Blackboard prior to the

workshop. See Evaluation Rubric in Appendix D.

4. Write a five to ten paragraphs in length essay, in APA format, (a minimum of two

to three pages, excluding cover and bibliography), comparing and contrasting

the sentencing posture expressed by Beccaria in the 18th

century with that of the

U.S. Government as articulated in the Sentencing Reform Act of 1984 (“SRA”),

and in the aftermath of United States v. Booker, 543 U.S. 220 (2005). Submit

your essay via Blackboard prior to the workshop. See Evaluation Rubric in

Appendix C.

5. Prepare a chart comparing the mandate and the sentencing responsibilities of the

U.S. Sentencing Commission and the Federal Bureau of Prisons with those of the

https://www.bja.gov/Publications/CCI_Tale_3_Cities.pdf

http://www.justice.gov/atj/gideon/

http://cogweb.ucla.edu/Discourse/Proverbs/African.html

http://plato.stanford.edu/entries/african-sage/

http://www.bu.edu/religion/files/pdf/Tao_Teh_Ching_Translations.pdf



Florida Department of Corrections. Include date of creation of each entity.

Submit your chart via Blackboard prior to the workshop. See Evaluation Rubric

in Appendix F.

6. The students will practice for 2 hours in the language lab or the e-lab.

Key Core Vocabulary: (Must reflect objectives and important concepts of the

workshop.)

1. Departures

2. Deterrence

3. Disability

4. Discretion

5. Fines

6. Forfeitures

7. Imprisonment

8. Indeterminate sentencing

9. Neoclassical

10. Parole

11. Prison

12. Probation

13. Probation

14. Probation with confinement

15. Promptness Assessments

16. Rational choice

17. Relief

18. Restitution

19. Sentencing

20. Simple probation.

21. Social Contract

22. Split sentence

23. Supervised Release



List of Supplementary Materials for the Workshop:

1. Sentencing Options Under the Guidelines (Draft Document)

http://www.ussc.gov/Research/Working_Group_Reports/Simplification/SENTOPT.P

DF 2. Reentry Trends in the United States

http://www.bjs.gov/content/pub/pdf/reentry.pdf

3. Mortality in Local Jails and State Prisons, 2000-2010 - Statistical Tables

http://www.bjs.gov/content/pub/pdf/mljsp0010st.pdf

4. Education and Correctional Populations

http://www.bjs.gov/content/pub/pdf/ecp.pdf

5. Mental Health and Treatment of Inmates and Probationers

http://www.bjs.gov/content/pub/pdf/mhtip.pdf

6. Jails in Indian Country, 2010

http://www.bjs.gov/content/pub/pdf/jic10.pdf

7. The Federal Bureau of Prisons

http://www.bop.gov/

http://www.ussc.gov/Research/Working_Group_Reports/Simplification/SENTOPT.PDF

http://www.ussc.gov/Research/Working_Group_Reports/Simplification/SENTOPT.PDF


http://www.bjs.gov/content/pub/pdf/mljsp0010st.pdf

http://www.bjs.gov/content/pub/pdf/ecp.pdf

http://www.bjs.gov/content/pub/pdf/mhtip.pdf

http://www.bjs.gov/content/pub/pdf/jic10.pdf

http://www.bop.gov/



SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

B. Scaffolding

___ Modeling

_X__ Guided Practice

_X__ Independent Practice

___ Comprehensible Input

C. Grouping Options

__X_ Whole Class

__X_ Small Groups

___ Partners

__X_ Independent Work

D. Integration of Processes

_X__ Listening

_X__ Speaking

_X__ Reading

_X__ Writing

E. Application

_X__ Hands-on

_X__ Meaningful/Relevant

_X__ Rigorous

_X__ Link to Objectives

__X_ Promote Engagement

A. Preparation

__X_ Adaptation of Content

__X_ Links to Background Knowledge

_X__ Links to Past Learning

__X_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

__X_ Cognitive

__X_ Meta-cognitive

__X Social/Affective



Integrated Activities:

1. At the start of the workshop, each student will deliver to the facilitator written or

electronic evidence documenting their two hour practice in the language lab or the

e-lab.

2. The facilitator will open the floor to questions relating the materials covered

during the preceding. The facilitator will proceed to address those questions.

3. Group Activity: “Crime and Sentencing”

See Evaluation Rubric in Appendix H.

a. First Step: The class will be divided in Three Groups.

b. Second Step:

Group A will meet, and prepare a 5 minute oral

presentation of the Classical Theory of Crime. Visual aids, in the

form of posters, are encouraged.

Group B will meet, and prepare a 5 minute oral

presentation of Neo Classical Theory of Crime. Visual aids, in the

form of posters, are encouraged. All members shall participate in

the oral delivery of the presentation to the rest of the class.

Group C will meet, and prepare a 5 minute oral

presentation comparing and contrasting the mandate and the

sentencing responsibilities of the U.S. Sentencing Commission and

the Federal Bureau of Prisons with those of the Florida

Department of Corrections. Visual aids, in the form of posters,

are encouraged. Venn Diagrams may be in order. All members

shall participate in the oral delivery of the presentation to the rest

of the class.

c. Third Step: Each group will make a presentation to the rest of the class.

All members of the group shall participate in the oral delivery of the



presentation. Each group will field up to five questions from the audience,

before ceding the podium to the next group.

4. The facilitator will serve as moderator on a discussion of the impact of the United

States Supreme court decision United States v. Booker, 543 U.S. 220 (2005), on

the Sentencing Guidelines. See Evaluation Rubric in Appendix G.

5. Group Activity: “Name that Sentence!”

See Evaluation Rubric in Appendix G.

a. First Step: The class will be divided in pairs.

b. Second Step: Each Pair will choose a Crime from the Crime and

Punishment Grid used during the First Workshop. At the discretion of the

facilitator, the pairs may choose a different Crime.

c. Third Step: Using the Federal and Florida sentencing guidelines and

other reading materials assigned for this workshop, the pair will make

their best effort to determine the applicable sentence. The pair will write

on a piece of paper the applicable sentence. The pair will take notes on

the difficulties and issues faced in the completion of this exercise.

At the discretion of the facilitator, the pairs may use the

following non official site for guidance:

http://www.sentencing.us/

d. Fourth Step: In a round table format, in which the Facilitator will serve

as moderator, the pairs share with each other the difficulties and issues

faced in the completion of the exercise.

A variation of this activity, to be used at the discretion of

the Facilitator is to assign the same crime to all pairs.

6. Group Activity on Alternative Sentencing. In a roundtable format, the facilitator

will conduct a discussion on Alternative Sentencing. The first opening will be to

elicit the student’s previous knowledge on sentencing at jurisdictions where they

grew up. See Evaluation Rubric in Appendix G.

http://www.sentencing.us/



7. Write Around:

a. First Step: The class is divided in Five Groups.

b. Second Step: The members of each group will clear their desks of

everything, except for one piece of paper and writing instrument per

person.

c. Third Step: Each group will be assigned by the facilitator an African

proverb as a writing “Prompt”.

Group A: “The ruin of a nation begins in the homes of its people.”

Group B: “If you don't stand for something, you will fall for

something.”

Group C: “It takes a whole village to raise a child.”

Group D: “"Why would people tell lies? … So that they may eat…

so that they may get empty prestige. They want to profit

fraudulently.”

Group E: “A person is a person because of other persons”

d. Fourth Step: On the piece of paper in front of them, each group member

will write the prompt assigned to the group.

e. Fifth Step: On the piece of paper in front of them, each group member

will write a sentence after the prompt assigned to the group.

f. Sixth Step: Each member of the team will pass her/his paper to the

member to her/his right, receiving in turn the paper of the group member

seated to her/his left.

g. Seventh Step: On the piece of paper in front of them, each group member

will write a sentence after the prompt assigned to the group.

Repeat Sixth and Seventh Step four or five times, or until

the original paper returns to the group member.

h. Eight Step: Each group will select the piece of paper containing the most

coherent paragraph.

i. Ninth Step: The group will proceed to edit the selected text by adding

more sophisticated words, including academic content words when

possible. This is NOT a rewrite, only an editing exercise.



j. Tenth Step: The group will select a title for their piece.

k. Eleventh Step: The group will correct mechanical aspects of the writing,

including punctuation and orthography.

l. Tenth Step: Each group will read their product to the rest of the class.

Note: The purpose of this activity is to practice writing skills under

time and social / peer pressure constraints. The focus should be on

the writing “process” rather than on the collective written product.

Therefore the facilitator will assess this activity under the general

umbrella of the Class Participation Evaluation Rubric in

Appendix I.

Assessment:

1. Individual:

a. Workshop Attendance and Participation: Evaluation Rubric in Appendix I.

b. Individual performance in Group Activity # 7 (Integrated Activities) , will

assessed using Evaluation Rubric in Appendix I

c. Verification of written or electronic evidence documenting compliance

with the two hour practice in the language lab or the e-lab.

2. Group:

a. Integrated Activities

i. Group Activity 4, using Rubric in Appendix G.

ii. Group Activity 5, using Rubric in Appendix G.

3. Written:

a. Assignments before the Workshop

i. Assignment # 3, Summary, using Rubric in Appendix D.

ii. Assignment #4, Essay, using Rubric in Appendix C.

iii. Assignment #5, Chart, using Rubric in Appendix F. .

4. Oral: .


i. Group Activity # 3, using Evaluation Rubric in Appendix H.

ii. Group Activity # 6, Using Evaluation Rubric in Appendix G



Lesson Wrap-Up:

1. Individual: Students will complete their Reflective Diary as per format in

Appendix J.

2. Group: The facilitator will make the following statement, and the group will

indicate its assent by a show of hands. Those in disagreement will have the

opportunity to raise their concerns: “Since its inception and to this date, the

criminal justice system of the United States, both at the Federal and State level,

has been inspired in the Classical and Neo-Classical Criminology Theories.

Key components of that system, such as the sentencing guidelines, can trace their

central need for certainty to the Marquis de Beccaria’s 1764 postulates, while its

severity and rigidity seems to reproduce the posture embodied in the ancient

codes of Hammurabi (literarily “inscribed in stone”) and the Roman 12 tables

(inscribed in bronze) reviewed in the first Workshop. A concession to our

modern understanding of the world seems to be the right to counsel at

government’s expense afforded to those indigents facing serious criminal

charges.”



TALLER TRES


1. Conceptualizar las teorías positivistas:

Teorías biológicas

Teorías psicológicas

Teorías sociológicas

2. Conceptualizar otras teorías, generalmente de enfoque crítico:

Teoría del “etiquetamiento” (“Labeling”)

Teoría del conflicto

Teorías radicales – Marxismo y Post-Modernismo

Teoría del género – Criminología feminista

Teorías del desarrollo personal – Carrera criminal, propensidad, edad,

interacción, etc.

Teorías “ecologistas/ambientales - Green”

Teorías integradas.

3. Entender la naturaleza multidisciplinaria y dinámica de la Criminología.



compañeros en las actividades de grupo celebradas en diferentes formatos con

grupos de diversos tamaños.


actividades de grupo, celebradas en diferentes formatos con grupos de diversos

tamaños, utilizando lenguaje tanto coloquial como académico .

3. Leer: Los estudiantes leerán textos de fuentes primarias y secundarias, con diversos

niveles de complejidad.


formatos, a fin de promover su competencia escrita.



Enlaces electrónicos:

Biblioteca Virtual


Tema: Los desarrollos teóricos de la criminología, JUSTICIA PENAL SIGLO XXI.

https://www.ncjrs.gov/pdffiles1/nij/213798_spanish/213798_spanish.pdf

Tema: Justicia restaurativa en la vida cotidiana: más allá del ritual formal -

http://www.iirp.edu/iirpWebsites/web/uploads/article_pdfs/RJInEverydayLife-Span.pdf

Tema: ONG Justicia restaurativa

http://www.justiciarestaurativa.org/

Tema: Justificación del castigo e inflación penal

http://www.palermo.edu/Archivos_content/derecho/pdf/Justificacion-del-castigo-e-

inflacion-penal-Prof-Zysman-Quiros.pdf



lab.

2. Leer los enlaces asignados, teniendo al alcance el listado de vocabulario clave de

este taller presentado en la próxima sección. Tomar notas a mano y traerlas al

taller.

3. A media que avance en sus lecturas, tome nota de las diferentes disciplinas

académicas de las que se nutre la criminología. Cree un cuadro / diagrama

mostrando las de diferentes disciplinas, y envíela al facilitador vía Blackboard.

Ver “Matriz de valoración” en Anexo F.

Vocabulario clave de la lección:

1. Anomia

2. Anarquismo

3. Anarquista

4. Animalias

5. Anonimidad

6. Avergonzar


https://www.ncjrs.gov/pdffiles1/nij/213798_spanish/213798_spanish.pdf

http://www.iirp.edu/iirpWebsites/web/uploads/article_pdfs/RJInEverydayLife-Span.pdf

http://www.justiciarestaurativa.org/

http://www.palermo.edu/Archivos_content/derecho/pdf/Justificacion-del-castigo-e-inflacion-penal-Prof-Zysman-Quiros.pdf

http://www.palermo.edu/Archivos_content/derecho/pdf/Justificacion-del-castigo-e-inflacion-penal-Prof-Zysman-Quiros.pdf



7. Carreras

8. Código

9. Cognitivistas

10. Cognitivo

11. Conclusión

12. Condicionamiento

13. Conductistas

14. Conflicto

15. Costumbre

16. Cultura

17. Degradación

18. Deriva

19. Desistimiento

20. Determinismo

21. Determinismo

22. Disociación

23. Disociación

24. Ecología Humana

25. Empatía

26. Endomórfico

27. Estatus

28. Estigmatización

29. estigmatización

30. Estructuralista

31. Etiquetamiento

32. Falsificación

33. Feminista

34. Fijación

35. Frustración

36. Generalización

37. Género

38. Genético

39. Hormonas

40. Identidad



41. Informal

42. Integración

43. Interaccionismo

44. Internalización

45. Latente

46. Lóbulos

47. Longitudinal

48. Lumpen

49. Mesomórfico

50. Moda

51. Modernización

52. Monoamina Oxidasa MAO

53. Moral

54. Neurotransmisores

55. Patriarcal

56. Pervertido

57. Poder

58. Privación

59. Proletariado

60. Rasgo

61. Reforzamiento

62. Reintegración

63. Simbiosis

64. Socializar

65. Socializar

66. Soma tipos

67. Subcultura

68. Tautológico

69. Tensión

70. Testosterona

71. Trayectoria

72. Valores




1. Razones jurídicas que determinan la improcedencia de la penalización de la

radiodifusión sin autorización.

http://www.catedras.fsoc.uba.ar/loreti/documentos_de_la_catedra/razones_juridicas_l

oreti.pdf

2. Proverbios del África negra

http://redescolar.ilce.edu.mx/redescolar/memorias/textocontexto/negro/negrito.htm

3. Crimen y castigo, Fedor Dostoievski

http://www.sepbcs.gob.mx/programas_educativos/Estatal%20de%20Lectura/Ebook%

20-%20Fedor%20Dostoiewski%20-%20Crimen%20y%20Castigo.pdf

http://www.catedras.fsoc.uba.ar/loreti/documentos_de_la_catedra/razones_juridicas_loreti.pdf

http://www.catedras.fsoc.uba.ar/loreti/documentos_de_la_catedra/razones_juridicas_loreti.pdf

http://redescolar.ilce.edu.mx/redescolar/memorias/textocontexto/negro/negrito.htm

http://www.sepbcs.gob.mx/programas_educativos/Estatal%20de%20Lectura/Ebook%20-%20Fedor%20Dostoiewski%20-%20Crimen%20y%20Castigo.pdf

http://www.sepbcs.gob.mx/programas_educativos/Estatal%20de%20Lectura/Ebook%20-%20Fedor%20Dostoiewski%20-%20Crimen%20y%20Castigo.pdf



Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. Andamiaje

_X__ Modelaje

_X__ Práctica dirigida

_X__ Práctica independiente

___ Instrucción comprensible

C. Opciones para Agrupamiento

_X__ Grupo completo

_X__ Grupos pequeños

_X__ Pares

_X__ Trabajo independiente

D. Integración del Proceso

_X__ Escuchar

_X__ Hablar

_X__ Leer

_X__ Escribir

E. Aplicación

_X__ Actividades dinámicas de aplicación

_X__ Significativas y relevantes

_X__ Rigurosas

_X__ Alineadas a los objetivos

_X__ Promueven participación

A. Preparación

_X__ Adaptación de contenido

__X_ Enlaces al conocimiento previo

_X__ Enlaces al aprendizaje previo

_X__ Estrategias incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_X__ Cognoscitivo

_X__ Meta-cognoscitivo

_X__ Socio/Afectivo



Actividades integradas:

1. Al inicio del taller, cada estudiante presentará evidencia escrita o electrónica de

haber realizado dos horas de práctica en el laboratorio de lenguaje o e-lab.

2. El facilitador abrirá un período de preguntas y respuestas para atender los

interrogantes que sobre el material cubierto durante los previos talleres pudieran existir

entre los estudiantes.

3. Primera actividad de grupo: ¿Por qué lo hizo?

a. Primer paso: Dividir la clase en grupos de dos personas.

b. Segundo paso: El facilitador asignará una teoría del crimen a cada grupo.

c. Tercer paso: El facilitador asigna a cada grupo uno de los crímenes listados en la

Matriz de crimen y castigo utilizada en el primer taller, suministrando datos sobre

las circunstancias particulares en las que se comete el crimen, incluyendo

información sobre el delincuente convicto de ese crimen. En la alternativa, el

facilitador podrá asignar el mismo delito, cometido en similares circunstancias

por el (las) misma(s) persona(s), a todos los equipos.

d. Cuarto paso: Cada grupo debe explicar brevemente por escrito, en sus propias

palabras, y en lenguaje técnico, la razón por la cual se cometió el crimen, desde la

perspectiva de la teoría que le fue asignada. Ver “Matriz de valoración” en

Anexo E.

e. Quinto paso: Cada grupo debe explicar brevemente por escrito, en sus propias

palabras, y en lenguaje técnico, la razón por la cual se cometió el crimen, pero

esta vez desde la perspectiva de las teorías clásica y neoclásica estudiadas en el

anterior taller. Ver “Matriz de valoración” en Anexo E.

f. Sexto paso: En mesa redonda, los equipos presentarán sus conclusiones,

dependiendo del formato que seleccione el facilitador, quien actuará como

moderador. Ver “Matriz de valoración” en Anexo G. Por ejemplo:

i. El primer grupo puede informar la razón que según su teoría asignada

explica la comisión del delito, bajo las circunstancias planteadas, por la

persona(s) debidamente convicta(s).



ii. Seguidamente el mismo grupo debe presentar la explicación clásica /

neoclásica del delito planteado.

iii. Luego le tocará al próximo equipo, y así sucesivamente En cualquier

momento el facilitador o miembros de cualquier otro grupo, pueden hacer

observaciones, comentarios o sugerencias, especialmente en lo referente a

comparar y contrastar la explicación basada en la teoría asignada al grupo

respecto a la explicación basada en las teorías clásicas y neoclásicas.

4 . Ejercicio en grupo: ¿Con cuál teoría se identificaría el autor?:

Primer paso: La clase se divide en seis equipos: A, B, C, D, E, y F. A cada

equipo se le asigna al azar, la cita de un texto escrito por el filósofo chino de la

antigüedad, Lao-Tsé (Tao Te Ching), por el autor de novelas ruso del siglo

diecinueve (XIX), Fedor Dostoievski (Crimen y Castigo), o proverbios africanos

tradicionales Bamileké y Malinké.

Equipo A: “Para establecer el orden en el país, se crean las

leyes. Pero éstas no deben ser demasiado rigurosas.” Lao-Tsé

“Cuando las leyes y la represión se vuelven demasiado severas, la

oposición y el número de personas descontentas crece.” Lao-Tsé

Equipo B: “¿Por qué me han de compadecer?, me preguntas. Tienes

razón: No merezco que nadie me compadezca; lo que merezco es que me

crucifiquen. ¡Sí, la cruz, no la compasión...! ¡Crucifícame, juez!” Fedor

Dostoievski

Equipo C: “Por el contrario, cuando los gobernantes terrenales

actúan con excitación y agresividad, las personas empiezan a sufrir.

Entonces en lugar del bienestar, sobrevienen las desgracias y calamidades.

Y la gente se pone a pensar, a buscar la salida,..” Lao-Tsé

Equipo D: “-Pero ¿y si esto no es verdad? ¿Y si el hombre no es un ser

miserable, o, por lo menos, todos los hombres? Entonces habría que

admitir que nos dominan los prejuicios, los temores vanos, y que uno no

debe detenerse ante nada ni ante nadie. ¡Obrar: es lo que hay que hacer!”

Fedor Dostoievski



Equipo E: “Un gobernante digno es condescendiente. Sólo para la

defensa, tal gobernador aplica la fuerza. Él o ella emplea todos los medios

para mantener la paz… Y el respeto conlleva el bienestar. El bienestar

contribuye al proceso creativo. En cambio, la violencia conlleva la

aflicción.” Lao-Tsé

Equipo F “ El cuchillo demasiado afilado desgarra su propia vaina.

Proverbio Bambara; La marca que produce el látigo desaparece; la

huella de la injuria jamás. Provervio Malinké. “El carcelero es un

prisionero más.” Proverbio Bamileké;

Segundo paso: Luego de leer el correspondiente párrafo, los miembros del

equipo deben discutir entre ellos a fin de inferir con cuál, o cuáles teorías,

explicativas del crimen estarían identificados los autores, basándose en las

implicaciones filosóficas y prácticas, de lo que plantean en sus escritos o refranes.

Escribir la respuesta del equipo en un párrafo, brevemente explicando por qué.

Cada equipo selecciona un representante para leerla. Ver “Matriz de valoración”

en Anexo E.

Tercer paso:

Un voluntario, escribe en el pizarrón el siguiente cuadro.:

Teoría(s) implícita(s) Elementos de la teoría contenidos en texto

Equipo

A __________________ ______________________________________

B __________________ ______________________________________

C __________________ ______________________________________

D __________________ ______________________________________

E __________________ ______________________________________

F __________________ ______________________________________

Cuarto paso:



En plenaria, el equipo A lee el párrafo, y luego lee su respuesta. Un voluntario llena

el cuadro en el pizarrón preparado en el tercer paso. Otros equipos podrán comentar

en ese momento, ya sea para expresar su acuerdo, desacuerdo, o sugerir una teoría

adicional. Ver “Matriz de valoración” en Anexo G. Por ejemplo:

i. Alguien pudiera plantear que lo que plantea en un párrafo es que los

comportamientos en sí no son malos, ni las personas “criminales”, hasta el

momento en que la sociedad los “etiqueta” como tales, por lo que ese autor

estaría de acuerdo con la teoría del “etiquetamiento” (“Labeling”).

ii. El miembro de otro equipo podría entonces plantear que dependiendo del

sexo de quién hace el planteamiento en el texto, el pensamiento del autor

también podría tener afinidad con la teoría del género – Criminología

feminista.

Nota: El objetivo de la actividad no es tratar de encasillar el

pensamiento de Lao Tsé, Dostoievski o de los Sabios africanos en una

teoría criminológica, sino más bien de promover una discusión sobre

dichas teorías entre los estudiantes en un contexto culturalmente

amplio y flexible.

5. Mesa redonda sobre justicia restaurativa. Utilizar la “Ventana de la disciplina

social” y el “Espectro de prácticas restaurativas” contenidos en las lecturas asignadas

para el taller de hoy, como elemento de discusión. Ver “Matriz de valoración” en Anexo

G.

6. Mesa redonda sobre las “Teorías integradas”: ¿Son una buena idea?

Ver “Matriz de valoración” en Anexo G.

Evaluación:

1. Individual:


b. Verificación del cumplimiento del requerimiento de práctica en el




c. Asignación antes del taller # 3 cuadro/ diagrama de disciplinas, evaluado

con Matriz de valoración en Anexo F

2. Grupal:


i. Actividad de grupo # 3, paso 4 con Matriz de valoración en Anexo

E

ii. Actividad de grupo # 4, paso 4, con Matriz de valoración en Anexo

G

3. Escrito:

i. .

b. Actividades integradas:

i. Actividad de grupo # 3, paso 5 con Matriz de valoración en Anexo

E.

ii. Actividad de grupo # 3, paso 6, con Matriz de valoración en Anexo

G.

iii. Actividad del grupo # 4, paso 2, con Matriz de valoración en

Anexo E..

4. Oral/Auditivo:


i. Actividad de grupo # 5, con Matriz de valoración en Anexo G

ii. Actividad de grupo # 6, con Matriz de valoración en Anexo G.

Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los

objetivos del taller.)


en el Anexo J.

2. Grupal: El facilitador hará el siguiente planteamiento, y el grupo indicará su


expresar sus dudas: “Con el advenimiento del Método Científico, y su aplicación



a la Criminología, gradualmente surgieron múltiples teorías Positivistas

explicativas del hecho criminal en función de la biología, la psicología y la

sociología que continúan vigentes hoy día en mayor o menor grado. Este proceso

se ha visto complementado con el surgimiento de teorías de enfoque crítico,

mezclando elementos positivistas con énfasis en diferencias de poder, jerarquías y

desigualdades. Así vemos por ejemplo, unas teorías de corte psicosocial, otras de

inspiración socio biológica – “ ecológico/ambientales - Green”, y otras

desestimando el hipotético “pacto social, en favor del “conflicto social” entre

grupos y/ o géneros. Adicionalmente se han presentado teorías integradas..” .



WORKSHOP FOUR

Specific Content Objectives:

1. Understand the punishment exception applicable to acts which, if performed

outside of the religious context, would be deemed criminal acts in the United

States.

2. Assess the cultural relativism implications of the “American” religious use of

drugs punishment exception.

3. Become aware of the Critical - Historical theory explaining incarceration, not as a

utilitarian, retributive or restorative punishment tool, but as an economic policy

tool.

4. Become acquainted with the Critical, historical approach to explaining violent

crime in the United States.

Specific Language Objectives:

1. Listening: The students will have the opportunity to actively listen to their peers

during the group activities conducted under different formats in groups of

different sizes..

2. Speaking: The students will have the opportunity to express themselves verbally,

using academic and colloquial language during group activities conducted under

different formats in groups of different sizes.

3. Reading: Students will read primary source as well as secondary texts, with

various levels of complexity.

4. Writing: Students will express themselves in proper written form in various

formats, so as to promote their writing proficiency.

Electronic Links (URLs):

Biblioteca Virtual


Cultural Relativism

The Challenge of Cultural Relativism

http://faculty.uca.edu/rnovy/Rachels--Cultural%20Relativism.htm

Ethical Relativism


http://faculty.uca.edu/rnovy/Rachels--Cultural%20Relativism.htm



http://www.scu.edu/ethics/practicing/decision/ethicalrelativism.html

The Bill of Rights.

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

Topic: Federal Regulation of Drugs and Enforcement

Controlled Substances Security Manual (DEA)

http://www.deadiversion.usdoj.gov/pubs/manuals/sec/

21 USC § 812 - Schedules of controlled substances

http://www.law.cornell.edu/uscode/text/21/812

49 USC § 5331 - Alcohol and controlled substances testing


Controlled Substances Act (FDA)

TITLE 21 - FOOD AND DRUGS, CHAPTER 13 - DRUG ABUSE PREVENTION

AND CONTROL, SUBCHAPTER I - CONTROL AND ENFORCEMENT

http://www.fda.gov/regulatoryinformation/legislation/ucm148726.htm

21 USC CHAPTER 13 - DRUG ABUSE PREVENTION AND CONTROL, TITLE 21 -

FOOD AND DRUGS, CHAPTER 13 - DRUG ABUSE PREVENTION AND

CONTROL

http://uscode.house.gov/download/pls/21C13.txt

42 USC § 1996a - Traditional Indian religious use of peyote

http://www.law.cornell.edu/uscode/text/42/1996a

Topic: State Regulation of Drugs and Enforcement

A Guide to State Controlled Substances Act.

https://www.ncjrs.gov/pdffiles1/Digitization/184295NCJRS.pdf

Article on The Uniform Controlled Substances Act of 1990

http://scholarship.law.campbell.edu/cgi/viewcontent.cgi?article=1222&context=clr&sei-

redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%

26q%3Duniform%2520controlled%2520substances%2520act%2520florida%26source%

3Dweb%26cd%3D12%26ved%3D0CCwQFjABOAo%26url%3Dhttp%253A%252F%25

2Fscholarship.law.campbell.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D12

22%2526context%253Dclr%26ei%3DsHqlUdTqF4bJ0gGhh4AI%26usg%3DAFQjCNF

http://www.scu.edu/ethics/practicing/decision/ethicalrelativism.html

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html

http://www.deadiversion.usdoj.gov/pubs/manuals/sec/



http://www.fda.gov/regulatoryinformation/legislation/ucm148726.htm

http://uscode.house.gov/download/pls/21C13.txt

http://www.law.cornell.edu/uscode/text/42/1996a

https://www.ncjrs.gov/pdffiles1/Digitization/184295NCJRS.pdf

http://scholarship.law.campbell.edu/cgi/viewcontent.cgi?article=1222&context=clr&sei-redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Duniform%2520controlled%2520substances%2520act%2520florida%26source%3Dweb%26cd%3D12%26ved%3D0CCwQFjABOAo%26url%3Dhttp%253A%252F%252Fscholarship.law.campbell.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1222%2526context%253Dclr%26ei%3DsHqlUdTqF4bJ0gGhh4AI%26usg%3DAFQjCNFHyUBgSER1-MXTFfALf63SpLoR4g#search=%22uniform%20controlled%20substances%20act%20florida%22








HyUBgSER1-

MXTFfALf63SpLoR4g#search=%22uniform%20controlled%20substances%20act%20fl

orida%22

Topic: Federal and State Court Cases On Point

EMPLOYMENT DIVISION v. SMITH, 485 U.S. 660 (1988)

http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=us&vol=485&invol=660

EMPLOYMENT DIV., ORE. DEPT. OF HUMAN RES. v. SMITH, 494 U.S. 872 (1990)


Guam v. Guerrero, No. 00-71247, May 28, 2002

http://caselaw.findlaw.com/us-9th-circuit/1355714.html

State of Utah,v Mooney, Mooney,and Oklevueha Earthwalks Native American Church

of Utah, Inc., No. 20010787 F I L E D June 22, 2004 2004 UT 49

http://www.utcourts.gov/opinions/supopin/mooney062204.htm

Topic: Critical Historical Approach

Ostracism in Ancient Greece

http://www.britannica.com/EBchecked/topic/434423/ostracism

Exile & Banishment

http://www.britannica.com/EBchecked/topic/198072/exile-and-banishment

Convicts and the British colonies in Australia: A penal colony

http://australia.gov.au/about-australia/australian-story/convicts-and-the-british-colonies

A Land of Bondage: With Liberty For Some: 500 Years of Imprisonment in America.

http://www.economist.com/node/378457

Banking on Bondage: Private Prisons and Mass Incarceration

http://www.aclu.org/prisoners-rights/banking-bondage-private-prisons-and-mass-

incarceration

The Drug Laws That Changed How We Punish

http://www.npr.org/2013/02/14/171822608/the-drug-laws-that-changed-how-we-punish

Why is American history so murderous?

http://www.newyorker.com/arts/critics/atlarge/2009/11/09/091109crat_atlarge_lepore

Dr. William Petit, lone survivor of horrific Conn. home invasion, remarries






http://caselaw.findlaw.com/us-9th-circuit/1355714.html

http://www.utcourts.gov/opinions/supopin/mooney062204.htm

http://www.britannica.com/EBchecked/topic/434423/ostracism

http://www.britannica.com/EBchecked/topic/198072/exile-and-banishment

http://australia.gov.au/about-australia/australian-story/convicts-and-the-british-colonies

http://www.economist.com/node/378457

http://www.aclu.org/prisoners-rights/banking-bondage-private-prisons-and-mass-incarceration

http://www.aclu.org/prisoners-rights/banking-bondage-private-prisons-and-mass-incarceration

http://www.npr.org/2013/02/14/171822608/the-drug-laws-that-changed-how-we-punish

http://www.newyorker.com/arts/critics/atlarge/2009/11/09/091109crat_atlarge_lepore



http://www.nydailynews.com/new-york/dr-william-petit-lone-survivor-horrific-conn-

home-invasion-remarries-article-1.1130310


1. The students will practice for 2 hours in the language lab or the e-lab.

2. Read Links on Cultural Relativism.

3. Read the First sentence of the First Amendment to the United States Constitution.

4. Browse case and Read the “Holding”: EMPLOYMENT DIVISION v. SMITH,

485 U.S. 660 (1988) and EMPLOYMENT DIV., ORE. DEPT. OF HUMAN

RES. v. SMITH, 494 U.S. 872 (1990).

a. Write a summary of the facts and of the “holding” of the case. See

Evaluation Rubric in Appendix D.

b. Send your work to the Facilitator via Blackboard.

c. Come prepared to discuss the case at the workshop.

A word to the wise: Do not “brief” the cases. Do not get tangled

with the procedural aspects of the cases other than to realize that

they are related cases. Concentrate on summarizing what

happened (“the facts”) and what the US Supreme Court said about

the legal issue raised by the facts (ie. The “holding”). Submit your

summary to the Facilitator via Blackboard.

5. Browse case and Read the “Holding”: Guam v. Guerrero, No. 00-71247, May

28, 2002.


Evaluation Rubric in Appendix D.



6. With the ratification of the Twenty-first Amendment to the U.S. Constitution, the

prohibition on the sale, production and transportation of Alcohol imposed by the

Eighteenth Amendment, was repealed. Yet, to this date, minors may not legally

drink Alcohol in many states of the Union.

http://www.nydailynews.com/new-york/dr-william-petit-lone-survivor-horrific-conn-home-invasion-remarries-article-1.1130310

http://www.nydailynews.com/new-york/dr-william-petit-lone-survivor-horrific-conn-home-invasion-remarries-article-1.1130310



a. Please research what the regulation of consumption of alcohol is in

Florida. (The facilitator may reduce the geographical scope to Broward

County, or to the City of Miramar, or to Miami Dade County, or to the

City of Miami). Summarize your findings and submit your summary to

the Facilitator via Blackboard. See Evaluation Rubric in Appendix D.

b. Please bring your findings to the workshop.

c. Are there any states which make an exception for underage drinking? Is

the exemption on the basis of parents / guardians being present? Or is it

religious? Prepare a Chart and submit it to the facilitator via Blackboard.

Please bring your findings to the Workshop. See Evaluation Rubric in

Appendix F.

7. Read Links on “Critical Historical Approach” and come to the workshop ready to

discuss the material.

Key Core Vocabulary:

1. Relativism

2. Religion

3. Peyote

4. Minor

5. Marijuana

6. Drugs

7. “Rockefeller Laws”

8. Reentry

9. Isolation

10. Exile

11. Banishment


1. Theories of Drug Use

http://highered.mcgraw-

hill.com/sites/dl/free/0073401498/506358/Goode7_Sample_ch03.pdf

2. Reentry Trends in the United States

http://highered.mcgraw-hill.com/sites/dl/free/0073401498/506358/Goode7_Sample_ch03.pdf

http://highered.mcgraw-hill.com/sites/dl/free/0073401498/506358/Goode7_Sample_ch03.pdf




3. Crime in the United States. Crime in the United States Statistics

http://www.fbi.gov/about-us/cjis/ucr/crime-in-the-u.s/2011/crime-in-the-u.s.-

2011/tables/table-1

4. Samoa 2012 Crime and Safety Report

https://www.osac.gov/Pages/ContentReportDetails.aspx?cid=12284



B. Scaffolding

_X__ Modeling

_X__ Guided Practice

_X__ Independent Practice


C. Grouping Options

_X__ Whole Class

_X__ Small Groups

_X__ Partners

_X__ Independent Work


_X__ Listening

_X__ Speaking

_X__ Reading

_X__ Writing

E. Application

_X__ Hands-on

_X__ Meaningful/Relevant

_X__ Rigorous

_X__ Link to Objectives

_X__ Promote Engagement

A. Preparation

_X__ Adaptation of Content

_X__ Links to Background Knowledge

_X__ Links to Past Learning

_X__ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_X__ Cognitive

_X__ Meta-cognitive

_X__ Social/Affective


http://www.fbi.gov/about-us/cjis/ucr/crime-in-the-u.s/2011/crime-in-the-u.s.-2011/tables/table-1

http://www.fbi.gov/about-us/cjis/ucr/crime-in-the-u.s/2011/crime-in-the-u.s.-2011/tables/table-1

https://www.osac.gov/Pages/ContentReportDetails.aspx?cid=12284



Integrated Activities:

1. At the start of the workshop, each student will deliver to the facilitator written or

electronic evidence documenting their two hour practice in the language lab or the e-lab.

2. The facilitator will open the floor to questions relating the materials covered during

the preceding. The facilitator will proceed to address those questions.

3. The facilitator will randomly select a student, and ask him/ her to explain in her/his

own words, the concept of to the rest of the class, the idea of Cultural Relativism, as

presented in the readings assigned for this workshop. On the classroom blackboard, the

facilitator will write the main ideas expressed by the student. The facilitator will repeat

the process. See Evaluation Rubric in Appendix H. See Evaluation Rubric in Appendix I.

4. Group Activity: Religious Practice or Criminal Act?

First Step: The Facilitator will divide the class in three groups:

Second Step: The groups will be assigned a question, which they should answer

in writing, using and properly citing the materials assigned for reading for this

Workshop. See Evaluation Rubric in Appendix E.

Group A: What has the US Supreme Court said about the use of Peyote

in the Religious Context?

Group B: What has the United States Court of Appeals, Ninth Circuit said

about the production, distribution, importation, retailing and use of

Marijuana in the Religious Context?

Group C: What has the UTAH Supreme Court said of the use of Peyote?

Third Step: The groups will read their answer to the posed question.

3. Roundtable on the topic: May the federal statute 42 USC § 1996a - Traditional

Indian religious use of peyote be understood as a “domestic” Cultural

Relativism? See Evaluation Rubric in Appendix G.

4. Roundtable on the topic: Do minors have the constitutionally protected right

in the US to legally drink alcoholic wine during the Catholic rite known as

The Eucharist? See Evaluation Rubric in Appendix G

5. Roundtable on Critical Historians’ perspective on Crime and Punishment:

See Evaluation Rubric in Appendix G



a. What are the views on imprisonment espoused by Mr. Scott Christianson

in his provocative book “A Land of Bondage: With Liberty For Some: 500

Years of Imprisonment in America”? ,

b. What is the view on imprisonment advanced by the ACLU on its report

“Banking on Bondage: Private Prisons and Mass Incarceration”?

c. How do the views advanced by Mr. Christianson and the ACLU appear to

you in the light of cases of victims of crime like Dr. William Petit, the

lone survivor of horrific crime performed by two beneficiaries of

alternative sentencing (early release from prison) in Connecticut? In your

opinion, was Governor Rockefeller thinking about financially exploiting

incarcerated convicts when he promoted the so called “Rockefeller Laws”

or was he thinking about curving the drug trade in New York?

Assessment:

1. Individual:

a. Workshop Attendance and Participation: Evaluation Rubric in Appendix I.

b. Individual performance in Integrated Activity # 3, will assessed using

Evaluation Rubric in Appendix H.

c. Verification of written or electronic evidence documenting compliance

with the two hour practice in the language lab or the e-lab..

2. Group:


i. Group Activity 4, written answer using Rubric in Appendix E.

ii. Group Activity 5, Roundtable on Cultural Relativism, using

Rubric in Appendix G..

3. Written:

a. Assignments before the Workshop

i. Assignment # 4, Summary of Case, using Rubric in Appendix

D.

ii. Assignment #5, Summary of Case, using Rubric in Appendix

D.



iii. Assignment #6 (a), Summary of Research, using Rubric in

Appendix D.

iv. Assignment #6 (c), Chart of Research, using Rubric in

Appendix F.

.

4. Oral: .


i. Group Activity # 6, underage drinking roundtable using Evaluation

Rubric in Appendix G.

ii. Group Activity # 7, Critical Approach to Incarceration

Roundtable, using Evaluation Rubric in Appendix G

Lesson Wrap-Up:

1. Individual: Students will complete their Reflective Diary as per format in

Appendix J.

2. Group: The facilitator will make the following statement, and the group will

indicate its assent by a show of hands. Those in disagreement will have the

opportunity to raise their concerns: “The application of Positivist Theories to the

criminal justice system of the United States has produced mixed results and failed

to reduce the high level of crime in the US vis a vis other industrialized nations.

Such a lackluster performance, compounded with political and economic factors

has resulted in Positivist Theories becoming less prominent or persuasive in this

country. Although the rational based Classical and Neo-Classical theories have

become more credible, the United States criminal justice system has been forced

to yield to Spiritual based situations, due to constitutional considerations, in what

some may appear to be the domestic application of cultural relativism principles.

Furthermore, the rise in penal population and the growing trend toward

privatization of prisons has brought about criticism from historians and civil

rights groups, to the imprisonment practices in the US justice system, from

colonial times to the present.”



Taller Cinco / Workshop Five

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto, el

facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea y

actividad. No mezcle los dos idiomas!

UTILICEN SOLAMENTE UN LENGUAJE

A LA VEZ! Las primeras dos horas serán en

español. Las últimas dos horas serán en

inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE! The

first two hours must be in Spanish. The last

two hours must be in English.


1. Conocer las reglas mínimas de las Naciones Unidas para la administración de la

justicia de menores (Reglas de Beijing) y contrastarlas con el estándar

estadounidense para aplicar la pena de muerte a procesados menos de 18 años.

2. Revisit the concept of Cultural relativism, in light of the Universal Declaration of

Human Rights of the United Nations.

3. Take notice of the legislative and administrative developments in New York,

Colorado and Washington State suggesting that a growing eclectic pragmatism

may be driving changes in the United States criminal justice system.



compañeros en las actividades de grupo celebradas en diferentes formatos con

grupos de diversos tamaños.


actividades de grupo, celebradas en diferentes formatos con grupos de diversos

tamaños, utilizando lenguaje tanto coloquial como académico.



3. Leer: Los estudiantes leerán textos de fuentes primarias secundarias, con diversos

niveles de complejidad.


formatos, a fin de promover su competencia escrita.

Enlaces electrónicos:

Biblioteca Virtual


Relativismo cultural

Declaración Universal de los Derechos Humanos

http://www.un.org/es/documents/udhr/

Reglas mínimas de las Naciones Unidas para la administración de la justicia de menores

(Reglas de Beijing)

http://www2.ohchr.org/spanish/law/reglas_beijing.htm

Directrices de las Naciones Unidas para la prevención de la delincuencia juvenil

(Directrices de Riad)

http://www2.ohchr.org/spanish/law/directrices_riad.htm

Quesas: Arabia Saudí: La noticia sobre una condena a la parálisis, “un escándalo”

http://www.amnesty.org/es/for-media/press-releases/arabia-saudi-noticia-condena-

paralisis-escandalo-2013-04-02 Cultural Relativism

The Challenge of Human Rights and Cultural Diversity - Universal Human Rights and

Cultural Relativism

http://www.un.org/rights/dpi1627e.htm

The Universal Declaration of Human Rights

http://www.un.org/en/documents/udhr/

Pragmatismo

Gobernador de Nueva York propone reducir las penas por posesión de marihuana

Publicado el 04/Junio/2012 | 19:5

http://www.hoy.com.ec/noticias-ecuador/gobernador-de-nueva-york-propone-reducir-las-

penas-por-posesion-de-marihuana-549553.html


http://www.un.org/es/documents/udhr/

http://www2.ohchr.org/spanish/law/reglas_beijing.htm

http://www2.ohchr.org/spanish/law/directrices_riad.htm

http://www.amnesty.org/es/for-media/press-releases/arabia-saudi-noticia-condena-paralisis-escandalo-2013-04-02

http://www.amnesty.org/es/for-media/press-releases/arabia-saudi-noticia-condena-paralisis-escandalo-2013-04-02

http://www.un.org/rights/dpi1627e.htm

http://www.un.org/en/documents/udhr/

http://www.hoy.com.ec/noticias-ecuador/gobernador-de-nueva-york-propone-reducir-las-penas-por-posesion-de-marihuana-549553.html

http://www.hoy.com.ec/noticias-ecuador/gobernador-de-nueva-york-propone-reducir-las-penas-por-posesion-de-marihuana-549553.html



Pragmatism

Bloomberg Backs Plan to Limit Arrests for Marijuana

http://www.nytimes.com/2012/06/05/nyregion/mayor-supports-plan-to-change-

marijuana-arrest-policy.html?pagewanted=all&_r=0

Two U.S. States Become First to Legalize Marijuana

http://healthland.time.com/2012/11/07/two-u-s-states-become-first-to-legalize-marijuana/

La pena de muerte

Infografía: Mapa de la pena de muerte

http://www.es.amnesty.org/temas/pena-de-muerte/mapa/

Artículo: La Pena de muerte es una realidad en 21 países

http://www.abc.es/internacional/20130411/abci-pena-muerte-realidad-paises-

201304111136.html

The Death Penalty

ROPER V. SIMMONS (03-633) 543 U.S. 551 (2005) 112 S. W. 3d 397, affirmed. (A

majority of States has rejected the imposition of the death penalty on juvenile offenders

under 18, and we now hold this is required by the Eighth Amendment.)

http://www.law.cornell.edu/supct/html/03-633.ZS.html

Adolescents and Crime:

Causes and Correlates of Girls’ Delinquency

https://www.ncjrs.gov/pdffiles1/ojjdp/226358.pdf

Risk factors for health and behavior problems – Adolescents (P.8, Figure 3)

https://www.ncjrs.gov/pdffiles/jjplanfr.pdf


Asignaciones a discutirse durante las primeras dos horas de instrucción (2).

1. Completar la tercera columna del cuadro SQA (K”WL”), y entregarlo al

facilitador vía Blackboard. Ver Matriz de valoración en Anexo F.

2. Leer los enlaces bajo los títulos, Relativismo cultural, Pragmatismo, y La pena

de muerte.”

http://www.nytimes.com/2012/06/05/nyregion/mayor-supports-plan-to-change-marijuana-arrest-policy.html?pagewanted=all&_r=0

http://www.nytimes.com/2012/06/05/nyregion/mayor-supports-plan-to-change-marijuana-arrest-policy.html?pagewanted=all&_r=0

http://healthland.time.com/2012/11/07/two-u-s-states-become-first-to-legalize-marijuana/

http://www.es.amnesty.org/temas/pena-de-muerte/mapa/

http://www.abc.es/internacional/20130411/abci-pena-muerte-realidad-paises-201304111136.html

http://www.abc.es/internacional/20130411/abci-pena-muerte-realidad-paises-201304111136.html

http://www.law.cornell.edu/supct/html/03-633.ZS.html

https://www.ncjrs.gov/pdffiles1/ojjdp/226358.pdf

https://www.ncjrs.gov/pdffiles/jjplanfr.pdf




lab.


4. Browse through the case Roper v. Simmons, 543 US 551 (2005), and read the holding.


Evaluation Rubric in Appendix D. (Do not “brief” the case).



5. Read Chapter 17 in Textbook (VOLD’S Theoretical Criminology), Assessing

Criminology Theories. Pp. 346 -366.

6. Prepare for the Final Exam.

7. Complete your Portfolio entries.

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos claves

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

1. Democracia

2. Quesas

3. Ecléctico

4. Pragmatismo

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

1. Democracy

2. Quesas

3. Eclectic

4. Pragmatism


1. Estatuto de Roma (de la Corte Penal Internacional)

http://www.icc-cpi.int/NR/rdonlyres/ADD16852-AEE9-4757-ABE7-

9CDC7CF02886/283783/Compendium3rd01SPA.pdf

http://www.icc-cpi.int/NR/rdonlyres/ADD16852-AEE9-4757-ABE7-9CDC7CF02886/283783/Compendium3rd01SPA.pdf

http://www.icc-cpi.int/NR/rdonlyres/ADD16852-AEE9-4757-ABE7-9CDC7CF02886/283783/Compendium3rd01SPA.pdf



2. Definiciones del crimen de agresión propuestas a la Corte Penal Internacional por

diferentes países miembros de las Naciones Unidas.

http://www.un.org/spanish/law/icc/documents/aggression/aggressiondocs.htm

3. La Corte Penal Internacional

http://www.un.org/spanish/law/icc/icc.html

4. Estatuto de Roma - OEA - CORTE PENAL INTERNACIONAL

http://www.oas.org/es/sla/ddi/corte_penal_internacional.asp

5. NACIONES UNIDAS

http://www.un.org/spanish/law/icc/


1. A Comprehensive Investigation of the Role of Individuals, The Immediate Social

Environment, and Neighborhoods In Trajectories of Adolescent Antisocial Behavior,

EXECUTIVE SUMMARY, July 2012

https://www.ncjrs.gov/pdffiles1/nij/grants/239910.pdf

2. A Comprehensive Investigation of the Role of the Individuals, the Immediate Social

Environment, and Neighborhoods in Trajectories of Adolescent Antisocial Behavior,

Final Technical Report - July 2012


3. Teen Dating Violence: A Literature Review and Annotated Bibliography


http://www.un.org/spanish/law/icc/documents/aggression/aggressiondocs.htm

http://www.un.org/spanish/law/icc/icc.html

http://www.oas.org/es/sla/ddi/corte_penal_internacional.asp

http://www.un.org/spanish/law/icc/








1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

___ Modeling

___ Guided Practice

___ Independent Practice


C. Grouping Options

___ Whole Class

___ Small Groups

___ Partners

___ Independent Work


___ Listening

___ Speaking

___ Reading

___ Writing

E. Application

___ Hands-on

___ Meaningful/Relevant

___ Rigorous

___ Link to Objectives

___ Promote Engagement

A. Preparation

___ Adaptation of Content

___ Links to Background Knowledge

___ Links to Past Learning

___ Strategies Incorporated

CALLA Strategies

(Cognitive Academic Language Learning Approach)

___ Cognitive

___ Meta-cognitive

___ Social/Affective



Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

Actividades en español para las primeras dos horas del taller:

1. En mesa redonda, los estudiantes compartirán voluntariamente la tercera columna de

su cuadro SQA (K”WL”). Ver “Matriz de valoración” en Anexo G.

2. Mesa redonda sobre el tema: “Quesas y el Talión” ¿Qué diferencia moral hay entre

inducir la parálisis a un criminal debidamente convicto en Arabia Saudí y el inducir la

muerte a un criminal debidamente convicto en Estados Unidos? Ver “Matriz de

valoración” en Anexo G.

Integrated content and language activities aligned to achieve workshop objectives:

Activities in English for the last two hours of the workshop:

1. Round table: Death Penalty and the Universal Declaration of Human Rights. See

Evaluation Rubric in Appendix G.

2. Round table: Compare and contrast the criteria to impose the Death Penalty in the

US to Minors with the United Nations Beijing Rules. See Evaluation Rubric in

Appendix G.

3. Roundtable: “An emerging Criminological Eclectic Pragmatism?”: Based on the

assigned readings the students will discuss the initiatives to cut down on the

number of people arrested as a result of police stops in New York State and New

York City, and the recent outright legalization of Marijuana in Colorado and

Washington State. See Evaluation Rubric in Appendix G.

4. Deliver Final Portfolio.

5. Take the Final Exam.

6. Conduct the Facilitator Evaluations.

Evaluación:

1. Individual:


b. Verificación del cumplimiento del requerimiento de práctica en el




c. Asignación antes del taller # 1 Cuadro/ Diagrama SQA, evaluado con

Matriz de valoración en Anexo F.

d. Portfolio using Evaluation Rubric in Appendix K.

2. Grupal:

a. Actividades Integradas:

i. Actividad de grupo # 1, con Matriz de valoración en Anexo g

ii. Actividad de grupo # 2, con Matriz de valoración en Anexo G

Assessment:

1. Written:

a. Assignment before the Workshop # 4, summary of case, using Rubric in

Appendix D.

b. Final Exam using Facilitator’s Rubric.

2. Oral:

a. Integrated Activities:

i. Group activity # 3, using Rubric in Appendix G.

ii. Group activity # 4, using Rubric in Appendix G.

Cierre del taller:


en el Anexo J.

2. Grupo - El facilitador hará el siguiente planteamiento, y el grupo indicará su


expresar sus dudas: “A pesar de lo enunciado en la Declaración Universal de

Derechos Humanos de las Naciones Unidas, países miembros de esa organización

continúan aplicando castigos que lucen inconsistentes [a] esos enunciados., lo

cual presenta un reto para todos y en particular para la Criminología.”



ANEJOS / APPENDIXES



APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/



“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said



“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation



“Can Do” Reading Rubric


Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)



“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.



APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC



Appendix B

Six-Traits of Writing Rubric

Student’s Name:______________________________________

Date:___________________

Facilitator:______________________Course:

____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (B) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F



Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/



Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.




Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.




Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.




Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/



Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.




Anexo C /Appendix C

Matriz para evaluar Ensayos Escritos

Nombre de Estudiante: ______________________ Fecha: _________________

Criterio Puntos Puntos del

estudiante

Contenido

Introducción clara y bien establecida. 10

Detalles principales y relevantes son expuestos en el ensayo. 10

Presenta la idea y la sustenta de manera persuasiva y sofisticada

proveyendo ejemplos precisos y relevantes.

10

Oraciones son coherentes y las ideas fluyen sin dificultad al leer el

ensayo.

10

Establece una relación con el tema de manera que provee una

perspectiva clara y atrae la atención de la audiencia.

10

Establece conclusiones claras que reflejan la discusión. 10

Demuestra la comprensión de ideas significativas las cuales utiliza

apropiadamente para alcanzar un nivel más alto de entendimiento.

10

Lenguaje

Demuestra un dominio del Español (vocabulario, sintaxis y flujo

de ideas).

10

Utiliza la gramática de manera apropiada y correcta. 10

Maneja y utiliza verbos de manera apropiada y correcta. 10

TOTAL DE PUNTOS 100 (70 contenido + 30

lenguaje) Total Puntos

____

Firma Estudiante: _________________ Firma Facilitador: _____________



Rubric to Evaluate Written Essay

Student’s Name: ______________________

Criteria Value

Points

Student

Score

Content

Introductory statement is clear and well stated. 10

Major or relevant details are exposed in essay. 10

Presents a thesis, supporting it in a persuasive and sophisticated

manner, providing precise and relevant examples.

10

Sentences are cohesive and ideas flow as the essay is read. 10

Establishes a writer’s relationship with the subject, providing a

clear perspective of the subject matter and engaging the audience’s

attention.

10

Draws conclusions that reflect the relationships or significant

outcomes of the discussion.

10

Demonstrates a comprehensive grasp of significant ideas, using

them appropriately to reach a higher level of understanding in an

organized manner.

10

Language

Demonstrats a command of Standard English or Spanish

(vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly. 10

Manages and uses verbs appropriately and correctly. 10

TOTAL POINTS 100 (70 content + 30 language) Student’s total

score ______

Student’s Signature: _______________________ Date: _________________

Facilitator Signature: _______________________



Anexo D / Appendix D

Matriz de Valoración de Resumen

Nombre del Estudiante: ______________________ Total ________

Tema:

_______________________________________________________________________

Pobre Deficiente Promedio Bueno Muy

Bueno

Excelente

CONTENIDO

El Resumen cubre todas

las ideas clave

presentadas en los

materiales en lista de

lectura / enlaces. Se

presentan ejemplos claros

y hechos contenidos en

los materiales en la lista

de lectura / enlaces, para

apoyar ideas clave.

0-

20

30

40

50

60

70

LENGUAGE

El Resumen está escrito

en un formato de

párrafo correcto. Se

utilizan oraciones

completas, correcta

ortografía, puntuación

y gramática.

Citas directas están

entre comillas y en

formato APA.

0-5 10 15 20 25 30

Adaptado de una Matriz de Valoración de Resumen publicada por Minnesota State

Colleges and Universities en http://www.mnscu.edu/ (sccollege.project.mnscu.edu/).

http://www.mnscu.edu/



Summary Grading Rubric

Student’s Name: ______________________ Total ________

Topic:

_______________________________________________________________________

Poor Deficient Average Good Very

Good

Excellent

CONTENT

Summary addresses all

the key ideas presented in

the reading list materials /

links. Clear examples and

facts from the reading list

materials / links, are

presented to support key

ideas.

0-20

30

40

50

60

70

LANGUAGE

Summary written in

proper paragraph

format. Complete

sentences, correct

spelling, punctuation,

and grammar, were

used.

Direct quotes are

placed in quotation

marks and in APA

format. .

0-5 10 15 20 25 30

Adapted from a Summary Grading Rubric Rubric published by the Minnesota State

Colleges and Universities at http://www.mnscu.edu/ (sccollege.project.mnscu.edu/).



Anexo E / Appendix E

Matriz de Valoración de Oraciones o Párrafos Escritos Durante el Taller

Nombre de (los) Estudiante(s): ______________________ Total ________

Tema:

_______________________________________________________________________


Bueno

Excelente

CONTENIDO

Se presenta la idea y

se la sustenta de

manera persuasiva y

sofisticada,

proveyendo ejemplos

precisos y relevantes.

0-20

30

40

50

60

70

LENGUAGE

Las oraciones son

coherentes. Las ideas

fluyen sin dificultad,

en el párrafo. Se

utiliza correcta


y gramática.

0-5 10 15 20 25 30



Grading Rubric for Sentences and / or Paragraphs Written during the Workshop

Student(s)’ Name(s): ______________________ Total ________

Topic:

_______________________________________________________________________


Good

Excellent

CONTENT

The idea is clearly

presented and

persuasively supported

by precise and relevant

examples •

0-20

30

40

50

60

70

LANGUAGE

Sentences are coherent.

Ideas easily flow when

reading the paragraph.

Proper spelling,

punctuation, and

grammar are used.

.

0-5 10 15 20 25 30



Anexo F / Appendix F

Matriz de Valoración de Cuadros Resumen


Tema: _________________________________________________________________


Bueno

Excelente

CONTENIDO

El Cuadro Resumen

cubre todas las ideas

clave presentadas en los

materiales en lista de

lectura / enlaces.

0-

20

30

40

50

60

70

LENGUAGE

Se utiliza correcta


y gramática. De

haberlas, las oraciones

son completas y

coherentes,.

Se citan fuentes en

formato APA.

0-5 10 15 20 25 30

Adaptado de una Matriz de Valoración de Resumen publicada por Minnesota State

Colleges and Universities en http://www.mnscu.edu/ (sccollege.project.mnscu.edu/).

http://www.mnscu.edu/



Chart Grading Rubric


Topic:

_______________________________________________________________________


Good

Excellent

CONTENT

The Chart addresses all

the key ideas presented in

the reading list materials /

links.

0-20

30

40

50

60

70

LANGUAGE

Complete, coherent

sentences, when

applicable. Proper

spelling, punctuation,

and grammar used.

Sources quoted in

proper APA format.

0-5 10 15 20 25 30

Adapted from a Summary Grading Rubric Rubric published by the Minnesota State

Colleges and Universities at http://www.mnscu.edu/ (sccollege.project.mnscu.edu/).



Anexo G /Appendix G

Matriz de Valoración de la Mesa Redonda

Nombre/Grupo ________________________________________________

Curso: ______________________ Fecha: ________________________

Criterios Valor Puntaje del

Estudiante

Contenido

El participante ofrece un análisis suficientemente sólido y sin

dudar avanza en la conversación.

1 punto

El participante, a través de sus comentarios, demuestra un

conocimiento profundo del tema y un alto entendimiento de las

preguntas elaboradas por la audiencia.

1 punto

El participante ha venido preparado para la discusión – con

notas y pasajes o textos marcados o anotados.

1 punto

El participante, a través de sus comentarios, demuestra que está

escuchando activamente a los otros participantes.

1 punto

El participante ofrece explicaciones aclaratorias y/o

seguimiento que extiende la conversación.

1 punto

Las observaciones del participante frecuentemente se refieren a

ideas o argumentos expuestos en la discusión.

1 punto

El participante demuestra una actitud y postura profesional

durante la conversación.

1 punto

Lenguaje

Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).

1 punto

Usa la gramática de una manera adecuada y correcta.

1 punto

Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.

1 punto

Total 10 puntos ( 70% contenido y 30% lenguaje)

Puntaje Total:

Nombre del estudiante: ___________________ Firma del facilitador: _______________ Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

Excelente: 1.00 punto

Bueno: 0.75 punto

Regular: 0.50 punto

Necesita mejorar: 0.25 punto



Round Table Rubric

Student name/Group: _______________________________________________

Course: __________________________ Date: ________________________

Criteria Value Points Student Score

Content

Participants offer an in-depth and solid analysis of the

discussed content and the dialogue flows smoothly during

the discussion.

1 point

Participants –through their comments– show deep

knowledge of the discussed topic and a high level of

understanding of questions asked by the audience.

1 point

Participants are appropriately prepared for discussion –

with notes taken from their reading and passages or

textbooks properly highlighted about the topic in

discussion.

1 point

Participants, through their comments, show that they are

paying close attention to what other participants say about

the topic.

1 point

Participants provide explanations and follow up to enrich

discussion.

1 point

Participants’ observations are usually related to ideas or

arguments presented in this discussion.

1 point

Participants show a professional attitude and posture

during the discussion.

1 point

Language

Participants show good use of the standard English

language (vocabulary, syntax and flow of ideas).

1 point

Participants use appropriate intonation in making remarks

and good projection of the voice toward the audience.

1 point

Given a controversial topic during discussion, participants

show a persuasive argument to support their points of

view about it.

1 point

Total 10 points ( 70% content y 30% language)

Total Score:

Student name: ______________________ Facilitator’s signature: _________________

Note: The score obtained by the student should be recorded as follows:

Excellent: 1.00 point

Good: 0.75 point

Fair: 0.50 point

Needs improvement: 0.25 point



Anexo H /Appendix H

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION

INDIVIDUAL / GRUPAL ORAL

Nombre del Estudiante: __________________ Fecha:_________________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción efectiva del tema

identificando el propósito, objetivo e ideas

principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y

puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o

materia de la presentación al explicar con

propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están

bien fundamentados en los recursos presentados,

consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o

promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada,

manejo de la audiencia, manejo del tiempo

asignado.

10

Usa varias estrategias para hablar o definir

conceptos, interpretaciones, aplicaciones y

evaluación de procesos o experiencias en el

contenido del curso.

10

Lenguaje

Pronunciación de las palabras es clara y de

manera correcta para que se entienda el lenguaje

utilizado.

10

Uso correcto de la gramática y conjugación de

verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el

mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del

Estudiante:

________

Firma del Estudiante: _________________ Firma del Facilitador: _________________



RUBRIC TO EVALUATE INDIVIDUAL / GROUP PRESENTATION

Student Name: ____________________________ Date:___________________

Criteria Value Points Student Total Score

Content

Performs an effective introduction to the

theme identifying the objectives, ideas

and principles that are included in the

presentation.

10

The presentation is organized and

coherent, and could be easily followed

10

The presenter demonstrates domain of

the theme or subject by means of

properly explaining content without

incurring in errors

10

The ideas and arguments of the

presentation are well founded by the

resources presented, consulted or

discussed in class

10

Capture of the attention and interest of

the audience and/or promote their

participation, as applicable

10

Effective personal projection, corporal

posture and manage of the audience;

10

Uses a variety of speaking strategies to

define concepts, interpretation,

application and evaluation of processes

using experience on concepts or content

of class.

10

Language

Student pronounces words in a clear and

correct manner so as to make the correct

language used understood to others.

10

Correct use of grammar and verb

conjugation.

10

Use of correct use of vocabulary words

to express message.

10

Total Points 100 (70% of content

and 30% of

language)

Student’s Total Score:

________

Student’s signature: __________________Facilitator’s Signature: __________________



Anexo I / Appendix I

Matriz de Valoración Asistencia y Participación al Taller


Asistencia: _______

CRITERIO PUNTOS

Ausente en cuatro o más talleres o ausente en tres talleres y

llegó tarde a dos talleres.

0

Ausente en tres o más talleres o ausente en dos talleres y llegó

tarde a tres o más talleres.

1

Ausente en dos o más talleres o ausente en un taller y llegó

tarde a tres o más talleres.

2

Absent in one workshop or attended all workshop but was late

in three or more workshops

3

Asistió a todos los talleres pero llego tarde a uno o dos talleres. 4

Asistió a todos los talleres a tiempo (Asistencia Perfecta). 5

Participación en el Taller:

PUNTOS 0 1 2 3 4 5

Contribuye frecuentemente a la discusión en el Taller.

Demuestra interés en la discusión en clase.

Responde las preguntas del (la) facilitador(a) y de sus

compañeros (as) de Taller.

Realiza preguntas pertinentes a los temas planteados en el

Taller

Llega preparado(a) para el Taller.

Presenta argumentos basados en el material tratado en el

taller, así como en los trabajos y asignaturas realizadas en

preparación al taller.

Demuestra atención y mente abierta hacia los planteamientos

de compañeros y el facilitador realizados durante el taller.

Demuestra iniciativa y creatividad en las actividades del taller

Clave: 0-Pobre 1-Deficiente 2-Promedio 3-Bueno 4-Muy Bueno 5-Excelente

Rubric to Evaluate Workshop Attendance and Participation




Attendance Score: _______

CRITERIA SCORE

Absent in four or more workshops or absent in three

workshops and was late in two workshops.

0

Absent in three workshops or absent in two workshops and

was late in three or more workshops

1

Absent in two workshops or absent in one workshop and was

late in three or more workshops

2

Absent in one workshop or attended all workshop but was late

in three or more workshops

3

Attended all workshops but was late in one or two workshops 4

Attended all workshops and was always on time. (Perfect

attendance).

5

Workshop Participation: _______

SCORE 0 1 2 3 4 5

Contributes frequently to workshop discussion

Demonstrate interest in workshop discussion.

Answers questions made by the facilitator and classmates.

Ask questions pertinent to the workshop subjects.

Arrived prepared to workshop.

Present arguments based on Workshop covered topic, work

and assignments completed prior to the Workshop.

Demonstrate attention and an open mind towards arguments

made by classmates and the facilitator, during the workshop.

Demonstrate initiative and creativity in class activities.

Key: 0-Poor 1-Deficient 2-Average 3-Good 4- Very Good 5-Excellent



Anexo J / Appendix J

Diario Reflexivo

Nombre del Estudiante: ______________________

Los diarios reflexivos deben responder los siguientes interrogantes:

1. ¿Qué conceptos y datos aprendí hoy?

2. ¿Cómo puedo relacionar lo aprendido hoy a mi diario vivir?

3. ¿Qué hubiese añadido al taller de hoy?

4. ¿Qué tema me impactó más y por qué?

5. ¿Qué tema me gustó menos y por qué?

6. ¿Hay algo que no entendí?



Reflexive Diary

Student’s Name: ______________________

The reflexive diaries should answer the following questions:

1. What concepts and facts did I learn today?

2. How can I relate today’s learning to my daily life?

3. What other subject(s) would I have added to today’s workshop?

4. Which subject caught my attention the most and why?

5. Which subject I did not like and why?

6. Is there a concept, fact or issue addressed in today’s workshop which I did not

understand?



Anexo K / Appendix K:

INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB

LANGUAGE LAB AND E-LAB INFORMATION



Información acerca del laboratorio de idiomas y el E-Lab

El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a

desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de

aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de

ejercicios visuales y auditivos en línea, recursos de investigación y actividades de

escritura guiada, que les permiten a los estudiantes mejorar sus habilidades de

comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y

escritura.

El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for

Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de

otros idiomas) seleccionadas cuidadosamente, así como otras páginas web en español con

el fin de satisfacer las necesidades de los estudiantes. En adición, el laboratorio de

idiomas y el E-Lab cuentan con otros programas informáticos para el aprendizaje del

idioma y del contenido académico, tales como Tell Me More, Rosetta Stone (versión en

inglés y en español), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,

Math Media Basic Series, NetTutor y Wimba Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les

permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de

laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes

necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma

Blackboard.

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un

programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que

permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,

gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con

dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias

cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece

tutoría en vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un

lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas

frecuentes disponible las 24 horas del día, los 7 días de la semana. NetTutor se puede

acceder remotamente siempre que exista conexión a Internet. Este servicio ofrece tutorías

en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadística (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en

el curso).



Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea

durante el desarrollo del material académico y permite a su vez la interacción entre los

estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los

foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y

cumplir con otras asignaciones. El programa cuenta con 5 funciones:

Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro

de discusión en línea.

Voice Presentation: permite presentar contenido de páginas web con mensajes de

voz.

Voice E-mail: permite enviar correos electrónicos con mensajes de voz.

Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.



Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic

skills in English and Spanish and to fulfill the content objectives of the course. Both labs

count with a wide variety of visual and auditory on-line exercises, Internet-based

research, and guided writing activities, that allow students to improve their skills in

listening and reading comprehension, pronunciation, vocabulary building, grammar, and

writing.

The Language Lab also includes a package of 140 carefully selected English for Speakers

of Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the

students’ needs. Additionally, the Language Lab and E-Lab have other software to boost

language and academic content learning such as Tell Me More, Rosetta Stone (English

and Spanish versions), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,

Math Media Basic Series, NetTutor, and Wimba Voice.

Tell Me More is an effective system for English and Spanish learning that allows

students to strengthen their skills and fulfill the language lab hours required in each class.

Students must have Internet connection, Internet Explorer browser, and access to

Blackboard to be able to use this program.

The system will initially assess students’ knowledge and create a learning path

specifically tailored to each student’s needs, thus allowing facilitators to measure every

student’s progress. Students will be able to improve pronunciation, grammar and

listening skills from beginner to advanced levels with two different profiles: everyday

language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and

computer classes (scheduled hours apply). For those classes which do not have live

tutoring, students can post questions and they will be answered within 72 hours. The

system also has a “Frequently Asked Questions” section available 24/7. NetTutor can be

accessed remotely with an Internet connection. This service offers tutoring for the

following subjects:

English (available for all courses)

Spanish (available for all courses)

Statistics (student must be enrolled in the course)

Mathematics (student must be enrolled in the course)

Accounting (student must be enrolled in the course)

Computer Information Systems (student must be enrolled in the course)

Wimba Voice is an electronic tool that promotes the use of voice online during the

development of the academic content, and allows students/facilitator interaction. Students

will use Wimba Voice to create voice posts for discussion boards, prepare voice

presentations, send voice e-mails, and for other assignments. The Wimba Voice program

has 5 functions:



Voice Authoring: allows recording and listening to voice content on a webpage.

Voice Discussion Board: allows posting and listening to voice messages within

discussion boards.

Voice Presentation: allows presenting web content alongside voice messages.

Voice E-mail: allows sending voice messages via e-mail.

Voice Podcaster: allows creating and distributing voice messages to participants.

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