Portfolio/ Course Requirements

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Governor's Institute for

World Language Educators

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July 29 to August 3, 2001

Joseph L.Brown Muhlenberg College

Contents

Lesson and Instructions and web copy right permission ......................................... 1-5 Workshop Format ..................................................................................... 6 Scenario Template ..................................................................................... 7-8 Reading Template ...................................................................................... 9-12 Self-Assessment ....................................................................................... 13 Reflection Sheets........................................................................................ 14-25 Follow-up Activity Report............................................................................. 26 * Documents were processed with ClarisWorks.4/Power Macintosh

Lesson Plan Template

(July 29- August 3, 2001)

Your lesson plan should encompass the ideas, strategies and new knowledge that have been presented in this Institute. The themes and topics presented should act as the driving force for a comprehensive lesson plan that should be in the following format:

Topic - Indicate the topic of your lesson. That is, what have you identified that you would like to implement in your classroom.

Level - Indicate the level(s) appropriate for the lesson.

Standard(s) Indicate the standard(s) the lesson fulfills.

Overview -Since other teachers might not have the same background, write a short synopsis of the lesson. Lesson - Explain the a) instructional strategies, b) procedures, c) directions to students, d) classroom organization and e) skill and vocabulary integration that would be necessary to complete the lesson.

Task/ Scenario Create a scenario for your classroom. Use the template for the scenario that is attached.

Materials - List the materials that are needed to accomplish your lesson. For example, stories, peer conferencing sheets, checklists, word walls, graphic organizers N. B. materials you include may not be copied from previously published materials.

Technology Connections Provide a list of 3-5 web sites that may be used to complete your lesson and a brief description of what may be found on these sites.

Extended Activities - Explain how this lesson may be integrated with another topic or subject.

Name: Joseph L. Brown Muhlenberg College

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Lesson Topic: Marriages and Traditions of the XVIII and XXI Centuries of Lima, Perú and the US Level: Intermediate College Spanish Time Allotment: 4 sessions Pennsylvania Foreign Language Standards: 1.1 Interpersonal Communication 1.2 Presentational Communication 3.1 Making Connections Overview of Targeted Standards: The personal goals of college students of this generation are different than those of previous ones, especially regarding life decisions of dating and marriage. It seems that these traditions have changed because of financial concerns and life-long commitments. College students are affected by these changes remarkably, and they are certainly aware of their adaptation to them and the present-day understanding of rules of dating and marriage. The reading of La camisa de Margarita will enable students to make connections between the marriage traditions of Lima, Perú in the XVIII century and their own traditions. They will compare and contrast cultures and generations, and eventually be able to formulate opinions about dating as a traditions and marriage as a social institution. They will be aided by examining the role of a partner selection for dating and for life in marriage. Using the aspects of the story as a reference, they will define the importance of legends, traditions, and historical perspectives that influence the decision to date or marry. This includes the role of money as an aspect that definitely influences the selection of a partner, as well as those external influences that do play a role in deciding if one is to marry. These are friends, enemies, relatives, and all those to whom the marriage is a concern.

Lesson Plan I. Instructional Objectives: A. The students will: 1. Acquire cultural knowledge of Peruvian traditions of the XVIII century. 2. Practice the Spanish language using an authentic text. 3. Incorporate functionally new idiomatic expressions and grammar. 4. Compare and contrast cultural perspectives of the US and Perú. 5. Formulate opinions based on contemporary social idiosyncrasies. 6. Integrate history knowledge of the New America during the XVIII century.

3 II. Assignments: A. The students will: 1. Write a composition in Spanish describing the following aspects: a. Customs of a particular religious wedding or cultural group. b. Explain the role of money in these traditions. 2. Prepare a discussion reflecting cultural differences of weddings. a. Write an essential outline of topic discussion. III. Procedure: A. The students will: 1. Read the story of La camisa de Margarita by Ricardo Palma. a. Underline unknown critical vocabulary. b. Locate cognates and know their true meaning. c. Comprehend the main ideas of the story.

2. Retell the story of La camisa de Margarita in pairs. a. In pairs using index cards to share ideas. b. Read selected paragraphs aloud in the group. 3. Play the role of a marriage ceremony where partners agree to marry. a. Write a script and perform skit. 4. Analyze the characters of the story of La camisa de Margarita. a. Describe physical and psychological characteristics. b. To whom do the characters relate in contemporary society. 5. Write a composition on the author’s reasons for writing the story. a. Formulate opinions that reflect literature appreciation. b. Connect universal ideas and behaviors. 6. Write and discuss a composition on contemporary views of marriage. a. Include idiomatic expressions used contemporary Spanish.

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Las nupcias (A Standards-Based Task/Scenario)

I. Procedure: A. The students will be able to perform the following tasks. 1. Collect pictures of magazines depicting wedding scenes. 2. Describe in Spanish the wedding attire used in traditional weddings in the US. 3. Describe in Spanish what the groom and bride usually wear. 4. Learn about wedding traditions of the XVIII century in Perú. 5. Read about wedding traditions in the story of La camisa de Margarita by Palma.

6. Discover the cultural traditions in the story written by Ricardo Palma. 7. Participate in teacher-guided activities that emphasize Peruvian culture. 8. Explain the role of money in planning a wedding in Perú and the US. 9. Write a brief literary analysis of the story and present its contents to classmates. 10. Demonstrate language acquisition by designing one comprehension activity. II. Reflections: A. The students will be able to perform the following tasks. 1. Determine who selects a marriage partner in their own cultures. 2. Write a composition describing a wedding they attended. 3. Formulate opinions on the role of money in marriage plans. 4. Learn and interpret the Peruvian refrán (saying): «Esto es más caro que la camisa de Margarita Pareja». III. Materials: A. The students will: 1. Read and analyze the story text of La camisa de Margarita by Ricardo Palma. 2. Participate in charting activities: sheets, index cards, maps, and historical texts. 3. Consult the World Wide Web: computer usage.

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IV. Technology Connections: A. The students will: 1. Explore the following suggested Internet Resources. 2. Locate and use other Internet Resources.

Resources

http://www.geocities.com/Athens/8887/mil1html http://www.fas.harvard.edu/~icop/anamarialorandi.html http://www.home.wlu.edu/~mayocke?Span215-00/215-00explicacion1.htm http://www.urp.edu.pe/camisa margar.htm http://www.runet.edu/~arengifo/spi300sprin01.html http://www.usca.sc.edu/forlang/courses/aspa302.html http://www.cweb.middlebury.edu./f00/sp300a/Temas%20de20estudio/Palma.html V. Extended Activities: A. The students will be able to: 1. Continue the study of Latin American literature by following paradigms. a. Explore indigenous cultures and traditions. b. Compare and contrast the literatures of Perú and other countries. c. Research the absence of indigenous traditions in the literature of LA. 2. Read literature of the Americas. a. List the similarities and differences of the culture of Spain in LA. — The Extended Activities are open for the students to interpret the role marriage as a social institution and tradition in Perú, which was already different from that of Spain in the XVIII Century. Suitors from Spain came to Perú in search of ventures that enabled them to become wealthy by marrying a bride who was wealthy. Therefore, the students must find and research information on marriage traditions and their colonial regulations.

Workshop Format 1. Title of workshop: Foreign Languages Transition of Standards from K-16 2. Standard(s) to be addressed:

5.1 School and Community

1.1 Interpersonal Communication

1.2 Interpretive Communication

3.1 Making Connections

3. Description of the workshop The college faculty would benefit from updated information on the Pennsylvania Foreign Language Standards, especially with regards to freshmen students who enroll in language courses. The workshop would concentrate on defining the 5 C’s and explaining what is intended by standards. I plan to share my Governor’s Institute experience with my colleagues, so that they can have enough information to connect secondary education standards to college standards. I will design a few activities in which the professors will work in groups to design scenarios that demonstrate foreign language standards. The workshop will include foreign language teachers of all languages taught at Muhlenberg College. 4. Length of time of the workshop I plan to give a three hour workshop followed by communication by e-mail on lesson implementation of standards. 5. Audience The audience will be college professors and interested personnel.

7 Las nupcias

(A Standards-Based Scenario Draft)

I. Procedure: A. The students will be able to perform the following tasks. 1. Collect pictures of magazines depicting wedding scenes. 2. Describe in Spanish the wedding attire used in traditional weddings in the US. 3. Describe in Spanish what the groom and bride usually wear. 4. Learn about wedding traditions of the XVIII century in Perú. 5. Read about wedding traditions in the story of La camisa de Margarita by Palma. 6. Discover the cultural traditions in the story written by Ricardo Palma. 7. Participate in teacher-guided activities that emphasize Peruvian culture. 8. Explain the role of money in planning a wedding in Perú and the US. 9. Write a brief literary analysis of the story and present its contents to classmates. 10. Demonstrate language acquisition by designing one comprehension activity. II. Overview of Targeted Standards: The personal goals of college students of this generation are different than those of previous ones, especially regarding life decisions of dating and marriage. It seems that these traditions have changed because of financial concerns and life-long commitments. College students are affected by these changes remarkably, and they are certainly aware of their adaptation to them and the present-day understanding of rules of dating and marriage. The reading of La camisa de Margarita will enable students to make connections between the marriage traditions of Lima, Perú in the XVIII century and their own traditions. They will compare and contrast cultures and generations, and eventually be able to formulate opinions about dating as a traditions and marriage as a social institution. They will be aided by examining the role of a partner selection for dating and for life in marriage. Using the aspects of

the story as a reference, they will define the importance of legends, traditions, and historical perspectives that influence the decision to date or marry. This includes the role of money as an aspect that definitely influences the selection of a partner, as well as those external influences that do play a role in deciding if one is to marry. These are friends, enemies, relatives, and all those to whom the marriage is a concern. The main standards addressed are the following: 1.1 Interpersonal Communication 1.2 Presentational Communication 3.1 Making Connections

8 III. Reflections: A. The students will be able to perform the following tasks. 1. Determine who selects a marriage partner in their own cultures. 2. Write a composition describing a wedding they attended. 3. Formulate opinions on the role of money in marriage plans. 4. Learn and interpret the Peruvian refrán (saying): «Esto es más caro que la camisa de Margarita Pareja». IV. Resources: A. The students will explore Internet sites to facilitate their research.

Suggested Resources http://www.geocities.com/Athens/8887/mil1html http://www.fas.harvard.edu/~icop/anamarialorandi.html http://www.home.wlu.edu/~mayocke?Span215-00/215-00explicacion1.htm http://www.urp.edu.pe/camisa margar.htm

http://www.runet.edu/~arengifo/spi300sprin01.html http://www.usca.sc.edu/forlang/courses/aspa302.html http://www.cweb.middlebury.edu./f00/sp300a/Temas%20de20estudio/Palma.html

9 Reading Template

I. Prereading A. Topic Activities 1. "Itsy Bitsy Spider"(FLES): Sing aloud. 2. Likes and dislikes of arañas 3. Display picture of mantilla. 4. What do students think mantilla resembles? (patterns) 5. Despedidas: What was the first day of school like? - maps - transportation - geometry - conqueror - native - geometry II. Reading the Story A. Telling the Story

1. Theater 2. Visual aids: drawn pictures, story-board III. Retelling the Story A. Sequence of Events 1. Usage of imagination: creativity 2. Describe spider as a character. 3. Tell about the spider who plays tricks: Nandú. 4. Draw pictures telling the story. 5. Students will draw their own mantilla. B. Ideas: 1. Good luck charm, superstitions, cultural connections IV. Content A. Thematic approach 1. Personal experience: social interactions 2. Mathematics, geography, art, music, science, history, etc.

10 V. Assessment A. Multipurpose 1. Ongoing 2. Students make their own book. 3. Perform activities. 4. Rewrite the story ending. 5. Students play the role of the spider.

* Please open separate & additional documents for Reading Drawings number 1 & 2.

13 Self-Assessment

The Governor's world language Institute provided teachers with the opportunity to connect with contemporary Foreign Language Standards of the 21st Century. I am an advocate of institutes which provide true professional environments. The first World Language Institute will now set the stage for educational changes to take place, especially as students participate actively in the acquisition of foreign languages.

The professionals gave the World Languages workshops were indeed committed to the implementation of standards in Pennsylvania an nationally. I learned that many of us are already implementing the standards, but we need to communicate what is happening in our classrooms, especially since each generation seems to learn with different methodology. I hope these institutes continue, and I would like that Governor Ridge acknowledge that speaking a foreign language should be part of a well-rounded education.

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Reflection Essay/Journal Entry

1. How would you provide opportunities for your students to engage in pairs and small group work that involve meaningful, purposeful and authentic activities? I would motivate my students to participate in all activities that contain realistic situational topics. Students in turn should be able to make connections between functional language and the theory of how language works. I would enable students to create their own activities for the purpose of comprehensibility and comprehension. 2. First thoughts/impressions about the activity/lecture Dr. Frank Medley is a genuine speaker. He shared his own language acquisition experiences as well as his teaching. Nevertheless, he did so without academic pedantry, which brought about a true teaching environment to his presentation. He is a professional who has an interest in the learning of students, and this alone sets him apart in the university educational setting. 3. Memorable quotes from the presenter Dr. Frank Medley spoke about the usage of real language. He began his presentation with the following phrase referring to teaching French: "Look at the apple I have just eaten." The above quote says it all regarding Dr.Medley's insistence in looking at language the way in which it really is used. 4. A summary of thoughts held by other members of your group We did not work in groups, but we had interesting discussions regarding the teaching of language within the framework of cultural perspectives. Dr. Medley was receptive to comments that related to the creation of a scenario for our lessons. He guided us towards the incorporation of Foreign Language Standards of the 21st Century to our teaching. Dr. Medley lectured on conveying cultural understanding of other cultures to our students before experiencing the foreign culture abroad or in US communities. He gave an example of a US female student in Mexico who habitually met with her male friend to talk at the door of her host family's house. This caused discomfort with the host mother and her community because in Mexico a female ought to invite her male friend inside the household were the host mother is aware of his presence. In the US, the last step to take is to invite one's friend into one's home. If the female student had known this cultural difference, she would have avoided embarrassing moments.

5. Relevance to your classroom The concepts and strategies used by Dr.medley are applicable to my teaching style. I usually incorporate functional real-life scenarios to my lessons, especially those that enable students to function intelligently in a foreign environment. For example, I create activities with false cognates, which instruct students on knowing what to say a how to say it.

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6. Changes you would consider making in your classroom procedures because of this activity or lecture I will include more examples of Spanish-speaking scenarios in my classroom, especially those that relate to the Allentown community. My students will most likely encounter a Spanish speaker in this community, and they will have to interact in ways in which they understand the mores of the opposite culture and convey theirs as well to it. This process will create situations in which interactions bring about the avoidance of stereotypes, prejudice, and tolerance.

18 Reflection Essay/Journal Entry

1. How would you provide opportunities for your students to engage in integrated grammar activities? Grammar should be taught idiomatically. This approach requires the understanding of the student audience. I usually use songs to have my students acquire tenses and vocabulary naturally. The words alone bring about meaning to what is spoken. I also incorporate "total physical response" exercises in my lesson, with which the students learn language by association. These strategies accommodate a variety of learning styles, and are inclusive of students who are academically or physically challenged. In other words, if a student is unable to walk, he or she might excel in auditory skills an learn grammar by simply singing a song.

2. First thoughts/impressions about the activity/lecture I was very pleased with the cultural approach of the lecture presented by Dr.Medley, especially as he explained the cultural scenarios and their importance in the language acquisition process. 3. Memorable quotes from the presenters about this topic There was no memorable quote; however, the stories about Dr.Medleys life as a secondary teacher were important in that he related to us as real teachers K-16. 4. A summary of thoughts held by other members of your group The lecture concentrated specifically to the standards of scenarios, goals, assessment methods, language curriculum, and performance. He used handouts listing concepts, and we listened to his lecture. 5. Relevance to the lesson that you are developing.

The standards will help me organize a well-planned lesson. 6. Changes you would consider making in your classroom procedures because of this activity or lecture I will explore the alternative forms of assessment by carefully studying the Basic Components of the Standards Based Curriculum. The following draft of a scenario will serve as part of my lesson for the institute.

Las nupcias (A Standards Based Scenario Draft)

I. Procedure: A. The students will be able to perform the following tasks. 1. Collect pictures of magazines depicting wedding scenes. 2. Describe in Spanish the wedding attire used in traditional weddings in the US.

19 I. Procedure (Cont.) 3. Describe in Spanish what the groom and bride usually wear. 4. Learn about wedding traditions of the XVIII century in Perú. 5. Read about wedding traditions in the story of La camisa de Margarita by Palma. 6. Discover the cultural traditions in the story written by Ricardo Palma. 7. Participate in teacher-guided activities that emphasize Peruvian culture. 8. Explain the role of money in planning a wedding in Perú and the US. 9. Write a brief literary analysis of the story and present its contents to classmates. 10. Demonstrate language acquisition by designing one comprehension activity. II. Overview of Targeted Standards: The personal goals of college students of this generation are different than those of previous ones, especially regarding life decisions of dating and marriage. It seems that these

traditions have changed because of financial concerns and life-long commitments. College students are affected by these changes remarkably, and they are certainly aware of their adaptation to them and the present-day understanding of rules of dating and marriage. The reading of La camisa de Margarita will enable students to make connections between the marriage traditions of Lima, Perú in the XVIII century and their own traditions. They will compare and contrast cultures and generations, and eventually be able to formulate opinions about dating as a traditions and marriage as a social institution. They will be aided by examining the role of a partner selection for dating and for life in marriage. Using the aspects of the story as a reference, they will define the importance of legends, traditions, and historical perspectives that influence the decision to date or marry. This includes the role of money as an aspect that definitely influences the selection of a partner, as well as those external influences that do play a role in deciding if one is to marry. These are friends, enemies, relatives, and all those to whom the marriage is a concern. The main standards addressed are the following: 1.1 Interpersonal Communication 1.2 Presentational Communication 3.1 Making Connections III. Reflections: A. The students will be able to perform the following tasks. 1. Determine who selects a marriage partner in their own cultures. 2. Write a composition describing a wedding they attended.

20 III. Reflections (Cont.) 3. Formulate opinions on the role of money in marriage plans. 4. Learn and interpret the Peruvian refrán (saying): «Esto es más caro que la camisa de Margarita Pareja». IV. Resources: A. The students will explore Internet sites to facilitate their research.

Suggested Resources

http://www.geocities.com/Athens/8887/mil1html http://www.fas.harvard.edu/~icop/anamarialorandi.html http://www.home.wlu.edu/~mayocke?Span215-00/215-00explicacion1.htm http://www.urp.edu.pe/camisa margar.htm http://www.runet.edu/~arengifo/spi300sprin01.html http://www.usca.sc.edu/forlang/courses/aspa302.html http://www.cweb.middlebury.edu./f00/sp300a/Temas%20de20estudio/Palma.html

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Reflection Essay/Journal Entry 1. How would you implement the reading process when assigning a legend from the target culture? I would definitively begin by using an authentic text that would be relevant and interesting. The text would also have to be appropriately sequenced with language acquisition

standards, especially when the text contains references to legends and traditions of a particular epoch in history. 2. First thoughts/impressions about the activity/lecture I was very pleased with the level of organization of the presenter, Susan Bacon, Ph.D. She presented topics on culture by keeping the audience actively involved. Dr. Bacon did this by using authentic texts on legends as an avenue to integrate the culture standard into the reading process. I learned that authentic text can be used at any level. 3. Memorable quotes from the presenters about this topic Dr. Bacon quoted the words of Jim Lee, who said: "The level of the text is not as important as the task your readers perform." 4. A summary of thoughts held by other members of your group The thoughts of my group were generated by preparing a lesson on the legend of El ñandutí, a legend from Paraguay. Each teacher expressed their ideas spirally and used creativity designing a standards-based lesson activity. The ideas generally contained the following topics. 1. Cross-cultural panorama 2. Paradigms of social interactions 3. Language acquisition using indigenous vocabulary I. Prereading A. Topic Activities 1. "Itsy Bitsy Spider"(FLES): Sing aloud. 2. Likes and dislikes of arañas 3. Display picture of mantilla. 4. What do students think mantilla resembles? (patterns) 5. Despedidas: What was the first day of school like? - maps - transportation - geometry - conqueror - native - geometry

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II. Reading the Story A. Telling the Story 1. Theater 2. Visual aids: drawn pictures, story-board III. Retelling the Story A. Sequence of Events 1. Usage of imagination: creativity 2. Describe spider as a character. 3. Tell about the spider who plays tricks: Nandú. 4. Draw pictures telling the story. 5. Students will draw their own mantilla. B. Ideas: 1. Good luck charm, superstitions, cultural connections IV. Content A. Thematic approach 1. Personal experience: social interactions 2. Mathematics, geography, art, music, science, history, etc. V. Assessment A. Multipurpose 1. Ongoing 2. Students make their own book. 3. Perform activities. 4. Rewrite the story ending.

5. Students play the role of the spider. * Please open separate & additional documents for Reading Drawings number 1 & 2.

24 5. Relevance to the lesson that you are developing. The contents of the presentation of Dr. Bacon related literature topics of South America and Mexico, especially within the genre of legend themes and traditions. This alone relates to the historical topics of the Peruvian story I will use in my lesson: La camisa de Margarita by Ricardo Palma (1833-1919) 6. Changes you would consider making in your classroom procedures because of this activity or lecture I will change my attitude towards what students are able to accomplish. One is not always certain of their level of reading. Through the use of authentic texts, I will be able to integrate grammar with a functional approach, and in turn my lessons will be culturally-based. I believe that grammar can be acquired better through usage rather than lengthy explicative lessons. For example, if I am to teach a lesson on a particular legend, I would integrate, through communication and connections, several tenses and vocabulary that is learned through cultural associations instead of meaningless memorization drills.

25 Reflection Essay/Journal Entry

1. How would you teach the cultural perspective that is reflected in a short story/legend from the target culture? I would find the cultural differences and similarities between authentic texts and contemporary texts. The activities for doing this would bring about connections between traditions of specific Spanish-speaking countries and the U S. The students in turn would participate in activities that enable them to learn by comparing and contrasting cultures, and, most importantly, they would learn them in the target language. 2. First thoughts/impressions about the activity/lecture The most important part of the lecture was the goal of knowing how to tell a story, especially when the presenter was able to guide us through an exciting cultural plot of a diverse nature. Nonetheless, it was done using universal connections and realia that conveyed meaning to the story. Dr. Bacon demonstrated these aspects with reference to the Mexican legend of La Llorona, through which she introduced the language acquisition concepts of Perspective, Products, and Practices in the reading process. 3. Memorable quotes from the presenters about this topic I do not recall a memorable quote per se, but I did learn that there is a way to engage students in reading Spanish by following specific strategies of the reading process, which in turn these parallel the Pennsylvania Foreign Language Standards. However, all of these standards were met because of the presenters plan to motivate students. One motivational strategy was the use of a CD that contained the legend studied. We closed our eyes and listened to a legend, which definitely served the purpose of exercising our auditory skills. 4. A summary of thoughts held by other members of your group The consensus in general was positive in that all the participants were able to learn through the use of authentic texts in the classroom, and that the expectation is that the students will also do the same in the classrooms of my counterparts. 5. Relevance to the lesson that you are developing The topics discussed in this lecture of legends are applicable to my teaching style, which includes the usage of authentic texts, be they at the advanced or beginners level of complexity. I am responsible as a teacher to make topics relevant to my students.

26 Reflection Essay/Journal Entry

1. Compare and contrast the perspectives of the Spanish Ambassador concerning a nations role as a member of the worldwide community with those held by the U. S. The clout with which the UN members exercise their duties varies immensely, especially among nations that are not permanent members of the Security Council of the UN. The principal role of every nation in the UN is to maintain the goal of peace throughout the world. Nevertheless, the approach for doing so depends on the political status of nations who are members. For example, Spain as an active participant, might suggest that certain issues be addressed and request changes be made concerning them. These have direct consequences on Spain and other countries that are members. This is because the original UN members have more power within the Security Council. Therefore, it suffices to say that nations belonging to the UN are not members of a democratic entity. 2. First thoughts/impressions about the activity/lecture I was very taken by the honesty of the Spanish Ambassador, don Inocencio. He gave the group a genuine picture of how the UN functions within the parameters of New York City. The sovereignty of the UN solely depends on the contribution of its members, of which the US has yet to pay its financial contribution on time. The Ambassador also brought to light the the changes Spain has had since the dictatorship of Franco. This was important because teachers need to understand how Spain became a democratic society, in spite of being a country who has a King, Juan Carlos de Borbón. The were a few teachers who only had known the Spanish rule of Franco when they had studied Spanish, so this was a great opportunity to update their current knowledge of current events. 3. Memorable quotes from the presenters about this topic What I enjoyed the most was the ambassador’s light-harted approach to the politics of the UN and his great sense of humor. Ambassador don Inocencio is a brilliant man. He also was able to teach our group a lot about his personal interest in the politics of the UN and his executive role of the Real Madrid soccer team. 4. A summary of thoughts held by other members of your group The general consensus of the ambassador’s presentation was to bring us an updated version of the role of Spain in the UN and as a global economy. His points of view were accepted by most of us in the group; however, his presentation seemed a bit liberal to some.

5. Relevance to the lesson that you are developing. My lesson presents the influences of Spain during the colony of Lima, Perú, especially during the XVIII century, where traditions related to colonial legends created a society that predated the dictator governments of Perú and Latin America as a whole. 6. Changes you would consider making in your classroom procedures because of this activity or lecture The changes I would consider would be those related to the creation of activities that teach students the history of Spanish-speaking countries. These activities would emphasize the acquisition of grammar through the learning of history and culture of the country. Moreover, I would insist that students read Latin American literature texts of literature and history to compare.

27 Reflection Essay/Journal Entry

1. Compare one aspects of one painting or sculpture from one culture with those of another. The painting of Pepito by Francisco de Goya depicts a young child dressed with attire that resembling the Napoleonic influences in Spain. This was a period in which the Spanish aristocracy imitated French customs and traditions. This was visible, as the painting suggests, even in they way children were dressed. They looked as if they were little adults. Goya’s themes of included children of the court or wealthy children to present a political reality of Spain. The sculpture of the Little Dancer of Fourteen Years, like Goya’s painting of Pepito, the artist’s interest is visibly that of being revolutionary within the norms of traditional art. The sculpture suggests textures of hose, bodice, hair, and flesh. However, the bronze sculpture has a real tarlatan skirt and a real satin hair ribbon. The impressionist’s sculpture definitely parallels the technique changes of the epoch, which brought a human touch to both painting and sculpture. The pieces are also representative of the quest for authenticity in art. 2. First thoughts/impressions about the activity/lecture I am appreciative of the opportunity to have visited the Metropolitan Museum of Art. I learned very much from the tour guide’s presentation. She explained very well the cross cultural influences in paintings and sculptures from Spain and France. 3. Memorable quotes from the presenters about this topic I do not recall any specific memorable quotes; however, I was impressed by the paintings as a whole. It was my first time to the museum. I liked the painting of the guitarist. It depicted a musician playing the guitar backwards, which was another technique to portray what could not be in another culture. 4. A summary of thoughts held by other members of your group

The group was very receptive to the tour guide’s explanations. Her knowledge of the painting’s content was extraordinary, and she was able to motivate us to use the information in our classrooms. This is important because art is also a language and it’s represents the culture of a particular country. 5. Relevance to the lesson that you are developing. The relevance of art to the production of my lessons is connected to culture in general. The people of a country express themselves through many mediums, bit it is through art and literature were the history of a country is truly represented. The study of art pieces is and excellent way in which students can use descriptive adjectives expressing themselves in the target language, this alone enables them to use grammar meaningfully and in a functional manner. 6. Changes you would consider making in your classroom procedures because of this activity or lecture I would like to include contemporary art created by my students into my lesson planning. This will enable them to relate to each other and use language meaningfully. I also would like to have them survey the art of the indigenous people of the Americas. The latter is often neglected by not being always presented in textbooks.

28 Reflection Essay/Journal Entry

1. How will you use community resources in the development of your standards-based lesson? I live in a community which has had a significant growth of Spanish speakers. The come from many different countries, especially Puerto Rico, México, and Perú. They are a great resource for my students, and interactions with them will enable my students to experience how the US is changing. They will also learn about subcultures that keep their customs, even though they are members of a greater culture. I plan to invite successful members of the Spanish-speaking community to speak to my students. They in turn will also go to their community and speak about their own experiences as college students. 2. First thoughts/impressions about the activity/lecture Their was no lecture. We simply shared ideas about lesson implementation in our lessons. 3. Memorable quotes from the presenters about this topic N/A 4. A summary of thoughts held by other members of your group

It was very productive to share my lesson plan ideas with another teacher, especially those of my lesson. She was able to update me on the latest trends college students. This will bring relevance to my lesson planning. 5. Changes you would consider making in your classroom procedures because of this activity or lecture. I will continue instructing with a quest for diversity inclusion, but with the understanding of respect and tolerance for communities that differ from the mainstream community.

Follow-up Activity Report

When you have presented the standards-based lesson that you have created for the Institute, e mail the following to Lillian DeLeo deleol@ns.neiu.k12.pa.us

Name Topic Standard(s) addressed Give a short description of the results of the lesson

In what way did the participation of the students meet your expectations? What was your greatest challenge in presenting this lesson to students?

Reading Drawing 1

Reading Drawing 2