Portfolio/ Course Requirements

Governor’s Institute for

World Language Educators

July 29 to August 3, 2001 Isabel Espino de Valdivia Ph.D.

Perry Traditional Academy Pittsburgh Public Schools

Table of Contents:

A. Lesson Plan: Inti Raymi: Festival of the Sun…………….P.3 B. Workshop Format………………………………………..P.13 C. Scenario: Inti Raymi……………………………………..P.15 D. Reading: El Nandutí……………………………………..P.17 E. Self Assessment………………………………………….P. 21 F. Reflection Sheets…………………………………………P.23

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PORTFOLIO ENTRY SLIP NAME: Isabel Espino de Valdivia DATE: July 29th to August 3rd., 2001 INSTITUTE: World Language Educators NAME OF PIECE: Lesson Plan: Inti Raymi: Festival of the Sun

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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 INTI RAYMI: Inca Festival of the Sun--A Peruvian Celebration

Level High School: 9th and 10th Grade.

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Standard(s) COMMUNICATION Communicate in Languages Other than English Standard 1.1: Students engage in conversations, provide and obtain information, express

feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of

topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or

readers on a variety of topics. CULTURES Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the

practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the

products and perspectives of the culture studied. CONNECTIONS Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through a

foreign language. COMPARISONS Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of the language through

comparisons of the language studied and their own. Standard 4.2:

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Students demonstrate understanding of the concept of culture through comparisons of the culture studied and their own.

COMMUNITIES Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use language both within and outside the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language

for personal enjoyment and enrichment.

Overview Inti Raymi or Festival of the Sun is a native Peruvian celebration. It takes place in Cusco, Peru on Winter Solstice, June 24th according to the Inca calendar. The celebration is one of the largest festivals in South America. Inti Raymi was the most important festival of the Inca Empire. The Incas celebrated the return of the Sun that brings food and health to all the people. Now Cusco celebrates the festival recreating the ancient ceremony to give thanks and honor the Sun, holding parades, live Peruvian music concerts, arts and crafts exhibits, street food fairs and other special events. It is the second largest festival in South America after the Carnival of Rio and it is visited from people all over the World. Through this lesson the students will become familiar with Inti Raymi celebration, its significance, and they will also learn about the food, music and dance of native Peruvians. Lesson: Inti Raymi: Festival of the Sun

The teacher will present the story of this celebration to the students mentioning The following:

Quién lo celebra? (Who?) Cuándo se celebra? (When?) Cómo se celebra? (How?) Dónde se celebra? (Where?) Qué representa? (What?)

The students will compare and contrast Inti Raymi with important holidays that involve food and giving thanks like Thanksgiving.

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Story: Hace muchos muchos aňos en Perú vivian los Incas. Los Incas eran muy fuertes y aguerridos y tenian un Imperio. Este imperio tenia cuatros regiones y cada region se llamaba “Suyo”, por eso se llamaba el Imperio del Tahuantisuyo. El Sol era el Dios y también el padre de los Incas. Todos los aňos durante el solsticio de invierno, los Incas celebraban la salida del Sol y hacian ofrendas para agradecer al Sol por la comida. A este celebración venian todos los governadores de los suyos, los militares, los nobles del Imperio y también venian la esposa del Inca y los Sacerdotes. El personaje más importante de esta ceremonia era el Inca por ser el hijo del Sol. El Inca, como descendiente directo del Sol hacia las veces de Sacerdote y llevaba a cabo la ceremonia de adoración al Sol. Todos se vestian con sus mejores galas llenas de oro y plata y llevaban adornos en la cabeza, otros se vestian con pieles de jaguars or con plumas de Condores. Todos entraban a la celebración bailando y los guerreros traían sus armas, instrumentos musicales como “quenas” y tambores. Antes de la ceremonia ayunaban (no comian) por tres dias. Las mujeres preparaban “zancu” o pan de maíz. Al amanecer todos esperaban la salida del Sol precedidos por el Inca y cuando el Sol salía lo adoraban con los brazos abiertos y lo reconocian como su padre. Pero un día vinieron los Conquistadores espaňoles. Muchos Incas murieron y se convitieron en esclavos. Los espaňoles prohibieron esta celebración por ser pagana e ir contra las enseňanzas cristianas. Por muchos aňos no hubo Inti Raymi, hasta que en 1944 restituyeron la fiesta para celebrar el Día del Cusco. Faustino Espinoza Navarro recreó el ritual en Quecua, el idioma de los Incas. Ahora esta celebración se hace en las ruinas de Saccsahuamán. La ceremonia es representada por 942 actores y existe una gran competencia para elegir a los actores que van a representar la ceremonia, la competencia mas dura es para ser elegido Inca. El Inti Raymi es uno de los festivals más famosos de Latinoamerica y en toda la ciudad se celebra con ferias de comida, artesania, conciertos de música peruana. Algunas de las comidas son muy diferentes, por ejemplo el cuy, pero tambien hay otras comidas como el chicharrón que le gustan a todos los turistas. Tambien hay muchas cosas para comprar y divertirse. Hoy en dia, a pesar de la conquista, los Incas peruanos han recuperado de nuevo su fiesta del Inti Raymi para celebrar sus origenes.

PROCEDURE

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All activities for this lesson are presented in Power Point format and it is include in this CD as a Power Point file. Pre-reading Activities: 1.The teacher will introduce the context of the Inti Raymi, presenting a map of Peru and Cusco. See power point presentation attached to this portfolio. Then the teacher will ask questions: Cómo se llama este país? Cuál es su capital? Qué idioma(lengua) se habla en este país? 2. Then the teacher will show the map of the ancient Perú and will ask students to guess what the ancient name of Peru was. See power point presentation attached to this portfolio. Cómo se llamaba este país antes? Cuál era su capital? Qué idioma hablaban aquí? 3. Then, the teacher will introduce the main characters of this story. The teacher will show a picture of the Inca and ask questions: Qué ropa lleva ? Dónde está? Cuál es su trabajo? Quién es? Qué hace? 4. The teacher will present a slide on the Sun and ask questions about : Cómo se llama en espaňol? Qué significaba el Sol para los Incas? Porqué lo llevaban en su ropa? Esto les explicará lo que era el Sol para los Incas y cómo lo adoraban y celebraban. 5. Then the teacher will present some key concepts and vocabulary to understand the story. See power point presentation attached to this portfolio Imperio del Tahuantisuyu Los suyos El Inca El Sol El solsticio de Invierno

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Celebrar la salida del Sol Las ofrendas Las quenas y tambores El pan de maíz: Zancu ayunar prohibir restituir la fiesta Visuals and cards containing the key concepts and vocabulary will be distributed to the students to make them active participants in the story. Each time one of these key concepts and vocabulary is mentioned in the story the students will hold the visuals and cards up. 6. The teacher will retell the story using the visuals presented in the Power Point Slides. See Power Point presentation attached to this portfolio As the teacher tells the story the students who hold up the cards with the vocabulary mentioned. 7.After the story is told the teacher will check for comprehension asking some questions: Quienes eran los Incas? Dónde vivian? Qué era el Inti Raymi? Qué comían los Incas en Inti Raymi? Qué otras comidas hay en la Fiesta? Qué hicieron los Espaňoles? 8. Then, the teacher will ask for volunteers to recreate the story in their own words. 9. Then the teacher will ask what celebration we have in America to give thanks for the food and how it is similar or different to Inti Raymi. Extended Activities: After the lesson the teacher will assign an extended activity to do as homework: a. Create a commercial to advertise the Festival of the Sun: Inti Raymi for American students.

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b. As a member of Cusco city Council, design and prepare a new activity to make young people celebrate their ethnicity. Assessment: The assessment will be ongoing informal assessment during class participation and interaction. The students will also take a short quiz on story comprehension.

Materials – Enciclopedia de la Historia del Perú Power Point Slides Visuals: pictures of native Peruvian instruments, food, ruins, clothing. Flash Cards: key vocabulary cards. Peruvian Music. Comprehension Questions.

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

Cuzco Web: Provides some info on traveling to cuzco and vicinities, not much on inti raymi http://www.interplace.com.pe/cuscoweb/foto7.htm Inti Raymi festival: This web page has info, pictures and background on festival. http://suzanaboswell.com/inti.htm Andes Adventures: http://www.andesadventures.com/intiraymifestival01.htm Inti Raymi 98: A web site with lots of info and pictures about the festival. http://infoperu.com/indexen.shtml

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Inti Raymi at about: Good info and links http://www.gosouthamerica.about.com/library/blIntiRaymi.htm Away.com: Resumen critico del festival http://away.com/festivals/page437.adp The Inti raymi or festival of the Sun: DR. Luis Barreda Murillo, is a detailed explanation of the ceremony, number of people, roles, etc. http://www.e-connexions.net/cusco/sbbarreda.htm Cuzco: Inka Trail. Adventures from a groups of gringos in Peru. Good photos, audio file. http://www.dmduncan.com/travel/trips/incatrail01/cusco.htm Canciones en quechua y espanol: http://www.andes.org/songs.html

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PORTFOLIO ENTRY SLIP NAME: Isabel Espino de Valdivia DATE: July 29th to August 3rd., 2001 INSTITUTE: World Language Educators NAME OF PIECE: Workshop Format

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Workshop Format Title of workshop: Governor’s Institute for World Language Teachers/ Standards Based-Lesson: Inti Raymi: Festival of the Sun Standard(s) to be addressed Interpretive Communication Interpersonal Communication Presentational Communication Practices of Language Products of Language Making Connections Acquiring Information Cultural Comparisons School and Communities Description of the workshop: Teacher will present a report/ evaluation on Governor’s Institute and power point slides on Inti Raymi Lesson. Length of time of the workshop One hour Audience: Pittsburgh Public Schools Foreign language Teachers.

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PORTFOLIO ENTRY SLIP NAME: Isabel Espino de Valdivia DATE: July 29th to August 3rd., 2001 INSTITUTE: World Language Educators NAME OF PIECE: Scenario Template

STANDARDS FOR SPANISH AND PORTUGUESE Form for Writing Scenarios

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Teacher: Isabel Espino de Valdivia Language: Spanish Level: 2-3 Grade: 9th to 10th Grade School: Perry Traditional Academy Class in which scenario can be used : Level 2-3 Scenario title: Inti Raymi Celebration Percent of students who are heritage speakers of the language: 0% Prior knowledge necessary for students and /or teacher: Knowledge of Peru and Peruvian Culture, vocabulary on food, clothing, present tense and past tense of verbs. Description in detail. What do the students do? What does the teacher do? Students will be divided in groups to do research on Inti Raymi: Festival of the Sun and its celebration in Peru They will use Internet sites, books and videos provided by the teacher. Group one will research on the meaning and symbolism of Inti Raymi and the background of the festivity. Group two will research about the place, when they celebrate it and its reasons why they celebrate it. Group three will research the roles of each participant in the ceremony: Incas, Inca’s wife, priests, members of the Inca Empire government ( Representatives of the Suyos), etc. Group Four will research the food for this celebration and group five will research clothing and music for the event. Then the students will decide on a date to present the Inti Raymi, elect the Inca and the “representatives of the Suyos”, prepare the food and clothing and invite other Spanish students and parents to attend the celebration. Student groupings: Small Groups. Standards targeted by scenario: Interpersonal, Interpretive, Presentational, Practices and Products of Culture, Acquiring Information, School and Community. Tools and resources needed: videos, books, internet, paper, cardboard, markers, ingredients for food preparation (maiz, chichi), feathers, paints, foil paper. Time needed: Two weeks Assessment strategies: Presentation rubric designed by teacher.

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PORTFOLIO ENTRY SLIP NAME: Isabel Espino de Valdivia DATE: July 29th to August 3rd., 2001 INSTITUTE: World Language Educators NAME OF PIECE: Reading Template Story Lesson: El Ňandutí Pre-reading Activities:

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Preguntas:

1. Te gusta la araňa?, Tienes miedo a la araňa? 2. Araňa en griego es ARACNE. Recuerdas el cuento de la araňa? 3. En Paraguay hay unos indios que se llaman Guaraní y en su idioma

araňa se diceŇandutí. Vocabulario Nuevo: 1.Aracne: ňandutí, araňa 2. mantilla, tejer la mantilla

3.destrucción de la mantilla 4. el encaje. 5. la amistad 6. la lealtad 7. época colonial 8. la supertición 9. la culpa.

Contexto:

1. Espaňa 2. Paraguay

Post-reading Activities: Comprensión:

1. Ordenar los acontecimientos 2. Los Personajes, el problema y la resolución. 3. Contar el cuento en tus propias palabras.

Extensión: 1. Escribe tu propio final 2. Escribe la noticia para el periodico 3. Diseňa un catálogo para vender las mantillas.

El Ňandutí

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A Picture of ňandutí

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Internet Sites for more Information on ňandutí: The guarani Indians http://www.paraty.com.br/indians.htm Nanduti Lace: Encaje y fotos del encaje guarani http://lace.lacefairy.com/ID/Nanduti.html Artesanía Paraguaya : Foto y una pequeña explicación sobre el Ñandutí. http://www.terere.com/terere/canales/paraguay4u/craftsmanship/nanduti.php La Mantilla : Historia de la mantilla en España. http://www.spanishpassion.com/mantilla/mantilla_ha_i.html Compra una mantilla de spainmoda : http://www.spainmoda.com/mantillablonda.html Arachnology : Page to find everything about spiders all over the world http://www.ufsia.ac.be/Arachnology/Arachnology.html

PORTFOLIO ENTRY SLIP NAME: Isabel Espino de Valdivia DATE: July 29th to August 3rd., 2001 INSTITUTE: World Language Educators

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NAME OF PIECE: Self-Assessment The Governor’s Institute for World Language Teachers has been an experience that helped me to discover Pennsylvania through the conversations and exchanges with other teachers. Eleven years ago I came to Pittsburgh after living in Japan for seven years and started teaching at the Pittsburgh Public Schools. Until the Institute I never had the chance to really experience Pennsylvania and get to know other teachers in the state. It has been very rewarding and exciting experience. The lectures were focused on Standards and we learnt how to integrate them in our lessons. Using legends, Myths and folktales proved to be one of the best lecture. Dr. Susan Bacon did a very objective presentation and the application was very easy to carry out. The lecture with the Spanish Ambassador to the United Nations: Inocencio Arias was also a very educational experience where I learnt the real hardships of the United Nations. Overall the Institute was a learning experience and I will use what I learned as much as I can in my classroom.

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PORTFOLIO ENTRY SLIP NAME: Isabel Espino de Valdivia DATE: July 29th to August 3rd., 2001 INSTITUTE: World Language Educators NAME OF PIECE: Reflection Sheets

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Reflection Essay/Journal Entry

How would you provide opportunities for your students to engage in pairs and small group work that involve meaningful, purposeful and authentic activities? I will try to provide student-centered activities where each member has a role to play and an specific task to carry out, for example: an information gap on their ideal room, where each member has to draw and complete a room according to the information provided by the other member of the group. First thoughts/impressions about the activity/lecture The explanation about the Standards and Communication Modes was very clear and easy to understand. However the “scenario” notion was vague and needed more modeling and examples to illustrate it. Memorable quotes from the presenter “Forget the four skills and focus on the three modes” A summary of thoughts held by other members of your group Most people in my group were confused about the scenario notion, how to create them and how to write them. Relevance to your classroom I understand better the notion of the three modes and their importance. I plan to work on how to implement them through my classroom activities. Changes you would consider making in your classroom procedures because of this activity or lecture I will try to create more activities to implement the interpretive mode that I have neglected, specially relating to listening activities.

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Reflection Essay/Journal Entry How would you provide opportunities for your students to engage in? Integrated grammar activities? The best way would be to teach the grammar in the context of the lesson, not by the grammar itself, for example when I teach subjuntive I will teach it in the context of “Dear Abby” letters. If I want to teach the imperfect tense, I will first introduce a story in the past about some terrible event that happened to me, or a traffic accident, etc. However this was not discussed in the lecture. First thoughts/impressions about the activity/lecture This topic was not directly presented in class, but some teachers have some questions about the scenarios and then we talked a little bit about it. Memorable quotes from the presenters about this topic None that I remember. A summary of thoughts held by other members of your group Other members of my group were not clear about the grammar being the focus of the lesson or not, some also confuse the term content as being the grammar topic and the main purpose of the lesson, which I do not agree with. Relevance to the lesson that you are developing. It is very relevant, especially in the case of my lesson, where the main topic is culture and the celebration of Inti Raymi. I will use some grammar topics like the imperfect, but that it is not the focus or objective of my lesson. Changes you would consider making in your classroom procedures because of this activity or lecture Again, I sometimes get involved too much in teaching certain grammar points, that are difficult for English speakers, such as SER or ESTAR and forget that the best way is to teach in context where it makes sense, instead of teaching them through drills or exercises in the workbook.

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Reflection Essay/Journal Entry How would you implement the reading process when assigning a legend from the target culture? I will prepare pre-reading activities, post reading activities including receptive and Productive skills. I will also cue for guessing and predicting what will come next in the story. First thoughts/impressions about the activity/lecture The lecture was well done, very clear and easy to understand. The power presentation made it very enjoyable and fun. Memorable quotes from the presenters about this topic Select a text level I+1, that is a text a little bit more advanced that the students’ level in the target language. A summary of thoughts held by other members of your group The other people in my group share the same opinions as me, were satisfied and knew exactly what to do to create a lesson based on a story or legend. Most of the comments were very positive. Relevance to the lesson that you are developing. The activities used for the reading process, like the pre-reading activities can be adapted to use for any lesson introducing a topic. I will use some of them for my lesson: Inti Raymi-Festival of the Sun. Changes you would consider making in your classroom procedures because of this activity or lecture This is one of the lectures that I will use the most, because of the power of story telling in a World language class. It motivates the students more than a regular book lesson or workbook exercises.

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Reflection Essay/Journal Entry

How would you teach the cultural perspective that is reflected in a short story/legend from the target culture? The culture will be taught as part of the story and I will connected to the present day reality through the practices or products of today’s culture: For example the food and the music used in the Festival of the Sun is present in Peruvian culture now. The students will able to taste the food and listen to the Andean music. First thoughts/impressions about the activity/lecture The story connected a famous building in Puebla: La casa de los Muňecos, with its legend on how and why this building was constructed. It was a very interesting story and the presentation using power point was very powerful and fun. A perfect example of how a legend can be presented in class. Memorable quotes from the presenters about this topic “Skim and Scan” “ Look for cognates” A summary of thoughts held by other members of your group Some teachers were concerned on how to select a legend or story, the students will be interested in and also the time it will take to create a lesson on power point so the presentation will made a better impact on the students. The latter is also a big concern for me. Relevance to the lesson that you are developing The lesson format, including pre reading, vocabulary and comprehension is of vital importance for my lesson and I plan to use these techniques for my lesson.

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Reflection Essay/Journal Entry

Compare and contrast the perspectives of the Spanish Ambassador concerning a nation’s role as a member of the worldwide community with those held by the U. S. The lecture with the Spanish Ambassador: Inocencio Arias has been one of the best in the Institute. His perspective on the United Nations has also been very enlightened and has clarify a lot of points of how the United Nations works. He works there everyday and it is not afraid to share his knowledge and opinions. For me it was of great value to have the opportunity to obtain first hand information on the United Nations from the Ambassador. First thoughts/impressions about the activity/lecture It was a memorable speech that went over all my expectations. Memorable quotes from the presenters about this topic “The countries that are members of the Security Council are above everybody else” A summary of thoughts held by other members of your group Everybody was very impressed with him, even people who were not involved with Spanish. Relevance to the lesson that you are developing. My lesson deals with the Incas, native Peruvians. Peru as a member of the United Nations has a place and a role to play. We even had before a Peruvian: Perez de Cuellar as a president of the United Nations. Changes you would consider making in your classroom procedures because of this activity or lecture However this lecture does not affect my lesson directly, it helped to get a more realistic view of the United Nations.

Reflection Essay/Journal Entry

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Compare one aspects of one painting or sculpture from one culture with those of another. Vincent Van Gogh painted “Cypresses” after being admitted to the asylum of Saint-Rémy because of his mental illness. The painting is dark with some yellow but still scary with undulating forms making us feel his suffering. On the contrary, Monet painted “The Water lilies” after losing Alicia, his wife and fighting blindness. “The Water Lilies” are not dark and reveals us that he was able to overcome his sadness. He was also able to finish this project after an operation that removes his cataracts. First thoughts/impressions about the activity/lecture The lecture was full of details about the painters> I personally enjoyed more the part of the Impressionist painters: Monet, Degas, etc. and Van Gogh. Memorable quotes from the presenters about this topic “You need to be familiar with the artist background to understand his/her work.” A summary of thoughts held by other members of your group Some people were using Art for their lessons and enjoyed this lecture more than others. Relevance to the lesson that you are developing. I am including some of the native Peruvian art and crafts in my lesson . Changes you would consider making in your classroom procedures because of this activity or lecture I believe art is one of the keys to understand the target culture and teachers should use all forms of art as much as they can in their lessons.

Reflection Essay/Journal Entry

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How will you use community resources in the development of your standards-based lesson? In Pittsburgh there is a Latin American Council and they do presentations of Latin American Dance and Music in the schools. I will invite them to come to my school to do a presentation on Andean Music and dance that it is very relevant to my lesson: Inti Raymi: Festival of the Sun. First thoughts/impressions about the activity/lecture We concentrated in our lesson plans and worked around those topics. In this sense the lecturer provide good insights. Memorable quotes from the presenters about this topic “focus on the activity” A summary of thoughts held by other members of your group All teachers agree on the importance of working in task instruction, designing good activities to motivate the students. Changes you would consider making in your classroom procedures because of this activity or lecture. My lesson will be developed around student-centered activities.

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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?