Spanish IV Unit 2 – My Personal & Public Identities & Immigration- 2014
Language
Course/level
Targeted
Proficiency Level
Thematic unit
Unit length
Spanish
Spanish IV
Intermediate-low (approaching intermediate-mid)
Personal and Public Identities
about 5 weeks
Stage 1: Desired Results
__x__1.1 Interpersonal communication
__x__1.2 Interpretive communication
__x__1.3 Presentational communication
__x__2.1 Cultural practices and perspectives
Standards: Check as
_____2.2 Cultural products and perspectives
many as apply.
__x__3.1 Connections to other disciplines
__x__3.2 Acquiring new information
_____4.1 Language comparisons
__x__4.2 Cultural comparisons
My cultural identity is reflected in my values, beliefs, political views, relationships, and
Enduring
life experiences.
Understanding(s)
What is my cultural identity?
Essential Question
Guiding Questions
 What are my values and beliefs?
 What are my political views?
 How is my identity defined by the laws of my country and the rights guaranteed to
me?
 How are new immigrants assimilated into my culture?
By the end of this unit, learners can read, view, understand, interpret, and synthesize
Learning goals
readings and short films about personal and public identities, as well as immigration and
human rights issues in countries around the world. They can identify, describe, and share
their own personal identity, values, beliefs, and political views. They can also debate
different viewpoints about cultural identity, immigration, and human rights issues.
Additionally, they can propose solutions to issues concerning cultural identity,
immigration and human rights, and persuade others. Finally, they can compare cultural
identity, immigration and human rights issues in countries around the world.
Functions
Knowledge
What can learners do?
What context, structure and culture will learners need to show their knowledge?
Functions
Context
Structure
Culture
Identify and describe
 personal/public
 most tenses in indicative
 personal/public
my cultural identity,
identities
and subjunctive
identities
beliefs (and political
 social norms
 comparisons/ superlatives  beliefs/values
views) and their origins.  beliefs/values
 government/politics
Justify and support
opinions.
Express hopes, dreams,
and concerns regarding
the above issues.
Read, interpret and
 social norms
 conjunctions that require  immigration
analyze readings about  stereotypes
the subjunctive
 beliefs/values
various cultural
 government/politics
 nationalism/patriotis
identities, immigration  laws/human rights
m
and human rights
 laws/human rights
issues.
View, understand, and
 personal/public
 most tenses in indicative
 personal/public
interpret short videos
identities
and subjunctive
identities
about cultural identities  beliefs/values
 immigration
and immigration.
Share opinions and
propose solutions, and
persuade others on
issues concerning
cultural identity,
immigration, and
human rights.
Argue/debate different
viewpoints and
persuade others about
cultural identity,
immigration, and
human rights issues.
Explain problems and
propose/compare
solutions related to
cultural identity,
immigration, and
human rights in various
countries.
Summarize, interpret,
analyze and synthesize
authentic materials
related to cultural
identity, immigration
and human rights
issues.






immigration
idioms
beliefs/values
immigration
global challenges
stereotypes

social norms
subjunctive in adverbial
clauses
conjunctions requiring
subjunctive
prepositions that are used
with certain verbs



beliefs/values
global challenges
government/politics


argument/debate

sequencing/transitions 






argument/debate
government/politics
nationalism/patriotis
m

comparisons/ superlatives
uses of se
object pronouns
future/conditional tenses
most tenses in indicative
and subjunctive
comparisons/ superlatives



social norms
government/politics
immigration/human
rights issues




beliefs/values
laws/human rights
immigration
global challenges



immigration
laws/human rights
sequencing/
transitioning


comparisons/superlatives
imperfect subjunctive




government/politics
global challenges
immigration
laws/ human rights



Stage 2: Assessment Evidence
Summative Performance Assessments
Reading interpretation exam on immigration and human rights.
Interpretive
Share opinions about and solutions to immigration and human rights issues.
Interpersonal
Write an argumentative essay about immigration issues, using Mojado as one of the sources.
Presentational
Formative Assessments
Other Summative Assessments
 Mojado song cloze activity after initial
viewing(s)
 Verb tenses quiz
 Verb activities
Stage 3: Learning Activities
Interpersonal
Interpretive
Presentational



Describe your cultural
identity and the origins of
your beliefs and values to a
partner, who repeats back as
much as s/he can remember
Impromptu argue/debate an
issue (provided by teacher)


View Mojado, and describe several
scenes or images, and their
relationship to the lyrics.
Make predictions at several points
during the first viewing of Adiós,
Mamá.
Summarize several authentic
materials on cultural identity,
immigration and human rights.
 Stations activity to build/edit
argumentative essay
(station for
introduction/effective thesis
statement, station for
grammatical focus, station for
paragraph
development/transitions)
 Write a poem or informal letter
describing your cultural
background



Other Learning Activities
Vocabulary/definitions search (all have a vocabulary list/on small piece of paper, each student gets 2-3
definitions; students go from person to person to find the vocabulary word that matches their 2-3
definitions)
Search for, read, and summarize online articles about cultural identities, immigration and human rights.
www.imagina.vhlcentral.com activities: grammar practice, listening, video
Resources
District Resources:
Imagina:
 Lección 6 – el valor de las ideas
 Cortometraje – Adiós, Mamá (p. 46)
 Cortometraje – Un pedazo de tierra (p. 342)
 Corriente Latina (p. 33)
Other resources:
- Current informational texts
- song: Mojado –R. Arjona
Encuentros maravillosos
 Ch. 10– La poesía – Neruda; Caminate, son sus huellas – Machado; Peso ancestral - Storni
 Ch. 5 – El niño al que se le murió el amigo – Matute