Spanish V Unit 2 - Personal & Public Identities: Heroes, Historical Figures and
National Identities - 2014
Language
Course/level
Targeted
Proficiency Level
Thematic unit
Unit length
Spanish
Spanish V
Intermediate-Mid (approaching Intermediate-High)
Personal and Public Identities: Heroes, Historical Figures and National Identities
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
__x__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
Heroes and historical figures help define national and ethnic identities as well as social
Enduring
values and norms.
Understanding(s)
Essential Question
 How do the heroes and historical figures of the Spanish-speaking world help
define the national and ethnic identities and social values and norms?
Guiding Questions
 Who are some of the heroes and historical figures of the Spanish-speaking world?
 How do the diverse geographies, languages, ethnicities, and cultures of the
Spanish-speaking world interact to form local, national, and regional identities?
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 heroes and
historical figures in their own culture and in the Spanish-speaking world. They can
identify, describe, share and justify their own personal heroes, values, beliefs, and national
identity. They can also debate different viewpoints about what constitutes a hero and
national identity. Additionally, they can inform and persuade others about heroes and
historical figures from the Spanish-speaking world. Finally, they can compare heroes,
historical figures and national identities 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
 heroes and historical
 most tenses in indicative
 heroes and historical
heroes and historical
figures
and subjunctive
figures
figures in my culture
 personal/public
 comparisons/ superlatives  personal/public
and how they have
identities
identities
influenced my identity,  social norms
 beliefs/values
beliefs and values.
 beliefs/values
 government/politics
Justify and support
 nationalism and
opinions.
patriotism
Read, interpret and
analyze readings about
various heroes and
historical figures from
Spanish-speaking
cultures.
View, understand, and
interpret short videos
about cultural heroes,
historical figures and
national identity.







heroes and historical
figures
nationalism and
patriotism
stereotypes
government/politics
personal/public
identities
nationalism and
patriotism
beliefs/values


conjunctions that require
the subjunctive
most tenses in indicative
and subjunctive






heroes and historical
figures
beliefs/values
nationalism and
patriotism
personal/public
identities
social norms
Share opinions and
propose solutions, and
persuade others on
issues concerning
cultural identity.



Argue/debate different
viewpoints and
persuade others about
heroes, historical
figures and cultural
identity.


argument/debate

sequencing/transitions 



Explain problems and
propose/compare
solutions related to
cultural identity in
various countries.
Summarize, interpret,
analyze and synthesize
authentic materials
related to heroes,
historical figures and
cultural identity.



social norms
government/politics
immigration/human
rights issues



immigration
laws/human rights
sequencing/
transitioning
beliefs/values
stereotypes



beliefs/values
global challenges
government/politics



argument/debate
government/politics
nationalism/patriotis
m

subjunctive in adverbial
clauses
conjunctions requiring
subjunctive
prepositions that are used
with certain verbs
comparisons/ superlatives
uses of se
object pronouns
future/conditional tenses
most tenses in indicative
and subjunctive
comparisons/ superlatives




beliefs/values
laws/human rights
immigration
global challenges


comparisons/superlatives
imperfect subjunctive




government/politics
global challenges
immigration
laws/ human rights


Stage 2: Assessment Evidence
Summative Performance Assessments
Interpretative reading and/or listening assessment on selected heroes and historical figures.
Interpretive
Role-play an interview as your selected Spanish-speaking hero or historical figure with a
Interpersonal
partner (who has composed a list of questions based on your presentation).
Do a presentation comparing a hero or historical figure from your own culture with one from
Presentational
a Spanish-speaking culture.
Formative Assessments
Other Summative Assessments
 Verb tenses quiz
 Test on Spanish-speaking historical figures
 Verb activities
Stage 3: Learning Activities
Interpersonal

Describe your favorite
national hero or historical
figure and cultural identity
and the origins of your
beliefs and values to a
partner, who repeats back as
much as s/he can remember


Interpretive
Presentational


Summarize, interpret, analyze and
synthesize authentic materials
related to heroes, historical figures
and cultural identity.

Summarize several authentic
materials on cultural identity,
immigration and human rights.
Stations activity to build/edit
persuasive essay
(station for
introduction/effective thesis
statement, station for
grammatical focus, station for
paragraph
development/transitions)
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 heroes, historical figures and cultural identities.
Resources
District Resources-Abriendo paso: Lectura
 Cajas de carton-Jiménez (p.71-93)
 El delantal blanco-Vodanovic (p. 359)
District Resources-Abriendo paso: Gramática
 Unidad 1 (preterite/imperfect)
 Unidad 2 (adjectives)
 Unidad 3 (present tense, ser/estar, gerund)
 Unidad 4 (imperative-commands)
 Unidad 5 (future tense)
 Unidad 6 (imperfect subjunctive, conditional)
 Paso 3 (object pronouns)
 Paso 8 (gustar/verbs like gustar)
 Appendix C (prepositions)
 Appendix F (idiomatic expressions)
Other resources
 Internet
 www.phschool.com (see web code-end of chapter)