Académique Documents
Professionnel Documents
Culture Documents
Language and
Level / Grade
Spanish
Novice Mid Novice
High
7th & 8th Grade
Theme/Topic
Essential
Question
4 weeks
225 minutes
Goals
What should
learners know
and be able to do
by the end of the
unit?
Summative
Performance
Assessment
These tasks
allow learners
to demonstrate
how well they
have met the
goals of the
unit.
Describe the conditions of Puerto Rican & American life & culture that led to Roberto
Clementes status as a hero.
Identify the major contributions/accomplishments of other Latin American individuals who
can be considered heroes.
Discuss information about their own heroes and reasons they are heroes to them.
Express ways in which they have made a difference (been a hero) or can/will make a
difference (be a hero) for others.
Identify heroic characteristics.
Compare & contrast ways that they view heroes compared to Latin Americans.
Create a presentation on a historical Latin American hero.
Use preterit & imperfect tenses in their writing.
Interpretive Mode
A group of four
students will
conduct internet
research on a
historical Latin
American hero. A
teacher handout
with a series of
key questions will
guide their
GEORGINA PEREZ
They are
integrated
throughout the
unit.
The template
encourages
multiple
interpretive
tasks.
The
interpretive
tasks inform the
content of the
presentational
and
interpersonal
tasks.
The tasks
should
incorporate 21st
Century Skills.
research.
Students will read
& view a variety
of resources (i.e.
articles, websites,
and data bases)
and demonstrate
comprehension by
thoroughly
answering all of
the questions on
the handout.
Students will cite
3 or more
resources.
Presentational Mode
Students will create a
presentation (ppt, video,
poster, collage, etc.) based
on their research findings
on their historical Latin
American hero. Each
student in each group will
participate and present
their part that they
prepared on their hero.
Presenters should be
prepared to answer
questions from other
students at the end of the
presentation.
Interpersonal Mode
In the target language, students in each group will come together
and share their information or findings they gathered from their
research on their hero. The students will compare each others
answers that are written on the research handout & make any
necessary adjustments. Students will identify the best answers or
add to their answers on their handout to make their responses more
thorough and detailed.
GEORGINA PEREZ
Cultures
(Sample
Evidence)
Indicate the
relationship
between the
product, practice,
and perspective.
Product: Heroes
Practice: To inspire/motivate/influence others & make a change or difference in a community/society/ country.
Perspective: To make things better for others or improve lives of the community, city, and country.
Product: Good friend/neighbor/son or daughter
Practice: Be kind, respectful, caring, & influence in a positive way.
Perspective: Bettering your neighborhood/community/city
Making Connections
Connections
(Sample
Evidence)
English language
arts: reading,
writing,
interpreting,
comprehension,
analyzing,
discussions,
researching, and
presentations.
History:
researching heroic
historical figures
from Latin
America.
Language Comparisons
Comparisons
(Sample
Evidence)
Communities
(Sample
Inspirar (inspire)
Motivar (motivate)
Metas (goals)
Comunidad
(community)
Pais (country)
Heroe (hero)
Cultural Comparisons
Lifelong Learning
GEORGINA PEREZ
Evidence)
Reflections on students
own lives with regard to
heroes and their qualities.
Students will also share
ways they can be a hero
by making a difference
for others in their
school/community.
Students will learn that they can be a hero by making a positive difference or impact
where ever they go.
Reading 1: Reading closely to determine what the text says explicitly and to make logical
inferences.
Writing 7: Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
Connections
to Common
Core
Writing 4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Speaking & Listening 1: Prepare for and participate effectively in a range of conversations and
collaboration with diverse partners, building on others ideas and expressing their own dearly and
persuasively.
Toolbox
Language Functions
Vocabulary Expansion
Tier 1
GEORGINA PEREZ
Examples (ejemplos)
Proof (pruebas)
Brave (valiente)
Leader (lider)
Help (ayuda)
Similarities/same (similitudes/igual)
Differences/different (diferencias/diferente)
Point of View (punto de vista)
Feeling (sentir)
Opinion (opinion)
Hero (heroe)
Heroic (heroico)
Positive (positivo)
Examples (ejemplos)
Impact (impacto)
Tier 2
GEORGINA PEREZ
Express opinions/feeling on
your own hero.
Present tense
Interculturality
Self
Community
World
Mode of Communication
Interpretive Mode
Self
Interpretive Mode
Self
GEORGINA PEREZ
figure.
Provides students an
opportunity to check
their understanding
about the story and
identify main events
about the heros life
which will help
students on their
performance task.
Interpretive Mode
Interpersonal Mode
World
Self
Interpretive Mode
World
Interpretive Mode
Self
Helps students
practice identifying,
comprehending, &
interpreting key
events in the life of
the hero which will
help students on
performance task.
GEORGINA PEREZ
Interpretive Mode
Interpretive Mode
World
World
World
Interpretive Mode
GEORGINA PEREZ
Helps students
understand the two
different cultures by
comparing them and
identifying the
differences,
challenges, and
obstacles Roberto had
to overcome.
Students are able to
apply their knowledge
of heroism to their
own personal lives
and understand that
ordinary people in
their lives can do
extraordinary things.
Interpretive Mode
Interpersonal Mode
Interpretive Mode
Interpersonal Mode
Interpretive Mode
Interpersonal Mode
World
Self
Community
Self
Community
Self
GEORGINA PEREZ
their S-O-S Summary Sheets
with a partner.
World
Interpretive Mode
Self
World
Self
GEORGINA PEREZ
practices, and
perspectives play in
the culture.
Interpretive Mode
World
GEORGINA PEREZ
Resources
Final Interpretive
rubric
Final novice mid
interpersonal rubric
Final presentational
rubric
321 Actividad.docx
Talk Scores.docx
Quick Write
S-O-S Summary.docx
Compare & Contrast
Paragraph.docx
Write About GO.png
Basic Foldables.pdf
guided notes.docx
venn diagram.pdf
timeline1.htm321
Actividad.docx
Technology Integration
GEORGINA PEREZ
Preterite vs_
Imperfect #1 test
Conjuguemos_php.mh
t
136 Adjetivos de
Personalidad
Research questions
on Latin American
Hero.docx