Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Ciudad y Campo
Chapter Book Link Day 1
Teacher:
LIVINGSTON
Subject: SPANISH II
Grade: 10-12
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Elements:
MLII.IP1D Give descriptions
MLII.IP1G Ask questions and provide responses about plans and events.
MLII.IP2D Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation,
intonation, and writing mechanics.
MLII.INT1D Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing and reading comprehension
MLII.P2A Demonstrate Novice-Mid to Novice-High Proficiency in pronunciation and intonation when presenting material.
MLII.CU1B Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and
celebration of national holidays.
MLIICCC2A Compare and contrast traditions, such as holidays, foods, and celebrations.
MLII.CCC5A Illustrate how the target language and culture(s) studied are evident in and
through media, entertainment, and technology
Topics:
Communication:
 Tell what happened (D)
 Describe city buildings (D)
 Talk about professions (D)
 Tell where things are located (D)
 Talk about present and future (D)
 Give instructions to someone (D)
Grammar:
 Use of regular –er, -ir verbs in preterite tense (P)
 Use of spelling change verbs (-y) in preterite tense (P)
 Use of hacer, ir, ser in preterite tense (P)
 Use of location words (D)
 Use of demonstrative adjectives/pronouns (P)
 Use of ordinal numbers first-tenth and last (P)
 Use of irregular verbs in the preterite tense (D)
Culture:
 History and culture of Quito, Ecuador (D)
 How the Americas changed European food (D)
ECSBC Opening:
ESSENTIAL
QUEST ION/TASK
TOCA CAMPANA
SMART START
OR
RAIDER REV.
ECSBC Middle:
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas

What are the similarities and differences between city life and country life in Ecuador and the U.S.?
Mira la foto en pagina r6 y contesta las siguientes
preguntas. Oraciones completas.
1.
2.
3.
4.
5.
Estan en una fiesta los jóvenes?
Quellevan?
Que toman?
Donde esta la casa?
Donde esta Guatemala?
Review the forms of hacer, querer and venir.
Complete exercise 10 page 10.
Go over exercise with student.
LEARNING STEPS
ECSBC Closing:
LEARNING
ASSESSMENT
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
Complete exercise 11 page 11. Escribe todo. Must be completed by the end of class to receive credit.
HOMEWORK
Complete exercise 15 page 14. Escribe todo.
Book ONLINE
RESOURCES
http://quizlet.com/2033952/capitulo-9-la-ciudad-y-el-campo-vocabulario-flash-cards/
http://www.studystack.com/flashcard-387785
http://www.quia.com/jg/348855.html
http://quizlet.com/subject/spanish-2-vocabulary-chapter-9-campo/
Chapter 9 Review Page http://www.classjump.com/e/espanolfrancais/documents/RepasoCh91.doc
Ciudad y Campo Coloring Activity http://www.classjump.com/e/espanolfrancais/documents/laciudadyelcampo-101228222125-
phpapp01.pdf
Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Ciudad y Campo
Chapter Book Link Day 3
Teacher:
LIVINGSTON
Subject: SPANISH II
Grade: 10-12
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Elements:
MLII.IP1D Give descriptions
MLII.IP1G Ask questions and provide responses about plans and events.
MLII.IP2D Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation,
intonation, and writing mechanics.
MLII.INT1D Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing and reading comprehension
MLII.P2A Demonstrate Novice-Mid to Novice-High Proficiency in pronunciation and intonation when presenting material.
MLII.CU1B Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and
celebration of national holidays.
MLIICCC2A Compare and contrast traditions, such as holidays, foods, and celebrations.
MLII.CCC5A Illustrate how the target language and culture(s) studied are evident in and
through media, entertainment, and technology
Topics:
Communication:
 Tell what happened (D)
 Describe city buildings (D)
 Talk about professions (D)
 Tell where things are located (D)
 Talk about present and future (D)
 Give instructions to someone (D)
Grammar:
 Use of regular –er, -ir verbs in preterite tense (P)
 Use of spelling change verbs (-y) in preterite tense (P)
 Use of hacer, ir, ser in preterite tense (P)
 Use of location words (D)
 Use of demonstrative adjectives/pronouns (P)


Use of ordinal numbers first-tenth and last (P)
Use of irregular verbs in the preterite tense (D)
Culture:
 History and culture of Quito, Ecuador (D)
 How the Americas changed European food (D)
ECSBC Opening:
ESSENTIAL
QUEST ION/TASK
TOCA CAMPANA
SMART START
OR
RAIDER REV.
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas

What are the similarities and differences between city life and country life in Ecuador and the U.S.?
Put he following conversation in order and then translate to english.
1.
2.
3.
4.
5.
Cual es tu primera clase?
Hola, German Como estas?
Yo también! Caminemos juntos.
Me siento un poco nervioso porque es el primer dia de clases.
Tengo matemáticas a las nueve.
ECSBC Middle:
LEARNING STEPS
Introduce Chapter 9 Vocabulary.
Go over the power points with students.
Together complete end of the of the exercises
ECSBC Closing:
LEARNING
ASSESSMENT
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
Complete exercise 7 and 8 page 268.
HOMEWORK
Write 10 spanish sentences using the new vocabulary.
Book ONLINE
RESOURCES
http://quizlet.com/2033952/capitulo-9-la-ciudad-y-el-campo-vocabulario-flash-cards/
http://www.studystack.com/flashcard-387785
http://www.quia.com/jg/348855.html
http://quizlet.com/subject/spanish-2-vocabulary-chapter-9-campo/
Chapter 9 Review Page http://www.classjump.com/e/espanolfrancais/documents/RepasoCh91.doc
Ciudad y Campo Coloring Activity http://www.classjump.com/e/espanolfrancais/documents/laciudadyelcampo-101228222125phpapp01.pdf
Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Ciudad y Campo
Chapter Book Link Day 4
Teacher:
LIVINGSTON
Subject: SPANISH II
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Elements:
MLII.IP1D Give descriptions
MLII.IP1G Ask questions and provide responses about plans and events.
Grade: 10-12
MLII.IP2D Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation,
intonation, and writing mechanics.
MLII.INT1D Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing and reading comprehension
MLII.P2A Demonstrate Novice-Mid to Novice-High Proficiency in pronunciation and intonation when presenting material.
MLII.CU1B Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and
celebration of national holidays.
MLIICCC2A Compare and contrast traditions, such as holidays, foods, and celebrations.
MLII.CCC5A Illustrate how the target language and culture(s) studied are evident in and
through media, entertainment, and technology
Topics:
Communication:
 Tell what happened (D)
 Describe city buildings (D)
 Talk about professions (D)
 Tell where things are located (D)
 Talk about present and future (D)
 Give instructions to someone (D)
Grammar:
 Use of regular –er, -ir verbs in preterite tense (P)
 Use of spelling change verbs (-y) in preterite tense (P)
 Use of hacer, ir, ser in preterite tense (P)
 Use of location words (D)
 Use of demonstrative adjectives/pronouns (P)
 Use of ordinal numbers first-tenth and last (P)
 Use of irregular verbs in the preterite tense (D)
Culture:
 History and culture of Quito, Ecuador (D)
 How the Americas changed European food (D)
ECSBC Opening:
ESSENTIAL
QUEST ION/TASK
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas

What are the similarities and differences between city life and country life in Ecuador and the U.S.?
TOCA CAMPANA
Escribe una lista de palabras con tu vocabulario que se refieren a la ciudad o el campo: Ingles y Espanol
CIUDAD
CAMPO
SMART START
OR
RAIDER REV.
ECSBC Middle:
LEARNING STEPS
ECSBC Closing:
LEARNING
ASSESSMENT
HOMEWORK
Go over the vocabulary
Completar ejercicio 7 y 8 pagina 268
Go over the exercises
Introduce the Imperfect progresivo
Complete exercises at the end of the power point
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
Completar ejercicio 14 pagina 271.
Write what your family member was doing at the specific time on page 271
exercise 15.
Book ONLINE
RESOURCES
http://quizlet.com/2033952/capitulo-9-la-ciudad-y-el-campo-vocabulario-flash-cards/
http://www.studystack.com/flashcard-387785
http://www.quia.com/jg/348855.html
http://quizlet.com/subject/spanish-2-vocabulary-chapter-9-campo/
Chapter 9 Review Page http://www.classjump.com/e/espanolfrancais/documents/RepasoCh91.doc
Ciudad y Campo Coloring Activity http://www.classjump.com/e/espanolfrancais/documents/laciudadyelcampo-101228222125phpapp01.pdf
Write directions on how to get from one place to
another place here at school. Do not go outside the
building. Write them in English and then in Spanish.
You must use every direction and then we will record
ourselves.
Shaw High School’s Engaging - Student-Centered - Standard Based Learning Plan
Ciudad y Campo
Chapter Book Link Day 5
Teacher:
LIVINGSTON
Subject: SPANISH II
GEORGIA PERFORMANCE STANDARD(S) (GPS):
Elements:
MLII.IP1D Give descriptions
Grade: 10-12
MLII.IP1G Ask questions and provide responses about plans and events.
MLII.IP2D Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation,
intonation, and writing mechanics.
MLII.INT1D Demonstrate Novice-Mid to Novice-High proficiency in listening, viewing and reading comprehension
MLII.P2A Demonstrate Novice-Mid to Novice-High Proficiency in pronunciation and intonation when presenting material.
MLII.CU1B Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and
celebration of national holidays.
MLIICCC2A Compare and contrast traditions, such as holidays, foods, and celebrations.
MLII.CCC5A Illustrate how the target language and culture(s) studied are evident in and
through media, entertainment, and technology
Topics:
Communication:
 Tell what happened (D)
 Describe city buildings (D)
 Talk about professions (D)
 Tell where things are located (D)
 Talk about present and future (D)
 Give instructions to someone (D)
Grammar:
 Use of regular –er, -ir verbs in preterite tense (P)
 Use of spelling change verbs (-y) in preterite tense (P)
 Use of hacer, ir, ser in preterite tense (P)
 Use of location words (D)
 Use of demonstrative adjectives/pronouns (P)
 Use of ordinal numbers first-tenth and last (P)
 Use of irregular verbs in the preterite tense (D)
Culture:
 History and culture of Quito, Ecuador (D)
 How the Americas changed European food (D)
ECSBC Opening:
ESSENTIAL
QUEST ION/TASK
Engaged Centered – Standard Based Classrooms (ECSBC) – The Raider Way!
Students are Introduced to the chapter with them selecting key words needed to go shopping overseas

What are the similarities and differences between city life and country life in Ecuador and the U.S.?
TOCA CAMPANA
Complete exercises 2, 3 and 4 page 286.
SMART START
OR
RAIDER REV.
ECSBC Middle:
Read Together Buenos Aires, Argentina
Go over the reading with students for comprehension
LEARNING STEPS
ECSBC Closing:
Evidence of Student Learning… Feedback from students on what worked and did not work… Were Students
Engaged?
Complete exercise Comprendes page 279.
LEARNING
ASSESSMENT
HOMEWORK
No tarea
Book ONLINE
RESOURCES
http://quizlet.com/2033952/capitulo-9-la-ciudad-y-el-campo-vocabulario-flash-cards/
http://www.studystack.com/flashcard-387785
http://www.quia.com/jg/348855.html
http://quizlet.com/subject/spanish-2-vocabulary-chapter-9-campo/
Chapter 9 Review Page http://www.classjump.com/e/espanolfrancais/documents/RepasoCh91.doc
Ciudad y Campo Coloring Activity http://www.classjump.com/e/espanolfrancais/documents/laciudadyelcampo-101228222125phpapp01.pdf