Mission, Vision, Competencies, Standards, and Benchmarks

‣ Plan real or imaginary travel to a Hispanic Country.
‣ Attend or view via media, cultural events and social activities.
‣ Listen to music, sing songs, or play musical instruments typical of the Hispanic culture.
Upper School Spanish: Acquisition Level II
At the close of Language Acquisition Level II, when entry is at grade 9 into Spanish I. Able
students complete Spanish II at Language Acquisition Level II. Students will work to master:
Communication
‣ Talking about past experiences and ask someone about his or her past experiences.
‣ Giving directions to a place.
‣ Describing weather conditions.
‣ Using language that would obtain and pay for a hotel room.
‣ Understanding written or oral directions to a place.
‣ Understanding written or oral descriptions of past events.
‣ Listening to and understanding a native speaker who is talking about hobbies and
daily routines.
‣ Reading and understanding written descriptions about familiar topics from magazines
and newspapers.
Hispanic culture
‣ Discussing and analyzing patterns of behavior typical of people native to the Hispanic
culture.
Connections
‣ Using a variety of methods to convey information about the Hispanic culture through
the use of the internet, songs, maps, speakers, and other means.
Comparisons
‣ Comparing patterns of behavior in an English-speaking home with that in the Hispanic
culture.
‣ Comparing how various linguistic elements are expressed in English and Spanish.
Communities
‣ Reading simple materials and/or use media from Spanish and the Hispanic
culture for inspiration and enjoyment, such as Spanish Bible.
‣ Having opportunities to serve on a mission trip, local outreach projects, etc.
Upper School Spanish: Acquisition Level III
Students in Language Acquisition Level III use sentences, series of sentences, and fluid
sentence-length and paragraph-length messages with frequency of errors proportionate to the
complexity of the communicative task; students produce and comprehend fluid sentence and
paragraph-length messages, but as the complexity of the task or message increases, errors
and hesitation become more frequent.
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