Hutchinson Central Technical High School, Buffalo, NY
  BUFFALO SCHOOLS WEBSITE

(716) 816 - 3888   Fax: (716) 851-3890

 

 

 

 

 

 

Dr. Gabrielle Morquecho

Principal

 

 

 


Saturday, December 15, 2018


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DEPARTMENTS (COURSES/STAFF)

 

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Academics

 

 

FOREIGN LANGUAGE DEPARTMENT

Staff:

Meredith Anthony Peter Lojacono Ini Obot Theresa Runckel
Maria Russin Ms. Soto-Krueger Thomas. Wesley

 

Courses:

FRENCH LEVEL I

(FR01G)

These beginning courses focus on the following:
LISTENING:To comprehend simple statements and questions and primarily the main idea of
longer but simple messages and conversations.
SPEAKING: To initiate and respond to simple statements and manage simple face-to-face
conversation within the vocabulary, structure, and phonology appropriate to the communicative
situations and functions at this level.
READING: To understand simple connected material for informative or social purposes. To understand the essential context of short, general, public statements, and standardized messages.
To comprehend the main ideas of materials containing simple structure and syntax when relying
on visual cues and prior familiarity with the topic.
WRITING: To express basic personal needs and compose phrases and simple messages on very
familiar topics based on personal experience. Writing consists mostly of a recombination of
learned vocabulary and structures into simple sentences.
CULTURE:To have knowledge of some aspects of the target language culture and to be aware of
the existence of cultures other than our own.  

ITALIAN LEVEL I

(IT01G)

These beginning courses focus on the following:
LISTENING:To comprehend simple statements and questions and primarily the main idea of
longer but simple messages and conversations.
SPEAKING: To initiate and respond to simple statements and manage simple face-to-face
conversation within the vocabulary, structure, and phonology appropriate to the communicative
situations and functions at this level.
READING: To understand simple connected material for informative or social purposes. To understand the essential context of short, general, public statements, and standardized messages.
To comprehend the main ideas of materials containing simple structure and syntax when relying
on visual cues and prior familiarity with the topic.
WRITING: To express basic personal needs and compose phrases and simple messages on very
familiar topics based on personal experience. Writing consists mostly of a recombination of
learned vocabulary and structures into simple sentences.
CULTURE:To have knowledge of some aspects of the target language culture and to be aware of
the existence of cultures other than our own.  

SPANISH LEVEL I

(SP01G)

These beginning courses focus on the following:
LISTENING:To comprehend simple statements and questions and primarily the main idea of
longer but simple messages and conversations.
SPEAKING: To initiate and respond to simple statements and manage simple face-to-face
conversation within the vocabulary, structure, and phonology appropriate to the communicative
situations and functions at this level.
READING: To understand simple connected material for informative or social purposes. To understand the essential context of short, general, public statements, and standardized messages.
To comprehend the main ideas of materials containing simple structure and syntax when relying
on visual cues and prior familiarity with the topic.
WRITING: To express basic personal needs and compose phrases and simple messages on very
familiar topics based on personal experience. Writing consists mostly of a recombination of
learned vocabulary and structures into simple sentences.
CULTURE:To have knowledge of some aspects of the target language culture and to be aware of
the existence of cultures other than our own.  

FRENCH LEVEL II

(FR02G)

Prerequisite: Students must have passed the 1R course and the District Checkpoint A Assessment in the same language.
Most students who have completed the middle school French 1R or Spanish 1R or high school French 1R or Spanish 1R courses and have successfully completed the District Checkpoint A Assessment will continue their sequence by taking these courses. These intermediate courses focus on the following:
LISTENING: To comprehend multiple statements and short dialogs. To begin to differentiate between tense forms. SPEAKING: To initiate and respond to more complex statements and questions. To make more precise differentiations in terms of tense and word order.
READING: To understand more involved materials with less reliance on previous familiarity and visual cues.
WRITING: To write short, connected paragraphs on a variety of topics. To make basic distinctions in usage of present, past, and future verb forms.
CULTURE:To distinguish patterns of cultural behavior. To make fewer cultural errors that impede communication in the target language.  

ITALIAN LEVEL II

(IT02G)

Prerequisite: Students must have passed the 1R course and the District Checkpoint A Assessment in the same language.
Most students who have completed the middle school French 1R or Spanish 1R or high school French 1R or Spanish 1R courses and have successfully completed the District Checkpoint A Assessment will continue their sequence by taking these courses. These intermediate courses focus on the following:
LISTENING: To comprehend multiple statements and short dialogs. To begin to differentiate between tense forms. SPEAKING: To initiate and respond to more complex statements and questions. To make more precise differentiations in terms of tense and word order.
READING: To understand more involved materials with less reliance on previous familiarity and visual cues.
WRITING: To write short, connected paragraphs on a variety of topics. To make basic distinctions in usage of present, past, and future verb forms.
CULTURE:To distinguish patterns of cultural behavior. To make fewer cultural errors that impede communication in the target language.  

SPANISH LEVEL II

(SP02G)

Prerequisite: Students must have passed the 1R course and the District Checkpoint A Assessment in the same language.
Most students who have completed the middle school French 1R or Spanish 1R or high school French 1R or Spanish 1R courses and have successfully completed the District Checkpoint A Assessment will continue their sequence by taking these courses. These intermediate courses focus on the following:
LISTENING: To comprehend multiple statements and short dialogs. To begin to differentiate between tense forms. SPEAKING: To initiate and respond to more complex statements and questions. To make more precise differentiations in terms of tense and word order.
READING: To understand more involved materials with less reliance on previous familiarity and visual cues.
WRITING: To write short, connected paragraphs on a variety of topics. To make basic distinctions in usage of present, past, and future verb forms.
CULTURE:To distinguish patterns of cultural behavior. To make fewer cultural errors that impede communication in the target language.  

FRENCH LEVEL III

(FR03R)

A continuation of the aims of French II with a wider variety of language forms, and grammatical structures in Italian. Students will also study more complex topics in present, past, and future timeframes. Students will exhibit more comprehensive knowl  

ITALIAN III

(IT03R)

A continuation of the aims of Italian II with a wider variety of language forms, and grammatical structures in Italian. Students will also study more complex topics in present, past, and future timeframes. Students will exhibit more comprehensive knowl  

SPANISH LEVEL III

(SP03R)

A continuation of the aims of Spanish II with a wider variety of language forms, and grammatical structures in Italian. Students will also study more complex topics in present, past, and future timeframes. Students will exhibit more comprehensive knowl  

FRENCH LEVEL IV

(FR04G)

 

ITALIAN LEVEL IV

(IT04G)

 

SPANISH LEVEL IV

(SP04G)

 

 

 

 


The Buffalo Public School District does not discriminate on the basis of an individual's actual or perceived race, color, creed, religion, religious practice, national origin, ethnic group, sex (including sexual harassment and sexual violence), gender identity, sexual orientation (the term "sexual orientation" means heterosexuality, homosexuality, bisexuality, or asexuality ), political affiliation, age, marital status, military status, veteran status, disability, weight, domestic violence victim status, arrest or conviction record, genetic information or any other basis prohibited by New York state and/or federal non-discrimination laws in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the District's non-discrimination policies should be directed to HRCompliance@buffaloschools.org or to:  

Jamie Warren, Associate Superintendent of Human Resources, Civil Rights Compliance Officer
727 City Hall Buffalo, NY 14202 (716) 816-3579