A Mexican-American Indian Girl's Broken Home

A Mexican-American Indian Girl's Broken Home
A Mexican-American Indian Girl's Broken Home
A Mexican-American Indian Girl's Broken Home
A Mexican-American Indian Girl's Broken Home
A Mexican-American Indian Girl's Broken Home
A Mexican-American Indian Girl's Broken Home
A Mexican-American Indian Girl's Broken Home
A Mexican-American Indian Girl's Broken Home
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“A Mexican-American Indian Girl’s Broken Home” was written by Norma Landa Flores, M.A. Multicultural Speech Communication Teacher/Author/Curriculum Developer, for educators, counselors & community leaders to download @teacherspayteachers.com.

The Oral Communication lesson was written to remind multicultural communities that many culture’s beliefs, values, attitudes, languages & environmental survival needs should be integrated when planning English Language Learning and Oral/Speech Communication Curriculum.

Basically: In 1944, A Mexican-American California Indian Girl, from an East Los Angeles family, was sent to live in a Methodist Home for Girls, Francis De Pauw Boarding School for Mexican-American Indian Girls, in Hollywood, California, until her broken home became more appropriately American.

Pages 2, 3 & 4 is a poem entitled “Good Memories Will Keep Them Near!” It gives 8 year old Alma’s innocent version of the child neglect and abuse that broke up her family and sent her to live away from East L.A. and her family.

Page 5 is when students have a verbal discussion with each other to respond to 5 open questions and express their opinions about how they feel or what they would do or if they know of a similar situation they can relate to in the past or in the present.

Page 6 is Functional Pronunciation Assessment & Lesson of the consonant [ s ] as in Messy Kin, compared to the consonant cluster [ ks ] as in Mexican and reminds speakers not to add an [ ɛ ] to the beginning of words that start with an [ s ] as in espeak for the word speak.

Page 7 is the Assessment of Communication Competence and English Speaking Skills, ACCESS © N. L. Flores 2005 form listing six observable oral communication behaviors to rate student’s speaking skills & suggest areas of improvement.

Page 8 is the Contexts & Standards-Based Criteria for Assessing speaker’s Functional Pronunciation with observable, unbiased oral communication behaviors ranging from Excellent, Very Good, Good, Risky, Poor & Dangerous.

All in all, Poem, Pronunciation Lesson, Cultural Word Code Switching, Questions for open Discussion of Student’s Values and Assessment of Speaker’s Verbal Feedback using Standard American English Appropriate to Poem’s Context for grades 4-12 & Adult, History, Geography, Ethnic, Social Studies, Multicultural & English Language Learners, fulfills the mission of every teacher concerned with teaching multiculturally, realistically and ethically.
Total Pages
8 pages
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N/A
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