“About Our Missing Children,” was written by Norma Landa Flores, M.A. Speech Communication for teacherspayteachers.com It is in keeping with the author/teacher’s belief that Language Arts Class Rooms should be inclusive of ethnically diverse student’s educational, cultural, political, & socially significant realities.
Many students live in homes where their neighbors and parents discuss the problems ethnically diverse people are having as a result of international drug trafficking, adult & child trafficking, domestic worker’s enslavement, civil unrest, abuse of indigenous people’s rights and kidnapping or death of children all over the world, in Mexico and in the USA.
These students feel hopeless as the problems grow to the point of having to hear about parents, friends and relatives of children who have disappeared and been reported as missing. Teachers need to help their students try to cope with these issues by learning how to use their Oral Communication Skills to analyze the situation and arrive at a solution together.
The 10 page Oral Communication lesson consists of: Page 2 the Poem, “About Our Missing Children” which is designed to help students learn how to empathize with the victims of child kidnapping, abuse or death. The poem analyzes the problem, identifies the cause and provides a solution to get their respective government’s attention to stop the problem from continuing. At the bottom of Page 2 there are also instructions on how to pronounce the consonants [ tʃ ] Chew [ ʃ ] Shoe [ s ] Sue [ z ] Zoo.
Page 3 is the Multiple Choice Questions for Discussion section. The three questions are based on information found in the poem and offers students the opportunity to discuss their answers and why they think their answers are valid & how they relate to the situations in the questions, encouraging students to interact as they share their opinions, beliefs, fears and hopes.
Page 4 is the Functional Articulation Assessment page containing six sentences that stress the four consonants for articulation practice featured in the poem. Students meet in dyads and pronounce the sentences to each other then, assess each other’s pronunciation/articulation proficiency on a scale of Excellent to Dangerous pronunciation/ oral communication skills.
Page 5 is the ACCESS evaluation of the student’s Oral Communication Skills. This Assessment of Communication Competence and English Speaking Skills rates the speaker’s observable behaviors in the use of eye contact, audibility, standard pronunciation, use of word endings, emphasis and communication of message function and intention.
Page 6 is the Context & Standards-Based Criteria for Assessing the Functional Pronunciation/Articulation of [ tʃ ] Chew [ ʃ ] Shoe
[ s ] Sue [ z ] Zoo consonants. Pages 7-10 are the Appendix with suggestions for the teacher/facilitator to easily facilitate his/her student’s oral communication learning experience. Good for grades 4-9 & Adult ESL Students.