“Cesar Chavez Crusading for Worker’s Rights: A Bicultural Poem for Multicultural-Americans,” by Norma Landa Flores, M.A. Speech Communication, was written in keeping with the author’s promise to teach what she’s learned to those less fortunate enough to have studied and practiced using American English to solve problems in
Page 2 is the Poem, “Cesar Chavez Crusading for Worker’s Rights,” At the bottom of page 2 instructions for pronouncing 3 consonants found in the poem, are provided. They are [ tʃ ] as in Chalk [ ʃ ] Shock as in & [ dʒ ] as in Jock.
Page 3 is the Multiple Choice Questions for Discussion Including Student’s Values form. It features 3 multiple choice questions about information given in the poem and allows spaces for students to discuss what their beliefs, values or attitudes are about their answers, given the topic and their feelings.
Page 4 is the assessment page that has sentences featuring the 3 consonants, [ tʃ ] as in Chalk [ ʃ ] Shock as in & [ dʒ ] as in Jock which students take turns reading a loud and assessing each other’s appropriate pronunciation with. Page 5 is the ACCESS, Assessment of Communication Competence and English speaking Skills form. Students read the sentences a second time and evaluate themselves on the observable communication behaviors of : eye contact, audibility, pronunciation, grammar, emphasis & communication of message function & intention. Page 5 is the Contexts & Standards-Based Criteria used for Assessing & Contrasting the [ tʃ ] as in Chalk [ ʃ ] as in Shock & [ dʒ ] as in Jock, sounds.
Pages 7-10 is the Appendix with Suggestions for the Teacher/Facilitator including ( 1 ) Five suggestions for communicating about the poem ( 2 ) Four suggestions for conducting the Consonant Articulation/Pronunciation Assessments ( 3 ) the teacher/author’s rationale for preparing this multicultural lesson.
All in all, this Poem & Lesson are relevant to students who have worked in the fields or have friends and relatives who labor for agricultural growers that treat their worker’s unfairly by not providing them with proper housing, health care or fair wages so that the farm workers can afford to support their families. This poem shows that by uniting and making your voice heard it is possible to protest in a non-violent way and help your cause be heard in order to bring about positive change and progress. It Can Be Done! Si Se Puede!