“Friendly Poems: Have Fun This Summer!,” 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, environmental & 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 being unemployed, being homeless and hungry, being unsupervised and trying to keep safe from neighborhood bullies while their kids try to live their lives and have a fun time.
These students feel hopeless as the problems grow to the point of having to hear about parents, friends and relatives of children who have been harmed in the wake of protest marches, police actions and neighborhood bullies who randomly drive by and shoot innocent people. 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 friendly, helpful solution together.
The 10 page Oral Communication lesson consists of: Page 2 the Poem, “Have Fun This Summer!” which is designed to help students learn how to empathize with the victims of bullies such as unfriendly drug dealers, child exploiters and neighborhood gangsters who don’t care who they harm when they are after their rivals.The poem offers a plan for fighting boredom during summer vacation time when your folks say you have to stay home and not get into harm’s way.
At the bottom of Page 2 there are also instructions on how to pronounce the vowels [ ɝ-ɚ ] Learn-shooters [ ʌ-ə ] Fun-computers and [ ɑ ] Park as well as directions of how to assess a classmate’s pronunciation of the target sounds in a sentence featuring the 3 underlined words used in the poem. The student being assessed is rated on a scale of : 3 = Excellent, 2 = Good, 1 = Risky and
0 = Dangerous ( try again.)
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 values, opinions, beliefs, fears and hopes.
Page 4 is the Functional Pronunciation Assessment page containing six sentences that stress the five vowels for pronunciation 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 [ ɝ-ɚ ] Learn-shooters [ ʌ-ə ] Fun-computers and [ ɑ ] Park. Pages 7-10 are the Appendix with suggestions for the teacher/facilitator to easily facilitate their student’s oral communication learning experience. Appropriate for grades 4-9 & Adult ESL Students who want to learn how to be friendly, patient listeners and helpful speakers.