“Juan Diego’s First Day of Migrant Education School” 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.
Also, to remind Multicultural, Migrant and Immigrant families that being able to navigate barriers of racial, religious, language and cultural prejudice have been part of our American experience that are ingrained reference points when interacting and communicating with others in our environment in order to keep on living with each other for mutual benefits.
In this short narrative poem, on pages 2-3, a 10 year old boy from the hills of Jalisco, Mexico, and his parents leave their small town because the weather has been strange and the forests are drying-up due to the heat, bugs and fires. The mills are not hiring as many workers as before so the workers must go North to California. Juan and his parents ride on top of a dangerous freight train until they get to the California border where they jump over a tall, rickety fence and are greeted by officials who help them into vans that take them to work on chicken farms tucked away in the foothills of Southern California.
The employers allow their children to attend 2 hours of Migrant Education classes in order to comply with California Worker’s laws and not be reported for hiring illegal immigrants who earn cheaper wages than legal migrant workers. Although Juan knows his family is more or less indentured, he has hopes of saving money to go to college and become a forrest fire fighter.Then, he can see wild flowers, goats and chickens!
Page 4 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 5 is the Functional Pronunciation Assessment & Lesson of the vowels
[ i ] Feel - and [ ɪ ]: Fill. Specific instructions on how to articulate these sounds are described, practiced and evaluated with dyads taking turns reading and listening to six contrasting sounds sentences.
Page 6 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. This form can be used to assess any other speech presentations students participate in and to recommend areas of oral communication improvement needed.
Page 7 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, “ Juan’ Diego’s First Day of Migrant Education School” Narrative 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 and English Language Learners and Sanctuary Students, Migrant, Immigrant & Keep Families Together Advocates, fulfills the mission of every teacher concerned with teaching multiculturally, realistically, ethically, relevantly and compassionately.