“M.E.CH@.A.Sparking Up Educational Equality,” was written by Norma Landa Flores,the 10 page digital download is available on PDF @teacherspayteachers.com ~
Page 2 is the brief poem “1968-2015: M.E.CH@.A. Sparking Up Education Equality,”by Norma Landa Flores. At the bottom of page 2 there are specific instructions on how to pronounce the vowels
[ ɑɪ ] Time - [ ɛɪ ] Tame & [ ɪ ] Tim.
Page 3 consists of 3 Multiple Choice Questions for Discussion, Including Student’s Values, based on the Poem and provides students with an opportunity to share their feelings about the poem and discuss any similar experiences they have been involved
in. This is a great opportunity for oral communication and even presents an opportunity for students to write their own poems or short stories of similar events as those in the poem.
Page 4 Contrasts and Assesses the Pronunciation of Vowel Sounds [ ɑɪ ] Time - [ ɛɪ ] Tame & [ ɪ ] Tim, in six Sentences that are based on ideas in the poem. Page 5 features “Contexts & Standards-Based Criteria for Assessing and Contrasting [ ɑɪ ] Time - [ ɛɪ ] Tame & [ ɪ ] Tim. Vowel Sounds in Sentences based on the: FPA-Functional Pronunciation Assessment © N. L. Flores 2012.
Page 5 is the ACCESS, Assessment of Communication Competency and English Speaking Skills form that rates the student’s observable speaking skills in use of eye contact, audibility, pronunciation, grammar, emphasis and communication of message function & intention.
Page 6 features “Contexts & Standards-Based Criteria for Assessing and Contrasting Vowel [ ɑɪ ] Time - [ ɛɪ ] Tame
& [ ɪ ] Tim sounds in sentences based on the: FAA-Functional Articulation Assessment © N. L. Flores 2012. Pages 7-10, Appendix: Suggestions for the Teacher/Facilitator, (1) lists 5 helpful steps for discussing the poem (2) lists 4 steps for assessing student’s articulation skills and, (3) Establishes the relevancy of this Oral Communication Lesson.
The writing is suitable for students in grades 9 and above and is especially relevant to students who have been discriminated against because of their race, national origin, socio-economic status, their family’s native language and/or their citizenship status
and are denied equal classes or necessary amount of teachers in their High School, College or Universities.
The poem serves as an example of how perseverance and community cooperation can help M.E.CH.@A. help our teachers, teacher’s aides, parents and community leaders promote dialogues and discussions with educational decision making administrators and school boards to more effectively and respectfully meet their community’s educational needs because, M.E.CH.@A. wants equal education for all. They want student’s voices to be heard equally and the respect that they deserve as taxpayers in this country.That means no more educational budget cuts!
Teachers can download these 10 pages and make handouts and/or transparencies to use with an overhead projector or a computer screen, in order to facilitate a multicultural oral communication lesson with ease and comfort and especially in an unbiased, standardized way! Help your students and their communities stop
being victims of unequal education. Help them speak up for their educational equal rights! Help them graduate high school and be prepared to go to the college or university that best meets their All American Dream! As M.E.CH@.A. students say, “Don’t let them be cheated out of their educational rights. All students deserve to be included in deciding what is taught and how it is taught￼ in order to graduate as effective, productive citizens of the USA! Remember, “Si Se Puede~Yes We Can!”