“People’s Poetry: 43 Teachers Are Missing!,” was written by Norma Landa Flores as part of her, Multiculturally Socially Significant series of Oal Communication Lessons. The 10 pages include: a socially significant poem, questions for discussion, pronunciation lesson & two criteria-referenced assessment forms, on a digital download and is available on PDF @teacherspayteachers.com
Page 2 is the poem: “43 Teachers Are Missing,” by Norma Landa Flores.The lesson is suitable for students in grades 6 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 entry into their Middle School, High School, College or University facilities plus have no voice in the curriculum or teachers their administrator’s choose for them to study with. The poem serves as an example of how perseverance and community cooperation can help our students, teachers, teacher’s aides, parents and community leaders promote dialogues and discussions with educational decision making administrators and school boards to more equitably, effectively and respectfully meet their community’s educational needs. Furthermore, this poem lends a historical and international perspective to other student’s struggles to simply, get an education and survive.
Page 3 consists of 3 Multiple Choice Questions for Discussion 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 or read about in recent news stories. 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, after discussing their beliefs, attitudes or values about the social condition described in the poem.
Page 4 is the Pronunciation Assessment page containing six sentences stressing the four vowels [ ɝ - ɚ ] [ ʌ- ə ] in six sentences that are based on ideas in the poem. Page 5 is the Assessment of Communication Competence and English Speaking Skills, ACCESS, which rates the speaker’s use of eye contact, audibility, pronunciation, articulation of word endings, syllable emphasis and communication of message function and intention. Students meet in dyads to assess each other’s appropriate pronunciation and score themselves from Excellent to Dangerous communication skills observed.
Page 6 is the “Contexts & Standards-Based Criteria for Assessing and Contrasting [ ɝ - ɚ ] [ ʌ- ə ] vowel sounds in sentences based on the: FAA-Functional Articulation Assessment © N. L. Flores 2012. Pages 7-10 is the Appendix with suggestions for the teacher/facilitator of this oral communication lesson.
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 irrelevant and/or non-existent education. Help them speak up for their educational and social equal rights! Help them graduate high school and be prepared to go to the college or university that best meets their All American-International Dream!
As the relatives of Mexico’s 43 Missing Student Teachers say, “Don’t let them be cheated out of their educational rights. All students deserve to go to school, learn, teach and stay alive to help others improve their and their neighbor’s worlds! Finally, this Oral Communication Lesson helps your students develop strong multicultural social skills that can lead to life-changing experiences and transform your student’s and their neighbor’s lives for the better!