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Ruben Salazar Wrote for Justice a Poem for People Who Matter!

Ruben Salazar Wrote for Justice a Poem for People Who Matter!
Ruben Salazar Wrote for Justice a Poem for People Who Matter!
Ruben Salazar Wrote for Justice a Poem for People Who Matter!
Ruben Salazar Wrote for Justice a Poem for People Who Matter!
Ruben Salazar Wrote for Justice a Poem for People Who Matter!
Ruben Salazar Wrote for Justice a Poem for People Who Matter!
Ruben Salazar Wrote for Justice a Poem for People Who Matter!
Ruben Salazar Wrote for Justice a Poem for People Who Matter!
Product Description
“Ruben Salazar Wrote For Justice: A Poem for People Who Matter” was written by Norma Landa Flores M.A. Speech
Communication.The front cover illustration is from artist’s Sergio Hernandez 2015 oil painting on canvas, “Ruben Salazar Man in the Middle.” The 10 page digital download is available @teacherspayteachers.com ~

Page 2 is the poem: “Ruben Salazar Wrote for Justice,” by Norma Landa Flores. The writing is suitable for students in grades 6 and above and is especially relevant to people living in “Minority Communities,” who are trying to promote respectful treatment from their public officials and from each other in distressed times. Page 2 also gives instructions on how to articulate the following unvoiced [ θ ] as in Thought, [ f ] as in Fought, [ p ] as in Pot and the voiced [ b ] as in Bought.

Page 3 consists of 3 Multiple Choice Questions for Discussion, Including Student’s Values, is based on the Poem and provides students with an opportunity to share their attitudes, beliefs, values or feelings about the poem and discuss any similar experiences they have seen or 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 is the assessment page that has sentences featuring the 4 consonants, [ θ ] as in Thought, [ f ] as in Fought, [ p ] as in Pot and the voiced [ b ] as in Bought, which students take turns reading a loud and assessing each other’s appropriate articulation 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 [ θ ] as in Thought,
[ f ] as in Fought, [ p ] as in Pot and the voiced [ b ] as in Bought consonant 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.

This poem is relevant to students who are being treated in a discriminatory manner because they come from marginalized racial and ethnic or socio-economic groups such as people living in poverty, Black Americans, Mexican-Americans and Native Americans and recent immigrants whose first language is not American English. Also, this poem reflects a national and international need to speak up for the rights of indigenous people’s whose voice is kept out of the media’s headlines, as if their daily achievements,troubles or protests didn’t matter and little concerned the larger community.

Ruben Salazar reported many stories of inequities to Mexican-Americans to let their community’s voice be heard. Because of him, the world heard of many Mexican-Americans and other minorities that were being needlessly slaughtered in foreign wars. Ruben Salazar wrote for justice and his writings still matter, you are the people who matter!
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$4.49
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Norma Flores

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$4.49
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