Sal Castro Walking Out for Educational Goals

Sal Castro Walking Out for Educational Goals
Sal Castro Walking Out for Educational Goals
Sal Castro Walking Out for Educational Goals
Sal Castro Walking Out for Educational Goals
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“Sal Castro Walking Out for Bicultural Student’s Educational Goals,” is a Bicultural Poem for Multicultural-Americans and was written by Norma Landa Flores for @teacherspayteachers.com the 10 page digital download is available on PDF at Norma Flores’ Oral Communication Lessons Store.

Page 2 is the poem: “1968: Sal Castro Walking Out for Chicano’s Education,” by Norma Landa Flores. 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, their family’s native language and/or their citizenship status and are denied entry into their High School, College or University facilities. The poem serves as an example of how perseverance and community cooperation can 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 in a timely and feasible manner. At the bottom of page 2 the author has provided specific instructions on how to pronounce the consonants [ dʒ ] - [ ʃ ] & [tʃ ] .

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 [ dʒ ] Juice [ ʃ ] Shoes [tʃ ] Choose Consonant Sounds in six Sentences that are based on ideas in the poem. Page 5 is the ACCESS, Assessment of Communication Competency & 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 Consonant [ dʒ ] Juice [ ʃ ] Shoes
[tʃ ] Choose 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 student relevancy to 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 stop being victims of irrelevant 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 Sal Castro would say, “Don’t let them be Mensos. Encourage them to Go to College and Graduate!” 
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Sal Castro Walking Out for Educational Goals
Sal Castro Walking Out for Educational Goals
Sal Castro Walking Out for Educational Goals
Sal Castro Walking Out for Educational Goals