“The Bracero’s and Mexican-American Indian Girl’s Wild Goose Chase” 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.
Basically, in August 1945, A 7 year old Mexican-American Indian girl from E.L.A. and her cousins from Holly, Colorado encounter resistance from Holly’s community leaders when asking for school supplies, permission to go into town and, 4 outdoor toilets for 100 Braceros.
Pages 2, 3, 4 & 5 tell the story about when her army martial arts trainer father hurts his leg in California, he follows Alma and her mother to work in the Holly Sugar Beet Company’s Bracero program as a kitchen helper. When a Bracero get appendicitis, he sends Alma, his daughter, with the patient to translate what the problem is. In the meantime he decides that all of the men need a laxative so they won’t get appendicitis from being constipated. However, there are not enough outhouses to meet the needs of 100 men. So, Alma advises the men to make an “Hagan Cola!” strike for more latrines in the fields and on the sugar company’s grounds.
When she and her cousins try to get Holly’s community leaders to provide the latrines, they are met with racist resistance but the children urge them to do what is right by keeping their promises to care for the Braceros, their good neighbors from Mexico, who had come to help win the War!
Page 6 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 7 is the Functional Pronunciation Assessment & Lesson of the vowel [ ʊ ] as in stood , compared to the vowel [ u ] as in stewed and the vowel [ ʌ ] as in stud. Specific directions on which back vowel sounds to relax or make tense are contrasted with the low central vowel throat sounds, described, practiced and evaluated with dyads taking turns reading and listening to six contrasting sounds sentences.
Page 8 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 9 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, 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 & English Language Learners, fulfills the mission of every teacher concerned with teaching multiculturally, realistically and ethically.