Three Multicultural Thanksgiving Stories” written by Norma Flores is a collection of three short stories for reading aloud. Each story or poem is followed-up by:
~ Questions for Student’s Opinions so that student’s can have a discussion with a
classmate to answer questions & share values and opinions about the story.
~ Contrasting Sounds Pronunciation Lesson
~ Six sentences emphasizing target sounds for students to assess each other’ s
pronunciation skills with the FPA: Functional Pronunciation Assessment form
~ Six Oral Communication & English Speaking Skills Observable Behaviors Ratings
on the ACCESS: Assessment of Communication Competence & English
Speaking Skills form.
~ Contexts & Standards-Based Criteria for Assessing the Lesson’s Target Sounds
& Oral Communication Skills, ranging from Excellent to Dangerous so that
students can go back to lessons try again & improve.
The first story on pp. 1-4 is “Tia Felicita’s Thanksgiving Turkey Tamales,” about a six year old girl’s multicultural values sharing in Lincoln Heights, a suburb of Los Angeles, California, as she learns how to make Mexican-American-Indian tamales with ingredients purchased from an Italian poultry shop owner & paid for by her French uncle and Basque grandfather.
The second poem on pp. 9-10 is “Why Brother Turkey Eats Corn In Our Fields ( A Multicultural Thanksgiving Thought )” about a contemporary American Indian girl & her family celebrating Thanksgiving on their Indian Reservation and thanking their special guest, the Turkey, for doing his job as part of Mother Earth’s & the Creator’s plan.
The third poem on pp.15-16 is “Giving Thanks for Overcoming Wrongdoings” which combines a historical view of why the pilgrims came to America and celebrated the first Thanksgiving, what the Native Americans thought about it then and what they think about it now," We’re glad to say we give thanks for Martin Luther King’s non-violent way to pray for no more wrongdoings!” the poem surmises.
All in all, these “Three Multicultural Thanksgiving Stories” are great for reading, discussing, practicing pronunciation, assessing & evaluating student’s verbal communication skills with 2 Communication Competency forms for student improvement. They are highly recommended for enhancing the curriculum in History, Social Studies, Language Arts, Bilingual, ESL, ELL and classes with recent immigrant students.