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California Mission Indians:Parables & Pronunciation

California Mission Indians:Parables & Pronunciation
California Mission Indians:Parables & Pronunciation
California Mission Indians:Parables & Pronunciation
California Mission Indians:Parables & Pronunciation
California Mission Indians:Parables & Pronunciation
California Mission Indians:Parables & Pronunciation
California Mission Indians:Parables & Pronunciation
California Mission Indians:Parables & Pronunciation
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“California Mission Indians: Parables & Pronunciation,” written by Norma Landa Flores (author of “Street Corner Flight,” in “Mirrors & Windows: Connecting with Literature Grade 6, EMC/Paradigm Publishing) is available @teacherspayteachers.com, is a
13 page lesson in developing oral communication competency by turning confusing historical occurrences into story/parables using common ground values while focusing on [ ɑɪ ] [ eɪ ] [ ɑ ] [ ɔɪ ]
[ ɝ ] [ ɔ ] Vowel Sounds, Pronunciation, and Peer Evaluation through interactive oral dialogues designed to supplement historical information found in current California Mission Indian curriculum, by including a multicultural values point of view.

Page 2, features a Vowel Pronunciation Diagram of the mouth indicating the Front, Middle & Low areas along with the High, Central and Back areas so that students can “map” the direction in which their sounds can be navigated.

Page 3 is the Key to Standard American English Pronunciation featuring IPA, Key Word Central Diphthong/Gliding Vowel Guide table.

Page 4 gives directions on how to pronounce the diphthong [ ɑɪ ]
[ eɪ ] vowels in the words used in the story/parable explaining why California Mission Diegueño Indians felt a Need to Unite & raze San Diego de Alcalá Mission. Page 5 gives directions on how to pronounce [ ɑɪ ] [ ɑ ] vowels in the words in the story/parable explaining why Indian Neophytes decided to Defy Mission Confinement rules by fleeing into the wild. Page 6 gives directions on how to pronounce [ ɔɪ ] [ ɝ ] vowels in the words in the story/parable explaining why Toypurina and her Kizh Gabrieleño band of Indians insist that, “You can’t kick people out of their Natural Church! Page 7 gives directions on how to pronounce [ ɑ ]
[ ɔ ] back vowels in the words used in the story/parable explaining why it takes patience to remain calm while Waiting for Creator to Make His People Strong.

Page 8, features the Functional Pronunciation Assessment worksheet through which dyads meet to assess each others pronunciation competency of the target sounds.Page 9 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 10, Lists the Contexts & Standards-Based Criteria for Assessing Pronunciation so that students may understand what level of communication competency they have demonstrated and try again if they need to improve.

Pages 11-13, The Appendix: Provides suggestions for the Teacher/Facilitator about how to communicate orally about the dialogues and how to conduct student assessments through dyads.

“California Mission Indians: Parables & Pronunciation,” is an ethical way to approach explanations of inconsistencies in California’s governing goal of progress through multicultural inclusion, in an appropriate, unbiased, interactive oral communication activity using common ground values to teach Common Core Lessons.
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