Linking Music and Literacy in the Bilingual Classroom:
California’s Native American Shasta Language – Grades 4 - 8
Welcome to the Shasta WebQuest!
There are FOUR sections to this WebQuest:
Labels - American Indians or Native Americans?
Comparing the History of Shasta Native Americans to the 21st Century
Creating Music - Percussion Sounds & Sound Effects
Materials Needed: WebQuest Notebook Computer
Two students may work together as partners in the school computer room. Each section should take approximately 45 minutes to complete. Each section may be completed in any order you choose as they are independent of each other.
Please enjoy the WebQuest and check back for updates and new materials!
CHRONOLOGY OF SHASTA UNIT PLAN
The Shasta Unit Plan has been developed to introduce the music of Native Americans to fourth grade students with the goal of supporting literacy, learning words from a new language, and cultural understanding.
Each lesson in the Unit Plan is designed to support developing communication skills through the domains of reading and speaking as well as listening to and creating music.
Students will learn about the Shasta Indian culture of California through a story they will read aloud together.
Students will learn Native American songs and listen to Native American chants and drumming.
Students will learn some words of the California Shasta American Indian language and their English translations.
Students will work with a variety of rhythms playing rhythm instruments and a music game.
Students will create at least two measures of chants with rhythmic accompaniments using the Shasta language words.
Students will complete a WebQuest in the school technology center or in the classroom in a group.
Students may perform the pieces they create for each other.
California-History & Social Science Content Standards
3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Music: National Standards
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
California Visual & Performing Arts Standards
3.0 Historical & Cultural Context
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
Role of Music 3.1 Explain the relationship between music and events in history.
Diversity of Music 3.2 Identify music from diverse cultures and time periods. 3.3 Sing and play music from diverse cultures and time periods. 3.4 Compare musical styles from two or more cultures. 3.5 Recognize the influence of various cultures on music in California.
English Language Arts/English Language Development
1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.
E11. While reading aloud, recognize and produce English phonemes that do not correspond to phonemes students already hear and produce (e.g., a in cat and final consonants).
I1. Pronounce most English phonemes correctly while reading aloud.
Fluency and Systematic Vocabulary Development
EI3. Apply knowledge of content-related vocabulary to discussions and reading.
California English Language Development Standards
Narrative Analysis of Grade-Level-Appropriate Text
Listen to a story and respond orally in one or two words to factual comprehension questions.
Writing - Organization and Focus (Beginning Level)
Create simple sentences or phrases with some assistance.