A Song for Harlem

1. A Song for Harlem Web-quest 4th Grade English Literature

2. Why… • The novel we are reading, A Song For Harlem, takes place in Harlem, New York, in 1928. Our job today is to investigate the culture that our main character, Lillie Bell, experiences when in Harlem.

3. Goals • By looking at elements that made Harlem have an identity, we can better understand the text we are in the process of reading. • By working as a group, we can make more connections to the time period while making use of everyone’s talents.

4. The Plan • The class will be divided into three groups. Within these groups, you will explore one of the following topics: music, art, or poetry of Harlem. • In the following slides, follow the links for your group to begin the exploration of your topic.

5. Art Group Web Resources • http://www.artlex.com/ArtLex/h/harlemrenaissance.html. • http://www.robinurton.com/history/Harlem.htm • http://northbysouth.kenyon.edu/1998/art/harlemcommunity2.htm

6. Art Group Information • Art Group: use the sources provided to determine what elements seemed most used during this time period. Each member of the group needs to prepare some piece of work based on your findings, and be able to communicate why your art looks the way it does. • *Take pictures of your work, and the process of making it with the camera provided

7. Poetry Group Web Resources • http://www.poets.org/viewmedia.php/prmMID/15722 • http://www.zoranealehurston.com/ • http://www.zoranealehurston.com/

8. Poetry Group Information • Your group will use the sources provided to listen and read poetry from Lillie Bell’s time. After seeing and hearing these samples, your group will need to compose one poem, and work together to decided a creative way to present it. When writing your poem, write from the perspective of Lillie Bell and some of her feelings in Harlem. • *Type your poem in a Word document

9. Music Resources • http://asms.k12.ar.us/classes/humanities/amstud/97-98/jazz/PAGE1.HTM Informationhttp://www.youtube.com/watch?v=20WUCb59nZ0 Josephinehttp://www.dukeellington.com/orchestra.html duke Ellingtonhttp://www.traditional-jazz.com/mainpages/louis.htm Louishttp://www.last.fm/music/Billie+Holiday/+videos/+1-uzJMTSaAl8g Billie Holiday

10. Music Group Information • Your group will use the sources provided to explore what music sounded like in Lillie Bell’s time. After hearing these samples, your group will need to determine some of the instruments that were important to the people of Harlem. Then, the group will determine what these instruments added to the lyrical message of Harlem inhabitants.

11. Music Information Continued • The group will type their thoughts to these questions in a Word document. The group will also need to decide on a favorite sound clip. Include the link to this sound clip in your word document. Include why the group chose this instrament

12. Time Line • Groups will have one 30 minute class peirod to look over their sources • On the second day the groups will need to discuss their questions and/or create what is asked in their slide

13. Once the groups have finished… • The groups will then come together to create a multimedia presentation about what we’ve learned from our research and projects. • Post your Word documents onto our Harlem wikispace. • We will work as a class to combine them into a presentation. After this, we will put our creation on our class wikispace to show parents.

14. Rubrics • The following slide is a basic outline of expectations. Do not worry about how many points your accumulate, but how well you work as a group, follow directions, and creatively use the information. And most of all HAVE FUN!

15. Rubrics • Marcus Elementary School • Harlem Project • Name: ________________________ • Teacher: Mrs. Meerdink • Date : ___________________ • Title of Work: ___________________ • Criteria • Creativity • Student showed no ingenuity with information provided. • Student used information to mimic techniques used. • Student used information provided to make a piece of work that was unique, but reminiscing of the time • Student used information to create a work that is unique and demonstrates a clear understanding of the time period. • ____ • Use of Information • Student made no effort to incorporate information • Student used minimal information • Student incorporated sources provided, and accurately made use of it. • Student used all of the information provided to create a cohesive project. The student incorporated additional information that applied and enhanced project. • ____ • Follows direction • Student did not complete assigned tasks. Student did not ask for any assistant and made no effort. • Student began projects assigned, but failed to follow through on posting information to wikispace. • Student used the PowerPoint to accomplish the tasks assigned. All were completed and on time. • Student used PowerPoint to accomplish the tasks assigned. All were completed, and on time. Student reached out to all members of the group to be sure all understood and participated. • ____ • ____ • ____ • Total----> • ____ • Teacher Comments: • Powered by TeAch-nology.com- The Web Portal For Educators! (www.teach-nology.com)

16. THE FINAL STEP • Hopefully everyone finds this step to be both fun and useful. I would like to give students the chance to grade the activity on a similar rubric. By receiving your feedback, I hope I can adapt to the needs of our class and make our next activity even better!

17. Where are the Rubrics? • On our Harlem wiki space, there will be file links to both the rubric I will be grading students on, and a rubric students can fill out for the activity. • The rubric sample on slide 15 is just a guide, for better viewing, use the link on the wiki

18. Teacher Information: Teacher Standards in this Web-quest • A.4.3 Read and discuss literary and nonliterary texts in order to understand human experience. • Demonstrate the ability to integrate general knowledge about the world and familiarity with literary and nonliterary texts when reflecting upon life's experiences • Identify and summarize main ideas and key points from literature, informational texts, and other print and nonprint sources • Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience

19. Content Standards Continued • E.4.1 Use computers to acquire, organize, analyze, and communicate information. • Operate common computer hardware and software • Use basic word-processing, graphics, and drawing programs • Create, store, and retrieve electronic files • Access information using electronic reference resources, such as library catalog, encyclopedias, almanacs, and indexes • Generate, send, and retrieve electronic messages • E.4.2 Make informed judgments about media and products. • Identify the intent or appeal behind products and messages promoted via media • Recognize basic propaganda techniques • Identify images and symbols central to particular messages • E.4.3 Create products appropriate to audience and purpose. • Write news articles appropriate for familiar media • Create simple advertising messages and graphics appropriate for familiar media • Prepare, perform, and tape simple radio and television scripts • Prepare and perform school announcements and program scripts • E.4.4 Demonstrate a working knowledge of media production and distribution. • Make distinctions between messages presented on radio, television, and in print • Recognize how messages are adjusted for different audiences • Identify sales approaches and techniques aimed at children • E.4.5 Analyze and edit media work as appropriate to audience and purpose. • Generate and edit media work as appropriate to audience and purpose, sequencing the presentation effectively and adding or deleting information as necessary to achieve desired effects • Provide feedback to (and receive it from) peers about the content, organization, and overall effect of media work

20. Technology Standards for StudentsAll are USED!! In this project, students are required to be creative while collaborating with others. The types of activities within each group are designed to meet the criteria specified by these standards.

21. Technology Standards for Teachers • Student Learning and Creativity • Digital Age Learning Experiences and Assessments • Digital Age Work & Experience • Teachers in this activity are required to inspire student learning and creativity all while promoting digital learning and working with others using this media.