A SONG FOR HARLEM

Web-quest

4th Grade English Literature

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.

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.

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.

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

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. On the next slide I provide an example of what’s expected.

Art Group ExampleThis is my Harlem art. In this picture I used manybright colors that were prominent in artwork created during this time period. My pictureshows a grinning face in the red sky. It symbolizesbeing happy with finally having a place to expressyourself. **I expect at least a paragraph written, a

Picture of your art, and although I have notFeatured this element, I was pictures of yourGroup creating these works. I want everything Written in a Word document and the pictures Next to your paragraph. All the imagesAlso need to be saved on ONE computer

Poetry Group Web Resources http

://www.poets.org/viewmedia.php/prmMID/15722

http://www.zoranealehurston.com/ http://www.zoranealehurston.com/

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. I have an example of what is expected of your group on the next slide.

Poetry Group Example

Compose a poem (For this example I took an existing poem)

Poem: America (needs a title) (Type the poem in a word document)

ALTHOUGH she feeds me bread of bitterness, And sinks into my throat her tiger's tooth, Stealing my breath of life, I will confess I love this cultured hell that tests my youth! Her vigor flows like tides into my blood, Giving me strength erect against her hate. Her bigness sweeps my being like a flood. Yet as a rebel fronts a king in state, I stand within her walls with not a shred Of terror, malice, not a word of jeer. Darkly I gaze into the days ahead, And see her might and granite wonders there, Beneath the touch of Time's unerring hand, Like priceless treasures sinking in the sand.

Claude McKay

Poetry Example Continued

Decide who will read which line Decide if any props are needed Decide how the group will stand in front

of the class Does the group want music or musical

instruments? If so, locate media.

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 Louis Armstronghttp://www.last.fm/music/Billie+Holiday/+videos/+1-uzJMTSaAl8g Billie Holiday

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.

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 clip and what instruments are present.

Music Group Example

Our group chose this sound clip (include hyperlink in a word document to the clip)

http://www.youtube.com/watch?v=bWtUzdI5hlE The piano is used widely in this clip and by this

artist. Many musicians of Harlem used the piano because it was soulful and a familiar instrument used in the church. I chose this sound clip because Billie Holiday’s voice is strong and beautiful, just like her message.

(In your work, I expect at least two paragraphs. One which addresses the musical instruments, and one that addresses the why the clip was chosen.)

Time Line

Groups will have 30 minutes to look over their sources. The class period will finish with a group discussion on the direction the group wishes to take.

On the second day the groups will need to answer their questions and/or create what is asked in their slide. All completed Word documents need to be uploaded onto the Harlem wiki space. Make sure they have clear file names that mark them as yours.

* On the third day, all groups will present briefly what was asked of their group

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.

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.

Rubrics

A rubric is available on wiki space. This rubric outlines what is expected of you and what I am grading on. 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!

Rubrics Continued

On the wiki, there is a second rubric that I want you all to fill out at the end of our project. Embrace your chance to be the teacher! The rubric will ask questions about how you liked the activity. This will be filled out on a separate day.

INFORMATION FOR EDUCATORS.

Standards

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

Distinguish fiction from nonfiction, realistic fiction from fantasy, biography from autobiography, and poetry from prose

Select a variety of materials to read for discovery, appreciation, and enjoyment, summarize the readings, and connect them to prior knowledge and experience

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. 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. 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

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.

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.