2023 Moises- Text Set by Amelia Herrera https://padlet.com/herreraam2/jvo3fxpmmbrwncoh Please input all of your texts/resources under the correct column. Be on the lookout for pre-made categories under Larger Headings. (If you feel like you need another heading, you are more than welcome to put one in.) en-us 2023-04-26 14:32:34 UTC 2026-03-04 03:59:21 UTC hello@padlet.com VIDEOS/Tik Toks, IG posts, Tweets herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901886 Use Subtitle Generator website for bilingual support: https://wavel.ai/studio/auto-subtitles-generator/]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901886 MUSIC herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901887 Lyrics (to copy/paste into google translate)-
[Verse 1]
Southern trees bear a strange fruit
Blood on the leaves and blood at the root
Black bodies swinging in the Southern breeze
Strange fruit hanging from the poplar trees

[Verse 2]
Pastoral scene of the gallant south
The bulging eyes and the twisted mouth
Scent of magnolias, sweet and fresh
Then the sudden smell of burning flesh

[Verse 3]
Here is a fruit for the crows to pluck
For the rain to gather, for the wind to suck
For the sun to rot, for the tree to drop
Here is a strange and bitter crop]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901887 District Provided Curriculum herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901888 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901888 TRANSLANGUAGING Target/Objectives herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901889 1. Students will discuss the cultural and social context of the Harlem Renaissance in their home language, then compare and contrast their understanding with their English-speaking peers using translanguaging strategies.

2. Students will use their home language to reflect on their learning and share their ideas and interpretations of the music from the Harlem Renaissance, utilizing bilingual resources to support their understanding.]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901889 LANGUAGE Targets/Objectives herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901890 1. Students will explain how the situations and music of the Harlem Renaissance compare/contrast to their own experiences using language appropriate to their proficiency level.

2. Students will be able to identify the characteristics of two contrasting pieces from the Harlem Renaissance and explain how they connect to personal experiences or interests.

3. Students will use content-specific vocabulary to compare and contrast the music/its elements and their experiences with a partner, incorporating sentence frames or anchor charts to support language production.]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901890 CULTURAL Targets/Objectives herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901891 1. Students will explore and discuss how the music and art of the Harlem Renaissance reflect the cultural experiences and contributions of African Americans during that time and later Latin-Americans.

2. Students will compare and contrast their own cultural experiences with the themes and messages conveyed through the music of the Harlem Renaissance, promoting cultural connections and understanding.

3. Students will compare the characters portrayed in a jazz song from the Harlem Renaissance to characters from their own cultures, identifying similarities and differences and discussing the significance of representation in music.
]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901891 CONTENT Targets/Standards herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901892 Music Standard:
Nov.MU:E.Re8: Identify interpretations of the expressive intent and meaning of musical works, referring to the elements of music, contexts, and (when appropriate) the setting of the text.

1. Students will analyze the expressive intent and meaning of the music from the Harlem Renaissance by referring to the elements of music, contexts, and (when appropriate) the setting of the text.

2. Students will identify the characteristics of pieces from the Harlem Renaissance and explain how they connect to personal experiences or interests.

3. By exploring music from the Harlem Renaissance, students will develop an appreciation for the diversity of cultural expressions and the contributions of historically marginalized communities to American culture, including Latin-American contributions to Jazz.]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901892 Images/GIPHS representing the vocabulary and/or the Unit topic. herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901893 Images and Anchor Chart]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901893 Vocabulary List herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901894 1. Harlem Renaissance
2. Cultural Identity
3. Social Commentary
4. Representation
5. Characterization
6. Perspective]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901894 Resources in Many Languages (with translation software) herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901896 All Around This World is an interactive Diversity, Equity and Inclusion program for children 0-9 years old that encourages kids and their families to explore the world by enjoying global music, rhythms and movement.]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901896 1 Summative Assessment: Reflective Writing (w/bilingual directions) herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901898 The summative assessment for the unit will evaluate students' proficiency in analyzing and interpreting musical works from the Harlem Renaissance. Students will demonstrate their ability to identify the expressive intent and meaning of the music using the elements of music, contexts, and setting of the text in both their home language and English. They will employ appropriate music vocabulary and draw connections between the Harlem Renaissance and their own cultural backgrounds, showcasing their expanded linguistic repertoire and cultural relevance.]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901898 2 Formative Assessments herreraam2 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901899 1. Think-Pair-Share - In this assessment, students individually listen to a jazz song from the Harlem Renaissance, reflect on its meaning and cultural significance, and then engage in a think-pair-share activity where they discuss their interpretations with a classmate. This assessment encourages critical thinking, deep connections, and collaborative learning as students articulate their understanding, support their ideas with evidence from the music, and relate them to their personal experiences or cultural background. The think-pair-share format promotes active listening, respectful discussion, and the refinement of ideas through dialogue, creating an inclusive classroom environment that values diverse interpretations and cultural connections.

2. Class Discussions - This assessment involves a structured class discussion focused on the social and cultural context of music from the Harlem Renaissance. Guided by specific questions, students share their insights, analyze the music's reflection of African American experiences, and explore its historical background and cultural influences. The class discussion format fosters collective sense-making and the development of a shared understanding, encouraging active participation, expression of perspectives, and critical dialogue. Through this assessment, students build on each other's knowledge, expand cultural awareness, refine interpretations through peer contributions, and make personally relevant connections. The class discussion promotes higher-order thinking, collaboration, and cultural empathy, creating a dynamic learning experience for all students.]]> 2023-04-26 14:32:34 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2568901899 Music https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593672467 2023-05-16 20:48:53 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593672467 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593674097 Lyrics (to copy/paste into google translate)-
[Verse 1]
Folks, here's a story 'bout Minnie the Moocher
She was a red hot hoochie-coocher
She was the roughest toughest frail
But Minnie had a heart as big as a whale

[Chorus]
Hi de hi de hi de hi
Ho de ho de ho de ho
Hee de hee de hee de hee
Hi de hi de hi de ho

[Verse 2]
She messed around with a bloke named Smokey
She loved him though he was cokey
He took her down to Chinatown and showed her
How to kick the gong around

[Chorus 2]
Hi de hi de hi de hi
Whoa
Hee de hee de hee de hee
Hi de hi de hi de ho

[Verse 3]
She had a dream about the king of Sweden
He gave her things, that she was needin'
He gave her a home built of gold and steel
A diamond car, with the platinum wheels
You might also like

Call Me What You Like
Lovejoy
Gimme Some Lovin’
The Spencer Davis Group
Nobody Gets Me
SZA
[Chorus 3]
Hi-de-hi-de-hi-de-hi-de-hi-de-hi-de-hi
Ho-de-ho-de-ho-de-ho-de-ho-de-oh
Skeedle-a-booka-diki biki skeedly beeka gookity woop!
A-booriki-booriki-booriki hoy!

[Verse 4]
He gave her his town house and his racing horses
Each meal she ate was a dozen courses
She had a million dollars worth of nickels and dimes
She sat around and counted them all a million times

[Chorus]
Hi de hi de hi de hi
Ho de ho de ho de ho
Hee de hee de hee de hee
Hi de hi de hi de ho

[Outro]
Poor Min
Poor Min
Poor Min
]]> 2023-05-16 20:51:06 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593674097 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593688717 Background info on Latin Jazz history/roots (translateable): 
https://www.allaroundthisworld.com/learn/u-s-and-canada-2/the-u-s-and-canada-genres-of-music/jazz/the-u-s-and-canada-jazz-latin-jazz/]]> 2023-05-16 21:12:47 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593688717 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593721102 Latin Jazz History lecture. 00:21:00 (timestamp):
Juan Tizol Martínez (Vega Baja, Puerto Rico, 1900-1984) fue un trombonista y compositor puertorriqueño de jazz.]]> 2023-05-16 22:04:53 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593721102 Resources in Many Languages https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593725176 2023-05-16 22:12:20 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593725176 Resources in Many Languages https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593727636 Instruct students to explore these websites in both their home language and English, emphasizing the importance of utilizing their linguistic resources to deepen their understanding of the content.]]> 2023-05-16 22:17:10 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593727636 Music Composition (Formative Assessment) https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593787448 StudentsUtilize the Song Maker feature in Chrome Music Lab as a platform for students to compose their own jazz-inspired music. They can experiment with different rhythms, melodies, and chords to create original compositions that reflect the characteristics and spirit of the Harlem Renaissance. This activity promotes musical creativity, composition skills, and critical thinking as students make deliberate choices in their musical creations. I will use different prompts relating to emotions so students can create/improvise melodies for personal expressive output, taking them past rote performance.]]> 2023-05-16 23:53:05 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593787448 Langston Hughes and the Harlem Renaissance (History/ELA) https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593797098 https://makingwings.net/blank/blank-6/
By connecting the music unit on the Harlem Renaissance with an English Language Arts (ELA) class, students have the opportunity to explore Langston Hughes, his poetry, and his life in a cross-curricular context. Analyzing Hughes' poems and examining the themes, imagery, and linguistic elements allows students to draw connections to the musical works studied in the music class. By delving into Hughes' biography and the socio-cultural context of the Harlem Renaissance, students can also make personal connections and reflect on the experiences portrayed in his poetry. This cross-curricular approach deepens students' understanding of the historical and artistic significance of the Harlem Renaissance while fostering meaningful engagement with literature.]]> 2023-05-17 00:03:19 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593797098 Art https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593814451 Students continue the vocabulary development by analyzing art/images from the Harlem Renaissance to discuss observations, inferences, and personal connections.]]> 2023-05-17 00:18:53 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593814451 https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593829461 This unit promotes metacognition by encouraging students to engage in reflective thinking and self-awareness. Through analysis of music, making personal connections, and creating their own interpretations, students are prompted to think about their thinking, understand their own learning processes, and actively monitor their progress and understanding. They are encouraged to reflect on their emotional responses to the music, consider the cultural and historical context of the Harlem Renaissance, and make connections to their own experiences and backgrounds. Using formative assessments, such as think-pair-share and class discussions, provides opportunities for students to evaluate their own learning, identify areas of strength that require further exploration, and adjust their learning strategies accordingly. Translanguaging support and connections further enhance metacognition by allowing students to reflect and express their thoughts and understanding in both their home language and English, providing agency in the process and fostering deeper self-awareness and metacognitive skills in bilingual students. This metacognitive focus empowers students to become active learners, aware of their thinking processes, and actively involved in monitoring, regulating, and reflecting on their learning in the music classroom and beyond.]]> 2023-05-17 00:30:29 UTC https://padlet.com/herreraam2/jvo3fxpmmbrwncoh/wish/2593829461