The document lists various percussion instruments including las maracas, las cangas, los tambores, and los bongos along with a series of numbers that may represent inventory or pricing details for each instrument.
The document summarizes a Common Core Implementation Workbook developed by Achieve and the U.S. Education Delivery Institute for states in the Partnership for Assessment of Readiness for College and Careers (PARCC). The workbook uses a performance management methodology to provide states and districts with clear action steps, relevant information, case studies, and exercises to help plan for and drive successful Common Core implementation. It contains 11 chapters that cover reviewing system capacity, organizing implementation efforts, taking action on instructional materials, educator training, technology, accountability, and establishing performance monitoring routines.
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
This document outlines a presentation on using SMART Notebook for teacher communication. Attendees are instructed to go to a website to access the presentation. The presentation will cover the basic features of SMART Notebook, such as saving and exporting, and how it can be used for differentiated communication with students, parents, substitutes and administrators. Several scenarios of using the software to communicate lesson plans and materials to absent students, share lessons with other teachers, provide information to parents and evidence of instruction to administrators will also be demonstrated.
This document provides an overview and instructions for basic iPad usage, including its features, navigation controls, settings, and apps. It outlines how to use the home screen, status bar, home button, swiping gestures, keyboard, and settings. It emphasizes keeping location services and district-installed apps enabled. It provides instructions for requesting additional apps for the iPad.
Contents
The document provides instructions and guidelines for a Spanish class packet about a missing mummy. It outlines 5 key goals for reading comprehension, including finding main ideas, details, vocabulary, and grammar. It also lists 5 keys to success, such as reading daily, recognizing patterns, taking notes, participating in class, and staying calm. Finally, it describes the various sections of the packet and participation requirements, including having materials every day, reading aloud, homework due dates, and quizzes every few chapters.
The cumbia is a musical genre and dance that originated in northern Colombia in the 1820s. It is played using instruments from various cultures like the accordion and guitar from Europe, percussion from Africa, and flutes from indigenous Andean cultures. The dance is usually performed by couples at parties and features traditional men's clothing of all-white outfits and red kerchiefs along with women's dresses of flowers or red and white. Some popular cumbia artists include Kumbia Kings, Celso Piña, and Margarita.
The document discusses the folk music and dance style known as cumbia. It is Colombia's national dance that is traditionally danced by couples and involves formal music that is popular across Latin America. Cumbia features percussion instruments like drums as well as woodwind instruments like flutes and the accordion. Typical clothing includes white clothes and red kerchiefs for men and flowing skirts for women. Popular cumbia artists mentioned include El Grupo Kumbia Kings and Celso Piña. Videos are also linked that demonstrate cumbia dance and music performances.
Cumbia originated as a courtship dance among African slaves in Colombia's coastal region. It combined African rhythms with European instruments. In the mid-20th century, Colombian band leaders spread cumbia throughout Latin America, where it became especially popular in Mexico, Argentina, and the Andes region. Cumbia was traditionally performed with drums and claves to accompany the dance, though later adopted other instruments like guitar and accordion. It remains an iconic Latin American musical style.
The document summarizes a Common Core Implementation Workbook developed by Achieve and the U.S. Education Delivery Institute for states in the Partnership for Assessment of Readiness for College and Careers (PARCC). The workbook uses a performance management methodology to provide states and districts with clear action steps, relevant information, case studies, and exercises to help plan for and drive successful Common Core implementation. It contains 11 chapters that cover reviewing system capacity, organizing implementation efforts, taking action on instructional materials, educator training, technology, accountability, and establishing performance monitoring routines.
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
This document outlines a presentation on using SMART Notebook for teacher communication. Attendees are instructed to go to a website to access the presentation. The presentation will cover the basic features of SMART Notebook, such as saving and exporting, and how it can be used for differentiated communication with students, parents, substitutes and administrators. Several scenarios of using the software to communicate lesson plans and materials to absent students, share lessons with other teachers, provide information to parents and evidence of instruction to administrators will also be demonstrated.
This document provides an overview and instructions for basic iPad usage, including its features, navigation controls, settings, and apps. It outlines how to use the home screen, status bar, home button, swiping gestures, keyboard, and settings. It emphasizes keeping location services and district-installed apps enabled. It provides instructions for requesting additional apps for the iPad.
Contents
The document provides instructions and guidelines for a Spanish class packet about a missing mummy. It outlines 5 key goals for reading comprehension, including finding main ideas, details, vocabulary, and grammar. It also lists 5 keys to success, such as reading daily, recognizing patterns, taking notes, participating in class, and staying calm. Finally, it describes the various sections of the packet and participation requirements, including having materials every day, reading aloud, homework due dates, and quizzes every few chapters.
The cumbia is a musical genre and dance that originated in northern Colombia in the 1820s. It is played using instruments from various cultures like the accordion and guitar from Europe, percussion from Africa, and flutes from indigenous Andean cultures. The dance is usually performed by couples at parties and features traditional men's clothing of all-white outfits and red kerchiefs along with women's dresses of flowers or red and white. Some popular cumbia artists include Kumbia Kings, Celso Piña, and Margarita.
The document discusses the folk music and dance style known as cumbia. It is Colombia's national dance that is traditionally danced by couples and involves formal music that is popular across Latin America. Cumbia features percussion instruments like drums as well as woodwind instruments like flutes and the accordion. Typical clothing includes white clothes and red kerchiefs for men and flowing skirts for women. Popular cumbia artists mentioned include El Grupo Kumbia Kings and Celso Piña. Videos are also linked that demonstrate cumbia dance and music performances.
Cumbia originated as a courtship dance among African slaves in Colombia's coastal region. It combined African rhythms with European instruments. In the mid-20th century, Colombian band leaders spread cumbia throughout Latin America, where it became especially popular in Mexico, Argentina, and the Andes region. Cumbia was traditionally performed with drums and claves to accompany the dance, though later adopted other instruments like guitar and accordion. It remains an iconic Latin American musical style.
The document is a quiz about Cumbia music given to groups of four students. It contains true/false and multiple choice questions about characteristics of Cumbia music like its origins in Colombia, popularity in Latin America, common instruments used like the drum, and vocabulary related to Cumbia dancing, courtship, and instruments. Students are instructed to choose a writer for their group and keep score as they progress through the quiz.
The SMART Board tutorial summarizes how to use the basic features of a SMART Board. It explains that the SMART Board allows digital ink annotation on its surface and has toolbar buttons to perform functions like saving work, taking screenshots, inserting tables and shapes, changing pen properties, and linking to other files. The tutorial also describes how to use the orientation screen, right click, erase with a circle tap gesture, and explore the gallery of images and objects.
The document discusses the history and evolution of Latin rock music. It began in the 1950s-1960s as imitation rock music sung in Spanish. From the 1960s-1980s, Latin rock developed its own unique characteristics as the genre evolved. Starting in the 1970s and continuing today, Latin rock has become more experimental and fused with other genres of music.
This document provides vocabulary related to music in Spanish. It lists terms for song, singer, lyrics, musician, Tejano music and Vallenato music. Instruments mentioned include guitar and vocals.
Rock Latino is a style of music that fuses rock with traditional Latin music. It originated in the late 1950s under the influence of English and American rock, and bands in the late 1960s like Santana incorporated jazz into their songs. By the 1990s, Rock Latino culture had spread to the US and other genres like alternative and metal had developed. Today, Rock Latino encompasses many styles such as pop, punk, alternative, and metal.
Este documento brinda vocabulario clave para el bolero, incluyendo términos como baile para la danza, la canción para la música, la letra para las palabras de la canción, el paso para los movimientos de baile individuales y el ritmo y balada para describir el estilo musical.
El documento explica el tiempo imperfecto en español. Se usa para describir acciones que no estaban completadas en el pasado, como cosas que solían suceder, hacer o sentir. Explica cómo conjugar verbos regulares e irregulares en el imperfecto y da ejemplos de cómo usarlo con la sigla A WET LAPP que representa actitudes, clima, emociones, tiempo, lugar, edad, condición física y acciones progresivas. También cubre expresiones de frecuencia como "nunca" y "siempre" y da ejemplos de oraciones en
This document provides information about Andina music from Bolivia. It describes a video that demonstrates the San Juanito style of Andina music using the charango instrument. The style is similar to folk and bluegrass. The document also lists common instruments used in Andina music, such as the charango, quena, zampoña, and percussion.
This document describes traditional clothing worn by men and women in some South American cultures. Women commonly wear k'eperinas to carry children, polleras as colorful handmade skirts layered atop each other, and ajotas sandals made from recycled tires. They also use unkuñas as small cloths to carry corn or coca. For men, chullos are hats with earflaps, ponchos are typically handwoven and red, and chalecos are vests worn for special occasions.
The document discusses traditional Andean musical instruments, including the charango which is a small guitar-like instrument, as well as wind instruments like the quena which is an Andean flute and the zampoña which is an Andean panpipe. It notes that these instruments have ancient indigenous roots in the region.
El documento describe varios instrumentos musicales andinos como el charango, una guitarra pequeña, la quena que es una flauta andina, la zampoña que son unas flautas de pan andinas y el bombo que es un tambor grande.
Merengue originated in the 1920s in the Dominican Republic and was promoted as the country's national music and dance by dictator Rafael Trujillo. It is played using instruments like tambora, marimba, güiro and accordion and is danced at festivals, parties and celebrations. While there is no specific traditional dress, bright colors and items like sandals, blouses and skirts are commonly worn. Popular merengue artists include Elvis Crespo, Celines and Melina León.
Flamenco originated in Andalusia, Spain in the late 18th or early 19th century. It involves dancers, a singer, castanets, hand clapping, and footwork performed by dancers in heels. Traditional Flamenco costumes for men include tight black pants, a shirt and vest or jacket with nails in the shoes, while women wear heavy ruffled skirts and shawls. Major Flamenco festivals still take place today in Spain and other parts of the world. Musical instruments used include the guitar, cajon, and palillos for clicking sounds, while palmas involves hand clapping to keep rhythm.
Flamenco is a Spanish dance that originated in Andalusia and incorporates elements from Greek, Roman, Jewish, Moorish, and Indian cultures. It can be performed solo or in couples and incorporates dramatic hand and body movements along with rhythmic foot stomping. Flamenco gained popularity in the 19th century when it was performed publicly in cafes and has influenced the development of the Flamenco guitar. Traditional Flamenco outfits feature tight fitting shoes with heels, flowing skirts, and optional accessories. It is commonly performed at parties, concerts, and gatherings accompanied by guitars, castanets, and hand clapping.
Merengue originated in the 1920s in the Dominican Republic, founded by Nico Lora and introduced to the US by Angel Viloria. It was influenced by French and African beats and dancing originated from slaves dragging their legs to drum beats while working chained together. Merengue is traditionally danced at festivities like parties and weddings in the Dominican Republic and Haiti and features instruments like the güiro.
Tango originated in Spain or Morocco and was introduced to the new world by Spanish settlers in the early 19th century. It began as a solo dance performed by women and spread throughout Europe in the 1900s. Tango was a dramatic dance performed by the middle class at parties and competitions. The tango has been influenced by many cultures including Spanish and African American traditions and is expressed differently in places like Argentina, Uruguay, and the United States while still retaining traditional elements. Famous tango artists like Carlos Gardel and Astor Piazzolla helped popularize the dance through movies and songs that blended tango with other styles of music.
The document provides information about the tango dance, including that it originated in 1910 in the cultures of Africa, Argentina, and Uruguay. Tango dancing is commonly done at parties and gatherings. Traditional tango dress for men includes black pants and a tight shirt, while women wear skirts or dresses around knee-length. Popular tango artists include Carlos Gardel, Hector del Curto, and Bernardo Monk. The accompanying instruments for tango music include the accordion, bass, cello, violin, piano, flute, and trumpet.
The document provides information about the tango dance and music tradition that originated in Argentina and Uruguay in the 19th century. It discusses important tango instruments like the bandoneon, an accordion-like instrument central to tango music. The text also describes traditional tango outfits and how the dance is typically performed in pairs to tango melodies. It mentions famous tango artists like Carlos Gardel and provides vocabulary related to tango music and dance.
The document is a quiz about Cumbia music given to groups of four students. It contains true/false and multiple choice questions about characteristics of Cumbia music like its origins in Colombia, popularity in Latin America, common instruments used like the drum, and vocabulary related to Cumbia dancing, courtship, and instruments. Students are instructed to choose a writer for their group and keep score as they progress through the quiz.
The SMART Board tutorial summarizes how to use the basic features of a SMART Board. It explains that the SMART Board allows digital ink annotation on its surface and has toolbar buttons to perform functions like saving work, taking screenshots, inserting tables and shapes, changing pen properties, and linking to other files. The tutorial also describes how to use the orientation screen, right click, erase with a circle tap gesture, and explore the gallery of images and objects.
The document discusses the history and evolution of Latin rock music. It began in the 1950s-1960s as imitation rock music sung in Spanish. From the 1960s-1980s, Latin rock developed its own unique characteristics as the genre evolved. Starting in the 1970s and continuing today, Latin rock has become more experimental and fused with other genres of music.
This document provides vocabulary related to music in Spanish. It lists terms for song, singer, lyrics, musician, Tejano music and Vallenato music. Instruments mentioned include guitar and vocals.
Rock Latino is a style of music that fuses rock with traditional Latin music. It originated in the late 1950s under the influence of English and American rock, and bands in the late 1960s like Santana incorporated jazz into their songs. By the 1990s, Rock Latino culture had spread to the US and other genres like alternative and metal had developed. Today, Rock Latino encompasses many styles such as pop, punk, alternative, and metal.
Este documento brinda vocabulario clave para el bolero, incluyendo términos como baile para la danza, la canción para la música, la letra para las palabras de la canción, el paso para los movimientos de baile individuales y el ritmo y balada para describir el estilo musical.
El documento explica el tiempo imperfecto en español. Se usa para describir acciones que no estaban completadas en el pasado, como cosas que solían suceder, hacer o sentir. Explica cómo conjugar verbos regulares e irregulares en el imperfecto y da ejemplos de cómo usarlo con la sigla A WET LAPP que representa actitudes, clima, emociones, tiempo, lugar, edad, condición física y acciones progresivas. También cubre expresiones de frecuencia como "nunca" y "siempre" y da ejemplos de oraciones en
This document provides information about Andina music from Bolivia. It describes a video that demonstrates the San Juanito style of Andina music using the charango instrument. The style is similar to folk and bluegrass. The document also lists common instruments used in Andina music, such as the charango, quena, zampoña, and percussion.
This document describes traditional clothing worn by men and women in some South American cultures. Women commonly wear k'eperinas to carry children, polleras as colorful handmade skirts layered atop each other, and ajotas sandals made from recycled tires. They also use unkuñas as small cloths to carry corn or coca. For men, chullos are hats with earflaps, ponchos are typically handwoven and red, and chalecos are vests worn for special occasions.
The document discusses traditional Andean musical instruments, including the charango which is a small guitar-like instrument, as well as wind instruments like the quena which is an Andean flute and the zampoña which is an Andean panpipe. It notes that these instruments have ancient indigenous roots in the region.
El documento describe varios instrumentos musicales andinos como el charango, una guitarra pequeña, la quena que es una flauta andina, la zampoña que son unas flautas de pan andinas y el bombo que es un tambor grande.
Merengue originated in the 1920s in the Dominican Republic and was promoted as the country's national music and dance by dictator Rafael Trujillo. It is played using instruments like tambora, marimba, güiro and accordion and is danced at festivals, parties and celebrations. While there is no specific traditional dress, bright colors and items like sandals, blouses and skirts are commonly worn. Popular merengue artists include Elvis Crespo, Celines and Melina León.
Flamenco originated in Andalusia, Spain in the late 18th or early 19th century. It involves dancers, a singer, castanets, hand clapping, and footwork performed by dancers in heels. Traditional Flamenco costumes for men include tight black pants, a shirt and vest or jacket with nails in the shoes, while women wear heavy ruffled skirts and shawls. Major Flamenco festivals still take place today in Spain and other parts of the world. Musical instruments used include the guitar, cajon, and palillos for clicking sounds, while palmas involves hand clapping to keep rhythm.
Flamenco is a Spanish dance that originated in Andalusia and incorporates elements from Greek, Roman, Jewish, Moorish, and Indian cultures. It can be performed solo or in couples and incorporates dramatic hand and body movements along with rhythmic foot stomping. Flamenco gained popularity in the 19th century when it was performed publicly in cafes and has influenced the development of the Flamenco guitar. Traditional Flamenco outfits feature tight fitting shoes with heels, flowing skirts, and optional accessories. It is commonly performed at parties, concerts, and gatherings accompanied by guitars, castanets, and hand clapping.
Merengue originated in the 1920s in the Dominican Republic, founded by Nico Lora and introduced to the US by Angel Viloria. It was influenced by French and African beats and dancing originated from slaves dragging their legs to drum beats while working chained together. Merengue is traditionally danced at festivities like parties and weddings in the Dominican Republic and Haiti and features instruments like the güiro.
Tango originated in Spain or Morocco and was introduced to the new world by Spanish settlers in the early 19th century. It began as a solo dance performed by women and spread throughout Europe in the 1900s. Tango was a dramatic dance performed by the middle class at parties and competitions. The tango has been influenced by many cultures including Spanish and African American traditions and is expressed differently in places like Argentina, Uruguay, and the United States while still retaining traditional elements. Famous tango artists like Carlos Gardel and Astor Piazzolla helped popularize the dance through movies and songs that blended tango with other styles of music.
The document provides information about the tango dance, including that it originated in 1910 in the cultures of Africa, Argentina, and Uruguay. Tango dancing is commonly done at parties and gatherings. Traditional tango dress for men includes black pants and a tight shirt, while women wear skirts or dresses around knee-length. Popular tango artists include Carlos Gardel, Hector del Curto, and Bernardo Monk. The accompanying instruments for tango music include the accordion, bass, cello, violin, piano, flute, and trumpet.
The document provides information about the tango dance and music tradition that originated in Argentina and Uruguay in the 19th century. It discusses important tango instruments like the bandoneon, an accordion-like instrument central to tango music. The text also describes traditional tango outfits and how the dance is typically performed in pairs to tango melodies. It mentions famous tango artists like Carlos Gardel and provides vocabulary related to tango music and dance.