Alyssa Yeager

Unit Plan
DeGroot
March 2015

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Table of Contents

Introduction
.3
Goals
.3
Instructional
Objectives/Targets
3
Preassessment
3
Grade Level/ Curriculum
Standards.
3
Unit Sequence (lessons/activities)
4
Standard Based Lesson
Format
5-15
Introductory
Lesson
16
Culminating
Lesson
.16
Assessments
.16
Bibliography
..16
Form
17-18

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Introduction
This Unit is an introduction of the larger unit for our spring concert. The lessons
included are for my freshmen girls choir called Chorale. The end goal for the larger
unit is to prepare Chorale for their spring concert. This unit only includes five
lessons which are meant to help introduce the new pieces for this concert. These
lessons prepare students for our choreographer to teach the dance for Pops
concert.
Goals
1. Sing accurately and with expression
2. Become independent singers so students can sing their part without piano
assistance
3. Sing with appropriate style

Instructional Objectives/Targets

I can sight read accurately.

I can sing my part accurately and in time.
I can use appropriate tone while singing.
I can demonstrate a sense of ensemble by creating balance within my section
and with the other sections.
I can identify aural rhythmic examples

Pre-assessment
There was no pre-assessment for this unit.

Grade Level/ Curriculum Standards

ART.M.I.HS.1 Sing and play with expression and technical accuracy a large and
varied repertoire of vocal and instrumental literature with a moderate level of
difficulty, including some selections performed from memory. (21st Century Skills:
I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10)
ART.M.1.HS.3 Perform an appropriate part in large and small ensembles,
demonstrating well-developed ensemble skills. (21st Century Skills: I.4, II.5, III.3)
ART.M.1.HS.6 Sight read accurately and expressively, music with a moderate level of
difficulty. (21st Century Skills: I.3, I.4, II.1, II.7)
ART.M.III.HS.2 Analyze aural examples of a varied repertoire of music

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Unit Sequence (lessons/activities)
Introduction

Listen to songs and follow along in music

Lesson 1

Work on beginning of pieces

Rhythm identification exercise
Sing through beginning part by part

Lesson 2

Review beginning part by part

Put parts together

Lesson 3

New Section part by part

Lesson 4

Put everything we know so far together

Lesson 5

Review trouble spots part by part

Put trouble spots together
Work on memorizing the music for learning the dance next class

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Monday March 9, 2015
Yeager
2nd Hour Chorale
School

Alyssa
Northview High

Standards
ART.M.I.HS.1 Sing and play with expression and technical accuracy a large and
varied repertoire of vocal and instrumental literature with a moderate level of
difficulty, including some selections performed from memory. (21st Century Skills:
I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10)
ART.M.1.HS.3 Perform an appropriate part in large and small ensembles,
demonstrating well-developed ensemble skills. (21st Century Skills: I.4, II.5, III.3)
ART.M.1.HS.6 Sight read accurately and expressively, music with a moderate level of
difficulty. (21st Century Skills: I.3, I.4, II.1, II.7)
ART.M.III.HS.2 Analyze aural examples of a varied repertoire of music,
Objectives

I can sight read accurately.

I can sing my part accurately and in time.
I can use appropriate tone while singing.
I can demonstrate a sense of ensemble by creating balance within my section
and with the other sections.
I can identify aural rhythmic examples

Lesson Management
Tell students schedule for the rehearsal.
Introduction
Welcome, greet students at the door.
Warm-ups and sight read. Get students energized, focused, and prepared to sing.
Rehearsal
Warm-ups

Shake 8
Sirens
Rich tone
Yoo-whoo (going up)
Bum Bum Bum Bum Boo (going down)

Hee Haw
ABC (Belt warm up)
Siren

Pieces

House (9-28)
o Speak rhythm
o Sight read on numbers
o Sing
9-24 Unison
25-28 part by part
Black Bird (1-12)
o Rhythms (warm up exercise)
Rhythms up on board without ties
Which rhythm pattern am I singing?
Sing the rhythm pattern with me
Add in the ties
I do we do you do
Where do you see these rhythm patterns in the music?
o Melody (jump from part to part and everyone sing melody)
o Part by part to learn non-melody
Bridge Over Troubled Water (beg-34)
o Sing together (big picture)
o Sing part by part
o Put back together

Closure
Thank you for your hard work! See you for tomorrow!
Assessment

Listen for accurate pitches and rhythms

Ask students if they have questions or need help
Listen for good tone and balance

Reflection

Were my students accurate in rhythm and pitch? Did they have good tone
and balance?
Did my students struggle with and sections of the music today? What do we
need to review Tomorrow? Or can we finish learning the pieces?
Were all students participating? With good posture? Were other parts
humming if I worked with one section?
How was my pacing?
What is the lesson plan for Tomorrow?

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Tuesday March 10th, 2015
Yeager
2nd hour- Chorale
School

Alyssa
Northview High

Standards
ART.M.I.HS.1 Sing and play with expression and technical accuracy a large and
varied repertoire of vocal and instrumental literature with a moderate level of
difficulty, including some selections performed from memory. (21st Century Skills:
I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10)
ART.M.1.HS.3 Perform an appropriate part in large and small ensembles,
demonstrating well-developed ensemble skills. (21st Century Skills: I.4, II.5, III.3)
Objectives

I can sing my part accurately and in time.

I can use appropriate tone while singing.
I can demonstrate a sense of ensemble by creating balance within my section
and with the other sections.

Lesson Management
Tell students schedule for the rehearsal.
Introduction
Welcome. Review Schedule.
Warm-ups. Get students energized, focused, and prepared to sing.
Rehearsal
Warm-ups

Sirens
Rich tone staccato
Yoo Whoo (Ascending)
Mee- Meh- Mah- Moh- Moo (descending)
Old King Cole
ABC
Siren

Pieces

Blackbird (beg- 1st ending)

o Part by part review

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Check for inaccuracies/ just get it back in their ear
Put it together
Continue to fix inaccuracies/ give them a couple tries to understand
how it fits together
House is Rockin (beg- 48)
o 30-48 part by part review
o Put together
o From the beginning
o
o
o

Closure
Thank you! See you for tomorrow!
Assessment

Listen for accurate pitches and rhythms

Ask students if they have questions or need help
Listen for good tone and balance

Reflection

Were my students accurate in rhythm and pitch? Did they have good tone
and balance?
Did my students struggle with and sections of the music today? What do we
need to review Tomorrow?
Were all students participating? With good posture?
How was my pacing?
What is the lesson plan for tomorrow?

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Wednesday, March 11th, 2015
Yeager
2nd hour- Chorale
School

Alyssa
Northview High

Standards
ART.M.I.HS.1 Sing and play with expression and technical accuracy a large and
varied repertoire of vocal and instrumental literature with a moderate level of
difficulty, including some selections performed from memory. (21st Century Skills:
I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10)
ART.M.1.HS.3 Perform an appropriate part in large and small ensembles,
demonstrating well-developed ensemble skills. (21st Century Skills: I.4, II.5, III.3)
Objectives

I can sing my part accurately and in time.

I can use appropriate tone while singing.
I can demonstrate a sense of ensemble by creating balance within my section
and with the other sections.

Lesson Management
Tell students schedule for the rehearsal.
Introduction
Welcome. Review Schedule.
Warm-ups. Get students energized, focused, and prepared to sing.
Rehearsal
Warm-ups

Sirens
Rich tone staccato
Yoo Whoo (Ascending)
Voo (descending)
Many, Many, Many
By the Waters
ABC
Siren

Pieces

Blackbird (15-19)

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o 15-19 is new material, go over it part by part

o Put the parts together when solid
o Go from the beginning to tie in the new section
House is Rockin (66-73)
o Go over part by part
o Help with difficult jumps by having them hold the trouble note when
they get to it
o Put the parts together
Bridge Over Troubled Water (beg-34)
o Review the work we did on Monday
o Part by part then together
o Remember- no pop scoopy

Closure
Thank you! See you for tomorrow!
Assessment

Listen for accurate pitches and rhythms

Ask students if they have questions or need help
Listen for good tone and balance

Reflection

Were my students accurate in rhythm and pitch? Did they have good tone
and balance?
Did my students struggle with and sections of the music today? What do we
need to review Tomorrow?
Were all students participating? With good posture?
How was my pacing?
What is the lesson plan for tomorrow?

13
Thursday, March 12th, 2015
Yeager

(HALF DAY)

2nd hour- Chorale

School

Alyssa
Northview High

Standards
ART.M.I.HS.1 Sing and play with expression and technical accuracy a large and
varied repertoire of vocal and instrumental literature with a moderate level of
difficulty, including some selections performed from memory. (21st Century Skills:
I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10)
ART.M.1.HS.3 Perform an appropriate part in large and small ensembles,
demonstrating well-developed ensemble skills. (21st Century Skills: I.4, II.5, III.3)
Objectives

I can sing my part accurately and in time.

I can use appropriate tone while singing.
I can demonstrate a sense of ensemble by creating balance within my section
and with the other sections.

Lesson Management
Tell students schedule for the rehearsal.
Introduction
Welcome. Review Schedule.
Warm-ups. Get students energized, focused, and prepared to sing.
Rehearsal
Warm-ups

Sirens
Rich tone staccato
Yoo Whoo (Ascending)
Vee (descending)
ABC
Siren

Pieces

Blackbird (beg-19)
o Review difficult rhythms0 chant together
o Review whole chunk part by part

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o Sing whole chunk together

House is Rockin (beg- 72)
o Run from beginning to end with piano help

Closure
Thank you! See you for tomorrow!
Assessment

Listen for accurate pitches and rhythms

Ask students if they have questions or need help
Listen for good tone and balance

Reflection

Were my students accurate in rhythm and pitch? Did they have good tone
and balance?
Did my students struggle with and sections of the music today? What do we
need to review Tomorrow?
Were all students participating? With good posture?
How was my pacing?
What is the lesson plan for tomorrow?

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Monday, March 16th, 2015
Yeager
2nd hour- Chorale
School

Alyssa
Northview High

Standards
ART.M.I.HS.1 Sing and play with expression and technical accuracy a large and
varied repertoire of vocal and instrumental literature with a moderate level of
difficulty, including some selections performed from memory. (21st Century Skills:
I.3, I.4, I.5, I.6, II.1, II.7, III.3, III.4, III.10)
ART.M.1.HS.3 Perform an appropriate part in large and small ensembles,
demonstrating well-developed ensemble skills. (21st Century Skills: I.4, II.5, III.3)
Objectives

I can sing my part accurately and in time.

I can use appropriate tone while singing.
I can demonstrate a sense of ensemble by creating balance within my section
and with the other sections.

Lesson Management
Tell students schedule for the rehearsal.
Introduction
Welcome. Review Schedule.
Warm-ups. Get students energized, focused, and prepared to sing.
Rehearsal
Warm-ups

Sirens
Rich tone staccato
Yoo Whoo (Ascending)
Mee- Meh- Mah- Moh- Moo (descending)
Old King Cole (rhythmic round)
ABC
Siren

Pieces

Blackbird (15-29)
o Review 15-19 part by part

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o Add Altos and soprano 2s together

o Everyone together
o From beginning to m. 29
House is Rockin (66-74)
o Review part by part
o That chunk together
o Run from the beginning to 74
o Work on memorizing

Closure
Thank you! See you for tomorrow! Dont forget Mr. Torrey is coming in tomorrow to
teach you the dance!
Assessment

Listen for accurate pitches and rhythms

Ask students if they have questions or need help
Listen for good tone and balance

Reflection

Were my students accurate in rhythm and pitch? Did they have good tone
and balance?
Did my students struggle with and sections of the music today? What do we
need to review Tomorrow?
Were all students participating? With good posture?
How was my pacing?
What is the lesson plan for tomorrow?

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Introductory Lesson
The introductory lesson for this unit was not included in the lesson plans above. The
Introductory lesson consisted of the students listening to the new pieces and
following along in their music. This was helpful for them because it got the music in
their ears and helped them make sense of what they were seeing on the page. It
also helped them to get excited about and know what to expect from the pieces.

Culminating Lesson
The culminating lesson for this group of lessons was right before our choreographer
came. So in this final lesson we really wanted the students ready to be able to sing
most of House is Rockin accurately so they could learn the dance moves that went
along with it.

Assessments (formative and/or summative; scoring guides, etc.)

Assessments in music are constant and never ending. I am always doing formative
assessment. Every time my students sing anything I have to ask myself, Did they
sing it accurately? Was everyone participating? What went wrong here? Who
or what section made the mistake in this passage? If it was accurate, what can
they still improve on? and more. My students get immediate feedback on the
formative assessment I do by me verbally telling them if it went well or not, and
adjusting my plans accordingly. At the end of this concert I plan on giving out a
summative scoring guide to help students reflect on their work and help determine
their rehearsal grade. We did this at the end of the last concert and it worked very
well and was very informative.

Bibliography
I did not use any sources for my unit plan.

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Pops Concert Evaluation
May 2015
Name ____________________________

Hour ________________

Use the following rating scale and give an explanation for why you earned the score
you indicated. Be specific! Do not write something such as because we had good
posture, Instead write what made your posture good.
1
2
3
4
5
Poor
Excellent

____________________________________________________
Group Evaluation
Please rate your group as a whole (not individually) in the following criteria on the
performance.
Posture
1

Why do you think your group earned this score?

Facial Expression
1

Why do you think your group earned this score?

Note/rhythm accuracy
1
2

Why do you think your group earned this score?

Musical expression (dynamics, phrasing etc.)

1
2
3
Why do you think your group earned this score?

Enunciation/ Articulation (could you understand all the words?)

1
2
3
4
Why do you think your group earned this score?

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Tone (How were your vowels?)

1
2

Style (Was the style of singing appropriate for the piece?)

1
2
3
4

Why do you think your group earned this score?

Intonation (Were you in tune?)

1
2

Why do you think your group earned this score?

Why do you think your group earned this score?

Blend/ Balance (did anyone or any section stick out?)

1
2
3

Why do you think your group earned this score?

_____________________________________________________________________________________

Self- Evaluation
Please rate yourself in the following criteria on how your rehearsal skills have been
since January.
Posture
1

Why do you think you earned this score?

Class Preparation (did you have your folder and a pencil? Did you have gum?)
1
2
3
4
5
Why do you think you earned this score?

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Not Talking (did you positively contribute to rehearsal by not talking?)
1
2
3
4

Why do you think you earned this score?

Active Participation (were you humming your part while other sections were
working?)
1
2
3
4
Why do you think you earned this score?