Unit Plan 34 (Grade 5 Band): Final Performance Prep
Grade 5 band students refine concert music using feedback and focused rehearsal to improve tone, rhythm, and ensemble precision for performance.
Focus: Refine concert music using focused rehearsal strategies, feedback, and practice habits to prepare for a successful performance.
Grade Level: 5
Subject Area: Band (Performing • Responding)
Total Unit Duration: 1–2 weeks, 30 minutes per session
I. Introduction
In this unit, students focus on polishing concert music for an upcoming performance. They use teacher and peer feedback to improve tone, rhythm accuracy, steady beat, and start/stop together. Students practice responding to comments in a positive way, marking parts that need work, and noticing how careful rehearsal leads to more confident ensemble playing. By the end of the unit, they understand how their individual preparation supports the full band.
Essential Questions
- How does careful rehearsal help our band sound more confident and together?
- What does it mean to use feedback to improve our playing?
- How do steady beat, correct notes, and tone help us prepare for a final performance?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Perform concert pieces with accurate notes, steady beat, and appropriate tone in an ensemble setting.
- Use teacher comments to identify specific spots that need improvement and practice them with a strategy (slow practice, counting, repeating).
- Show rehearsal etiquette by watching the conductor, tracking rests, and entering together on cue.
- Describe one improvement they made in tone, rhythm, or ensemble precision based on feedback.
Standards Alignment — Grade 5 Band (custom, NAfME-style)
- BD:Pr5.5b — Respond to teacher feedback to improve tone, rhythm accuracy, and performance habits.
- Example: Students adjust hand position after feedback and play the passage again with improvement.
- BD:Pr6.5a — Perform beginning band music with accurate notes, steady beat, and appropriate tone in an ensemble setting.
- Example: Students perform a unison class piece together with steady tempo.
Success Criteria — Student-Friendly Language
- I can play our concert piece with steady beat and mostly correct notes.
- I can listen to feedback, mark my music, and fix at least one tricky measure.
- I can watch the conductor, track my rests, and start and stop with the band.
- I can name one specific way my playing improved (tone, rhythm, or togetherness).