Unit Plan 34 (Grade 5 Orchestra): Final Performance Preparation

Focus: Refine music through focused rehearsal and feedback.

Grade Level: 5

Subject Area: Orchestra (Performance • Rehearsal Skills • Reflection)

Total Unit Duration: 1–2 weeks, 30-minute sessions

I. Introduction

Students prepare for a final performance by using feedback, goal-setting, and focused rehearsal strategies to improve their orchestra pieces. They practice listening across the ensemble, matching steady beat, pitch, and bowings while watching the conductor. Students learn how small adjustments in bow placement, posture, and attention can significantly improve the group sound and their own confidence on stage.

Essential Questions

• How can careful rehearsal and feedback help us improve our ensemble performance?
• What does it mean to perform with a steady beat, accurate notes, and unified bowing in orchestra?
• How do my choices and goals as a string player affect the way our group sounds in performance?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use teacher feedback and simple rehearsal strategies (slow practice, repetition, isolating measures) to improve a performance piece.
2. Perform orchestra music with steady beat, accurate pitch, and consistent bow direction in an ensemble setting.
3. Demonstrate appropriate rehearsal etiquette (watching the conductor, tracking rests, listening across the group) during run-throughs.
4. Describe at least one way their playing improved from the beginning to the end of the unit.
5. Participate in a short final performance and reflect on strengths and next-step goals.

Standards Alignment — Grade 5 Orchestra (custom, NAfME-style)

• OR:Pr5.5b — Respond to teacher feedback to improve tone quality, bow control, intonation, and ensemble habits.
  • Example: Students adjust bow placement after feedback and hear improvement in tone.
• OR:Pr6.5a — Perform beginning orchestra music with accurate pitch, steady beat, appropriate bowing, and characteristic tone in an ensemble setting.
  • Example: Students perform a unison class piece together with consistent bow direction.

Success Criteria — Student Language

• I can use teacher feedback to change something in my playing (bowing, notes, or tone) and hear a difference.
• I can perform our music with a steady beat, correct notes, and matching bowings with my section.
• I can watch the conductor, track my rests, and stay focused during rehearsal and performance.
• I can explain one way I improved and one goal I still have as a string player.