Unit Plan 35 (Grade 6 Orchestra): Final Performance Prep

Focus: Prepare performance repertoire through focused rehearsal, feedback, and goal tracking.

Grade Level: 6

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

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, Grade 6 orchestra students prepare for an upcoming performance by combining focused rehearsal strategies with feedback and goal tracking. They run through selected repertoire, identify strengths and growth areas, and use recordings, rubrics, and peer/teacher feedback to guide improvement. By the end of the week, students demonstrate accurate pitch, steady rhythm, characteristic tone, and unified bowing, while also showing they understand how to keep improving over time.

Essential Questions

• How can recordings, rubrics, and feedback help us improve our performance as an ensemble?
• What does it look and sound like when a middle school orchestra performs with accurate pitch, steady rhythm, and unified bowing?
• How can we set specific goals and track progress to make the most of limited rehearsal time?
• In what ways is preparing for a performance about more than “getting the notes right”?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform assigned repertoire with accurate pitch, steady rhythm, characteristic tone, and unified bowing at a developmentally appropriate level.
2. Use recordings, teacher feedback, and peer feedback to identify strengths and areas for improvement in ensemble performance.
3. Set at least two specific rehearsal goals (e.g., cleaner entrances, stronger tone, better intonation) and track progress over multiple sessions.
4. Apply rehearsal strategies (looping, slow practice, metronome work, section focus) to refine difficult passages.
5. Reflect on ensemble growth and explain at least one way performance skills improved during the prep week.

Standards Alignment — Grade 6 Orchestra (custom, NAfME-style)

• OR:Pr5.6b — Use teacher/peer feedback and rehearsal recordings to set goals and improve tone, intonation, rhythm accuracy, and ensemble unity over time.
  • Example: Students listen to a recording and set a goal to improve intonation on a specific measure.
• OR:Pr6.6a — Perform orchestra music with accurate pitch, steady rhythm, characteristic tone, unified bowing, and basic expression in an ensemble setting.
  • Example: Students perform a two-part string arrangement with steady tempo and matching bow directions.

Success Criteria — Student Language

• I can use recordings and rubrics to describe what our ensemble is doing well and what we still need to fix.
• I can perform our concert music with steady tempo, mostly accurate notes, and matching bowings with my section.
• I can name at least two specific goals for our music and show how we worked on them in rehearsal.
• I can explain how feedback helped us improve tone, intonation, rhythm, or ensemble unity.
• I can perform with enough confidence that an audience can clearly hear the melody, accompaniment, and overall character of the piece.