Unit Plan 1 (Grade 6 Vocal Music): Choir Routines & Expectations

Focus: Establish rehearsal norms, vocal safety habits, and ensemble responsibility, helping students transition into middle school choir with clear expectations and positive collaboration.

Grade Level: 6

Subject Area: Vocal Music (Choir • Routines • Community)

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

In this opening unit, students learn what it means to be part of a middle school choir community. They practice basic rehearsal routines, explore vocal safety (healthy posture, breathing, and appropriate volume), and discuss how personal experiences and interests shape the music they enjoy singing. Through simple songs, call-and-response exercises, and reflection, students begin to take responsibility for their role in the ensemble and for respectful audience behavior.

Essential Questions

• What does responsible choir behavior look and sound like in rehearsal and performance?
• How can I keep my voice safe and healthy while singing in choir?
• How do my experiences and interests influence the kinds of vocal music I enjoy?
• How does each person’s behavior affect the success of the whole ensemble?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe and demonstrate key choir routines (entering/exiting, getting music, warm-ups, listening to directions, resetting quickly).
2. Show appropriate performance etiquette as a singer (posture, focus, watching the conductor) and as an audience member (quiet listening, appropriate applause).
3. Identify at least two ways to protect vocal health and safety (hydration, not shouting, balanced speaking/singing).
4. Participate in a short performance or share-out that shows ensemble responsibility (singing together, starting and stopping as a group).
5. Reflect on how their personal experiences and interests shape their musical preferences and goals in choir.
6. Contribute to a class-created Choir Agreement that outlines expectations for rehearsal and performance.

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

• VM:Pr6.6b — Demonstrate appropriate performance etiquette as a singer and audience member.
  • Example: Students enter the risers quietly and maintain focus during performances.
• VM:Cn10.6a — Describe how personal experiences and interests influence vocal music choices.
  • Example: Students explain why they enjoy singing certain styles or genres.

Success Criteria — Student Language

• I can enter and exit the choir space calmly and know exactly what to do to get ready.
• I can show performance etiquette by standing with good posture, staying focused, and being a respectful audience member.
• I can name at least two ways to keep my voice healthy in and out of choir.
• I can explain one way my personal experiences or interests affect the music I like to sing.
• I can follow our Choir Agreement and help the ensemble stay organized and respectful.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Simple warm-up songs and vocal exercises appropriate for changing/unchanged middle school voices.
• Visual routines chart (enter, get music, warm-up spots, sit/stand, dismissal).
• Anchor charts:
  • “Choir Routines” (Before class, During rehearsal, After class).
  • “Vocal Safety” (posture, breath, hydration, no shouting, listen to your body).
  • “Performance & Audience Etiquette” (VM:Pr6.6b language simplified).
• Short student survey/worksheet on music interests and experiences (genres, previous singing, instruments, favorite artists).
• Index cards or sticky notes for student input on norms and music preferences.
• Projector or speakers to play short audio clips from different vocal styles (pop, musical theatre, folk, classical, etc.).
• Optional: folders or binders labeled for student music, seating/standing charts for risers.

Preparation

• Decide on entry/exit procedures, where students will keep music, and how they will line up/stand on risers.
• Prepare a draft Choir Agreement (3–5 key expectations) to refine with student input.
• Select 2–3 short vocal pieces or exercises for group singing that are accessible and comfortable.
• Create or adapt a simple interest survey and reflection questions for VM:Cn10.6a.

Common Misconceptions to Surface

• “Choir is just singing; routines don’t matter.” → Choir success depends on clear routines and shared responsibility.
• “If I sing louder, I’m helping the choir more.” → Over-singing can hurt balance and vocal health; goal is healthy, blended sound.
• “Audience behavior doesn’t affect performers.” → Professional audience etiquette shows respect and helps performers stay focused.
• “Only students with lots of singing experience belong in choir.” → Choir is a place for growth, and all levels are welcome.

Key Terms (highlight in lessons) routine, etiquette, ensemble, vocal health, posture, breath support, audience, responsibility, expectations, personal experience, musical interests

IV. Lesson Procedure

(Each day follows: Launch → Explore → Discuss → Reflect. Timing for a 45–55 minute block.)

Session 1 — Welcome to Choir & Basic Routines (VM:Pr6.6b)

• Launch (8–10 min)
  • Greet students at the door, model entry routine (quiet entry, where to sit/stand).
  • Ask: “What do you think makes a choir rehearsal feel organized and respectful?” Record ideas.
• Explore (20–25 min)
  • Introduce the Choir Routines chart: entering, getting music, warm-up positions, responding to cutoffs, end-of-class dismissal.
  • Practice each routine step-by-step (e.g., enter → get imaginary folder → move to spot → stand with posture → sit quietly).
  • Teach one short, simple unison song or vocal pattern so students experience singing together. Focus on starting/stopping on cue.
• Discuss (8–10 min)
  • Ask: “Which part of our routines will help us the most, and why?”
  • Connect to VM:Pr6.6b by naming these as part of performance etiquette (how we behave as singers).
• Reflect (3–5 min)
  • Exit slip: “One routine I understand well is ___; one routine I still need to practice is ___.”

Session 2 — Vocal Safety & Healthy Habits (VM:Pr6.6b)

• Launch (6–8 min)
  • Ask: “What are some ways our voices can get tired or hurt in everyday life?” (shouting at games, talking over noise, etc.)
  • Introduce the Vocal Safety chart (posture, breathing low, moderate volume, water, rest, no yelling).
• Explore (22–25 min)
  • Lead students through a warm-up sequence that highlights vocal safety:
    • Gentle stretches and posture check.
    • Breathing exercises (quiet, low breaths).
    • Light humming and sirens in a comfortable range.
  • Sing a short, easy warm-up song while reminding students to avoid forcing or shouting.
  • Have students do a quick “safe vs. unsafe” sort: teacher calls out activities (whispering for a long time, screaming, talking normally, singing with relaxed tone), students show thumbs up/down for vocal health.
• Discuss (8–10 min)
  • Whole group: identify 2–3 non-negotiable vocal safety rules for the Choir Agreement.
  • Connect these rules to being able to sing well all year long, not just one day.
• Reflect (3–5 min)
  • Exit slip: “One way I will protect my voice in and out of choir is ___.”

Session 3 — Ensemble Responsibility & Simple Performance Etiquette (VM:Pr6.6b)

• Launch (6–8 min)
  • Ask: “What happens to the whole group if one person doesn’t follow directions on stage?”
  • Introduce the idea of ensemble responsibility: everyone’s behavior affects the choir.
• Explore (22–25 min)
  • Practice standing on risers or in formation: posture, spacing, eyes up, quiet feet.
  • Rehearse the short unison song from Session 1 plus a second simple song or round. Focus on:
    • Watching the conductor for entrances and cutoffs.
    • Staying still and focused between pieces.
  • Model and rehearse entering and exiting for a mock performance (walk on, set posture, sing, bow or acknowledge, exit).
• Discuss (8–10 min)
  • Students share: “One way I can show responsibility to my section or the whole choir is ___.”
  • Finalize or revise parts of the Choir Agreement (routines, vocal safety, behavior on risers).
• Reflect (3–5 min)
  • Quick write: “When I follow choir routines, it helps the group because ___.”

Session 4 — Music Interests & Choir Identity (VM:Cn10.6a)

• Launch (6–8 min)
  • Ask: “What kind of vocal music do you enjoy most (solo artists, choirs, musicals, etc.), and why?”
  • Explain that our experiences and interests shape what we like to sing.
• Explore (22–25 min)
  • Students complete a short music interest survey (genres they like, favorite singers, previous choir/band experience, when they like to sing).
  • Play short clips of 3–4 different vocal styles (e.g., pop ballad, folk song, musical theatre chorus, choral piece).
  • Students jot quick reactions: “This style feels ___ because ___.”
  • In pairs, students share one song or style they enjoy and how it connects to their life (family, culture, hobbies, moods).
• Discuss (8–10 min)
  • Whole group: discuss how different interests can strengthen the choir, bringing many ideas and styles.
  • Connect explicitly to VM:Cn10.6a: describing how experiences and interests influence vocal music choices.
• Reflect (3–5 min)
  • Exit slip: “One style of vocal music I enjoy is ___, and I like it because ___ from my life/experience.”

Session 5 — Mini Sharing & Choir Agreement (All Standards)

• Launch (6–8 min)
  • Ask: “How can we show what we’ve learned this week about routines, safety, and responsibility?”
  • Review the Choir Agreement draft one more time.
• Explore (22–25 min)
  • Students perform a brief in-class sharing:
    • Practice full entry, set-up, and posture.
    • Sing 1–2 short pieces or warm-up songs using all routines and etiquette.
    • Practice a simple bow/acknowledgement and quiet exit.
  • Optionally record the mini performance for later comparison.
• Discuss (8–10 min)
  • Whole group:
    • “What parts of our routines went well?”
    • “Where did we really show vocal safety and ensemble responsibility?”
  • As a class, make any final edits to the Choir Agreement and have everyone “sign” (physically or symbolically).
• Reflect (3–5 min)
  • Final reflection: “Now that I know our routines and expectations, one goal I have for myself in choir this year is ___.”

V. Differentiation and Accommodations

Advanced Learners

• Invite them to serve as routine captains (quietly modeling entry/exit procedures, posture, and focus).
• Ask them to help lead a short warm-up that highlights vocal safety.
• Encourage richer written reflections on how their musical interests could influence future repertoire choices or projects.

Targeted Support

• Use clear visual supports (pictures/icons) for routines and expectations posted in the room.
• Teach routines in small chunks, repeating and practicing over multiple days.
• Provide simple sentence stems:
  • “In choir, my job is to ___.”
  • “To keep my voice safe, I will ___.”
• Pair students who need extra support with a peer buddy who models routines calmly.

Multilingual Learners

• Provide a small vocabulary box with icons and translations for key words (routine, posture, audience, respect, voice, style).
• Allow students to discuss music interests in their home language first, then share a summary in English.
• Use gestures and demonstrations (show, don’t just tell) for expectations and etiquette.
• Accept short bullet-point reflections instead of full sentences if language is a barrier, focusing on clear ideas.

IEP/504 & Accessibility

• Offer flexible seating/standing positions that still support good posture and ensemble visuals.
• Use large-print or high-contrast charts for routines and vocal safety tips.
• Provide extra practice time or one-on-one walk-throughs of entry/exit and riser transitions.
• Offer alternative reflection formats (oral recording, drawing with labels) if writing is a barrier.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Observation of entry/exit and set-up routines; exit slips show understanding of at least one key routine.
• Session 2 — Student responses in “safe vs. unsafe” vocal activities and exit slips showing at least one vocal safety strategy.
• Session 3 — Teacher observation of ensemble responsibility on risers; student quick writes describe how routines support the group.
• Session 4 — Interest surveys and class discussion show students can connect personal experiences/interests to vocal music choices.
• Session 5 — Mini sharing performance demonstrates basic routines and etiquette; reflections show readiness to follow the Choir Agreement.

Summative — Choir Routines & Expectations Check (0–2 per criterion, total 10)

1. Performance & Rehearsal Etiquette (VM:Pr6.6b)

• 2: Consistently follows routines (entry, posture, focus, transitions) and models respectful behavior on risers and in rehearsal.
• 1: Usually follows routines with occasional reminders; generally respectful but with minor lapses.
• 0: Frequently disregards routines or expectations; behavior often disrupts rehearsal.

2. Audience Etiquette (VM:Pr6.6b)

• 2: Listens quietly, responds appropriately (applause, attention), and supports performers through respectful behavior.
• 1: Mostly respectful but sometimes distracted or off-task.
• 0: Often distracting or disrespectful while others perform.

3. Vocal Safety Awareness

• 2: Demonstrates healthy vocal habits (no shouting in rehearsal, appropriate volume, posture, breath) and can explain at least one safety strategy.
• 1: Shows some understanding of vocal safety but needs reminders or has difficulty applying habits consistently.
• 0: Rarely uses healthy vocal habits; does not show understanding of vocal safety.

4. Ensemble Responsibility

• 2: Shows responsibility to the ensemble by following cues, helping maintain order, and contributing to a focused rehearsal environment.
• 1: Sometimes responsible but may forget cues or talk out of turn; still learning to support ensemble focus.
• 0: Frequently off-task and does not take responsibility for ensemble success.

5. Connection to Personal Experiences & Interests (VM:Cn10.6a)

• 2: Clearly describes at least one way personal experiences or interests influence the vocal music they enjoy and want to sing.
• 1: Mentions a favorite style/artist but gives a limited or vague explanation of why it connects to their life.
• 0: Provides little or no meaningful connection between personal experiences and vocal music choices.

Feedback Protocol (TAG)

• Tell one strength (e.g., “You always enter quietly and get ready fast, which helps us start on time.”).
• Ask one question (e.g., “What vocal safety habit will you focus on when we start harder music?”).
• Give one suggestion (e.g., “Try keeping your eyes on the conductor a bit more so you can match cutoffs with the group.”).

VII. Reflection and Extension

Reflection Prompts

• Which choir routine is easiest for you to remember, and which one do you need to practice more?
• How has your understanding of vocal safety changed after this week?
• How do your music interests make you unique in the choir, and how can that help our group?

Extensions

• Routine Tutorial Video: In small groups, students create a short script or video that teaches new choir members how to follow routines and protect their voices.
• Music Interest Wall: Create a bulletin board with student responses about favorite styles and why they matter, showing the diverse musical identities in the choir.
• Voice Care Challenge: Students track their vocal health habits for one week (water, no shouting, rest), then reflect on any changes they notice in how their voice feels.

Standards Trace — When Each Standard Is Addressed

• VM:Pr6.6b — Sessions 1–3, 5 (learning and practicing rehearsal/performance routines; modeling performer etiquette on risers; practicing audience etiquette in simulations and the mini sharing performance; embedding these expectations in the Choir Agreement and reflections).
• VM:Cn10.6a — Sessions 4–5 (interest surveys, listening to diverse vocal styles, personal reflections connecting experiences and preferences to vocal music choices; extensions and display activities that highlight students’ musical identities).