Unit Plan 17 (Grade 6 Vocal Music): Preparing a Vocal Piece

Focus: Rehearse a song with attention to pitch accuracy, rhythmic steadiness, and ensemble blend, using rehearsal strategies and teacher feedback to improve performance.

Grade Level: 6

Subject Area: Vocal Music (Performing • Rehearsing • Ensemble Skills)

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

I. Introduction

In this unit, students learn how to prepare a vocal piece from first read-through to “performance-ready” using specific rehearsal strategies. They practice chunking difficult spots, slowing down, using solfege or rhythm syllables, and listening across the ensemble to improve accuracy and blend. Students also learn how to respond to teacher feedback by adjusting vowel shape, tone, and balance, and they reflect on how these changes strengthen the whole choir.

Essential Questions

• What rehearsal strategies help a choir sing more accurately together?
• How does blend make a choir sound more unified and professional?
• How can I use teacher feedback to improve my own singing instead of feeling criticized?
• What steps does a choir follow to move from a first read to a polished performance of a piece?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use at least two rehearsal strategies (slow practice, section work, clapping rhythms, solfege) to improve pitch and rhythm in a vocal piece.
2. Sing their part of a unison or simple 2-part song with mostly accurate pitch and steady rhythm.
3. Adjust vowels, tone, and volume to improve ensemble blend during rehearsal.
4. Respond to teacher feedback by making clear changes in one area (pitch, rhythm, diction, or blend).
5. Describe at least one strategy and one feedback-based change that helped prepare the piece for performance.

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

• VM:Pr5.6a — Apply rehearsal strategies to improve pitch accuracy, rhythm, and blend.
  • Example: Students rehearse a difficult phrase slowly, then return to tempo.
• VM:Pr5.6b — Respond to teacher feedback to improve vocal performance.
  • Example: Students adjust vowel shapes after feedback to improve blend.

Success Criteria — Student Language

• I can use at least one strategy (like slowing down or clapping rhythms) to fix a tricky spot.
• I can sing my part with mostly accurate notes and rhythms.
• I can adjust my vowel shape and volume so my sound blends with the group.
• I can show that I changed something after the teacher gave me feedback.
• I can name one strategy and one feedback change that helped our song sound better.