Unit Plan 35 (Grade 7 Vocal Music): Preparing to Perform

Focus: Rehearse and refine final performance repertoire, using teacher and peer feedback to improve accuracy, expressiveness, and ensemble unity, and demonstrate stylistic awareness in near-performance conditions.

Grade Level: 7

Subject Area: Vocal Music (Choir • Rehearsal • Performance Prep)

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

I. Introduction

In this unit, students move into focused performance preparation for their final concert or culminating sharing. They apply rehearsal strategies and feedback to polish pitch, rhythm, diction, blend, balance, and expression in their repertoire. Through recordings, self- and peer feedback, and targeted sectional work, students track progress over time and practice performing with stylistic awareness. The week ends with a mock performance run and reflection on readiness and next steps.

Essential Questions

• What does it mean to be performance-ready as an individual singer and as an ensemble?
• How can teacher and peer feedback help us improve accuracy, expression, and unity in our performance pieces?
• How do we maintain stylistic awareness (tone, diction, phrasing) while also focusing on pitch and rhythm?
• What habits and strategies can we use to track progress over time and feel confident when it’s time to perform?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Apply teacher and peer feedback to improve accuracy (pitch, rhythm) and ensemble skills (blend, balance, togetherness) in their repertoire.
2. Rehearse using specific strategies (sectionals, looping difficult spots, slow practice, counting and clapping, solfege) to solve musical problems.
3. Perform selected pieces with accurate pitch and rhythm, clear diction, and expressive intent that matches the style of the music.
4. Demonstrate ensemble unity through synchronized entrances/cutoffs, consistent vowels, and balanced sections.
5. Use simple tools (checklists, short reflections, recordings) to track progress over several rehearsals and set at least one personal performance goal.
6. Present a mock performance run that shows readiness for the final concert, using appropriate stage presence and focus.

Standards Alignment — Grade 7 Vocal Music (custom, NAfME-style)

• VM:Pr5.7b — Apply teacher and peer feedback to improve accuracy, expressiveness, and ensemble unity, tracking progress over time.
  • Example: Students set one weekly goal (intonation, diction, blend), then reflect after a rehearsal recording.
• VM:Pr6.7a — Perform vocal music with accurate pitch, rhythm, diction, and expressive intent, showing stylistic awareness.
  • Example: Students perform a two-part piece with clear diction and dynamic contrast.

Success Criteria — Student Language

• I can explain at least one rehearsal goal I am working on (intonation, diction, blend, etc.).
• I can use feedback from my teacher and classmates to change how I rehearse and perform.
• I can sing my part with accurate pitch and rhythm, while also showing expression and style.
• I can enter, cut off, and shape phrases together with the ensemble.
• I can describe how my performance improved from one rehearsal to the next.