VMRC Intergenerational Choir

Rehearsal Number 2 Schedule and General Lesson Plan:

(50 x minutes = 30.9 min. = Golden Mean of the Class = Harder stuff before
this!)

1. LESSON # 2: NAME__Emily Wylie_______ (8 minutes lesson)

REHEARSAL THREADS: Notes, Rhythms

GOALS AND OBJECTIVES: Introduce all the parts to the rest of The Angel Gabriel

Assessment Strategies:
Throughout this rehearsal I will engage in formal assessment by: Hearing them sing the second part together.
Throughout this rehearsal I will engage in informal assessment by: listening for correct rhythms while the
parts repeat their part back to me

Start Timings Activity or Piece Developmental Hierarchy Differentiation

Time Totals Level/Chunks, Plan and Sequence

Time: .5/8minutes The Angel Gabriel Activity 1: Welcome and Goals

Activity 1: DIRECT INSTRUCTION SCRIPT:

Chunk 1: Welcome and Goals

1s. Good Morning, choir!

2v Good Morning!

1a My rehearsal threads and goals for today are to quickly retain notes and rhythms
The goals and objectives of this rehearsal are to have the final two lines of this piece learned.

TRANSITION into Activity 2 by… direct instruction

Time 6/6.5/8minutes The Angel Gabriel Activity 2: Audiate and repeat

Activity 2: DIRECT INSTRUCTION SCRIPT: 1d- “please open up to page 10 of your packets
while listening to me singing the bass line on words” Wind it forward:
Encourage the
Chunk 1: Bass line singing to them singers to be
1a [I sing the last two stanzas of the bass line to the basses on words while using hand signs. I signing their own
will then immediately repeat it on solfege] part on solfege as I
sing to and listen to
Chunk 2: Bass line, hearing it back each part
2p. [Bass line sings the last two lines of the piece back to me on words] individually. I can
 also be looking at at
Chunk 3: Tenor line, singing to them the next part and
1a. [I sing the last two stanzas of the tenor line to the tenors on words while using hand signs. I sign their solfege to
will then immediately repeat it on solfege] them while
listening. This can
help me avoid
Chunk 4: Tenor line, hearing it back taking up too much
2p [I listen for understanding of the piece from the tenor section.] music making time
with instruction.
Chunk 5: Alto line, singing it to them I can also ask Haley
1a [I sing the last two stanzas of the alto line to the altos on words while using hand signs. I will to play all the other
then immediately repeat it on solfege] parts besides the
part singing. I will
Chunk 6: Alto line, hear it back text her before class
2p [I listen for understanding of the last two lines from the alto section.] tomorrow to make
sure she is in the
Chunk 7: Soprano line, singing it to them know about this
1a. [I sing the last two stanzas of the soprano line to the sopranos on words while using hand plan to wind it
signs. I will then immediately repeat it on solfege.] forward.
Finally, because
Chunk 8: Soprano line, hearing it back these singers are
2p. [I listen for understanding of the last two lines from the soprano section] really smart, I could
also be layering
3srd. As a transition, I will say something to the effect of: parts as we bring in
“thank you all for moving so quickly with me! I love the sound you are making today! I new parts.
would like to hear all of your parts layered together! Let’s start with Bass, then tenor, alto,
and finally soprano!”
Wind it back:
I can split the last
two lines into
sections if one part
really isn’t
understanding how
their line concludes
the piece.
I can also look at
the part, smile
calmly and say
“Would you all like
to try that again?”
And gesture Haley
in to play with
them.
 TRANSITION into Activity 3 by… COMPLIMENTING THE ENSEMBLE!

Time 1/7.5/8minutes The Angel Gabriel Activity 3: Layering and singing the rest
of the piece.

Activity 3: DIRECT INSTRUCTION SCRIPT: 1d- Thank you all for moving quickly with me! I
would like to hear you all layer your parts together. Starting with Bass, then Tenor, Alto, and Wind it forward:
then Soprano! Please sing on words! Sing to the end of
the piece and then
Chunk 1: Conduct Bass Line through the last two lines of the piece shout
1a [Cue the Bass line to breathe and conduct them with the correct beat pattern, breath marks, and “BEGINNING” if
dynamics I want them to have.] there is still more
2p. [Bass line showcases their melodic, rhythmic, and technical skills by singing their part to me time.—I could also
while I conduct] text haley, as I’m
1d I yell “add tenors!” going to be texting
her anyway about
Chunk 2: Bring in Tenor line for the second half of the piece the lesson plan to
1a [give cue to the Tenor line to breathe and conduct them with the correct beat pattern, breath ask if she can create
marks, and dynamics I want them to have.] some sort of intro
2p [Tenor section showcases their melodic, rhythmic, and technical skills by singing their part to for this piece so that
me while I conduct] I can quickly,
1d. I yell “altos!” without words,
begin the piece after
all the parts are
Chunk 3: Bring in the Alto line for the second half of the piece layered in!
1a [Cue the Alto line to breathe and conduct them with the correct beat pattern, breath marks, and
dynamics I want them to have.]
2p [Alto section showcases their melodic, rhythmic, and technical skills by singing their part to Wind it back:
me while I conduct] If a specific part is
1d. I yell “bring it, sopranos!” having difficulty,
I’ll ask Haley to
Chunk 4: Bring in the Soprano line for the second half of the piece play the part with
1a. [Cue the Soprano line to breathe and conduct them with the correct beat pattern, breath marks, them. I can also
and dynamics I want them to have.] sing that part with
2p. [Soprano section showcases their melodic, rhythmic, and technical skills by singing their part them while other
to me while I conduct] parts are being
layered on top. I
3sra “We just finished learning this piece! You have all been extremely attentive and smart through can also cut
this difficult part of the music making process for this piece, and I thank you for that! I cannot everyone else off
wait to get picky with you about dynamics and diction next time!” and yell individual
voice parts like
“TENORS” and do
 that for each voice
part to avoid
making the one
group feel ashamed

TRANSITION into the last Activity, the learning by…

Time .5/8/8minutes The Angel Gabriel Activity LAST: Learning Summary

Activity Last:
Wind it forward:
Chunk 1:
3sra. We had a rehearsal full of thinking, music making, technical growth and mastery and flow!
That’s about you! Wind it back:

Chunk 3: Dismissal Encourage singers

1s. Thanks everyone for a great rehearsal. to listen to the
1d. Please welcome Sophia to the Podium! piece when they
have the chance
this following
After rehearsal, micro-interactions with individual singers; go to the door and greet singers on their week.
way out.