VMRC Intergenerational Choir

Rehearsal Number 3 Schedule and General Lesson Plan:

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

1. LESSON # 3: NAME____Emily Wylie______ (6 minutes lesson)

REHEARSAL THREADS: Lyrics and Musicality

GOALS AND OBJECTIVES: Sing through the whole piece on words with crisp diction and clear
dynamics

Assessment Strategies:
Throughout this rehearsal I will engage in formal assessment by: Listening for diction errors and note
correctness.
Throughout this rehearsal I will engage in informal assessment by: listening for power of tone. It’s not life or
death if their tone is extremely powerful because their age plays a factor, but requesting they sing like opera
singers may help.

Start Timings Activity or Piece Developmental Hierarchy Differentiation

Time Totals Level/Chunks, Plan and Sequence

Time: 30/6minutes The Angel Gabriel Activity 1: Welcome and Goals

Activity 1: DIRECT INSTRUCTION SCRIPT:

Chunk 1: Welcome and Goals

1s. Good Morning, singers!

2v Good Morning!

1a My rehearsal threads and goals for today are lyrics and musicality
The goals and objectives of this rehearsal are to sing the whole piece on words with crisp
diction and clear dynamics.

TRANSITION into Activity 2 by… a direction.

Time 2/2.5/6minutes The Angel Gabriel Activity 2: Echoing Lyrics with crisp
diction

Activity 2: DIRECT INSTRUCTION SCRIPT: 1d- “Echo me in the voice you plan on singing Wind it forward:
in” I plan on winding
forward by giving
Chunk 1: the ensemble longer
 lines to echo from
1a- [I chant the lyrics to the first line of the second verse with crisp diction on the correct rhythm] the beginning. This
2v- [they repeat it back to me with (hopefully) just as crisp diction] depends on how
1a- [I chant the lyrics to the second line of the second verse with crisp diction on the correct rhythm] they had been
2v – [they repeat it back to me with crisp diction] working in earlier
1a- [I chant the lyrics to the third line of the second verse with crisp diction on the correct rhythm] pieces.
2v- [they repeat it back to me with crisp diction]
(optional 1a)- [I chant the lyrics to the first two lines of the second verse with crisp diction on the Wind it back:
correct rhythm] I can repeat lines
(optional 2v)-[they repeat the first two lines back to me with crisp diction] when the ensemble
(optional 1a)- [I chant the lyrics of the third line of the second verse with crisp diction on the correct doesn’t echo with
rhythm. extremely crisp
diction.

TRANSITION into Activity 3 by… (a 1o?!)

Time 1/3.5/6minutes The Angel Gabriel Activity 3: The second verse using crisp
diction

Activity 3: DIRECT INSTRUCTION SCRIPT: “Thank you, singers! Let’s see how well you can
transfer those 2nd verse lyrics and crisp diction into your voice parts! Please turn to The Angel Wind it forward:
Gabriel on page 10” If I feel confident in
them using crisp
Chunk 1: diction for the
1a/d- “Let’s sing through the second verse! Haley will play the introduction and then your starting second verse, I can
notes” call out for them to
2v- [they open their music and get ready to sing] watch me for
1a- [I cue in Haley for the introduction/interlude and then bring in the ensemble on the second verse. I dynamics.
make sure to take care to conduct proper word stress and intended dynamic] Wind it back:
2p- [the ensemble sings the second verse, and hopefully looks up at me] If singers don’t
appear to have crisp
3sra- That was a really good job!/Have some of you been practicing?/I could understand every word enough diction, I
you said! can say the words
the lyrics were off
and ask Haley to
play the starting
notes of the line
they missed crisp
diction in.

TRANSITION into Activity 4 by…

Time 2/5.5/6minutes The Angel Gabriel Activity 4: The whole song with
dynamics
Activity 3: DIRECT INSTRUCTION SCRIPT: “Let’s sing through the whole piece now! Be Wind it forward:
sure to watch me for dynamic emphasis!” If I feel some of
them are confident
Chunk 1: enough in this
1a- [I ask Haley to play their starting notes and then to play the introduction. I then cue the ensemble piece, I can
for their first verse entrance. I use a smaller dynamic for verse one—centering around a mp or p encourage singers
dynamic] that feel
2p- [the ensemble sings the first verse, hopefully following my dynamics] comfortable to sing
1a- [I conduct through the “Gloria” line of the first line and go immediately into the second verse on a while not looking at
louder dynamic such as a mf or F] their music.
2p- [the ensemble sings the second verse, hopefully following my dynamics]
Wind it back:
3sra- “That was wonderful! Thank you for following my dynamics, it sounded wonderful and brought As a similar tactic
so much more to the piece!” with the second
verse, I can speak
the words that
didn’t use Shaw
diction and have
them repeat it back
by itself and then in
context of the line.

TRANSITION into the last Activity, the learning by…

Time .5/6/6minutes The Angel Gabriel Activity LAST: Learning Summary

Activity Last: DIRECT INSTRUCTION SCRIPT: Learning Summary

Chunk 1:
1a Today we had a very successful rehearsal. WE had the rehearsal threads of lyrics and
musicality with the goals of singing through the whole piece on words with crisp diction and clear
dynamics.
2v Students listen and smile, we hope
1d Reflect to yourself about the major learning that you did today
2v Students think

Chunk 3: Dismissal
1s. Thanks everyone for a great rehearsal.
1d. Please give a warm welcome to Theresa!