Name: Emily Bryson Date: 10-06-20

Draft 1: DESIGN/PLAN #2
Choir Name: Concert Choir

ACTIVITY, TITLE, TIMING, CHUNK, DI SCRIPT WINDING

Forward/Back
1. Activity 1: Introduction (2/30 minutes: 12:30-12:32pm)
Chunk 1: Introduction:
1s. Hello Concert Choir! I am excited to work with you all again today!
1s/a. We have a lot of exciting things to cover!

Chunk 2: Daily Rehearsal Threads:

1a. Our rehearsal threads for today are rhythm work and learning the
Resilience harmonies.

Chunk 3: Rehearsal Goals:

1a. We are going to start by practicing some rhythm examples,
followed by reviewing the melody, and then learning the two
harmonies through call and response!

Transition into learning:

1d/s. Everyone please take a sip of water while I pull up the Power
Point.

2. Activity 2: Rhythm Reading Power Point (10/12/30 minutes: 12:32-12:42pm) Wind Forward:
Repeat each
Chunk 1: Simple Rhythms example only
1d. Please establish a steady beat and repeat after me. once.
1a. 1 and 2 and 3 and 4 and
1d. Your turn! Wind Backward:
2p. 1 and 2 and 3 and 4 and I can take a
slower tempo and
1a. 1 and 2, 3 and 4 repeat examples
1d. Your turn! multiple times.
2p. 1 and 2, 3 and 4
I can take out the
1a. 1, 2, 3 and 4 and steady beat part
1d. Your turn! work.
2p. 1, 2, 3 and 4 and
1a. 1, 2 and 3
1d. Your turn!
2p. 1, 2 and 3

Transition statement into Chunk 2:

1a/1d/3. Beautifully done, let’s move on!
Chunk 2: More Complicated, Syncopated Rhythms Wind Forward:
1a. 1 and 2, and 4 Skip ahead if
1d. Your Turn! things are too
2p. 1 and 2, and 4 easy!

1a. 1, 3, and
1d. Your turn! Wind Back:
2p. 1, 3, and Repeat if they
need more time
1a. and 2, 3, and on a specific
1d. Your turn! pattern.
2p. and 2, 3, and
Take out the part
1a. 1 and, and, and 4 work steady beat.
1d. Your Turn
2p. 1 and, and, and 4
3sra. That was difficult! I am proud of you all!

Chunk 3: Rhythms in Resilience

1a. 1 and, and, 3 and 4
1d. Your turn!
2p. 1 and, and, 3 and 4

1a. 2, 4, 1, 2, 3
1d. Your turn!
2p. 2, 4, 1, 2, 3

1a. and 2 and 3 and 4 and

1d. Your turn!
2p. and 2 and 3 and 4 and

1a. 1 and, and, and, and

1d. Your turn!
2p. 1 and, and, and, and
3sra. Good job everyone, these rhythms will be especially helpful later!

Chunk 4:Student Assessment of Rhythm

1a. OK! Let’s now do an Assessment Game.
1d. Let’s go back to the beginning of the slides.
1d. Please turn on your microphones, and please establish a
steady beat.
2p. Students turn on your microphones and pat a steady beat.
1d. Here’s how we are going to play. I will pick the first person to echo
me as a soloist. Then that person will pass it to the next person to
be the soloist.

1d. Student A, please be our soloist and echo me:

1a. 1 and 2 and 3 and 4 and
2p. Student A: 1 and 2 and 3 and 4 and
3sra. Thank you!
1d. Pass it off to someone.
2v. I pick Student B.

1a. Student B please echo me: 1 and 2, 3 and 4

2p. Student B: 1 and 2, 3 and 4
3sra. Thank you for being the soloist.
1a. Please pass it off to someone else.
2v. I pick Student C,

1a. 1, 2, 3 and 4 and

2p. Student C: 1, 2, 3 and 4 and
3sra. Great job being the soloist.
1a. Please pass it off to someone else.
2v. Student D.

1a. 1, 2 and 3
2p. 1, 2 and 3
3sra. Great job being the soloist.
1a. Please pass it off to someone else.
2v. Student E.

1a. 1 and, and, 3 and 4

2p. 1 and, and, 3 and 4
3sra. Great job being the soloist.
1a. Please pass it off to someone else.
2v. Student F.

1a. 2, 4, 1, 2, 3
2p. 2, 4, 1, 2, 3
3sra. Great job being the soloist.
1a. Please pass it off to someone else.
2v. Student G.

1a. and 2 and 3 and 4 and

2p. and 2 and 3 and 4 and
3sra. Great job being the soloist.
1a. Please pass it off to someone else.
2v. Student H.

1a. 1 and, and, and, and

2p. 1 and, and, and, and
3sra. Great job being the soloist.
Transition:
1s. Take a quick stretch while I share my screen to the sheet music!
3. Activity 3: Review Resilience Melody (3/15/30 minutes: 12:42-12:45pm) Wind Forward:
Chunk 1: Echo Resilience Melody I can ask students
1a. Sing full verse 1 time. to sing
1d. Your turn! individually.
2p. Sing full verse 1 time.
3sra. Wow! You remembered so much from last week! Wind Backward:
I can echo the
melody more
times and at a
slower tempo.
Chunk 2: Individually Sing Melody
1d. Someone with a [a patterned shirt] please sing the melody for us!

2p. “I will!”
1a. Great! Thank you!
2p. Sings the melody
3nsra. Wow that was great!

1d. Pass it on to a student [wearing blue].

2p. “_____, your turn”
2p. Next student sings melody
3sra. Great job, _____, you got all of those tricky rhythms.
1d. Pass it one more time to someone who [has a solid color shirt on].
2p. Next student sings melody
3sra. That was great because everyone sang with confidence!
Transition:
1d. Let’s move onto the harmonies now!

4. Activity 4: Part Two in Resilience (6/21/30 minutes: 12:45-12:51pm) Wind Forward:

I can limit the
Chunk 1: Echo on Solfege fnweiovbwei number of echoes
1a. m-s-m-m-l-l and take it a
1d. Your turn! tempo.
2p. m-s-m-m-l-l
I can stop saying
1a. m-l-m-l-l-d “Your turn” after
1d. Your turn! a while if they are
2p. m-l-m-l-l-d really getting that
back and forth
1a. m-l-l-s patter.
1d. Your turn!
2p. m-l-l-s Wind Backward:
I can echo the
1a. m-s-m-m-m-l-l melody more
1d. Your turn! times and at a
2p. m-s-m-m-m-l-l slower tempo.

1a. m-l-m-l-l-d
1d. Your turn!
 2p. m-l-m-l-l-d

1a. m-l-l-s
1d. Your turn!
2p. m-l-l-s

1a. m-s-m-m-l-l-m-l-m-l-l-d-m-l-l-s
1d. Your turn!
2p. m-s-m-m-l-l-m-l-m-l-l-d-m-l-l-s
1a. m-s-m-m-m-l-l
1d. Your turn!
2p. m-s-m-m-m-l-l

1a. m-l-m-l-l-d-m-l-l-s
1d. Your turn!
2p. m-l-m-l-l-d-m-l-l-s
3sra: Everyone kept signing, great job!

Chunk 2: Echo Singing Text cbwoevbwevibew

1a. Resilience, we are strong.
1d. Your turn!
2p. Resilience, we are strong.
1a. Shoulder to shoulder keep movin’ on.
2vp. Shoulder to shoulder keep movin’ on.

1a. Resilience, make a new plan.

1d. Your turn!
2vp. Resilience, make a new plan.
1a. Stand up again and say yes we can.
1d. Your turn!
2p. Stand up again and say yes we can.

1a. Resilience, we are strong; shoulder to shoulder keep movin’ on

1d. Your turn!
2p. Resilience, we are strong; shoulder to shoulder keep movin’ on
1a. Resilience, make a new plan; stand up again and say yes we can
1d. Your turn!
2p. Resilience, make a new plan; stand up again and say yes we can.
3nsa. Wow! We just finished learning part 2!

1a. Did you notice that our notes were on the minor arpeggio, and were
patterned very similarly to the melody in Part 1? We just had to
start a 5th higher to begin Part 2. We started on mi instead of
la.

1d. Let’s really be sure that we can hear those differences:

1a. Sing l1 – d – l1
2p. l1 – d – l1
1a. Resilience.
2p. Resilience.
 1a. m – s – m
2p. m – s – m
1a. Resilience.
2p. Resilience.
3sra. Exactly. You understand it now. Part 2 has the same pattern.

Transition:
1s. Everyone is so focused today, great job!
1d. Before we move on to doing the third part together, let’s take a 15-
second shake down! Everyone please stand up!

5. Activity 5: Part Three in Resilience (8/29/30 minutes: 12:51-12:59pm) Wind Forward:

I can limit the
Chunk 1: Explanation of Part Three Harmony Line number of echoes
1a. Now we are going to learn the Part Three Harmony. It is fun, energetic in and take it a
terms of rhythms, and it starts on the upper la of this arpeggio and key. tempo.

1a. Part Three tends to sit higher and in a way, it can almost be called a Wind Backward:
secondary melody. I can echo the
melody more
1a. When a harmony is written higher and has an almost melodic line, it is times and at a
called an ‘obligato.’ slower tempo.

1d. Repeat that new word for me: “Obligato”

2v. “Obligato”

Transition: 1s. OK! You are ready for this new Part Three Obligato!

Chunk 2: Echo on Solfege fnnqbq

1a. l-l-l-d-d
1d. Your turn!
2p. l-l-l-d-d

1a. l-si-l-t
2p. l-si-l-t

1a. d-d-d-d-t-t-t
1d. Your turn!
2p. d-d-d-d-t-t-t

1a. t-l-l-s-s
1d. Your turn!
2p. t-l-l-s-s

1a. s-fi-fi-fi-m-m-m
1d. Your turn!
 2p. s-fi-fi-fi-m-m-m

1a. m-r-r-m
1d. Your turn!
2p. m-r-r-m

1a. l-l-l-d-d-l-si-l-t
1d. Your turn!
2p. l-l-l-d-d-l-si-l-t

1a. d-d-d-d-t-t-t-t-l-l-s-s
1d. Your turn!
2p. d-d-d-d-t-t-t-t-l-l-s-s

1a. s-fi-fi-fi-m-m-m-m-r-r-m
1d. Your turn!
2p. s-fi-fi-fi-m-m-m-m-r-r-m

1a. l-l-l-d-d-l-si-l-t
1d. Your turn!
2p. l-l-l-d-d-l-si-l-t

1a. d-d-d-d-t-t-t-t-l-l-s-s-s-fi-fi-fi-m-m-m-m-r-r-m
1d. Your turn!
2p. d-d-d-d-t-t-t-t-l-l-s-s-s-fi-fi-fi-m-m-m-m-r-r-m

1a. d-d-d-d-t-t-t-t-l-l-s-s-s-fi-fi-fi-m-m-m-m-r-r-m
1d. Your turn!
2p. d-d-d-d-t-t-t-t-l-l-s-s-s-fi-fi-fi-m-m-m-m-r-r-m
3sra. Wow you’re so amazing! That was great!
Chunk 3: Echo on Singing Text ncwev eq
1a. Oh! Oh! We are strong
1d. Your turn!
2p. Oh! Oh! We are strong
1a. Hold on!
1d. Your turn!
2p. Hold on!

1a. I wanna make it and I

1d. Your turn!
2p. I wanna make it and I
1a. Know we will, yes it’s
1d. Your turn!
2p. Know we will, yes it’s

1a. Hard to keep goin’ but it’s worse to stand still

1d. Your turn!
2p. Hard to keep goin’ but it’s worse to stand still

1a. Oh! Oh! We are strong; hold on

 1d. Your turn!
2p. Oh! Oh! We are strong; hold on

1a. I wanna make it and I know we will, yes it’s

1d. Your turn!
2p. I wanna make it and I know we will, yes it’s

1a. Hard to keep goin’ but it’s worse to stand still.

1d. Your turn!
2p. Hard to keep goin’ but it’s worse to stand still.

1a. I wanna make it and I know we will, yes it’s hard to keep goin’ but
it’s worse to stand still.
1d. Your turn!
2p. I wanna make it and I know we will, yes it’s hard to keep goin’ but
it’s worse to stand still.

1a. I wanna make it and I know we will, yes it’s hard to keep goin’ but
it’s worse to stand still.
1d. Your turn!
2p. I wanna make it and I know we will, yes it’s hard to keep goin’ but
it’s worse to stand still.
3ra. Great, great job everybody!!

6. Activity 6: Learning Summary (1/30/30 minutes: 12:59-1:00pm)

Chunk 1: What we learned today

1s./3nsra. You did a wonderful job today!
1a. You worked on reading various rhythms that included syncopations
and rests.
1a. You transferred those rhythms into parts 2 and 3 of Resilience.
1a. You reviewed the melody of Resilience.
1a. You learned both part two and part three of Resilience.
1d. Write in the chat your biggest take away from this lesson.
2p. Students write.
1a. As you read their chat, mention a few things, and say the name of
the student and “Sally, I am proud that you learned xxx…”

Transition Statement to Dismissal:

1s. Ok everyone, thank you for a great class.
1s. I am proud of your work today.
1a. Great job, remember everything for next time!

Chunk 2: Dismissal
1s. Bye, Bye, have a good day.
1d. Remember to practice!