Teacher/Conductor’s Name: Morgan Higgins

Prior Knowledge/Skills (What do students already know and can do?): Students know their
warm-ups and what each one does. They know solfege for sight reading and also know how to
read/speak rhythms. Students already know the majority of all of their songs. They are able to
sing independently on 2-part music much of the time. With more difficult harmonies (2-part or
otherwise), they require some assistance.

Rehearsal Objective (What will your student’s be able to do as a result of this rehearsal with
you?): Students will have songs almost memorized, if not completely. Students notes in their
harmonies will be more secure. Students will be able to sing parts mostly without help/piano, or
completely independently.

Assessment of the Rehearsal (How will you know if your students can do what they need to?):
Assessment will be conducted through observation. Are students able to sing song in its entirety
without help from me in terms of both voice and piano? Are words fairly secure?

Relevant Contextual Factors: This is the final “Explo” (elective) period for the 6th graders.
This is also their final class before lunch. Energy is high and it can be difficult to keep students’
attention and keep them engaged. There are 3 SPED kiddos in this class. All three of them
(Vince, Sydney, Michelle) are in a different section and have difficulty with vocal processing.
They all have fairly good sense of pitch, but it is difficult for them to ever work up to tempo
when singing words. We encourage them to do the best that they can though we know that they
will not be quite there with diction. There are 26 students in the class between the ages of 11 and
12 (19 females, 7 males).

Modifications/Accommodations need: Students are off book and are able to sing music
(mostly) from memory. Should the three aforementioned students need help with words, they are
of course permitted to use their music as they feel they need. Any additional modifications or
accommodations are not needed.

Instructional materials, resources & technology: Music (Remember Me from Coco, I’m A
Believer from Shrek, and This is Me from the Greatest Showman). Pencil and/or highlighter.
Projector, Computer, pull-down screen, Spotify, Sight Reading Factory, Piano (digital/upright),
pointer, recordings of accompaniment.

Personal Improvement Objective: I have done fairly well with the 6th graders so far. I would
like to improve my classroom management skills, continue to improve my piano skills, and
better my conducting. I don’t think there is any aspect that I would not like to improve upon but
those areas specifically will be those that I work on the most in the coming weeks.
Rehearsal Plan (A step by step plan for the rehearsal – with timing – that leads to your
objective)

Time Activity Purpose of Activity Sequence Assessment

1-3 min. Announcements Let students know At the beginning No assessment
what is going on of class, give necessary.
that day and what is students
upcoming. announcements
verbally.
15-20 Friday Warm-Ups Warm up students Begin with vocal For vocal warm-
min and Sight Reading to sing and work on warm-ups ups: are students
Factory developing skills as (including Miss using good
a musician. Mary Mack, diction,
Warming up Our matching pitch,
Voices, Mama good vowels?
Made Me). Listen and give
Move into feedback. See if
student students are
stretching. Next fixing when
rhythm activities given correction.
– double double For rhythm
and SRF. activities: are
students reading
rhythms
correctly?
10-15 Remember Me – Singing through Sing through the Listen and
min Full group & song. Clarify parts song once to observe. Are
Rotating Sectionals on harmonies and identify areas students singing
get more secure on that need the their part
parts and words. most work. Use successfully
Work on part rotating with little or no
independence. sectionals to help from the
address these piano? Are
issues. Continue students using
with rotating good diction and
sectionals to vowels? Do
assess success as students
a section. remember when
to go down/up?
How is
memorization?
10-15 This is Me – Full Singing through Sing through the Listen and
min group & Rotating song. Clarify parts song once to observe. Are
Sectionals on harmonies and identify areas students singing
get more secure that need the their part
 most work. Use successfully
rotating with little or no
sectionals to help from the
address these piano? Are
issues. Continue students using
with rotating good diction and
sectionals to vowels? Do
assess success as students
a section. remember
movement? Are
“Oh”s smooth
and not choppy?