Kelsey Hendler

Unit Plan
Unit Plan Overview
Class/Ensemble Selected: Non-Auditioned Mix Chorus
Goals for this unit:
My goal is for students to develop an understanding of compound triple meter and to be able to sing in
compound triple meter in the context of the piece, Lacrimosa, from Mozarts Requiem.
SWBAT objectives/behaviors that will result from these goals:
1. SWBAT keep a steady pulse (without dragging tempo) while singing Lacrimosa.
2. SWBAT change pitches on the appropriate beat.
3. SWBAT cut off on the appropriate subdivision.
4. SWBAT identify on what beat they are entering and cutting off when asked.
5. SWBAT recognize when their section moves at a different time than the rest of the choir and how their part
differs rhythmically.
Techniques/strategies developing student accomplishment:
1. Reviewing the theory behind compound triple meter
2. Asking students to draw lines in for each macro-beat
3. Instructing students to sway on the macro-beat while tapping the micro-beat
4. Count singing
Descriptions of the assessment tools/methods:
1. Observe students physical embodiment of compound triple meter while singing Lacrimosa
2. Ask students on what macro/micro beat their part changes
3. Ask students to chant the text on rhythm along with another part that moves at a different time
4. Review students scores and make sure they have the correct beat divisions drawn in
5. Listen to each section sing a section of the music and listen/watch for which students cut off at an
appropriate or inappropriate time
National Standards Addressed:
MU:PR4.1E. Select varied musical works to present based on interest, knowledge, technical skill and context
MU:PR4.2E: Analyze the structure and context of varied musical works and their implications for performance
MU:PR5.3E: Evaluate and refine personal and ensemble performances, individually or in collaboration with others
MU:PR6.1E: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner
appropriate to the audience and context.
Pennsylvania State Standards Addressed:
9.1.A: Know and use the elements and principles of each art form to create works in the arts and humanities
9.1.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce,
review and revise original works in the arts.
9.1.G: Analyze the effect of rehearsal and practice sessions.
9.3.B: Determine and apply criteria to a persons work and works of others in the arts.
Role of the Co-operating Teacher:
Liz will assist me in assessing the students. We will take an audio recording of each group singing and fill
out a rubric together while listening to the recording. She will also assist me in making groups with her knowledge
of each students strengths and weaknesses.

Choral Rehearsal Plan 1

Name of Composition: Lacrimosa from Mozarts Requiem
Musical/Technical Concept for this Rehearsal: learning how to count in compound triple meter as it relates to the
context of the piece
Measures to Address: whole piece
Introductory/Transitional Strategies: teach concept and assess application
Learner Objectives:
1. Successfully draw in big beats in entire score.
2. Understand the value of each note and rest in compound triple meter.
3. Understand the difference between ties and slurs.
4. Speak the text of the piece in its correct rhythm, therefore showing understanding of subdivision, ties and
slurs.
Teacher Objectives:
1. Provide a clear and concise explanation of compound triple meter, ties and slurs.
2. Successfully scaffold students to apply the counting to the piece by writing in their scores and speaking the
text correctly in rhythm.
3. Assess students in their knowledge of compound triple meter by written and aural assessment.
Task Analysis:
1. Explain compound triple meter with demonstration on the chalk board. Explain that in 12/8 there are four
big beats (dotted quarter notes) that can be divided into three little beats (eighth notes). The subdivision
(eighth notes) is what makes the meter triple. Compound means that there are multiple little beats within
the big beat. Explain the value of eighth, quarter, dotted quarter, and dotted half notes and rests in 12/8.
2. During the demonstration, draw example measures in compound triple meter (specifically 12/8). Do not
draw notes on the staff but rather just draw note heads, stems and bar lines. This will help the students
focus purely on the rhythm. Teach students how to analyze each notes value and therefore how to draw in
where the big beats fall (see example attached).
3. Ask students to aid in identification of big beats. Once most students seem to have a clear understanding,
draw an excerpt from the Lacrimosa score on the board and ask students to aid in drawing in the big beats.
4. Once students are able to draw in the big beats, ask them to draw lines for each big beat in the entire score.
Tell students that scores will be collected to assess their knowledge on compound triple meter.
5. Instruct students to write in the counting of the subdivision. Inform students that this will also be graded.
6. When students are finished writing in their scores, review the difference between a tie and a slur and how
this difference will affect the counting.
7. Assess the choir as a whole by asking them to count speak their part in Lacrimosa.
8. Ask the choir to speak the text in rhythm once they have mastered count speaking. Assess the choir as a
whole as they speak through the text.
Closure
1. Inform the class that their scores will be graded (and revised) for tomorrows rehearsal.
2. Also inform the class what they will be working on the following day: count-singing instead of just countspeaking.

Choral Rehearsal Plan 2

Name of Composition: Lacrimosa
Musical/Technical Concept for this Rehearsal: singing correct pitches rhythms in compound triple meter
Measures to Address: whole piece
Introductory/Transitional Strategies: work, run and gun
Learner Objectives:
1. Successfully count-sing own part.
2. Successfully count-sing own part while other parts are being sung simultaneously.
3. Notice and mark in score when other parts move at a different time.
4. Successfully sing part on text and in rhythm.
Teacher Objectives:
1. Clearly explain how to correctly count sing.
2. Notice and correct any error in count singing.
3. Guide students in noticing when parts move independently.
4. Clearly conduct when a part should be moving.
5. Notice and correct any errors when students sing on text.
Task Analysis:
1. Review how to count sing.
2. Ask each section to count-sing their part separately.
3. Pair off sections to count-sing together.
4. Whenever a section isnt singing, instruct students to use that time to go through their score and circle the
parts where they are moving differently than the rest of the choir.
5. Ask every section to count-sing simultaneously, standing up when their part is a different rhythm than the
rest of the choir.
6. Review the text by speaking it in rhythm, again asking each section to rise when their rhythm is different.
7. Sing through selected measures on text, in rhythm, under tempo and gradually bring each section up to
tempo.
8. When each smaller section can be sung successfully in rhythm, up to tempo, run through the entire piece!
Closure:
1. Tell the class the things they did well.
2. Inform the class that tomorrow they will be working on crisp cutoffs and maintaining a steady tempo.

Choral Rehearsal Plan 3

Name of Composition: Lacrimosa
Musical/Technical Concept for this Rehearsal: rhythmic releases, steady tempo
Measures to Address: whole piece
Introductory/Transitional Strategies: work, run and gun
Learner Objectives:
1. Cut-off phrases rhythmically and collectively as a section.
2. If releases are not accurate, correctly identify on what beat the cutoff lies.
3. Sing through the piece maintaining a steady tempo.
Teacher Objectives:
1. Conduct clear, rhythmic cutoffs.
2. Correctly identify and successfully model any inaccurate releases.
3. Clearly explain any issues with cutoffs if they are not resolving purely by gesture.
4. Maintain a steady tempo while conducting instead of dragging along with the choir.
Task Analysis:
1. Inform students of the goals for rehearsal: rhythmic releases and steady tempo.
2. Begin by working on rhythmic releases one phrase at a time. For any phrase that isnt released accurately,
require students to count-sing that phrase.
3. After accuracy is gained from count-singing, sing the phrase on text. While conducting the students through
the phrase, count the subdivision aloud.
4. Conduct students singing through the phrase again without giving verbal cues.
5. If cut-off is rhythmic and accurate, move on to the next phrase. If not, either go back to count singing or
modeling until the students are able to sing it correctly on their own.
6. Assess students by asking what was incorrect about their cut-offs and where it needs to be.
7. Once all phrases have been sung through, run through the entire piece, paying special attention to cut-offs.
8. Next, work on maintaining a steady tempo. Since the students have been rushing, conduct the piece with
variance in tempo and tell the students they must always follow the conductors tempo changes. Conduct
the piece particularly fast and particularly slow.
9. Conduct the piece at the correct tempo, asking students to sway on the macro beat. If necessary, set a
metronome to the micro beat. Inform students that they should be feeling the beat in their body.
10. Assess students by watching for which students are swaying in time and which are off-beat.
Closure:
1. Inform students of their assessment assignment for the next class:
a. Students must form six groups with no more than two people on a part.
b. Each group must sing through the first section of the music, a cappella, in front of the class.
c. Groups will be graded on pitch accuracy, rhythmic accuracy, diction, tempo and expression.
d. When a group is not singing, they are responsible for grading another group on one of the
categories, which will be pre-assigned.
2. Encourage students for the hard work they have been putting into the music.
3. Remind students what the piece is about, as discussed during the introductory rehearsal.

Unit Plan Reflection

This unit was a testament to the fact that students all have different background and levels of
understanding. It really showed me which students were firm in their theory knowledge and which ones depended
on other students to lead them. This unit also showed me the importance of theoretical understanding in the choral
setting.
For many of the students, this was their first exposure to the twelve-eight time signature. This was one
reason why my co-operating teacher decided to choose this piece for the choirto build their theory knowledge.
Normally, I probably would not spend that much time in class reviewing a theoretical concept, but I discovered that
the investment was critical for learning the piece efficiently. The invested time really paid off as it streamlined the
rehearsal process. Since the students were secure in the theory of the piece, they were secure in practicing what they
had learned. Their cutoffs became very crisp and they were able to bring out the moving parts by recognizing the
exact beat their part was moving.
The most eye-opening parts of this unit were the assessments. Looking over every single students score
helped me to see which students really understood the theory. I also had many students ask me questions outside of
rehearsal time so I was able to give individual attention to those that needed it. Recording the students at the end of
the assessment also showed which ones are independent and which ones really rely on others. I was very impressed
with the students that were able to hold their own even when the rest of the students in their group were off key or
off beat.
If I were to do anything differently about this unit, I would probably change how I facilitate the
performance assessment. A lot of the students may have known their score but were uncomfortable with their group
members or singing in front of the class. Perhaps I could let students choose their groups (although this could tip the
balance of skill) or I could have each group perform in my office. The only downside to this would be losing
feedback from other students.
Overall, this unit was very beneficial to the choir because it built up their theory background and it helped
them to read Lacrimosa more efficiently. It also made their performance more polished. Though there are a few
changes that could be made, I would say that this unit was overall pretty successful!