I learned that feedback maybe better than letter grade

Objective

Students will demonstrate healthy vocal production, accurate pitch/rhythm reading, and expressive ensemble singing through warm-ups, literacy practice, and rehearsal of repertoire, while using digital tools to support independent practice and reflection.

1. Welcome & Setup (3 minutes)

• Students enter, get folders.

• Project today’s goals on the board/Google Slides so students can visually track progress.

• Quick roll/check-in.

2. Physical & Vocal Warm-Up (10 minutes)

• Body: Traditional stretches and breathing exercises.

• Blended element: During breathing drills, project a visual timer/animation (YouTube clip or Canva slide with count-in) to help students pace inhalations and exhalations.

• Vocalises: Teacher-led, but students record a short warm-up clip on their phone (or Flip/Padlet) once a week for self-reflection and feedback.

3. Music Literacy (7 minutes)

• Station Rotation:

  • Station 1 (teacher): Small group clapping/singing rhythm drills.

  • Station 2 (tech): Students on devices use Sight Reading Factory/SmartMusic for 2–3 minutes of individualized sight-reading.

  • Station 3 (peer): Students quiz each other with flashcards on note values/dynamics.

This lets students practice literacy at their own pace while you give targeted support.

4. Repertoire Rehearsal (25 minutes)

• Piece 1: Run mm. 25–40 with focus on vowels.

• Blended twist: After rehearsal, students listen to a high-quality recording (shared via Google Classroom/Canvas) on their own device and jot down 1–2 differences between their singing and the model.

• Piece 2: Introduce new section → clap rhythm, neutral syllable, add text.

• Blended twist: Use Noteflight or MuseScore playback (projected) so singers hear parts individually before full ensemble rehearsal.

5. Run-Through & Reflection (3 minutes)

• Perform strongest section of the day.

• Blended reflection: Students do a quick exit ticket on Google Form (“What went well? What should we fix?”). Results guide next rehearsal.

6. Closure & Dismissal (2 minutes)

• Project next rehearsal goals on screen.

• Optional: Assign a playlist rotation task — e.g., “Listen to the tenor rehearsal track for Sing Me to Heaven twice before Friday.”

✨ The result: the same structure as your traditional rehearsal, but tech supports self-pacing, reflection, and targeted literacy practice.

• CCSD: Solve numerical expressions using order of operations

• CCrS: MP1, MP2, MP6

OBJECTIVE

Students will solve numerical expressions using PEMDAS with 80% accuracy across multiple formats (digital, hands-on, written, and group-based).

STRUCTURE: 4 STATIONS (15 minutes each + 5-minute wrap-up)

Students rotate through all four stations. Use a timer and clearly posted directions at each. Paras or peer mentors can assist at each station as needed.

Station 1: Teacher-Led Small Group (Direct Instruction / Reteach)

• Target students who need intensive support or scaffolding.

• Review PEMDAS steps using a whiteboard, flashcards, and manipulatives.

• Solve expressions together using color-coded steps.

• Focus on individual IEP math goals if appropriate.

Materials:

• Whiteboard

• Operation tiles or math manipulatives

• Visual reference sheet (PEMDAS poster)

Station 2: Independent Technology Practice

• Students log into a platform like IXL, Boom Cards, or Education.com.

• Choose a level-appropriate PEMDAS activity based on ability.

• Use headphones to minimize distractions.

• Scaffold with visuals or a guided note page if needed.

Materials:

• Chromebooks or iPads

• Headphones

• Login cards

• Visual checklist for task completion

Station 3: Hands-On Practice / Error Analysis

• Students complete cut-and-paste activities or puzzles.

• Example tasks:

  • Match expressions to their solutions.

  • Rearrange steps of a problem in the correct order.

  • “Find the mistake” — identify where someone applied PEMDAS incorrectly and fix it.

Materials:

• Printed puzzles

• Scissors, glue, markers

• Error analysis cards

• Answer key for peer checking

Station 4: Real-Life Math / Word Problems

• Apply PEMDAS to real-world scenarios.

• Example:

  “You bought 2 movie tickets for $8 each, popcorn for $5, and used a $4 coupon. What’s the total cost?”

• Students write and solve the expression.

• Visuals provided to support comprehension.

Differentiation:

• Word banks, visual supports, or pre-written expressions for lower-level readers.

• Extension problems for higher-level students.

Materials:

• Scenario cards with visuals

• Sentence stems or graphic organizers

• Dry erase boards or worksheets

WRAP-UP (5–10 minutes)

• Group reflection: Ask students to share which station helped them the most and why.

• Quick check: Provide 1–2 PEMDAS problems for individual exit tickets (can be oral or written).

• Thumbs up/down/middle: Quick formative check on confidence.