Pops and Bway Unit

This is Me
Words and Music by Benj Pasek and Justin Paul

Arranged by Mac Huff
From The Greatest Showman

Hal Leonard
Medium Easy, SAB
Morgan Higgins
th
7 Grade Mixed Choir
Table of Contents
Teacher’s Guide…………………………………………………………………….3
Student Learning Goals…………………………………………………………….3
National Standards Addressed……………………………………………………...3
Unit Study…………………………………………………………………………..5
About the Composer…………………………………………………………5
Score Analysis……………………………………………………………….7
Historical Context…………………………………………………….7
Text…………………………………………………………………...7
Diction………………………………………………………………..8
Melody.……………………………………………………………….9
Harmony.……………………………………………………………...9
Texture………………………………………………………………..9
Rhythm...……………………………………………………………...9
Lessons and Activities……………………………………………………...10
Lesson 1: Introducing the Text……………………………………...10
Lesson 2: Sight Reading the Music…………...……………………..12
Lesson 3: Phrasing/Dynamics ………………………………...…….14
Lessons 4-12: Refinement…………………………………………...15
Loose Schedule……………………………………………………………18
Assessment………………………………………………………………………..23
Resources and Other Information…………………………………………………28
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Teacher’s Guide
Information
Title: This is Me
Composer: Benj Pasek (b. 1985), Justin Paul (b. 1985)
Lyrics: Same as above
Voicing: SAB
Duration: approx. 4 minutes
Difficulty: Medium Easy
Specifics
Accompaniment: Piano
Publisher: Hal Leonard
Student Learning Goals

1. Students will analyze the text and determine the meaning of the piece.
2. Students will relate their own experiences to what the text describes in this piece.
3. While singing “This is Me,” students will identify the phrasing through body movement
and representation through drawing.
4. Students will use proper diction when they are singing “This is Me.”
5. Students will sing using good intonation and tone quality on “This is Me.”
6. Students will sing three-part harmonies with accuracy, confidence, and expression.
7. Students will improve their sight-reading skills while working on “This is Me.”
8. Students will sing in three solo vocal assessments and will be evaluated using a rubric.
9. Students will complete self-evaluations at the end of the unit.
Standards Addressed
 MU:Pr4.1.E.5a Select varied repertoire to study based on interest, music reading skills
(where appropriate), an understanding of the structure of the music, context, and the
technical skill of the individual or ensemble.
 MU:Pr4.2.E.5a Demonstrate, using music reading skills where appropriate, how
knowledge of formal aspects in musical works inform prepared or improvised
performances.
 MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire of music that can be
demonstrated through prepared and improvised performances.
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 MU:Pr5.3.E.5a Use self-reflection and peer feedback to refine individual and ensemble
performances of a varied repertoire of music.
 MU:Pr6.1.E.5a Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music.
 MU:Re8.1.E.5a Identify interpretations of the expressive intent and meaning of musical
works, referring to the elements of music, contexts, and (when appropriate) the setting of
the text.
 MU:Cn11.0.T.5a Demonstrate understanding of relationships between music and the
other arts, other disciplines, varied contexts, and daily life.
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About the composers…
Oscar, Grammy, Tony, and Golden Globe

Award-winning songwriters Benj Pasek &
Justin Paul are best known for their work
on Dear Evan Hansen, La La Land, and
The Greatest Showman. Their songs “City
of Stars” and “Audition (The Fools Who
Dream)” from La La Land (with
collaborator Justin Hurwitz) were both
nominated for the Academy Award for
Best Original Song, and “City of Stars”
garnered both the Academy Award and
Golden Globe for Best Original Song in a
Motion Picture. Pasek & Paul won the
2018 Golden Globe for Best Original Song for “This Is Me” from The Greatest Showman,
which was also nominated for the 2018 Academy Award for Best Original Song and most
recently for the 2019 Grammy Award for Best Song Written for Visual Media. Upcoming
projects include the live-action movie musicals Aladdin and Snow White at Disney, and an
original animated musical at Fox Animation/Blue Sky Studios.
On Broadway they composed the score for the six-time Tony Award-winning Dear Evan
Hansen, their highly acclaimed original musical for which they received an Obie Award, a
Drama Desk Award, and the Tony Award for Best Score.
Their albums for Dear Evan Hansen, La La Land, and The Greatest Showman appeared in the
top 10 of the Billboard 200, the latter of which held the #1 spot for multiple weeks in a row. The
Dear Evan Hansen Original Broadway Cast Recording won the 2018 Grammy Award for Best
Musical Theater Album, and The Greatest Showman Original Motion Picture Soundtrack,
which was recently nominated for the 2019 Grammy Award for Best Compilation Soundtrack
for Visual Media, is certified Platinum in over a dozen countries, including Double Platinum in
the US, Australia, and Taiwan, Triple Platinum in Ireland and Singapore, and Quadruple
Platinum in the UK and Korea.
Pasek & Paul had their Broadway debut in 2012 with their Tony-nominated score for the
Broadway musical A Christmas Story, an adaptation of the classic holiday film, further adapted
into a live telecast for FOX in 2017. Their new song written for the telecast, “In the Market for a
Miracle,” was
nominated for the 2018 Emmy for Outstanding Original Music and Lyrics. In 2013, they
contributed several songs to NBC’s Smash, and received great acclaim for their musical
Dogfight which was awarded Off-Broadway’s highest honor, the Lucille Lortel Award for Best
New Musical. Their earlier theater credits include the children’s musical James and the Giant
Peach and the popular song cycle Edges. Pasek and Paul went on to receive a Daytime Emmy
Award nomination for Outstanding Special Class – Short Format Daytime Program for the song
“Unlimited,” featured in an Old Navy YouTube campaign. In 2017, the songwriting duo
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composed a song for the CW’s musical episode of The Flash, and also wrote “Get Back Up
Again” for the DreamWorks animated film Trolls. Among their numerous honors, in 2007 they
became the youngest winners ever of the famed Jonathan Larson Award for most promising
musical theater songwriters.
Both are graduates of the University of Michigan Musical Theatre Program and currently serve
on the Board of Directors for the Dramatists Guild Foundation.
Additional Resources:
https://pasekandpaul.com/
https://newmusicaltheatre.com/collections/pasek-paul
https://en.wikipedia.org/wiki/Pasek_and_Paul
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Score Analysis
Historical/Cultural Analysis
“This is Me” is a song performed by Keala Settle for the 2017 film “The Greatest Showman.”
The song was released as a promotional single from the film’s soundtrack on October 26, 2017.
It won the Golden Globe for Best Original Song at the 75th Golden Globe Awards and was
nominated for an Academy Award for Best Original Song at the 90th Academy Awards but lost
to a song from the film “Coco.” It was also nominated for a Grammy. The music and lyrics were
written by Benj Pasek and Justin Paul. The genre of this song is pop. The piece has had a great
deal of success as an anthem of sorts for those who are marginalized, disenfranchised, bullied
etc. The character who originally performed this song, a Beareded Lady, was singing about how
she is comfortable with herself and no one can get her down. This has become a very popular
message in today’s culture as times are changing and society is beginning to become more and
more comfortable with being themselves, whether society is accepting of this or not.
Text
This piece is about how an outcast feels good about being herself. She is comfortable in her own
skin and knows that she needs to be herself and be strong.
I am not a stranger to the dark

Hide away, they say
'Cause we don't want your broken parts
I've learned to be ashamed of all my scars
Run away, they say
No one'll love you as you are
But I won't let them break me down to dust
I know that there's a place for us
For we are glorious
When the sharpest words wanna cut me down
I'm gonna send a flood, gonna drown them out
I am brave, I am bruised
I am who I'm meant to be, this is me
Look out 'cause here I come
And I'm marching on to the beat I drum
I'm not scared to be seen
I make no apologies, this is me
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh
Another round of bullets hits my skin
Well, fire away 'cause today, I won't let the shame sink in
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We are bursting through the barricades and
Reaching for the sun (we are warriors)
Yeah, that's what we've become (yeah, that's what we've become)
I won't let them break me down to dust
I know that there's a place for us
For we are glorious
I am brave, I am bruised
I am who I'm meant to be, this is me
Look out 'cause here I come
And I'm marching on to the beat I drum
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh
This is me
and I know that I deserve your love
(Oh-oh-oh-oh) 'cause there's nothing I'm not worthy of
(Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh)
This is brave, this is proof
This is who I'm meant to be, this is me
Look out 'cause here I come (look out 'cause here I come)
And I'm marching on to the beat I drum (marching on, marching, marching on)
I'm gonna send a flood
Gonna drown them out
Oh
This is me
Diction
The diction in this piece is more casual than many other pieces, because it is a pop song rather
than a traditional choral piece. Vowel and consonant unification are still important elements that
require focus. But we need not be as stingy or particular as would normally be expected.
 Vowels in general still need to be tall and rounded.
 Diphthongs should still have emphasis placed on the first vowel sound, passing through
the second quickly prior to closing to the vowel.
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 “Oh” – especially needs attention. This will tend to be a flatter vowel and turn into “uh”
in this piece. Keep it rounded and tall.
 Ending consonants need to be together and consistent.
 S of any kind needs to be short and clear, not long and snakey.
 Shwa’s should be placed at the end of words with final letters m, n, d.
 Other diction errors will be specific to class and will be resolved in rehearsal as they
occur.
Melody
Throughout the piece, the melody is mainly found in the soprano (S) part, though there are a few
areas where this differs. The piece begins as a female solo until all women join in on the second
page. They then bring in the men on page three. After this, the melody is passed off to different
parts throughout the piece but is still found mostly in the soprano part. The song ends in unison,
bringing the melody to a satisfying and significant end. While the melody stays in the soprano
line for most of the piece, it utilizes their full range, making the piece very interesting to listen to,
albeit repetitious.
Harmony
The harmonies in this piece, generally, are not terribly thick in the vocal part. The harmonies in
this piece are, more often than not, major or minor triads. There are only three vocal lines, so it is
nearly impossible for the harmonies to be much thicker than that. Some of the piano
accompaniment has additional harmonic figures. These repeat throughout as the song is, in true
pop fashion, verse-chorus for the majority, and this repeats several times. The piece ends in
unison and has several instances of unison throughout the piece.
Texture
The texture in this piece not terribly thick. The majority of the piece is homophonic and
homorhythmic, the piece is split into 3 parts (SAB) for almost its entirety. The places in which
the textures are thicker are few. The women have a descant part near the end which is somewhat
rap-like. This is the thickest section of the whole song, in which four parts are being sung at the
same time. For the remainder of the piece, either one to three parts are singing at one time.
Rhythm
The piece is written in 4/4 time, with the quarter note at 88 bpm. Throughout the piece, Pasek
and Paul use different rhythms to bring out different phrases in the text. The primary rhythmic
element throughout is the use of eighth notes and sixteenth notes. The eighth notes and sixteenth
notes are most common, likely due to how this lends itself to the text. These rhythmic figures
repeat themselves in nearly every phrase. The rhythms repeat as frequently as the text that they
match. The use of syncopation brings the need to stress specific syllables in order to create
logical phrasing of the line. It is important to lift briefly after each dotted rhythm, to create the
desired emphasis on that syllable. The rhythm in the piano often doubles the melodic line and is
very syncopated throughout.
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Lessons and Activities
Lesson 1: Introducing the Text
Standards
the text.
 MU:Cn11.0.T.5a Demonstrate understanding of relationships between music and the
other arts, other disciplines, varied contexts, and daily life.
Objective
 Students will complete a dictation exercise by identifying stressed syllables in each
phrase, draw conclusions about text meaning, and explain it to the class in their own
words.
Materials
 Projector
 White Board/Dry Erase Markers
 Music
 Highlighters
 Pencils
Warm-Up
 As a group, have students read through “This is Me” lyrics by Pasek and Paul.
 Students will then work in groups to come up a brief statement about what they think the
text means and highlight which phrases they think are the most important.
 Each group will elect one spokesperson to summarize their groups findings for the class.
Activity Sequence
1. Teacher uses echo strategy to speak through text with students.
a. Teacher will model correct speaking voice.
b. We speak like we sing. Students should use good breath support and proper
vowels to speak through everything we do, even if they haven’t seen the music
yet.
c. T: “I am not a stranger to the dark.”
d. S: “I am not a stranger to the dark.” Etc.
2. Teacher asks students to get music out of their folders.
a. Music is numbered and sorted into corresponding folder slots prior to student’s
arrival.
b. Students will get their folders out of their folder slot, which they can find by
looking at the sheet on the folder cabinet with students listed alphabetically.
3. T has students work in same groups to identify stressed and non-stressed syllables in the
text with musical notation.
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a. Students should underline or circle the stressed syllables with their pencil.
b. Students may highlight the lyrics that they will be singing, to help with tracking.
4. Have each group send up a student to underline syllables on the white board.
a. One group per phrase/section.
b. Teacher will assess student ability to correctly identify phrasing and use a
checklist for each group.
c. Teacher will correct phrasing and/or syllabic/text stress when necessary.
5. Teacher and Students will speak through the text using phrasing and text stress.
Assessment
Assessment is informal, mainly observation as students work together in groups and share their
answers aloud with their peers. The checklist will be used during the group discussion/activity as
well as during syllabic stress/phrasing identification.
Activity Checklist
Group Members:
Exceeds Expectations (2 pts) Average (1 pts)

All group members
participated in discussion of
text and its meaning, and had
meaningful answers to share
(warm-up)
Group successfully identified
correct phrasing and stressed
syllables throughout “This is
Me”
All group members
participated fully when
speaking through text and
applied phrasing and syllabic
stressed as discussed
Total: ______/6
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Lesson 2: Sight Reading the Music
Standards
 MU:Pr4.2.E.5a Demonstrate, using music reading skills where appropriate, how
knowledge of formal aspects in musical works inform prepared or improvised
performances.
Objective
 Students will correctly identify the time signature and the beat of the song.
 After identifying the solfege in “This is Me,” students will sight sing their line on solfege
with 75% accuracy.
Materials
 Projector/White Board
 Music
 Pencils
 iPads/phones/Google Chromebooks
 Canvas App
 Piano
 Accompaniment Recording
Warm-Up
 Singing usual warm-ups but adding in text from “This is Me.”
 Additionally, spending a lot of time in Eb Major.
Activity Sequence
1. Begin by having students sing through warm-ups in Eb major scales and incorporating
text into warm-up patterns.
2. Have students open their music and track their part with a choir recording from
JWPepper.
3. Have students sing through the chorus part.
4. Begin to add in measures in between each chorus.
a. This song is fairly repetitious and popular so it is likely students will know this
piece/catch on quickly.
5. Students sing through piece in it entirety, to the best of its ability.
a. Assess students ability to sight sing the piece, with as few errors as possible.
6. Ask students to get out their devices (Google Chromebooks, iPads, or Phones) and open
Canvas.
a. Students will find the assignment labeled “Vocal Assessment” followed by the
date.
7. Students will record themselves singing mm. 41-52.
a. Students will sing as a group but sing into their devices. This is the best way to
simulate the traditional performance experience but do individual assessment.
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8. Students will submit their recordings to be graded by the teacher online.
Assessment
(PRE ASSESSMENT DATA FOR ENTRY 11)
The teacher will evaluate student sight reading the piece based on the following rubric. The
teacher will then give feedback based on student recording.
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Lesson 3: Phrasing/Dynamics
Standards
 MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire of music that can be
demonstrated through prepared and improvised performances.
Objectives
 While singing “This is Me,” students will identify the phrasing through body movement
Materials
 Music
 Pencil
Warm-Up
 Have students sing in unison on D.
 Teacher will conduct a wide range of dynamics.
 Allow students to conduct dynamics.
Activity Sequence
1. Students will sing through the different phrases of the song, one at a time.
2. Teacher has students learn “sunrise” movement for identifying both phrasing and
dynamics.
a. Students will crouch or sit in chairs during the soft or piano sections of the song.
When crescendo occurs, they will rises to standing. As they reach the climax of
the phrase, which is usually also the highest dynamic point of that phrase, their
songs will be hands will be in the air. When decrescendoing, students will again
move to crouch.
3. Sing through the phrases now with students moving to the dynamics and phrasing.
a. Teacher will conduct slightly differently to assess if students can follow and apply
directions on the fly.
4. Give students an opportunity to make phrasing decisions.
a. Conduct their phrasing as they sing to see if it works.
b. Assess student ability to make phrasing decisions.
5. Have students draw a “sunrise” or arc over the phrases. Like with the movement, the sun
begins rising at the beginning is at its highest at the climax and sets at the end.
Assessment
Assessment occurs informally, through observation throughout the piece.
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Lessons 4 through 12: Refinement
Standards
 MU:Pr4.1.E.5a Select varied repertoire to study based on interest, music reading skills
(where appropriate), an understanding of the structure of the music, context, and the
technical skill of the individual or ensemble
 MU:Pr5.3.E.5a Use self-reflection and peer feedback to refine individual and ensemble
performances of a varied repertoire of music.
the text.
Objectives
5. Students will sing in three solo vocal assessments and will be evaluated using a rubric
Materials
 Projector/White Board
 Music
 Pencils
 iPads/phones/Google Chromebooks
 Canvas App
 Piano
 Accompaniment Recording
Warm-Up
 Warm-Ups will vary by day of the week.
o Minor Mondays and SRF
o Tuesday Warm-ups and SRF
o Wednesday Warm-ups, Solfege Stomp
o Thursday Warm-Ups and #TBT
o Friday Warm-ups and SRF
 Work through vowels and creating a unified section sound.
Activity Sequence
1. Students will sing through “This is Me.”
2. Teacher will determine what needs to be isolated and focused on that day.
3. Students will continue to work through “This is Me.”
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a. Students will continue to work in groups, sections, and individually to
improve the piece.
b. As we approach the concert, students will practice entering and exiting the
concert space in their order, in an expected way.
c. Students will add, work on, and clean choreography for “This is Me.”
4. Ask students to get out their devices (Google Chromebooks, iPads, or Phones) and
open Canvas.
a. Students will find the assignment labeled “Vocal Assessment” followed by the
date.
5. Students will record themselves singing mm. 41-52. (For a second time)
a. Students will sing as a group but sing into their devices. This is the best way
to simulate the traditional performance experience but do individual
assessment.
6. Students will submit their recordings to be graded by the teacher online.
7. Students will attend final concert.
Assessment
(FORMATIVE ASSESSMENTS – 2)
The teacher will evaluate student progress on the piece based on the following rubric. The
teacher will then give feedback based on student recording.
The teacher will use the same rubric to evaluate students sight reading an example formulated by
Sight Reading Factory
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LOOSE SCHEDULE SAMPLE
MONDAY:
- Announcements: Musical Schedule for the day (if they ask) – WE ARE NOW ON THE
STAGE. Kansas Day/Career Day is tomorrow. We will be starting acapella club on
Wednesday in the choir room at 7 am. (3-5 minutes)
- Warm-ups: Minor Mondays and SRF (10-15 minutes)
- Sing through without music!
- This Is Me – Sing through entire song without stopping. T identify problem areas and go
through them. *guessing talk about when we say “this is me” and how many times we do
“oh”. Fix any glaring problems. Reminders about when eyes are down and
movement/ending. (10-15 minutes)
-
TUESDAY:
Kansas Day and Career Day – Shortened Schedule
- Announcements: Musical Schedule for the day (if they ask) – STILL ON THE STAGE.
Kansas Day/Career Day is today! Hope you had fun. Acapella club is tomorrow at 7 am
in the choir room. CONCERT: 2 weeks from today! (3-5 minutes)
- Warm-ups: Tuesday Warm-ups and SRF (10-15 minutes)
- Sing through without music!
- This Is Me – Go through parts for each age group. Use Emily for help. She can go
through whomever (guys?). Make sure harmonies are really solid. Focus on splits, cut-
offs and unifying vowels. Make sure to think about vowels on “Oh” and “Ah” especially.
Sing with confidence. Put all parts together at the end and sing through in entirety.
WEDNESDAY:
Cold day???
- Announcements: Musical Schedule for the day (if they ask). (1-3 minutes)
- Warm-ups: Wednesday Warm-ups and Solfege Stomp (10-15 minutes)
- CONCERT CHECK: Run all songs like they will go at the concert, back to back. Take
notes on what needs to be fixed. Go back and isolate areas. Ask students 2 things they
thought they did well on and 2 things they thought they could improve upon. (30-35
minutes)
- This is Me – Run. Ensure all parts are confident and comfortable, remember
movement/eye/ending cues. Practice bowing.
THURSDAY:
- Announcements: Musical Rehearsal announcements. Talk about tomorrow and part

checks. (1-3 minutes)
- Warm-ups: Thursday Warm-Ups and #TBT (Mary Poppins original;
Supercalifragilisticexpialidocious and Step in time) (15-20 minutes)
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- Rotating Sectionals Use Emily this day for sectionals. Whomever needs less work can
go with her. Simultaneous sectionals or rotating? Decide this Tuesday or
Wednesday. Keep an eye early in the week on what needs work. Plan as written is
subject to change or shift.
- Remember Me – continue to work toward confidence and independence on parts. Fix
issues that are consistently occurring on individual parts. Sing together and reassess.
Focus on harmonies at the end and what is still somewhat uncomfortable there. Discuss
meaning again if necessary.
FRIDAY:
- Announcements: Musical Rehearsal. Have a good weekend. Concert prep, yay! (1-3
minutes)
- Warm-ups: Friday Warm-ups and SRF (15-20 minutes)
- Warm-up songs TBD – decide by Wed.
o Stretches:
o Double Double This That:
o SRF Rhythm:
- Part Checks: Sections present their best songs – sing for each other.
- Go through all of the songs together, like concert check. Give sections 5 minutes to talk
about what song they would like to do for their peers. Allow remaining time to practice.
Ask each section which song they have decided.
- Each section will sing through the song for the class (hopefully they are different songs).
- Discuss what each section did well. What do we think we should work on? Remember
this! Write it down in your music.
- If time, sing through one (or more) of the songs again and give students the opportunity
to fix some of the things we talked about. Celebrate successes and work on improving the
inadequacies.
MONDAY:
- Announcements: Musical Schedule for the day (run the show from the top), in costumes
today and tomorrow. We will be starting acapella club on Wednesday (finally) in the
choir room at 7 am. VOCAL ASSESSMENT WEDNESDAY. *Kate reminder about
KCDA rehearsal tomorrow. (3-5 minutes)
- Warm-ups: Minor Mondays and SRF (10-15 minutes)
- Go over vocal assessment part for Wednesday – “This is Me” (Talk to Emily about
measures). (10 minutes)
- This is Me: sing through whole phrases/cutoffs, watch the punchy “Oh”, knowing when
and when not to sing “this is me.” Choreography.
- Hakuna Matata Part Work: Go over the harmonies for altos and men (sop have the
melody that we all know). Work on independence on their part/knowing when they have
the echo. Fix any continued errors on Hakuna. (20 minutes)
TUESDAY:
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- Announcements: Musical Schedule for the day (if they ask) – last day in costume this
week. Acapella club is tomorrow at 7 am in the choir room. CONCERT: 1 week from
today! VOCAL ASSESSMENT TOMORROW. (3-5 minutes)
- Talk through concert: What is going to happen, how it goes, call time, morning rehearsal,
attire expectations, being a good listener, 7th grade showcase, etc. (10 minutes)
- Run What Makes You Beautiful and This is Me; see how we’re doing and what we
remember. Focus on confidence on our parts and remembering claps/choreography. (20
minutes)
WEDNESDAY:
- Announcements: Musical Schedule for the day (if they ask). (1-3 minutes)
- Warm-ups: Wednesday Warm-ups and Solfege Stomp (10-15 minutes)
- VOCAL ASSESSMENT: This is Me. (As long as it takes/ ~20 minutes)
- This is Me: Run. Ensure all parts are confident and comfortable, remember
movement/eye/ending cues. Practice bowing. Go through parts for each voice part if
necessary. Make sure harmonies are really solid. Focus on splits, cut-offs and unifying
vowels. Make sure to think about vowels on “Oh” and “Ah” especially. Sing with
confidence. Don’t be punchy or overexaggerate vowels.
- Work on Hakuna Matata in any and all remaining time. Review from Monday and polish.
Keep dynamics solid and consistent throughout. Hold phrases for the right length of time,
diction and understanding words.
THURSDAY:
*CHROMEBOOK DISTRIBUTION TODAY
- Announcements: Musical Rehearsal announcements. (1-3 minutes)
- Warm-ups: Thursday Warm-Ups and #TBT (Piano Guys “A Million Dreams” from the
Greatest Showman) (15-20 minutes)
- Run all songs like they will go at the concert, back to back. Ask Emily if she wants to
conduct What Makes You Beautiful in class today since that is how the concert will
be. Note what needs to be fixed. Go back and isolate areas. Ask students what they
thought they improved on and 2 things they thought still needed work. (30-35 minutes)
- Hakuna Matata – Morgan conducts. Focus on diction, entrances/part independence, and
facial expression/energy.
- What Makes You Beautiful – Morgan on cowbell. Focus on diction, facial expression,
independence on parts, and claps.
- This is Me – Run. Ensure all parts are confident and comfortable, remember
movement/eye/ending cues. Practice bowing.
FRIDAY:
- Announcements: Musical Rehearsal. Have a good weekend. Concert in 4 days. (1-3
minutes)
- Warm-ups: Friday Warm-ups and SRF (15-20 minutes)
- Warm-up songs TBD – decide by Wed.
o Stretches: On Top of the World by Imagine Dragons
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o Double Double This That: Bruises by Train
o SRF Rhythm: Fine By Me by Andy Grammer
- Talk through concert order, soloists, what to expect when. (5 minutes)
- Soloists for the 7th grade showcase perform in class again today. (5 minutes-15 minutes)
- Work on This is Me: Talk through solos, make sure harmonies are solid, that we know
when to move around the commons and when to do the arms for “This is Me” at the end.
(remainder of class)
-
MONDAY:
- Announcements: Musical Schedule for the day; Run Act II, no costumes, go to green
rooms at start of rehearsal. Concert TOMORROW! Rehearsal in the commons and we are
starting right at 7. Please be there on time so we can run “This Is Me” and be out of the
commons by 7:08 and head to 8th grade pod. For the concert, solos are called at 6:15 for
sound check, everyone else arrives at 6:45. Concert 7:00-7:50/8:00. 7th grade showcase to
follow. We will be in 8th grade pod tomorrow. A cappella club Wednesday morning at 7
am in the choir room, keep brainstorming songs to do. Parent Teacher Conferences
Wednesday night (no musical) and all day Thursday.
- Warm-ups: Minor Mondays and SRF (likely skip SRF) (10 minutes)
- Run through all three pieces in order and practice transitions.
- Have students line up by the door and walk in – back row altos lead, followed by 3rd row,
2nd row, etc. Have a seat. This is during Nicole/Angelina and they will join when
finished. 6th grade will sing after….after Lauren and Stella is 7th grade.
- Sing through Hakuna Matata (no music, no piano help). Practice bow/applause. Sing
through What Makes You Beautiful (no music, no piano help). Practice bow/applause. Sit
down.
- Stand and sing through “This Is Me.” Don’t forget moving off risers and ending
“choreography.” Practice bows.
- Think about energy on both songs, knowing our claps and entrances, and expression.
- In remaining time, have soloists practice again. 7 – Paisley. 9 – Lindsay/Madison/Grace,
Maci, Zach, Dasha.
TUESDAY:
- Announcements: Musical Schedule for the day; costumes today, go to green rooms at
start of rehearsal. Concert TODAY! Thank you for being at rehearsal this morning. For
the concert, solos are called at 6:15 for sound check, everyone else arrives at 6:45.
Concert 7:00-7:50/8:00. 7th grade showcase to follow. Give attire reminders and answer
any remaining questions about the concert. A cappella club Wednesday morning at 7 am
in the choir room, keep brainstorming songs to do. Parent Teacher Conferences
Wednesday night (no musical) and all day Thursday. (3-5 minutes)
- Run through all three pieces in order and practice transitions.
- Have students line up by the door and walk in – back row altos lead, followed by 3rd row,
2nd row, etc. Have a seat. This is during Nicole/Angelina and they will join when
finished. 6th grade will sing after….after Lauren and Stella is 7th grade.
21
- Sing through Hakuna Matata (no music, no piano help). Practice bow/applause. Sing
through What Makes You Beautiful (no music, no piano help). Practice bow/applause. Sit
down.
- Think about energy on both songs, knowing our claps and entrances, and expression.
- Stand and sing through “This Is Me.” Don’t forget moving off risers and ending
“choreography.” Practice bows.
- Make sure soloists know their order; Lindsay/Madison/Grace, Maci, Paisley, Zach,
Dasha.
- In remaining time, fix any remaining issues. OR play a game.
22
Assessment – Student and Proficiency
Final Vocal Assessment (Post-Assessment, after concert)
“This is Me” mm. 41-52 and are graded for a final time against the rubric.
23
Personal Concert Reflection
Reflect on your own concert experience and complete this review for 50 points.
Section A
Answer the following questions based on your knowledge, or from the concert program.
Date and Location of Concert:
All Songs performed (full titles & composer’s names):
by,
by,
by,
by,
by,
by,
Section B
Answer these based on your pre-performance and audience behavior. Please be honest.
24
1 = poor 2 = fair 3 = okay 4 = excellent 5 = awesome
I arrived on time 1 2 3 4 5
I had correct concert attire for my group 1 2 3 4 5
I lined up with my group quietly 1 2 3 4 5
I was on my best behavior off stage at all times 1 2 3 4 5
I was focused during warm-up 1 2 3 4 5
Section C
Using video, audio, or what you remember from the concert, rate your personal performance.
1 = poor 2 = fair 3 = okay 4 = excellent 5 = awesome
I stood tall with good posture / stand tall 1 2 3 4 5
I stood with my hands at my sides 1 2 3 4 5
I had eye contact with the director 1 2 3 4 5
I used mature Tone Quality 1 2 3 4 5
I used tall vowels 1 2 3 4 5
I used appropriate Dynamics (loud / soft) 1 2 3 4 5
I did not fidget or talk on the risers 1 2 3 4 5
I sang in balance with other parts 1 2 3 4 5
I used appropriate facial expression 1 2 3 4 5
Section D
Using complete and thoughtful sentences, and showing a correct use of musical terms and
detailed descriptions will receive full credit.
Write 2 positive comments about your performance (BE SPECIFIC).
1.
2.
Write 2 constructive comments about your performance (BE SPECIFIC).
3.
25
4.
Which song (from YOUR performance) did you like best and why?
5.
Which song (from ANOTHER GROUP’S performance) did you like best and why?
6.
What will your music / performance goal be for next semester?

7.
26
Proficiency Assessment
Student Learning Goals
1. Students will analyze the text and determine the meaning of the piece.
2. Students will relate their own experiences to what the text describes in this piece.
3. While singing “This is Me,” students will identify the phrasing through body movement
8. Students will sing in three solo vocal assessments and will be evaluated using a rubric.
9. Students will complete self-evaluations at the end of the unit.
Checklist
Did students learn and understand the meaning of “This is Me?” Y N
Did students identify important sections in the text? Y N
Were students able to identify rhythmic themes in the piece? Y N
Were students given the opportunity to make musical decisions? Y N
Did students perform adequately on vocal assessments? Y N
Were students given the chance to evaluate themselves and their peers Y N
throughout the unit?
Did students attend the POPS and Broadway Concert at which this Y N
music was performed?
27
Resources and Other Information
Recordings
https://www.youtube.com/watch?v=CjxugyZCfuw
https://www.youtube.com/watch?v=wEJd2RyGm8Q
https://www.youtube.com/watch?v=XLFEvHWD_NE
https://www.youtube.com/watch?v=e6U_z4AOpNg
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Pops and Bway Unit

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Pops and Bway Unit

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This is Me

Words and Music by Benj Pasek and Justin Paul

From The Greatest Showman

Student Learning Goals

Oscar, Grammy, Tony, and Golden Globe

I am not a stranger to the dark

Lesson 1: Introducing the Text

Exceeds Expectations (2 pts) Average (1 pts)

- Announcements: Musical Rehearsal announcements. Talk about tomorrow and part

Date and Location of Concert:

All Songs performed (full titles & composer’s names):

Write 2 constructive comments about your performance (BE SPECIFIC).

What will your music / performance goal be for next semester?

Did students learn and understand the meaning of “This is Me?” Y N

Did students identify important sections in the text? Y N

Were students able to identify rhythmic themes in the piece? Y N

Were students given the opportunity to make musical decisions? Y N

Did students perform adequately on vocal assessments? Y N

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