MUSIC 512

Lesson Plan for the Secondary Music Class: Modern Band

Teacher Name___Meredith Casey__________Target Grade Level___High School_____

Outcome/Objective: Students will be able to strum the chord progression of a single verse and
chorus and sing the lyrics with proficient accuracy.

Standards Being Addressed:

MU:Cr1.1.E.Ia Compose and improvise ideas for melodies, rhythmic passages, and
arrangements for specific purposes that reflect characteristic(s) of music from a variety of
historical periods studied in rehearsal.
MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared
and improvised performances of a varied repertoire of music representing diverse cultures,
styles, and genres.

Materials of Instruction:

 Chord chart for Firework by Katy Perry from Little Kids Rock
(https://jamzone.littlekidsrock.org/songs/inthestyleof-firework-by-katyperry/?
instrument=guitar)
 PowerPoint with guitar tab
 Electric/acoustic guitars (whichever students have available)
 Zoom classroom meeting
Lesson Sequence:

Entry: T sets up a Zoom meeting for students to attend. T and Ss have their guitars ready.
T: “Welcome back everyone to our virtual classroom! Today, we’re going to learn a new song on
guitar that might sound familiar to you. Let’s see if you can guess what it is.”

Activity #1 Objective: Students will perform the chord changes for Firework with accurate
comping rhythm and fingerings.
1. T: “Let’s learn the chords to our mystery song. The first one we have is G.”
a. T shows chords on PowerPoint
b. T: “3rd building, top floor for easy G. Strum the top 4 strings.”
2. T: “Can we all tap our toes to this drum track and strum G?”
a. T shares screen of chord and drum track.
https://jamzone.littlekidsrock.org/songs/inthestyleof-firework-by-katyperry/?
instrument=guitar
b. T and Ss strum G for at minimum 16 beats.
3. T: “If you can, try this strum pattern or make one up.”
a. T strums eighth notes on G, invites students to join in or make up their own strum
pattern.
4. T: “Next we have A minor. First building and second floor, second building and floors 3
and 4.”
a. T demonstrates fingerings with chords still on screen.
b. T and Ss strum A minor for at minimum 16 beats. T encourages Ss to try different
strum rhythms.
5. T: “Third chord is E minor. Easy E minor is just open top three strings or you can use the
one in the chart.”
a. T demonstrates both fingerings with chords on screen.
b. T and Ss strum E minor for at minimum 16 beats. T encourages Ss to try different
strum rhythms.
6. T: “One last chord—C major. Easy C is first building, second floor or you can use the
one in the chart if you’re ready.”
a. T demonstrates both fingerings with chords on screen.
b. T and Ss strum C major for at minimum 16 beats. T encourages Ss to try different
strum rhythms.
7. T: “Let’s try moving in between these chords.”
a. T starts playing G, invites Ss to join.
b. T cues a switch to A minor every 8 beats. Repeat as necessary.
c. T cues switch between A minor and E minor every 8 beats. Repeat as necessary.
d. T cues switch between E minor and C major every 8 beats. Repeat as necessary.
8. T: “Let’s move a little faster now. 4 beats per chord. One, two, ready, go!”
a. T and Ss play through chord progression as written. Repeat as necessary.
9. T: “Any guesses for what song we are playing?”
a. Ss volunteer answers. If there are none, T starts humming the melody as they play
the chord progression.
Assessment: Can all the students play the chord progression with correct fingerings and
pulse/rhythm? If not, take time to slow changes down and review appropriate chords.

Transition: T: “This is the chord progression for Firework by Katy Perry! Do you all know the
song/lyrics?”

Activity #2 Objective: Students will strum and sing one verse and one chorus for Firework
with accurate rhythm and fingerings.
1. T turns on Firework and starts strumming the chords, inviting the Ss to join.
a. T: “I’m going to do something different with my strumming pattern. See if you
can figure out what it is.”
2. T starts to sing the lyrics when they begin, inviting the Ss to join.
3. T and Ss play and sing the first verse and chorus of the song.
4. T: “What did you notice I did with my pattern?”
a. Ss: Changed it when the chorus started
b. If no answers, T: “Did I strum the same thing the whole time? What two different
things did I play?”
5. T: “Can we try the pattern I did at the beginning? When the chorus starts, you can play a
different pattern of your choosing.”
a. T and Ss play and sing one verse and chorus again, this time playing quarter note
strums during the verse and eighth note patterns during the chorus.
b. Repeat as necessary.

Assessment:  Can all students strum and sing at least one verse and one chorus with accurate
fingerings and pulse? If not, take time to review the chord changes.

Closure: T: “Great job with those fast fingerings! Next time, we’ll add bass and percussion to
Firework.”