Practicing C and Introducing F

Mr. Pierce
Fifth Grade
4/7/22-4/8/22

Objectives: Students will be able to properly play a C and F chord and transition between the
two.

Standards Addressed:
Pr.2.5.a Demonstrate understanding of the structure and the elements of music (such as
rhythm, pitch, form, and harmony) in music selected for performance.
Pr.4.5.b Rehearse to refine technical accuracy and expressive qualities to address challenges,
and show improvement over time.
Pr.5.5.a Perform music, alone or with others, with expression, technical accuracy, and
appropriate interpretation.

Materials of Instruction: Ukuleles, whiteboard, computer, projector, slideshow

(https://docs.google.com/presentation/d/1p0X7LQKC7Vso3zUWQSvAa1riKW5vIPYdpDqafF1fH
0g/edit?usp=sharing).

Lesson Sequence:

Entry:
- Welcome the students, have them sit quietly on their dot criss-cross applesauce. We are
going to quickly pass out ukuleles. Once you have your ukulele, will you quietly practice
your strumming pattern?

Activity 1:
- “I want to teach you all a new strum pattern today! Do you remember what the pattern
was that we know already?” (All down on the heartbeat.)
- “How does this pattern look different?” (We go down and up.)
- “Good. How many directions do we go in one heartbeat?” (Two.)
- “Yes, two! What would the rhythm be? What notes also have two for one heartbeat?”
(Ti-Ti.)
- “Good, we are strumming ti-ti, ti-ti, ti-ti, ti-ti. Can you listen to me play one time?”
- Teacher will model the new strumming pattern with open strings.
- “Did I push down on any of the frets?” (No.)
- “No, I played open strings! Can you try that with me? One, two, ready, go.”
- Students and the teacher will practice the new strumming pattern.

Assessment:
- Are students able to strum the new pattern on open strings?
Transition:
- “Good job everyone! Can you put your ukuleles down flat in front of you and sit criss
cross on your dot with hands in your lap for me?”

Activity 2:
- “Do you remember what this chord was?” (C.)
- “C, that’s right! How many fingers will we push down?” (One.)
- “What string is it on?” (The A string.)
- “What fret is it on?” (The third fret.)
- “Good job, can you show me where your finger goes to play this chord?”
- Students will show that they know the fingering and demonstrate.
- “Can you check with your neighbor to make sure that you have your finger placed
correctly?”
- Students will check each other while the teacher walks around and helps students
practice.
- “Can you play the C chord down only 4 times for me? One, two, ready, go.”
- Students will play and the teacher will assess.
- “Good, watch me one time and see what I do differently.”
- Teacher will play the C using the new strumming pattern.
- “What did I do differently this time?” (You used our new pattern.)
- “I used the new pattern! Do you think you can try that for me? One, two, ready, go.”
- Students will practice strumming C with the new pattern a few times. The teacher will
walk around, assess, and help students.

Assessment:
- Are students able to play C using a new strumming pattern?

Transition:
- “Good, put your ukuleles down in front of you and watch up here.”

Activity 3:
- “Up on the board, I have a new chord for us to learn today. Is it different from the ones
we learned before?” (Yes.)
- “It is! With a quiet fifth grade hand, what do you see that makes this chord different?”
(You use two fingers).
- “You use two fingers! Are those fingers on different strings than before or the same?”
(Different.)
- “Different! What strings are they on?” (G and E).
- “G and E. What fret numbers are they on?” (1 and 2.)
- “1 and 2, good! If we push down the first string, is it still a G?” (No.)
- “No! So, we know that note is different. Is there a finger on C? (No.) No, so we know
that’s the same. Is there a finger on E?” (Yes.)
- “Yes, so we know that one is different. What about A, is there a finger there?” (No.)
 - “No! So, we know we have an A and a C. Does the new sound on the top string sound
higher or lower than the G?” (Higher.)
- “Higher, good! What letters do we use for our musical alphabet? (ABCDEFG.)
- “So, if we are going higher than G, what letter would come next?” (A.)
- “A, good! Is the new sound on the E string higher or lower than E?” (Higher.)
- “Higher, good! What letter comes after E?” (F.)
- “F, good! Look at this. If we start with F, what solfege would this be? (Do.) Do, good.
What would that make the A? (Mi.) Mi, good. What about the C? (Sol.) Sol, good!”
- “So if F is do, what chord would this be?” (F.)
- “Yes, good. This is an F chord. I want you to pick up your ukuleles for me.”
- “Can you put your pointer finger on the E string, first fret?”
- Teacher will check to see if students can get one finger down in the correct place.
- “Good job! Listen carefully to my instruction. Can you put your middle finger on the top
string, second fret, without moving your pointer finger?”
- Teacher will walk around, assess, and help students with their finger placements.
- “Check with a neighbor to see if their fingers match yours.”
- Students will check with a partner to see if they are in the right spot.
- “Good, eyes on me for just a second.” Teacher will model playing F down strum only 4
times.
- “Can you try playing F strumming down only? One, two, ready, go.”
- Students will play and the teacher will help when needed.
- “Good, watch me one time and see what I do differently.”
- Teacher will play the F chord using the new strumming pattern.
- “What did I do differently this time?” (You used our new pattern.)
- “I used the new pattern! Do you think you can try that for me? One, two, ready, go.”
- Students will practice strumming F with the new pattern a few times. The teacher will
walk around, assess, and help students.

Assessment:
- Are students able to play F with good finger placement and using the new strumming
pattern?

Transition:
- “Good, put your ukuleles down in front of you and eyes on me.”

Activity 4:
- “I’m going to play a new song for you today, and I want you to watch and listen.”
- Teacher performs “Are You Sleeping” for the students.
- “What is this song about?” (He’s being woken up.)
- “Yes, someone is waking up Brother John. Did you notice anything about the ukulele
part?” (It was only one chord.)
- “Yes! It was only one chord. Can you sing with me while I play? One, two, ready, go.”
- Teacher plays the ukulele and everyone sings the melody.
 - “Great job! Now, I want you to pick up your ukuleles. Get your two fingers in position to
play F. Now, I want us to try all singing and playing. One, two, ready, go.”
- We all will play and sing together.
- “This half of the room, I want you to sing. The other half, I want you to play. One, two,
ready, go.”
- Students will take turns doing one part or the other.
- “Great job! Now, let’s switch parts. One, two, ready, go.”
- Students will play or sing the part they haven’t done yet.
- “Good job! Now, let’s put it all together again and play through it twice. One, two, ready,
go.”
- Students and the teacher will sing and play through “Are You Sleeping” twice.

Assessment:
- Are the students able to play and sing “Are You Singing” without major mistakes?

Transition:
- “Wonderful job! Put your ukuleles down flat in front of you, hands in your lap, and eyes
on me.”

Activity 5:
- “On the board, I have our three chord charts for the chords we have learned so far. What
is the first one?” (C7.)
- “Good, and what is the second one?” (C.)
- “What is the last one that we just learned?” (F.)
- “Great job, I have an activity for us to practice. Listen to my instructions. I’m going to put
you into small groups. You are going to get a stack of cards that say C, C7, F, open
string, or your choice. You will take turns picking a card. You have to show the fingering
on your ukulele to the people in your group. They will have to guess based on your
fingers which chord you are showing them. If you get it right, you will all pick up your
ukuleles and play it together four times. If you get it wrong, you will guess again. After
your turn, the next person in the circle will have a turn. Any questions?”
- Teacher will answer any questions, assign groups, and pass out cards.
- While students are playing, the teacher will walk around and help groups with any
questions.

Assessment:
- Are students able to correctly show and identify the chords and their fingerings?

Transition:
- “If you can hear my voice, clap twice. Let’s very carefully and quietly put ukuleles away.”

Closing:
- Can you show me what ready for the hall looks and sounds like?