Accompanying A Simple Song

Overview

Lesson 7 of 8 in the Beginner Ukulele Unit. Students use previously learned chords to accompany an age-appropriate song, developing steady beat, ensemble awareness and confidence through supported group performance.

Learning intentions

• WALT apply our learned chords to accompany a song.
• WALT keep a steady beat while playing with others.
• WALT listen and respond to the group.
• WALT perform respectfully and safely as an ensemble.

Success criteria

• I can change between the song’s chords.
• I can play along with the group and stay on the beat.
• I can stop, restart and follow the teacher’s signals.
• I can describe one thing I did well and one next step.

Curriculum links

• Performing music: use practical music skills to perform rhythmic and melodic patterns with others.
• Developing ideas: select and apply learned musical ideas in a song.
• Communicating and interpreting: listen, respond and contribute to a shared musical performance.
• Key competencies: managing self, participating and contributing, relating to others, and thinking.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome and musical hook Open with the opening question and listening prompt: “What makes a group performance sound together?” Play or demonstrate a short section of the selected song. Students tap the beat and identify where they hear chord changes.

2. 5–10 minutes – Review chords and beat Display the chord review and beat reminders. Students silently practise the chord shapes, then strum four steady down-strums while the teacher calls familiar chords. Check relaxed posture, safe instrument handling and clear chord sounds.

3. 10–15 minutes – Introduce the song map Choose a suitable two- or three-chord song that uses only chords already taught. Distribute the song map and chord practice sheet. Model the chord order, number of beats per chord and the agreed strumming pattern. Students speak the chord names while tapping the beat before playing.

4. 15–25 minutes – Guided group rehearsal Arrange 15 students into three groups of five, balancing confidence and experience. Give out the group role cards and assign roles such as ukulele players, beat leader, chord caller and encourager; rotate roles later. Rehearse slowly, stopping after each section to correct chord changes and re-establish the pulse.

5. 25–35 minutes – Full-group accompaniment Return to the rehearsal steps and performance reminders. The teacher sings or plays the melody while students accompany. Start with one strum per beat, then use the song’s agreed pattern if the group is secure. Practise stopping and restarting from a marked section using a clear count-in.

6. 35–41 minutes – Group performances and feedback Each group performs one section, or the whole class performs the song together while one group leads the beat. Listeners show a quiet thumbs signal for “steady beat” and “clear chord changes”. Invite two specific, kind comments and one practical improvement.

7. 41–45 minutes – Reflection and exit check Students complete the success criteria exit ticket independently. Ask them to circle or record the criterion they met most confidently and name one target for the final lesson. Collect ukuleles carefully and preview the final performance.

Resources

• 15 tuned ukuleles, with spare picks if used
• Selected age-appropriate two- or three-chord song
• Projector or board
• the accompanying song teaching deck
• the song map and chord practice sheet
• the group role cards
• the success criteria exit ticket
• Tuner or reference pitch
• Whiteboard and markers

Assessment

• Observe chord shapes, chord changes, safe technique and ability to maintain a steady beat during rehearsal and performance.
• Use the success criteria to give immediate feedback, especially about listening, responding to signals and recovering after mistakes.
• Review the worksheet and exit ticket to identify students needing extra chord-change practice before the final lesson.

Differentiation

• Support: use only two chords, slow the tempo, provide a visual chord chart and allow students to play one strum at the start of each chord.
• Support: pair less-confident players with a steady peer; allow a student to tap the beat or play open-string rhythm before joining the full accompaniment.
• EAL/SEN: demonstrate rather than rely on lengthy explanations, use colour-coded chord symbols and give clear count-ins and predictable stop signals.
• Extension: invite confident students to maintain the strumming pattern, lead the count-in, or add a simple rhythmic variation without losing the beat.