G7 Chord Practice

Overview

This is lesson 5 of 8 in the Beginner Ukulele Unit for 15 Year 4–6 students. Students learn the G7 chord and practise changing between C, Am, F and G7 while keeping a steady beat and playing safely and cooperatively.

Learning intentions

• WALT add G7 to our ukulele chord repertoire.
• WALT use correct finger placement and relaxed playing technique.
• WALT transition between C, Am, F and G7.
• WALT maintain a steady rhythm while changing chords.

Success criteria

• I can make a clear G7 chord shape.
• I can change between C, Am, F and G7 with fewer pauses.
• I can keep a steady down-strum while changing chords.
• I can describe one strategy that helped my playing.

Curriculum links

• Developing practical music skills through performing, listening and responding.
• Exploring how musical elements, including rhythm, beat and harmony, are used in performance.
• Creating and performing music individually and with others.
• Participating and contributing, managing self, and relating to others through ensemble music-making.
• NZC music learning at Levels 2–3: using musical ideas and practices to express, interpret and communicate.

Lesson structure (45 minutes)

1. 0–5 minutes – Welcome, hook and warm-up Seat students in a semicircle or rehearsal groups of three. Open with the hook and learning intention slides and ask: “How can four chord shapes help us play a whole song?” Students silently air-finger C, Am and F, then speak or tap a steady four-beat pulse. Check ukuleles are held safely and quietly.

2. 5–12 minutes – Teach the G7 chord Display the G7 chord demonstration slide. Model the G7 shape slowly, naming the strings and frets in child-friendly language. Students place fingers without strumming, then check that each string sounds clear. Use a “freeze, check, play” routine: freeze the hand, check finger position, then strum once. Remind students to keep fingers curved and press close to the fret.

3. 12–18 minutes – Guided chord changes Distribute the chord shapes and practice tracker. Students practise silent changes between C and G7, then Am and F, moving only when the teacher counts four steady beats. Play one down-strum on beat one after each change. Circulate and give specific feedback on finger placement, relaxed shoulders and clear tone.

4. 18–28 minutes – Four-chord practice Open the four-chord practice instructions. Lead the class through C–Am–F–G7, holding each chord for four beats. Repeat at a comfortable tempo, first with students watching their hands and then looking up. Pause between rounds to identify helpful strategies, such as preparing the next shape early or keeping a finger close to the strings.

5. 28–37 minutes – Small-group ensemble rehearsal Arrange five groups of three: two players and one musical coach, rotating roles after each round. Groups practise the four-chord cycle with a steady down-strum. The coach listens for rhythm and clear chord sounds, using kind, specific feedback: “I heard…” and “Try…”. If ready, groups play two cycles without stopping; otherwise they reduce the tempo or practise two chords at a time.

6. 37–42 minutes – Share and reflect Invite two or three groups to perform one cycle. The audience keeps the beat quietly and names one success linked to the criteria. Refer to the performance and reflection prompts and ask: “Which change was easiest? Which needed the most preparation?” Students record one useful strategy on their worksheet.

7. 42–45 minutes – Exit check and pack-up Hand out the Success Criteria exit ticket. Students indicate which criteria they met and write one next step, such as “practise G7 to F”. Collect instruments by checking that all ukuleles are placed safely and quietly. Finish with one class down-strum on G7, followed by silence.

Resources

• 15 tuned ukuleles, preferably one per student
• Plectrums, if routinely used
• Board or projector
• the Beginner Ukulele G7 teaching deck
• the chord shapes and practice tracker
• the Success Criteria exit ticket
• Spare chord diagrams or large teacher demonstration ukulele
• Tuner and visible metronome or steady beat source
• Sanitising materials, if required by school routines

Assessment

• Observe each student making G7 and changing between at least two chords, noting finger placement, clear tone and safe handling.
• During group rehearsal, listen for a steady pulse and whether students can complete the C–Am–F–G7 sequence with fewer pauses.
• Use the worksheet, peer feedback and exit ticket to identify students needing further G7 or rhythm practice in lesson 6.

Differentiation

• Support students by displaying enlarged chord diagrams, reducing the sequence to two chords, slowing the beat and allowing silent finger changes before strumming.
• Pair a confident player with a student needing support; use the rotating coach role to provide structured, positive feedback.
• For students with fine-motor or physical needs, offer a lighter instrument, adapted positioning, fewer strings to strum, or a partner-supported rhythm part.
• Support EAL learners with gestures and visual vocabulary: chord, string, fret, beat, change and pause. Extend confident players by strumming four down-strums per chord or leading their group at a steady tempo.