Ukulele Chords First

Overview

In this lesson, students take their first steps with ukulele chord shapes and use careful listening and planning from earlier lessons to prepare for a group performance in the unit “Exploring Music Through Cultures”. Students practise, choose a simple chord progression for their role, and share it with others.

Learning intentions

• WALT explore how chord shapes change the sound on a ukulele.
• WALT plan a short group part by deciding which chord(s) we will play and when.
• WALT practise performing with steady timing, listening to others, and adjusting when needed.
• WALT use music vocabulary to talk about what worked and what we will change.

Success criteria

• I can finger one or two basic ukulele chord shapes correctly (with help if needed).
• I can play the chosen chord at the right time in a short repeating section.
• I can listen to my group and make small adjustments to match the rhythm/tempo.
• I can explain using simple music words (chord, beat, timing, listen, change) what improved.

Curriculum links

• Music: creating and making music through exploring instruments, sound, and simple structures.
• Music: responding to others through listening, matching performance timing, and contributing to group music-making.
• Key competencies: managing self (practising), relating to others (group performance), participating and contributing (choosing and performing a role), thinking (planning and making adjustments).

Lesson structure (45 minutes)

1. 0–3 min · Welcome + focus. Teacher states: “Today we learn two first chord shapes and plan our group part for the performance.” Students share one thing they practised last lesson.

2. 3–10 min · Warm-up listening (no ukuleles). Teacher taps a steady pulse on the desk and counts 1–2–3–4. Students join with body percussion (clap/tap) and then echo teacher’s short rhythm patterns. Teacher asks: “When should we change—on the same beat as everyone else or whenever we like?” Students respond as a class.

3. 10–18 min · Direct teach: chord shapes. Teacher displays two simple chord shapes (e.g., a “C” and “Am” shape) on a board or chart, including finger placement reminders (where fingers go, which string to avoid, and how to press firmly enough without pressing too hard). Teacher models: finger shape → strum once → stop and listen. Students practise one shape at a time with teacher coaching and quick checks.

4. 18–24 min · Guided practice: strum-beat routine. Teacher sets a routine: “Thumb up, strum down on the beat, pause.” Class repeats for 4 beats while teacher counts aloud. Students then practise in pairs: Partner A calls the chord name (“Chord 1” or “Chord 2”), Partner B strums on the count. Teacher circulates and checks accuracy and timing.

5. 24–31 min · Planning for group performance (short). Students move into their assigned performance groups from the unit. Teacher provides a one-line planning prompt on the board:

• “Our part: Chord(s) = ___ then ___ (or repeat ___).”
• “We play on: beats ___.” Teacher models filling in a plan using the two chord options and a simple repeated section (e.g., four-beat loop). Students discuss and choose the chord order for their role, then rehearse silently “in their heads” by tapping the beats without strumming.

6. 31–40 min · Rehearsal: group performance rounds. Teacher runs 2 rounds, each about 4–5 minutes.

• Round 1: Groups perform their chosen chord loop once.
• Quick feedback: Teacher uses “listen and notice” language: “What did you hear? Where did it get tricky—timing or chord change?”
• Round 2: Groups try again with one agreed improvement. Students practise listening for the group pulse and changing chord shapes at the correct moment.

7. 40–45 min · Share + exit check. Each group performs for 10–15 seconds for the class. Teacher asks one question per group: “Which chord did you choose and what did you do to keep the beat?” Students complete an exit check: teacher asks them to show (with fingers on the board/chart) which chord they practised most today and say one improvement they will make next time.

Resources

• Ukuleles (one per student if possible; otherwise shared devices with clear roles)
• Chord chart cards showing the two target chord shapes
• Teacher chord model (large chart/whiteboard) with string-number or finger-placement marks
• Metronome or steady pulse tool (desk taps ok)
• Planning prompt card or board display for each group
• Pencils/mini whiteboards for quick “plan our part” notes
• Device for “string-check” (visual reminder of where fingers go and which string to avoid)

Assessment

• Ongoing observation during guided practice: correct finger placement and ability to strum on the beat.
• Listening and adjustment check during rehearsal: students can match timing when the chord changes.
• Exit check: student can identify the chord(s) they chose and name one improvement.

Differentiation

• Support: provide sentence frames for planning (“We play ___ on beats ___.”) and use a simplified “Chord 1 only” option for students needing extra time.
• Support: offer tactile/visual cues (teacher points to finger positions; students practise “finger on the spots” before strumming).
• Extension: students can add a second timing choice (e.g., hold the chord for 2 beats, then change) if their group is secure with the loop.
• EAL/SEN considerations: keep instructions to short steps, repeat chord names consistently, and allow students to demonstrate understanding by showing the chord shape rather than only speaking.